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INDEX
Unit 2: Challenges
10
18
26
UNIT
STUDENT LIFE
1 Put the types of schools in order, from the place you go to when you are very
young to the place you go to when you are grown up. Then, write example
sentences with each expression in your notebook.
a.
b.
c.
d.
e.
f.
College
High School
Junior School
Nursery School
Primary School
University
2 Match the educational establishments in Exercise 1 to the people who attend them.
a.
b.
c.
d.
e.
f.
cafeteria
homework
recess
grades
I dont have much free time because my teachers always give me a lot of
. Im a good student and I have very good
. My sister
but I
Allie, whos also in my class, prefers to do everything during
always tell her this is the time to go to the
and get some snack.
Fortunately, when Im on
I can fully enjoy my free time because I
dont have to do anything for school.
UNIT 1
STUDENT LIFE
homework
recess
grades
holidays
assignment
marks
canteen
break
5 In your notebook, write sentences using the new words in Exercise 4. In pairs,
take turns to read your sentences aloud replacing the words by their synonyms.
Example: I always have fun on my holidays
6 Read the school topics (a d) and write questions about them. Then, add two
questions of your own (e f).
Example: Name
a. Uniform
b. Schedule of classes
c. Favorite subjects
d. Teachers
e.
f.
8 In pairs, look for information and analyze the similarities and differences between
American and Chilean schools. Complete this chart.
Chile
The USA
9 With your partner, complete this dialog in your notebook with the information you
found in Exercise 8. Then, practice and role-play the dialog in front of your class.
A: What about the after school program in the USA?
B: Well, the after program ... What about Chile?
A: In Chile, the after program ...
B: Do you think its similar or different?
A: I think its .... because ....
UNIT 1
Strategy
Spot
STUDENT LIFE
10
11
12
calculator
dictionary
exercise book
drawing-pin
hole punch
rubber bands
stapler
note pad
timetable
paper clips
ruler
correction fluid
12 Look at the example. In pairs, take turns to ask and answer questions about four
objects in Exercise 11. Answer the questions considering what you are carrying in
your bag today.
Example: A: Can you lend me a calculator?
B: Yes, here you are! / Let me see .... Sorry, Im not carrying a
calculator today.
A: Thanks! / Thats a pity I really need a calculator!
13 Read the text and write two questions about it in your notebook.
Dunces Cap
of
When teachers punished students, they had to stand on a stool at the back
then
the class, wearing an arm band with DUNCE written on it. The teacher
the
on
it
placed
and
D,
large
a
took a tall, cone-shaped hat decorated with
boys head.
and
Victorian teachers believed that all children could learn at the same speed,
.
if some fell behind then they should be punished for not trying hard enough
others.
than
Today we know that some children learn more slowly
Strategy
Spot
both of them using the expressions used to / didnt use to. After that, talk to your
partner about the differences between parties then and parties in the present.
18th Century
Strategy
Spot
UNIT 1
The 60s
STUDENT LIFE
15 Have a look at these two ID cards. Write questions and answers about Gina
Fletcher, a new employee at the National Library. Use used to / didnt use to
and the clues in parenthesis.
INTERNATIONAL HIGH SCHOOL
NATIONAL LIBRARY
(__) Ms.
(__) Mr.
(__) Mrs.
( x ) Miss.
(__) Ms.
(__) Mr.
( x ) Mrs.
(__) Miss.
Gina Fletcher
Name
20 E. 15 St. Cleveland, CL 15005
Address
Gina Fletcher-Rowland
Name
5435 La Brea Ave., Los Angeles, CA 80067
Address
STUDENT ID
EMPLOYEE ID
17 Read Roger Duncans last Monday schedule. Complete the sentences using the
Past Continuous tense.
th
April, 17 .
MONDAY
9:00 10:00
10:00 12:00
12:00 1:00
1:00 2:30
3:00 5:00
5:30 6:30
dson
Meeting with Ms. Donal
b. At 10:20, he
UNIT 1
STUDENT LIFE
19 Fill in the blanks using the verbs in the Simple Past or the Past Continuous tense.
Then, create two sentences of your own.
a. I
b. The President
(be) in crisis.
c. Collin
on the door.
(knock)
d. We
(have) a coffee when we
news on the radio.
(heard) the
e.
f.
20 How much do you know about games and toys, past and present? Match the
pictures (1 - 7) and the names of these well-known games and toys (a - g). Then,
take turns to make comments about the past and the present using used to.
Example: In the past, girls used to play with porcelain dolls. Now they dont.
a. chess
b. hoop
e. skipping rope
c. marbles
f. spinning top
d. porcelain doll
g. wooden toy
UNIT
CHALLENGES
1 Complete this dialog using the Present Perfect Tense and the clues below.
amusing
boring
complicated
exciting
amazing
exhausting
interesting
dangerous
scary
fantastic
terrifying
A: How long
funny
you practiced
B: I
for
, since
A: What is it like?
B: I think its
A:
you
B: Yes. I've
A: I've
B:
A: I've
10
UNIT 2
since
since
in a competition?
, for
, for
you
.
in a competition?
!
CHALLENGES
2 Use the dialog in Exercise 1 as a model and make a survey about sports, asking
other students questions to complete the chart.
Activity
Name
When?
Do aerobics
Go on a roller coaster
Go sailing
Go surfing
Ride a motorcycle
Drive a racing car
Try bungee jumping
11
4 Complete the dialog using the Present Perfect , since / for and your own ideas.
A: When was the last time you practiced your favorite sport?
B: I havent ... since ... What about you?
A: Last week. I ... every week.
B: Really? Great! How long .....?
A: Ive ... since / for ...
5 Use information from each column to say correct sentences. Be careful to put the
verbs in column C in the correct form. Add any extra information you think would
make the sentences more interesting. Then, write the sentences in your notebook.
A
Gabriel
be married
2012
be in China
almost a year
four months
last September
My cousins
study engineering
two years
We
work there
very young
has
have
Julie
and
12
UNIT 2
CHALLENGES
8 In pairs, name the activities and describe each picture orally. Then, write
sentences in your notebook.
13
9 Complete the dialog with wish and the words in the boxes.
you
to see
to make
to remind
A: Good afternoon. I
a complaint. Its very important.
B: Good afternoon. One minute, please. I must give some information: Good
afternoon, We
our customers well be closed tomorrow.
Thank you. Sorry, How can I help you?
A: I had a problem with a product I bought yesterday. I really
the manager.
B: Sure. Please get in. Hell see you at that office.
A: Thank you very much.
a Merry Christmas!
B: Youre welcome. We
10 Read the description of each situation. Write complete sentences using wish and
your own ideas.
UNIT 2
scientists
c. Steven is a young five-year-old boy. He's flying to New York alone to visit his
grandparents. His parents
g. I
14
you
a safe journey.
CHALLENGES
Strategy
Spot
Born in Germany in 1899, Ludwig Guttmann was always interested in medicine. In his teens he
worked as a volunteer in a hospital for injured miners. One of his first patients was a man who had a
spinal cord injury. The doctors didnt have much time for him and the man soon died. Ludwig
remembered him for the rest of his life. He graduated from medical school and became a doctor when
he was 25 years old.
Guttmann enjoyed a successful career for the next few years. Because Guttmann and his family were
Jews, life in Germany was becoming very difficult for them. In 1938 he decided to move to the UK
with his family.
In the UK, Guttmann became the director of the Stoke Mandeville Hospital and continued his research
into the best way to treat people with spinal cord injuries. He wasnt only interested in treating patients;
he was also interested in how to rehabilitate them - to help them have a normal, useful life again.
The Second World War was going on and there were a lot of soldiers injured in the fighting. Often they
had lost the use of their legs and they needed treatment and help. At that time people thought that if
someone was disabled, they couldnt really live a normal, useful life. One of the results was that
disabled soldiers were often depressed and angry. Guttmann used his new methods to treat these men.
He looked after their injuries but he also tried to give them emotional strength. He wanted to
rehabilitate his patients.
He began to use sport as a therapy to help his patients. He wanted to give them back their self-respect
and dignity and he encouraged his patients to take part in sports.
In 1948 the hospital held a sporting event called The International Wheelchair Games. By 1952 the
event began to get bigger with disabled athletes from other countries attending. By 1960 the games were
called the International Stoke Mandeville Games and they were held in Rome alongside the official
Summer Olympics. The next two events, in 1964 in Tokyo and 1968 in Tel Aviv, Israel were even
bigger. By this time there were 750 athletes from 29 different countries. Guttmann himself died in
1980, even before the games were called Paralympics, but there is no doubt that he is the founder and
father of the Paralympic Games.
Today, it is normal for disabled people to take part in sports but during Ludwig Guttmanns lifetime,
disabled people didnt have the same chances that they do now. It is thanks to his hard work that we are
all able to enjoy The Paralympics.
15
In the UK...
In the Second
World War ...
In 1948 ...
In 1980
spinal cord
treatment
theraphy
disabled
injury.
treat
people with
e. Some injured soldiers lost the use of their legs and they needed
and help.
f. In the past people thought that if someone was
normal life.
16
UNIT 2
CHALLENGES
16 In pairs, read the clues aloud to each other and look at the pictures carefully.
Find the solution to this brain teaser.
Sports:
Baseball
Cheerleading
Golf
Softball
Jonica
Nikki
Trina
Reading
Singing
Shopping
Girls:
Bri
Spare time activity:
17
UNIT
ARTS AND ENTERTAINMENT
1 Have a look at the TV guide and find the following programs in it.
a. A game show
b. A chat show
c. The news
d. A soap opera
e. A series
f. A sports program
g. A documentary
2 Have a look at the TV guide again. Complete only Exercise 1 in the table.
Exercise 1
Type of program
Name
Chilean TV
Time
Name
Time
A game show
A chat show
The news
A soap opera
A series
A sports program
A documentary
3 Then, find Chilean programs that match the categories in the table. Write their
names and the time in the corresponding column. Explain to your partner what
the programs are about.
18
UNIT 3
4 Read these teens opinions about television and answer the questions.
a. Which are positive? Write P.
b. Which are negative? Write N.
c. Which do you agree with? Write A or .
You can
learn a lot.
There is too
much violence.
It is company
for old people.
It stops
conversation.
The programs
are boring.
It is cheap.
It is very
relaxing.
It is addictive.
5 Write a paragraph about television, describing what you think are its positive and
negative aspects and your own TV habits.
a. Organizing. Look at the teens opinions in Exercise 4 and think about more
positive and negative aspects about television. Write those ideas in the form of
two contrastive lists. Then, think about your TV habits and write two or three
sentences.
b. Drafting. In your notebook, write a draft of your paragraphs using all your
notes. You can follow this model:
I think television has some positive aspects
On the other hand, it has negative aspects
Personally,
c. Editing. Check that your work has included supporting examples of both
aspects and your own habits. Also, check for mistakes and correct them, if
necessary. Then, exchange your draft with your partner.
d. Writing. Write the final version of your paragraphs in your notebook. Read
them aloud to your group.
19
6 Complete the text about reality television with although, though or besides.
Reality Television
Reality television is a genre that presents dramatic or humorous situations without
a script and documents actual events. It frequently portrays a modified and
influenced form of reality,
. This is the reason way this genre is often
, it
described as a form of artificial or intensified documentary.
shows ordinary people rather than professional actors.
the genre
has existed since the early years of television, the current explosion of
popularity dates from around 2000. Reality television covers a wide range of
formats, from game or quiz shows to surveillance - or voyeurism- productions
such as Big Brother. Part of reality televisions appeal is because it places
, reality television has
ordinary people in extraordinary situations.
the potential to turn its participants into national celebrities such as in Pop Idol,
Survivor and Big Brother.
8 Interview people in your group using the survey below, and note down their
answers. How many TV addicts can you find?
Strategy
Spot
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
20
UNIT 3
10 Read about soap operas in Latin America and check () the sentences that do not
reflect the ideas in each paragraph.
Paragraph 2.
There is a small export market for soap operas in Latin American.
Paragraph 3.
The two Spanish-language networks in the USA produce their own
soap operas.
There are Latin American soap operas that are worldwide hits.
Paragraph 4.
Soap operas are more important in the USA than in Latin America.
Strategy
Spot
Make connections:
what Latin American
soap operas do you
know? Do you like
them? Why? Why not?
21
11 Read the text again and answer the questions (a c). Then, create your own
questions using the information given.
a. What is the main difference between American and Latin American soap operas?
b. Where do Spanish-language networks in the USA import soap operas from?
c. Why are soap operas more important in Latin America than in the USA?
d. Frequency of a typical soap opera.
?
e. The number of watchers within the country of origin.
?
12 Look at the example in bold and fill in the gaps in the same way.
his girlfriend
22
UNIT 3
his wife
(ask / buy) a
(refuse / go) to bed early.
(ask / let) them do what
(invite /travel)
13 Report what these people said using the past tense of the verbs in parentheses.
a. Susan to Dan: Can you lend me some money, please? (ask)
b. My mother to my father: Take the jacket upstairs, Jack. (tell)
c. My father to my mother: Ill paint the kitchen for you. (promise)
d. Mom to Freddy: Be careful before crossing the street. (tell)
e. Dad to Sylvia: Dont go to the disco. (forbid /prohibit)
f. The zookeeper to my brother: Dont feed the animals. (prohibit)
14 Read the conversation between Tracy and Marion. Then, follow the model and
write Mikes report in your notebook.
Marion
23
15 Have a look at the poster and the text below. What is their purpose?
a. To offer advice.
b. To promote an event.
c. To advertise a product.
Strategy
Spot
24
UNIT 3
Date:
Name of event:
Pieces on exhibition:
Participants:
17 Re-write these examples from the text using the phrases between parentheses.
Do not change the meaning of the sentences.
Example:
Past exhibitions include Mario Tomeoki, Fates Collective, David Fisher and the
renowned Canvas Gallery Series. (previous incorporate)
Previous exhibitions incorporate Mario Tomeoki, Fates Collective, David Fisher
and the renowned Canvas Gallery Series.
a. This exhibition will feature works from the citys finest artists between the ages
of 13 and 18. (display in their teens)
b. The exhibition will give the promising artist exposure (exposition rising)
c. The artist must fill out the application form. (painter complete)
d. Selected artists are permitted to hang up to two pieces (can a maximum of)
e. It is a large space that has hosted dozens of successful exhibitions. (place a
great number)
25
UNIT
HOW ABOUT WORKING?
1 Look at the signs and complete the short dialogs. Use the correct form of must,
have to or need to and your own ideas.
A: Excuse me sir,
B: Oh, Im sorry!
. A: Id like to
. B: No problem! You
. A: Can I
! B: Yes, but you
. Its free!
?
.
2 Read the sentences (a g) and match the words in bold with their synonyms (i
vii) in the box. Then, choose three words in bold and write examples of your own.
i.
ii.
iii.
iv.
a.
b.
c.
d.
e.
f.
g.
26
UNIT 4
helper
enrichment
aid
petition
v. chances
vi. presenter
vii. inhabitants
You have to fill in an application form to apply for that summer job.
The local communities are still waiting for supplies after the earthquake.
We received a significant cultural contribution from the native peoples.
The host of the voluntary program gave us a warm welcome.
Last summer program, applicants had many opportunities to learn
new skills.
The money support from the government helped a lot of people.
If you want to be a volunteer in national or international organizations,
you must be over 18.
do it now
Is it good news?
to the north
you have to be
Steve: Hello?
with Steve, please? This is Janet, from
Janet: Hi,
Amigos de las Americas, and Im calling
.
Steve: Oh, hello, this is Steve speaking.
Janet: Im afraid
. There are one or two points
with you. Can we
?
Steve: Yes, of course. Is
Janet: You say that youve done
. Can you
?
tell me
with
last
Steve: Sure! I went
.
summer, to help people build and
Janet: Right. And one more thing: the form says youre 16
Steve: In January.
.
Janet: So, youll be 17
Steve: Well...actually no Ill be 16.
Janet: Oh, dear. Im so sorry, Steve. Im afraid
17 to join us, so
next year.
Steve: Yes, I will. Thank you. Bye!
27
4 Janet Clark is making another telephone call. In pairs, create the conversation
(about 8 entries) including the following details and your own ideas. Write it in
your notebook and then, practice it with your partner. Use the conversation in
Exercise 3 as a model.
Strategy
Spot
Decide in advance a
particular language
aspect you will pay
attention to during
speaking (grammar,
vocabulary,
pronunciation, etc).
After speaking,
evaluate your
performance by asking
your partner what to
improve and take
down notes.
28
UNIT 4
6 Copy the chart below into your notebook. Classify the expressions in the boxes
under the corresponding labels.
Introducing
yourself
Asking who is
calling
Is Jake in?
Asking to speak
to someone
Connecting
Informing someone
is not available
Offering to take
a message
29
IV.
One of the reasons employers want you to
complete an application form is because they
need the same information from all job
applicants. However, if there are questions that
do not apply to you, simply respond with not
applicable, or n/a.
V.
Do not offer negative information. Your goal with
the application is to get an interview.
Providing negative information just gives the
employer a reason not to interview you.
VI.
Once youve completed the application, you need
to sit back and take a moment to thoroughly read
the document, checking for all errors - especially
typos and spelling mistakes.
Spot
30
UNIT 4
8 Match the following headings (a - f) with the paragraphs (I VI) in the article.
a.
b.
c.
d.
e.
f.
PERSONAL INFORMATION
Name:
Date of birth:
Place of birth / Nationality:
Address (Number and Street, City, Region):
Home phone number: (
Cell phone:
POSITION WANTED:
Full-time
Part-time
Temporary
EDUCATION
Name and address of school:
Special skills and qualifications:
31
12 In pairs, create short dialogs based on the situations given. Use may or might and
the example as a model.
Example: You dont have any special plans for this coming weekend.
A: What are you planning to do this weekend?
B: I may go to the movies or I might visit some friends.
a. Some friends are coming to your house for dinner. You are not sure about what
to make for them.
b. You want to go camping next weekend, but the weather forecast predicts rain.
c. It is late at night and you hear a strange noise outside. You dont know what it
is.
d. You want to buy a sandwich, but you dont have enough money.
32
UNIT 4
13 LETS PLAY!
a. Form groups of five participants.
b. Each group will need some dice and four tokens to play this
board game.
c. Each group must appoint a student to be the monitor of the game and
to check the answers.
Instructions
I. Roll the dice and then move your token forward according to the
number you get.
II. When you land on a square, change or complete the sentence by
using might be and may be. For example, Its a bottle can
become It might be a bottle, but it is not very probable
III. If the participant changes or completes the sentence with the correct
deduction, he / she can go ahead. If not, the participant must return
to his / her previous place. Next turn, he / she must move forward
from that place.
IV. The winner is the participant who finishes first.
Its his
new car.
Its an
old book.
Its hers.
Its round.
Its not
made of
wood.
Id like to
go out.
Its a pen.
Hes
watching
TV.
START
33
14 Read the text and fill in the gaps of the sentences with your own ideas.
Spot
Make connections:
what voluntary work
organizations do you
know? Would you like
to participate in one?
Why? Why not?
34
UNIT 4
Adapted from: Duse, E. (2009, June 3). How Volunteer Work for Teens Works.
Retrieved September 9, 2014 from http://money.howstuffworks.com/economics/
Make connections: volunteer/opportunities/volunteer-work-for-teens2.htm
article.
15 Read the text again and complete the diagram in your notebook.
Volunteering
General
Benefits
Benefits
For teenagers
16 Look up the meaning of these phrases in the dictionary according to the text.
Then, provide a synonym and an example for each phrase.
Phrase
Meaning
Synonym
Example
blues
bonuses
on-the-ground
hands-on
encounter
lifelong
35
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Proofreading
Illustrations
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Recording engineer
Recording Producer
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