Inglés Estudiante 1° Medio

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EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN
PROHIBIDA SU COMERCIALIZACIN
Lina Alvarado Jantus

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TEXTO DEL ESTUDIANTE
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN
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PEFC/29-31-75
9 789568 694272
ISBN: 978-956-8694-27-2
9 789568 694357
ISBN PACK: 978-956-8694-35-7
Nombre:
Curso:
Colegio:
Este libro pertenece a:
Te lo ha hecho llegar gratuitamente el Ministerio de Educacin a travs del establecimiento educacional en el que estudias.
Es para tu uso personal tanto en tu colegio como en tu casa; cudalo para que te sirva durante todo el ao.
S i te cambias de colegio lo debes llevar contigo y al finalizar el ao, guardarlo en tu casa.
Teacher of English
Instituto Profesional Chileno-Britnico
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22 UNIT 1
Interviewer: How old are you, Sonia?
Sonia: I'm 15 years old.
Interviewer: I understand you are a 'ganguro girl';
what does that name mean?
Sonia: It means 'black face girl' because I have a
very dark suntan.
Interviewer: Can you describe what you are
wearing?
Sonia: I'm wearing a pink miniskirt with a pink tank
top and knee-high suede platform boots. I am
wearing false eyelashes, white eye shadow, some
glitter on my cheeks and pink lipstick.
Interviewer: Why did you start dressing like this?
Sonia: My best friend started to dress like this and
I thought she looked really cool.
Interviewer: What do your parents think?
Sonia: My mother thinks it is awful. She doesn't like
the way I look or dress.
Interviewer: Do you spend a lot of money on your
clothes?
Sonia: Yes. I love shopping for clothes and make-up,
and I spend a lot of money at the hairdresser's, so
I have a weekend job in a supermarket.
1 Find information about someone you know that has a very unusual life. How is this person similar
or different to you? Make a list of similarities and differences and share them with your partner.
2 Use these prompts to write a complete interview. Then, role play it with your partner in front of
the class.
A: what / Friday evening? B: go / movies
A: you / feel / right now? B: tired / homework
A: what / favorite subjects at school? B: Spanish / math
A: you / do / next summer? B: sports / disco / friends
A: you / wear / tomorrow? B: jeans / sneakers / jacket
A: you / like / with your friends? B: skating / going to parties / doing sports
3 14 Read this interview and complete the paragraph about this extreme teen fashion. Then,
answer these questions.
a. What's your opinion about this fashion? Do you like it? Why? Why not?
b. Do you think it's OK to accept these kind of differences in people? Why? Explain.
Sonias favorite clothes and accesories are , ,
and .
She likes them because she thinks she , but her mother the
way she .
To get money to buy her clothes and accessories, she has .
YOUR ENGLISH IN ACTION
24 UNIT 1
READING: TWO CULTURES
1 Read the information about these two teenagers and answer the following
questions.
a. Where do they live?
b. What do they do after school?
c. How does Bao-Yu get to school?
d. What time does Kenny get up?
e. Who is his favorite singer?
UNIT CHECK
5 pts.
15
Hi! My name is Bao-Yu. I want to make friends with people
all over the world. I live in Shangai, in the east of China. I'm
15 years old and I live with my parents. I don't have any
brothers or sisters.
On school days, I always get up at 6 a.m. I take the subway
to school and usually meet my friends on the train. We
have six classes a day.
After school, I often go to my sports club where I do judo
and play baseball and tennis. When I get home I do two
hours of homework and then I usually watch TV. I also like
reading. On the weekend, I meet my friends and I go
shopping. Sometimes we go to the park and play baseball.
Tell me about you! What is your life like?
Hi, Bao-Yu! My name is Kenny. I am fourteen years old
and I live in Seattle, in the USA. Wow, your life is
really different to mine. I always get up at 7 in the
morning on weekdays. I have eight classes a day.
I like to play basketball, video games and see my
friends. What about music? Who's your favorite
singer? I really like rap music - Snoop Dogg is my
favorite singer.
27
TEEN LIFE
You have finished Unit 1! Answer the questions, and then, take some
time to reflect on what you have achieved. Evaluate yourself, checking
() always, sometimes or never, according to your knowledge.
1 I can write three sentences expressing future plans with the
structure Present Progressive.
a. My brother ing .
b. .
c. .
2 I can express additional, alternative, and contrasting ideas.
a. On weekends, we usually or .
b. My best friend lied to me, but .
c. I like and .
Skills Always Sometimes Never
Reading
identify cognates
extract specific information
Listening
discriminate between correct and incorrect
information
distinguish sounds
Speaking
exchange personal information about future
arrangements
ask and talk about personal interests and
preferences
Writing
introduce yourself to a Student Forum Chat
write a personal profile
Not sure about something? Look back through the unit again.
Write two things you can do to improve your performance.
a. .
b. .
Use this clue to work out
your score
Never =0
Sometimes =1
Always =2
If you get:
0 - 5 =Watch out! You must look
back and reviewthe whole unit.
Ask help fromyour teacher or a
partner.
6 - 9 =Not too bad, but there are
areas where you still have
problems
Identify themand ask your teacher
and / or a classmate for help.
10 - 13 =You are doing fine, but
you can certainly do better.
Get together with a classmate and
reviewyour weak points.
14 - 16 =Congratulations! Great
progress. You may look ahead to
the newunit and help the
classmates who need assistance.
FINAL REFLECTION
TEEN LIFE
These attractive and entertaining activities
will motivate you to study and put into
practice what you are learning.
UNIT CHECK
A formal test at the end of the unit to evaluate
your progress and help you discover what you
need to revise.
FINAL REFLECTION
Guided analysis of your strengths and
weaknesses, to help you check your progress
and find ways to improve your performance.
17
TEEN LIFE
3 Answer these questions.Do you have any conflicts with your
parents? Why? What do you think you can do to solve these
problems? Share with your partner.
4 You are going to read two poems written by teenagers. What do
you think teenagers usually write about? Why? Explain.
5 Read the words in the Key Word Spot. Look up their meaning in
a dictionary.
13
READING
folks
fume
mean (adj.)
swear
unfair
utterly
Key Word Spot
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!
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!
6 Read the poems quickly and check () your predictions in Exercise 4.
1
1
5
5
10
15
10
8 UNIT 1
TEENAGE TALK LESSON 1
1 Read the list of predictions for the year 2050. Complete them with will / wont and the verbs
in the boxes.
be have take fly travel
PREDICTIONS FOR 2050
There security cameras everywhere.
Cars .
People by spaceship.
Everyone mobile phones, even young children.
People vacations in space.
2 Read Jerrys and Beths diaries and answer these questions about their plans for the week.
Example: What is Jerry going to do on Wednesday?
He is going to go to the theater with Bob.
Beth
Visit &grandma
Meet Cristina
Gym &at 5:30
First &driving &lesson
Study Math with Jerry
JERRY
Play tennis with Linda
Meet Cristina
Theater with Bob
Dentist at 4:00
Study Math with Beth
a. What is Jerry going to do on Monday?
b. What is Beth going to do on Thursday?
c. What are Jerry and Beth going to do on Tuesday?
d. What is Beth going to do on Wednesday at 5:30?
e. What are Jerry and Beth going to study on Friday?
BEFORE YOU START
11
TEEN LIFE
LISTENING
5 10 Listen to the interview with Danny Evans, a typical teenager,
and check your predictions in Exercise 3.
6 10 Listen to the interview again and identify the alternative
you hear.
a. Danny usually listens to music with his friends / mates.
b. He is reading Amazing Birds / The Amazing Life of Birds.
c. All the girls like older / younger boys.
d. Hes fed up with work / homework.
e. Hes spending one week / two weeks with his cousins.
7 10 Listen again and match the verbs in list A with the phrases in
list B. Then, identify the correct picture for each collocation.
A
look
play
talk
wear
B
about music
a nice jacket
for a girlfriend
the drums
8 10 Answer these questions.
a. Where does Danny live in Chicago?
b. What does Danny usually do in his free time?
c. What are his favorite school subjects?
d. Is Danny's life similar to your life? Why? Why not?
I can predict
information from
pictures.
I can identify
correct words.
2
3 4
Reflection Spot
1
READING
The tasks will help you develop strategies to
improve your understanding of written texts.
BEFORE YOU START
Short activities to activate previous knowledge
and to deal with the starting point for the
activities that will follow.
LISTENING
The tasks will help you develop strategies to
improve your understanding of oral messages.
GETTING READY
Some interesting pictures to
provide a setting and some simple
exercises to activate your previous
knowledge. You can also examine
the objectives of the unit here.
TEEN LIFE
6 7
GETTING READY
1 Read what young people say about being a teenager. Do you agree?
2 Discuss with your partner. What does being a teenager mean to you? Make some notes.
3 Copy this chart into your notebook. Interview six of your classmates about their interests and
preferences and enter the information in the chart. Present the results for each item in a graph
(pie chart or bar graph).
Classmates name Music Free Time Sports Art
TEEN LIFE
In this unit you will:
read posts of a Student Forumchat.
read poems.
listen to an interview.
listen to poems.
You will learn howto:
Reading
identify cognates.
find general and specific information.
infer meaning of words in context.
locate and match information.
Listening
information.
identify correct sequence.
differentiate sounds.
identify collocations.
Speaking
exchange information about personal interests
and preferences.
Recite a poemabout teen life.
Writing
write a personal introduction to a forumchat.
complete a poem.
Language
use linking words.
use the Present Continuous for future plans.
You will also:
develop respect for and acceptance of age,
and social and cultural diversity.
assess the importance of English as an
international communication tool.
UNIT
James, 14, England.
Nowadays, teenagers are the
same throughout the world. We are
inspired by the same things and love
doing the same activities. I dont think
a Chinese teen is different at
all from me.
Yaritza, 15, Brazil.
Of course I feel Brazilian, but I
also feel like other teens throughout
the world. I can see we are similar when
we chat on the Internet. We share the
same feelings, and talk about the
same topics.
Atzuko,
14, Japan.
My identity is not in my nationality,
It is in my art. Im studying art at an
American school and I feel like the
rest of my classmates.
Ludvik,
15, Czech Republic. My
national identity is very important to
me, although I see myself more as a
European or a westerner teen.
Carmen, 14, Chile.
Identity? No, I dont feel different
from teenagers from other parts of the
world. I wear the same clothes; I like and
do the same things. So, why do I have
to feel different?
DISCOVER YOUR BOOK
Interesting bits of information on the topics
of the lesson.
SPOT LIFE REAL
READING WRITING AND
A short section with extra practice focused on reading
comprehension and writing skills.
LANGUAGE SPOT
Section designed to help you revise or discover a particular
grammar structure. The activities are meant to promote
independent learning.
Section designed to motivate you with
different games.
SPOT GAME
TAKE ACTION!
Hands-on activities to consolidate the contents covered in
the unit.
LEARNERS FAST
Activities for faster students. They can also be
used with all students, if the circumstances
allow it.
Activities based on a listening text, aimed at
practicing oral skills, pronunciation, fluency
and intonation.
PRACTICE ORAL
WORKBOOK
It includes a selection of activities
divided by unit, as a complement
for the contents covered in the
Students book.
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TEENS CLUB
WORKBOOK
LET S READ!
Reading booklet
Ingls 1 medio
TEENS CLUB
A complementary booklet aimed at
encouraging your taste for reading
outside of the classroom, and
reinforcing your comprehension skills.
LET S READ!
Reading booklet
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Special glossary that helps you with the
key words in the text you are going to
read or listen to.
Key Word Spot
Statements to help you reflect on
your learning process and to raise your
awareness of how you develop your own
learning strategies.
Reflection Spot
This icon indicates the connection of
an activity with complementary work
on the Reading Booklet.
LET S READ!
Reading booklet connection
These short evaluation activities allow you to
analyze your performance. You complete the
tasks within a time limit and check your points.
LETS CHECK
A short section with extra practice focused on listening and

speaking skills.
LISTENING SPEAKING AND
3
4
ANSWERS 100 ANSWERS 100 THEMATIC INDEX 108
PLAN OF THE BOOK
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
28 - 51
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 1: Technology Update . . . . . . . . . . . . . . 32
Listening:
A piece of news . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Language Spot:
Linking Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Oral Practice:
A short description . . . . . . . . . . . . . . . . . . . . . . . . . . 35
A short story extract: The Bicentennial Man . . . 35
Lesson 2: Popular teenage inventions . . . . . . 38
Reading:
Information about two teen inventors . . . . . . . . 39
Language Spot:
Expressing reasons . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
A dialog expressing opinions . . . . . . . . . . . . . . . . . 43
Writing:
A description of a new device . . . . . . . . . . . . . . . . 44
Take Action!:
An original invention . . . . . . . . . . . . . . . . . . . . . . . . . 45
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
UNIT UNIT
TEEN LIFE
TECHNOLOGY AND
INVENTIONS
5
ANSWERS 100 GLOSSARY 109 BIBLIOGRAPHY 110
78 - 99
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 1: You can beat them! . . . . . . . . . . . . . . . 82
Listening:
An oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . 83
Language Spot:
Expressing possibilities (may / might) . . . . . . . . . 84
Oral Practice:
A dialog about bullying . . . . . . . . . . . . . . . . . . . . . . 86
A personal story about bullying . . . . . . . . . . . . . . 86
Lesson 2: Why am I in such a bad mood? . . . 88
Reading:
Letters to an advice column . . . . . . . . . . . . . . . . . . 89
Language Spot:
Giving advice and recommendation (should /
shouldnt / ought to) . . . . . . . . . . . . . . . . . . . . . . . . . 91
Expressing advice and suggestions . . . . . . . . . . . 92
Writing:
A letter to an advice column . . . . . . . . . . . . . . . . . 93
Take Action!:
Expressing possibility . . . . . . . . . . . . . . . . . . . . . . . . 93
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
52 - 77
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Lesson 1: New Stars . . . . . . . . . . . . . . . . . . . . . . . . . 56
Listening:
A TV show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Language Spot:
Expressing quantity . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Oral Practice:
A dialog about necessities and obligations . . . 60
Song lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson 2: We want you to read! . . . . . . . . . . . . . 64
Reading:
A novel extract: The wonderful wizard of Oz . . 65
Language Spot:
The Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
A dialog about the content of a story . . . . . . . . . 70
Writing:
A book review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Take Action!:
A chat with a star . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
UNIT UNIT
BODY AND MIND
MUSIC AND
LITERATURE
6
GETTING READY
1 Read what young people say about being a teenager. Do you agree?
2 Discuss with your partner. What does being a teenager mean to you? Make some notes.
3 Copy this chart into your notebook. Interview six of your classmates about their interests and
preferences and enter the information in the chart. Present the results for each item in a graph
(pie chart or bar graph).
Classmates name Music Free Time Sports Art
TEEN LIFE
read posts of a Student Forum chat.
read poems.
listen to an interview.
listen to poems.
You will learn how to:
Reading
identify cognates.
infer meaning of words in context.
locate and match information.
Listening
information.
identify correct sequence.
differentiate sounds.
identify collocations.
Speaking
exchange information about personal interests
and preferences.
Recite a poem about teen life.
Writing
write a personal introduction to a forum chat.
complete a poem.
Language
use linking words.
use the Present Continuous for future plans.
You will also:
develop respect for and acceptance of age,
and social and cultural diversity.
assess the importance of English as an
international communication tool.
UNIT
TEEN LIFE
7
James, 14, England.
Nowadays, teenagers are the
same throughout the world. We are
inspired by the same things and love
doing the same activities. I dont think
a Chinese teen is different at
all from me.
Yaritza, 15, Brazil.
Of course I feel Brazilian, but I
also feel like other teens throughout
the world. I can see we are similar when
we chat on the Internet. We share the
same feelings, and talk about the
same topics.
Atzuko,
14, Japan.
My identity is not in my nationality,
It is in my art. Im studying art at an
American school and I feel like the
rest of my classmates.
Ludvik,
15, Czech Republic. My
national identity is very important to
me, although I see myself more as a
European or a westerner teen.
Carmen, 14, Chile.
Identity? No, I dont feel different
from teenagers from other parts of the
world. I wear the same clothes; I like and
do the same things. So, why do I have
to feel different?
8 UNIT 1
TEENAGE TALK
LESSON 1
1 Read the list of predictions for the year 2050. Complete them with will / wont and the verbs
in the boxes.
be have
take fly travel
PREDICTIONS FOR 2050
There security cameras everywhere.
Cars .
People by spaceship.
Everyone mobile phones, even young children.
People vacations in space.
2 Read Jerrys and Beths diaries and answer these questions about their plans for the week.
Example: What is Jerry going to do on Wednesday?
He is going to go to the theater with Bob.
Beth
Visit &grandma
Meet Cristina
Gym &at 5:30
First &driving &lesson
Study Math with Jerry
JERRY
Play tennis with Linda
Meet Cristina
Theater with Bob
Dentist at 4:00
Study Math with Beth
a. What is Jerry going to do on Monday?
b. What is Beth going to do on Thursday?
c. What are Jerry and Beth going to do on Tuesday?
d. What is Beth going to do on Wednesday at 5:30?
e. What are Jerry and Beth going to study on Friday?
BEFORE YOU START
9
TEEN LIFE
TYPICAL TEENAGERS
LESSON 2
Before starting this unit, you need to know:
Future Will / Going to.
Different types of texts.
1 Which picture (1 4) shows
a. a page of prose? b. a drama script? c. a poem? d. a comic?
2 Which are the elements that help you identify each type of text? Discuss with your partner.
TEEN LIFE
3 4
1 2
10 UNIT 1
BEFORE LISTENING
1 In the Word Search Puzzle, find the names of these pictures related
to teen culture.
2 With your partner, make a list of other words related to teenagers.
3 Look at the photos above and answer these questions in your group.
a. Do the people look like typical teenagers?
b. Where do you think they are from?
c. What do you think they like doing in their free time?
d. What do teenagers care about these days? What are
their interests?
4 Match these meanings with the words from the text in the Key
Word Spot.
a. bored or unhappy b. expect with pleasure c. wool
C N C W H K M Y N N J Z T S S
N S B G I Y Q I O S I P E S Y
S E M A G O E D I V P I D M M
S S E H R X U J H F T O E J Q
Q R C X L L K I S R L Z R K W
R Z N S I U I S A M P K I T K
W P T E R O B P F F R X S K S
V F N B A E P Z D O Z Z Q S R
S O W O Z B T W J Q Z N K P K
V A M U U F F U B X J I B Y L
F R I E N D S M P X H Q F I Y
Y W X X J V B U I M T Y G K X
Q Z D Z O B U S U K O B B H D
F Y V B G T X I O U E C U Y W
S C J P O S K C H K U K P R K
TEENAGE TALK
LISTENING
LESSON 1
fleece
fed up
look forward to
Key Word Spot
11
TEEN LIFE
LISTENING
5 10 Listen to the interview with Danny Evans, a typical teenager,
and check your predictions in Exercise 3.
6 10 Listen to the interview again and identify the alternative
you hear.
a. Danny usually listens to music with his friends / mates.
b. He is reading Amazing Birds / The Amazing Life of Birds.
c. All the girls like older / younger boys.
d. Hes fed up with work / homework.
e. Hes spending one week / two weeks with his cousins.
7 10 Listen again and match the verbs in list A with the phrases in
list B. Then, identify the correct picture for each collocation.
A
look
play
talk
wear
B
about music
a nice jacket
for a girlfriend
the drums
8 10 Answer these questions.
a. Where does Danny live in Chicago?
b. What does Danny usually do in his free time?
c. What are his favorite school subjects?
d. Is Danny's life similar to your life? Why? Why not?
I can predict
information from
pictures.
I can identify
correct words.
2
3
4
Reflection Spot
1
12 UNIT 1
AFTER LISTENING
The Present Progressive for Future Plans LANGUAGE SPOT
1. Read these questions and answers from the text.
a. What are you wearing today?
Im wearing a fleece jacket, jeans and sneakers.
b. What are you doing on your next vacation?
Im spending a week with my cousins in the country.
2. Answer these questions.
a. Which of the exchanges refers to an action that is
happening now?
b. Which of the exchanges refers to a planned future event?
c. Which tense was used in the sentences about the future?
i. The Simple Present tense.
ii. The Present Progressive tense.
iii. The Simple Future tense.
3. Copy and complete this general rule in your notebook.
We use the to talk about temporary events and
about what is happening now.
We can also use the to talk about
and arrangements.
4. Write two more sentences about Dannys possible plans for
the future.
9 Complete these dialogs with the Simple Present or the Present
Progressive form of the verbs in brackets. Then, match them with
the pictures (1 3).
a. What your best friend after school? (do)
He / She basketball at the stadium. (play)
b. What your mother right now? (do)
She a parents meeting. (organize)
c. How often Chilean teenagers fruit? (eat)
Every day, and we milk every day, too. (drink)
1 2 3
13
TEEN LIFE
PRACTICE ORAL
10 11 Complete these questions and answers from an interview in
your group. Then, listen and compare with the recording (several
possibilities are correct).
A: How often you to the movies?
B: .
A: What right now?
B: A great book called .
A: What your favorite subjects at ?
B: , and .
A: What you and friends
about?
B: Sports and .
A: What next weekend?
B: We and going .
11 Ask and answer the questions in Exercise 10 with your partner.
Practice and then role play the conversation in front of your
classmates.
READING WRITING AND
12 12 Can the Internet be a useful tool for communication? What do
you usually use the Internet for? Read these two posts, and
complete the rows in the chart on the next page with information
about Jay and Brummie.
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!
Jay Star
Hey! Im new to the forum - So yeah Im a
student in Boston from Saint Joseph's; love
music and play the guitar and the drums. Im
gigging this Saturday at Fenneys.
Whats up?
Gig (verb): (informal)
to perform live music
at a pub or bar.
Key Word Spot
Page 4
Compare the blog post with
the ones on this page. Are
the interests similar in any
way? Answer the questions.
LET S READ!
14 UNIT 1
Name City School Likes Plans
Jay Star
Brummie Bex
You
13

Complete the last row of the chart with your personal information.
14

Use the information in the chart to complete the following post,
introducing yourself to a Student Forum chat. Dont forget to invent
a username!
Hi, Im . I and I in
. I go to at .
I like and . In my free time I
always or I with my friends.
Next weekend I .
15

Write a final version of your post on a sheet of paper. Use the
Editing Checklist to check for mistakes, and then exchange it with
your partner.
LETS CHECK

16 Imagine a friend from the USA is coming to Chile. Write a short text
about the plans you have with him for the next weekend. (12 pts.)

0 - 4
Keep trying!
5 - 8
Good!
9 - 10
Very good!
11 - 12
Excellent!
Editing checklist
Use this checklist to help you think
about your work.
Punctuation
Do your sentences begin
with capital letters and end
with periods?
Have you checked your
work for other punctuation
marks, such as question
marks, exclamation marks,
commas, etc.?
Sentences
Do all your sentences
make sense?
Can you add any words to
make them more
interesting?
Spelling
work for spelling mistakes?
Are there any words you are
not sure about?
When you have finished your work,
read it through and check for any
changes you need to make.
15
TEEN LIFE
LEARNERS FAST
Play the Dont Answer Back game
a. Write down questions like those in the interview and in Exercise 10.
b. Play in groups of four to six students, sitting in a circle.
c. Player 1 asks a question to Player 2, on his / her right.
d. Player 2 does not answer Player 1s question, but answers Whats
your name?
e. Player 2 asks a question to Player 3, on his / her right.
f. Player 3 does not answer Player 2s question but Player 1s question
and so on.
g. Each player has three lives. If he / she doesnt answer the correct
question, or he / she hesitates for too long, he / she loses 1 point.
h. The student who loses fewer points wins. The time is set by
the teacher.
Example:
Whats your name?
Player 1: What do you do at weekends?
Player 2: My name is . What are you doing next Saturday?
Player 3: I usually stay at home. What is your favorite subject at school?
Player 4: I am going to a party.
And so on
SPOT LIFE REAL
David, my dear
sonI know we
havent had much time to
talk, but Id like to know
more about youyour
likes, your hobbies, your
friends, your
idols
No problem, Dad.
You can visit www.
greatdavid.com
16 UNIT 1
BEFORE READING
1 Check (). Have you ever heard these expressions? Then, share
comments with your partner. Where have you heard them?
a. That music is too loud!
b. You sleep too much!
c. You spend too much time on the phone!
d. Your room is a mess!
2 Take a look at the pictures. Are these situations familiar to
you? Can you describe a typical Chilean teenager? Why do you
think they behave that way? Explain.
TYPICAL TEENAGERS
READING
LESSON 2
1
2
3
4
17
TEEN LIFE
3 Answer these questions.Do you have any conflicts with your
parents? Why? What do you think you can do to solve these
problems? Share with your partner.
4 You are going to read two poems written by teenagers. What do
you think teenagers usually write about? Why? Explain.
5 Read the words in the Key Word Spot. Look up their meaning in
a dictionary.
13
READING
folks
fume
mean (adj.)
swear
unfair
utterly
Key Word Spot
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!
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!
6 Read the poems quickly and check () your predictions in Exercise 4.
1
1
5
5
10
15
10
18 UNIT 1
7 Read the first poem again. Check () the comments about
teenagers that are mentioned in them.
a. Their mood changes very often.
b. They are tidy and considerate.
c. They dont study very often.
d. They listen to loud music.
e. They sleep too much.
f. They spend too much time on the phone.
8 Look at the pictures (1 - 6). Find phrases or sentences in the poem
Complaints that are related to them, and write them under each photo.
1
2
3
4
5
6
9 Read the poem Getting Older again. Identify the verse in which these
ideas are mentioned and write the number beside each of them.
a. Everybody speaks loudly.
b. You are growing up.
c. You cannot find your belongings.
d. You feel exhausted.
Page 3
Compare the poems with
the ones on Page 17. Are
they similar in any way?
Answer the questions.
LET S READ!
19
TEEN LIFE
AFTER READING
10 In pairs, complete the following dialog with information that is true
for you.
A: Do you recognize yourself in the poem?
B: Yes / No, because my feelings , I and
my room is . What about you?
A: Well, I recognize / dont recognize myself because ,
I dont think and my music .
1. Revise these examples from the poem. Pay attention to the words
in bold.
a. Talking to a friend, or sending them a text,
b. Their music cracks the ceiling, And makes their parents fume,
c. Being a teen may be pretty bad, But from experience I can tell
a. Which word introduces an additional idea?
b. Which word introduces an alternative idea?
c. What does the word but introduce: a condition,
a result or a contrast?
3. Complete these general rules.
We use when we want to express a
between two ideas.
We use when we want to express
ideas.
We use when we want to express
ideas.
4. Read the poems. Find and copy all the sentences that include the
words in bold in point 1. Can you identify the addition, alternative
or contrast they are expressing?
Addition, alternative and contrast LANGUAGE SPOT
11 Use and, or, but, to connect the following pairs of sentences.
a. Teenagers sleep a lot. They are always sleepy, anyway.
b. Teenagers dont talk with their parents. They talk a lot with
their friends.
c. Teenagers like loud music. They like sports.
d. Teenagers like to be with friends. They like to spend a lot of time
in their rooms.
20 UNIT 1
12 13 Listen to the two poems on Page 17. In pairs, choose the part
you liked most. Memorize, practice, and recite it in front of your
classmates.
LETS CHECK
13 Complete these sentences with and, but, or. (10 pts.)
a. Teenagers are always listening to music chatting on
the Internet.
b. Teenagers like fast food soft drinks.
c. Teenagers love their parents they prefer being with
their friends.
d. My sister can understand English she cant speak it.
e. My friend can speak English French.
0 - 3
Keep trying!
4 - 6
Good!
7 - 8
Very good!
9 - 10
Excellent!
WRITING
14 Complete the verses of this poem with words from the boxes.
afraid ashamed blunt bold loud shy quiet brave
TURN UP THE VOLUME
Liz Boyatt
I need to be ______________,
I need to be ______________,
I need to be ______________,
I need to be ______________.
I can't be ______________,
I can't keep ______________,
I can't be ______________,
I can't be ______________,
I can't be anyone but myself.
21
TEEN LIFE
15 Complete the verses of this poem with ideas, feelings, or actions
connected with teenagers or your real life. Then, compare poems in
your group. Use the Editing Checklist to check for mistakes.
I AM
James Born
I am love in the face of ,
I am kindness in the face of ,
I am strength in the face of ,
I am patience in the face of .
I will not run away from ,
I will not run and .
I am , I am ,
I will make a difference in this world, big or .
That is my promise to me, my promise to .
16 You are going to write a poem about your everyday life. Follow the
example in Exercise 15. You can use connectors such as and,
but, and or to join your ideas. Then, learn it and recite it in front of
the class.
Editing checklist
about your work.
Punctuation
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
Just because
Just because Im quiet
doesnt mean Im mute
Doesnt mean Im boring
Doesnt mean I cant be outgoing
Dont make fun of me
Dont judge how I am
Dont treat me like an animal
Just Because Im quiet
I still want make friends
Still love to have conversations
Still want to share thoughts
Doesnt mean thats me
TAKE ACTION!
A poetic description
a. Work in pairs.
b. Read all the poems in this lesson again.
c. Find three sentences that help you describe a typical teenager.
d. Write them on a nice piece of paper, add illustrations and
display your work in the classroom.
22 UNIT 1
Interviewer: How old are you, Sonia?
Sonia: I'm 15 years old.
Interviewer: I understand you are a 'ganguro girl';
what does that name mean?
Sonia: It means 'black face girl' because I have a
very dark suntan.
Interviewer: Can you describe what you are
wearing?
Sonia: I'm wearing a pink miniskirt with a pink tank
top and knee-high suede platform boots. I am
wearing false eyelashes, white eye shadow, some
glitter on my cheeks and pink lipstick.
Interviewer: Why did you start dressing like this?
Sonia: My best friend started to dress like this and
I thought she looked really cool.
Interviewer: What do your parents think?
Sonia: My mother thinks it is awful. She doesn't like
the way I look or dress.
Interviewer: Do you spend a lot of money on your
clothes?
Sonia: Yes. I love shopping for clothes and make-up,
and I spend a lot of money at the hairdresser's, so
I have a weekend job in a supermarket.
1 Find information about someone you know that has a very unusual life. How is this person similar
or different to you? Make a list of similarities and differences and share them with your partner.
2 Use these prompts to write a complete interview. Then, role play it with your partner in front of
the class.
A: what / Friday evening? B: go / movies
A: you / feel / right now? B: tired / homework
A: what / favorite subjects at school? B: Spanish / math
A: you / do / next summer? B: sports / disco / friends
A: you / wear / tomorrow? B: jeans / sneakers / jacket
A: you / like / with your friends? B: skating / going to parties / doing sports
3 14 Read this interview and complete the paragraph about this extreme teen fashion. Then,
answer these questions.
a. What's your opinion about this fashion? Do you like it? Why? Why not?
b. Do you think it's OK to accept these kind of differences in people? Why? Explain.
Sonias favorite clothes and accesories are , ,
and .
She likes them because she thinks she , but her mother the
way she .
To get money to buy her clothes and accessories, she has .
23
TEEN LIFE
4 Would you like to know if you are a typical teenager? Take this quiz and find out!
Score:
15 - 18 pts.: You are a pretty typical teenager!
9 - 14 pts.: You are not exactly a typical teenager.
0 - 8 pts.: You are definitely not a typical teenager!
Answer key:
a = 3 pts.
b = 2 pts.
c = 1 pt.
@
@
@
@
@
@
@
@
@
@
a. Do you like looking like everyone
else?
i. Yes, I feel better that way.
ii. No, I like to be different.
iii. I dont really care.
b. How much do you worry about
what your family thinks of you?
i. Not much; its my life after all.
ii. I care a bit because I know they
just want me to be happy.
iii. I care a lot.
c. Do you like spending time at
home?
i. No, I prefer to go out as much
as possible.
ii. Yes, but I also like going out
with my friends.
iii. Yes, I love to be at home with
my mum and dad.
d. Do you think its important to look
attractive?
i. Yes, of course!
ii. No, how you look is not as
important as what you are like
as a person.
iii. Its not something I think about
much.
e. Do you plan your life carefully?
i. No, I love doing things without
thinking about them first.
ii. It depends. Sometimes I do.
iii. Yes, I always think before I act.
f. Do you live for today?
i. Of course I do. Youre only
young once.
ii. In some ways I do, in some
ways I dont.
iii. No, youve got to think of
the future.
TEEN LIFE
5 Compare your results with your partners and answer these questions.
a. What differences can you see between Chilean teenagers and teenagers from other
countries? Explain.
b. Do you think it is easy to be a teenager in Chile? Why? Explain.
24 UNIT 1
READING: TWO CULTURES
1 Read the information about these two teenagers and answer the following
questions.
a. Where do they live?
b. What do they do after school?
c. How does Bao-Yu get to school?
d. What time does Kenny get up?
e. Who is his favorite singer?
UNIT CHECK
5 pts.
15
Hi! My name is Bao-Yu. I want to make friends with people
all over the world. I live in Shangai, in the east of China. I'm
15 years old and I live with my parents. I don't have any
brothers or sisters.
On school days, I always get up at 6 a.m. I take the subway
to school and usually meet my friends on the train. We
have six classes a day.
After school, I often go to my sports club where I do judo
and play baseball and tennis. When I get home I do two
hours of homework and then I usually watch TV. I also like
reading. On the weekend, I meet my friends and I go
shopping. Sometimes we go to the park and play baseball.
Tell me about you! What is your life like?
Hi, Bao-Yu! My name is Kenny. I am fourteen years old
and I live in Seattle, in the USA. Wow, your life is
really different to mine. I always get up at 7 in the
morning on weekdays. I have eight classes a day.
I like to play basketball, video games and see my
friends. What about music? Who's your favorite
singer? I really like rap music - Snoop Dogg is my
favorite singer.
25
TEEN LIFE
2 Read the text again. Are these statements true (T) or false (F)?
a. Bao-Yu is an only child.
b. Kenny is older than Bao-Yu.
c. They like doing the same things in their free time.
d. Bao-Yu has more classes a day than Kenny.
e. They like the same sports.
3 Answer the questions.
a. How are Bao Yu and Kenny's lives different? Explain.
b Can cultural differences affect a friendship between two teenagers? Why?
Explain.
LISTENING: DIAMOND LAMOURS LIFE
4 16 Listen to the interview and decide if these statements are true (T) or false (F).
a. Diamond often goes to parties on Friday night.
b. She goes to the movies once a week.
c. Her favorite subjects at school are Spanish and art.
d. She worries about flying because she gets very nervous.
e. Next week, she is having a lot of exams.
5 16 Listen to the interview again and circle the correct alternative.
a. Diamond is fifteen / fourteen.
b. She usually rings / meets her friends downtown.
c. Her boyfriend is called Jake / Jack.
d. Shes feeling excited / exhausted.
e. She wants to change politics / the world.
6 16 Listen to the interview once more and number these sentences in the order
you hear them.
a. About once a month.
b. Im fifteen tomorrow.
c. Im studying for several tests.
d. In Lansing, Michigan.
e. My birthday party.
5 pts.
5 pts.
5 pts.
5 pts.
5 pts.
TEEN LIFE
26 UNIT 1
52
TOTAL
LANGUAGE
7 Complete these sentences. Use the Present Continuous to express future, and the
verbs in the boxes.
buy get help play visit work have
,
i. A. Lets go swimming after school.
B. Sorry, I basketball at 5:30.
ii. A. Do you think it will snow tomorrow?
B. Maybe. I think I a new coat. This one is too old.
iii. I tomorrow morning. We can go shopping in the
afternoon, if you like.
iv. A. Have you got any plans for the vacation?
B. Yes, we my grandmother.
v. I Marcy with her homework after school today.
vi. My sister married next month. We
a party at home.
8 Complete these sentences about yourself and your friends expressing routine.
Pay attention to the provided connectors to include additional or alternative ideas.
a. On weekends, I and .
b. My friends never or .
c. My friends and I and .
d. After school, we and .
e. We always and .
SPEAKING
9

Ask your partner the questions in Exercise 1. Notice that the questions require
some changes. Role play the conversation.
Example: What time do you get up?
WRITING
10

In your notebook, write a reply to Bao-Yu or Kenny, telling about your life.
0 - 11
Keep trying!
12 - 24
Good!
25 - 37
Very good!
38 - 52
Excellent!
5 pts.
5 pts.
5 pts.
7 pts.
27
TEEN LIFE
1 I can write three sentences expressing future plans with the
structure Present Progressive.
a. My brother ing .
b. .
c. .
2 I can express additional, alternative, and contrasting ideas.
a. On weekends, we usually or .
b. My best friend lied to me, but .
c. I like and .
Reading
identify cognates
Listening
information
distinguish sounds
Speaking
exchange personal information about future
arrangements
ask and talk about personal interests and
preferences
Writing
introduce yourself to a Student Forum Chat
write a personal profile
a. .
b. .
your score
Never = 0
Sometimes = 1
Always = 2
If you get:
0 - 5 = Watch out! You must look
back and review the whole unit.
Ask help from your teacher or a
partner.
6 - 9 = Not too bad, but there are
problems
Identify them and ask your teacher
10 - 13 = You are doing fine, but
review your weak points.
14 - 16 = Congratulations! Great
the new unit and help the
FINAL REFLECTION
TEEN LIFE
28
GETTING READY
1 Find the following items in the picture on Page 29.
bicycle camera calculator cellular phone credit card
jet plane
personal computer DVD microwave oven
2 Copy this chart into your notebook and classify the inventions above in the corresponding
column (some inventions can go in both columns).
Work / Study Leisure (Free time)
3 Are these inventions common in your country? Which one do you use the most? What for?
Discuss with your partner.
read information from webpages.
listen to a conversation.
listen to a radio program extract about
technology.
Reading
identify the sequence of events.
identify the type of text.
Listening
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.
TECHNOLOGY AND
INVENTIONS
UNIT
TECHNOLOGY AND INVENTIONS
29
30 UNIT 2
TECHNOLOGY UPDATE
LESSON 1
BEFORE YOU START
1 Read the descriptions of these new inventions (a c) and match them with the pictures
(i iii).
b. You can wear it when its very cold. It
has a small rechargeable battery that
can be held in your pocket. You can
wear it under your jacket. It is thicker
than the one in the image.
a. It solves the problem of weather. No
matter how cold (or hot) it is outside,
your body maintains a pleasantly warm
temperature. Its perfect for camping,
skiing, or any outdoor activity. It comes in
12 different colors.
c. They are clear plastic tubes that hold your crayons so they can be used even if they break.
i. Crayon Holders ii. Super T-shirt iii. Electric - Heat Vest
2 Link the sentences in box A and C with a word in box B.
A B C
Phil wants to go to the cinema.
I can't sleep.
Sheila went to the disco.
My brother plays tennis.
Devin studies Spanish.
Carol didn't invite him.
AND
BUT
SO
Jules didn't go to her birthday party.
I'll drink a glass of warm milk.
My brother plays baseball.
Devin studies Italian.
I don't like that movie.
She didn't dance.
3 Which of the words in box B
a. links two ideas that are related?
b. links a positive and a negative idea?
c. gives a result?
31
POPULAR TEENAGE INVENTIONS
LESSON 2
Vocabulary related to inventions and technology.
The Present Simple tense.
Linking words and, but, so.
1 Write full sentences about what the people in the pictures (1 8) did yesterday. Use the
clues in the boxes. Use the Past Tense of the verbs.
sing at the theater talk to a friend
ride her horse
watch a movie
cook lunch
have a picnic dance all night
play the piano
1 Anna
5 Jill and Nick 6 Maggie
2 Charles 3 Emily and Eddie 4 Gina
7 Dan 8 Sheila
a.
b.
c.
d.
e.
f.
g.
h.
32 UNIT 2
BEFORE LISTENING
1 In your group, look at the pictures on this page. What are these
inventions? Do they all exist? Think about possible future inventions.
2 In your notebook, make a list of inventions that would improve your
everyday life. Discuss with your partner the reasons for your choice.
3 Match the names of three new gadgets (a c) with the pictures you
think represent them (1 6).
a. CPen
b. TiVo
c. Thought-Remote Control
TECHNOLOGY UPDATE
LESSON 1
LISTENING
4 Complete these sentences with the names of the corresponding
gadgets.
a. allows you to interact with TV.
b. can memorize a text.
c. is very useful for disadvantaged people.
1
2
3
4
5
6
33
5 Which of these words are related to the inventions in Exercise 3?
Discuss with your partner.
electronic gadget game idea invention machine
action automatic control command computer
pen TV portable control scanner system technology
LISTENING
6 19

Listen to the recording and check your ideas in Exercises 3,
and 4.
7 19

Listen again and number the gadgets in the order they
are mentioned.
a. C-Pen
b. Thought Remote Control
c. TiVo
8 19

Listen to the recording again. Are these statements true (T)
or false (F)?
a. With TiVo, you can see action as it happens in
fast motion.
b. TiVo is a device to control the TV remotely.
c. The C-Pen is the latest version of a highlighter pen.
d. The C-Pen can store more than 3,000 pages of text.
e. The Thought Remote Control can read your mind.
f. With the Thought Remote Control you wont need a
mouse or a keyboard for your computer.
9 19

Answer these questions.
a. Who can benefit from an invention such as TiVo?
b. What's the main difference between Thought - Remote Control
and a normal one?
c. Which other invention has the same function of the C-Pen?
34 UNIT 2
I can use linking
words to combine
ideas.
I can identify
what linking
words express.
Reflection Spot
AFTER LISTENING
Linking words LANGUAGE SPOT
1. Read these sentences from the text and other examples. Pay
special attention to the words in bold.
a. Although it looks like a highlighter pen, it is a small
portable scanner.
b. I cant even imagine that! However, Im sure it is now possible.
c. TiVo is very expensive, while the handy scanner is a
cheaper gadget.
d. Though people are physically disadvantaged, they can
use a computer.
2. Identify what the words in bold express. Choose an alternative.
a. Contrast. b. Reason. c. Consequence. d. Purpose.
3. Linking words such as , and
indicate between ideas.
Answer:
Which linking words go at the beginning of a sentence?
Which linking word goes at the beginning of the second
sentence (and followed by a comma)?
Which linking word can go at the beginning or in the middle of
a sentence?
10 Write sentences using linking words from the Language Spot.
Follow the example.
a. Although the children were making a terrible noise .
b. .
c. .
d. .
35
PRACTICE ORAL
11 20

Complete this description of a new invention in your notebook.
Then, listen to the recording and check.
This is called CyberBug. It you to
to peoples conversations. It a microphone
and an amplifier, and a small headphone. Besides, it is very cheap
and . You can put it in your and take it to
work or even to the gym! With it, you can hear between
people although they are up to 50 meters away!
12 Practice describing the object. Then, take turns to practice the text
aloud. Try to imitate the accent and intonation.
13 Try this crossword puzzle and find out how many words from the
lesson you can identify.
Across
1. a small tool or device
4. a device which allows you to operate something from a distance
5. a small computer designed for one person to use at home
7. a machine that can read and convert texts into digital files.
8. the set of keys for operating a computer
Down
2. an electrical appliance with a screen on which you can watch
programs
3. the flat surface at the front of a TV or a computer
6. a small device that is moved by hand to control the movement of
the cursor
2
1
3
4 5 6
7
8
36 UNIT 2
The bicentennial man
Extract
Gerald Martin took Andrew to the regional offices of the
United States Robots and Mechanical Men Corporation. As a
member or the Regional Legislature, he had no trouble at all
in gaining an interview with the chief robopsychologist. In
fact, it was only as a member of the Regional Legislature that
he qualified as a robot owner in the first place - in those early
days when robots were rare.
Andrew did not understand any of this at the time, but in
later years, with greater learning, he could review that early
scene and understand it in its proper light.
The robopsychologist, Merton Mansky, listened with a
growing frown and more than once managed to stop his
fingers at the point beyond which they would have irrevocably
drummed on the table. He had drawn features and a lined
forehead, but he might actually have been younger than
he looked.
Robotics is not an exact art, Mr. Martin, Mansky explained.
I cannot explain it to you in detail, but the mathematics
governing the plotting of the positronic pathways is far too
complicated to permit of any but approximate solutions.
Naturally, since we build everything around the three laws, those are incontrovertible. We
will, of course, replace your robot.
Not at all, said Sir. There is no question of failure, on his part. He performs his assigned
duties perfectly. The point is he also carves wood in exquisite fashion and never the same
twice. He produces works of art.
Mansky looked confused. Strange. Of course, were attempting generalized pathways these
days. Really creative, you think?
See for yourself. Sir handed over a little sphere of wood on which there was a playground
scene in which the boys and the girls were almost too small to make out, yet they were in
perfect proportion and they blended so naturally with the grain that it, too, seemed to have
been carved.
Mansky was incredulous. He did that? He handed it back with a shake of his head. The
luck of the draw. Something in the pathways.
Can you do it again?
Probably not. Nothing like this has ever been reported.
Good! I dont in the least mind Andrews being the only one.
I suspect that the company would like to have your robot back for study, Mansky said.
Not a chance! Sir said with sudden grimness. Forget it. He turned to Andrew, Lets go
home, now.
Taken from: Asimov, I. (March 1991). Robot Visions. The bicentennial man. (p. 245). New York:
New American Library.
21
37
READING WRITING AND
14 Read the extract of the short story on Page 36. Use a dictionary if
necessary. After that, answer these questions.
a. What type of short story is it?
i. Childrens short story.
ii. A science-fiction story.
iii. A mystery short story.
b. Is Andrew human?
c. What do you think is the robopsychologists job?
d. What is the problem with Andrew, according to Gerald Martin?
e. Do you consider it a problem too? Why?
15 Answer the questions.
a. Is it normal for a machine to produce art? Why?
b. Do you think robots will ever be part of everyday life? Explain.
c. Would you like to own a robot? Why?
16 Write a short description of Andrew. Use the words in the Language
Spot to link your ideas and follow the model in Exercise 11.
17 Read your description aloud in your group or in front of the class.
LETS CHECK
18 Think about an everyday object you use regularly, and write four
sentences describing it. Then, write a short description of the object
using your sentences, but adding connectors. Check your draft with
your teacher and write a final version on your notebook. You can
draw and color the object, if you want. (7 pts.)
0 - 2
Keep trying!
3 - 4
Good!
5 - 6
Very good!
7
Excellent!
38 UNIT 2
BEFORE READING
1 In pairs, name a few recent inventions and tell your classmates how
they have changed daily life.
2 Which of these items do you think was invented or conceived by
a teenager? What makes you think so? Explain.
1 2 3
3 You are going to read about two young inventors whose creativity is
making life a little easier for others. Have a look at the pictures and
choose the correct name for each invention.
1
2
a. A translation glove.
b. Hands on hand-clap game.
c. The homework helper.
d. Quizlet.
4 Study the words in the Key Word Spot and look up their meaning in
a dictionary.
5 Have a quick look at the cognates in the texts. Can you identify two
alternatives you think are correct?
a. New technologies will help students.
b. This is a new videogame to play with friends.
c. This is a new toy that will allow kids to play alone.
d. A new online tool that can help you with your homework.
READING
LESSON 2
clap
launch
skill
tool
Key Word Spot
39
Ana Lingenfelder
I. _______________________
Ana Lingenfelder, an eighth-grader from Hanover, Pennsylvania, won
a top award at the 2013 Invent-a-Toy World Games. 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.
The game is an electronic board. A pair of hands lights up when
players clap against them in time to the music.
Ana had always loved thinking about toys, but she really didnt know
what to do with those ideas. Then, she and her mother discovered
By Kids for Kids (bkfk.com) online, a company which manufactures
and sells kids inventions.
Ana made a prototype - a model that shows what the final product
will look-like and now she hopes to get a patent for her invention.
II. _______________________
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.
Now Andrew, a junior at Albany High School, California, has
just launched a website with his final product: an online
memorization tool.
To use it, you enter the data you need to memorize, be it
vocabulary words, history dates, or science facts. It turns the
information into flash cards, and then generates tests. After
you take a test, the program retests you on the questions
you got wrong.
Andrew has some advice for inventors: Look at your
everyday life, and invent something to improve it a little bit.
Andrew Sutherland
Adapted from: Bellis, M. (n.d.) Inventors. Retrieved April 24, 2013, from: http://
inventors.about.com/od/inventorsalphabet/tp/popularinventor.htm
22
READING
6 Read the text quickly and check your predictions in Exercises 3 and 5.
40 UNIT 2
7 Read the text again and choose the best alternative to complete
the sentences.
a. Who are the two inventors?
i. Two high school students.
ii. Two junior school students.
iii. A junior school student and a high school student.
b. Where are the two inventors from?
i. Both from the USA.
ii. Both from France.
iii. One from the USA and one from France.
c. Why did Ana invent the toy?
i. She always had friends to play with.
ii. She always had to play alone.
iii. She sometimes had to play alone.
d. What did Ana take to a toy company?
i. Her final product.
ii. A model of her invention.
iii. The patent of her invention.
e. Why did Andrew develop his invention?
i. He had to learn about animals.
ii. He had to learn a list of words.
iii. He had to practice programming skills.
8 Read the text again. Number the events about both inventions in
chronological order.
a. Anas invention
i. Ana always liked hand-clap games.
ii. Ana made a model of her invention
iii. Ana wants to get a patent.
iv. Ana didnt always have friends to play with.
v. Ana took her invention to a toy company.
b. Andrews invention
i. The program retests you on the questions
you got wrong.
ii. It generates tests.
iii. It turns the information into flash cards.
iv. To use this program, you enter the data.
Page 6
Read the extract of this
science fiction story
about technological
advances, and answer
the questions.
LET S READ!
41
9 Read the text once more and answer these questions.
a. What does bkfk stand for?
b. What is a prototype?
c. What kind of data can you enter when using Quizlet?
d. What is Andrews suggestion to new inventors?
AFTER READING
10 What motivated the young inventors profiled in the text? Share your
comments with your classmates. Have you ever felt motivated to
invent something? What was your motivation?
because LANGUAGE SPOT
1. Revise these sentences from the text and other examples.
Pay special attention to the word in bold.
a. Because she always liked playing hand-clap games but
didnt always have someone to play with, Ana invented
this game, that allows kids to play alone.
b. Because Andrew Sutherland s French teacher gave him
a list of 111 French animal names to memorize, he had
the idea to apply his programming skills to the problem.
c. Jenny phoned me because she needed some advice.
d. Im going to bed early because I have a terrible
headache.
a. How many parts can you recognize in these sentences?
b. What does the word because introduce? Choose an
alternative.
i. A contrast.
ii. A reason.
iii. A consequence.
We can use the word __________ to join two ideas that
express a reason and a __________. We use __________
to introduce the sentence that expresses the reason.
NOTE: the order in which we can express the ideas
can vary.
4. Copy the sentences in Point 1 in your notebook and circle
the two parts in different colors.
42 UNIT 2
11 Use the visual clues to rewrite these sentences, using because.
Example:
We didnt have our science class. The teacher was absent.
Because the teacher was absent, we didnt have our science class.
We didnt have our science class because the teacher was absent.
a. The children cant go to
the beach. Its raining.
c. My sister got up early. She
has to study.
e. Sarah went to bed late. She is
sleepy.
b. Pauls car didnt start. It broke
down.
d. I cant eat that sandwich. Its
too big.
f. My father will arrive late
to work. He missed the bus.
43
12 Complete these sentences with your own ideas.
Example: I got a good mark because I studied a lot.
a. I cant open the door because .
b. She is studying English because .
c. He isnt having dinner with us because .
d. My sister is late because .
e. The school team won the match because .
13 23

Complete this dialog about the texts on Page 39 with your own
ideas. Then, compare it with the recording.
A: Which of the two inventions do you like the most?
B: I like the .
A: Why?
B: Because I think its . Do you agree?
A: Yes / No. I think .
B: Why do you say that?
A: Well, because in my opinion, it .
14 Practice the dialog with your partner taking turns to be A and B.
Then, role play it in front of your classmates.
15 Choose one of these inventions and create a dialog of your own,
following the example in Exercise 13.
44 UNIT 2
Editing checklist
about your work.
Punctuation
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
LETS CHECK
16 Put the ideas together using because. Use because at the
beginning of four of your sentences. (8 pts.)
a. Jim was hot and tired. He sat under a tree in the garden.
b. My mother drank some tea. She was very thirsty.
c. Susan hurried up. She was late for school.
d. The weather is cold. He is wearing a heavy coat.
e. Dan isnt very tall. He cant reach the top shelf.
f. Children can easily identify Italy on a map. It has the shape of
a boot.
g. My sister has a sore throat. She shouted loudly at the game.
h. Helen is putting on her nicest dress. She is going to a party.
0 - 2
Keep trying!
3 - 4
Good!
5 - 6
Very good!
7 - 8
Excellent!
WRITING

17 Write a short description of a device you know or you would like
to create. Make sure you use because to introduce reasons.
Follow these steps:
a. Think about the device you chose and write a list of ideas you
associate with it.

b. Write a list of useful connectors to link your ideas.
c. Organize your ideas and write a short paragraph (about 100
words) describing the device.
d. Use the Editing Checklist to check your work for mistakes, and
write a final version on a sheet of paper.
e. Exchange descriptions with your partners.
45
TAKE ACTION!
An original invention
a. Work in groups of four people and prepare a brief presentation
about an original invention.
b. In your group, choose an inventor. It can be one of those listed
at www.invent.org. (Go to the Hall of Fame link, far left, and
search by inventor or invention) or you can use your library,
encyclopedias, etc.
c. Write a short paragraph about the inventor and his / her
invention. Include information about what sparked the idea and
what steps the inventor took to go from idea to reality.
d. If it is possible, add visual material to illustrate your presentation.
e. Present the information to your classmates.
The microwave
In 1945 Percy Lebaron
Spencer, an American
engineer and inventor,
was busy
manufacturing
magnetrons, the
devices used to
produce the microwave radio signals that
were integral to early radar use. Radar was a very
important innovation during the time of war. However,
microwave cooking was a purely accidental discovery.
While standing by a functioning magnetron, Spencer
noticed that the chocolate bar in his pocket had
melted. His keen mind soon figured out that it was the
microwaves that had caused this, and later
experimented with popcorn kernels and eventually, an
egg, which exploded.
ACCIDENTAL INVENTIONS
SPOT LIFE REAL
46 UNIT 2
1 Look for information about the inventions in the pictures. Then, copy and complete the fact file
in your notebook.
1 2 3 4 5 6
Name of invention
1 2 3 4 5 6
Name of inventor
Place of invention
Year
Additional information
2 Your personal invention.
a. Think of something really fantastic you would like to invent.
b. Give it a name, state its purpose, list the materials needed and then describe it.
c. Write the description on a piece of cardboard.
d. Make a sketch of your invention and stick it on the cardboard, as in the example.
Name
Purpose
Description
Sketch
47
TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS
3 Look for information about these important 20
th
century inventions, and complete the timeline.
4 Choose one of the inventions in Exercise 3. Look for information about the inventor and write
his / her biography. Present your work to your classmates.
airplane automobile cell phone compact disc
credit card electric typewriter Internet Correction pen.
Mp3 player. refrigerator television vacuum cleaner
1
9
0
0
1
9
0
1
1
9
0
2
1
9
0
3
1
9
1
1
1
9
2
0
1
9
2
7
1
9
4
0
1
9
5
6
1
9
7
3
1
9
8
0
1
9
8
3
1
9
8
6
2
0
0
5
1
9
9
5
48 UNIT 2
READING
1 Read the text once. What type of text is this?
a. A biography. c. An article.
b. An advertisement. d. A short story.
2 Read the text again and find the answers to these questions.
a. What kind of materials do Spencers inventions require?
b. What things has he designed over the years?
c. What does he think about inventing?
d. How does he get new inspiration for his inventions?
3 Read the text again and find the following information.
a. Place in which Spencer develops his inventions.
b. Name of his most electrical creation.
c. Time Spencer dedicates to his inventions.
d. Invention that Spencer will develop during his holiday.
1 pt.
4 pts.
4 pts.
Adapted from: Watson, C. (2008, June 10) The life of a teen inventor. The Paly Voice.
Retrieved January 10, 2013, from: http://palyvoice.com/node/19898
Spencer Davis creates all types of inventions in
his garage. He is a big fan of do-it-yourself
inventing, which requires little more than a few
pieces of trash, drugstore supplies, and a lot of
imagination.
Spencers passion for inventing began in eighth
grade. Before that, he had done some experiments
with barbecue skewers and rubber bands. Since
then, his creations have improved in design,
appearance, and technology.
Over the years, Spencer has designed bunkers,
tree houses, robots, and caffeinated cereal.
Besides, Spencer also enjoys sillier types of
inventing; he has fixed an old tape player to put
his iPod inside and play it through the tape.
Another high-voltage creation is what Spencer
calls the glove. In essence, it is a leather glove
with a battery and disposable camera parts wrapped
in electrical tape.
Although Spencers mother
expresses some worries about
his inventions, she is very
supportive of Spencers hobby.
For him, inventing is a
constructive activity and its
good for teens who might be involved in more
destructive hobbies. He dedicates about six hours
every weekend to work on his inventions. Then, he
blows off steam and gets new inspirations by
playing video games.
For the summer, Spencer has plans to build an
electric boat powered entirely by solar panels.
Spencer hopes to continue inventing through college
and perhaps turn his experimentations into a career.
Inventing is an investment, Spencer says.
Some of the inventions will work and others wont,
but in the end, you will be satisfied. Ill definitely
be making stuff forever.
THE LIFE OF A TEEN INVENTOR
By Caitlin Watson of Verde Magazine
UNIT CHECK
24
49
TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS
4 Read the text once more. Choose the best alternative to complete the sentences.
a. Spencer Daviss inventions require
i. a lot of drugstore supplies.
ii. a lot of imagination and a few pieces of trash.
b. Spencers passion for inventions began when he was
i. a little boy.
ii. in junior school.
c. Over the years, Spencer has designed
i. a lot of silly things.
ii. a variety of things.
d. Spencers mother is
i. very worried but proud.
ii. a bit worried but supportive.
e. Spencer thinks that he
i. will continue inventing things when he enters college.
ii. will stop inventing things when he enters college.
LISTENING - THE GARBAGE EATER AND THE HUMAN ROBOT
5 25

Listen to the recording. What type of text is this?
a. A conversation. c. An advertisement.
b. A lecture. d. A report.
6 25

Listen to the recording again and choose the correct alternative.
a. The Garbage Eater 200 / 2000 is an easier way to recycle.
b. Hammers inside the machine pound the garbage in five / fifteen minutes.
c. Lydia, tell us about your walk / work.
d. I made / mailed one that looks just like me.
7 25

Listen to the recording again. Check () the correct column can or cant.
1 pt.
5 pts.
4 pts.
6 pts.
Can Cant
The garbage
eater
change garbage into drugs or alcohol.
change garbage into a human or an animal.
The human
robot
clean the house.
help with homework.
50 UNIT 2
0 - 13
Keep trying!
14 - 28
Good!
29 - 43
Very good!
44 - 49
Excellent!
49 pts.
TOTAL
8 25

Listen to the description of the Garbage Eater 2000 and put the actions in
the correct sequence.
a. Finally the object wanted is produced.
b. Hammers inside the machine pound the garbage.
c. The machine re-shapes the garbage.
d. Two rods melt the garbage at a temperature of 2000 C.
e. You decide how many pieces you need the eater to suck up.
f. You type in what you want the garbage to turn into.
LANGUAGE
9 Use the ideas in A and B and the linking words in the box to form full sentences.
Although because besides however while

A
It was raining.
Glenda is a clever student.
All the shops are closed.
The new student is very good
at grammar.
My sister has blue eyes.
B
My eyes are brown.
The match was postponed.
She she didn't receive a
scholarship.
It is a holiday.
She is very good at writing.
a.
b.
c.
d.
e.
SPEAKING
10 In pairs, exchange information about an imaginary invention. Ask / say its
name, where you got the idea, the materials you used and why it is useful in
everyday life.
WRITING
11 Write a description (120 150 words) of a gadget or a device you find useful
for everyday life. Include information about its functions and the reason it is
useful for you. Dont forget to combine your ideas with linking words, such as:
although, however, though, while.
3 pts.
5 pts.
8 pts.
8 pts.
51
FINAL REFLECTION
your score
Never = 0
Sometimes = 1
Always = 2
If you get:
Ask help from your teacher or
a partner.
problems
1 I can give information about these technological devices.
2 I can put sentences together using linking words.
a. My boyfriend loves rock music. I like reggae.
b. Brenda never drives to work. She doesnt have a car.
Listening
identify the sequence of information
discriminate between correct and incorrect information
Reading
make predictions from the context
Speaking
describe a technological device
express reasons and preferences
Writing
write a paragraph describing a technological device
write a paragraph about an inventor and his / her invention
a. .
b. .
52
read a chat conversation
read book reviews
listen to a television program
listen to an extract from a story
Reading
distinguish general and specific information
information
identify the type of text
Listening
infer mood of speakers
relate speakers and speech
discriminate sounds
Language
use modal verbs must, have to, need to
use the Passive Voice
Speaking
express necessity, no necessity, obligation
talk about books
Writing
write a book review
write questions and answers in a chat room
You will also:
assess and appreciate the value of music and
literature
develop respect for the role of music and
literature as means of communication
MUSIC AND
LITERATURE
UNIT
GETTING READY
1 In your group, write a list of all the literary genres and music styles you know. Then, complete
this chart in your notebook and decide which are your favorite ones.
Music Literature
2 Compare your chart with other groups and share new words. Then look up the meanings of the
words you do not know in an English-English dictionary and write a glossary in your notebook.
3 Imagine you are lost on an island in the middle of the ocean. Choose a book and a music
album you would like to have with you. Share your comments in your group, giving reasons for
your choice.
MUSIC AND LITERATURE
53
54 UNIT 3
NEW STARS
LESSON 1
BEFORE YOU START
1 In pairs, solve this crossword and find out how much you know about music.
Across
2. a regular repeated pattern
of sounds
3. an arrangement of
sounds in patterns
6. played or performed by
only one person
Down
1. the words of a song
3. a person who plays or
writes music, especially
as a job
4. a part of a song that is
sung after each verse
5. a short piece of music
with words
2

Work in your group. Complete this chart with the names of bands and singers you know,
according to the kind of music they interpret. Then, compare your work with another group.
Rock'n Roll Heavy Metal Classical Pop Rap
1
2
4
3
5
6
55
WE WANT YOU TO READ
LESSON 2
Vocabulary related to music and literature
Active sentences and Present Tense
1 In pairs, look at the book covers below and match them with a genre from the boxes.
Economy History Love novel Science fiction
Biography Cuisine Drama Childrens stories
2 Read these three extracts and decide which books (in Exercise 1) they belong to. How can
you tell? Discuss with your partner.
People will shed a flood of tears that will drown the wind like a horrible downpour
of rain. I cant spur myself to action. The only thing motivating me is ambition, which
makes people rush ahead of themselves toward disaster.
a.
Rub the turkey inside and out with the kosher salt. Place the bird in a large stock
pot, and cover with cold water.
b.
In 1843, he wrote his novel The Life and Adventures of Martin
Chuzzlewit, a story about a mans struggle to survive on the
ruthless American frontier. The book was published the
following year.
c.
56 UNIT 3
NEW STARS
LESSON 1
LISTENING
BEFORE LISTENING
1 In pairs, write a list of radio and TV programs related to music that
you know. Share your list with other pairs.
2 Read the name of the lesson. What do you think it is? Check ().
a. A well-known music academy.
b. A reality TV show.
c. A radio program.
d. A famous award for young people.
3 Read the words in the Key Word Spot and match them with their
meaning (a e).
a. a person who takes part in a competition.
b. somebody who gives private lessons.
c. the group of people who watch or listen to something
(a program, a concert, etc.)
d. to behave in a particular way to make people believe something
that is not true.
e. to put something in the right place.
audience
coach
contestant
fit
pretend
Key Word Spot
57
LISTENING
4 28 Listen to the recording and check your prediction in Exercise 2.
5 28 Listen to the recording again. Where was it taken from?
a. A music lesson. b. A radio program.
c. A TV show. d. An advertisement.
6 28 Listen to the recording again. Match the peoples names (a c)
and their jobs (i - iii).
a. Spencer i. Voice coach
b. Savannah ii. Songwriting coach
c. Adam iii. Director
7 28 Listen to the recording again and answer these questions.
a. What will people learn to do at the academy?
b. What will happen if the participants get the lowest number
of votes?
c. How do people feel when they get to perform their own songs?
Can I apply
study skills?
Can I infer the
meaning of
new words?
Reflection Spot
58 UNIT 3
8 28 Listen to the recording. Who says each of these sentences,
Spencer, Savannah or Adam?
a. : You will spend three months with us.
b. : Some of you can really sing like a star.
c. : Only a few people can be a composer.
d. : All our coaches are great.
e. : You dont need to be a poet.
f. : Everyone here can sing.
9 28 Listen to the recording once more and match the questions
(a d) with the answers (i iv).
a. What are the students obligations?
b. What is Savannah going to do?
c. What is important for Adam?
d. What do many contestants say?
i. Help contestants find their special voice.
ii. That performing their songs is great.
iii. To obey the rules and attend all the classes.
iv. To fit the words to the music.
AFTER LISTENING
10 28 Answer these questions in your group and then share answers
with another group.
a. Do you know any similar Chilean TV programs?
b. What are / were they called?
c. Why do people participate in these contests? Would you do it?
Why?
59
Expressing quantity LANGUAGE SPOT
1. Read these sentences from the text. Pay special attention to the
words in bold.
a. All of our coaches are great.
b. Thats not much time.
c. You will spend many weeks at the New Stars music academy.
d. Some of you can really sing like a star.
e. Only a few people can become composers.
2. What do the words in bold express?
a. quality b. quantity c. frequency
We use words such as , ,
to express .
NOTE:
We use a few to refer to countable things and a little to refer to
uncountable things.
We use many to refer to countable things, often in negative and
interrogative sentences.
We use much to refer to uncountable things, often in negative and
interrogative sentences.
11 Complete what these two teens say using much, many, a lot of,
some, and a few.
Anne: I dont have money but I have friends.
We dont spend money when we go out, but we
always have a good time!
Malcom: I have pets and I dont have time for
anything else. I only have friends because
I prefer my pets!
LETS CHECK
12 Write sentences about your classmates and their interests,
expressing quantity.
Eg. There are only a few of my friends who like soccer. (8 pts.)
a.
b.
c.
d.
0 - 2
Keep trying!
3 - 4
Good!
5 - 7
Very good!
8
Excellent!
60 UNIT 3
PRACTICE ORAL
13 29 In pairs, complete this dialog between two students at the New
Stars Academy. Use the clues in the boxes. Then, check with
the recording.
must obey I'd like to know
Tell me about
need to
Can I ask you How about the rules?
attend all the classes
to work hard
us to develop our talents
six weeks
A: Hi! a few questions? Im new here, you see.
B: Sure! What do you know?
A: Well, how long were going to stay here.
B: Well stay here for , and then well learn to
sing and compose.
A:
B: We their rules and .
A: our coaches.
B: They are great! They help , but we need
.
14 29 Listen to the recording and practice the dialog with a partner.
Role play it in front of the class.
READING WRITING AND
15 Have a look at the texts you are going to read and answer these
questions.
a. What type of texts are they? How can you tell?
i. Poems
ii. Songs
iii. Rhymes
iv. Riddles
b. Take a quick look at the texts on Page 61 (skim). What topic do
you think they are related to? Why?
c. Look at the texts again. Circle the words they have in common.
Which topic are these words related to?
61
Thats what friends are for
(Dionne Warwick)
And I never thought I'd feel this way,
And as far as I'm concerned
I'm glad I got the chance to say
That I do believe I love you.
And if I should ever go away,
Well, then close your eyes and try
To feel the way we do today
And then, if you can, remember.
Chorus
Keep smiling, keep shining,
Knowing you can always count on me, for sure;
That's what friends are for.
In good times and bad times
I'll be on your side forever more;
Well, you came and opened me
And now there's so much more I see
And so, by the way, I thank you.
And then, for the times when we're apart,
Well then, close your eyes and know
These words are coming from my heart;
And then, if you can, remember.
Chorus
Keep smiling, keep shining,
Knowing you can always count on me, for sure;
In good times and bad times
I'll be on your side forever more;
Taken from: Warwick, D. Thats what friends
are for. Retrieved November 18, 2012, from
http://www.lyricsdepot.com/dionne-warwick/
thats-what-friends-are-for.html
Gift of a friend
Demi Lovato
Sometimes you think you'll be fine by yourself
Cause a dream is a wish you make all alone;
It's easy to feel like you dont need help,
But its harder to walk on your own.
Chorus
You'll change inside when you realize
The world comes to life and everythings bright;
From beginning to end when you have a friend by your side
That helps you to find the beauty you are;
When you open your heart and believe in the gift of a friend,
The gift of a friend
Someone who knows when youre lost and youre scared,
And theyre through the highs and the lows;
Someone you can count on, someone who cares,
Beside you wherever youll go.
Chorus
You'll change inside when you realize
That helps you to find the beauty you are
When you open your heart and believe in the gift of a friend.
And when your hope crashes down
Shattering to the ground, you, you feel all alone;
When you dont know which way to go
And there's no signs leading you home, you're not alone.
Chorus
That helps you to find the beauty you are
When you open your heart and believe in,
When you believe in, when you believe in the gift of a friend.
Taken from: Lovato, D. Retrieved November 18,
2012, from http://www.lyricsdepot.com/demi-
lovato/gift-of-a-friend.html
62 UNIT 3
16 Read the lyrics quickly and check your ideas in Exercise 15.
17 Read the first lyrics again and answer the following questions.
a. Who do you think inspired this song?
b. How did the author feel when she wrote it? Why do you
think so?
c. How is the song organized? Take a look at it again.
18 Read the second lyrics again and answer these questions.
a. Is it related to the first song? How?
b. Is it organized in the same way?
c. What message does the chorus want to transmit?
d. Read the third verse of the lyrics once more. According to it,
what characteristics does a friend have?
A friend is a person who .
19 Work in pairs. Follow the instructions to write one or two verses of
the lyrics of a song.
a. Select a topic that you like or that is important to you. (It can be
anything you want, such as a breakup, a current relationship, a
bad day, happiness, etc).
b. Write a list of ideas that come to your mind, related to the topic
you chose.
c. Use poetic devices. Think about the rhyme you would like to use.
d. Find a melody for your song. It can be something that pops into
your head or something that another band has written.
e. If possible, record the song or sing it live in front of your
classmates.
63
SPOT GAME
Apply the Truth Questionnaire to two of your classmates.
a. Copy the questionnaire into your notebook.
b. Choose two classmates and ask them these questions.
c. Write down their answers.
The Truth Questionnaire
Name: Name:
How many friends do you have?
How much time do you spend with your friends?
What do most of your classmates do on weekends?
What do a lot of parents worry about?
What are many of your friends going to study at
the university?
Do you spend a lot of money when you go out?
How many of your friends are interested in politics?
How much time do you spend at school?
How many of your friends are an only child?
How much money do you usually have by the end of
the month?
20 Write two short paragraphs describing your classmates, using the
information you collected when applying the questionnaire. Follow
these steps:
- Make a list of all the answers, classified by person.
- Write a draft of each paragraph, one per person.
- Join your ideas with connectors, such as or, but, or and.
- Write a final version of your paragraphs and read them aloud to
your classmates.
Eg. Michael has many friends, and he spends a lot of time
with them...
64 UNIT 3
BEFORE READING
1 In your group, ask and answer questions to fill in this chart of
favorites. Compare answers.
a. Do you have a favorite book? Which one?
b. What is your favorite literary genre?
c. Who is your favorite author?
Name of Student Book Author Literary Genre
2 Look at the pictures. Do you know these people? What do they
have in common? Have you ever read one of their works? Discuss
with your partner.
Isabel Allende Marcela Paz Isaac Asimov
Stephanie Meyer J.R.R. Tolkien J.K. Rowling
3 Have a look at the text and illustrations on Page 66. Which of these
genres does the book belong to?
WE WANT YOU TO READ!
READING
LESSON 2
65
4 Match each name (a f) with the corresponding book cover (1 6).
a. A Hundred Years of Solitude.
b. Harry Potter and the Deathly Hallows.
c. Kingdom of the Golden Dragon.
d. Papelucho and the Alien.
e. The Lord of the Rings.
f. The Movies of my Life.
5 Take a look a the text and find the words in the Key Word Spot.
Can you infer their meaning? Read the full sentences, so as to get
the whole context. Discuss with your partner.
6 Read the text again. Number these events in the order they are
mentioned in the story.
a. Dorothy and her friends passed through the Palace Gates.
b. Dorothy and her friends arrived at the City of Oz.
c. The Guardian of the Gates led them through the streets.
d. Dorothy and her friends walked over green pavement.
e. Dorothy saw that everything in the shops was green.
f. They came to the Palace of the Great Wizard Oz.
1 2 3
4 5 6
Dazzled
Lead
Marble
Pane
Screen
Key Spot Word
66 UNIT 3
T
h
e

w
o
n
d
e
rful w
i
z
a
r
d
of

O
z
T
h
e

w
o
n
d
e
rful w
i
z
a
r
d
of

O
z
Chapter 11 (Excerpt) - The Wonderful City of Oz
Dorothy and her friends were dazzled by the brilliancy of the wonderful
City. The streets were lined with beautiful houses all built of green marble.
They walked over pavement of the same green marble, and where the
blocks were joined together, there were rows of emeralds. The window
panes were of green glass; even the sky above the City had a green tint and
the rays of the sun were green.
There were many people with greenish skins walking about, all dressed in
green clothes. They looked at Dorothy and her strange company with
wondering eyes and the children all ran away when they saw the Lion, but
no one spoke to them.
Dorothy saw that everything in the shops was green. Green candy and
green pop corn were offered for sale, as well as green shoes, green hats,
and green clothes of all sorts. A man was selling green lemonade and
when the children bought it, they paid for it with green pennies.
Everyone seemed happy, contented, and prosperous.
The Guardian of the Gates led them through the streets until they came
to the Palace of the Great Wizard Oz. There was a soldier before the
door, dressed in a green uniform and wearing a long green beard.
These strangers demand to see the Great Oz said the Guardian of the
Gates to him.
I will carry your message to him.
They passed through the Palace Gates and were led into a big room with a
green carpet and lovely green furniture set with emeralds.
Please make yourselves comfortable while I go to the door of the
Throne Room and tell Oz you are here.
When he came back, Dorothy asked: Have you seen Oz?
Oh, no, replied the soldier; I have never seen him, but I spoke to him
as he sat behind his screen and gave him your message. He said he will
grant you an audience, if you so desire, but each one of you must enter
his presence alone and he will admit only one each day. Therefore, as you
must remain in the Palace for several days, I will have to show you the
rooms where you may rest in comfort after your journey.
Adapted from: Baum, F. L. (1900, May 17) The Wonderful Wizard of Oz, Chapter 11, The Wonderful City of
Oz. Excerpt. Retrieved March 7, 2012, from http://www.literature.org/authors/baum-l-frank/the-wonderful-
wizard-of-oz/
30
READING
These strangers demand to see the Great Oz said the Guardian of the These strangers demand to see the Great Oz said the Guardian of the These strangers demand to see the Great Oz said the Guardian of the These strangers demand to see the Great Oz said the Guardian of the These strangers demand to see the Great Oz said the Guardian of the
67
7 Read the text again and answer these questions.
a. Who are the protagonists in this excerpt?
b. What is the main characteristic of the city they are visiting?
c. How do the people in the city seem to be?
8 Read the text once more and complete this event map.
What strategies
can I use to
understand a
narrative text?
Can I recognize
the correct
sequence of
events?
Reflection Spot
AFTER READING
9 In groups of four, compare your list in Exercise 1 and share the
answers to these questions with the rest of the class.
a. Do you have a favorite book?
b. What is your favorite genre?
c. Who is your favorite author?
b. Time a. Place
d. End c. Characters
Event map
Page 8
Read the extract of this
short story about a pianist
and answer the questions.
LET S READ!
68 UNIT 3
The Passive Voice LANGUAGE SPOT
1. Read these sentences paying special attention to the verb form
in bold.
a. The main role of the story is played by Dorothy.
b. The story begins when Dorothy is carried by a tornado.
c. The streets were lined with beautiful houses.
d. Green candy and green popcorn were offered for sale.
2. Discuss these questions in pairs.
a. What is special about this structure?
b. Why is it used?
c. What is the pattern?
d. How can you indicate a change of time, a different tense?
3. Complete this general rule.
The voice is used when the focus is on the
. It is not important or not known; however, who, or what
is performing the action.
4. Look at these examples of the Active voice and the Passive Voice.
Are the subjects performing or receiving the action? Discuss with
your partner.
a. Active voice: These strangers demand to see the great Oz.
b. Passive voice: Dorothy and her friends were dazzled...
10 What do you think happened next? Take a look at the text again,
and write a short paragraph with your ideas about what happened
with Dorothy and her friends. Make sure you include sentences in
the Passive Voice.
69
11 Complete these sentences using the Passive Voice and the
verbs in brackets.
a. Letters
(deliver ) by the postman at 8
every day.
b. This bag (find ) at
the bus-stop yesterday
evening.
c. A lot of English grammar
books (sell )
every year.
d. This portrait of Diego Rivera
(paint ) by
Frida Kahlo.
LETS CHECK
12 Complete these sentences in the Passive voice, using the verbs in
brackets. Ex: The bathroom is cleaned 3 times a day. (8 pts.)
a. Those books (write) by experienced authors.
b. The illustrations (draw) by well-known artists.
c. This program (use) to teach students how to
write stories.
d. Most of our books (sell ) by established bookshops.
0 - 2
Keep trying!
3 - 4
Good!
5 - 6
Very good!
7 - 8
Excellent!
70 UNIT 3
13 31 In pairs, use the expressions in the boxes to complete this
conversation about The Wonderful Wizard of Oz. Then, listen to the
recording and check.
amazing and incredible
extraordinary beautifully described
very intelligent very interesting
The Wonderful Wizard of Oz science-fiction fantasy stories
Mark: Hi, Sylvia! What are you reading?
Sylvia: . Have you read it?
Mark: Its the most book Ive ever read!
Sylvia: I find it too; the characters are .
Mark: Oh, yes. Dorothy is very, .
Sylvia: And the places are . I love !
Mark: I like them too, but I prefer .
14 Practice the dialog above with your partner, using information that is
true for you. Then, roleplay it in front of the class.
WRITING
15 Have a look at this review. Find the name of the review section for
each definition.
a. : the best, most interesting or most exciting part
of something.
b. : the main character in a play, movie, or book.
c. : the person who wrote a particular book.
d. : the series of events which form the story.
Kaspar, Prince of Cats
Author: Michael Morpurgo
Characters: Although this book is called Kaspar, Prince of Cats, the story is really about
a boy called Johnny Trott, who works at a hotel in London. Hes an orphan and works
really hard. Prince Kaspar Kandinsky, Prince of Cats, comes to stay with his interesting
owner, Countess Kandinsky. They befriend Johnny and then the adventures begin.
Plot: Johnnys life changes when he meets the Countess and Kaspar. He looks after the
magnificent cat and he makes friends with LizzieBeth, an American guest. Pretty soon,
events take Johnny and Kaspar all around the world.
Highlights: The story is so good that if you start it, youll want to keep on reading.
You will feel as if you were the protagonist. And there are some really cool
illustrations to go with it.
32
71
Editing checklist
about your work.
Punctuation
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
TAKE ACTION!
A chat with a star.
a. Think about a famous young artist you would like to chat with.
b. Write a short piece of chat with the questions you would like
to ask and his / her answers.
c. Role play the interview in front of your classmates.
16 Have a look at the review again.
a. Identify the paragraphs in which these themes are mentioned.
i. Description of main characters.
ii. Writers personal opinion.
iii. Description of main events.
b. Underline the expressions the writer uses to introduce his / her
personal opinion.
17 Choose a book you like, find information about it and, in your
notebook, make a list of:
- Name
- Author
- Characters
- Plot
- Highlights
18 Write a review of the book you have chosen.
a. Use the information in the chart and follow the model on Page 70
b. Use the Editing Checklist to check your work for mistakes.
c. Write a final version of the review on a separate sheet of paper.
d. Add a picture of the books cover, to illustrate it.
e. Exchange reviews with your classmates. If possible, publish it on
your class blog or notice board.
72 UNIT 3
1 A new character.- In groups of four students, read the text on Page 66 again, and think of a
new character for the story.
- Write a full description of your character, including physical descriptions and details of his/her
personality. Don't forget to give him/her a name. You can also draw him/her.
- Write a short paragraph, explaining the role of this character in the story.
- Share your descriptions with the rest of the class.
2 Imagine you are participating in the New Stars TV show.
a. Write an e-mail to a friend or to your parents telling them about your experiences at
the academy.
b. Include information about:
i. your duties;
ii. your activities;
iii. your coaches;
iv. any other interesting points you may want to include.
List of characteristics
Paragraph describing the
character (using connectors)
Share the description with
the class
73
3 Complete this chart about famous books. Would you like to read them? In your notebook,
number them from 1 to 8, in order of priority, and explain your priorities to your partner.
Name Author Characters
Harry Potter and the Goblet of Fire
Emilio Salgari Sandokan
Romeo and Juliet
20,000 Leagues under the Sea
J.R.R. Tolkien
Papelucho
Little Women Meg, Jo, Beth, Amy and Laurie
C.S. Lewis
Aslan, White Witch, Peter, Susan,
Edmund, Lucy
4 In your notebook, make a word map for music. Use words from this unit and add other words
you know. After this, compare your map to your partner's, and complement it with his/her
information. Create a final version with the whole class, draw it on a big piece of cardboard and
paste it on a wall in your classroom.
Styles
People
Music
Famous songs
Instruments
Professions
74 UNIT 3
UNIT CHECK
READING: SPOTLIGHT ON BEVERLEY KNIGHT
Singer and songwriter Beverley Knight began singing in church and she has performed in local
clubs since her late teens. Read this chat conversation between Beverly and some of her fans.
Created by: Publishing team.
Beverley Knight
More
33
H2o: How did you start out in music?
Bk: I started quite by accident. I had always sung, in church and
in school, and I was asked to be part of the entertainment at
a birthday party for a local radio station. Being a teenager,
I said yeah! And that was how I started!
Kellieg: What inspires you to write?
Bk: When I put pen to paper, Ive always got something to say
because thats how I feel. When Im writing songs, its about
an event that happened to me or something close to
my heart.
Rachel: I was wondering if you could tell me how you write songs.
Bk: Writing what I feel and how I feel is what I write about every
day.
Rona: What kind of music do you like?
Bk: Ah, my musical tastes are very diverse: from Outkast to Fly
and Stone, from Prince to Nirvana and Coldplay. I think
Alicia Keys is a great artist. I like a little bit of pop as well.
Rita: I really want to be a singer and be in films like Harry Potter,
but the main thing is I dont know how to achieve my
dreams.
Bk: Dont worry. It may be that your school or youth club have
things like a drama club, a dance class, something like that
you can get into. That would be a fantastic place to start,
somewhere to build up your confidence and obviously your
ability. Then, you can specify exactly what you want to go
into, acting, or singing, or dancing. You should try your hand
at everything: dance class, drama class. If your schools got
a production, it would be always brilliant to get yourself
started, get out there in front of an audience. There are
always talent scouts about.
75
1 Read the text and answer these questions, in your notebook.
a. What does Beverly Knight do?
b. When did she start singing?
c. Where does she take her inspiration from?
d. Does she have a favorite musical genre?
e. Who does Beverly think is a great artist?
2 Read the text again and choose the right answer.
a. Since she began singing, Beverly has become a great name in the
European / British / American industry.
b. Up to now, she has won an important award / no awards at all / two very
important awards.
c. She writes once a week / once a day / twice a week.
3 Read the text again and find this information.
a. Place where Beverly began singing: .
b. Prizes she has won: .
c. Event in which she was invited to participate: .
d. Two famous bands she likes: .
e. Places she suggests for starting a career: .
LISTENING - DISCUSSING THE RULES
4 34 Listen to two people talking about the New Stars Academy. Choose the
correct alternative for each sentence.
a. I wouldnt / couldnt get to the meeting.
b. Well stay here for three months / weeks.
c. Each week we will perform one of our own songs on a radio / TV show.
d. If you get the highest / lowest number of votes
e. Performing my own songs will be a great feeling / filling.
5 34 Listen to the recording again. Number the questions in the order you hear them.
a. Are there any rules?
b. Can I ask you a few questions?
c. Can you explain that, please?
d. What else would you like to know?
e. What happens if we can't sing like stars?
f. What would you like to know?
5 pts
5 pts.
3 pts
5 pts
6 pts
76 UNIT 3
2 pts.
5 pts.
4 pts.
8 pts.
8 pts.
0 - 13
Keep trying!
14 - 28
Good!
29 - 43
Very good!
45 - 51
Excellent!
51 pts.
TOTAL
6 34 Listen to the recording once more. Complete each sentence with one word.
a. Im here.
b. We must obey all the rules and attend all the .
c. Our are great!
d. Everyone here can .
LANGUAGE
7 Complete these sentences with much, many, or any.
a. Sarah hasnt visited places in her life, just 2 or 3.
b. These comic books are read by people around the world.
c. The director of the academy hasnt been around these last
few weeks.
d. Have you heard new songs lately?
8 Write sentences in the Passive Voice. Eg. Queen's park is visited by many people
everyday.
a. The Eiffel Tower / situate/ France.
b. The Harry Potter series / write / J.K. Rowling.
c. 32 pieces / use / in a game of chess.
d. Cold milk / serve / with tea / England.
SPEAKING
9 In pairs, role play an interview between a fan and a famous artist. Follow the
example on Page 74.
WRITING
10 Think of a TV program you like, and write a short review.
- Make a list of the good and bad aspects of the program.
- Write a short draft of your review, using connectors such as or, and, or but.
- Write a final version of your review, and share it with your classmates.
77
FINAL REFLECTION
your score
Never = 0
Sometimes = 1
Always = 2
If you get:
partner.
problems.
Identify them and ask your
teacher and / or a classmate for
help.
1 I can write three sentences expressing opinions about a book or
T.V. show I like.
a. .
b. .
c. .
2 I can write these sentences in the Passive Voice, in my notebook.
a. Meteorologists make the weather forecast every day.
b. Many people use social networks as communication tools.
c. People buy a lot of things through the Internet nowadays.
d. We print our books on recycled paper.
Listening
Reading
make predictions from the context
Speaking
express obligations, and needs.
talk about TV, music and literature
Writing
write a book review
a. .
b. .
78
read a teens advice webpage
listen to a classroom conversation
listen to a radio interview
Reading
information
extract specific information from a text
distinguish main ideas in paragraphs
Listening
information
discriminate sounds
recognize the sequence of information
Language
use modal verbs to express advice and
recommendations
use modal verbs to talk about possible future
situations
Speaking
express advice and recommendations
exchange information about teens problems
express future possibilities
Writing
write a short story about bullying
write a short paragraph about body image
You will also:
reflect on giving importance to our internal
and not only to our external appearance
reflect on the importance of worrying and
supporting friends who are in trouble
UNIT
BODY AND MIND
GETTING READY
1 Look at the pictures on Page 79. Which of the teenagers seem happy? Why?
2 Which of the teenagers might have a problem? What problems? In pairs, write list and compare
your answers in your group.
List:
3 Talk with your partner about what you would do in each of those situations. Share your
comments with other classmates.
79
80 UNIT 4
BEFORE YOU START
YOU CAN BEAT THEM!
LESSON 1
1 What do these sentences express? Write P (Permission), Po (Possibility), A (Ability),
Ob (Obligation), or Pr (Prohibition).
a. I can go to the beach.
b. I may go to the beach.
c. You mustnt smoke here.
d. It might rain this afternoon.
e. May I go now?
f. May we have some more cherry pie?
g. People must not smoke in public spaces.
h. You must be here before 8 oclock tomorrow.
i. May I borrow your pen?
j. You can't smoke here.
k. You may use my car.
l. May I smoke here?
2 Have a look at the visual clues. Complete the sentences expressing what is possible to happen.
Example:
a. It is cloudy.
.
c. This restaurant is very
elegant.
.
b. My father has a lot
of work.
.
d. Sean got up very
late today.
.
Sarah is staying in bed today.
It is possible that she is ill.
BODY AND MIND
81
WHY AM I IN SUCH A BAD MOOD?
LESSON 2
1 Match sentences a e with sentences i. v.
a. We dont want to get lost.
b. Were traveling to London next month.
c. It often rains in London.
d. This city is very dangerous.
e. Aunt Rosa is going to have a graduation party for Scott.
i. You shouldnt forget to take an umbrella.
ii. We should take a map with us.
iii. We should confirm our attendance.
iv. You shouldnt go off on your own.
v. You should visit The London Eye.
2 Whats the activity? Read the sentences below and decide which advice is for each activity.
Then, complete the pieces of advice with should or shouldnt.
scuba diving
Mountain
climbing
Skiing Wind-surfing Swimming Running
a. i. You should always wear a helmet and special boots.
ii. You go out if the weather is bad.
b. i. You always wear brightly
colored clothes.
ii. You go on the road, stay on the
pavement, or in a park.
c. i. You go out in a storm or at night
ii. You always stay close to the shore
but far from the rocks.
d. i. You go too deep.
ii. You check your equipment before
you go out on the boat.
Modals
Recommendations
Present simple
82 UNIT 4
YOU CAN BEAT THEM!
LISTENING
LESSON 1
BEFORE LISTENING
1 Answer these questions in pairs.
a. What is bullying?
b. How can bullying affect your life?
c. Do you know of any organizations that help people who are
being bullied?
2 Choose the situations in the list that are related to bullying. Have
you ever been involved in any of these situations? Explain.
a. People calling names b. Damaging belongings
c. Stealing money at school d. Threatening and intimidating
e. Making abusive phone calls f. Sending offensive phone texts
g. Posting insulting messages
on the Internet
BODY AND MIND
83
3 Talk to your partner. Copy and complete this definition of Bullying in
your notebook. Choose words from the boxes to complete it.
victim hurting school serious
actions stronger stopping
Bullying is somebody, either by words or ,
It usually takes place at , but it can happen anywhere. It
is usually inflicted by people who are than the ,
and it is considered a form of abuse. The victim usually
has a hard time what is happening to them.
4 You are going to listen to a recording about bullying. Read the title
of the lesson and look at the picture. What is the man doing? Circle
the best answer.
a. He is giving a lecture. c. He is giving instructions.
b. He is offering advice. d. He is telling a story.
5 Read the words in the Key Word Spot. Look up their meanings in a
dictionary. Then, choose 2 of the definitions and write sentences in
your notebook.
LISTENING
6 37 Listen to the recording and check your prediction in Exercise 4.
7 37 Listen to the recording again and circle the best alternative.
a. Talk to / Tell us about being bullied, Oliver.
b. When I was 15 / 16 I made a decision.
c. I think people realize it is a serious / universal problem.
d. You may visit our web page / site and see.
e. Have a look at our solutions / suggestions.
f. The easiest / hardest thing to do is not talk about it.
g. They dont realize that they offend / upset you.
h. You should tell someone you like / trust instead.
i. It was a horrible / terrible experience.
j. I dont have any / have some hard feelings towards them.
approach
beat
confident
issue
mess (v)
Key Word Spot
84 UNIT 4
8 37 Listen again and number the questions in the order you
hear them.
a. Do you think people take the issue seriously enough?
b. How do you feel about the bullies now?
c. How do you look back at the time when you were bullied?
d. How does your program help?
e. Whats your advice to people who are being bullied?
9 37 Listen once more. Are these statements true (T) or false (F)?
a. When he was a child, Olivers sister was bullied.
b. Oliver is 25 years old now.
c. Oliver is a successful businessman.
d. Oliver changed schools to make a new start.
e. Oliver thinks people dont take the problem seriously now.
f. The best thing to do is not to talk about bullying.
g. Oliver feels his past experience can help other people.
h. Oliver hates bullies.
AFTER LISTENING
May and might LANGUAGE SPOT
1. Read these sentences from the recording. Pay special attention to
the words in bold.
a. Have a look at our solutions - one might work for you.
b. If something makes you feel bad, you should talk about it. It
may help.
c. It might change your life.
2. What do the words in bold express?
a. A condition.
c. A possibility.
b. A reason.
d. A purpose.
We use and to express that it
is that something will happen. They are used
indistinctly, when talking.
BODY AND MIND
85
10 Look at the pictures on the side of this page and complete the
dialogs, using may or might.
Example:
A: Where is your brother? Its 1:30.
B: He may be having lunch.
a. A: When will your brother arrive?
B: .
b. A: Why doesnt Kate phone me?
B: .
c. A: What will the weather be like tomorrow?
B: .
d. A: Why is that man speaking English?
B: .
e. A: What will we do tomorrow evening?
B: .
LETS CHECK
11 What do you think will happen in your life in the next ten years?
Write 5 sentences trying to predict what your life will be like.
Consider these aspects:
- studies
- family
- personal
- professional
Example: I think I will study physics and become an astronomer.
(10 pts.)
a.
b.
c.
d.
d.
0 - 4
Keep trying!
5 - 6
Good!
7 - 8
Very good!
9 - 10
Excellent!
86 UNIT 4
PRACTICE ORAL
12 Work with your partner to complete the dialog below with the ideas
in the boxes.
every case is different
take this topic seriously
to help the people in trouble
is a very important problem
tell someone they trust
only one answer
think its not a problem
Whats your advice
A: Do you think people ?
B: I think people now realize that bullying .
A: What do you do ?
B: There is not , because .
A: to people who are being bullied?
B: They shouldnt . They
should . It might work.
13 38 Listen to the recording and check your answers. Then, practice
the dialog with your partner and role play it in front of your
classmates.
READING WRITING AND
14 Read this text about bullying and answer these questions.
a. What is the text narrating?
b. Who is narrating the story?
c. Is it a personal experience?
d. If Dennis hadnt died in an accident, how do you think the story
would have ended?
e. What is the piece of advice implicit in this text?
BODY AND MIND
87
Editing checklist
about your work.
Punctuation
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?
15 Answer these questions with your partner. Take notes in you notebook.
a. Have you ever suffered / witnessed / caused a bullying situation?
Narrate it.
b. Would you help a friend who is being bullied? How?
c. What advice would you give him / her?
16 Write a short story, using the information in Exercise 15.
- Write some ideas about the beginning, development and end of
your story, on a separate sheet of paper. Try to express your ideas
using full sentences.
- Put your ideas together using connectors. Then, write a draft of
your story, defining the paragraphs. Check your ideas are in
chronological order.
- Write a final version of your text. You can use a dictionary.
- Swap stories with a partner, so that you can read and check his/
hers, and viceversa.
- Give your story to your teacher, so that he/she can create a story
book of your class.
Adapted from: Cook, E. (2012, February 3). Dear Bully: 70 Authors Tell
Their Stories - Bullying Isnt Funny. Retrieved April 22, 2013, from http://
www.dearbully.com/
Ive always been funny. Its my
thing. Some people get beauty,
others sports ability, a lucky few
even get musical talent. Me? I cant
dance, sing, catch a ball, and no one
has called to make me a top model,
but I can make people laugh.
Being funny is a bit like your own
personal super power. It can be used
for good or evil. The question is,
what do you do with all that power?
Sometimes its easy to make fun of
someone who doesnt fit in, whos
different, or just plain weird.
In high school, I had a classmate
named Dennis. Dennis was pretty
dorky. He had terrible acne and
wasnt the best student. He was
always trying to fit in, but he
never did.
Dennis died in an accident. Everyone
was shocked and a few of us started
to cry. I wasnt crying because I was
sad he was gone. I cried because I
was ashamed. I knew I could have
been nicer. I could have used my
humor to turn the situation around
on the person making fun of him, but
I never did. I laughed at Dennis, not
with him.
I realized then that being funny
comes with responsibility; I had to
use it wisely. Bullies arent just the
people who shove someone around
or the one who makes the snotty
comment. Bullies are also the people
who stand on the side and laugh. I
promised myself I would never feel
that shame again. I would use my
humor for good, to make people
laugh with me, not at someone else.
I wanted to be a hero, not a villain.
Feel free to join me, the world can
always use another superhero, and
you dont even have to look good in
a Lycra suit.
Bullying Isnt Funny
39
88 UNIT 4
WHY AM I IN SUCH A BAD MOOD?
READING
LESSON 2
BEFORE READING
1 In pairs, think of typical reasons for teenage problems. Do you have
any problems related to these topics? Share with your partner.
money
body image addictions
friends stress
family relationships
2 What would you do if you had a serious problem? Range the
alternatives from 1 (the first option) to 5 (the last option). Compare your
answers with your partner.
get professional help
tell a friend
keep the problem to yourself
write to a magazines problem page
tell your parents
3 Take a quick look at the text on Page 90. Can you identify three
problems that will be discussed?
4 Take a look at the text again. What kind of text is it? Which are its
characteristics? What is its purpose?
5 Read the expressions in the Key Word Spot. Find them in the text
on Pages 90 and identify their meaning.
a. unkind d. fail
b. not innocent e. not obtaining what you want
c. stop making an effort f. lose control
lose my grip
guilty
let down
mean
give up
empty handed
Key Word Spot
BODY AND MIND
89
Abbie Emma Joe Priscilla
40
READING
6 Read the texts on Pages 90 quickly and check your predictions.
7 Read the texts again. Match the problems with the corresponding
piece of advice (I IV). You can check with the recording.
8 Read the texts carefully again and write the corresponding name.
a. should have a regular routine.
b. is suffering an eating disorder.
c. should accept an apology.
d. should change the place where he / she studies.
e. is experiencing changeable moods.
f. told a secret to a friend.
9 Read the texts again and circle the best answer for each question.
a. Why is Abbie starting to panic?
i. She knows exactly why she feels irritable.
ii. She is not sure why she feels down.
iii. She cant stop bullying.
b. How is Priscilla feeling?
i. She knows exactly why she feels irritable.
ii. She is not sure why she feels down.
iii. She likes to be on a roller coaster.
c. What does Joe think about what his friend did?
i. It was very funny.
ii. It was very embarrassing.
iii. It was not important.
d. What happened when Emma looked for on-line information?
i. She received good advice.
ii. She didnt find any.
iii. She found a lot.
Page 10
Read this extract of a
science fiction story about
bullying, and answer the
questions.
LET S READ!
90 UNIT 4
Joe, 15
I secretly like a girl in my class, and I
told my best friend. He promised not
to tell anyone, but he really let me
down. Now the whole class knows,
including the girl. They all think its
funny, but Im very embarrassed and upset. Should I stop
being friends with this guy? He said sorry, but I dont trust
him anymore.
Abbie, 16
Im trying to study for my exams, but
its hard to concentrate for long. I sit on
the bed with my books, but then I lie
down and fall asleep. And my parents
ask me to do things, or my friends call,
so I give up studying. Im starting to panic. What should
I do?
Priscilla, 15
I always find myself getting really
irritable for almost no reason or
suddenly I feel down without knowing
why. I often go from sadness to anger
or to joy in a matter of minutes. I feel
as though Im losing my grip. Why do I feel like being on an
emotional roller coaster almost all the time?
Emma, 16
Im a girl suffering from Bulimia
Nervosa. Only a few friends know,
but I am not getting anything from
them, and sometimes I feel they
dont care. I feel very embarrassed to
tell my family. I would greatly appreciate any advice. Ive
been looking on-line for hours trying to find info on eating
disorders, but have come up empty handed. Please help.
TEEN PROBLEM PAGE
To create blog Next blog Access SEARCH BLOG MARK BLOG
Adapted from: DArcy, L. (2012, March). Why am I in such a bad mood? Retrieved March 12, 2013,
from http://teenshealth.org/teen/your_mind/feeling_sad/bad_mood.html#
I.
Youd better not tell him any more secrets! But its silly
to end a good friendship because of a broken promise.
Its impossible for some people to keep a secret, and I
bet your friend feels very guilty and sad. You ought to
accept his apology.
II.
Its very normal to be nervous, but you should calm
down. Its helpful to have a regular routine - try to
study at the same time every day. And youd better
tell your friends and family so they dont interrupt
you. Sit down to work at a desk or table, and take a
break every half hour - get up and do something
different for five minutes. Good luck!
III.
This serious problem afflicts more than one out of 10 women at
some time in their lives and twice as many teens suffer from it. It
often involves more complex problems, such as strong emotions,
fear, guilt, shame, poor self-image, excessive perfectionism. If you
are suffering from an eating disorder, you should tell your family
and seek for professional help urgently.
IV.
Dealing with constant change and pressure is part of the answer.
Being a teen means struggling with identity and self-image. To be
accepted by friends feels extremely important. You feel you want
to be on your own and make your own decisions, but it can be a
time of confusion and conflict. It can take a while for teens - and
their families - to feel comfortable with the transition between
childhood and adulthood. You shouldnt worry too much.
ANSWERS
BODY AND MIND
91
AFTER READING
10 Answer these questions in your group. Take notes of your answers
and then share your comments with other groups.
a. Do you agree with all the advice offered?
b. If not, what would you suggest the teenagers do?
c. Have you ever been involved in a similar situation?
1. Read these sentences from the text.
a. You should try to ignore them and walk away.
b. You'd better not tell him any more secrets!
c. Should I stop being friends with this guy?
d. You shouldn't worry too much.
e. You ought to accept his apology.
2. What do these sentences express? Choose an alternative.
a. Orders.
b. Advice.
c. Instructions.
d. Facts.
3. Complete this rule:
When we want to give______ we use______, ______, or ______.
4. Find three more examples like those in Point 1 in the text and
copy them into your notebook.
Giving advice and recommendation LANGUAGE SPOT
11 Rewrite these sentences in your notebook, using the correct form of
the verb in brackets.
a. Its important to do your homework. (should)
b. He was rude to me. He should apologize. (ought to)
c. The music is very loud. We ought to turn it down. (had better)
d. Its wrong to borrow my things without asking. (should)
e. You should go to bed earlier. (ought to)
f. You should tell the teacher about your problem. (ought to)
Can I relate the
topic with my
own reality?
Can I offer
advice and
recommendations?
Reflection Spot
92 UNIT 4
LETS CHECK
12 Complete this piece of advice for a new student at your school. Use
should, shouldnt, ought to and had better, and the verbs in the boxes.
(7 pts.)
make follow go to sleep ignore say tell try
a. You sure your name is in the roll.
b. You late the night before.
c. You to remember your classmates names.
d. You that your last school was better.
e. You any useful advice your classmates give you.
f. I students who bully me?
g. I my teacher if I have a problem?
0 - 2
Keep trying!
3 - 4
Good!
5 - 6
Very good!
7
Excellent!
13 41 In pairs, complete these short dialogs based on the texts you
read. Then practice them with your partner. Compare with the
recording.You can invent more problems after that.
a. A: ?
B: You should accept his apology but youd better not tell him
any more secrets!
b. A: ?
B: You should calm down and take it easy.
c. A: ?
B: You ought to ignore people who bully you.
d. A: ?
B: Youd better try not to lose your temper and be patient.
e. A: ?
B: Youd better concentrate on what youre doing and not try to
do two things at the same time.
f. A: ?
B: You should tell her family and seek for professional help.
14 41 Listen to the recording again and practice the dialogs with your
partner. Role play them in front of your classmates.
BODY AND MIND
93
WRITING
15 Write a letter to an advice column.
a. Choose one of the problems in the pictures or your own ideas.
b. Make a list of the reasons why you need help with this particular
problem. Example: I cant think clearly, its affecting my health, etc.
c. Imitate the posts in the reading texts and write one yourself, asking
for advice. Make sure you use connectors, to join your ideas.
d. Write a draft of your letter, on a separate sheet of paper, using
this organizer as a guide.
e. Use the Editing Checklist to check your work for mistakes.
f. Write a final version on a separate sheet of paper, and exchange
the letter with a classmate.
Editing checklist
about your work.
Punctuation
with periods?
commas, etc.?
Sentences
make sense?
make them more
interesting?
Spelling
not sure about?

Address
Closing
Signature
Dear Name &of &the &recipient
Description &of &the &problem
Asking &for &a &solution
94 UNIT 4
1 Answer this quiz, calculate your score, and find out what your body image is (each answer
scores 1 to 3 points, as they are presented). Then, compare scores in your group.
a. When you look at yourself in the mirror, what
do you think?
i. Wow! I am hot!
ii. Hello, me!
iii. I need to lose 5 kilos!
b. A friend of yours starts complaining about how
fat he or she is. What do you say?
i. Yeah, you could lose some weight.
ii. You look great to me.
iii. Gosh, so am I! Lets go on a diet!
c. When you go to the beach or pool and you are
lying on your towel, what do you think?
i. I have the best body here.
ii. Being here is fun!
iii. I hope that no one notices how fat I look.
d. Your boyfriend or girlfriend compliments you
on how good you look. What do you say?
i. I know!
ii. Thanks!
iii. No, I dont look that great.
e. If you go on a date that isnt fun, what is
the reason?
i. Most boys or girls are boring.
ii. You didnt really get along with that person.
iii. You were not very nice.
f. When you exercise or go to the gym and you
work out longer than you planned, why is it?
i. You wanted as many people as possible to
see you in your cool new outfit.
ii. You were really enjoying exercising.
iii. You had to work off those extra calories
from lunch.
g. When would you feel the happiest?
i. When everyone thinks you are beautiful.
ii. When you have friends who care about you.
iii. When everyone likes you.
h. When you havent had a date in several
months, what is the most likely reason?
i. All those boys or girls are too stupid to know
what they are missing.
ii. You havent met anyone you really
like lately.
iii. Youre not good-looking or smart
enough yet.
i. When you look at a fashion magazine, what do
you think?
i. Im better-looking than those models.
ii. Hmm..., these clothes are cool.
iii. I wish I looked like those models!
j. Which is closest to how you feel about dieting?
i. Diet? Why improve upon perfection?
ii. I dont really diet. I like myself the way
I am.
iii. Dieting is good for me - the more I do it,
the better.
Are you worried about your body image?
42
When you look at yourself in the mirror, what When you look at yourself in the mirror, what When you look at yourself in the mirror, what
BODY AND MIND
95
2 Read Tim and Claires diaries for next week and exchange information about them with your
partner. Use may and might.
Your Score:
10-17 points
You look fantastic! No problems there. However, what you need to focus more on is your
appreciation of non-physical aspects of both yourself and others. Try making a list of non-
appearance related things you like about yourself and / or your friends, explore hobbies, do
volunteer work - theres more to you than meets the eye!
18-23 points
You have a solid appreciation of yourself and a good body image. Of course, like most people,
you feel insecure sometimes, proud others.
You need to be careful not to think of yourself as being either all good or all bad, but rather as
some combination of the two. Youre fantastic just the way you are!
24-30 points
This score indicates a preoccupation with body image and the opinions of others. You are a
unique and special person and have a right to be proud of who you are - as you are.
There is no such thing as physical or personal perfection. Try planning some activities that
highlight your appreciation of yourself:
Paste a sign over your mirror that says: Hi, Gorgeous!
Take a bubble bath.
Make a list of things you like about yourself or of things you do well.
Get a massage.
In short, give yourself some love - you deserve it!
Day Tim
Monday Cinema with Bob
Tuesday Play football
Wednesday Radiohead concert
Thursday Stay at home
Friday Disco
Saturday Birthday party at Susans
Sunday Go to the football match
Day Claire
Monday Study for math test
Tuesday Visit aunt Maggie
Wednesday Radiohead concert
Thursday Go to the dentist
Friday Meet friends
Saturday Stay at home
Sunday Watch movies on TV
BODY AND MIND
96 UNIT 4
UNIT CHECK
READING
Lots of teens are critical of their bodies. Normal
concerns about body image can cross the line and
become eating disorders when a person starts to do
things that are physically and emotionally dangerous
- things that could have long-term health
consequences.
How do you know if a friend has an eating disorder?
Some of the signs that a friend may have an eating
disorder include:
He or she has an obsession with weight and food.
He or she knows exactly how many calories and fat
grams are in everything that he or she eats.
He or she feels the need to exercise all the time,
even when sick or exhausted.
He or she avoids hanging out with you and other
friends during meals.
He or she starts to wear big or baggy clothes.
Someone who wears baggy clothes to hide their
shape might hide other concerns.
He or she goes on dramatic or very restrictive diets,
cuts food into tiny pieces, moves food around on
the plate instead of eating it, and is very precise
about how food is arranged on the plate.
He or she seems to compete with others about how
little they eat.
He or she goes to the bathroom a lot, especially
right after meals, or you've heard him or her
vomiting after eating.
Despite losing a lot of weight, he or she always talks
about how fat he or she is.
He or she appears to be gaining a lot of weight
even though you never see him or her eat (people
with bulimia often only eat diet food in front of
their friends).
He or she is very defensive or sensitive about his /
her weight loss or eating habits.
He or she buys or takes laxatives, steroids, or diet
pills.
He or she has a tendency to faint, bruises easily, is
very pale, or starts complaining of being cold more
than usual.
If a friend has some of these symptoms, you might
talk to him or her, privately, about what you've
noticed. Tell your friend that you're worried. Be
gentle, and try to be really supportive of your friend
and what he or she is going through.
If your concerns increase, talk to your parents, the
school counselor, or even your friend's parents. It
can feel like betraying a friend, but it's often
necessary to get a friend the help he or she needs.
Being a supportive friend also means learning how
to behave around someone with an eating disorder.
Here are some ways to support a friend who is
battling an eating problem:
Try your best not to talk about food, weight, diets,
or body shape.
Focus on your friend's strengths - that he or she has
a great smile, is helpful and friendly, or good at
math or art, etc.
Try to avoid focusing on
how your friend
looks physically.
Most important, remind
your friend that you're
there no matter what and
you want to help him or
her get healthy again.
Eating disorders
Adapted from: CBBC Newsround. Eating problems. What are eating problems? (2010, February 19)
Retrieved March 12, 2013, from http://news.bbc.co.uk/cbbcnews/hi/newsid_1740000/
newsid_1742500/1742500.stm
43
BODY AND MIND
97
1 Read the text quickly and circle the best answer. What is the purpose of the text?
a. To tell a story. b. To explain a problem. c. To offer advice.
2 Read the text again. Are these statements true (T), false (F), or not mentioned
(NM)?
a. Eating disorders could have serious health consequences.
b. Only girls can suffer eating disorders.
c. If your friend doesnt want to talk about what he / she eats, he / she
might have an eating disorder.
d. To talk to his / her parents means to betray your friend.
e. It is advisable to talk about foods, calories and diets to make your friend
feel better.
3 Read the text once more and answer these questions in your notebook.
a. When do normal concerns about body image become eating disorders?
b. Can you mention three symptoms of an eating disorder?
c. What can you do if your concerns increase?
LISTENING: WHY DO WE WORRY ABOUT BODY IMAGE?
4 44 You are going to listen to an interview about body image. Are these
statements true (T) or false (F)?
a. Dr. Paula Reynolds works in the USA.
b. This is a morning program.
c. All models and actresses have the body of healthy women.
d. Both boys and girls are affected by this problem.
e. Beauty companies are now using normal models.
5 44 Listen to the recording again. Number the sentences in the order you hear them.
a. Is this problem only affecting girls?
b. Talk to someone you trust.
c. That means most of them are underweight.
d. What can we do to make ourselves feel better?
6 44 Listen to the recording once more. Complete each paragraph with words from
the boxes.
a. A recent showed that of the girls aged eight to
want to look like they see in the and out of ten
of them think they would be if they were thinner.
1 pt.
5 pts.
6 pts.
5 pts.
4 pts.
6 pts.
half happier media six sixteen survey women
BODY AND MIND
98 UNIT 4
b. Some beauty now want to use more normal people - not
thin models to show you dont have to be skinny and
to be gorgeous. Some are trying out body image classes; their aim
is to get to feel more about themselves, and about
each of them.
companies glamorous very positive schools students
LANGUAGE
7 Read the list of situations and write a sentence giving advice or a recommendation
for each.
a. Mark has got a headache.
b. Jenny got a bad mark in the last English test.
c. Its late at night and Simon is still watching TV.
d. Some students are saying bad things about Patrick.
8 Answer these questions using may or might.
a. Why is Patricia studying so hard?
b. Why will your father arrive late?
c. Why are you taking your umbrella?
d. Why doesnt Phil answer the phone?
SPEAKING
9 In pairs, imagine that you are interviewing a famous fortune teller. Exchange
information about what he predicts for next year.
WRITING
10 45 Choose one of these problems and reply to it offering advice and support.
Hey guys, Im 15 years old, OK maybe this will sound really stupid, but I am so confused. I
dont know who I am anymore, I am depressed all the time, and I cant take the pressure of
school and all my extra classes. Im trying really hard to get along with my family, trying not to
lose more friends in school, trying not to fail (school is really hard, lots of works, lots of
subjects), and trying to keep up with ballet, hip hop, and piano, but I think I just cant take it,
I need to figure out who I am, I just want to start being happy already. Any advice or support??
Please someone
Im getting strange calls and stuff. Any help? And I am now 14.
Hey, for about three months now Ive been getting really strange calls, texts and mail. The sms
and e-mails usually say that I am ready for you now. And when this person calls me, she just
whispers weird things. I know it is a female, because I can hear it in her voice. I am really
starting to get frightened. What should I do?
6 pts.
4 pts.
10 pts.
10 pts.
0 - 13
Keep trying!
14 - 28
Good!
29 - 46
Very good!
47 - 57
Excellent!
57 pts.
TOTAL
BODY AND MIND
99
FINAL REFLECTION
Listening
extract specific information from a recording
Reading
identify and extract specific information
Speaking
offer advice and recommendations
exchange information about possible situations in the future
Writing
write a short piece of advice
write a short paragraph about body image
1 I can offer advice to a friend who has been a victim of bullying.
2 I can write three sentences using may / might to express future
possibilities about my life.
your score
Never = 0
Sometimes = 1
Always = 2
If you get:
partner.
problems
a. .
b. .
BODY AND MIND
100
ANSWERS
Unit 1: Teen Life
Before you start
Lesson 1
1 will be, will fly, will travel, will have, will take.
2 a. He is going to play tennis with Linda. b. She is going to
have her first driving lesson. c. They are going to meet
Cristina. d. She is going to go to the gym. e. They are
going to study math.
Lesson 2
1 a. 4. b. 1. c. 3. d. 2.
Lesson 1: Teenage talk
1 COMPUTERS / FASHION / FRIENDS / MUSIC / PARTIES /
SPORTS / VIDEOGAMES
C N C W H K M Y N N J Z T S S
N S B G I Y Q I O S I P E S Y
S E M A G O E D I V P I D M M
S S E H R X U J H F T O E J Q
Q R C X L L K I S R L Z R K W
R Z N S I U I S A M P K I T K
W P T E R O B P F F R X S K S
V F N B A E P Z D O Z Z Q S R
S O W O Z B T W J Q Z N K P K
V A M U U F F U B X J I B Y L
F R I E N D S M P X H Q F I Y
Y W X X J V B U I M T Y G K X
Q Z D Z O B U S U K O B B H D
F Y V B G T X I O U E C U Y W
S C J P O S K C H K U K P R K
4 a. fed up; b. look forward to; c. wool
5 a. Yes, he does. b. Hes from Chicago, in the USA.
c. He likes skateboarding, playing the guitar and listening
to music. d. He cares about the environment.
6 a. friends; b. The Amazing Life of Birds;
c. older; d. homework; e. one week.
7 look for a girlfriend (1); play the drums (3); talk about
music (2); wear a nice jacket (4)
8 a. He lives in the suburbs of Chicago.
b. Skateboarding, play the drums, listen to music, go
to clubs.
c. History, Spanish and computer science.
d. Answers will vary.
Language Spot
We use the Present Progressive to talk about temporary
events and
about what is happening now.
We can also use the Present Progressive to talk about future
plans and arrangements.
9 a. does, do, He / She plays. (3) b. is, doing, is organizing.
(2) c. do, eat, drink (1)
Name City School Likes Plans
Jay Star Boston Saint Joseph
Music; playing
the guitar
Gigging this
Saturday at Fenneys.
Brummie Bex Chicago Benton Harbor
Sports; chatting
on the Internet
Camping on the beach with
friends.
Lesson 2: Typical teenagers
2 Answers may vary.
5 folks: members of your family, especially your parents.
fume: to be very angry about something. mean: angry.
swear: to use rude or offensive language. unfair: unjust.
utterly: totally, very.
6 a. Authors complaining about teenagers.
7 a., d., e., f.
8 1 They talk for hours on end, what theyll think on next.
2 Talking to a friend or sending them a text. 3 Their
music cracks the ceiling. 4 Theyll leave their room a
mess and give cleaning it a miss.
5 And more time in their room.
6 Talking to a friend.
9 a. (7) b. (9) c. (1, 2) d. (3)
Language Spot
1. a. and. b. or. c. a contrast.
3. We use but when we want to express a contrast between
two ideas.
We use and when we want to express additional ideas.
We use or when we want to express alternative ideas.
11 a. Teenagers sleep a lot but they are always sleepy, anyway.
b. Teenagers dont talk with their parents but they talk a
lot with their friends.
c. Teenagers like music and sports.
d. Teenagers like to be with friends or to spend a lot of
time in their rooms.
13 a. or; b. and; c. but; d. but; e. and.
101
14 bold, loud, blunt, brave, shy, quiet, ashamed, afraid
Your English in Action
1 A: What do you generally do on Friday evenings?
B: I usually go to the movies.
A: How are you feeling right now?
B: Im tired. I have so much homework.
A: What are your favorite subjects at school?
B: I like Spanish and Math.
A: What are you doing next weekend?
B: I am doing sports and going to a disco with my friends.
A: What are you wearing today?
B: Im wearing jeans, sneakers and a fleece jacket.
A: What do you like to do with your friends?
B: I like to go skating, going to parties and doing sports.
3 Sonias favorite clothes and accessories are pink mini
skirts, pink tops, platform boots, false eyelashes, glitter
and pink lipstick. She likes them because she thinks she
looks really cool, but her mother 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.
Unit Check
READING - TWO CULTURES
1 a. The girl lives in Shanghai, in China. The boy lives
in Seattle, in the USA.
b. She goes to her sports club to do judo or play baseball
and tennis. He plays video games.
c. She takes the subway.
d. He gets up at 7:00 in the morning.
e. Snoop Dogg is his favorite singer.
2 a. True; b. False; c. True; d. False; e. False.
3 Answer will vary.
LISTENING - DIAMOND LAMOUR'S LIFE
4 a. False; b. False; c. False; d. False; e. True.
5 a. a. fourteen; b. meets; c. Jake; d. excited; e. world.
6 1 d.; 2 a.; 3 c.; 4 b.; 5 e.
7 i. am playing. ii. am buying. iii. am working. iv. are
visiting. v. am helping. vi. Is getting, are having.
SPEAKING
Task Score Language Score Interaction Score
Your
Score
Appropriate questions
and answers to
exchange personal
information.
3
Practically
no
language
mistakes.
1
Fluid interaction,
good pronunciation,
no hesitation.
1
Mostly appropriate
questions and
answers to exchange
personal information.
2
Very few
language
mistakes.
1
Fluid interaction, a
few pronunciation
mistakes, a minimum
of hesitation.
1
A few questions and
answers to exchange
personal information.
1
Some
language
mistakes.
1
Fluid interaction,
some pronunciation
mistakes, some
hesitation.
1
Very poor questions
and answers to
exchange personal
information.
1
A lot of
language
mistakes.
0
Interaction affected
by pronunciation
mistakes and a lot of
hesitation.
0
WRITING
Your
Score
Wrote the reply and
provided all the
required information.
4
Practically no
grammar or
vocabulary
mistakes.
1
Correct spelling
and format.
1
Wrote the reply and
provided most of the
2
Very few
grammar or
vocabulary
mistakes.
1
A few spelling
mistakes and
slightly incorrect
format.
1
Wrote the reply and
provided some of the
1
Some
grammar or
vocabulary
mistakes.
1
Several spelling
mistakes and
rather incorrect
format.
1
Tried to write the
reply but provided
very few of the
1
A lot of
grammar or
vocabulary
mistakes.
0
A lot of spelling
mistakes and
incorrect format.
0
102
Unit 2: Technology and inventions
GETTING READY
2 Work / Study Leisure (Free time)
calculator cellular phone
cellular phone computer
computer credit card
camera DVD
jet plane bicycle
microwave oven camera
jet plane
Before you start
Lesson 1
1 a. ii. b. iii. c. i.
2 Phil wants to go to the cinema but I dont like that movie.
I cant sleep so Ill drink a glass of warm milk.
Sheila went to the disco but she didnt dance.
My brother plays tennis and baseball.
Devin studies Spanish and Italian.
Carol didnt invite him so Jules didnt go to her birthday
party.
4 a. and. b. but. c. so.
Lesson 2
1 a. Anna danced all night.
b. Charles cooked lunch.
c. Emily and Eddie watched a movie.
d. Gina talked to a friend.
e. Jill and Nick had a picnic.
f. Maggie played the piano.
g. Dan sang at the theater.
h. Sheila rode her horse.
Lesson 1: Technology update
3 a. C - pen - picture 5; b. TIVO - picture 2; c. Thought
control remote - picture 4.
4 a. TiVo; b. Thought control remote; c. C-pen; d. Thought
control remote
7 a. 2; b. 3; c. 1
8 a. False; b. True; c. False; d. False;
e. True; f. True
9 a. Sports lovers
b. The Thought Remote Control can be controlled only
with the mind.
c. The scanner.
Language Spot
2. a. contrast.
Linking words such as although, though, while, and
however indicate between ideas.
Although, though. However. While.
10 Answers will vary.
11 gadget, allows, listen, has, portable, bag, conversations.
19 Across: 1. gadget; 4. remote control; 5. PC; 7. scanner; 8.
keyboard Down: 2. television; 3. screen; 6. Mouse
Lesson 2: Popular teenage inventions
2 The three inventions were created by teenagers.
3 Picture 1: Quizlet. Picture 2: Hands on hand-clap game.
4 Clap: to hit your open hands together several times to
show that you approve of or have enjoyed something.
(aplaudir)
Skill: a particular ability or type of ability. (habilidad,
capacidad)
Tool: an instrument that you hold in your hand and use for
making or repairing things. (herramienta)
Launch: to start an activity, especially an organized one.
(lanzar, comenzar)
5 c. d.
7 a. - ii.; b. i.; c. iii.; d. ii.; e. ii.
8 a.: iv.; i.; ii.; v.; iii.. b.: iv.; iii.; ii.; i.
9 a. It stands for By Kids for Kids. Its an acronym.
b. It is a model of the final product.
c. You can enter vocabulary words, history dates,
science facts.
d. To look at everyday life and invent something to
improve it.
Language Spot
2. a. Two. b. A reason.
3. We can use the word because to join two ideas that express
a reason and a cause. We use because to introduce the
sentence that expresses the reason.
11 a. The children cant go to the beach because its raining.
/ Because its raining, the children cant go to the beach.
b. Pauls car didnt start because it broke down. /
Because it broke down, Pauls car didnt start.
c. My sister got up very early because she has to study. /
Because she has to study, my sister got up very early.
d. I cant eat that huge sandwich because its too big. /
Because its too big, I cant eat that huge sandwich.
e. Sarah is sleepy because she went to bed late. /
Because she went to bed late, Sarah is sleepy.
103
f. My father will arrive late to work because he missed
the bus. / Because he missed the bus, my father will
arrive late to work.
16 a. Because Jim was hot and tired, he sat under a tree in
the garden. /Jim sat under a tree in the garden
because he was hot and tired.
b. Because she was very thirsty, my mother drank some
tea. / My mother drank some tea because she was
very thirsty.
c. Susan hurried up because she was late for school. /
Because she was late for school, Susan hurried up.
d. Because the weather is cold, my father is wearing a
heavy coat. / My father is wearing a heavy coat
because the weather is cold.
e. Dan cant reach the top shelf because he isnt very tall. /
Because he isnt very tall, Dan cant reach the top shelf.
f. Children can easily identify Italy on a map because it
has the shape of a boot. / Because it has the shape of
a boot, children can easily identify Italy on a map.
g. My sister has a sore throat because she shouted loudly
at the game. / Because she shouted loudly at the
game, my sister has a sore throat.
h. Helen is putting on her nicest dress because she is
going to a party. / Because she is going to a party,
Helen is putting on her nicest dress.
3 1900 - automobile; 1901 - vacuum cleaner;
1902 - electric typewriter; 1903 - airplane;
1911 - refrigerator; 1920 - credit card; 1927 - television;
1956 correction pen; 1973 - Internet;
1980 - CD; 1983 - cell phone; 1986 - MP3 player
Unit Check
READING THE LIFE OF A TEEN INVENTOR
1 c.
2 a. They require pieces of trash and drugstore supplies.
b. He has designed bunkers, tree houses, robots and
caffeinated cereal.
c. He thinks it is a constructive activity.
d. By playing video games.
3 a. His garage.
b. The glove.
c. Six hours every weekend.
d. An electric boat powered by solar panels.
4 a. ii, b. ii, c. ii., d. ii, e. i.
LISTENING THE GARBAGE EATER AND THE HUMAN
ROBOT
5 a.
6 a. 2,000; b. five; c. work; d. made
Can Cant
The garbage eater
change garbage into drugs or alcohol.
change garbage into a human or an animal.
The human robot
clean the house.
help with homework.
7
8 b. e. a. d. f. c.
LANGUAGE
a. Because it was raining, the match was postponed.
b. Glenda is a clever student. However, she doesnt receive a
scholarship.
c. All the shops are closed because its a holiday.
d. The new student is very good at grammar. Besides, she is
very good at writing.
e. My sister has blue eyes, while my eyes are brown.
SPEAKING
Your
Score
Appropriate
exchange of
information about
an invention.
3
Practically
no language
mistakes.
3
Fluid interaction,
good pronunciation,
no hesitation.
2
Mostly appropriate
exchange of
information about
an invention.
2
Very few
language
mistakes.
2
few pronunciation
mistakes, a minimum
of hesitation.
2
A few questions and
answers to exchange
information about
an invention.
1
Some
language
mistakes.
1
Fluid interaction,
some pronunciation
mistakes, some
hesitation.
1
Very poor questions
and answers to
exchange
information about
an invention.
0
A lot of
language
mistakes.
0
by pronunciation
hesitation.
0
WRITING
Your
Score
Wrote the description
providing all the
3
Practically no
grammar or
vocabulary
mistakes.
3
Correct spelling
and format.
2
providing most of the
2
Very few
grammar or
vocabulary
mistakes.
2
A few spelling
mistakes and
slightly incorrect
format.
1
but provided some of
the required
information.
1
Some
grammar or
vocabulary
mistakes.
1
Several spelling
mistakes and
rather incorrect
format.
1
Very poor description
without providing the
0
A lot of
grammar or
vocabulary
mistakes.
0
A lot of spelling
mistakes and
incorrect format.
0
104
Unit 3: Music and literature
Before you start
Lesson 1
1 Across: 2. (rhythm), 3. (music), 6. (solo)
Down: 1. (lyrics), 3. (musician), 4. (chorus), 5. (song)
Lesson 2
1 1: Childrens stories. 2: Economy. 3: Love novel.
4: Science fiction. 5: History. 6: Biography. 7: Drama: Cuisine.
1 Answers.
a. Macbeth, b. Slow cooker recipes, c. Charles Dickens,
a life.
Lesson 1: New Stars
3 audience: c.; coach: b.; contestant: a.; fit: e.; pretend: d.
4 a. 5 c. 6 a. iii.; b. i.; c. ii.
7 a. People will learn to sing and compose.
b. If they get the lowest votes, they will leave the program.
c. They feel very good, they think it's a great feeling.
9 a. Adam; b. Spencer; c. Adam; d. Savannah; e. Spencer;
f. Savannah.
10 a. iii.; b. i.; c. iv.; d. ii.
Language Spot
2. b.
3. We use words such as much, many, some, a few, to express
quantity.
11 Anne: a lot of, many, much. Malcom: a lot of, much, a few.
13 Can I ask you; need to; Id like to know; six weeks; How
about the rules?; must obey; attend all classes; Tell me
about; us to develop our talents; to work hard.
15 a. ii. b. Friends (friendship).
18 a. Yes. It has the same topic. b. No. c. Friends are a gift of
life. d. Someone you can count on.
Lesson 2: We want you to read!
2 They are all writers.
3 Fantasy.
4 a. 1. b. 4. c. 2. d. 6. e. 3. f. 5.
6 b., d., e., c., f., a.
7 a. Dorothy and her friends.
b. Everything is green.
c. They seem to be happy, contented, and prosperous.
8 a. The City of Oz. b. Not mentioned. c. Dorothy, the Guard.
d. Dorothy and her friends remained in the Palace until
they met Oz.
Language Spot
3. The Passive voice is used when the focus is on the object.
It is not important or not known; however, who, or what is
performing the action.
11 a. are delivered. b. was found. c. are sold. d. was painted.
12 a. were written. b. were drawn. c. is used. d. are sold.
13 The Wonderful Wizard of Oz, mazing and incredible, very
interesting, extraordinary, intelligent, beautifully described,
fantasy stories, science-fiction.
14 a. Highlights. b. Protagonist. c. Author. d. Plot.
Name Author Characters
Harry Potter and the Goblet of
Fire
J.K. Rowling
Harry Potter, Hermione,
Prof. Dumbledore
Sandokan, the tiger of Malaysia Emilio Salgari Sandokan
Romeo and Juliet William Shakespeare Romeo and Juliet
20,000 Leagues under the Sea Julio Verne Captain Nemo
The Lord of the Rings J.R.R. Tolkien Lebolas, the Hobbit
Papelucho Marcela Paz Papelucho
Little Women Louise M. Alcott
Meg, Jo, Beth, Amy y
Laurie
Narnia Chronicles C.S. Lewis
Aslan, White Witch,
Peter, Susan, Edmund,
Lucy
2
Unit Check
READING - SPOT LIGHT ON BEVERLEY KNIGHT
1 a. She is a singer and a composer.
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.
2 a. British; b. two very important awards; c. once a day.
3 a. the church; b. best artist, best album; c. birthday party
for a local radio station; d. Nirvana, Coldplay; e. drama
club, dance classes.
105
LISTENING - DISCUSSING THE RULES
4 a. couldnt; b. months; c. TV; d. lowest; e. feeling.
5 b.; f.; c.; a.; e.; d.
6 a. new; b. classes; c. co aches; d. sing.
LANGUAGE
7 a. many. b. many. c. much. d. any.
8 a. The Eiffel Tower is situated in France.
b. Harry Potter series are written by J.K. Rowling.
c. 32 pieces are used in a game of chess.
d. Cold milk is served with tea in England.
SPEAKING
Your
Score
Appropriate role-
playing of an
interview.
3
Practically
no language
mistakes.
3
Fluid interaction,
good pronunciation,
no hesitation.
2
Mostly appropriate
role-playing of an
interview.
2
Very few
language
mistakes.
2
few pronunciation
mistakes, a minimum
of hesitation.
2
A few questions
and answers to
role-play an
interview.
1
Some
language
mistakes.
1
Fluid interaction,
some pronunciation
mistakes, some
hesitation.
1
Very poor questions
and answers to
role-play an
interview.
0
A lot of
language
mistakes.
0
by pronunciation
hesitation.
0
WRITING
Your
Score
Wrote the review
providing all the
3
Practically no
grammar or
vocabulary
mistakes.
2
Correct spelling
and format.
2
Wrote the review
providing most of the
2
Very few
grammar or
vocabulary
mistakes.
1
A few spelling
mistakes and
slightly incorrect
format.
1
Wrote the review but
provided some of the
1
Some
grammar or
vocabulary
mistakes.
1
Several spelling
mistakes and
rather incorrect
format.
1
Very poor review
without providing the
0
A lot of
grammar or
vocabulary
mistakes.
0
A lot of spelling
mistakes and
incorrect format.
Unit 4: Body and mind
Before you start
Lesson 1
1 a. A. b. Po. c. Pr. d. Po. e. P. f. P. g. Pr. h. Ob. i. P. j. Pr.
k. Po. l. P.
2 a. It is possible that it will rain.
b. It is possible that he will come home late today.
c. It is possible that it is very expensive.
d. It is possible that he is late.
Lesson 2
1 a. ii. b. v. c. i. d. iv. e. iii.
2 a. mountain climbling ii. shouldnt.
b. running i. should ii. should.
c. wind-surfing i. shouldnt ii. should.
d. scuba diving i. shouldnt ii. should.
Lesson 1: You can beat them!
2 All of the situations in the pictures are related to bullying.
3 Bullying is hurting somebody, either by words or actions.
It usually takes place at school, but it can happen
anywhere. It is usually inflicted by people who are
stronger than the victim, and it is considered a serious
form of abuse. The victim usually has a hard time
stopping what is happening to them.
5 approach - to come near to somebody or something
beat - to get control of or defeat something
confident - feeling sure about your own ability
issue - an important topic or problem/worry
mess - a dirty or untidy state or a situation full of problems
6 b. He is offering advice.
7 a. Tell us about being bullied Oliver.
b. When I was 15 I made a decision.
c. I think people realize it is a universal problem.
d. You may visit our web-page and see.
e. Have a look at our solutions.
f. The easiest thing to do is not talk about it.
g. They don't realize they upset you.
h. You should tell someone you trust instead.
i. It was a horrible experience.
j. I don't have any hard feelings towards them.
8 a., d., e., c., b.
106
9 a. False. (He was bullied when he was a teen).
b. False. (He's 23). c. True. d. True.
e. False. (He thinks people realize bullying is a universal
problem).
f. False. (It's better to talk about the problem).
g. True
h. False. (He doesn't have any hard feelings towards them).
Language Spot
2. c.
3. We use might and may to express that it is a possibility
that something will happen.
10 a. He may arrive on Sunday.
b. She might be at the cinema.
c. It may rain.
d. He might be American, British or Australian.
e. We may go to the disco.
11 Answer will vary.
12 A: Do you think people take this topic seriously?
B: I think people now realize that bullying is a very
important problem.
A: What do you do to help people in trouble?
B: There is not only one answer, because every case
is different.
A: What's your advice to people who are being bullied?
B: They shouldn't think it's not a problem. They should
tell someone they trust; it might work.
14 a. A personal experience with bullying.
b. One of the bullies.
c. Yes.
Lesson 2: Why am I in such a bad mood?
4 d.
5 a. mean b. guilty c. give up d. let down e. empty handed
f. Lose my grip
6 Problems that are discussed: study problems, eating
disorders, adolescence problems, love problems.
7 Abbie - II., Joe - I., Emma - III., Priscilla - IV.
8 a. Abbie. b. Emma. c. Joe. d. Abbie. e. Priscilla. f. Joe.
9 a. i. b. ii. c. ii. d. ii.
Language Spot
2. b.
3. When we want to give advice we use should, ought to or
had ('d) better.
11 a. You should do your homework.
b. He was rude to me. He ought to apologize.
c. The music is very loud. We'd better turn it down.
d. You shouldn't borrow my things without asking.
e. They'd better not be late for school on their first day.
f. You ought to go to bed early.
g. You ought to tell your teacher if you have a problem.
12 a. You should / ought to / had better make sure your
name is in the roll.
b. You shouldn't go to sleep late the night before.
c. You should / ought to / had better try to remember your
classmates' names.
d. You shouldn't say that your last school was better.
e. You should / ought to / had better follow any useful
advice your classmates give you.
f. Should I ignore students who bully me?
g. Should I tell my teacher if I have a problem?
Unit Check
READING - EATING DISORDERS
1 c.
2 a. True. b. NM. c. True. d. False. e. False.
3 a. When a person starts to do things that are physically
and emotionally dangerous.
b. Any three from the list on page 98, marked with bullet
points.
c. You can talk to your parents, the school counselor, or
even your friend's parents.
LISTENING - WHY DO WE WORRY ABOUT BODY
IMAGE?
4 a.True. b. False. c. False. d. True. e. True.
5 c., a., d., b.
6 a. A recent survey showed that half of the girls aged 8
to 16 want to look like women they see in the media
and six out of ten of them think they would be happier
if they were thinner.
b. Some beauty companies now want to use more
normal people - not pencil thin models - to show you
don't have to be skinny and glamorous to be
gorgeous. Some schools are trying out body image
classes; their aim is to get students to feel more
positive about themselves, and about each other.
107
7 Possible Answers:
a. You should take an aspirin / go to bed / have a rest.
b. She ought to study more for the next test / shed better
study.
c. He'd better go to bed / turn off the TV.
d. They should stop saying bad things about Patrick / they
shouldnt talk about other people.
8 Possible Answers:
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.
SPEAKING
Your
Score
Appropriate role-
playing of an
interview.
4
Practically no
language
mistakes.
3
Fluid interaction, good
pronunciation, no
hesitation.
3
Mostly
appropriate role-
playing of an
interview.
3
Very few
language
mistakes.
2
few pronunciation
mistakes, a minimum
of hesitation.
2
A few
questions and
answers to role-
play an interview.
2
Some
language
mistakes.
1
Fluid interaction,
some pronunciation
mistakes, some
hesitation.
1
Very poor
questions
and answers to
role-play an
interview.
1
A lot of
language
mistakes.
0
by pronunciation
hesitation.
0
WRITING
Your
Score
Wrote the reply
offering advice
and support.
4
Practically no
grammar or
vocabulary
mistakes.
3
Correct spelling and
format.
3
Wrote the reply
following most of
the indications.
3
Very few
grammar or
vocabulary
mistakes.
2
A few spelling
mistakes and
slightly incorrect
format.
2
Wrote the reply
following some of
the indications.
2
Some
grammar or
vocabulary
mistakes.
1
Several spelling
mistakes and rather
incorrect format.
1
Tried to write the
reply, but
followed very few
of the indications.
1
A lot of
grammar or
vocabulary
mistakes.
0
A lot of spelling
mistakes and
incorrect format.
0
108
THEMATIC INDEX
TOPICS
Teens interests and favorite activities 10
Typical attitudes 16
Technological devices 32
Teenage inventions 38
Accidental inventions 45
TV programs 56
Fantasy literature 64
A book review 70
Bullying 82
Teenage problems 88
LANGUAGE
The Present Progressive for future plans 12
Connectors and, but, or 19
Linking words although, however, while, though 34
Relative clauses with because 41
Words to express quantity 59
The Passive voice 68
May and might to express future probability 84
Giving advice and recommendation (should, d better, ought to) 91
109
GLOSSARY
Adjective: (n.) a word that describes a noun
or pronoun.
Adverb: (n.) a word that describes or gives
more information about a verb, adjective,
adverb, or phrase.
Adverbs of degree: they tell us about the
intensity of an action, an adjective, or another
adverb.
Adverbs of manner: they tell us how
something happens.
Chart / table: (n.) an arrangement of facts or
numbers in rows or columns.
Clue: (n.) a sign or a piece of information that
helps you to solve a problem or answer a
question.
Cognate: (n.) languages and words that have
the same origin, or that are related and in
some way similar.
Collocation: (n.) a sequence of words or
terms that co-occur more often than it would
be expected by chance.
Conditional sentences: (also known as
Conditional Clauses or If Clauses). They are
used to express that the action in the main
clause (without if) can only take place if a
certain condition (in the clause with if) is
fulfilled.
Discuss: (v.) to talk about a subject with
someone and tell each other your ideas or
opinions.
Draft: (n.) a piece of text, a formal
suggestion, or a drawing in its original state,
often containing the main ideas and
intentions but not the developed form.
Edit: (v.) to make changes to a text, deciding
what will be removed and what will be kept
in, in order to prepare it for being printed
and/or published.
Extract: (n.) a particular part of a book,
poem, etc.
First person: referring to personal pronouns I
(singular, referring to yourself)) or we (plural,
referring to yourself with others). I and we are
said to be in the subjective case because they
can be used as the subject of a sentence.
Graphic organizer (also known as
knowledge map, concept map, story map,
cognitive organizer, or concept diagram):
Communication tool that uses visual symbols
to express knowledge, concepts, thoughts, or
ideas, and the relationships between them.
Its main purpose is to provide a visual aid to
facilitate learning.
Guess: (v.) to give an answer to a particular
question without all the facts and so cannot
be certain if it is correct.
Infinitive: (n.) the basic form of a verb,
without an inflection binding it to a particular
subject or tense. It usually follows to.
Label: (v.) to describe someone or something
using a particular word or phrase.
Match: (v.) to choose someone or something
that is suitable for a particular person,
activity, or purpose.
Modal verbs: they are used to express ideas
such as possibility, intention, obligation, and
necessity.
Noun: (n.) a word that refers to a person,
place, object, event, substance, idea, feeling,
or quality.
Pattern: (n.) a particular way in which
something is done, is organized, or happens.
Phrase: (n.) a group of words which are
often used together and have a particular
meaning; a phrase functions as a part of
speech and includes a head (or headword),
which determines the nature of the unit.
Preposition: a word (one of the parts of
speech) that shows the relationship between
a noun or pronoun and other words in a
sentence.
Prediction: (n.) a statement about what
somebody thinks will happen in the future.
Pronoun: a word that can replace a noun or
another pronoun; they are used to make
sentences less repetitive. Grammarians
classify pronouns into several types: personal,
demonstrative, interrogative, indefinite,
relative, reflexive, and intensive.
Proofread: (v.) to find and correct mistakes in
text before it is handed in, printed, or put
online.
Provided: (adj., v.) given, offered, presented.
Punctuation: (n.) special symbols that are
added to writing to separate phrases and
sentences, to show that something is a
question, etc.
Question: (n.) a sentence or phrase used to
find out information; in an exam, a problem
that tests a persons knowledge or ability.
Role play: (v.) to pretend to be someone else,
especially as part of learning a new skill.
Rule: (n.) a principle of a system, such as a
language or science.
Sentence: a group of words that are put
together to mean something. It is the basic
unit of language which expresses a complete
thought.
Spelling: (n.) the way in which words are
formed with the correct letters in the correct
order.
Statement: an affirmative or negative
sentence that is not a question or command.
Structure: the way that words or parts of
speech are arranged or put together.
Subject: the person or thing which performs
the action described by the verb.
Support: (v.) to help to show something to be
true.
Synonym: a word or phrase that means the
same as another word or phrase.
Tense: form of a verb that shows us when
the action or state happens, past, present or
future.
Tone: a writers attitude toward subject,
audience, and self. It is primarily conveyed
through diction, point of view, syntax, and
level of formality.
Tongue twister: (n.) a sentence or phrase
that is intended to be difficult to say,
especially when repeated quickly and often.
Verb form: English verbs have five basic
forms: the base form, the s form, the -ing
form, the past form, and the past participle
form. There are two types of past forms, for
regular and irregular verbs.
Taken from:
http://dictionary.cambridge.org/dictionary/
american
http://dictionary.cambridge.org/dictionary/
learner-english
http://www.bbc.co.uk/worldservice/
learningenglish/grammar/learnit/learnitv89.
shtml
http://www.edufind.com/english/grammar.
php
http://www.usingenglish.com/glossary/
modal-verb.html
http://grammar.about.com.htm
http://www.englishpage.com/verbpage.html
http://www.englishclub.com/grammar/
terms.htm
http://www.englishclub.com/grammar.htm
http://www.aacc.edu/tutoring/file/skimming.
pdf
110
Adams, M.J. et al. (2000). Phonemic
Awareness in Young Children: A
Classroom Curriculum. Baltimore,
Maryland: Paul H. Brooks Publishing Co.
Allen, V. F. (1983). Techniques in
Teaching Vocabulary. Oxford University
Press, 200 Madison Ave., New York, NY.
Berardo, S. A. (2006). The use of
authentic materials in the teaching of
reading. The reading matrix, 6(2).
Burke, J. (2003). Reading Reminders -
Tools, Tips, and Techniques. (1
st
ed.).
Portsmouth, NH: Boynton / Cook.
Camp, D. (2000). It takes two: Teaching
with twin texts of fact and fiction. The
Reading Teacher, 53(5).
Carless, David. Implementing task
based learning with young learners. ELT
journal 56.4 (2002).
Celce-Murcia, M., & McIntosh, L. (1991).
Teaching English as a second or foreign
language (pp. 279-295). Heinle & Heinle
Publishers.
Coady, J. (1997). Vocabulary acquisition
through extensive reading. Second
language vocabulary acquisition: A
rationale for pedagogy, 225.
Fox, Gwyneth associated editor et al.
(1st ed.). (2007). Diccionario Macmillan
Castillo Espaol Ingls, Ingls -
espaol. Mexico DF: Editorial Macmillan
de Mxico S.A. de C.V.
Gebhard, J. G. (1996). Teaching English
as a foreign or second language: A
teacher self-development and
methodology guide. University of
Michigan Press.
Ghosn, I. K. (2002). Four good reasons to
use literature in primary school ELT. ELT
journal, 56(2), (172-179).
Gurrey, P. (1954). The teaching of written
English. Longmans, Green.
Harmer, J. (2006). How to teach English.
Pearson Education India.
Heaton, J. B., & Harmer, J. (1975).
Writing English Language Tests: A
practical guide for teachers of English as
a second or foreign language. Longman.
Hedge, T. (2000). Teaching and Learning
in the Language Classroom: A Guide to
Current Ideas about the Theory and
Practice of English Language Teaching.
Oxford University Press.
Loyd, S. (2000). The Phonics Handout.
Essex: Jolly Learning, Ltd.
Loyd, S., & Werman, S. (2003). Jolly
Dictionary. Essex: Jolly Learning, Ltd.
Moon, J. (1
st
ed.). (2000). Children
Learning English. Oxford: Macmillan
Education.
Murphy, R.M. (2
nd
ed.). (1997). Essential
Grammar in Use. Cambridge: Cambridge
University Press.
Nuttall, C. (1996). Teaching reading
skills in a foreign language. Heinemann,
361 Hanover Street, Portsmouth, NH.
Peregoy, S.F. et al. (3
rd
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.
Rivers, W. M. (1987). Interactive
Language Teaching. Cambridge
University Press, 40 West 20th Street,
New York, NY.
Rivers, W. M., & Temperley, M. S. (1978).
A Practical Guide to the Teaching of
English as a Second or Foreign
Language. Oxford University Press, 200
Madison Ave., New York, NY.
Scrivener, J. (2011). The Essential Guide
to English Language Teaching. Oxford:
Macmillan Publishers Limited.
Soalt, J. (2005). Bringing together
fictional and informational texts to
improve comprehension. The Reading
Teacher, 58(7).
Warschauer, M. (1995). E-Mail for
English Teaching: Bringing the Internet
and Computer Learning Networks into
the Language Classroom. Teachers of
English to Speakers of Other Languages
(TESOL), Inc., 1600 Cameron St., Suite
300, Alexandria, VA 22314.
Wood, K. D., & Endres, C. (2004).
Motivating student interest with the
Imagine, Elaborate, Predict, and Confirm
(IEPC) strategy. The Reading Teacher,
58(4).
ADDITIONAL BIBLIOGRAPHY
GENERAL CONTENT
Adelson-Goldstein, J. & Shapiro, N. (2008)
Oxford Picture Dictionary. Oxford: OUP.
The content is organized within
thematic units, which end with a story
page, where new words are introduced
in a realistic visual context.
Blanchard, K. L., & Root, C. B. (1997).
Ready to write more: From paragraph to
essay (3
rd
ed.). Harlow: Longman.
This book presents paragraph
development and composition skills in
clear steps, and offers you strategies to
bring your own ideas to the writing
process.
Broukal, M. (2003) Weaving It Together
(Vol. 1 4). Boston: Heinle & Heinle Pub.
This book connects high-interest readings
with clear writing activities. It has plenty
of writing practice to help you develop
your ideas clearly and with confidence.
Burke, J. (2003). Reading Reminders -
Tools, Tips, and Techniques. (1
st
ed.).
Portsmouth, NH: Boynton / Cook.
This book helps you to improve your
reading skills. It is connected with any
of the reading texts in the book.
BIBLIOGRAPHY
111
Mascull, B.L. (1997). Collins Cobuild Key
Words in Science and Technology. (1
st

ed.). Harlow, Essex: Heinemann
Educational Ltd.
Use this book to look up key words
related to science and technology.
Peregoy, S.F. et al. (2005). Reading,
Writing and Learning in ESL. (3
rd
ed.).
White Plains, NY: Addison Wesley
Publishing Company.
This book helps you improve your
reading and writing skills. It is
connected with all the reading and
writing activities of the book.
Rinvolucri, M. et al. (1995). More
Grammar Games. (1
st
ed.). Cambridge:
Cambridge University Press. This book
helps you improve your knowledge of
grammar through fun activities.
Robitaille, J., & Connelly, R. (2006).
Writer's Resources: From Paragraph to
Essay. Heinle & Heinle Pub.
It helps develop your confidence and
skills as writers with practice exercises
that provide you the opportunity to apply
what you have learned.
Schampfer, B. & Hagen, S. (2009)
Understanding and Using English
Grammar. Harlow: Pearson Education Ltd.
This book has a comprehensive
reference grammar.
Walker, E. & Elsworth S. (2000).
Grammar Practice for elementary
students (New Edition). Harlow: Pearson
Education Ltd.
This book is a useful resource to practice
grammar. Grammar points are presented
clearly and reinforced by exercises.
UNIT 1
http://www.timeforkids.com/
It is a news magazine that offers age-
appropriate news stories related to
teens interests and activities.
http://learnenglishteens.britishcouncil.
org/magazine
An on-line magazine written especially
for you by young people from the UK,
which allows you keep up to date with
the latest fashions, music or trends.
http://www.teenspot.com/boards/
http://www.teenchatplace.com/
http://www.dmoz.org/Kids_and_Teens/
Computers/Chats_and_Forums/Teens/
Attractive and interesting forum chats,
where you can keep in touch with other
adolescents from all over the world.
http://www.bestteenpoems.com/
It is a compilation of the most popular
poems by teens.
http://www.teenink.com/poetry/
Poems on being a teen by teens, for
teens and about teens.
UNIT 2
http://inventors.about.com/library/
inventors/blkidprimer6_12story.htm
http://www.cracked.com/
article_19601_6-teenage-inventors-
that-changed-world.html
http://www.huffingtonpost.com/news/
teen-inventors
Useful sites where you can read more
stories of creativity and problem solving
for teen inventors.
Bachman, F. (2007). The Story of
Inventions (2
nd
ed.). Arlington Heights:
Christian Liberty Press.
Bachman, F. (2010). Great inventors and
their inventions. Chapel Hill: Yesterdays
Classics.
Pratt, F. (1955). All About Famous
Inventors and Their Inventions. New
York: Random House.
http://www.asimovonline.com/oldsite/
short_fiction_sf_f_index.html
You will find more stories by Isaac
Asimov on line.
Asimov, I. (1990). The Complete Stories
(1
st
ed.). New York: Broadway Books.
This first book contains three-volume
collection of short stories by the Isaac
Asimov.
Bradbury, R. (2005). Bradbury Stories:
100 of His Most Celebrated Tales. New
York: Harper Collins. The book includes
the author's finest works of short fiction,
including many that have not been
republished for decades.
UNIT 3
http://www.lyrics.com/
Lyrics.com is a music community with
the largest lyrics database.
http://www.azlyrics.com/
Lyrics collection organized by artists
alphabetically.
org/magazine/books
http://www.timeforkids.com/news-
archive/entertainment
http://www.timeforkids.com/minisite/
summer-book-review-0
minisite/2013-summer-movie-guide
Recent books and movies reviews.
UNIT 4
http://www.eastoftheweb.com/short-
stories/UBooks/Bull.shtml
On-line stories about bullying
experiences.
Hall, M. K., & Jones, C. (2011). Dear
Bully: Seventy Authors Tell Their Stories.
HarperTeen.
WEB PAGES
http://www.johnsesl.com/templates/
quizzes/LQ.php
http://www.esl-lab.com/
http://www.esldesk.com/esl-links/index.
htm
http://www.languagegames.org/la/
crossword/english.asp
http://www.esl.about.com/cs/listening/
http://www.sikids.com
http://www.gobartimes.org
http://www.englishlistening.com
http://www.tolearnenglish.com
http://www.focusenglish.com/dialogues/
conversation.html
http://www.isabelperez.com
http://www.antimoon.com/how/
pronunc-soundsipa.htm
http://www.english-online.org.uk/
games/gamezone2.htm
http://www.longlongtimeago.com/
http://www.manythings.org/voa/stories/
http://www.americanliterature.com/
twenty-great-american-short-stories
http://www.americanliterature.com/
short-story-collections
org/
ADDITIONAL AUDIOVISUAL RESOURCES
http://www.ted.com/
2014 Ediciones R&B
Teen Club 1 Medio Students Book
N de Inscripcin: 233.237
ISBN: 978-956-8694-27-2
ISBN PACK: 978-956-8694-35-7
Original text Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Britnico
Basado en Teen Club 1 Medio:
2010 Ediciones R&B
N de Inscripcin: 183.657
ISBN: 978-956-8694-06-7
Original illustrations Ediciones R&B
Design Ediciones R&B
English Editor Ariel Acosta Arancibia
Designed by Mara Jess Moreno Guldman
Layout by Marcia Gutirrez Pavez
Proofreading Nicholas Gunn
Illustrations Fernando Santander Tiozzo
Production Ediciones R&B
Recording engineer Ignacio Arriagada Maia
Recording Producer Rodrigo Gonzlez Daz
Photos 123RF Stock Photos
All rights reserved; no part of this publication may be reproduced, stored in a retrieval
system, transmitted in any form, or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior written permission of the publisher.
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Se termin de imprimir 252.500 ejemplares en el mes de enero de 2014.
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