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TEXTO DEL ESTUDIANTE

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ET KL O K BO OO G B IN RK A D WO RE &

Ingls

Medio

TEENS CLUB
Lina Alvarado Jantus

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN

TEXTO DEL ESTUDIANTE

Ingls

Medio

TEENS CLUB
Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Britnico

Este libro pertenece a:


Nombre: Curso: Colegio:

Te lo ha hecho llegar gratuitamente el Ministerio de Educacin a travs del establecimiento educacional en el que estudias. Es para tu uso personal tanto en tu colegio como en tu casa; cudalo para que te sirva durante todo el ao. Si te cambias de colegio lo debes llevar contigo y al finalizar el ao, guardarlo en tu casa.

DISCOVER YOUR BOOK


UNIT
TEEN LIFE
In this unit you will: read posts of a Student Forum chat. read poems. listen to an interview. listen to poems. You will learn how to: Reading identify cognates. find general and specific information. infer meaning of words in context. locate and match information. 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. Writing write a personal introduction to a forum chat. complete a poem. Language use linking words. 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.
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 dont think a Chinese teen is different at all from me.

TEEN LIFE

Atzuko, 14, Japan. My identity is not in my nationality, It is in my art. Im studying art at an American school and I feel like the rest of my classmates.

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). Classmates name Music Free Time Sports Art
Carmen, 14, Chile. Identity? No, I dont 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? Ludvik, 15, Czech Republic. My national identity is very important to me, although I see myself more as a European or a westerner teen.

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.
TEEN LIFE

BEFORE YOU START


LESSON 1
in the boxes.

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.
Key Word Spot

LISTENING
5
folks fume mean (adj.) swear unfair utterly

TEENAGE TALK

4 You are going to read two poems written by teenagers. What do


you think teenagers usually write about? Why? Explain.

10 Listen to the interview with Danny Evans, a typical teenager, and check your predictions in Exercise 3. 10 Listen to the interview again and identify the alternative you hear. a. b. c. d. e. 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. Hes fed up with work / homework. Hes spending one week / two weeks with his cousins.
Reflection Spot

1 Read the list of predictions for the year 2050. Complete them with will / wont and the verbs
be have take fly travel

5 Read the words in the Key Word Spot. Look up their meaning in
a dictionary. 13

I can predict information from pictures. I can identify correct words.

READING

PREDICTIONS FOR 2050


There Cars People Everyone People .

security cameras everywhere.

10 Listen again and match the verbs in list A with the phrases in list B. Then, identify the correct picture for each collocation.

Complaints
by spaceship. mobile phones, even young children. vacations in space.
1

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, whatll they Theyll 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, Its much worse for mum and dad; For them its living hell! Getting Older
1

A look play talk wear

B about music a nice jacket for a girlfriend the drums

2 Read Jerrys and Beths 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
Play tennis with Linda Meet Cristina Theater with Bob Dentist at 4:00 Study Math with Beth

10 To

Visit &grandma Meet Cristina Gym &at 5:30 First &driving &lesson Study Math with Jerry

When you cannot find your pencil And your purse has gone astray; When youre feeling rather tired For it has been a hectic day. When the morning comes too quickly And you just cant cope with rush; When everyone is shouting And youd rather have some hush. Perhaps youre getting older, 10 For this happens, we are told, But no, this isnt how it is; Youre only thirteen years old!

10 Answer these questions. a. Where does Danny live in Chicago? b. What does Danny usually do in his free time? c. What are his favorite school subjects? d. Is Danny's life similar to your life? Why? Why not?

a. b. c. d. e.

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?

6 Read the poems quickly and check () your predictions in Exercise 4.

UNIT 1

17

11

BEFORE YOU START Short activities to activate previous knowledge and to deal with the starting point for the activities that will follow.
YOUR ENGLISH IN ACTION
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.

READING The tasks will help you develop strategies to improve your understanding of written texts.

LISTENING The tasks will help you develop strategies to improve your understanding of oral messages.

UNIT CHECK
READING: TWO CULTURES
15

FINAL REFLECTION
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.

TEEN LIFE

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: 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 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?

1 I can write three sentences expressing future plans with the


structure Present Progressive. a. My brother b. c. ing . . . 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. 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. 10 - 13 = You are doing fine, but you can certainly do better. Get together with a classmate and review your weak points. 14 - 16 = Congratulations! Great progress. You may look ahead to the new unit and help the classmates who need assistance.

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 Reading identify cognates extract specific information Listening discriminate between correct and incorrect information distinguish sounds Speaking exchange personal information about future arrangements ask and talk about personal interests and preferences Writing introduce yourself to a Student Forum Chat write a personal profile Not sure about something? Look back through the unit again. Write two things you can do to improve your performance. a. b. Always or . . . Never

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.

Sometimes

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

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?
Sonias 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 , the .

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

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. 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?

5 pts.

. .

22

UNIT 1

24

UNIT 1

27

YOUR ENGLISH IN ACTION These attractive and entertaining activities will motivate you to study and put into practice what you are learning.

UNIT CHECK A formal test at the end of the unit to evaluate your progress and help you discover what you need to revise.

FINAL REFLECTION Guided analysis of your strengths and weaknesses, to help you check your progress and find ways to improve your performance.

LANGUAGE SPOT Section designed to help you revise or discover a particular grammar structure. The activities are meant to promote independent learning.

ORAL PRACTICE

Activities based on a listening text, aimed at practicing oral skills, pronunciation, fluency and intonation.
FAST LEARNERS

TAKE ACTION! Hands-on activities to consolidate the contents covered in the unit.

Activities for faster students. They can also be used with all students, if the circumstances allow it.
REAL LIFE SPOT

Interesting bits of information on the topics of the lesson.


READING AND WRITING

A short section with extra practice focused on reading comprehension and writing skills.

GAME

SPOT

Section designed to motivate you with different games.

LISTENING AND SPEAKING

LETS CHECK

A short section with extra practice focused on listening and speaking skills.

These short evaluation activities allow you to analyze your performance. You complete the tasks within a time limit and check your points.

Key

Word

Spot

Reflection

Spot

Special glossary that helps you with the key words in the text you are going to read or listen to.

Statements to help you reflect on your learning process and to raise your awareness of how you develop your own learning strategies.

Reading booklet connection

LETS READ!

This icon indicates the connection of an activity with complementary work on the Reading Booklet.

A & DIN W G O B RK O BO OK O LE K T

WORKBOOK

RE

Ingls 1 medio

TEENS CLUB

LETS READ!
Reading booklet

Ingls

Medio

LETS READ!
Reading booklet

A complementary booklet aimed at encouraging your taste for reading outside of the classroom, and reinforcing your comprehension skills.

TEENS CLUB

It includes a selection of activities divided by unit, as a complement for the contents covered in the Students book.

WORKBOOK

PLAN OF THE BOOK


UNIT UNIT

TEEN LIFE
6 - 27 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

TECHNOLOGY AND INVENTIONS


28 - 51 Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 1: Technology Update . . . . . . . . . . . . . . Listening: A piece of news . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Language Spot: Linking Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Oral Practice: A short description . . . . . . . . . . . . . . . . . . . . . . . . . . Reading and writing: A short story extract: The Bicentennial Man . . . Lesson 2: Popular teenage inventions . . . . . . Reading: Information about two teen inventors . . . . . . . . Language Spot: Expressing reasons . . . . . . . . . . . . . . . . . . . . . . . . . . . Listening and Speaking: 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 33 34 35 35 38 39 41 43 44 45 46 48 51

ANSWERS

100

THEMATIC INDEX

108

UNIT

UNIT

MUSIC AND LITERATURE


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 . . . Reading and writing: Song lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson 2: We want you to read! . . . . . . . . . . . . . Reading: A novel extract: The wonderful wizard of Oz . . Language Spot: The Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . Listening and Speaking: A dialog about the content of a story . . . . . . . . . Writing: A book review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Take Action!: A chat with a star . . . . . . . . . . . . . . . . . . . . . . . . . . . . Your English in Action . . . . . . . . . . . . . . . . . . . . . . Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 54 56 57 59 60 60 64 65 68 70 70 71 72 74 77

BODY AND MIND


78 - 99 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 . . . . . . . . . . . . . . . . . . . . . . Reading and writing: 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 / shouldnt / ought to) . . . . . . . . . . . . . . . . . . . . . . . . . Listening and Speaking: Expressing advice and suggestions . . . . . . . . . . . Writing: A letter to an advice column . . . . . . . . . . . . . . . . . Take Action!: Expressing possibility . . . . . . . . . . . . . . . . . . . . . . . . Your English in Action . . . . . . . . . . . . . . . . . . . . . . Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 80 82 83 84 86 86 88 89

91 92 93 93 94 96 99

GLOSSARY

109

BIBLIOGRAPHY

110

UNIT
TEEN LIFE
In this unit you will: read posts of a Student Forum chat. read poems. listen to an interview. listen to poems. You will learn how to: Reading identify cognates. find general and specific information. infer meaning of words in context. locate and match information. 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. Writing write a personal introduction to a forum chat. complete a poem. Language use linking words. 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). Classmates name 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 dont 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. Im 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 dont 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?

BEFORE YOU START


LESSON 1
in the boxes.

TEENAGE TALK

1 Read the list of predictions for the year 2050. Complete them with will / wont and the verbs
be have take fly travel

PREDICTIONS FOR 2050


There Cars People Everyone People .

security cameras everywhere. by spaceship. mobile phones, even young children. vacations in space.

2 Read Jerrys and Beths 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
Play tennis with Linda Meet Cristina Theater with Bob Dentist at 4:00 Study Math with Beth

Visit &grandma Meet Cristina Gym &at 5:30 First &driving &lesson Study Math with Jerry

a. b. c. d. e.

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
a.

TYPICAL TEENAGERS
a page of prose? b. a drama script? c. a poem? d. a comic?

1 Which picture (1 4) shows

2 Which are the elements that help you identify each type of text? Discuss with your partner.

LESSON 1
LISTENING BEFORE LISTENING
1 In the Word Search Puzzle, find the names of these pictures related
to teen culture. N S S C N E S C M C N N T E B W G H X S A H G R L I I K M Q U K I E Y D J I I N I N V F S J P T L I Z I T S S

TEENAGE TALK

Q W V V F S R

R P O R Z A F Z

O X L

O H S F J A

P O K Z I Z

D R S I E

M K K P I T J

M W K S Q

W M X I

O U X B Z E

R A Z

O E B D B S T V F

B T

S Z

P F

M O X X F

U N O J

W M U S I U

D B I

R Z J Z

N Q B Y

Q B F K

R K L

Q S F

W Y

D V J

U K X

O H

M U K K

H O U E T

Y K

G U P B

C K

H R Y

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.
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?

Key Word Spot

fleece fed up look forward to

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

10

UNIT 1

TEEN LIFE

LISTENING
5 6
10 Listen to the interview with Danny Evans, a typical teenager, and check your predictions in Exercise 3. 10 Listen to the interview again and identify the alternative you hear. a. b. c. d. e. 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. Hes fed up with work / homework. Hes spending one week / two weeks with his cousins.
Reflection Spot

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

B about music a nice jacket for a girlfriend the drums

10 Answer these questions. 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? Im wearing a fleece jacket, jeans and sneakers. b. What are you doing on your next vacation? Im 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 Dannys possible plans for the future.

9 Complete these dialogs with the Simple Present or the Present


a. What He / She b. What She your best friend after school? basketball at the stadium. your mother a parents meeting. right now?

Progressive form of the verbs in brackets. Then, match them with the pictures (1 3). (do) (play)

(do) (organize)

c. How often Every day, and we

Chilean teenagers fruit? (eat) milk every day, too. (drink)

12

UNIT 1

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 Practice and then role play the conversation in front of your classmates.

11 Ask and answer the questions in Exercise 10 with your partner.

READING AND WRITING 12


12 Can the Internet be a useful tool for communication? What do you usually use the Internet for? Read these two posts, and complete the rows in the chart on the next page with information about Jay and Brummie.
Jay Star Hey! Im new to the forum - So yeah Im a student in Boston from Saint Joseph's; love music and play the guitar and the drums. Im gigging this Saturday at Fenneys. Whats 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 Im camping on the beach with my friends for two nights. If anyone wants to know anything else, feel free to ask! Key Word Spot

Gig (verb): (informal) to perform live music at a pub or bar.

Reading booklet connection

LETS 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

Name Jay Star Brummie Bex You

City

School

Likes

Plans

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 Have you checked your work for spelling mistakes? Are there any words you are not sure about? When you have finished your work, read it through and check for any changes you need to make.

13 Complete the last row of the chart with your personal information. 14 Use the information in the chart to complete the following post,
introducing yourself to a Student Forum chat. Dont forget to invent a username! Hi, Im 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.

LETS 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.

(12 pts.)

0-4 Keep trying!

5-8 Good!

9 - 10 Very good!

11 - 12 Excellent!

14

UNIT 1

TEEN LIFE

FAST LEARNERS
Play the Dont 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 1s question, but answers Whats your name? e. Player 2 asks a question to Player 3, on his / her right. f. Player 3 does not answer Player 2s question but Player 1s question and so on. g. Each player has three lives. If he / she doesnt 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: Whats 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 sonI know we havent had much time to talk, but Id like to know more about youyour likes, your hobbies, your friends, your idols

No problem, Dad. You can visit www. greatdavid.com

15

LESSON 2
READING

TYPICAL TEENAGERS
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.

16

UNIT 1

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.
Key Word Spot

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. 13

folks fume mean (adj.) swear unfair utterly

READING

Complaints
1

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, whatll they Theyll 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, Its much worse for mum and dad; For them its living hell!

Getting Older
1

When you cannot find your pencil And your purse has gone astray; When youre feeling rather tired For it has been a hectic day. 5 When the morning comes too quickly And you just cant cope with rush; When everyone is shouting And youd rather have some hush. Perhaps youre getting older, , 10 For this happens, we are told But no, this isnt how it is; Youre only thirteen years old!

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 dont 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.

Reading booklet connection

LETS READ!

9 Read the poem Getting Older again. Identify the verse in which these
ideas are mentioned and write the number beside each of them. Everybody speaks loudly. You are growing up. You cannot find your belongings. You feel exhausted. a. b. c. d.

Page 3 Compare the poems with the ones on Page 17. Are they similar in any way? Answer the questions.

18

UNIT 1

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 / dont recognize myself because I dont 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 2. Answer these questions. 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 dont 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

LISTENING AND SPEAKING 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.

LETS 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 cant 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 loud quiet shy

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

TEEN LIFE

15 Complete the verses of this poem with ideas, feelings, or actions


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 , , , . , . ,

connected with teenagers or your real life. Then, compare poems in your group. Use the Editing Checklist to check for mistakes. Editing checklist Use this checklist to help you think about your work. 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.

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 Have you checked your 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.

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.

Just because
et Just because Im qui mute doesnt mean Im boring Doesnt mean Im t be outgoing Doesnt mean I can et Just because Im qui me Dont make fun of am Dont judge how I an animal Dont treat me like et Just Because Im qui nds I still want make frie sati ver ons Still love to have con thoughts Still want to share et Just because Im qui me Doesnt mean thats

21

YOUR ENGLISH IN ACTION


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. the class. A: A: A: A: A: A:

2 Use these prompts to write a complete interview. Then, role play it with your partner in front of
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.

Sonias 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

, the .

22

UNIT 1

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 dont really care.

d. Do you think its important to look

b. How much do you worry about

what your family thinks of you? i. Not much; its my life after all. ii. I care a bit because I know they just want me to be happy. iii. I care a lot. 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.

attractive? i. Yes, of course! ii. No, how you look is not as important as what you are like as a person. iii. Its not something I think about much.

e. Do you plan your life carefully? i. No, I love doing things without

c. Do you like spending time at

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. Youre only

young once. ii. In some ways I do, in some ways I dont. iii. No, youve got to think of the future.

@
Answer key: a = 3 pts. b = 2 pts. c = 1 pt.

@
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. 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?

5 pts.

24

UNIT 1

TEEN LIFE

2 Read the text again. Are these statements true (T) or false (F)?
a. b. c. d. e. 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.

5 pts.

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 LAMOURS LIFE


4
16 Listen to the interview and decide if these statements are true (T) or false (F). a. b. c. d. e. 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.
5 pts. 5 pts.

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. Shes 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. About once a month. Im fifteen tomorrow. Im studying for several tests. In Lansing, Michigan. My birthday party.

5 pts.

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. Lets 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.
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

Pay attention to the provided connectors to include additional or alternative ideas. . . . . .

5 pts.

SPEAKING
9 Ask your partner the questions in Exercise 1. Notice that the questions require
some changes. Role play the conversation. Example: What time do you get up?
5 pts.

WRITING
10 In your notebook, write a reply to Bao-Yu or Kenny, telling about your life.
5 pts.

0 - 11 Keep trying!

12 - 24 Good!

25 - 37 Very good!

38 - 52 Excellent!

52 TOTAL

26

UNIT 1

FINAL REFLECTION
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.

TEEN LIFE

1 I can write three sentences expressing future plans with the


structure Present Progressive. a. My brother b. c. ing . . . 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. 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. 10 - 13 = You are doing fine, but you can certainly do better. Get together with a classmate and review your weak points. 14 - 16 = Congratulations! Great progress. You may look ahead to the new unit and help the classmates who need assistance.

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 Reading identify cognates extract specific information Listening discriminate between correct and incorrect information distinguish sounds Speaking exchange personal information about future arrangements ask and talk about personal interests and preferences Writing introduce yourself to a Student Forum Chat write a personal profile Not sure about something? Look back through the unit again. Write two things you can do to improve your performance. a. b. Always or . . . Never

Sometimes

. .

27

UNIT
TECHNOLOGY AND INVENTIONS
In this unit you will: read information from webpages. listen to a conversation. listen to a radio program extract about technology. You will learn how to: Reading find general and specific information. identify the sequence of events. identify the type of text. Listening discriminate between correct and incorrect information. relate speakers and speech. discriminate sounds and words. identify sequence. Speaking describe a technological device. exchange opinions about inventions and technology. Writing complete a paragraph about a new invention. Language use linking words. 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 peoples opinions.

GETTING READY 1 Find the following items in the picture on Page 29.
bicycle DVD calculator jet plane camera cellular phone credit card

microwave oven

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
(i iii).

TECHNOLOGY UPDATE

1 Read the descriptions of these new inventions (a c) and match them with the pictures
a. It solves the problem of weather. No matter how cold (or hot) it is outside, your body maintains a pleasantly warm temperature. Its perfect for camping, skiing, or any outdoor activity. It comes in 12 different colors. b. You can wear it when its 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 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.

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

Before starting this unit, you need to know: Vocabulary related to inventions and technology. The Present Simple tense. Linking words and, but, so.

TECHNOLOGY AND INVENTIONS

LESSON 2

POPULAR TEENAGE INVENTIONS

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 dance all night sing at the theater have a picnic play the piano watch a movie

talk to a friend

Anna

Charles

3 Emily and Eddie

Gina

Jill and Nick a. b. c. d. e. f. g. h.

Maggie

Dan

Sheila

31

LESSON 1
LISTENING

TECHNOLOGY UPDATE
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. everyday life. Discuss with your partner the reasons for your choice. think represent them (1 6). CPen a. TiVo b. Thought-Remote Control c.

2 In your notebook, make a list of inventions that would improve your

3 Match the names of three new gadgets (a c) with the pictures you

4 Complete these sentences with the names of the corresponding


gadgets. a. b. c. allows you to interact with TV. can memorize a text. is very useful for disadvantaged people.

32

UNIT 2

TECHNOLOGY AND INVENTIONS

5 Which of these words are related to the inventions in Exercise 3?


Discuss with your partner.
action electronic pen automatic gadget command game idea computer invention control TV control machine scanner

portable

system

technology

LISTENING
6 7
19 Listen to the recording and check your ideas in Exercises 3, and 4. 19 Listen again and number the gadgets in the order they are mentioned. a. b. c. C-Pen Thought Remote Control TiVo

19 Listen to the recording again. Are these statements true (T) or false (F)? a. b. c. d. e. f. 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 wont need a mouse or a keyboard for your computer.

19 Answer these questions. a. Who can benefit from an invention such as TiVo? b. What's the main difference between Thought - Remote Control and a normal one? c. Which other invention has the same function of the C-Pen?

33

AFTER LISTENING
LANGUAGE SPOT
Linking words

1. Read these sentences from the text and other examples. Pay special attention to the words in bold. a. Although it looks like a highlighter pen, it is a small portable scanner. b. I cant even imagine that! However, Im 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.

10 Write sentences using linking words from the Language Spot.


Follow the example. a. Although the children were making a terrible noise b. c. d. . . . .

34

UNIT 2

TECHNOLOGY AND INVENTIONS

ORAL PRACTICE 11
20 Complete this description of a new invention in your notebook. Then, listen to the recording and check. is called CyberBug. It you to to peoples 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! This

12 Practice describing the object. Then, take turns to practice the text
aloud. Try to imitate the accent and intonation. lesson you can identify.

13 Try this crossword puzzle and find out how many words from the

2 1 3 5 6

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


Extract

21

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, were 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 dont in the least mind Andrews 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, Lets go home, now.
Taken from: Asimov, I. (March 1991). Robot Visions. The bicentennial man. (p. 245). New York: New American Library.

36

UNIT 2

TECHNOLOGY AND INVENTIONS

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. Childrens 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 robopsychologists 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. LETS 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

POPULAR TEENAGE INVENTIONS


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.

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.

a. b. c. d.
Key Word Spot

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.

clap launch skill tool

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.

38

UNIT 2

TECHNOLOGY AND INVENTIONS

READING

22

6 Read the text quickly and check your predictions in Exercises 3 and 5.

POPULAR TEENAGE INVENTIONS

Ana Lingenfelder

_____ I. __________________ nia, won ader from Hanover, Pennsylva Ana Lingenfelder, an eighth-gr she se -a-Toy World Games. Becau a top award at the 2013 Invent e games but didnt 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 nt 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 Sutherlands 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. Anas 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 didnt always have friends to play with. v. Ana took her invention to a toy company. b. Andrews 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.

Reading booklet connection

LETS READ!

Page 6 Read the extract of this science fiction story about technological advances, and answer the questions.

40

UNIT 2

TECHNOLOGY AND INVENTIONS

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 Andrews 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?
because

LANGUAGE SPOT

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 didnt 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. Im going to bed early because I have a terrible headache. 2. Answer these questions. a. How many parts can you recognize in these sentences? b. What does the word because introduce? Choose an alternative. i. A contrast. ii. A reason. iii. A consequence. 3. Copy and complete this general rule in your notebook. We can use the word __________ to join two ideas that express a reason and a __________. We use __________ to introduce the sentence that expresses the reason. NOTE: the order in which we can express the ideas can vary. 4. Copy the sentences in Point 1 in your notebook and circle the two parts in different colors.

41

11 Use the visual clues to rewrite these sentences, using because.


Example: We didnt have our science class. The teacher was absent. Because the teacher was absent, we didnt have our science class. We didnt have our science class because the teacher was absent.

a. The children cant go to the beach. Its raining.

b. Pauls car didnt start. It broke down.

c. My sister got up early. She has to study.

d. I cant eat that sandwich. Its 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

TECHNOLOGY AND INVENTIONS

12 Complete these sentences with your own ideas.


Example: I got a good mark because I studied a lot. a. I cant open the door because b. She is studying English because c. He isnt having dinner with us because d. My sister is late because e. The school team won the match because . . . . .

LISTENING AND SPEAKING 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 its . 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. following the example in Exercise 13.

15 Choose one of these inventions and create a dialog of your own,

43

LETS CHECK 16 Put the ideas together using because. Use because at the
beginning of four of your sentences. a. b. c. d. e. f.

(8 pts.)

Jim was hot and tired. He sat under a tree in the garden. My mother drank some tea. She was very thirsty. Susan hurried up. She was late for school. The weather is cold. He is wearing a heavy coat. Dan isnt very tall. He cant 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 Use this checklist to help you think about your work. Punctuation
0-2 Keep trying! 3-4 Good! 5-6 Very good! 7-8 Excellent!

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 Have you checked your 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.

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.

44

UNIT 2

TECHNOLOGY AND INVENTIONS

REAL LIFE

SPOT

TIONS ACCIDENTAL INVEN

The microwave
n In 1945 Percy Lebaro Spencer, an American , engineer and inventor was busy manufacturing magnetrons, the devices used to e radio signals that produce the microwav s a very radar use. Radar wa were integral to early r. However, during the time of wa important innovation l discovery. s a purely accidenta wa g in ok co e av ow cer micr ning magnetron, Spen tio nc fu a by ng di an While st et had olate bar in his pock noticed that the choc at it was the d soon figured out th in m en ke s Hi . ed elt m r caused this, and late microwaves that had entually, an ev pcorn kernels and experimented with po . egg, which exploded

TAKE ACTION! An original invention


a. Work in groups of four people and prepare a brief presentation about an original invention. b. In your group, choose an inventor. It can be one of those listed at www.invent.org. (Go to the Hall of Fame link, far left, and search by inventor or invention) or you can use your library, encyclopedias, etc. c. Write a short paragraph about the inventor and his / her invention. Include information about what sparked the idea and what steps the inventor took to go from idea to reality. d. If it is possible, add visual material to illustrate your presentation. e. Present the information to your classmates.

45

YOUR ENGLISH IN ACTION


1 Look for information about the inventions in the pictures. Then, copy and complete the fact file
in your notebook.

Name of invention 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

TECHNOLOGY AND INVENTIONS

3 Look for information about these important 20th century inventions, and complete the timeline.

1900 1901 1902 1903

1911

1920

1927

1940

1956

1973

1980

1983

1986

1995

airplane

automobile

cell phone

compact disc

credit card

Internet

electric typewriter

Correction pen.

Mp3 player.

refrigerator

television

vacuum cleaner

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.

2005

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. Spencers 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 Spencers mother expresses some worries about his inventions, she is very supportive of Spencers hobby. For him, inventing is a constructive activity and its 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 wont, but in the end, you will be satisfied. Ill 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. c. An article. d. A short story.

1 pt.

2 Read the text again and find the answers to these questions.
a. What kind of materials do Spencers 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?

4 pts.

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.

4 pts.

48

UNIT 2

TECHNOLOGY AND INVENTIONS

4 Read the text once more. Choose the best alternative to complete the sentences.
a. Spencer Daviss inventions require i. a lot of drugstore supplies. ii. a lot of imagination and a few pieces of trash. b. Spencers 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. Spencers 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.

5 pts.

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. c. An advertisement. d. A report.
4 pts. 1 pt.

25 Listen to the recording again and choose the correct alternative. 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.

25 Listen to the recording again. Check () the correct column can or cant. Can Cant change garbage into drugs or alcohol. change garbage into a human or an animal. clean the house. help with homework.

6 pts.

The garbage eater The human robot

49

25 Listen to the description of the Garbage Eater 2000 and put the actions in the correct sequence. a. b. c. d. e. f. 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 C. You decide how many pieces you need the eater to suck up. You type in what you want the garbage to turn into.

3 pts.

LANGUAGE
9 Use the ideas in A and B and the linking words in the box to form full sentences.
Although because besides however while
5 pts.

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.
a. b. c. d. e.

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.

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. Dont forget to combine your ideas with linking words, such as: although, however, though, while.
8 pts.

49 pts. TOTAL 44 - 49 Excellent!

0 - 13 Keep trying!

14 - 28 Good!

29 - 43 Very good!

50

UNIT 2

FINAL REFLECTION

TECHNOLOGY AND INVENTIONS

You have finished Unit 2! 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.

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 doesnt have a car. Use this clue to work out your score Skills Listening identify the sequence of information discriminate between correct and incorrect information Reading make predictions from the context extract specific information 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 Not sure about something? Look back through the unit again. Write two things you can do to improve your performance. a. b. Always Sometimes Never 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. 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. 10 - 13 = You are doing fine, but you can certainly do better. Get together with a classmate and review your weak points. 14 - 16 = Congratulations! Great progress. You may look ahead to the new unit and help the classmates who need assistance.

. .

51

UNIT
MUSIC AND LITERATURE
In this unit you will: read a chat conversation read book reviews listen to a television program listen to an extract from a story You will learn how to: Reading distinguish general and specific information discriminate between correct and incorrect information identify the type of text Listening infer mood of speakers relate speakers and speech discriminate sounds Language use modal verbs must, have to, need to use the Passive Voice Speaking express necessity, no necessity, obligation talk about books Writing write a book review write questions and answers in a chat room You will also: assess and appreciate the value of music and literature develop respect for the role of music and literature as means of communication

GETTING READY 1 In your group, write a list of all the literary genres and music styles you know. Then, complete
this chart in your notebook and decide which are your favorite ones. Music Literature

2 Compare your chart with other groups and share new words. Then look up the meanings of the
words you do not know in an English-English dictionary and write a glossary in your notebook.

3 Imagine you are lost on an island in the middle of the ocean. Choose a book and a music

album you would like to have with you. Share your comments in your group, giving reasons for your choice.

52

MUSIC AND LITERATURE

53

BEFORE YOU START


LESSON 1

NEW STARS
Across 2. a regular repeated pattern of sounds 3. an arrangement of sounds in patterns 6. played or performed by only one person
4 3

1 In pairs, solve this crossword and find out how much you know about music.
1

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,
Rock'n Roll Heavy Metal Classical Pop Rap

according to the kind of music they interpret. Then, compare your work with another group.

54

UNIT 3

MUSIC AND LITERATURE


Before starting this unit, you need to know: Vocabulary related to music and literature Active sentences and Present Tense

LESSON 2

WE WANT YOU TO READ


Biography Economy Childrens stories History Cuisine Drama

1 In pairs, look at the book covers below and match them with a genre from the boxes.

Love novel

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 cant spur myself to action. The only thing motivating me is ambition, which makes people rush ahead of themselves toward disaster. b. Rub the turkey inside and out with the kosher salt. Place the bird in a large stock pot, and cover with cold water. In 1843, he wrote his novel The Life and Adventures of Martin Chuzzlewit, a story about a mans struggle to survive on the ruthless American frontier. The book was published the following year.

c.

55

LESSON 1
LISTENING BEFORE LISTENING

NEW STARS

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

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.

56

UNIT 3

MUSIC AND LITERATURE

LISTENING
4 5
28 Listen to the recording and check your prediction in Exercise 2. 28 Listen to the recording again. Where was it taken from?

a. A music lesson.

b. A radio program.

c. A TV show.

d. An advertisement.
Reflection Spot

28 Listen to the recording again. Match the peoples names (a c) and their jobs (i - iii). a. Spencer b. Savannah c. Adam i. Voice coach ii. Songwriting coach iii. Director

Can I apply study skills?

28 Listen to the recording again and answer these questions. a. What will people learn to do at the academy? b. What will happen if the participants get the lowest number of votes? c. How do people feel when they get to perform their own songs?

Can I infer the meaning of new words?

57

28 Listen to the recording. Who says each of these sentences, Spencer, Savannah or Adam? a. b. c. d. e. f. : 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 dont 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

MUSIC AND LITERATURE 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. Thats 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 3. Copy and complete this general rule in your notebook. , 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 dont have money but I have friends. money when we go out, but we We dont spend always have a good time! Malcom: I have pets and I dont have time for friends because anything else. I only have I prefer my pets!

LETS CHECK 12 Write sentences about your classmates and their interests,
expressing quantity. Eg. There are only a few of my friends who like soccer. a. b. c. d.
0-2 Keep trying! 3-4 Good! 5-7 Very good! 8 Excellent! (8 pts.)

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

Can I ask you must obey

How about the rules?

need to

Tell me about

six weeks
A: B: A: B:

to work hard

us to develop our talents

A: B: We their rules and our coaches. A: B: They are great! They help .

Hi! a few questions? Im new here, you see. know? Sure! What do you how long were going to stay here. Well, , and then well learn to Well stay here for sing and compose. . , but we need

14

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

MUSIC AND LITERATURE

Thats 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 T o 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; That's what friends are for. 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; That's what friends are for. In good times and bad times I'll be on your side forever more; That's what friends are for. Taken from: Warwick, D. Thats 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 dont need help, But its harder to walk on your own. Chorus You'll change inside when you realize The world comes to life and everythings 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 youre lost and youre scared, And theyre through the highs and the lows; Someone you can count on, someone who cares, Beside you wherever youll go. Chorus You'll change inside when you realize The world comes to life and everythings 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. And when your hope crashes down Shattering to the ground, you, you feel all alone; When you dont know which way to go And there's no signs leading you home, you're not alone. Chorus The world comes to life and everythings 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, 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

MUSIC AND LITERATURE

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 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? Name: Name:

20 Write two short paragraphs describing your classmates, using the


- 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...

information you collected when applying the questionnaire. Follow these steps:

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

MUSIC AND LITERATURE

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.

6
Key Word Spot

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. mentioned in the story. a. b. c. d. e. f.

6 Read the text again. Number these events in the order they are
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.

Dazzled Lead Marble Pane Screen

65

READING

30

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.

l u w f r i e z d n a z o r O w d f o e h T

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

MUSIC AND LITERATURE

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 d. End

Can I recognize the correct sequence of events?

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?

Reading booklet connection

LETS READ!

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

MUSIC AND LITERATURE

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.

LETS 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
3-4 Good! 5-6 Very good! 7-8 Excellent!

0-2 Keep trying!

69

LISTENING AND SPEAKING 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.
beautifully described extraordinary

amazing and incredible fantasy stories

science-fiction very intelligent

The Wonderful Wizard of Oz very interesting

Mark: Sylvia: Mark: Sylvia: Mark: Sylvia: Mark:

Hi, Sylvia! What are you reading? . Have you read it? Its the most book Ive 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. Hes 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: Johnnys 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, youll 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

MUSIC AND LITERATURE

16 Have a look at the review again.


a. Identify the paragraphs in which these themes are mentioned. i. Description of main characters. ii. Writers personal opinion. iii. Description of main events. b. Underline the expressions the writer uses to introduce his / her personal opinion.

Editing checklist Use this checklist to help you think about your work. Punctuation

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 books cover, to illustrate it. Exchange reviews with your classmates. If possible, publish it on your class blog or notice board.

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 Have you checked your 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.

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

YOUR ENGLISH IN ACTION


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

MUSIC AND LITERATURE

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 Harry Potter and the Goblet of Fire Emilio Salgari 20,000 Leagues under the Sea J.R.R. Tolkien Papelucho Little Women C.S. Lewis Meg, Jo, Beth, Amy and Laurie Aslan, White Witch, Peter, Susan, Edmund, Lucy Sandokan Romeo and Juliet Author Characters

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.

Professions Music

Styles

Instruments Famous songs

People

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, Ive always got something to say because thats how I feel. When Im writing songs, its 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 dont know how to achieve my dreams. Bk: Dont 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 schools 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

MUSIC AND LITERATURE

1 Read the text and answer these questions, in your notebook.


a. b. c. d. e. 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?

5 pts.

2 Read the text again and choose the right answer.


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 pts

3 Read the text again and find this information.


a. b. c. d. e. Place where Beverly began singing: Prizes she has won: Event in which she was invited to participate: Two famous bands she likes: Places she suggests for starting a career: . . . . .

5 pts

LISTENING - DISCUSSING THE RULES


4
34 Listen to two people talking about the New Stars Academy. Choose the correct alternative for each sentence. a. b. c. d. e. I wouldnt / couldnt get to the meeting. Well stay here for three months / weeks. Each week we will perform one of our own songs on a radio / TV show. If you get the highest / lowest number of votes Performing my own songs will be a great feeling / filling. 34 Listen to the recording again. Number the questions in the order you hear them. a. b. c. d. e. f. 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?
6 pts 5 pts

75

34 Listen to the recording once more. Complete each sentence with one word. a. Im 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.
a. Sarah hasnt 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 hasnt been around few weeks. new songs lately? d. Have you heard
5 pts.

8 Write sentences in the Passive Voice. Eg. Queen's park is visited by many people
everyday. a. b. c. d. The Eiffel Tower / situate/ France. The Harry Potter series / write / J.K. Rowling. 32 pieces / use / in a game of chess. Cold milk / serve / with tea / England.

4 pts.

SPEAKING
9 In pairs, role play an interview between a fan and a famous artist. Follow the
example on Page 74.

8 pts.

WRITING
10 Think of a TV program you like, and write a short review.
- 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! 14 - 28 Good! 29 - 43 Very good! 8 pts. 51 pts. TOTAL 45 - 51 Excellent!

76

UNIT 3

FINAL REFLECTION

MUSIC AND LITERATURE

You have finished Unit 3! 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.

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 Listening identify the sequence of information discriminate between correct and incorrect information Reading make predictions from the context extract specific information Speaking express obligations, and needs. talk about TV, music and literature Writing write a book review Not sure about something? Look back through the unit again. Write two things you can do to improve your performance. a. b. Always Sometimes Never 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. 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. 10 - 13 = You are doing fine, but you can certainly do better. Get together with a classmate and review your weak points. 14 - 16 = Congratulations! Great progress. You may look ahead to the new unit and help the classmates who need assistance.

. .

77

UNIT
BODY AND MIND
In this unit you will: read a teens advice webpage listen to a classroom conversation listen to a radio interview You will learn how to: Reading discriminate between correct and incorrect information extract specific information from a text distinguish main ideas in paragraphs Listening discriminate between correct and incorrect 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


LESSON 1

YOU CAN BEAT THEM!

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 mustnt 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 oclock 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.

a. It is cloudy. .

c. This restaurant is very elegant. .

b. My father has a lot of work. .

d. Sean got up very late today. .

80

UNIT 4

Before starting this unit, you need to know: Modals Recommendations Present simple

BODY AND MIND

LESSON 2
a. b. c. d. e.

WHY AM I IN SUCH A BAD MOOD?

1 Match sentences a e with sentences i. v.


We dont want to get lost. Were 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 shouldnt forget to take an umbrella. ii. We should take a map with us. iii. We should confirm our attendance. iv. You shouldnt go off on your own. v. You should visit The London Eye.

2 Whats the activity? Read the sentences below and decide which advice is for each activity.
Then, complete the pieces of advice with should or shouldnt.
Mountain climbing Skiing Wind-surfing scuba diving Swimming Running

a. b.

i. You should always wear a helmet and special boots. go out if the weather is bad. ii. You i. You colored clothes. ii. You pavement, or in a park. i. You ii. You but far from the rocks. i. You ii. You you go out on the boat. always wear brightly go on the road, stay on the go out in a storm or at night always stay close to the shore go too deep. check your equipment before

c.

d.

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 stopping school

hurting

serious

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
a. He is giving a lecture. b. He is offering advice. c. He is giving instructions. d. He is telling a story.

of the lesson and look at the picture. What is the man doing? Circle the best answer.

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.

Key Word Spot

LISTENING
6 7
37 Listen to the recording and check your prediction in Exercise 4. 37 Listen to the recording again and circle the best alternative. a. b. c. d. e. f. g. h. i. j. Talk to / Tell us about being bullied, Oliver. When I was 15 / 16 I made a decision. I think people realize it is a serious / universal problem. You may visit our web page / site and see. Have a look at our solutions / suggestions. The easiest / hardest thing to do is not talk about it. They dont realize that they offend / upset you. You should tell someone you like / trust instead. It was a horrible / terrible experience. I dont have any / have some hard feelings towards them.

approach beat confident issue mess (v)

83

37 Listen again and number the questions in the order you hear them. a. b. c. d. e. 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? Whats 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, Olivers 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 dont 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. 3. Copy and complete this general rule in your notebook. 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? Its 1:30. B: He may be having lunch. a. A: When will your brother arrive? B: b. A: Why doesnt 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: . . . . .

LETS 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. a. b. c. d. d.


0-4 Keep trying! 5-6 Good! 7-8 Very good! 9 - 10 Excellent!

(10 pts.)

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 its not a problem to help the people in trouble Whats 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 shouldnt 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 hadnt 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 Isnt Funny


Ive always been funny. Its my thing. Some people get beauty, others sports ability, a lucky few even get musical talent. Me? I cant dance, sing, catch a ball, and no one has called to make me a top model, but I can make people laugh. 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 its easy to make fun of someone who doesnt fit in, whos different, or just plain weird. In high school, I had a classmate named Dennis. Dennis was pretty dorky. He had terrible acne and wasnt 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 wasnt crying because I was

BODY AND MIND 39

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. I realized then that being funny comes with responsibility; I had to use it wisely. Bullies arent 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 dont even have to look good in a Lycra suit.

Editing checklist Use this checklist to help you think about your work. Punctuation

Adapted from: Cook, E. (2012, February 3). Dear Bully: 70 Authors Tell Their Stories - Bullying Isnt 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.

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 Have you checked your 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.

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.
keep the problem to yourself tell your parents

get professional help tell a friend

write to a magazines 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

4 Take a look at the text again. What kind of text is it? Which are its
characteristics? What is its purpose?

lose my grip guilty let down mean give up empty handed

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

88

UNIT 4

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 cant 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. 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 didnt find any. iii. She found a lot.
Reading booklet connection

LETS READ!

Page 10 Read this extract of a science fiction story about bullying, and answer the questions.

Abbie

Emma

Joe

Priscilla

89

SEARCH BLOG MARK BLOG

Next blog

To create blog Access

TEEN PROBLEM PAGE


Abbie, 16 Im trying to study for my exams, but its 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. Im starting to panic. What should I do? 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 its funny, but Im very embarrassed and upset. Should I stop being friends with this guy? He said sorry, but I dont trust him anymore. ANSWERS I. Youd better not tell him any more secrets! But its silly to end a good friendship because of a broken promise. Its 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. Its very normal to be nervous, but you should calm down. Its helpful to have a regular routine - try to study at the same time every day. And youd better tell your friends and family so they dont 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! 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 Im losing my grip. Why do I feel like being on an emotional roller coaster almost all the time? Emma, 16 Im a girl suffering from Bulimia Nervosa. Only a few friends know, but I am not getting anything from them, and sometimes I feel they dont care. I feel very embarrassed to tell my family. I would greatly appreciate any advice. Ive been looking on-line for hours trying to find info on eating disorders, but have come up empty handed. Please help.

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 shouldnt worry too much.

Adapted from: DArcy, 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#

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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. 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?
Reflection Spot

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. Its 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. Its 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)

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LETS CHECK 12 Complete this piece of advice for a new student at your school. Use
should, shouldnt, ought to and had better, and the verbs in the boxes. (7 pts.)
make follow go to sleep ignore say tell try

a. You b. You c. You d. You e. You f. g.


0-2 Keep trying!

I I

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!

LISTENING AND SPEAKING 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 youd 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: Youd better try not to lose your temper and be patient. ? ? ? ?

e. A: ? B: Youd better concentrate on what youre 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

41 Listen to the recording again and practice the dialogs with your partner. Role play them in front of your classmates.

92

UNIT 4

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 Use this checklist to help you think about your work. Punctuation

b. Make a list of the reasons why you need help with this particular problem. Example: I cant think clearly, its 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

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 Have you checked your 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.

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.

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YOUR ENGLISH IN ACTION


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! Lets 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 dont look that great. e. If you go on a date that isnt fun, what is the reason? i. Most boys or girls are boring. ii. You didnt 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.

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 havent 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 havent met anyone you really like lately. iii. Youre not good-looking or smart enough yet. i. When you look at a fashion magazine, what do you think? i. Im 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 dont really diet. I like myself the way I am. iii. Dieting is good for me - the more I do it, the better.

94

UNIT 4

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 - theres 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. Youre 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 Claires diaries for next week and exchange information about them with your
partner. Use may and might. Day Monday Tuesday Wednesday Thursday Friday Saturday Sunday Tim Cinema with Bob Play football Radiohead concert Stay at home Disco Birthday party at Susans Go to the football match Day Monday Tuesday Wednesday Thursday Friday Saturday Sunday Claire Study for math test Visit aunt Maggie Radiohead concert Go to the dentist Meet friends Stay at home Watch movies on TV

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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. (NM)? a. b. c. d. e. b. To explain a problem. c. To offer advice.

1 pt.

2 Read the text again. Are these statements true (T), false (F), or not mentioned
Eating disorders could have serious health consequences. Only girls can suffer eating disorders. If your friend doesnt 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.

5 pts.

3 Read the text once more and answer these questions in your notebook.
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?

6 pts.

LISTENING: WHY DO WE WORRY ABOUT BODY IMAGE?


4
44 You are going to listen to an interview about body image. Are these statements true (T) or false (F)? a. b. c. d. e. Dr. Paula Reynolds works in the USA. This is a morning program. All models and actresses have the body of healthy women. Both boys and girls are affected by this problem. Beauty companies are now using normal models. 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?
5 pts.

44 Listen to the recording again. Number the sentences in the order you hear them. a. b. c. d.

4 pts.

44 Listen to the recording once more. Complete each paragraph with words from the boxes. a. A recent showed that of the girls aged eight to 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

6 pts.

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b. Some beauty now want to use more normal people - not thin models to show you dont 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 very positive schools students

LANGUAGE
7 Read the list of situations and write a sentence giving advice or a recommendation
for each. a. Mark has got a headache. b. Jenny got a bad mark in the last English test. c. Its late at night and Simon is still watching TV. d. Some students are saying bad things about Patrick.
6 pts.

8 Answer these questions using may or might.


a. Why is Patricia studying so hard? b. Why will your father arrive late? c. Why are you taking your umbrella? d. Why doesnt Phil answer the phone?

4 pts.

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.
am so confused. I Hey guys, Im 15 years old, OK maybe this will sound really stupid, but I the pressure of take dont know who I am anymore, I am depressed all the time, and I cant trying not to family, my school and all my extra classes. Im 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, cant 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

10 pts.

Im getting strange calls and stuff. Any help? And I am now 14. Hey, for about three months now Ive 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?

57 pts. TOTAL 47 - 57 Excellent!

0 - 13 Keep trying!

14 - 28 Good!

29 - 46 Very good!

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UNIT 4

FINAL REFLECTION

BODY BODY AND AND MIND MIND

You have finished Unit 4! 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.

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 Listening identify the sequence of information extract specific information from a recording Reading discriminate between correct and incorrect information identify and extract specific information 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

Always

Sometimes

Never

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. 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. 10 - 13 = You are doing fine, but you can certainly do better. Get together with a classmate and review your weak points. 14 - 16 = Congratulations! Great progress. You may look ahead to the new unit and help the classmates who need assistance.

Not sure about something? Look back through the unit again. Write two things you can do to improve your performance. a. b.

. .

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ANSWERS
Unit 1: Teen Life Before you start Lesson 1 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.

1 will be, will fly, will travel, will have, will take. 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.

9 a. does, do, He / She plays. (3) b. is, doing, is organizing.


(2) c. do, eat, drink (1)
City Boston School Saint Joseph Benton Harbor Name Jay Star Likes Plans

Lesson 2

Brummie Bex Chicago

Music; playing Gigging this the guitar Saturday at Fenneys. Sports; chatting Camping on the beach with on the Internet friends.

1 a. 4. b. 1. c. 3. d. 2.
Lesson 1: Teenage talk

Lesson 2: Typical teenagers

2 Answers may vary. 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.

1 COMPUTERS / FASHION / FRIENDS / MUSIC / PARTIES /


SPORTS / VIDEOGAMES
C N S S Q R W V S V F Y Q F S N S E S R Z P F O A R W Z Y C C B M E C N T N W M I X D V J W G A H X S E B O U E X Z B P H I G R L I R A Z U N J O G O K Y O X L U O E B F D V B T S M Q E U K I B P T F S B U X K Y I D J I S P Z W U M U S I C N O I H S A F D J B P I U O H N S V F R M F O Q X X M K U K J I P T L P R Z Z J H T O E U Z P I O Z K X Z N I Q Y B C K T E D E R I S Q K B F G B U P S S M J K T K S P Y I K H Y R S Y M Q W K S R K L Y X D W K

6 a. Authors complaining about teenagers. 7 a., d., e., f. 8 1 They talk for hours on end, what theyll think on next.
2 Talking to a friend or sending them a text. 3 Their music cracks the ceiling. 4 Theyll 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.

4 a. fed up; b. look forward to; c. wool 5 a. Yes, he does. b. Hes from Chicago, in the USA.
c. He likes skateboarding, playing the guitar and listening to music. d. He cares about the environment. c. older; d. homework; e. one week. music (2); wear a nice jacket (4)

6 a. friends; b. The Amazing Life of Birds; 7 look for a girlfriend (1); play the drums (3); talk about 8 a. He lives in the suburbs of Chicago.

11 a. Teenagers sleep a lot but they are always sleepy, anyway.


b. Teenagers dont 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.

b. Skateboarding, play the drums, listen to music, go to clubs. c. History, Spanish and computer science. d. Answers will vary.

13 a. or; b. and; c. but; d. but; e. and.

100

14 bold, loud, blunt, brave, shy, quiet, ashamed, afraid


Your English in Action

SPEAKING
Task Appropriate questions and answers to exchange personal information. Mostly appropriate questions and answers to exchange personal information. A few questions and answers to exchange personal information. Very poor questions and answers to exchange personal information. Score Language Score 3 Practically no language mistakes. Very few language mistakes. Some language mistakes. A lot of language mistakes. 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 A: What do you generally do on Friday evenings?

B: I usually go to the movies. A: How are you feeling right now? B: Im 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: Im 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. skirts, pink tops, platform boots, false eyelashes, glitter and pink lipstick. She likes them because she thinks she looks really cool, but her mother doesnt like the way she looks or dresses. To get money to buy her clothes and accessories she has a weekend job in a supermarket.

3 Sonias favorite clothes and accessories are pink mini

WRITING
Task Wrote the reply and provided all the required information. Wrote the reply and provided most of the required information. Wrote the reply and provided some of the required information. Tried to write the reply but provided very few of the required information. Score 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 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

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. 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

Language Spot 2. a. contrast. Linking words such as although, though, while, and however indicate between ideas. Although, though. However. While.

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 Lesson 1

2 The three inventions were created by teenagers. 3 Picture 1: Quizlet. Picture 2: Hands on hand-clap game. 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)

1 a. ii. b. iii. c. i. 2 Phil wants to go to the cinema but I dont like that movie.
I cant sleep so Ill drink a glass of warm milk. Sheila went to the disco but she didnt dance. My brother plays tennis and baseball. Devin studies Spanish and Italian. Carol didnt invite him so Jules didnt go to her birthday party.

4 a. and. b. but. c. so.


Lesson 2

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. Its 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.

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

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 cant go to the beach because its raining.

7 a. 2; b. 3; c. 1 8 a. False; b. True; c. False; d. False;


e. True; f. True

a. Sports lovers b. The Thought Remote Control can be controlled only with the mind. c. The scanner.

/ Because its raining, the children cant go to the beach. b. Pauls car didnt start because it broke down. / Because it broke down, Pauls car didnt 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 cant eat that huge sandwich because its too big. / Because its too big, I cant eat that huge sandwich. e. Sarah is sleepy because she went to bed late. / Because she went to bed late, Sarah is sleepy.

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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.

6 a. 2,000; b. five; c. work; d. made 7


The garbage eater The human robot Can Cant change garbage into drugs or alcohol. change garbage into a human or an animal. clean the house. help with homework.

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 cant reach the top shelf because he isnt very tall. / Because he isnt very tall, Dan cant 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.

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 doesnt receive a scholarship. c. All the shops are closed because its 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. Score Language Score Practically no language mistakes. Very few language mistakes. Some language mistakes. A lot of language mistakes. 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

Your English in Action

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. b. The glove. c. Six hours every weekend. d. An electric boat powered by solar panels.

WRITING
Task Wrote the description providing all the required information. Wrote the description providing most of the required information. Wrote the description but provided some of the required information. Very poor description without providing the required information. Score 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 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

3 a. His garage.

4 a. ii, b. ii, c. ii., d. ii, e. i.


LISTENING THE GARBAGE EATER AND THE HUMAN ROBOT

5 a.

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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. d. Dorothy and her friends remained in the Palace until they met Oz.

8 a. The City of Oz. b. Not mentioned. c. Dorothy, the Guard.


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.

1 Across: 2. (rhythm), 3. (music), 6. (solo)


Lesson 2

Down: 1. (lyrics), 3. (musician), 4. (chorus), 5. (song)

1 1: Childrens stories. 2: Economy. 3: Love novel. 1 Answers.

4: Science fiction. 5: History. 6: Biography. 7: Drama: Cuisine. a. Macbeth, b. Slow cooker recipes, c. Charles Dickens, a life.

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.

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.

14 a. Highlights. b. Protagonist. c. Author. d. Plot.


Your English in Action

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

Author J.K. Rowling

Characters

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.

11 Anne: a lot of, many, much. Malcom: a lot of, much, a few. 13 Can I ask you; need to; Id 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. Unit Check

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

READING - SPOT LIGHT ON BEVERLEY KNIGHT

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!

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 doesnt. She thinks Alicia Keys is a great artist.

2 They are all writers. 3 Fantasy. 4 a. 1. b. 4. c. 2. d. 6. e. 3. f. 5.

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.

6 b., d., e., c., f., a.

104

LISTENING - DISCUSSING THE RULES

4 a. couldnt; b. months; c. TV; d. lowest; e. feeling. 5 b.; f.; c.; a.; e.; d. 6 a. new; b. classes; c. co aches; d. sing.
LANGUAGE

Unit 4: Body and mind Before you start Lesson 1

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. 8 a. The Eiffel Tower is situated in France.


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.
Your Score

2 a. It is possible that it will rain.

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.

SPEAKING
Task Appropriate roleplaying of an interview. Mostly appropriate role-playing of an interview. A few questions and answers to role-play an interview. Very poor questions and answers to role-play an interview. Score Language Score 3 Practically no language mistakes. Very few language mistakes. Some language mistakes. A lot of language mistakes. 3 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 2

Lesson 2

1 a. ii. b. v. c. i. d. iv. e. iii. 2 a. mountain climbling ii. shouldnt.


b. running i. should ii. should. c. wind-surfing i. shouldnt ii. should. d. scuba diving i. shouldnt ii. should.

Lesson 1: You can beat them!

2 All of the situations in the pictures are related to bullying. 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.

WRITING
Task Wrote the review providing all the required information. Wrote the review providing most of the required information. Wrote the review but provided some of the required information. Very poor review without providing the required information. Score 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 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

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. 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.

Language Spot 2. c. 3. We use might and may to express that it is a possibility that something will happen.

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.

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.

12 a. You should / ought to / had better make sure your

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. b. One of the bullies. c. Yes.

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.

14 a. A personal experience with bullying.

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

LISTENING - WHY DO WE WORRY ABOUT BODY IMAGE?

6 Problems that are discussed: study problems, eating


disorders, adolescence problems, love problems.

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.

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

7 Possible Answers:

WRITING
Task Wrote the reply offering advice and support. Wrote the reply following most of the indications. Wrote the reply following some of the indications. Tried to write the reply, but followed very few of the indications. Score 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 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

a. You should take an aspirin / go to bed / have a rest. b. She ought to study more for the next test / shed better study. c. He'd better go to bed / turn off the TV. d. They should stop saying bad things about Patrick / they shouldnt talk about other people. 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.
Your Score Score 3

8 Possible Answers:

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 4 Language Practically no language mistakes. Very few language mistakes. Some language mistakes. A lot of language mistakes. Score 3 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.

107

THEMATIC INDEX

TOPICS Teens interests and favorite activities Typical attitudes Technological devices Teenage inventions Accidental inventions TV programs Fantasy literature A book review Bullying Teenage problems 10 16 32 38 45 56 64 70 82 88

LANGUAGE The Present Progressive for future plans Connectors and, but, or Linking words although, however, while, though Relative clauses with because Words to express quantity The Passive voice May and might to express future probability Giving advice and recommendation (should, d better, ought to) 12 19 34 41 59 68 84 91

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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 persons 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 writers 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

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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 Espaol Ingls, Ingls espaol. Mexico DF: Editorial Macmillan de Mxico 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. 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.

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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. 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: Yesterdays 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 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.

http://learnenglishteens.britishcouncil. org/magazine/books http://www.timeforkids.com/newsarchive/entertainment http://www.timeforkids.com/minisite/ summer-book-review-0 http://www.timeforkids.com/ minisite/2013-summer-movie-guide Recent books and movies reviews. 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.

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 http://www.timeforkids.com/ http://learnenglishteens.britishcouncil. org/ ADDITIONAL AUDIOVISUAL RESOURCES http://www.ted.com/

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2014 Ediciones R&B Teen Club 1 Medio Students Book N de Inscripcin: 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-Britnico

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