Professional Documents
Culture Documents
Ingls
Medio
TEENS CLUB
Lina Alvarado Jantus
Ingls
Medio
TEENS CLUB
Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Britnico
CONTENTS
PLAN OF THE BOOK ................................................................. 4 DESCRIPTION OF THE COURSE ............................................... 6 Students book ..................................................................... 6 CD ........................................................................................ 7 Teachers book ..................................................................... 7 Reading booklet ....................................................................7 Workbook .............................................................................7 TEENS CLUB METHODOLOGY.................................................. 9 Skills development ............................................................... 9 Communicative skills ........................................................... 9 Language structures............................................................. 9 Vocabulary ........................................................................... 9 Cognates .............................................................................. 9 False cognates...................................................................... 9 Learner training ................................................................. 10 Classroom management .................................................... 10 Discipline ........................................................................... 10 Large classes ...................................................................... 10 Pairwork and groupwork ................................................... 10 Assessment ........................................................................ 10 Self-assessment ................................................................. 11 Photocopiable evaluation instruments .............................. 11 Avoid this mistake! ............................................................ 11 SOME BASIC TEACHING REMINDERS ................................... 12 Some methodological suggestions for skill development ...12 THE INTERNET IN THE CLASSROOM..................................... 14 Tips to develop safe Internet lessons .................................. 14 USING LITERATURE IN THE LANGUAGE CLASSROOM ......... 15 CLASSROOM LANGUAGE ....................................................... 16 UNIT 1: TEEN LIFE ................................................................. 18 Extra Tests ............................................................................... 32 Answers to Extra Test .............................................................. 34 UNIT 2: TECHNOLOGY AND INVENTIONS .......................... 36 Extra Tests ............................................................................... 51 Answers to Extra Test .............................................................. 54 UNIT 3: MUSIC AND LITERATURE ........................................ 56 Extra Tests ............................................................................... 73 Answers to Extra Test .............................................................. 76 UNIT 4: BODY AND MIND .................................................... 78 Extra Tests ............................................................................... 91 Answers to Extra Test .............................................................. 94 QUESTION BANK ...................................................................96 Unit 1: Teen life ...................................................................96 Unit 2: Technology and inventions ......................................97 Unit 3: Music and literature .................................................98 Unit 4: Body and mind ........................................................99 Answers to Question Bank.................................................100 WORKBOOK ANSWERS ........................................................102 Unit 1: Teen life .................................................................102 Unit 2: Technology and inventions ....................................102 Unit 3: Music and literature ...............................................103 Unit 4: Body and mind ......................................................104 THEMATIC INDEX .................................................................105 BIBLIOGRAPHY ....................................................................106 Additional bibliography ...................................................107 Web pages ........................................................................107 Additional audiovisual resources.......................................107
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
ANSWERS
100
THEMATIC INDEX
108
UNIT
UNIT
GLOSSARY
109
BIBLIOGRAPHY
110
Students Book
At the beginning of the book there is a list of contents and an explanation of the symbols used. At the end, there is a glossary, a bibliography, websites and a thematic index for the students. The Students Book is divided into 4 units, each one based on a different topic: Unit 1: Teen life Unit 2: Technology and inventions Unit 3: Music and literature Unit 4: Body and mind Each unit has a lesson focused on reading and a lesson focused on listening. In some lessons, a Reflection Spot can be found, to allow students to think about their achievements and weaknesses, and there is also a Lets Check section, so that students can evaluate their progress on a particular aspect of the lesson. At the same time, this section provides information to the teacher about any points with which most of the students have problems. At the end of each unit, there are three additional sections: Unit Check. It is a final test which covers the four skills and the language studied. It helps students revise contents and evaluate their performance through the whole unit. Final Reflection. It offers students a summary of what they have learnt through the unit, guidance concerning the actions they should take in order to improve their performance, and also allows them to reflect on their strengths and weaknesses. Real Life Spots. They allow students to make connections between the topic of the lesson and the real world, and may bring a bit of humor to the class. They also provide them with useful additional information. Teachers should encourage students to make the most of these spots and search for further information or connections with the topics on their own. Teens Club also includes a Game Spot section in some of the lessons. Games are highly motivating, since they are amusing and, at the same time, challenging for students; they provide an opportunity to use language in real contexts, and they also encourage and increase cooperation. They create the motivation for learners of English to get involved with the tasks and participate actively in the learning activities, bring real world` context into the classroom, and enhance students use of English in a flexible, communicative way. Games are used
in the classroom not only for mere fun, but more importantly, to practice and review the language. Thus, the meaning of the language that students speak, listen to, read and write, will be more vividly experienced and, therefore, better acquired.
CD-ROM
The CD-ROM includes all the material for the listening tasks in the lessons, the oral practice exercises, the reading texts (including the Reading Booklet), and the reading and listening components of all the tests (Unit Check and Extra Tests).
1 This is the icon used in the Students Book to indicate
Teachers Book
This component offers teachers support in several different ways: An introduction with a description of the course, the methodology of the text, suggestions for classroom management, general methodological suggestions for the activities, description of the course components. Information on the advantages of using literature in the teaching of English as a second language. Classroom language (which can also be found in the CD). Indications of estimated time, materials and evaluations for each lesson. Step-by-step lesson plans and suggestions, including ideas to start each lesson, as well as follow-up activities and suggestions for homework. Background information related to the information provided in the different texts, to help the teacher deal with possible questions from the students.
A section called Error Alert!, which provides information about mistakes students are likely to make, and additional exercises to practice specific points. They are shown in the Teachers Book as part of the guidelines for the activities in which they may occur. Photocopiable observation and evaluation sheets for the teacher and students. The answers to all the activities in the Students Book, Workbook, and tests. Full transcripts of the recorded material: listening texts, oral practice activities, listening tests. One extra test per unit. A complete bibliography for the teacher. Classification of the activities in the lessons according to their level of difficulty, indicated with the following icons: + Low ++ Medium +++ High Icons to indicate the language ability to be developed A Question Bank, supporting material for the teacher, to clarify and encourage reflection and discussion, exercise, monitor, and reinforce the students learning process.
Reading Booklet
Extra reading texts are presented in a beautiful booklet, to encourage students to read at home or outside of the classroom. The booklet also includes open questions for each text, as a means of developing critical thinking. It can be also be used as complementary reading during the class.
Workbook
This includes a selection of exercises divided by unit and lesson, designed for language practice, so that the student will develop problem-solving skills.
REAL
LIFE
SPOT
Section designed to help you revise or discover a particular grammar structure. The activities are meant to promote independent learning.
TAKE ACTION!
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
A short section with extra practice focused on reading comprehension and writing skills.
LISTENING AND SPEAKING
Special glossary that helps you with the key words in the text you are going to read or listen to.
Reflection Spot
A short section with extra practice focused on listening and speaking skills.
ORAL PRACTICE
Statements to help you reflect on your learning process and to raise your awareness of how you develop your own learning strategies.
Activities based on a listening text, aimed at practicing oral skills, pronunciation, fluency and intonation.
FAST LEARNERS
LETS READ!
This icon indicates the connection of an activity with complementary work on the Reading Booklet.
Activities for faster students. They can also be used with all students, if the circumstances allow it.
Skills development
At the beginning of each unit, the book presents activities aimed at activating previous knowledge (sections Getting Ready and Before you start). The purpose of these sections is that students can know what information they need in order to face the new contents successfully, and also to activate the knowledge previously acquired, and practice it through interesting activities related to the contents that will be covered. The methodology adopted through the lessons is a three-phase approach consisting of before, while and after listening and reading activities. The Before Reading / Listening activities provide a setting, motivation and linguistic preparation; they activate previous knowledge about the topic of the lesson, motivate students to read or listen and encourage them to predict and anticipate information. The Reading / Listening activities focus students attention and instruct them on how to look for specific information, find clues and discriminate between essential and non-essential information. The After Reading / Listening activities connect the text with the students own reality, provide them with practice on specific grammar points and help them develop writing and speaking skills.
Language structure
In Teens Club, grammar is approached in a clearly structured, yet meaningful way. Students are presented with an inductive task in a section called Language Spot, in which they have to figure out how the structure works in English, discovering both the use and the form. Then, they complete controlled practice exercises, where they apply the target structure in communicative situations.
Vocabulary
The key vocabulary in each lesson is presented in the Key Word Spot. There are vocabulary activities through which students develop effective strategies for learning and keeping vocabulary records. A systematic use of dictionaries is encouraged.
Cognates
Cognates are words in different languages related to the same root. The lessons in Teens Club provide students with activities related to these words, so that they can notice and recognize them, helping them increase their self-confidence by discovering how useful cognates are when trying to understand a text. The teacher should encourage students to find the cognates whenever they approach a new text.
False Cognates
Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. They are indicated in the section Error Alert! of the Teachers Book. Here are a few examples of false cognates: Actually = really, not actualmente (at present, currently). Embarrassed = avergonzado/a, not embarazada (pregnant). Approve = aprobar = agree with something, not aprobar un examen (pass an exam). Lecture = conferencia = a talk about a topic, not lectura (reading).
Communicative skills
Most students evaluate their own language ability based on how well they can speak. Speaking activities are present in Teens Club right from the start, and they are integrated with the other skills to encourage communication. Even in the first stages of learning, with only a limited knowledge of vocabulary and structures, students want and are able to communicate. The speaking tasks give students an additional opportunity to use new language in the context of a real life task, carried out in pairs or in groups, and following models provided.
Politics = la poltica, not los polticos (politicians) Library = biblioteca, not librera (bookstore) Familiar = estar familiarizado con, not familiar (relative) Parents = padres, father and mother, not parientes (relatives).
Learning styles
Learning styles is about developing students awareness of how they learn and how they develop their learning strategies, to become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about the problems they have faced and how they could improve their performance. This is supported in Teens Club in a section called Reflection Spot.
This implies a different role for the teacher; this does not mean that he / she will become less active in the classroom, but that he / she will not be the center of the activities. Teachers who monitor, encourage and participate in different classroom groups are even more active than traditional teachers. By re-organizing the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to practice and acquire the foreign language.
Classroom management
In most cases the teacher is the only direct contact that students have with English. Therefore, it is important that the teacher tries to communicate with the students in English as much as possible. Teachers can also use gestures or mimicry, to help understanding. Instructions for all the activities in Teens Club are clear and simple, and teachers should encourage students to read and interpret them on their own, and support them, whenever necessary, through demonstration and examples.
Discipline
Teenage students are going through a difficult period of development in their lives, so the teacher might face discipline problems, disruptive behavior, or unwillingness to do the tasks they are assigned. One of the causes of bad discipline is, usually, the students inability to cope with the tasks. To avoid these problems, two preventive strategies are suggested: Careful planning. Students realize there is a purpose which keeps their attention on the task. Clear instructions. Instructions must be given clearly and assertively, including time limits whenever possible, so that students know what to do and when they should finish the task.
Assessment
Assessment is one of the most valuable sources of information of what is happening in the classroom. The involvement of the students in this process makes their attitudes towards their learning change significantly, and they start to feel more responsible for their progress. In Teens Club, assessment is ongoing. The teacher assesses continuously, in every activity, in every lesson, to see how far a student is making progress, in line with the objectives. He / she uses the information obtained to help students with specific problems. In each lesson there is one activity to evaluate one particular aspect of that lesson, in the section Lets Check. There is also an overall assessment, periodically, at the end of each unit, with a test format, called Unit Check, which includes evaluation activities of all the skills and language studied in the unit. Teachers should encourage students to correct and mark
Large classes
Large mixed-ability classes are a reality teachers have to face every day. Grouping is one technique that is used to reduce the negative effects of this situation. When the class is divided into smaller units, many learning activities can be undertaken.
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their Unit Check themselves, either on their own or in small groups. Finally, at the very end of each unit, there is a section called Final Reflection, which helps students analyze their performance in the whole unit. All these types of assessment complement each other.
Self-assessment
In Teens Club, self-assessment takes place in each lesson, so that students have the opportunity to reflect on their progress and their main problems. This type of assessment helps students to become more efficient learners, as well as make them feel more responsible for their own learning. This is done through the Reflection Spot, where students are asked to think about their abilities to perform the tasks, how well they did and the difficulties they encountered. In the Lets Check and Unit Check sections, students evaluate themselves to become aware of their progress, and in the Final Reflection section, they analyze their performance and make decisions concerning steps they can take to improve.
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- Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. - Make students evaluate their own performance in the lesson. a. Did their predictions help them understand the text? b. How did they do in the different listening activities? c. What new words, expressions or structures did they learn in this lesson? Can they use them in other situations? DEVELOPING READING SKILLS The organization of the activities should always consider before, while and after reading activities. Before reading: - Introduce and get students involved with the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use some of your own. - Use the introduction of the topic to present key vocabulary and structures, and write them on the board. - Invite students to predict the content and to formulate hypotheses of what will appear in the text. - Always ask students to take a quick look at the text and identify the cognate words and the words they already know. This will help them formulate more informed hypotheses and also help them feel less insecure when facing a new text. - Draw students attention to the structure of the text: layout, punctuation, titles, subtitles, etc., to identify the type of text they will be reading, all of which will also provide clues that will help them understand the text. - Do these activities quickly and take advantage of the interest built, to continue with the reading activities. Reading: - First, ask students to read the text quickly to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea. - Remind students of cognates, which they can identify easily. They will help with comprehension and, consequently, will help them develop the activities. In addition, present, false cognates in the text. - Read and clarify instructions with the class, and complete the different reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time students read the text, they should have a clear purpose and task, provided in the instructions,
which will help them focus their attention and identify the information required. - Help students recognize different supporting elements in the written texts: text organization, reference markers, letter types, graphic support, punctuation marks, illustrations, etc. - Remind students of some general characteristics of text organization: main ideas are usually at the beginning of each paragraph, connectors give important clues; and indicates addition, but, however indicate contradiction, because indicates a reason, or indicates alternatives, etc. After reading: - Help students summarize the text orally and / or in writing, using the models provided. - Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts. - Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality. - Make use of the activities for fast learners (FL) or of Your English in Action in the Students Book and of the Extra Tests in the Teachers Book to provide further practice in an open context, either for the whole class or with faster, keener students. Invite them to make comments on the content and share them with the rest of the class. - Encourage students to make use of the Reflections section to evaluate their own performance during the lesson. DEVELOPING ORAL EXPRESSION At the beginning of the course, prepare a poster / posters with the class, showing the expressions they must use as part of the classroom interaction. You may use different colors to classify them into: a. Greetings: Good morning, good afternoon, hello, hi, goodbye, bye. How are you today? Im (not) very well, thank you. And you? Teach them to address you as Mr. / Miss / Mrs. plus your surname. b. Asking for help or clarification: How do you say / spell / pronounce ...?, Can you help me, please? Can you repeat, please? Can you play the recording again, please? Can I / we use the dictionary / the computer? Can I work with ...? Can you tell / give me ...? c. Expressing feelings: Im sorry / happy / impressed / tired / ill / worried. Id be happy to ... . I like ... . I dont like ... . I liked ... . I didnt like ... .
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Encourage students to use English to complete the different speaking activities that show comprehension. Choose relevant parts of the listening texts, especially dialogs, for students to listen to, repeat, try to memorize and present in front of the class. Create a positive atmosphere in the classroom to facilitate students participation in oral exchanges. DEVELOPING WRITTEN EXPRESSION Always provide a model for students to follow. Go from simple, strictly guided activities to more complex ones: just
words that students use to fill in blanks, or exercises in which they put words in order to form sentences, short answers to simple questions, using a pattern given and substituting some elements, etc. Make students aware of punctuation marks and connectors to be used. Check written work while walking around the classroom, by collecting notebooks, or by providing the correct versions on the board or on a transparency.
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CLASSROOM LANGUAGE
1 Greetings 8 Some commands and instructions
Good morning. / Good afternoon. / Hello. / Hi. Good bye. / See you tomorrow. / See you later. Have a nice weekend. / Enjoy your holiday.
2 Moods and feelings
A: How are you today? B: Im fine. / Im great. / OK. / Very well, thank you. / Im not very well. / I have a problem. / Im feeling down. / Im sad.
3 Asking for clarification
Can you repeat that, please? Can you say that again, please? Sorry. Im afraid I didnt understand. Can you help me with this exercise, please?
4 Encouragement
Well done! / Good! / Excellent! / Good work! / Congratulations! Do it more carefully. / Say it again. / Try to correct that, please. Not too bad. / Youll do better next time. / Keep trying!
5 The date
A: What day is it today? B: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. / Its Friday. / Its Saturday. / Its Sunday. A: Whats the date today? B: Its (Monday) March 9th. / Its (Monday) 9th March.
6 The weather
A: Whats the weather like today? B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and warm. / Its nice and cool. / Its raining. / Its snowing.
7 The time
A: Whats the time? / What time is it? B: Its one oclock. / Its two oclock. / Its three oclock. / Its ten oclock. / Its twelve oclock. A: Whats the time? / What time is it? B: Its quarter past nine. / Its half past ten. / Its five past eleven. / Its ten past twelve. / Its twenty past one. / Its twenty five past two. A: Whats the time? / What time is it? B: Its quarter to eight. / Its twenty five to nine. / Its twenty to ten. / Its ten to three. / Its five to four.
Answer the questions. Be quiet. Check your answers. Check your predictions. Close the door. Come to the board. Compare your answers. Complete the paragraph. Copy the instructions. Discuss the ideas in your group. Do Exercise 1. Do not write in your book. Fill in the blanks. Find examples in the text. Find the cognates in the text. Listen to the recording. Look at the pictures. Look up these words in the dictionary. Make a list. Make some notes. Match the pictures. Name three activities. Open your books. Pay attention, please. Put the pictures in order. Read the instructions. Select the correct answer. Silence, please. Sit down. Stand up. Talk to your partner. Thats all for today, thank you. Work in groups of four. Work with your partner. Write the sentences.
9 Turn taking and permission
Can I talk to you after the class? Excuse me, can I say something? Excuse me; can I leave the room for a minute? May I go to the bathroom? Its your turn. Sorry, its my turn.
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Notes
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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 Progressive 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.
Development Preparation for the unit: two hours Lesson 1: six hours Lesson 2: six hours Consolidation and evaluation activities: four hours Didactic resources
Workbook: two hours Reading booklet: two hours Extra test: two hours
Complementary material such as articles from magazines, and Student Forum chats. Pictures of teenagers provided by the teacher and students, to illustrate the diversity of teenage cultures Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc. Methodological Teachers should prepare the lessons beforehand, considering that a thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining, and to successfully involve students in the learning process. Teachers are advised to use a variety of resources throughout the book. Evaluation Types of Evaluation Indicators Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts. Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities. Unit Check Reading: Students find specific information and discriminate between correct and incorrect information. Listening: Students find specific information, discriminate between correct and incorrect information and identify sequence of information. Language: Students use the Simple Present tense to express routine and the Present Progressive tense to express future plans. Speaking: Students exchange information about routines. Writing: Students write and reply to e-mails. Final reflection Students analyze their performance through the whole unit. Extra Test Reading: Students find specific information and discriminate between correct and incorrect information. Listening: Students identify specific information and discriminate between correct and incorrect information. Language: Students use the Simple Present tense to express routine and the Present Progressive tense to express future plans. Writing: Students write a short paragraph describing their best friend. Speaking: Students imitate an interview and exchange information about routines, interests, and favorite activities.
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UNIT 1
TEEN LIFE
PAGE 6
PAGE 9
LESSON 2 TYPICAL TEENAGERS
PAGE 8
BEFORE YOU START
Before starting this unit, you need to know: Different types of texts.
Explain the students that these activities are meant to revise and activate previous knowledge, necessary to understand the content of the unit. LESSON 1 TEENAGE TALK
Before starting this unit, you need to know: Future Will / Going to.
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A play (or drama) is a piece of writing that is intended to be acted in a theater or on radio or television. A comic strip is a short series of funny drawings with a small amount of writing.
Source: http://dictionary.cambridge.org/dictionary/
BEFORE LISTENING
1 + Brainstorm students ideas about things
or activities that are related to teen culture. Motivate them to find seven words related to this topic in the Word Search puzzle. You can divide the class into groups or pairs and organize a competition, setting a time limit. Answers 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
Answers a. 4. b. 1. c. 3. d. 2.
PAGE 10
LESSON 1
LISTENING
Time
Objectives Listen, and identify main ideas and specific information in a street interview about teen life. Read two posts in a Student Forum chat on the Internet. Exchange information about personal interests and preferences. Write a personal introduction to a forum chat. Use the Present Progressive to express future plans. Materials CD, Tracks 10, 11, 12. Reading booklet, p. 4. Your English in Action, Students Book, p. 22, Ex. 1, 2. Workbook, pp. 2, 3, 4, 5. Evaluation Reflection Spot, Students Book, p. 11.
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UNIT 1
TEEN LIFE
PAGE 11
LISTENING
5 +
10 Tell students that they are going to listen to an interview with a typical teenager. Explain that, this first time, they dont need to pay attention to details. They must only get the general content to check their predictions in Exercise 3. Answers 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.
time. On the other hand, other combinations may be unnatural and just sound wrong. Examples: Do homework; make the bed; give a presentation; pay attention; have a bath; have a drink; have lunch; do a favor; do the shopping; make money; break the law; take a chance; catch a bus, etc.
8 +++
10 Play the recording again. This time, students must listen and answer the questions.
Answers a. He lives in the suburbs of Chicago. b. Skateboarding, play the drums, listen to music, go to clubs. c. History, Spanish and computer science. d. Answers will vary.
6 ++
10 Ask students to listen to the interview once more and identify the correct alternative for each sentence.
TRANSCRIPT
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Answers a. friends; b. The Amazing Life of Birds; c. older; d. homework; e. one week.
Key Word Spot
Make sure you assign enough time of your class to allow students to reflect on their achievements and weaknesses. They have to read the statements and assess: their ability to use visuals aids to make predictions. their ability to distinguish sounds. For more information on the Reflection Spot, see Page 8 of the Introduction.
7 ++
10 Play the recording again. Ask students to listen and match column A with column B. Then, encourage them to find the correct picture for each collocation.
Additional information In corpus linguistics, a collocation is a sequence of words or terms that co-occur more often than it would be expected by chance. A collocation is two or more words that often go together. These combinations just sound right to native English speakers, who use them all the
Interviewer: Danny Evans is 16 and lives in a suburb of Chicago. Danny, what do you usually do on weekends? Danny: I always go skateboarding and I play the drums. I also often listen to music with my friends and we go to clubs every Saturday night. Interviewer: How often do you go to the movies? Danny: Once or twice a month. Interviewer: What are you reading right now? Danny: A great book called The Amazing Life of Birds, by Gary Paulsen. Interviewer: What are your favorite subjects at school? Danny: History, Spanish, and computer science. Interviewer: What do you and your friends talk about? Danny: Girls, sports, and music. Interviewer: Do you have a girlfriend? Danny: No; all the girls like older boys, because they have cars, and jobs, and money. Anyway, Im not looking for a girlfriend. Interviewer: What are you wearing today? Danny: Im wearing a fleece jacket, jeans, and sneakers. Interviewer: How are you feeling? Danny: Im fed up with homework. Interviewer: What are you doing on your next vacation? Danny: Im spending a week with my cousins in the country. I cant wait! Interviewer: What kind of things do you really care about? Danny: I think the environment is really important. We must stop the destruction of our planet!
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PAGE 12
AFTER LISTENING
LANGUAGE SPOT The Present Progressive for Future Plans
AVOID THIS MISTAKE! Present Progressive: Im wearing a uniform / He is reading a book (NOT: I wearing a uniform / He reading a book) Additional exercise
This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check the students, but do not enunciate the answers. 1. Students have to read the questions and answers from the interview, carefully. 2. Help them identify which exchange talks about an event that is happening now and which exchange talks about future plans. Answers: a.- a.; b. b.; c. ii. 3. Now students must copy and complete the general rule in their notebook. Answers: 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. 4. Invite your students to guess what other plans Danny may have, and write sentences in their notebooks. Check their answers orally and on the board. Answers: Will vary. Accept any coherent ideas, such as: Danny is visiting his family on Saturday; Danny is riding a horse tomorrow morning; Danny is doing sports on the weekend, etc.
Use the prompts to write sentences in the Present Progressive tense. a. Anna / cook / the meal. b. Bill / play / chess / his friends. c. Diana / sleep / her best friends house. d. Nick and Jill / swim / the pool. e. Bob / read / a novel. f. Jim and Sheila / have / dinner. g. My parents / watch / a movie. h. Ann / help / her mother. i. The plane / take off. j. Tina and Margaret / travel / around the world. For more information on AVOID THIS MISTAKE!, see Page 11 of the Introduction.
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ORAL PRACTICE
10 ++
11 Tell students to work in groups and complete the extract from the interview, in their notebooks. Then, play the recording and ask them to compare their answers. 11
TRANSCRIPT Interviewer: Leonor: Interviewer: Leonor: Interviewer: Leonor: Interviewer: Leonor: Interviewer: Leonor:
How often do you go to the movies? Once or twice a month. What are you reading right now? A great book called The Golden Compass. What are your favorite subjects at school? Drama, Spanish, and computer science. What do you and your friends talk about? Sports and music. What are you doing next weekend? We are playing volleyball and going to a birthday party.
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UNIT 1
TEEN LIFE
12
Hey! Im new to the forum - So yeah, Im a student in Boston from Saint Josephs; 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!
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LETS READ!
Motivate students to read the posts on Page 4 of the reading booklet, and then compare them with the ones they read. Encourage students to answer the questions that will help them understand the texts.
23
what they are expected to do, and give them enough time to answer individually. Then, check on the board to allow students to correct their work and assign a mark according to the scale. For more information on LETS CHECK, see Page 8 of the Introduction.
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LESSON 2
READING
Time
PAGE 15
FAST LEARNERS
Play the Dont Answer Back game
This game guarantees confusion and lots of laughter in the classroom (perfect for teenagers!). a. Ask students to write down questions like those in the interview and in Exercise 10. b. Form groups of six students and sit them in a circle. c. d.e. Write a question on the board. Example: Whats your name? Explain that the aim for each student is to give the answer to the question asked to the student before. To help explain this, get a student to ask you a question (ex: Do you have a sister?), dont answer this question but tell your name (answering the question written on the board). f. g. Start the game. Each player has 3 lives. If he/she doesnt answer the correct question, or he/she hesitates for too long, he /she loses a life. The winner/s is / are the player/s with most lives at the end of the time limit.
Objectives Read, listen, and identify main ideas and specific information in two poems about teens characteristics. Recite poems. Write a short poem about life as a teenager. Use linking words to connect ideas. Materials CD, Tracks 13, 14, 15, 16, 17, 18. Reading booklet, p. 3. Your English in Action, Students Book, pp. 22, 23, Ex. 3 ,4 Workbook, pp. 6 - 9. Evaluation Reflection Spot, Students Book, p. 11.
BEFORE READING
1 + Start the lesson by drawing students
attention to the pictures, and ask them if they can recognize any of these situations. You can also ask students if they have ever experienced one of them, and share it with their classmates.
REAL LIFE
SPOT
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The objective of this section is to provide a bit of humor to the class. All the jokes and cartoons are related to the topic of the lesson. Give students some time to read and then invite them to share their comments to make sure they understood the joke. At this point, you may allow the use of Spanish to check comprehension. For more information on the REAL LIFE SPOT, see Page 8 of the Introduction.
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UNIT 1
TEEN LIFE
READING
13
Speaker 2: Getting Older 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, For this happens, we are told, But no, this isnt how it is; Youre only thirteen years old!
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TRANSCRIPT Speaker 1: Complaints Happy, sad, sleepy, mean, Feelings often change; A common act of a typical teen, I find it rather strange Talking to a friend, or sending them a text. They talk for hours on end, whatll they think of next? Theyll leave their room a mess And give cleaning it a miss, But yes, I must confess To also doing this. They think their folks are ancient, And utterly unfair, the result is to ignore them Before they start to swear. Their music cracks the ceiling And makes their parents fume, Emotions always reeling And more time in their room. Being a teen may be pretty bad, But from experience I can tell Its much worse for mum and dad; For them its living hell!
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Answers a. 7, b. 9, c. 2, d. 3 Background information Parts of poems canto: a section of a long poem couplet: two lines of poetry that are next to each other foot: a section of a line of poetry that consists of one syllable (=part of a word) that you emphasize when speaking and one or more syllables that you do not emphasize heroic couplet: two lines of poetry that rhyme and use iambic pentameter hexameter: a line of poetry that has six metrical feet iamb: a unit of rhythm in poetry, consisting of one short or weak beat followed by one long or strong beat, for example in the word mistake pentameter: a line of poetry with five strong beats quatrain: a group of four lines in a poem refrain: a group of lines in a poem or a song that are repeated regularly stanza: a section of a poem consisting of a group of lines that form a unit in a pattern that is repeated through the whole poem verse: a group of words or sentences that form one section of a poem or song Source: http://www.macmillandictionary.com/ thesaurus-category/british/Parts-of-poems
More! Students can also practice the dialog as homework and act it out the following class. Possible answers A: Do you recognize yourself in the poem? B: Yes, because my feelings often change, I talk to friends for hours, and my room is a mess. What about you? A: Well, I dont recognize myself because my room is always tidy, I dont think my parents are ancient and my music is never too loud.
LANGUAGE SPOT Addition, alternative and contrast
This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check the students, but do not tell them the answers. 1. Students revise the examples from the poem, paying special attention to the words in bold. 2. Students identify: a. the word that introduces an additional idea b. the word that introduces an alternative idea c. what concept the word but introduces Answers: a. and b. or c. a contrast 3. Now, students copy and complete the general rules in their notebooks. Answers: 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. Ask students to copy all the sentences from the poems that include the words in the Language Spot, and to identify what they express.
LETS READ!
Invite students to read more poems, on Page 3 of the reading booklet. Ask them to compare all the poems they read, paying special attention to: topic, mood, structure, vocabulary, length, etc. Encourage some of the students to share their findings with the rest of the class.
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AFTER READING
10 ++ Tell students to work in pairs to
complete the dialog with facts that are true for them. Let them know that several possibilities are correct. Then, check, orally.
26
UNIT 1
TEEN LIFE
Answers: Poem 1: Theyll leave their room a mess and give cleaning it a miss, (addition) They think their folks are ancient, and utterly unfair (addition) Poem 2: When you cannot find your pencil and your purse has gone astray. (addition) When the morning comes too quickly and you just cant cope with rush; (addition) When everyone is shouting and youd rather have some hush. (addition) For this happens we are told, but no, this isnt how it is. (contrast) More! Faster students may do the same activity with the poems in the reading booklet.
problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then, check on the board to allow students to correct their work and assign themselves a mark according to the scale. For more information on LETS CHECK, see Page 8 of the Introduction. Answers a. or. b. and. c. but. d. but. e. and.
WRITING
Tell the students that, in this section, they will write a poem like the ones they read during the lesson. Before starting, explain to them that writing activities always entail a process that includes: careful planning, drafting, editing, and publishing. Students should not be panicked at the task, as writing a poem is all about observing the world around. You may need to share some additional information with them. Additional information Some tips on writing a poem: A poem might start with just a line or two that seems to come out of nowhere. Emotions are what make poems. Its important to have in mind what is wanted to achieve with the poem, e.g. expressing love, commemorating an event, or just completing a task. Its hard to build a poem using only abstractions. The key is to replace or enhance abstractions with concrete images, things that can be appreciated with the senses: a rose, a shark, or a crackling fire, for example. Powerful poetry not only uses concrete images; it also describes them vividly, so that the reader can identify with their own experience. The most well -known poetic device is rhyme. Rhyme can add suspense, enhance meaning, or make the poem more cohesive. Other poetic devices include meter, metaphor, assonance, alliteration, and repetition. A lot of spoken English is based on iambic pentameter, in which speech follows an alternating pattern of stressed and unstressed
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12 +++
13 Play the recording several times. In pairs, ask students to choose the part of the poem they like most. Then, motivate them to memorize it little by little and then recite it in front of the class.
27
syllables for a total of 10 syllables. A lot of poetry written in iambic pentameter, such as that of Shakespeare, begins with an unstressed, one-syllable word such as an or the to start the alternating pattern.
vocabulary and the ideas in the lesson, and to include connectors such as and, but and or. Organize a poetry reading session, inviting all the students to recite their poems in front of the class.
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PAGE 22
YOUR ENGLISH IN ACTION
I am love in the face of hate, I am kindness in the face of ridicule, I am strength in the face of adversity, I am patience in the face of the mule. I will not run away from fear, I will not run and hide. I am bravery, I am pride, I will make a difference in this world, big or small. That is my promise to me, my promise to all.
This section provides students with additional exercises that represent a good opportunity for them to consolidate topics and language structures of the lessons. You can assign these activities at the end of each lesson, or as homework and give them an extra mark.
28
UNIT 1
TEEN LIFE
TRANSCRIPT Interviewer: How old are you, Sonia? Sonia: Im 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: Im 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 doesnt 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 makeup, and I spend a lot of money at the hairdressers, so I have a weekend job in a supermarket.
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14 Students must read the interview about this very extreme new fashion, and then complete the paragraph below and answer the questions. When they finish, play the recording and ask them to check their answers. Answers
Sonias favorite clothes and accessories are pink miniskirts, 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.
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UNIT CHECK
Explain to students that the purpose of this section is to help them revise the contents and evaluate their performance through the whole unit. Read the instructions and make sure all the students understand what they are expected to do
29
in each activity. Encourage them to give honest answers, in order to detect their strengths and weaknesses. Check students results and revise any points in which most of them may have problems with. Answers READING - TWO CULTURES 15
4 5 5
16 a. False. b. False. c. False. d. False. e. True. 16 a. fourteen. b. meets. c. Jake. d. excited. e. world. 16 1 d. 2 a. 3 c. 4 b. 5 e. 16
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Bao-yu: 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. Im 15 years old and I live with my parents. I dont 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? Kenny: 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? Whos your favorite singer? I really like rap music - Snoop Dogg is my favorite singer.
Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond:
Hi, Diamond. Can I ask you a few questions? Sure. How old are you? Im fourteen. Where do you live? In Lansing, Michigan. What do you usually do on weekends? I meet my friends downtown, we go window shopping, and have a soda or an ice cream. And I often go to parties on Saturday night, not to discos, but to friends houses. How often do you go to the movies? About once a month. What are you reading right now? Nothing right now, because Im studying for several tests. What are your favorite school subjects? Spanish, history, and art. What do you and your friends talk about? Clothes, TV, and boys. Do you have a boyfriend? Yes. Hes called Jake and hes 16. What are you wearing today? A blue top, a denim skirt, and boots. How are you feeling? Excited, because Im 15 tomorrow. What are you doing next Saturday night? I have my birthday party! What do you care about? Politics. I want to change the world! What do you worry about? I get really nervous about exams. What are your plans for next week? Im studying for all my exams.
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UNIT 1
TEEN LIFE
PAGE 26
LANGUAGE
WRITING
Kennys posts, giving information that is true for them. You can assign a mark according to these criteria:
Score Language Score
3 Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. 1
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.
Product
Correct spelling and format.
Score
1
Your Score
Your Score
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0
FINAL REFLECTION
The purpose of this section is to allow students to reflect on their strengths and weaknesses. Make sure all students understand what they are expected to do, and give them enough time to answer the questions. Encourage students to give honest answers and show interest in their results.
31
Dear friends: Hi! Im Dora. Im 14 and I study at Liceo Superior in Necochea, Argentina. I like chatting with students all around the world to learn more about their culture and way of life. I also like listening to music and reading. At this moment, Im reading a very interesting novel, World Without End. Please write to me! I can write in English and, of course, in Spanish! Hello! Im Gabriel. Im 15 and Im from Porto Alegre, in Brazil. Im interested in all sports, especially soccer, and I love video games and computers. I would like to have cyber friends from different parts of the world, so I hope someone writes to me. Hello friends! My name is Enzo and Im a student at a secondary school in Quito, Ecuador. Im 14. I go to school five days a week in the afternoon. I start lessons at 1 p.m. and return home at 6 p.m. I want to have friends from other countries. I have many hobbies, I like playing sports, going to the movies and having fun with my friends. I also love music I play the drums in my school band and sometimes I sing! Hi! Im Rachel, Its good to meet you. Im from Denver, Colorado, in the USA. Im 16 years old and I like to play tennis and basketball. I also like to write poems and listening to music. I would like to get cyber friends from abroad. Please write to me, I am waiting for your mails!
1 pts.
5 pts.
a. b. c. d. e.
Why do the students write the posts? Do they have similar interests and lives? Who is the oldest? Who is the youngest? Which continents are they from?
4 pts.
PHOTOCOPIABLE MATERIAL
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UNIT 1
TEEN LIFE
18 Listen to the recording again. Are these statements true (T) or false (F)? a. b. c. d. e. The teens are students at an Elementary School. They usually study on weekends. The boy likes going to the cinema. The girl is reading a novel. The boy is looking for a girlfriend.
5 pts.
18 Listen to the recording again and choose the best alternative. a. b. c. d. On Saturdays, I usually go shopping / do the shopping. I play basketball / baseball. Im on the school team. I prefer to rent DVDs / CDs and stay at home. Many / most girls like older boys.
4 pts.
LANGUAGE
7 Choose the right form for each sentence.
a. b. c. d. e. f. g. h. i. Gregory cant talk to you now; he has / is having a shower. I wash / am washing my clothes every Thursday. They are playing / play tennis on Wednesdays. Dont talk to me! I watch / am watching this movie. Astronauts do / are doing experiments every morning. She is taking / takes the dog for a walk every afternoon. I dont like / am not liking Leonardo DiCaprio. We are having / have lunch at 1.00 on Sundays. My mother bakes / is baking a cake for my fathers birthday.
5 pts. 5 pts.
SPEAKING
8 In pairs, role play an interview like the one in the recording. Exchange information
about routines, interests and favorite activities.
WRITING
9 Use the information in Exercise 8 to write a short paragraph describing your best
friends interests and favorite activities.
0 - 12 Keep trying!
13 - 21 Good!
22 - 29 Very good!
30 - 35 Excellent!
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PHOTOCOPIABLE MATERIAL
Rachel: Hi! Im Rachel, Its good to meet you. Im from Denver, Colorado, in the USA. Im 16 years old and I like to play tennis and basketball. I also like writing poems and listening to music. I would like to get cyber friends from abroad. Please write to me, Ill be waiting for your messages
LISTENING - TEENAGERS IN THE STREET
4 5 6
Interests Listening to music, reading Video games, computers Movies, music Sports, writing, music
TRANSCRIPT
TRANSCRIPT Dora:
Dear friends: Hi! Im Dora. Im 14 and I study at Liceo Superior in Necochea, Argentina. I also like chatting with students from all around the world, to learn more about their culture and way of life. I also like listening to music and reading. At this moment, Im reading a very interesting novel, World Without End. Please write to me! I can write in English and, of course, in Spanish! Gabriel: Hello! Im Gabriel. Im 15 and Im from Porto Alegre, in Brazil. Im interested in all sports, especially soccer, and I love video games and computers. I would like to have cyber friends from different parts of the world, so I hope someone writes to me. Enzo: Hello, friends! My name is Enzo and Im a student at a secondary school in Quito, Ecuador. Im 14. I go to school five days a week in the afternoon. I start lessons at 1 p.m. and return home at 6 p.m. I want to have friends from other countries. I have many hobbies, I like playing sports, going to the movies, and having fun with my friends. I also love music I play the drums in my school band and sometimes I sing!
Interviewer: Excuse me. Can I ask you a few questions? Im doing a survey for a new teens magazine. Teenagers: Sure! Interviewer: Are you students? Boy: Yes, at Brentwood High School. Interviewer: What do you usually do on weekends? Girl: On Saturdays, I usually go shopping and then I like to visit friends or go to parties. Boy: I play baseball. Im on the school team. On Saturday nights, I meet my friends and we usually go to parties. Interviewer: How often do you go to the cinema? Girl: Very often; about two or three times a month. Interviewer: What about you? Boy: I never go to the cinema. I prefer to rent DVDs and stay at home. Interviewer: What are you reading right now? Girl: Im reading the latest Harry Potter novel. Interviewer: What do you and your friends talk about? Girl: We talk about clothes and music, TV programs, and boys, of course! Boy: We always talk about sports, sports, and sports. Interviewer: Would you like to have a girlfriend? Boy: Id like to, but most girls like older boys. Well have to wait! Interviewer: Thank you very much. Here, have a copy of the first issue of our magazine.
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UNIT 1
TEEN LIFE
LANGUAGE
WRITING
18 a. is having. b. wash. c. play. d. am watching. e. do. f. takes. g. dont like. h. have. i. is baking.
SPEAKING
Product
Correct spelling and format.
Score
1
Your Score
Your Score
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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.
Development Lesson 1: six hours Lesson 2: six hours Consolidation and evaluation activities: four hours Workbook: two hours Reading booklet: two hours Extra test: two hours Didactic Complementary material such as articles magazines, Student Forum chats. resources Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures. Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc. Methodological Teachers should prepare the lessons beforehand, considering that thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to involve students in the learning process. Teachers are advised to use a variety of resources throughout the book. Evaluation Types of Evaluation Indicators Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts. Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities. Unit Check Reading: Students find specific information and extract it from the text. Listening: Students find specific information, discriminate between correct and incorrect information and identify sequence of information. Language: Students use linking words to connect their ideas. Speaking: Students exchange information about an imaginary invention. Writing: Students write a short description of a gadget they use in their everyday life. Final reflection Students analyze their performance in the whole unit. Extra Test Reading: Students find specific information in an article. Listening: Students identify speakers and discriminate between correct and incorrect information in a recording. Language: Students use linking words to connect ideas. Writing: Students write a short description of an imaginary invention. Speaking: Students describe an everyday object to a partner.
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UNIT 2
PAGE 28
LESSON 1
TECHNOLOGY UPDATE
Before starting this unit, you need to know: Vocabulary related to inventions and technology Linking words and, but, so
complete the chart, writing the name of the invention in the correct column. Warn them that some inventions can go in both columns. You can check the exercise asking a student to copy and complete the chart on the board, or telling them to share their answers aloud. Answers Leisure (Free time) cellular phone computer credit card DVD bicycle camera jet plane
and C and choose a word from column B to connect them. Before starting the activity, make sure that they understand the meaning and function of each connector (and but so). Answers
Work / Study calculator cellular phone computer camera jet plane microwave oven
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.
Explain to students that the following activities are meant to revise and activate previous knowledge, necessary to understand the content of the unit.
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LESSON 2 POPULAR TEENAGE INVENTIONS
Before starting this unit, you need to know: The Past Simple tense.
inventions they would like to have to improve their everyday lives. Encourage them to discuss with their partners and compare their lists. Check orally and promote respect towards others opinions best and most useful idea for the future. some new gadgets and then match them with their names. Do not check at this stage.
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LESSON 1
LISTENING
brainstorm the uses students would give to each gadget. You can draw a chart on the board and take notes of the students ideas. Then, ask them to copy sentences a c into their notebooks and then complete them with the name of the corresponding gadget, according to the function they think they have. Do not check at this stage.
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Time
Objectives Listen to a radio program, and identify main ideas and specific information about technological devices. Read a piece of literature related to the topic of the lesson. Describe a technological device. Write a short description of the protagonist of the story. Use linking words to connect ideas. Materials CD, Tracks 19, 20, 21 Your English in Action, Students Book, p. 46, Ex. 1, 2 Workbook, pp. 10, 11, 12, 13 Evaluation Embedded evaluation, any of the activities in the After Listening section. Reflection Spot, Students Book, p. 34
LISTENING
6 +
19 Play the recording to allow students to check their predictions in Exercises 3 and 4. Instruct them on how to focus on the general information that will give them the clues to identify the name and function of each gadget. Answers 3. a. C - pen - picture 5; b. TIVO - picture 2; c. Thought remote control - picture 4. 4. a. Tivo b. C-Pen c. Thought - Remote Control 5. action, gadget, machine, pen, portable, system, technology, control, TV, scanner.
BEFORE LISTENING
1 + Invite students to work in groups. Ask
them to think about possible inventions that do not exist yet, but they think they need and will exist in the future. Check on the board.
7 ++
19 Ask students to listen to the recording again, and number the gadgets as they are mentioned.
38
UNIT 2
Answers a. 2; b. 3; c. 1
8 +++
19 Ask students to listen to the recording again and decide which of the statements are true and which are false. This time, they have to concentrate on details to identify the incorrect information that each sentence may contain. An alternative exercise could be to ask students to predict the answers and then check with the recording. Answers
d. C-pen can store a lot of information; it can store up to 3,000 pages of text. e. TiVo allows you to replay all the actions; replay is something you do with movies or recordings. f. Thought Remote Control shows your commands through the cursor; Thought Remote Control sends your commands to the computer and the cursor obeys.
TRANSCRIPT
19
a. False. (With TiVo you can see action as it happens in motion). b. True. c. False. (The C-pen looks like a highlighter pen, but it is a small portable scanner). d. False. (The C-pen can store up to 3,000 pages of text). e. True. f. True. Extra! Additionally, you can ask students to correct the false sentences in Exercise 7.
9 +++
19 Ask students to listen to the recording again answer the questions. Encourage them to discuss and compare them with their partners.
Answers a. sports lovers b. The Thought Remote Control can be controlled only with the mind. c. The scanner. Extra! Again, you can transform this exercise and ask students to write the name they think is correct and then check with the recording. In that case, ask them to give reasons for their choices. Example: a. TiVo is paradise for sports lovers because people who watch sports events on TV like to replay or see things in slow motion. b. Thought Remote Control understands what you think; it can understand peoples thoughts. c. C-pen can always be with you because it is portable.
Presenter: And now, Jim Mc Bride, in our section Technology update. What do you have for us today, Jim? Jim: I have three gadgets that will surprise you. The first is Tivo. Tivo is a remote control system that allows you to interact with live TV. Presenter: Interact with TV? Explain that, please. Jim: When watching TV, you can pause, replay, or see all the action, as it happens, in slow motion. When you go back to normal viewing, the TV will continue from the point where you left off. Presenter: It sounds like paradise for sports lovers! What else do you have? Jim: The second gadget today is the C-pen pocket scanner. With it, you will never have to search the streets for a photocopy store again. Presenter: Do you mean it is like a portable photocopier machine? Jim: Exactly. Although it looks like a highlighter pen, it is a small portable scanner that can read and memorize a text line-by-line and then transfer it directly to your PC. Besides, it can store up to 3,000 pages of text. Presenter: Wow! And what is the last gadget for today? Jim: How would you like a computer that understands your thoughts and acts upon them? Presenter: I cant even imagine that although I know it is possible. Jim: Believe it or not, it is. With this device, you dont need a mouse or a keyboard; you just think of the command that you want to give the computer and the cursor moves where you want it to. Presenter: This is the ideal gadget for people who are physically disadvantaged. For example, (fade)
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PAGE 34
Answers a. Although / though they all indicate contrast, they are different types of words. b. They are different types of words, while they all indicate contrast. c. They are all different types of words. However, they all indicate contrast.
AFTER LISTENING
LANGUAGE SPOT Linking words
This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check the students, but do not enunciate the answers. 1. Students read the sentences. Draw their attention to the words in bold. 2. Tell students to identify what the words in bold express, and choose an alternative from the list. To do this task, it is very important that they can first identify the two parts in each sentence and then decide what they express. Answers: a. contrast 3. Once they have checked the answer, students copy and complete the rule in their notebooks. Linking words like although, however, while and though indicate a relationship of contrast between ideas. Although and though are generally placed at the beginning of a supporting idea. However goes at the beginning of the second sentence and is followed by a comma. While is placed either at the beginning or in the middle of two main clauses expressing contrasting ideas.
ERROR ALERT Linking words are extremely important since they indicate the relationship between ideas. Connectors can be grouped according to meaning. For example, while, however, and although all indicate contrast or qualification. However, they are different types of words, and require different punctuation.
SPOT to write sentences using the linking words provided, following the example. Invite some of them to write their sentences on the board to check the answers. Answers
The purpose of this activity is to help students reflect on their learning process and to raise students awareness of how they develop their own learning strategies to become more effective learners. They should work on their own but you can help and guide the work when necessary. Students read the statements and assess: their ability to use linking words to combine ideas. their ability to identify what linking words express.
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ORAL PRACTICE
11 +++
Additional exercise Relate these two sentences using although / though, while, and however. They all indicate contrast. They are different types of words.
20 The objective of this activity is to allow students to apply vocabulary and language structures from the lesson in a real context. Tell students to copy and complete the description of a new invention in their notebooks. Then, invite them to form groups and compare their descriptions. Finally, play the recording to allow them to check their work.
40
UNIT 2
TRANSCRIPT
20
Speaker: This gadget is called CyberBug. It allows you to listen to peoples conversations. It has a microphone and an amplifier, and a small headphone. Besides, it is very cheap and portable. You can put it in your bag and take it to work or even to the gym! With it, you can hear conversations between people although they are up to 50 meters away! 12 +++ If necessary, play the recording again
Ask students to try to solve the crossword puzzle and find out how many words from the lesson they can identify. Answers Across: 1. gadget; 4. remote control; 5. PC; 7. scanner; 8. keyboard Down: 2. television; 3. screen; 6. Mouse
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and make students practice the description. Then, ask them to repeat it in their groups and choose the best imitator of the recording.
Extra! You can also use this recording for shadow reading. Ask students to listen and read the description aloud, trying to imitate the speed and rhythm of the speakers on the recording. Additional information Studies suggest that shadow-reading effectively promotes meaningful imitation and internalization of L2 examples, aiding text comprehension and retention. Some of the most salient reasons for shadowreading to be useful are the following: It offers repeated opportunities for hearing, articulating, understanding, and internalizing L2 segments. It provides affordances for mutual assistance, as partners have the opportunity to monitor each others production, make corrections if necessary, and help each other understand and produce text. It promotes intelligent, transformative imitation of L2 material. It allows the students to engage in imitation (particularly during low voice and silent repetition), a process which might contribute to internalization.
Literary texts, especially short stories, are valuable sources for language teaching. Literary texts contain culturally-rooted language, which is purposefully patterned and representational, which actively promotes a process of interpretation and encourages a pleasurable interaction with negotiation of its meanings. (Carter and McRae,1996). Imagination is a vital source for language learning that should be developed. Through imaginative interaction with the text, learners learn to read, infer, and think creatively. They can become more aware of the target language and better readers. Through reading stories, students can discover more about the world and foreign cultures, and exercise their imagination freely.
going to read an extract of a famous science fiction story written by Isaac Asimov, and then answer some questions about it. Before starting the activity, elicit students background information about the genre and the author. Answers
a. ii..; b. No, he is a robot.; c. He is a psychologist of robots, and helps their owners understand the robots behavior. d. He is a robot and he produces works of art. Background information The Bicentennial Man is a novelette in the Robot series by Isaac Asimov. It was awarded the Hugo Award and the Nebula Award for best science fiction novelette of 1976.
students to make connections between the topic of the lesson and real life, and, at the same time, provide additional information that may be useful for them.
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The story formed the basis of the novel The Positronic Man (1993), co-written with Robert Silverberg. In the first scene of the story a character named Andrew Martin seeks out a robotic surgeon to perform an ultimately fatal operation: altering his positronic brain so that it will decay with time. He has the operation arranged so that he will live to be 200. When he goes before the World Legislature, he reveals his sacrifice, moving them to declare him a man. The World President signs the law on Andrews two-hundredth birthday, declaring him a bicentennial man. As Andrew lies on his deathbed, he tries to hold onto the thought of his humanity, but as his consciousness fades his last thought is of Little Miss. The story then jumps to 200 years in the past, when NDR (his serial number forgotten) is brought to the home of Gerald Martin (referred to as Sir) as a robot butler. Little Miss (Sirs daughter) names him Andrew. Later, Little Miss asks Andrew to carve a pendant out of wood. She shows it to her father, who initially does not believe a robot could carve so skillfully. Sir has Andrew carve more things, and even read books on woodwork. Sir takes Andrew to U.S. Robotics and Mechanical Men, Inc. to ask what the source of his creativity is, but they have no good explanation. This story is set within Asimovs Foundation universe, which also includes his earlier Susan Calvin positronic robot tales. It is clearly set a number of centuries prior to the events of his novella Mother Earth and the novel The Caves of Steel, during a period in which the Spacer worlds have yet to turn against the people of the Earth, and in which the U.S. Robots Corporation is still active. Isaac Asimov (January 2, 1920 April 6, 1992) was an American author and professor of biochemistry at Boston University, best known for his works of science fiction and for his popular science books. Asimov was one of the most prolific writers of all time, having written or edited more than 500 books and an estimated 90,000 letters and postcards. Asimov is widely considered a master of hard science fiction and, along with Robert A. Heinlein and Arthur C. Clarke, he was considered one of the Big Three science fiction writers during his
lifetime. Asimovs most famous work is the Foundation Series; his other major series are the Galactic Empire series and the Robot series. He wrote hundreds of short stories, including the social science fiction Nightfall, which in 1964 was voted by the Science Fiction Writers of America the best short science fiction story of all time. Asimov wrote the Lucky Starr series of juvenile science-fiction novels using the pen name Paul French. The prolific Asimov also wrote mysteries and fantasy, as well as much nonfiction. Most of his popular science books explain scientific concepts in a historical way, going as far back as possible to a time when the science in question was at its simplest stage. Science fiction is a genre of fiction with imaginative content, such as settings in the future, futuristic science and technology, space travel, parallel universes, aliens, and paranormal abilities. The genre has been used by authors as a device to discuss philosophical ideas such as identity, desire, morality, and social structure. Science fiction is based on writing rationally about alternative possible worlds or futures. It is similar to, but differs from fantasy in that, within the context of the story, its imaginary elements are largely possible within scientifically established or scientifically postulated laws of nature (though some elements in a story might still be pure imaginative speculation). The settings for science fiction are often contrary to consensus reality, but most science fiction relies on a considerable degree of suspension of disbelief, which is facilitated in the readers mind by potential scientific explanations or solutions to various fictional elements. Science fiction elements include: A time setting in the future, in alternative timelines, or in a historical past that contradicts known facts of history or the archaeological record. A spatial setting or scenes in outer space (e.g. spaceflight), on other worlds, or on subterranean earth. Characters that include aliens, mutants, androids, or humanoid robots and other types of characters arising from a future human evolution. Futuristic technology such as ray guns,
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UNIT 2
teleportation machines, and humanoid computers. Scientific principles that are new or that contradict accepted laws of nature, for example time travel, wormholes, or faster-than-light travel or communication. New and different political or social systems, e.g. dystopian, post-scarcity, or post-apocalyptic. Paranormal abilities such as mind control, telepathy, telekinesis, and teleportation. Other universes or dimensions and travel between them.
Taken from: Seiler, E. (n.d.) Isaac Asimov Home Page. Retrieved July 9, 2013, from: http://www. asimovonline.com/asimov_home_page.html
check on the board to allow students to correct their work and assign themselves a mark according to the scale. Students must choose a gadget from the box and write a short description of it (100 120 words). Make sure they include all the necessary information, such as: the use of the gadget, the components it has, if it is affordable or not, its advantages and disadvantages, the people who may find it useful, etc.
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LESSON 2
READING
to write a short description of the protagonist of the story as a technological gadget. To do this, make them refer to the information they collected in Exercises 14 and 15 and use the model in Exercise 11. Ask them to include details about the robots characteristics, its ability, and the problem why he is attending the robopsychologist. You may also ask students to include some possible areas in which this robot can be useful for everyday life.
Objectives Read, listen, and identify main ideas and specific information about teenage inventions on a website. Listen to a conversation related to the topic of the lesson. Exchange opinions about new inventions, giving reasons to support them. Write a short description of an everyday gadget or device. Use because to express reasons. Materials CD, Tracks 22, 23. Reading Booklet, There will come soft rains, p. 6, 7. Your English in Action, Students Book, p. 47, Ex. 3, 4. Workbook, pp. 14, 15, 16, 17. Evaluation Embedded evaluation, any of the activities in the After Reading section.
BEFORE READING
Start a general conversation about the role and development of technology in recent years, and how it has changed or affected our everyday life. At this stage, you may accept Spanish, as the objective of the activity is to involve the students in the topic of the lesson.
recent inventions that they feel have changed their lives, and then to tell their classmates about them. Tell them to think of what they can find in their houses, for example. Check orally.
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Answers The three inventions were invented by teenagers. Background information The inventors mentioned in the introduction of the article are: Chester Greenwood (18581937), who, tired of cold ears while ice skating, invented earmuffs at age 15; Philo T. Farnsworth (1906-1971), who invented a prototype for a working television at age 14 and later built one; and Blaise Pascal (1623-1662), who was 19 when he began work on what became the Pascaline, the first business machine and second mechanical calculator.
Adapted from: Fascinating facts about the invention of Earmuffs by Chester Greenwood in 1873. (n.d.) Retrieved February 16, 2013, from http://www. ideafinder.com/history/inventions/earmuff.htm Fascinating facts about the invention of the television by Philo T. Farnsworth in 1927.(n.d.) Retrieved February 15, 2013, from: http://www.ideafinder.com/ history/inventions/television.htm Redin, J. (n.d.) A Brief History of Mechanical Calculators. Retrieved February 14, 2013, from: http:// www.xnumber.com/xnumber/mechanical3.htm
Key Word Spot and then look them up in a dictionary. Remind them that this is a very important activity before they face any reading task, even in Spanish. Make sure you devote enough time to allow students to understand the meaning of the words. It may also be a good idea to make the students complete a glossary in their notebooks, including the Spanish translation for each word, an example and a drawing, if possible.
Answers 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) Extra! Ask students to give examples to illustrate each word in the Key Word Spot, mime them if they are actions, or write sentences using them, in order to check they have understood their meaning correctly.
going to read about two young inventors, whose creativity is making life a little easier for others. Ask them to have a look at the pictures and then choose the correct name for each invention. You can guide the exercise by asking students to describe what they see in the pictures and what they think the object is useful for. Once they have identified the inventions, they can choose a name for each from the list. Do not check their answers at this stage.
in the text, and then choose the alternatives they think are correct. Again, reinforce the idea that cognates are very useful to help set the context for the reading comprehension tasks. You may also ask students to anticipate a list of cognates they think they will find according to the topic of the lesson, and then check their predictions skimming the text. Cognates: I.: invent, electronic, music, ideas, company, manufactures, inventions, prototype, model, final, product, patent, invention. II.: animal, memorize, programming, problem, site, final, product, memorization, enter, data, vocabulary, history, science, information, generates, test, program, inventors, invent.
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UNIT 2
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READING
22
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identify the correct sequence of events for each invention. It may be a good idea to read the sentences aloud and tell students to decide the logical order of the events. They can write the sequences on the board and then check reading the text.
Answers a.: iv.; i.; ii.; v.; iii.. b.: iv.; iii.; ii.; i. Extra! Ask students to identify and extract the sentences in the text that illustrate the sequence of events described in the exercise.
LETS READ!
Motivate students to read the extract of the short story on Page 6 of the reading booklet, and identify the connection with the topic of the unit. Encourage students to answer the questions that will help them understand the texts.
Background information There Will Come Soft Rains is a short story by science fiction author Ray Bradbury which was first published on May 6,1950. Later that same year, the story was included in Bradburys The Martian Chronicles (1950).
The story begins by introducing the reader to a computer-controlled house that cooks, cleans, and takes care of virtually every need that a well-to-do United States family could be assumed to have. The reader enters the text on the morning of August 4, 2026, and follows the house through some of the daily tasks that it performs as it prepares its inhabitants for a day of work and school. At first it is not apparent that anything is wrong, but eventually it becomes clear that the residents of the house are not present and that the house is empty. While no direct explanation of the nonexistence of the family is produced, the silhouettes of a woman, a man, two children, and their play ball are described as having been burnt into one side of the house, implying that they were all incinerated at the same time by radiation from a nuclear weapon or meltdown. The house is described as standing amidst the ruins of a city; the leveled urban area is described briefly as emitting a radioactive glow. The only thing left standing is the house, which continues to perform its duties unaware that the family is gone. At one point, further insight into the demise of the family is given when a tape recorder within the house recites a poem by Sara Teasdale called There Will Come Soft Rains. The poem describes how the Earths other living things, and implicitly nature as a whole, are unaffected by an event of human extinction that has occurred as the result of an unnamed disaster. At ten oclock p.m., the house is finally destroyed as well when a gust of wind blows a tree branch through the kitchen window, spilling cleaning solvent on the stove and causing a fire to break out. The house warns the family to get out of the building and tries shutting doors to limit the spread. The house also attempts to fight the fire, but its water reservoirs have been depleted after numerous days of cooking and cleaning without replenishment. The house burns to the ground except for one wall, which continues to give the time and date the following morning. Ray Douglas Bradbury (August 22, 1920 June 5, 2012) was an American fantasy, science fiction, horror and mystery fiction writer. Best known for his dystopian novel Fahrenheit 451 (1953) and for the science fiction and horror stories gathered together as The Martian Chronicles (1950) and
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The Illustrated Man (1951), Bradbury was one of the most celebrated 20th-century American writers. Many of Bradburys works have been adapted into comic books, television shows and films.
Taken from: About Ray Bradbury. (n.d.) Retrieved July 9, 2013, from: http://www.raybradbury.com/about.html
AFTER READING
10 Motivate students to reflect about the text
they have read, talking about the motives and circumstances in which both inventors created their objects. Then invite them to share their comments with their classmates. Encourage students to express and listen to everybodys opinions with respect.
Because
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more and then answer the questions in their notebooks. Ask some students to read their answers aloud and make sure all the class get the correct answers.
LANGUAGE SPOT
a. b. c. d.
Answers It stands for By Kids for Kids. Its an acronym. It is a model of the final product. You can enter vocabulary words, history dates, science facts. To look at everyday life and invent something to improve it.
Remind students that this section is designed to help them revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers. 1. Students revise the sentences from the text and other examples paying special attention to the word in bold. Tell them to compare the sentences and find the similarities among them. 2. Now, students analyze each sentence and answer the questions. If necessary, analyze each alternative aloud and make sure they understand the differences clearly. Answers: 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.
AVOID THIS MISTAKE! Stand for = mean, represent; express indirectly by an image, form, or model; be a symbol; denote or connote. (NOT: the act of standing) Background information An acronym is a word formed from the first initials of several words. Newsgroups, chat rooms, and e-mail have spawned a rich set of acronyms and abbreviations for common phrases. An acronym is pronounced as if it were a word rather than just a series of individual letters. AVOID THIS MISTAKE! 1. Identify the words that formed these acronyms. a. ASAP, b. BTW, c. FWIW, d. FYI, e. IMO, f. LOL, g. TIA Answers a. As Soon As Possible; b. By The Way; c. For What Its Worth; d. For Your Information; e. In My Opinion; f. Laughing Out Loud; g. Thanks In Advance 2. Write a list of acronyms that are familiar and used in everyday life. Possible answers UNICEF, ANFP, UNESCO,CD, DVD, MP3, laser, sonar, PSU, etc.
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Language Spot and the visual clues in the pictures, students join the sentences. Ask them to write each sentence twice, changing the order of the clauses, as in the example. Draw students attention to the use of the comma in each case, according to the location of the connector.
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UNIT 2
a. b. c. d. e. f.
Answers The children cant go to the beach because its raining. / Because its raining, the children cant go to the beach. Pauls car didnt start because it broke down. / Because it broke down, Pauls car didnt start. My sister got up very early because she has to study. / Because she has to study, my sister got up very early. I cant eat that sandwich because its too big. / Because its too big, I cant eat that sandwich. Sarah is sleepy because she went to bed late. / Because she went to bed late, Sarah is sleepy. My father will arrive late to work because he missed the bus. / Because he missed the bus, my father will arrive late to work.
in pairs, taking turns to play both roles. Encourage them to role play their dialogs in front of their classmates.
inventions (car or laptop), and then create a dialog like the one in Exercise 13, exchanging opinions about them.
Extra! You can assign this activity as homework for the rest of the class.
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sentences in their notebooks using the connector they learned in the LANGUAGE SPOT, following the example. Encourage them to be creative and invite some students to write their sentences on the board; make sure all of them can check their answers.
13 +
23 Motivate students to work in pairs and use the information from the texts on Page 39 to complete the dialog with their own ideas. Invite students to listen to the recording and check their answers. Explain that they have to check the general meaning, as there is not one single correct answer. 23
WRITING
17 ++ Tell students that they are going to write
a short description of a device they know or that they would like to create. Explain to them that, to accomplish this, they must follow certain steps that will help them create the final text. Instruct the students to follow each of the steps, and make sure they all understand what they have to do clearly. Make them use the Editing Checklist, to revise and correct the text before they write the final version of the description. Finally, ask students to exchange descriptions with their partners in order to receive feedback.
TRANSCRIPT
A: Which of the two inventions do you like the most? B: I like the clap game. A: Why? B: Because I think its very useful for children who dont have friends to play with. Do you agree? A: No. I think the other one is better. B: Why do you say that? A: Well, because, in my opinion, it really helps you to study and revise for tests.
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Possible answers Name of invention: Bicycle. Name of inventor: Kirkpatrick MacMillan. Place: Scotland. Year: 1839 Name of invention: Bikini. Name of inventor: Louis Reard Place: France Year: 1949. Additional information: It took its name from the Bikini islands. Name of invention: Glasses. Name of inventor: Galileo. Place: Italy. Year: 1609. Additional information: Galileo used them first to observe the universe, and that was the beginning of Astronomy. Name of invention: Kites. Name of inventor: Unknown. Place: China. Year: 2800 BC. Additional information: After its appearance in China, the kite migrated to Japan, Korea, Thailand, Burma (Myanmar), India, Arabia and North Africa. Name of invention: Telescope. Name of inventor: Hans Lippershey. Place: Netherlands. Year: 1608. Additional information: Niccolo Zucchi is credited with constructing the first reflecting telescope in 1616. In 1668, Isaac Newton designed and improved the reflecting telescope that bears his name, the Newtonian reflector. Possible answers Name of invention: Umbrella. Name of inventor: Unknown. Place: Ancient Egypt. Year: Unknown. Additional information: In Egypt, the parasol is found in various shapes. In some instances, it is depicted as a faellum, a fan of palm leaves or colored feathers fixed on a long handle, resembling those now carried behind the Pope in processions.
REAL LIFE
SPOT
This section is intended to allow students to make connections between the topic of the lesson and real life, and, at the same time, provide additional information that may be useful for them. Make sure you give them enough time to read, and then elicit their comments.
TAKE ACTION! The activities in this section are meant to provide students with the opportunity to synthesize, consolidate and revise what they have learned in the unit. They allow them to reflect on their achievements. Explain to the students that the task to be completed is a short paragraph about an inventor and an original invention. Read the instructions aloud and make sure they all understand what they are being asked to do. Suggest them to use the texts on Page 39 as a model and, if possible, to add some visual material (pictures, drawings, a sketch). Set a date for the presentations. You can use the Oral Presentation Rubric to evaluate students performance.
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YOUR ENGLISH IN ACTION
This section provides additional exercises that represent a good opportunity for students to consolidate topics and language structures of the lessons. You can assign these activities at the end of each lesson, or as homework and give them an extra mark.
all students understand what they are expected to do. Once they have completed the task, invite them to share their work with their classmates and make them choose the best invention. Display the sketches in a visible place in the classroom.
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UNIT 2
for information in books, encyclopedias, the Internet, etc. and then complete the timeline for the most important 20th century inventions. Draw the timeline on the board for students to correct their work.
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Answers 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 The students must choose one of the inventions from the time line in Exercise 3 and look for information about its inventor to write his / her biography. Ask them to prepare an oral presentation to share their work with their classmates.|
5 6 7
change garbage into drugs or alcohol. change garbage into a human or an animal. clean the house. help with homework.
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UNIT CHECK
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8
Explain to students that the purpose of this section is to help them revise the contents and evaluate their performance throughout the unit. Read the instructions and make sure all the students understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students results and revise any points in which most of them may have problems with. Answers READING THE LIFE OF A TEEN INVENTOR 24
25 b. e. a. d. f. c. 25
3 a. His garage.
So, Michael, what can you tell us about your sketch? The Garbage Eater-2000 is an easier way to recycle. How does it work? First, you decide how many pieces you need the eater to suck up. Then, you type in what you want the garbage to turn into. Next, hammers inside the machine pound the garbage 2,000 times in five minutes and two rods melt the garbage at a temperature of 2,000 degrees. Now, the machine reshapes the garbage into the shape you wanted, and it also spray paints it and forms the texture on the outside. Finally, the object wanted is produced. Teacher: Any special rules for the Garbage Eater-2000? Michael: The Garbage-Eater 2000 cant change garbage into human or animal and it cant change garbage into drugs or alcohol. You cant type in any swear words or foul language, or suck in any item that is not garbage; it may cause the machine to break down. Teacher: Thanks, Michael. Lydia, tell us about your work. Lydia: This is a robot that looks just like a real human being. I made one that looks just like me.
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Teacher: Why do you think its a useful device? Lydia: Think of all the possible actions that this human-sized robot can do! It can help you with your homework, do your chores, and even clean your house for you. Besides, it looks very real. It is coated with paint, and made out of old parts of toys, cars, and more!
LANGUAGE
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.
Product
Correct spelling and format.
Score
2
Your Score
was postponed. b. Glenda is a clever student. However, she didnt 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.
Your Score
A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.
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FINAL REFLECTION
SPEAKING
Task
Appropriate exchange of information about an invention. Mostly appropriate exchange of information about an invention. A few questions and answers to exchange information about an invention. Very poor questions and answers to exchange information about an invention.
Interaction
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
The purpose of this section is to allow students to reflect on their strengths and weaknesses. Make sure all students understand what they are expected to do and give them enough time to answer the questions. Encourage students to give honest answers and show interest in their results.
50
UNIT 2
5 pts.
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PHOTOCOPIABLE MATERIAL
2 Read the text again. Choose the best alternative to finish each sentence.
a. Josh Lowski is _________________________. i. one of the youngest students in his school. ii. one of the oldest students in his school. iii. a university student. b. The hybrid engine uses different types of fuel:_____________________. i. gasoline, propane, methanol and hydrogen. ii. gasoline, methanol and hydrogen. iii. gasoline, propane, and hydrogen. c. Methanol is very similar to__________________________________. i. gasoline. ii. ethanol. iii. propane. d. The project started because the inventor _______________________________. i. was on vacation. ii. found an old lawn mower. iii. participated in a school project. e. The public who want to see the new invention ____________________________. i. have to pay a fee to enter the exhibition. ii. dont need to pay to enter the exhibition. iii. have to wait for the awards ceremony to see the invention.
4
TEENS CLUB 1 MEDIO
27 Listen again and choose the correct alternative. a. You start out with four / two people on the middle line. b. There are three / thirteen privates, four / fourteen Snipers. c. The game starts with two / four players in each team. d. The quarters are ten / fifteen minutes long. e. You have two / four timeouts in the game.
LANGUAGE
5 Complete these sentences with though / although, however, or while.
a. I enjoy sailing; _____________, I dont have a boat. b. Last summer, I went to the south,___________ my best friend went to the north. c. _______________ I didnt understand a word, I kept smiling. d. ______________ the traffic was bad, I arrived on time. e. _____________I like cats, my brother is allergic.
5 pts.
PHOTOCOPIABLE MATERIAL
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UNIT 2
5 pts.
SPEAKING
7 Choose an everyday object and describe it to your partner but dont name it. Tell him/
her about its shape, its functions, its components, etc., so that your partner guesses what the object is. Then change roles.
8 pts.
WRITING
8 Write a short description of an imaginary invention. Include information about its
name, where you got the idea, the materials you used to make it and why it is useful in everyday life.
8 pts.
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PHOTOCOPIABLE MATERIAL
READING
The aim is to get the most goals by the end of the fourth quarter. The quarters are ten minutes long. You have four timeouts in the game. The timeouts are one and a half minutes long. The referee can also call timeouts.
San Diego. b. He used an old lawn-mower engine. c. To prove that its not difficult to run any engine on many different fuels. d. It performs a unique function alternating between four very different fuel sources. e. Jacob Bagnell donated the lawn-mower motor for the machine.
LANGUAGE
5 a. however. b. While. c. Though / Although.
d. Though / Although. e. While.
6 a. Will vary.
SPEAKING
Task
Appropriate description of an everyday object. Mostly appropriate description of an everyday object.
Interaction
Score
Your Score
LISTENING
3
27 Speaker 1: a.; d., Speaker 2: b.; c.; e. 27 a. two; b. three, four; c. four; d. ten; 4 e. four
Fluid interaction, 2 good pronunciation, no hesitation. Fluid interaction, a 2 few pronunciation mistakes, a minimum of hesitation. Fluid interaction, 1 some pronunciation mistakes, some hesitation. Interaction affected 0 by pronunciation mistakes and a lot of hesitation.
TRANSCRIPT
27
Speaker 1: War Ball is a game that combines football with war. You start out with two people on the middle line and then a player catches the ball and starts running. There is a base instead of a touchdown zone, so when a player gets a touchdown, they are actually winning a war. All the other players hide behind objects on the field. The positions are General, Soldiers, Snipers, and Privates. There are three Privates, four Snipers, five Soldiers, and one General. The player who gets to 40 points in one hour or who has the most points wins! If there is a tie, then they have one more game. And all the darts are foam, so they wont hurt if you get hit. Speaker 2: This sport is a mix of two very popular sports: football and soccer. All you need is a ball. The objective of the game is to kick the ball into the goal. There are ten people in a team. The game starts with four players in each team on each side, with the round ball in the center of the field. The game starts and the teams rush to the ball.
A few 1 information to describe an everyday object. Very poor 0 information to describe an everyday object.
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.
Your Score
A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.
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UNIT 2
Notes
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UNIT
MUSIC AND LITERATURE
In this unit you will: read an extract from a novel read lyrics 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 the mood of speakers relate speakers and speech discriminate sounds Language use quantifiers use the Passive Voice Speaking express quantity talk about books Writing write a book review write the lyrics of a song 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
Development Lesson 1: six hours Lesson 2: six hours Consolidation and evaluation activities: four hours Workbook: two hours Reading booklet: two hours Extra test: two hours Didactic Complementary material such as articles. magazines, Student Forum chats. resources Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures. Support material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc. Methodological Teachers should prepare the lessons beforehand considering that thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to involve students in the learning process. Teachers are advised to use a variety of resources throughout the book. Evaluation Types of Evaluation Indicators Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts. Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities. Unit Check Reading: Students find specific information and extract it from the text. Listening: Students identify the correct sequence of information and discriminate sounds. Language: Students use quantifiers and the Passive Voice. Speaking: Students exchange information about literature. Writing: Students write a short book review. Final reflection Students analyze their performance through the whole unit. Extra Test Reading: Students find specific information in a review. Listening: Students identify specific information and discriminate between correct and incorrect information in a recording. Language: Students use the Passive Voice and quantifiers. Writing: Students answer questions about an imaginary situation. Speaking: Students exchange ideas about a piece of literature.
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UNIT 3
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about music. Allow the use of an EnglishEnglish dictionary, only if it is strictly necessary.
complete the chart with names of bands and singers they know. They can be from any period of history. Allow the use of internet or encyclopedias to retrieve information. Then, check with the whole class, so that the students can complement their work with their partners.
the board, to compare their list with other groups and to share new words. Then, tell them to look up the meanings of the words they do not know in an English-English dictionary, and write a glossary related to the topic of the unit in their notebooks. Check individually, if possible, or in groups. island in the middle of the ocean. Tell them to choose a book and a music album they would like to have. In their groups, students share their comments giving reasons for their choices. Check orally, so that everybody in the class can share their opinions.
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LESSON 2 WE WANT YOU TO READ
Before starting this unit, you need to know: Active sentences and Present Tense.
match them with their genre. Invite them to guess only by the design first, and then by their titles. Check orally, with the whole class.
Answers 1: Childrens stories. 2: Economy. 3: Romance Novel 4: Science fiction. 5: History. 6: Biography. 7: Drama: Cuisine.
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BEFORE YOU START
Explain to students that this section will contain activities meant to revise and activate previous knowledge that is necessary to understand the content of the unit. LESSON 1 NEW STARS
books in Exercise 1, and decide which book they belong to. Encourage them to give reasons for their choices. Check orally and on the board.
Answers a. Macbeth, b. Slow cooker recipes, c. Charles Dickens, a life. Additional information Eke, Vincent Vincent Eke is a professional childrens book writer, blogger and website developer. In addition to Mamas Tales of Kanji - The Turtles Shell, his debut early reader-grade fantasy adventure
Before starting this unit, you need to know: Vocabulary related to music and literature.
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storybook, he has also written another childrens picture book in this series, The Golden Bird and a new forthcoming series The Adventures of the Lovejoys. The Turtles Shell tells the story of Tobi, a smart turtle who thinks he can get away with deceiving his friends. He ends up learning a few shell cracking lessons. This friendly easy-to-read book shows children how our everyday actions and decisions always have consequences. This story also draws attention to the nuggets of wisdom embedded in African cultural stories.
In 1974 she won the first book award for the life and death of Mary Wollstonecraft. Charles Dickens, a life shows this famous authors huge virtues as writer and human being, and also his failings. It is a comedy that turns to tragedy as the very qualities that made him great, his indomitable energy, boldness, imagination, showmanship and enjoyment of fame, finally destroyed him.
Adapted from: (2012) Claire Tomalin Web page. Retrieved July 31st 2013, from: http://clairetomalin.co.uk/
Adapted from: (2013) Vincent Eke Biography. Retrieved July 31st, 2013, from: https://www. smashwords.com/profile/view/vincenteke
Joe John Duran is CEO (chief executive officer) and founding partner of one of the fastest growing wealth counseling firms in the USA. His passion is to empower people to make better and more informed financial decisions. Joe frequently provides commentary on TV and has been profiled in several publications, including the New York Times and Smart money. The Money Code, published on December 20, 2012, is a modern tale of one persons journey to uncover the five secrets to living his best financial life.
Adapted from: (2012) Joe John Duran Biography. Retrieved July 31st, 2013, from: http://www. mymoneycode.com/
Linore Rose Burkard grew up in New York where she graduated magna cum laude from the City University of New York with a Bachelor of Arts in English literature. Before the Season Ends is the intriguing story of Miss Ariana Forsythe, a young woman caught between her love for a man who doesnt share her faith and her resolution to marry only a fellow believer in Christ.
William Shakespeare was born on April 23, 1564, in Stratford United Kingdom. Shakespeare, often called the English national poet, is widely considered the greatest dramatist of all time. He wrote several comedies like The Merchant of Venice and The Comedy of Errors, and tragedies like Hamlet, Romeo and Juliet, and Macbeth. William Shakespeare died on his birthday on 1616, though many scholars believe this is a myth. Macbeth is a play set in Scotland. It dramatizes the corrosive psychological effects of Lord Macbeth when he chooses evil as way to fulfill his ambition of power, leading the country to a civil war. In the end, he loses everything that gives meaning and purpose to his life, before losing his life itself. It is considered one of Shakespeares darkest and most powerful tragedies.
Adapted from: (2013) William Shakespeare. Retrieved July 31st 2013, from: http://www.biography. com/people/william-shakespeare9480323?page=3#death
Adapted from: (2008) Linore Rose Burkard web page. Retrieved July 31st, 2013, from: http://www. linoreburkard.com/
Claire Tomalin (1933, London) She worked in publishing and journalism, becoming Literary Editor of the New Statesman and later the Sunday Times before devoting herself to writing full time in the late 1980s.
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UNIT 3
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LESSON 1
LISTENING
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LISTENING
4 +
28 Ask students to listen to the recording and check their predictions in Exercise 2. Remind your students that they dont need to understand every single word. This first time, they should concentrate on the general meaning, just to check or correct their predictions. Answers a.
Time
Objectives Listen, and identify main ideas and specific information in a conversation about a reality show. Read lyrics of songs. Describe a technological device. Write verses of a song. Use quantifiers to express quantity. Materials CD, Tracks 28, 29. Your English in Action, Students Book, p. 72, Ex. 1, 2. Workbook, pp. 18, 19, 20, 21. Evaluation Embedded evaluation, any of the activities in the Listening or After Listening section. Reflection Spot, Students Book, p. 57.
5 +
28 Tell students to listen and identify where the text was taken from. Tell them to focus on all the elements of the recording, not only the spoken text. Answers
c.
BEFORE LISTENING
Before starting the activities, draw the students attention to the pictures on Page 56. Elicit students ideas about what they see in them.
6 ++
28 Students listen to the recording again, this time to identify each speakers job in the academy. Draw students attention to the personal introduction of each speaker. Answers
7 ++
28 Ask students to listen to the recording again and answer the questions. Check the answers orally and on the board.
Answers 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 its a great feeling.
brainstorm students ideas about what they think it is. Write their ideas on the board, but do not correct at this stage.
REAL LIFE
SPOT
Key Word Spot, and then identify their meanings in the list (a e). You may also tell students to predict or guess the meanings and then check their answers with a dictionary.
Answers audience: c.; coach: b.; contestant: a.; fit: e.; pretend: d.
The purpose of this activity is to help students reflect on their learning process and to raise students awareness of how they develop their own learning strategies to become more effective learners. They should work on their own but you can help and guide the work when necessary. The students read the statements and assess: their ability to apply study skills. their ability to infer the meaning of new words.
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AVOID THIS MISTAKE! Pay special attention to the different pronunciation of these sounds: th / / and s /s/. Explain to students that, in English, mispronunciation can change the meaning of a word. Additional exercise a. Read and repeat these pairs of words. thick sick, think sink, mouth mouse, path pass b. Think of more examples and complete the chart. thick think mouth path /s/ sick sink mouse pass
9 +++
28 Ask students to listen to the recording once more, to match the answers (i iv) with the questions (a d). Again, you can change the order of the activity, encouraging students to predict their answers, and then check with the recording.
TRANSCRIPT NEW STARS 28 Spencer: Hello, everybody. Im Spencer, the Director. Id like to welcome you and wish you the best during your time with us. Here, you will learn to sing and compose, and each week you will perform one of your own songs on a TV show. The audience will vote for them on the phone. If you get the lowest number of votes, you will leave the program. You must obey our rules and attend all your classes. All of our coaches are great and they will teach you how to develop your talents. Any questions for them? Student 1: How long are we staying here for? Spencer: You will spend many weeks at the New Stars Music Academy. Three months in total. Student 2: Thats not much time. How will you make stars out of us? Savannah: Im Savannah, your voice coach. You have to know that everyone here can sing and I think some of you can really sing like a star. My job here is to help you make the most of your voice, but you need to work hard. Student 1: Mm, Id like to know how you get the music to fit the lyrics. Is it an easy process? Adam: Hi, my names Adam and Im your songwriting coach. Songwriting is cool, but only a few people can become composers. You dont need to be a poet; the important thing is to fit the words to the music. Most of our contestants do it, and they love it when they finally get to perform their own songs. Spencer: Any more questions? Anyone? (fade)
Answers thunder thief thanks thought thin through math /s/ say set sang so some sum mass
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8 +++
28 Tell students to copy the sentences into their notebooks. As they listen, they must write the name of the speaker in the spaces provided. An optional exercise could be to invite students to read each sentence carefully, predict the speakers, and then check with the recording. You may guide students to predict correctly, according to the content of each sentence. (Example: the director is the person who is in charge of talking about the rules and general information; the voice coach talks about singing; the songwriting coach talks about lyrics and composing)
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UNIT 3
AFTER LISTENING
10 ++ In their groups, students answer the
questions and then share answers with another group. Encourage the use of English as much as possible, as for most students, English classes are the only time in which they can practice the language. Remember not to interrupt or to correct them while they are speaking. Its better to talk about the most important general mistakes at the end of the activity or the class. Invite some groups to report their answers to the rest of the class.
enough time to answer individually. Then, check on the board to allow students to correct their work and assign a mark according to the scale. Ask students to write sentences expressing quantity. Encourage them to review the Language Spot. Check orally and on the board. For more information on LETS CHECK, see Page 8 of the Introduction. Answers Answers will vary.
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ORAL PRACTICE
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LANGUAGE SPOT Expressing quantity
13 ++
Remind students that this section is designed to help them revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers. Answers: 2. b. 3. We use words such as much, many, some, a few, to express quantity.
29 In pairs, ask students to complete the dialog, using the clues in the boxes. Then, play the recording and ask them to check their answers. 29
TRANSCRIPT A: B: A: B: A: B: A: B:
Hi! Can I ask you a few questions? Im new here, you see. Sure! What do you need to know? Well, Id like to know how long were going to stay here. Well stay here for six weeks, and then well learn to sing and compose. How about the rules? We must obey their rules and attend all the classes. Tell me about our coaches. They are great! They help us to develop our talents, but we need to work hard.
29 Tell students to listen to the recording again. Then, they practice and role play the dialog with a partner, in front of the class.
14 ++
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the lyrics of a song. Read the instructions carefully and ask students to follow them stage by stage, in order to facilitate their work. Once they have finished, tell them to revise the lyrics, asking themselves these questions: Is the message clear? Have we included everything we wanted? Did we speak to our audience clearly? Did we accomplish our purpose? Suggest students to ask some classmates to listen to the lyrics, and give their opinions. Encourage them to record the song, if possible, or to sing it live in front of the class. Extra! Organize a recital session, inviting all the pairs to sing their songs in front of other courses.
before starting the writing task is to observe the texts on Page 61 and identify the type of text and the main topic. Elicit students ideas. Help them identify the correct answers, and invite them to write three ideas related to the topic they have chosen. As homework, motivate students to get the songs on the Internet, and listen to them while they read the lyrics.
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GAME
SPOT
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again. Then, ask them to analyze them carefully before answering questions a c.
Games are highly motivating, since they are amusing and, at the same time, challenging for the students. They employ language in real contexts, and they also encourage and increase cooperation. They create the motivation for learners of English to get involved and participate actively in the learning activities, bring the real world context into the classroom, and enhance students use of English in a flexible, communicative way. Remember that games are used not only for mere fun but, more importantly, for the useful practice and review of language lessons. Thus, the meaning of the language students listen to, read, speak and write will be more vividly experienced and, therefore, better remembered. Read the instructions aloud and motivate the students to apply the Truth Questionnaire to two of their classmates.
applying the questionnaire, students must write two short paragraphs about their classmates answers. Invite students to write their paragraphs on a separate piece of paper, and read it to his friends, not saying the names, so that they guess who he is talking about.
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UNIT 3
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LESSON 2
READING
Time
Objectives Read, listen, and identify main ideas and specific information in a piece of literature. Listen to a conversation about literature. Exchange information about literature genres. Write a short book review. Use the Passive Voice. Materials CD, Tracks 30, 31, 32. Reading booklet, p. 8, 9. Your English in Action, Students Book, p. 73, Ex. 3, 4. Workbook, pp. 22, 23, 24, 25. Evaluation Embedded evaluation, any of the activities in the Reading or After Reading section. Reflection Spot, Students Book, p. 67.
As an author, she has published articles in newspapers and magazines in America and Europe, and taught literature at the University of Virginia, Charlottesville, Montclair College, New Jersey and University of California, Berkeley. Her most important novels are: - The House of the Spirits, (novel) 1982. - Of Love and Shadows, (novel) 1984. - Eva Luna, (novel) 1985. - Stories of Eva Luna, (short stories) 1989. - The Infinite Plan, (novel) 1991. - Paula, (novel) 1994. - Aphrodite (recipes, stories and other aphrodisiacs) 1997. - Daughter of Fortune, (novel) 1999. - Portrait in Sepia, (novel) 2000. - The City of the Beasts (young adult novel) 2002. - My Invented Country, (novel) 2003. - Kingdom of the Golden Dragon, (young adult novel) 2003. - Forest of the Pygmies, (young adult novel) 2005. Kingdom of the Golden Dragon is a book published in 2004. The second part of a trilogy, it is the sequel to City of the Beasts. The novel is about two youths, Alexander and Nadia, who are on a quest for the legendary statue of a dragon made of gold. The legend says that the statue will tell the future. With the help of a tribe of the Yeti and a monk, the youths are in for the adventure of their lives, trying to get the statue before the Collector, the second richest man in the world.
BEFORE READING
1 + Invite students to carry out a mini-survey
within their groups. Tell them to ask and answer the questions (a c), complete the table, and compare their answers.
Extra! Ask students to appoint one member of each group to report the results of the survey in front of the class. Take notes on the board and discover students favorite book, writer and genre.
Adapted from: (2013) Isabel Allende web page. Retrieved July 31st 2013, from: www.isabelallende.com
in the pictures. Elicit their ideas about what these people have in common. Make them relate the title of the lesson to the pictures and ask them to predict the general topic of the lesson. Answers
They are all writers. Background information Isabel Allende: Chilean writer; she was born on August 2, 1942. She worked as a journalist in Chile from 1964 to 1974, and in Venezuela from 1975 to 1984.
Marcela Paz is the pen name of Esther Huneus de Claro who was born on February 28, 1902. Along her career, Marcela Paz collaborated in Zig Zag and El Peneca magazine, also in newspapers like La Tercera, El Mercurio and La Nacin. She belonged to the Writers Society of Chile and obtained several awards, being one of the most important the National Prize of Literature in 1982. Her first book was Tiempo, papel y lpiz (1933) and the most known was Papelucho (1947). She died on June 12, 1985, in Santiago, Chile. Papelucho is one of the most important series in Chilean childrens literature. They are 12 books written in first person as a diary, telling the amazing stories of the character in his daily life. One of the most famous books is The Secret
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Adapted from: Marcela Paz Biography. Retrieved July31st 2013, from: http://www.escritores.cl/base. php?f1=semblanzas/texto/paz.htm
Isaac Asimov was born in Petrovichi, Russia in 1920 and moved with his family to New York, in 1923. In 1935 he obtained a degree in chemistry. After that, he obtained degrees in science, arts, and philosophy but he devoted his professional life to literature. He died on April 6, 1992, in New York City. Isaac Asimov has more than 500 titles published; his science-fiction works became popular due to the intelligent balance between his style, his literary imagination and the technological and scientific world. In one of his best known books I, Robot (1950) Asimov set the three laws of robotics.
The Lord of the Rings is a fantasy novel published on July 29, 1954; the title refers to the main antagonist, the dark lord Sauron, who created a The One Ring to control other rings of power as a weapon to control Middle-Earth. The story begins in the Shire, a hobbit land where Frodo inherit the ring from his cousin Bilbo, the story lead them through the Middle-earth following the course of the war of the ring.
Adapted from: (2013) J.R.R. Tolkien - Biography. Retrieved August 1st 2013, From: http://www. tolkiensociety.org/
Adapted from: (2013) Isaac Asimov Biography. Retrieved August 1st 2013, From: http://www. biografiasyvidas.com/biografia/a/asimov.htm
Stephenie Meyer was born in Hartford, Connecticut. She was a stay-at-home mother of three sons but her life changed dramatically in 2003, when she finished her first novel Twilight. Her older sister was the only one who knew Stephenie had written a book, and encouraged her to send it to various literacy agencies. Twilight was one of the 2005s most talked about novels and after few weeks of its debut was at #5 on The New York Times best sellers list. Twilight was also named top ten books for young adults, and the best book of the year by weekly publishers.
J.K. Rowling was born in 1965 in England. She started writing The Harry Potter series on a serviette during a Manchester-to-London train journey in 1990. During the next five years, she wrote the plots for each book and started to write her first novel, Harry Potter & The Philosophers Stone, which was published in 1997. Harry Potter is a series of seven fantasy novels of a wizard and his friends at Hogwarts School of Witchcraft and Wizardry. Harry, Ron, and Hermione have to overcome the dark wizard Voldemort, who wants to become immortal and conquer the wizard world, destroying everyone, especially Harry Potter.
Adapted from: (2012) J. K. Rowling Biography. Retrieved August 1st 2013, from: http://www.jkrowling. com/
Adapted from: Stephenie Meyer Biography. Retrieved August 1st 2013, from: http://www. stepheniemeyer.com/
John Ronald Reuen Tolkien was born on 1892; he was a scholar of the English language specializing in Old and Middle English. Professor at Oxford University, he wrote a number of stories, being the most known The Hobbit (1937) and The Lord of the Rings (1954-1955), which are set in the Middle Earth, a land inhabited by Men, Elves, Dwarves, Trolls, Goblins and Hobbits. Between 1925 and his death (1973) he published a number of stories and articles that were edited and published by his son Cristopher Tolkien in The Book of Lost Tales.
Gabriel Garcia Mrquez was born on March 6, 1927, in Aracataca, Colombia. He grew up with his grandparents, who marked his future literary style with their stories. The legends and tales his grandmother told him were the link to fantasy and the stories his grandparents told him about the Colombian Civil War were the connection between history and reality. Garca Mrquez wrote several novels and short stories, being the most important A Hundred Years of Solitude (1967). He won the Nobel Prize of Literature in 1982. A Hundred Years of Solitude, is the story of the origin, evolution, and destruction of Macondo, an imaginary village, and the Buendias lineage.
Adapted from: (2013) Grabriel Garca Mrquez Biography. Retrieved August 1st 2013, from: http:// www.biografiasyvidas.com/reportaje/garcia_marquez/
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Alberto Fuguet: Alberto Fuguet was born in Santiago, Chile, but he lived in Encino, California until he was 13. In 1999, Time magazine called Fuguet one of the 50 most important Latin Americans for the next millennium. In 2003, he was featured on the cover of the international edition of Newsweek magazine to represent a new generation of Latino writers. Fuguets work is characterized by a United States / Chilean hybridity, with constant cross references to the popular cultures of the two nations. In 1996 he co-edited (with Sergio Gmez) the anthology McOndo, whose title combined McDonalds with Macondo, the fictional town created by Gabriel Garca Mrquez. Fuguets other books are the short story collections Sobredosis and Cortos; the novels Mala onda, Por favor, Rebobinar, Tinta roja and Las pelculas de mi vida; and the non-fiction collection Primera parte. Las pelculas de mi vida is a semiautobiographical novel about a Chilean seismologist who grew up in California and later returned to Chile. Its protagonist recounts his life with references to movies he had watched. Some of Fuguets works have been translated into English and published in the United States.
text and illustrations on Page 66 of the Students Book. Invite them to infer, from the name and visuals, the literary genre of the text. Take notes of the ideas on the board and help them identify the correct answer. At this point, you may need some background information, to help your students identify the characteristics of each genre.
Background information Detective Detective fiction has become almost synonymous with mystery. These stories relate the solving of a crime, usually one or more murders, by a protagonist who may or may not be a professional investigator. This large, popular genre has many subgenres, reflecting differences in tone, character, and it always contains criminal and detective settings.
Horror Horror fiction aims at evoking some combination of fear, fascination, and revulsion in its readers. This genre, like others, continues to develop, recently moving away from stories with a religious or supernatural basis to ones making use of medical or psychological ideologies. Science fiction Science fiction is defined more by setting details than by other story elements. Science fiction, by definition, includes extrapolated or theoretical future science and technology as a major component, and is often set on other planets, in outer space, or on a future version of Earth. Within these setting details, however, the conventions of almost any other genre may be used, including comedy, action-adventure and mystery. A sub-genre of science fiction is alternate history where, for some specific reason, the history of the novel deviates from the history of our world. Both alternate history and science fiction are often referred to, alongside fantasy fiction, magical realism and some horror fiction, under the umbrella term speculative fiction. Romance Romance is currently the largest and bestselling fiction genre in North America. It has produced a wide array of subgenres, the majority of which feature the mutual attraction and love of a man and a woman as the main plot, and have a happy ending. This genre, much like fantasy fiction, is broad enough in definition that it is easily and commonly seen combined with other genres, such as comedy, fantasy fiction, realistic fiction, or action-adventure. Play A story meant to be performed in a theater before an audience. Most plays are written in dialog form and are divided into several acts. Many include stage directions and instructions for sets and costumes. Comedy: A light-hearted play characterized by humor and a happy ending. Farce: A form of high-energy comedy that plays on confusions and deceptions between characters and features a convoluted and fast paced plot. Farce often incorporates buffoonery, slapstick, and stock characters to provoke uproarious laughter. Molire was a master of
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farce with such plays as The Imaginary Invalid. Miracle play: A play from the Middle Ages featuring saints or miraculous appearances by the Virgin Mary. Morality play: A play written in the fifteenth or sixteenth centuries that presents an allegory of the Christian struggle for salvation. Mystery play: A short play based on a biblical story. Mystery plays, popular in the Middle Ages, were often presented in cycles, in which dozens of plays were performed at different locations throughout a city, and collectively presented the most significant moments in the Bible. Noh drama: A ritualized form of Japanese drama that evolved in the 1300s involving masks and slow, stylized movement. Problem play: A play that confronts a contemporary social problem, with the intent of changing public opinion on the matter. Henrik Ibsen popularized this form in plays such as Hedda Gabler. Tragedy: A serious play that ends unhappily for the protagonist. Sophocles Antigone is one of the best-known Greek tragedies. Tragicomedy: A play such as Shakespeares A Winters Tale that mixes elements of tragedy and comedy. One-act play: A play consisting of a single act, without intermission and running, usually, less than an hour. Edward Albees Zoo Story is a wellknown example. Thriller The genre Action Thriller is, on its surface, a mixture of action and thriller content. To understand what this genres name actually means, however, we must analyze its components. It features a down-to-earth plot, and it frequently plays into peoples fears (e.g. the film Alien is a thriller.). However, thriller has a greater tendency toward digression than action. History It is the study of the past, with special attention to the written record of the activities of human beings over time. Scholars who write about history are called historians. It is a field of research which uses a narrative to examine and analyze the sequence of events, and it often attempts to investigate objectively the patterns of cause and effect that determine events.
Other narrative forms Electronic literature is a literary genre consisting of works which originate in digital environments. Films, videos and broadcast soap operas have carved out a niche which often parallels the functionality of prose fiction. Graphic novels and comic books present stories told in a combination of sequential artwork, dialog and text.
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the book covers and match them with their corresponding names.
READING
30
Before starting the activities in this section, share some background information with your students. Background information Frank Baum was born in New York in 1856. He never achieved a high school degree; he spent his early adulthood exploring his interest in acting and writing for the stage. Frank Baum wrote one of the most famous works of childrens literature, The Wonderful Wizard of Oz. The Wonderful Wizard of Oz (1900) is the story of Dorothys quest to find her way back home to Kansas in companion of a tin woodsman, a scarecrow and a cowardly lion. They met and walk down The Yellow Brick Road to see the wizard, but he will help them only if they do him a favor first, kill the wicked witch of the west.
Adapted from: (2013) Frank Baum Biography. Retrieved August 1st 2013, from: http://www. biography.com/people/frank-baum-9202328
find the words in the Key Word Spot. The idea is that they infer their meaning. Tell them to read the whole sentence, since the context should help them getting the meaning. Encourage discussion and check orally and on the board. You can give them a dictionary definition after they have finished, so as to compare and check their answers.
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then number the events in the order they happened in the story. You can also change the order of the activities, asking students to number the sentences (a f) in the first place, and then check their answers while they read. Answers
Invite some students to write their answers on the board, and check the answers. Answers a. The City of Oz. b. Not mentioned. c. Dorothy, her friends, the guardian. Dorothy and her friends remained in the Palace until they met Oz. Extra! Make students write two questions about the text (different from questions a c in Exercise 7) on a separate piece of paper. Invite them to exchange papers with their partners and answer them orally. Extra! Invite some students to retell Dorothys story to their classmates. Extra! Motivate students to use the information they collected in the Reading section to write a summary of the story. You can assign this activity as homework.
Reflection Spot
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then answer the questions (a c). Draw students attention to the words in the Key Word Spot and invite them to look up the meanings in the dictionary.
Answers a. Dorothy and her friends. b. Everything is green. c. They seem to be happy, contented, and prosperous.
Key Word Spot
Dazzled: to be dazzled by someone or something means to think that something is extremely good, exciting and admirable. Lead: to control a group of people, a country, or a situation. Marble: a type of hard stone, often with a pattern of irregular lines going through it, that is used as a building material and in statues. Pane: a flat piece of glass used in a window or door. Screen: a flat surface in a theater, on a television, or on a computer system on which pictures or words are shown.
Make sure you assign enough time of your class to allow students to reflect on their achievements and weaknesses. They read the statements and identify: the different strategies they can use to understand a narrative text. their ability to recognize the correct sequence of events.
LETS READ!
Motivate students to read the short story A real musician on Pages 8 and 9 of the Reading Booklet and identify the connection with the topic of the unit. Encourage students to answer the questions that will help them understand the texts.
and interrelationships among concepts in a text. They can help readers focus on concepts and how they are related to other concepts. They can be used with narrative texts as story maps and can help students write well organized summaries of a story. Encourage students to complete the diagram without reading the text again, if possible. If they do not feel confident, allow them to do the task as they read.
AFTER READING
9 +++ In groups, students compare their lists
from Exercise 1 and exchange information about their preferences in literature. Choose some students to report their answers to their classmates. You can also organize a short survey to discover your students favorite book, genre and author.
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LANGUAGE SPOT The Passive Voice
Remind students that this section is designed to help them revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers. Answers: 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. AVOID THIS MISTAKE! The Passive Voice is generally used when the subject of the sentence is indefinite, general, or unimportant. In the sentence: They mine coal in Pennsylvania, the subject is so indefinite that it is not clear what they means. It might mean the miners, the people, or the companies. These sentences are improved by putting the verb in the Passive Voice. Eg: Coal is mined in Pennsylvania. The Passive Voice is also used when what is done is more important than the doer of the action. The Passive Voice is generally used when you want to emphasize the receiver rather than the doer. Additional exercise Write these sentences in the Passive Voice. Add by where necessary. a. The children open the door all the time. b. We set the table every night. c. People paid a lot of money in taxes last year. d. People wear white shoes in summer. e. They open the books at the beginning of the class. f. You did not write the letter. g. The company builds houses for poor people. h. Did the police officers catch the thieves?
a. b. c. d. e. g. h. i.
Answers The door is opened all the time (by the children). The table is set every night. A lot of money was paid in taxes last year. White shoes are worn in summer. The books are opened at the beginning of the class. The letter was not written by you. Houses for poor people are built by the company. Were the thieves caught by the police officers?
write a short paragraph with their ideas about what might have happened next in the story. Make sure they include sentences in Passive Voice. Provide them with examples on the board, if necessary.Check orally and individually, if possible.
Extra! Motivate students to choose some sentences in the Active Voice from the text, and encourage them to rewrite the sentences in the Passive Voice.
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a d using the Passive Voice and the verbs in brackets. Draw students attention to the time expressions in each sentence, so that they can identify the correct tense of the verb to be in the passive structure.
68
UNIT 3
may need to provide some background information. Background information A book review is a form of literary criticism in which a book is analyzed based on content, style, and merit. It can be a primary source opinion piece, summary review or scholarly review. Books can be reviewed for printed periodicals, magazines and newspapers, as school work, or for book web sites on the internet. A book reviews length may vary from a single paragraph to a substantial essay. Such a review may evaluate the book on the basis of personal taste. Reviewers may use the occasion of a book review for a display of learning or to promulgate their own ideas on the topic of a fiction or non-fiction work. Micheal Morpurgo was born in 1943, in the United Kingdom. He went to London University to study English and French. After working in a primary school, he decided to write the kind of stories he used to tell his kids. Kaspar, Prince of Cats is the story of Johnny, a bell boy at Savoy hotel who carries all the Countess Kandinskys things to her room. Pretty soon, events will take Johnny and Kaspar all around the world.
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LISTENING AND SPEAKING
13 ++
31 Students work in pairs and complete the dialog using the expressions in the boxes. Then play the recording and ask them to check their answers. Tell students to pay attention to intonation and pronunciation. 31
TRANSCRIPT
Mark: Hi, Sylvia! What are you reading? Sylvia: The Wonderful Wizard of Oz. Have you read it? Mark: Its the most amazing and incredible book Ive ever read! Sylvia: find it very interesting. The characters are extraordinary. Mark: Oh, yes. Dorothy is very, very intelligent. Sylvia: And the places are beautifully described. I love fantasy stories! Mark: I like them too, but I prefer science-fiction. 14 +++ Use the recording for shadow
reading. Let students listen to the dialog again and ask them to read it at the same time. Then, invite students to practice the dialog in pairs, changing the phrases in the boxes with information that is true for them. Encourage them to role play the new dialog in front of their classmates.
Adapted from: Michel Morpurgo Biography. Retrieved August 1st 2013, from: http:// michaelmorpurgo.com/
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WRITING
Text structure refers to how the information within a written text is organized. Teaching students to recognize common text structures can help them monitor their comprehension and, therefore, their elaboration.
review again, and then ask them to identify the paragraphs where specific information is mentioned, and the expressions used to give opinions.
Answers a. i. first paragraph. ii. last paragraph. iii. second paragraph Extra! Ask students if the writer of the review expresses
review on Page 70 and identify the different sections of this type of text. At this point, you
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PAGE 72
YOUR ENGLISH IN ACTION
students write their own review, following the model in Exercise 15. Make them check their work using the Editing Checklist on Page 71, and then, write a final version on a separate sheet of paper. Motivate students to add pictures or illustrations of the book they reviewed. Encourage students to exchange their reviews with their classmates or, if possible, ask them to publish the reviews on the class blog or notice board.
Extra! Motivate students to collect all the reviews and publish a literary magazine.
represent a good opportunity for students to consolidate topics and language structures of the lessons. You can assign these activities at the end of each lesson, or as homework, and give them an extra mark. In groups, students have to create a new character for the story Alice in Wonderland. Ask them to get in groups of four students, read the text on Page 66 again, and think of a new character for the story. Then, they must write a full description of their character, including physical descriptions and details of his/her personality. Allow them to draw the character, if they have enough time. - Then, they must write a short paragraph, explaining the role of this character in the story. Check the descriptions aloud and encourage them to compare the different characters created by the whole class. participating in the New Stars TV show. From there, they have to write an e-mail to a friend or to their parents describing their experiences at the academy. Explain to them that they must include information about duties, activities, the coaches and any other interesting points. Check individually, if possible. about famous books in their notebooks. After that, ask students if they would like to read them, and ask them to organize them from 1 to 8, in order of priority. Then, encourage them to explain their decision to their partners. Check orally and on the board. Name Author Characters Harry Potter, Hermione, Prof. Dumbledore Sandokan
TAKE ACTION! The activities in this section are meant to provide students with the opportunity to synthesize, consolidate, and revise what they have learned in the unit. They allow them to reflect on their achievements. Explain to the students that the task to be completed is a short interview on an artist they would like to chat with. Read the instructions aloud and make sure they all understand what they have to do. Set a date for the presentations. You can use the Oral Presentation Rubric to evaluate students performance.
Harry Potter and the J.K. Rowling Goblet of Fire Sandokan, The Tiger Emilio Salgari of Malaysia
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UNIT 3
Name Author 20,000 Leagues Jules Verne Under the Sea The Lord of the Rings J.R.R. Tolkien Papelucho Marcela Paz Little Women Narnia Chronicles Louise M. Alcott C.S. Lewis
Characters Captain Nemo Lebolas, the Hobbit Papelucho Meg, Jo, Beth, Amy y Laurie Aslan, White Witch, Peter, Susan, Edmund, Lucy
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Answers READING - SPOT LIGHT ON BEVERLEY KNIGHT 33
b. She started singing when she was a teenager. c. She takes her inspiration from events that happen to her. d. No, she doesnt. e. She thinks Alicia Keys is a great artist. c. once a day.
their notebooks. Encourage them to use not only words from this unit, but to add as many words as they know about the topic. To finish up, ask students to draw a big word map on a piece of cardboard, add some illustrations and display it in a visible place in the classroom. Possible answers
2 a. British; b. two very important awards; 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. 34
Professions: musician, violinist, pianist, guitarist, composer, singer, orchestra director. Instruments: piano, violin, guitar, flute, triangle, saxophone, oboe, tuba, drums, trumpet, cello, trombone, bass. Styles: pop, classic, opera, rock and roll, heavy metal, blues, jazz, mariachi, folk, grunge, twist, disco, electronic, rap, reggaeton, reggae, salsa, cumbia, mambo, tango.
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UNIT CHECK
Explain to students that the purpose of this section is to help them revise the contents and evaluate their performance through the whole unit. Read the instructions and make sure all the students understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses. Check students results and revise any points that most of them may have problems with.
A: Hi! Can I ask you a few questions? Im new here, and I couldnt get to the meeting with the Director on time, you see. B: What would you like to know? A: Id like to know how long were going to stay here. B: Well stay here for three months, more or less, if you dont have to leave earlier. A: Can you explain that, please? B: Well, you know we are here to learn to sing and compose and each week we will perform one of our own songs on a TV show. The audience will vote for them by phone. If you get the lowest number of votes, you will leave the program. A: Are there any rules? B: We must obey all the rules and attend all the classes. A: I wonder how they will make music stars of us.
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B: Let me tell you, our coaches are great! They will help us to develop our talents, but we need to work hard. They promised we will work together. We have to do that to stay till the end. A: What happens if we cant sing like stars? B: I think everyone here can sing, and their job is just to help us find our special voice. A: For me, the most difficult thing is to get the music to fit the lyrics. B: Eddie, our songwriting coach, said that we dont need to be poets. The important thing is to fit the words to the music, and that most of the participants can do that. What else would you like to know? A: Oh, thats all, thanks! Im sure that even if I stay here for only a week, performing my own songs will be a great feeling.
LANGUAGE
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.
Product
Correct spelling and format.
Score
2
Your Score
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FINAL REFLECTION
SPEAKING
Task
Appropriate role-playing of an interview. Mostly appropriate role-playing of an interview.
The purpose of this section is to allow students to reflect on their strengths and weaknesses. Make sure all students understand what they are expected to do, and give them enough time to answer the questions. Encourage students to give honest answers and show interest in their results.
A few questions and answers to role-play an interview. Very poor questions and answers to role-play an interview.
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UNIT 3
5 pts.
73
2 Read the text again. Are these statements true (T) or false (F)?
a. b. c. d. e. a. b. c. d. e. ___ The plot is about finding a treasure. ___ George is a boy who is always getting into trouble. ___ The Famous Five are five kids. ___ The story gives the reader clues to solve the mystery. ___ The book includes two different kinds of texts. Whats the name of the lost treasure? How was the treasure lost? Why is the dog important? What is the most dramatic moment of the story? Who is the story written for?
5 pt.
5 pts.
LISTENING
4
36 Listen to the recording. Write Y (yes) or N (no) next to each sentence. a. b. c. d. e. _____The recording is about a radio program. _____ The premise of the program is to find a new movie star. _____ The focus of the program is on the participants performance. _____ There will be special coaches helping the participants. _____ The program will also show the interaction among the coaches.
5 pts.
36 Listen to the recording again. Circle the correct alternative for each sentence. a. In recent months / years, TV talent shows have dominated prime time television. b. The series is divided into three / free stages. c. At the end of the 11-week / 10- week process, the winner is given a record deal with Universal. d. The role of the coaches / judges is to nurture the singers on their team, before eventually selecting five to go through to the live shows, where the public can / cant vote.
5 pts.
36 Listen to the recording once more. Answer these questions. a. What is the programs name? ___________ b. Is the contestants personal appearance important? ____________ c. How many coaches are there? ________________ d. Who is reporting the news? ______________ e. Where does the reporter work? ________________
5 pts.
PHOTOCOPIABLE MATERIAL
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UNIT 3
LANGUAGE
7 Write the following sentences in the Passive Voice.
a. Meteorologists make the weather forecast every day. b. Many people use social networks as a communication tool. c. People buy a lot of things through the Internet nowadays. d. We printed these books on recycled paper. e. A famous architect designed this building.
5 pt.
5 pts.
WRITING
9 Imagine you are a famous music / TV star and you are chatting with a fan. Write the
answers to these questions. a. b. c. b. e. When and where did you start singing / acting? What kind of music / movies / programs / plays do you like? How difficult is it to write a song / perform in a play, movie, etc.? Who are your idols? Do you have any dreams or hopes for the future?
8 pts.
SPEAKING
10 With your partner, use the information from Exercise 9 to role play an interview with
an imaginary music / TV star.
8 pts.
0 - 13 Keep trying!
14 - 27 Good!
28 - 41 Very good!
42 - 56 Excellent!
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PHOTOCOPIABLE MATERIAL
56 pts. TOTAL
LANGUAGE
meteorologists every day. b. Social networks are used as a communication tool. c. Nowadays, a lot of things are bought through the Internet. d. These books were printed on recycled paper. e. This building was designed by a famous architect.
LISTENING
4 5 6
36 a. N. b. N. c. Y. d. Y. e. Y. 36 a. years. b. three. c. 11-week. d. coaches / can. 36 a. The Voice. b. No, it isnt. c. Four. d. Fiona Bailey. e. The BBC.
chatting with fans on their website, answering their questions. Encourage them to provide complete answers to the fans questions. You can assign points according to these criteria.
Score Language Score
3 Practically no grammar or vocabulary mistakes. Very few grammar or vocabulary mistakes. Some grammar or vocabulary mistakes. A lot of grammar or vocabulary mistakes. 3
Task
Student answers all the questions. Student answers three or four questions. Student answers only one or two questions. Student cant answer the questions.
Product
Correct spelling and format.
Score
2
Your Score
TRANSCRIPT THE VOICE SINGING CONTEST SHOW GOES BACK TO BASICS In recent years, TV talent shows have dominated prime time television in various formats, but the BBC says its new programme, The Voice UK, will offer a completely new approach. The premise of the series is to find a pop star based solely on their singing voice. The focus is on the contestants voices rather than on what they look like. The series is divided into three stages. At the end of the 11-week process, the winner is given a record deal with Universal. The role of the coaches is to nurture the singers on their team, before eventually selecting five to go through to the live shows, where the public can vote. The show offers up the same stories that have been seen before, but it is the chatter and jokes among the four coaches that will, no doubt, be the main talking point of the show. Fiona Bailey Entertainment reporter, BBC News
A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.
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UNIT 3
SPEAKING
Notes
questions in Exercise 9. Make sure they take turns to play the role of both speakers. You can assign points according to these criteria.
Score Language Score Interaction Score
3 Practically no language mistakes. 3 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. 2
Task
Student can ask and answer all the questions. Student can ask and answer most of the questions.
Your Score
Student can ask and answer a few of the questions. Student cant ask and answer the questions.
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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
Development Lesson 1: six hours Lesson 2: six hours Consolidation and evaluation activities: four hours Didactic resources
Workbook: two hours Reading booklet: two hours Extra test: two hours
Complementary material such as articles magazines and Student Forum chats. Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures. Support material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc. Methodological Teachers should prepare the lessons beforehand, considering that thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to involve students in the learning process. Teachers are advised to use a variety of resources throughout the book. Evaluation Types of Evaluation Indicators Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts. Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities. Unit Check Reading: Students find specific information and discriminate between correct and incorrect information. Listening: Students identify the correct sequence of information and extract specific information. Language: Students use modal verbs to express future probability and recommendations. Speaking: Students express future predictions. Writing: Students write a reply to a letter offering advice. Final reflection Students analyze their performance through the whole unit. Extra Test Reading: Students find specific information in a scientific article. Listening: Students extract specific information and discriminate sounds. Language: Students use modal verbs. Writing: Students write a short paragraph about body image. Speaking: Students offer advice and recommendations.
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UNIT 4
PAGE 78
Answers a. b. c. d. It is possible that it will rain. It is possible that he will come home late today. It is possible that it is very expensive. It is possible that he is late.
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LESSON 2 WHY AM I IN SUCH A BAD MOOD?
Before starting this unit, you need to know: Modal verbs to express recommendations and advice.
with the expressions i - v. Check on the board, and make sure both sentences make sense together.
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BEFORE YOU START
Explain to students that this section will contain activities meant to revise and activate previous knowledge that is necessary to understand the content of the unit. LESSON 1 YOU CAN BEAT THEM! a. b. c. d.
Before starting this unit, you need to know: Modal verbs to express possibility, permission, ability, obligation, or prohibition.
Answers mountain climbling ii. shouldnt. running i. should ii. should. wind-surfing i. shouldnt ii. should. scuba diving i. shouldnt ii. should.
they express permission, possibility, ability, obligation or prohibition. Make sure they understand these terms. Its recommended to give examples before the exercise, so as to get them familiarized with the formal definition. Answers
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LESSON 1
LISTENING
Time
make sentences expressing what might happen or possibilities , based on the facts. Check orally and on the board.
Objectives Listen, and identify main ideas and specific information in a classroom conversation about bullying. Read a short story related to bullying. Exchange ideas about bullying. Write a short story based on a personal experience. Use modal verbs to express future probability.
79
CD, Tracks 37, 38, 39. Your English in Action, Students Book, p. 95, Ex. 2. Workbook, pp. 26, 27, 28, 29. Evaluation Embedded evaluation, any of the activities in the Listening or After Listening section.
Materials
BEFORE LISTENING
1 ++ Ask students to discuss the questions
in small groups. Monitor and offer help if necessary.
Background information Bullying is the act of intentionally causing harm to others, through verbal harassment, physical assault, or other more subtle methods of coercion such as manipulation. Although the UK currently has no legal definition of bullying, some US states have laws against it. Bullying in school and the workplace is also referred to as peer abuse. In colloquial speech, bullying often describes a form of harassment perpetrated by an abuser who possesses more physical and / or social power and dominance than the victim. The victim of bullying is sometimes referred to as a target. The harassment can be verbal, physical and / or emotional. Sometimes bullies will pick on people bigger or smaller than their size. Bullies hurt people verbally and physically. There are many reasons for that. One of them is because the bullies themselves are or have been the victims of bullying (e.g. a bullying child who is abused at home, or bullying adults who are abused by their colleagues). Many programs have been started to prevent bullying at schools with promotional speakers. Bullying can occur in any setting where human beings interact with each other. This includes school, church, the workplace, home and neighborhoods. Bullying can exist between social groups, social classes and even between countries. Some organizations that help people who are being bullied are: Bullying.org; Bullying UK, Stop Bullying Now!, etc.
situations which they consider to be a form of bullying. Then, ask them if they think they have ever been involved in any of those situations. Ask indirect questions about the time they spend with their classmates, and in which they are more likely to be bullied. Eg. What do you do during your breaks at school?, how do you interact with your classmates? do you walk back home with someone? etc. Encourage students to be honest and straightforward. Be sympathetic, in case they find it difficult to talk.
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partner and complete the text with words from the boxes.
Answers 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.
Adapted from: Bullying. (n.d.) Retrieved August 13, 2013, from: http://www.bullying.org/
Answers 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
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UNIT 4
LISTENING
6 +
37 Tell students to listen to the recording and check their predictions in Exercise 4. Answers b. He is offering advice.
TRANSCRIPT 37 Teacher: Silence! Pay attention, please. Today we have a very special visitor. When he was your age, Oliver was bullied at school, but he turned his life around and now, at 23, hes a successful businessman and advises schools on how to improve life for their pupils. As part of his program, Oliver is here to tell us how he beat the bullies and to answer your questions. Tell us about being bullied, Oliver. Oliver: It happened over four or five years. There was a lot of name calling. It was very bad. When I was 15, I made a decision. I changed schools and I moved back a year so I could make a new start. Teacher: Do you think people take the issue seriously enough? Oliver: I think they do now. I think people realize it is a universal problem. Student 1: How does your program help? Oliver: We have got a lot of services for people who are being bullied, but they dont always know about them. You could visit our web-page and see. There are really no right or wrong answers because every case is different. Have a look at our solutions - one might work for you. Student 2: Whats your advice to people who are being bullied? Oliver The easiest thing to do is not talk about it and to think its not a problem, but if something makes you feel bad, you should talk about it; it may help.Your friends might be messing about, or joking, and they dont realize that they upset you. If you feel confident about talking to the people who have upset you, approach them, but if its someone you dont like, you should tell someone you trust instead. It might change your life. Student 3: How do you look back at the time when you were bullied? Oliver: Im in two minds about it. Its made my life what it is and allowed me to talk to people on a big stage, but at the same time, it was a horrible experience. Student 1: How do you feel about the bullies now? Oliver: Im not really bothered. I dont have any hard feelings towards them.
7 ++
37 Ask students to listen to the recording again and then choose the best alternative in each sentence.
a. b. c. d. e. f. g. h. i. j.
Answers Tell us about being bullied Oliver. When I was 15 I made a decision. I think people realize it is a universal problem. You may visit our web-page and see. Have a look at our solutions. The easiest thing to do is not talk about it. They dont realize they upset you. You should tell someone you trust instead. It was a horrible experience. I dont have any hard feelings towards them.
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8 ++
37 Tell students to listen again and number the sentences in the order that they hear them. Check on the board. Answers
8 +++
37 Tell students to listen again and decide whether the statements are true (T) or false (F).
EXTRA! Motivate students to correct the false sentences. a. b. e. f. g. h. Answers False. (He was bullied when he was a teen). False. (Hes 23). c. True. d. True. False. (He thinks people realize bullying is a universal problem). False. (Its better to talk about the problem). True False. (He doesnt have any hard feelings towards them).
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AFTER LISTENING
LANGUAGE SPOT May and might
This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check, but do not provide students with the answers. 1. Tell the students to read the sentences from the recording, paying special attention to the words in bold. 2. Ask the students to think about what the words in bold express and then to choose an alternative. Answers: c. 3. The students copy and complete the rule in their notebooks. Answers: We use might and may to express that it is a possibility that something will happen.
g. _____________ if you ask nice I will do it. h. That __________ the longest race in Rochester i. I think that _______ if you ask your mother she will tell you the truth. j. __________ you can help me with my homework. Answers a., d., e., c., b.
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a. b. c. d. e.
Answers He may arrive on Sunday. She might be at the cinema. It may rain. He might be American, British or Australian. We may go to the disco.
AVOID THIS MISTAKE! Maybe is not the shorter form of may be. Maybe is an adverb. We use the word to say that something is possible or true, but we are not certain. Example: Maybe one day I will go to London. I may next year go to London. Additional exercise Complete these sentences with may be or maybe. a. ____________ I will go to the pool later today. b. I ___________ the first person to do the tango underwater. c. It ___________ possible to touch your kneecaps. d. _____________ one day I will visit Paris. e. You __________ the only person I like more than Alf. f. I ______________able to fix your radiator with chewing gum.
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UNIT 4
PAGE 86
ORAL PRACTICE
complete the dialog with the ideas in the boxes. Check orally and on the board. Help them with the meaning of the ideas in the boxes, if necessary.
therefore, not only have more extensive vocabulary stores (lexical knowledge), they also seem to possess greater communicative competence (reading fluency) than non-readers. The use of authentic literary texts gives learners experience in real reading in L2, and can be confidence - building and motivating for students.
Answers 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 the people in trouble? B: There is not only one answer, because every case is different. A: Whats your advice to people who are being bullied? B: They shouldnt think its not a problem. They should tell someone they trust. It might work.
Adapted from: Mirzaei, A., Rahimi, M. (March 17, 2010). The Theory and Practice of Bringing Literature into the EFL Classroom. Journal of Faculty of Letters and Humanities, Vol. 5 (16 & 17), Spring & Summer, 2010.
14 ++
39 Explain that they are going to read a different type of text related to the same topic. Invite students to read the short story and then answer questions a e. You can also use the CD to allow students to listen to the recorded version of the story as they read.
13 ++
38 Students listen to the recording and check their answers. After this, motivate students to role play the dialog in front of the class. Check orally. 38
a. b. c. d. e.
Answers A personal experience with bullying. One of the bullies. Yes. and will vary. Accept any coherent idea as there are not correct / incorrect answers.
TRANSCRIPT
PAGE 87
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: Whats your advice to people who are being bullied? B: They shouldnt think its not a problem. They should tell someone they trust; it might work. READING AND WRITING
In more recent times, there has been a gradual recovery of literature and its value for language teaching. One advantage is that it helps to develop the learners interpretive skills (Byrne, 1997). Reading literature in L2 can bring increased exposure to language and, as a result, stimulate acquisition and expand awareness; the readers,
motivate students to talk about their personal experiences in pairs. Invite them to take notes. Check orally.
using the information they gave in Exercise 15. Tell them to follow the steps one by one, not skipping any of them, and allow the use of a dictionary. After they finish, collect the stories, so that you can put them all together and create a story book of every class. You can encourage the students to create a nice cover for the book, as a project. Check orally and individually, if possible.
EXTRA! You can assign this activity as homework for the rest.
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LESSON 2
READING
clearer. Skimming: Look over a text, usually beginning and end of paragraphs, to get its main idea.
Time
Objectives Listen, read and identify main ideas and specific information in a teen problem page. Listen to personal experiences. Express advice and recommendations. Write a letter to an advice column. Use modal verbs to express advice and recommendations. Materials CD, Tracks 40, 41. Lets read, Reading Booklet p. 10. Your English in Action, Students Book, p. 94, Ex. 1 Workbook, pp. 31, 32, 33. Evaluation Embedded evaluation, any of the activities in the Reading or After Reading section. Reflection Spot, Students Book, p. 91.
Answers A blog about teen problems. It is a blog post with four different cases. Its purpose is to look for advice.
expressions in the Key Word Spot and identify any words they know. Motivate them to find them in the text and match them with their meaning in the list (a - f). If they find it difficult to match all the words and meanings, allow them to use dictionaries.
Answers a. mean b. guilty c. give up d. let down e. empty handed f. Lose my grip
BEFORE READING
1 + Ask students to work in pairs, and list
typical reasons for teenage problems. Invite them to look at the pictures in the book to get some ideas! They can also mention some ideas of their own. Check orally.
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READING
40
Tell students to write a list of possible things they could do if they had a problem. Ask them to look at the list in the book and discuss the alternatives. Then the students can work individually to rank these alternatives from 1 (the first option) to 5 (the last option). After this, encourage them to discuss with a partner, to explain the order. on Page 90 and find the main ideas in it. When they have done this, ask them if they can guess what problems are being discussed. Do not correct answers at this stage. Explain to students that what they are doing is called skimming, and provide them with a definition of this strategy, to make it
Answers Problems that are discussed: study problems, eating disorders, adolescence problems, love problems.
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UNIT 4
more and then choose the best answer for each question.
LETS READ!
Motivate students to read the extract of the famous short story All summer in a day, by Ray Bradbury, which narrates an episode of bullying. Encourage them to answer the questions meant to help them understand the story and guide their reflection.
sun shone regularly on Earth. She describes the sun as a penny, or like a fire in the stove, and the other children, being too young ever to have seen it themselves, refuse to believe her account of it. Out of jealousy, she is bullied and ostracized by the other students and finally locked in a closet during the time the sun is due to come out. As the sun is about to appear, their teacher arrives to take the class outside to enjoy their only hour of sunshine and, in their astonishment and joy, they all forget about Margot. They run, play, skip, jump, and prance about, savoring every second of their newly found freedom. Suddenly, a girl feels a raindrop on her face. Thunder sounds, and they run back inside. One of the children remembers Margot who is still locked in the closet. They stand frozen, ashamed for what they have done, unable to meet each others glances. The precious sun has come and gone and, because of their despicable act, Margot has missed it. They walk slowly and silently towards the closet, and let her out. EXTRA! Start a general conversation about how Margots letter to the advice column would have been if she had had the opportunity to write it. Encourage them to write a short letter in Margots place.
Background information Ray Douglas Bradbury (August 22, 1920 June 5, 2012) was an American fantasy, science fiction, horror and mystery fiction writer. Best known for his dystopian novel Fahrenheit 451 (1953) and for the science fiction and horror stories gathered together as The Martian Chronicles (1950) and The Illustrated Man (1951), Bradbury was one of the most celebrated 20th-century American writers. Many of Bradburys works have been adapted into comic books, television shows and films. All Summer in a Day is a story about a class of school children on Venus, which, in this story, is a world of constant rainstorms, where the sun is only visible for two hours every seven years. One of the children, Margot, moved to Venus from Earth five years earlier, and she is the only one in her class to remember sunshine, since the
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AFTER READING
10 +++ Invite the students to work in small
groups and discuss the questions. It is a good idea if you encourage them to take notes, so that they can share their ideas with the class afterwards. Refer students to the episode in the short story they have read, and ask them to share their opinions.
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Reflection Spot
Additional exercise Complete the chart with the affirmative or negative form of these sentences. Affirmative You ought to clean the toaster. You ought to stop smoking. You had better drive more slowly. They had better not be late. Jim oughtnt to drink so much. Answers Affirmative You ought to clean the toaster. You ought to stop smoking. They had better be on time. Jim ought to drink less. Negative You oughtnt to clean the toaster. You oughtnt to continue smoking. They had better not be late. Jim oughtnt to drink so much. Negative
Assign enough time to allow students to reflect on their learning process, their achievements and weaknesses, and to raise students awareness of how they develop their own learning strategies to become more effective learners. Encourage them to assign a special place in their notebooks for this self-evaluation, including comments and resolutions. In this case, they read the statements and reflect upon their ability to: relate the topic with their own reality. offer advice and recommendations.
LANGUAGE SPOT Giving advice and recommendations
This section is designed to help students revise or discover a particular grammar structure or any interesting item of vocabulary related to the text. The activities are meant to promote independent learning, so help, guide and check, but do not provide the students with the answers. 1. Tell students to read the sentences from the text and think about their meaning. 2. Motivate them to discuss what these sentences express by choosing an alternative. Answers: b. 3. Ask students to complete the rule. When we want to give advice we use should, ought to or had (d) better. 4. Now ask students to find three more examples in the text like the ones in Point 1 and copy them into their notebooks. Possible answers - You should calm down. - Youd better tell your friends and family, so they dont interrupt you. - You should tell your family and seek for professional help, urgently.
You had better drive more slowly. You had better not drive so fast.
AVOID THIS MISTAKE! Affirmative You ought to tell your parents or a teacher about it. Youd better tell him more secrets. Negative You oughtnt to (ought not to) tell your parents or a teacher about it. Youd better not (had better not) tell him any more secrets!
a. b. c. d. e. f. g.
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UNIT 4
PAGE 92
Possible answers a. My best friend told everybody my secret. He is remorseful, but Im very disappointed. What should I do? b. I feel very nervous about my final exams. I try to study but its hard to concentrate. What can I do? c. Two boys at school always laugh and say something rude when they see me. How can I stop that? d. I feel really irritable without reason. My mood often changes in a matter of minutes. e. Im studying for my exams but its very difficult. My parents ask me to do things or my friends invite me and I have to stop studying. f. My best friend is suffering from an eating disorder and I dont know how to help her.
TRANSCRIPT 41 Speaker 1: My best friend told everybody my secret. He is remorseful, but Im very disappointed. What should I do? Speaker 2: You should accept his apology but youd better not tell him any more secrets! Speaker 1: I feel very nervous about my final exams. I try to study but its hard to concentrate. What can I do? Speaker 2: You should calm down and take it easy. Speaker 1: Two boys at school always laugh and say something rude when they see me. How can I stop that? Speaker 2: You ought to ignore people who bully you. Speaker 1: I feel really irritable without reason. My mood often changes in a matter of minutes. Speaker 2: Youd better not lose your temper and be patient. Speaker 1: Im studying for my exams but its very difficult. My parents ask me to do things or my friends invite me and I have to stop studying. Speaker 2: Youd better concentrate on what youre doing and not try to do two things at the same time. Speaker 1: My best friend is suffering from an eating disorder and I dont know how to help her. Speaker 2: You should tell her family and seek for professional help.
a. b. c. d. e. f. g.
Answers You should / ought to / had better make sure your name is in the roll. You shouldnt go to sleep late the night before. You should / ought to / had better try to remember your classmates names. You shouldnt say that your last school was better. You should / ought to / had better follow any useful advice your classmates give you. Should I ignore students who bully me? Should I tell my teacher if I have a problem?
13 ++
41 Tell students to complete the questions in pairs. You could write the first one on the board so as to help students with a clear example. Then, play the recording and let them compare and check their answers.
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14 ++
41 Tell students that now they are going to listen to the recording again. Play it once, for students to follow the conversation in their books and then play the sentences one by one, for students to listen, repeat, and imitate pronunciation, intonation, and stress. After that, they should be ready to role play the dialogs.
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YOUR ENGLISH IN ACTION This section provides additional exercises that represent a good opportunity for students to consolidate topics and language structures of the lessons. You can assign these activities at the end of each lesson, or as homework and give them an extra mark.
EXTRA! You can use the recording for shadow reading, making students read the dialogs aloud as they listen.
1 ++
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WRITING
15 +++ Explain to students that they are going
to write their own letter to an advice column. a. Make them choose one of the problems in the pictures or think about other problems. b. Tell students to describe the problem they chose in three or four sentences. c. Using the information they collected, invite students to write a letter asking for advice. Motivate them to follow the models in the texts on Page 90, and write a draft using the graphic organizer provided. d. Ask students to revise and check their letters using the Editing Checklist. e. Encourage students to write a final version of the letter and then exchange it with their best friend. Accept if students do not want to share their problems with their classmates, as perhaps they have described / narrated a very personal situation.
42 Ask students to work individually and answer the quiz. When they have finished, tell them to calculate their scores and find out how much they worry about their body image. Then, invite the students to share their scores with their classmates. You can use the CD to allow students to listen to the recorded version while they read. information about Tim and Claire. Give them an example on the board to help them get started. Example: What is Claire doing next week? She is going to study for a Math test on Monday, she may go to a concert on Wednesday and she might watch movies on TV on Sunday.
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UNIT CHECK
Explain to students that the purpose of this section is to help them revise the contents and evaluate their performance through the whole unit. Read the instructions and make sure all the students understand what they are expected to do in each activity. Encourage them to give honest answers, in order to detect their strengths and weaknesses. Check students results and revise any points that most of them may have problems with.
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UNIT 4
PAGE 97
Answers READING - EATING DISORDERS 43
TRANSCRIPT Presenter:
44
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 first column of the text on Page 96. c. You can talk to your parents, the school counselor, or even your friends parents.
Dr. Reynolds:
4 5 6
44 a. True. b. False. c. False. d. True. e. True. 44 c., a., d., b. 44 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 dont 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.
Why do we worry about body image? How much time do we spend gazing at ourselves in the mirror and wondering how much better we could look? In our section Ask the expert we decided to find out more about this issue by having a chat with Dr. Paula Reynolds, expert on eating disorders and their treatment at St. Jude Research Institute of the University of Texas. Good evening, Dr. Reynolds. Ill repeat the initial question: Why do we worry so much about body image? First of all, good evening, and thank you for inviting me to discuss these important concerns. Well, more often than ever before, we are comparing ourselves to models and celebrities and unsurprisingly, were not very satisfied with what we see. 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. But do they know that on average models and actresses have half the body of healthy women? That means most of them are underweight. And not only that, they need to know that they are so busy trying to change the way they look, that they dont appreciate just what theyve got. Is this problem affecting only girls? Definitely not. Its not just a problem for girls. Lots of boys are also increasingly worried about the way they look. What can we do to make ourselves feel better? If youre really upset with things talk to someone you trust. Some beauty companies now want to use more normal people - not pencil thin models to show you dont 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. Most of all, the message from body image experts is to learn to love yourself - warts and all!
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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.
7 Possible Answers:
Product
Correct spelling and format.
Score
3
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. Hed better go to bed / turn off the TV. d. They should stop saying bad things about Patrick / they shouldnt talk about other people. a. She may have a difficult test. b. He might go out with his friends. c. It may rain. d. He might be still at the office.
Your Score
Your Score
8 Possible Answers:
A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.
SPEAKING
Task
Appropriate role-playing 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.
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FINAL REFLECTION
The purpose of this section is to allow students to reflect on their strengths and weaknesses. Make sure all students understand what they are expected to do and give them enough time to answer the questions. Encourage students to give honest answers and show interest in their results.
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UNIT 4
1 Read the text. Choose one of these titles (a. - g.) for each paragraph (I. - VII.).
a. Drink Smart b. Eating Disorders c. Get Moving d. Healthy Eating For Teens e. Healthy Weight f. Make Choices g. Turn off the Television
7 pts.
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PHOTOCOPIABLE MATERIAL
2 Read the text again. Are these statements true (T) or false (F)?
a. b. c. d. e. If teens dont take enough calcium, their bones could break more easily. Strict diets have very good long-term effects. Teens should avoid drinking milk as it has a lot of calories. Teens should stop eating fast food. Girls suffer more eating disorders than boys.
5 pts.
5 pts.
5 pts.
47 Listen again and complete these paragraphs as you listen. a. The __________ is that we want to __________ a good first __________. And the __________ reason is that we like to __________ ourselves with people in the media and __________. b. The __________ we live in is image-based. Many __________ are sold on __________. Images are__________, but we need to know __________ is not just about looks. Its about wider things like the way we __________, having good __________, being artistic or enjoying __________. c. You __________ to tell that voice to __________ and replace it with more __________ things, for example, what makes you __________ and what makes __________ like you. d. You need to __________ at all the people around you. Everyone is slightly __________. Look in a __________, but also look at everyone else. Try to be a __________ not a __________.
PHOTOCOPIABLE MATERIAL
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UNIT 4
LANGUAGE
6 Complete these sentences expressing advice or recommendation. Use should, had
better or ought to and the verbs in the boxes.
apologize be clean go work
5 pts.
your room or your mum will be very angry. to her cousin. That would be the right thing to do. more careful. Those things are very fragile. out tonight. It would be good for him. harder if they want to keep their jobs.
10 pts.
7 Complete these sentences with your own ideas expressing a future possibility.
a. My mother has an important meeting tomorrow. She b. Im saving all the money I get in my part-time job. I c. Most of the people in my class d. Helen doesnt have enough money to travel to the south. She e. I dont do any physical activity. I . . . . .
SPEAKING
8
In pairs, take turns to ask for and offer advice and recommendations. Choose one situation from the list each. a. I never seem to have enough money to buy the things I want, mainly clothes and music. b. I think I am falling in love with this girl who has always been my friend, and Im afraid to tell her how I feel. c. If anything awful or exciting happens to me, I cannot study the whole day and will keep thinking about it. d. My best friend has changed and I am afraid he does not want to be my friend any more. e. My parents are over-protective and wont let me stay at any of my friends houses. f. My sister is a very good student and also very pretty. I feel very jealous of her.
5 pts.
WRITING
9 Write a short paragraph (120-150 words) on one of these topics.
a. Describe one of the problems you discussed in Exercise 9 and the advice and recommendation offered. b. Reasons why people should not be obsessed by body image.
0 - 14 Keep trying! 15 - 32 Good! 33 - 48 Very good!
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PHOTOCOPIABLE MATERIAL
TRANSCRIPT 47 Presenter: Fat, thin, short, tall - were all different, but how we look is one thing we always want to know. Our reporter Ellie Carpenter and some of our guests tried to find out more by having a chat with CBBCs Agony Uncle Aaron. Uncle Aaron, why are we so obsessed by the way we look? Thats the question we all want to answer. Its for two major reasons. The first is that we want to make a good first impression and the second reason is that we like to compare ourselves with people in the media and magazines. Why have we become like this, trying to be thinner, and prettier, and so on? Good question. The culture we live in is imagebased. Many things are sold on image. Images are everywhere, but we need to know beauty is not just about looks. Its about wider things like the way we think, having good ideas, being artistic, or enjoying sports. If you get upset, how do you get over it? This is easy to say, but tough to do. When you look at magazines, theres sometimes a voice in your head that talks to you in a nasty way. You need to tell that voice to stop and replace it with more positive things, for example, what makes you happy and what makes people like you. Everyone says its the inside that counts, but is that realistic? My advice is to focus on what you are good at and not on a physical image. If you want to offer a good intellectual impression, find things that make you feel good about yourself and develop them. Should we blame celebrities? They are not to blame. They want to feel good about themselves too. You need to look at all the people around you; everyone is slightly different. Look in a mirror, but also look at everyone else. Try to be a leader, not a follower.
READING
LISTENING
4 5
47 (1) d. (2) e. (3) a. (4) b. (5) c. 47 a. The first is that we want to make a good first impression. And the second reason is that we like to compare ourselves with people in the media and magazines. b. The culture we live in is image based. Many things are sold on image. Images are everywhere, but we need to know beauty is not just about looks. Its about wider things like the way we think, having good ideas, being artistic or enjoying sports. c. You need to tell that voice to stop and replace it with more positive things, for example, what makes you happy and what makes people like you. d. You need to look at all the people around you; everyone is slightly different. Look in a mirror, but also look at everyone else. Try to be a leader, not a follower.
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UNIT 4
SPEAKING
mum will be very angry. b. Paula ought to apologize to her cousin. That would be the right thing to do. c. You ought to be more careful. Those things are very fragile. d. Andy ought to go out tonight. It would be good for him. e. Theyd better work harder if they want to keep their jobs. students use may / might.
Product
Correct spelling and format.
Score
2
Your Score
A few spelling mistakes and slightly incorrect format. Several spelling mistakes and rather incorrect format. A lot of spelling mistakes and incorrect format.
Your Score
Student can exchange acceptable questions and answers for some situations. Student cant accomplish the task.
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.
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QUESTION BANK
Unit 1: Teen life
LESSON 1: TEENAGE TALK 1. Answer these questions. a. According to the recording, do you think Danny Evans is a typical teenager? Explain. b. Are your everyday activities similar or different? Support your answer. c. Do you have the same interests? d. What other questions would you like to ask Danny Evans? Write them, interview a partner, and take notes of his / answers. 2. What do these sentences refer to? Circle an alternative. a. Ronny and David are running out of the house. i. An action that is happening now. ii. A planned future event. iii. A habitual action. b. The secretary answers around twenty mails a day. i. An action that is happening now. ii. A planned future event. iii. A habitual action. c. The teacher is checking the homework tomorrow morning. i. An action that is happening now. ii. A planned future event. iii. A habitual action. d. We are making sandwiches for dinner. i. An action that is happening now. ii. A planned future event. iii. A habitual action. e. Tom usually cleans his room twice a week. i. An action that is happening now. ii. A planned future event. iii. A habitual action. f. They are studying hard. The English exam is tomorrow. i. An action that is happening now. ii. A planned future event. iii. A habitual action. g. Next week, our class is visiting the Fine Arts museum. i. An action that is happening now. ii. A planned future event. iii. A habitual action. h. George is wearing a grey jacket and black pants today. i. An action that is happening now. ii. A planned future event. iii. A habitual action. i. My friends are watching a new TV program about marine life. i. i. An action that is happening now. ii. A planned future event. iii. A habitual action. j. My baby brother loves playing with his toys. i. An action that is happening now. ii. A planned future event. iii. A habitual action. 3. Read the two posts on Page 13 and answer. a. In what way are Jay Stars and Brummie Bexs lives similar / different? Explain, writing a short paragraph. b. What do Jay Star and Brummie Bex refer to when they say: i. Im gigging this Saturday at Fenneys ii. Next weekend Im camping on the beach with my friends, for two nights. c. How can you communicate with them? LESSON 2: TYPICAL TEENAGERS 1. Read these lines of the poem Complaints and circle the correct answer. a. Happy, sad, sleepy, mean. What is the author mentioning in this line? i. Actions ii. Characteristics. iii. Things. b. Talking to a friend, or sending them a text. What is the author mentioning in this line? i. Actions ii. Characteristics. iii. Things. c. To also doing this. What does the word in bold refer to? i. Talking to a friend. ii. Sending texts. iii. Leaving the room a mess. d. And more time in their room. Which of these can replace the word in bold? i. Parents. ii. Teenagers. iii. Friends.
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2. Read the poem Getting Older. What does the author mean in these lines? a. And your purse has gone astray i. That the purse has gone to the garbage. ii. That the purse is full of money. iii. That the purse is lost. b. For it has been a hectic day i. That it has been a quiet day. ii. That it has been a very busy day. iii. That it has been a boring day. c. And you just cant cope with rush i. That you can get up quickly in the morning. ii. That you can arrive late to school. iii. That you cant hurry up in the morning. d. And youd rather have some hush i. That you prefer to be quiet. ii. That you prefer to shout. iii. That you prefer to have a break. 3. What do these sentences show? Check the correct alternative. a. Tom and Harry play hockey. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. b. He ran, but he missed the bus. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. c. Would you take a cup of tea or coffee? i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. d. We can learn to speak English or we can depend on sign language. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists.
e. She studied hard but could not score well in the test. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. f. People can sit on the bench or on the grass. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. g. The soldiers raised their hands and they cheered the leader. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. READING BOOKLET 1. Answer these questions. a. Who wrote the blog post? b. Who is the blog post written for? c. What does the writer say about Sandras style? d. How does Sandra define her style? e. Look at the picture on Page 5. How is Sandra feeling in it? How do you know? f. Do you usually do the same things as Sandra? Explain. g. Do you agree with Sandras message? Support your answer. h. What do you have to do to be a real-life style star?
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b. What does the speaker mean when he says It sounds like paradise for sports lovers? i. That the product is excellent to practice sports. ii. That the product is very suitable for people who love sports. iii. That the product has an excellent sound system. c. Which of these is the best definition for the C-pen? i. It is a scanner that can store a lot of pages of text. ii. It is a scanner that looks like a pen. iii. It is a scanner that can be transported in your pocket and has a big storage capacity. 2. Explain how the thought remote control can help people who are physically disadvantaged. 3. What do these sentences express? Choose an alternative. a. Sales of CDs have experienced a small but steady fall over the past 12 months, while vinyl records have seen an increase in their share of the market, up to 1.7%. i. Contrast. ii. Reason. iii. Consequence. iv. Purpose. b. Although it has been shown that fractures can occur at even relatively low pressures, the use of the material should not be completely discounted. i. Contrast. ii. Reason. iii. Consequence. iv. Purpose. c. Polls show that he is the most popular Prime Minister this century. However, there are even members of his own party who are uneasy to support him. i. Contrast. ii. Reason. iii. Consequence. iv. Purpose. 4. Read the text on Page 36 and answer these questions. a. Why could Gerald Martin own a robot? b. What is the solution offered by the robopsychologist? c. Was Gerald Martin complaining about Andrew? d. What was the robopsychologists reaction when he saw Andrews work? e. Why did Gerald Martin say that Andrew was the only one? f. Did Gerald Martin allow the company to inspect the robot? LESSON 2: POPULAR TEENAGE INVENTIONS 1. What do the words in bold refer to? 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. A pair of hands light up when players clap against them in time to the music.
c. Now she hopes to get a patent for her invention. d. Two years ago, because Andrew Sutherlands 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. e. To use it, you enter the data you need to memorize. READING BOOKLET Answer these questions. a. What is the setting of the story? How can you tell? b. How many people live in the house? How do you know? c. What did the people in the house usually have for breakfast? d. How did the people usually clean the house? e. Were these robots similar to the protagonist of The bicentennial man? Why? Why not?
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LESSON 2: WE WANT YOU TO READ 1. Who might have said these lines in the text on Page 66? Write D (Dorothy), G (the guardian) or Oz. a. How beautiful and brilliant is this city! b. We want to see the Great Oz. c. Please come with me. Ill lead you to the Palace. d. Some visitors want to see you. e. Ill meet them, but only one by one. f. Now, show them the rooms where they can rest. 2. What do these sentences from the text mean? Circle an alternative. a. Dorothy and her friends were dazzled by the brilliancy of the wonderful City. i. They liked the city very much. ii. They didnt like the city. iii. They thought that the light was too bright. b. All the children ran away when they saw the Lion. i. The children liked the Lion. ii. The children were afraid of the Lion. iii. The children wanted to play with the Lion. c. Everyone seemed happy, contented, and prosperous. i. Dorothy was sure everyone was happy. ii. Dorothy thought they didnt have money. iii. Dorothy thought that everyone was happy. d. He said he will grant you an audience. i. He will not give you an audience. ii. He will schedule an audience. iii. He will meet you. READING BOOKLET 1. Answer these questions. a. Why was Steve Miller at the Plaza Inn? b. What had he realized the day before? c. What happened when he remembered Diane? d. Why was he expelled from the Academy? 2. Complete this diagram according to the information in the text. Then, answer the questions. In the past Now a. Diane Pryce she___________, ______________, ______________, ______________, ______________.
he___________,
c. Do you think Steve regrets his past behavior? Explain. ___________________________________ ___________________________________
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c. I often go from sadness to anger or to joy in a matter of minutes. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative. d. I secretly like a girl in my class, and I told my best friend. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative. e. Only a few friends know, but I am not getting anything from them. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative. f. He said sorry, but I dont trust him anymore. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative. READING BOOKLET 1. Answer these questions. a. Why was Margot so different from the rest of the children? b. What did Margot compare the sun to? c. Do you think Margots parents were worried about her? d.What is special about the day in which the events happen?
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d. They had toasts, eggs, bacon, coffee and milk. e. They used little robot mice. f. No, because they were used to clean. Andrew was a robot that produced works of art.
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WORKBOOK ANSWERS
Unit 1: Teen life
1. a. No, they are not typical teenagers because they live in very different ways. b. Josh 95 is American and Pink Sunshine is Australian. c. Yes, he does, because he can go to a cyber cafe and be in contact with the rest of the world. d. She has e-lessons. She studies through the Internet. e. Yes, it is. Because it is the way they can be in contact with people from all around the world. 2. Possible answers: a. Josh95 and Pink Sunshines lives are similar because they both live in a very different way others teenagers do but they both like to know about people from all over the world. They both live on a farm and they use the Internet to communicate with other teens. b. Josh95 and Pink Sunshines lives are different because Josh is Amish and never watches TV or listens to music, but he goes to school. Pink Sunshine never goes to school but she always watches TV or listens to music. 3. a. jacket (3); b. jeans (5); c. sneakers (8); d. top (6); e. boots (1); f. t-shirt (7); g. shirt (2); h. skirt (4) 4. 1: jeans 2: jacket 3: sneakers 4: boots 5: top 6: shirt 7: t-shirt 8: skirt 5. 1. The girl is reading a magazine. 2. The boy is watching TV. 3. The boy is playing basketball. 4. The girls are talking about boyfriends / fashion / music, etc. 5. The girl is wearing smart clothes. 6. The boy is playing video games. 6. Will vary. 7. Susan: What are you doing tomorrow, Simon? Simon: Tomorrow morning I am meeting my best friend. Im having lunch with her, and then in the afternoon were going to the cinema. How about you? Susan: I dont know exactly. Perhaps Ill visit my grandmother in the morning and then Ill study for the math test. Simon: When are we having the math test? Susan: Next Monday, after the first break. Simon: Well, in that case, Ill call my friend immediately. Im studying with you tomorrow. I think Ill get better results! 8. Will vary. 9. Possible answers: a. When is Mrs. Freeman going to San Francisco? She is going to San Francisco on June, 11. b. Where is Mrs. Freeman going? Shes going to San Francisco. c. Where is she taking the plane? Shes taking the plane in New York. d. Who is going to San Francisco in seat 15D? Mr. Freeman is going to San Francisco in seat 15D. e. At what time is Mr. Freeman taking the plane? Hes taking the plane at 7p.m. 10. Will vary. 11. a. Where are they departing from? (They are departing) from their hotel. b. At what time are they starting the tour? (They are starting the tour) at 9:00 a. or 3 p.m. c. At what time are they returning to the hotel? (They are returning) at 12:30 p.m or 6:30 p.m. d. What places are they visiting? (They are visiting) the Civic Center, the Moneda Palace, the Cathedral, the Museum of National History and the Central Post Office, Santa Luca Hill, Parque Forestal and the Fine Arts Museum. e. Where is the tour finishing? (The tour is finishing) at the Los Graneros del Alba village.
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b. My sister has a sore throat because she shouted a lot at the concert. / Because she shouted a lot at the concert, my sister has a sore throat. c. Because the streets are closed, we cant go to the city center. / We cant go to the city center because the streets are closed. d. Because the alarm clock didnt work, I arrived at school late. / I arrived at school late because the alarm clock didnt work. 7. Will vary. 8. Will vary. 9. Will vary. 10. a. 4 Blaise Pascal; b. 1 Wilbur and Orville Wright; c. 5 James Watt; d. 2 Thomas A. Edison; e. 3 Johannes Guttenberg; f. 6 Filo T. Farnsworth 11. Will vary. 12. Possible answers: a. I want a glass of water because Im thirsty. / I dont want a glass of water although Im thirsty. b. I would like to be an astronaut because I like space exploration. / I would not like to be an astronaut although I like space exploration. c. I like to live here although winter weather is very cold. / I dont like to live here because winter weather is very cold. d. I often go to the new restaurant although it is very expensive. / I never go to the new restaurant because its very expensive. e. I eat a lot of vegetables because they are good for health. / I dont eat a lot of vegetables although they are good for health. f. I often walk down that street although its dangerous. / I never walk down that street because its dangerous. 13. a. vi. b. iv. c. v. d. iii. e. i. f. ii. 14. i. F. ii. F. iii. T. iv. F. v. F. vi. T. vii. F. viii. T. ix. T. x. F. xi. T.
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was destroyed by an earthquake. It was rebuilt by the Duke of Westhumberland over the next century. During the Second World War, it was bombed twice by the Germans. Firstly, in 1940, the occupants were evacuated before the bombs by the British Army. Unfortunately, the following year, thirty people were killed by the bombs. The castle was bought by the World Heritage Organization in 1999. Only one wing is used as their European headquarters. 14. i. is thrown (a.) ; ii. are sent (b.) ; iii. are thrown / is broken (c.) ; iv. are collected (e.) ; v. is melted / is made (d.) 15. 1: Every day, a lot of glass is thrown into glass banks. 2: The bottles and jars are collected from the glass bank by trucks. 3: When the bottles and jars arrive at the factory, nonglass items are thrown out and the glass is broken into tiny pieces. 4: Glass is melted at high temperatures and made into new bottles and jars. 5: Finally, the new bottles and jars are sent to the shops. 16. a. series, b. creatures, c. tall, d. nevertheless, e. possesses, f. land, g. volcano, h. forces, i. published, j. fiction, k. time, l. detail, m. between, n. corrupting, o. greatest, p. contain. 17. Across: 1. Ring. 3. Battle. 4. Description. 5. Translated. 6. Destroy. 8. Way. 11. Powerful. 12. Hobbit. Down: 2. Imagination. 7. Smaller. 9. Trilogy. 10. Representation.
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THEMATIC INDEX
TOPICS AND VOCABULARY Teens interests and favorite activities Typical attitudes Technological devices Teenage inventions Accidental inventions TV programs Fantasy literature A book review Bullying Teenage problems 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) 14 21 36 43 61 70 86 93 27 32 46 51 66 73 87 92 SB 12 18 3 40 47 58 66 72 84 90 TB 26 29 44 49 53 64 71 74 85 89
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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 10016 (ISBN 0-19-434130-5, $4.95).. 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), 400-408. Carless, David. Implementing taskbased learning with young learners. ELT journal 56.4 (2002): 389-396. Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or foreign language (pp. 279-295). Heinle & Heinle Publishers. Coady, J. (1997). 1 1 L2 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 03801-3912. 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 foreign-language skills. University of Chicago Press, 5801 S. Ellis Ave., Chicago, IL 60637. Rivers, W. M. (1987). Interactive Language Teaching. Cambridge University Press, 40 West 20th Street, New York, NY 10011 (hardcover--ISBN-0-521-32216-2; paperback-ISBN-0-521- 31108-X).. 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 10016. 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), 680-683.
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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), 346-357.
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-americanshort-stories http://www.americanliterature.com/short-story-collections http://www.timeforkids.com/ http://learnenglishteens.britishcouncil.org/
Additional Bibliography
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1). Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for pedagogy. Cambridge University Press. Gurrey, P. (1955). Teaching English as a foreign language. Longmans, Green. Hamel, B. (1st Ed.). (1998). Dictionary of English-Spanish cognate words. Bilingual Book Press. USA. Kroonenberg, N. (1994). Developing communicative and thinking skills via electronic mail. TESOL journal, 4(2), 24-27. Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102. Rauff, R. (1st edition). (1994). Wonderful World of English. Chicago, IL: World Book, Inc. Rinvolucri, M. et al. (1st ed.). (1995). More Grammar Games. Cambridge: Cambridge University Press. Sesman, B. (1997). How to teach English. Oxford: Oxford University Press. Wilkins, D. A. (1972). Linguistics in language teaching (Vol. 243). London: Edward Arnold. Yalden, J. (1987). Principles of course design for language teaching (p. 207). Cambridge: Cambridge University Press.
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
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2014 Ediciones R&B Teen Club 1 Medio Teachers Book N de Inscripcin: 235.002 ISBN: 978-956-8694-30-2 Original text Lina Alvarado Jantus Teacher of English Instituto Profesional Chileno-Britnico
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