Ingles Estudiante PDF (1) .

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

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TEXTO DEL ESTUDIANTE
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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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TEXTO DEL ESTUDIANTE
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DISCOVER YOUR BOOK
26 UNIT 1
1 Collect two old pictures from your family and stick them on the blank boxes. Then, answer
these questions.
a. When were the pictures taken?
b. What were the people doing?
2 Whats wrong with this classroom? Identify all the elements that dont belong to our time. Then,
write the corresponding sentences in your notebook.
Example: Nowadays, we dont use . We use .
YOUR ENGLISH IN ACTION
28 UNIT 1
READING: COMPARING SCHOOLS
UNIT CHECK
Hi, Mark!
Thanks for your e-mail about your school life. My school is totally different
from yours, so Im going to tell you about it.
I go to a High School very near my house, so I usually walk. The school
is over 200 years old and, in the past, it used to be a school only for boys
and very strict. Now there are a lot of girls and we get along very well with
them, but its still strict.
There are only twenty students in each class, so our teachers know us very
well. We work very hard and the school day is long. It starts at 8:30 and
ends at 3:30. We usually have a lot of homework, but we all help each
other and were good friends.
We wear a uniform, and I think it is a good idea because you dont have to
waste time thinking about clothes every day.
We do the same subjects as you; biology is my favorite; I love going
to the lab and doing experiments! Perhaps Ill become a biologist in the
future. Im afraid Im not good at mathematics. Last year, I had to do the
after-school remedial program. Fortunately, my grades are better now, but
I still dont like it.
We have lunch at school and we also have two fifteen-minute recesses in
the morning.
After lunch, we usually do extracurricular activities; I like these better than
the rest of the classes. Last semester, we prepared a play and I acted as
a film producer. It was great and I really enjoyed it. I hope youll like the
photos of the presentation. Im sending them as soon as I can.
Write back soon!
Alan
Hi, Mark!
mark77@yahoo.com
17
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STUDENT LIFE
FINAL REFLECTION
You have finished Unit 1! Answer the questions, and then, take some
time to reflect on what you have achieved. Evaluate yourself, checking
() always, sometimes or never, according to your knowledge.
1 Answer the following questions.
a. Did you find the Editing Checklist useful when writing texts?
Why?
b. Was it difficult for you to understand the reading texts in the
unit? Why?
2 I can look at a picture and talk about two actions that were happening
at the same time, using the Past Simple and Past Continuous.
When this picture was taken,
a. .
b. .
Skills Always Sometimes Never
Reading
identify main idea
extract specific information
Listening
identify specific information
identify the sequence of information
Speaking
talk about past habits and routines
express two actions that were happening at the same time
ask and talk about personal interests and preferences
Writing
write a paragraph comparing life in the past and nowadays
write a paragraph about events that were happening at the
same time
Not sure about something? Look back through the unit again.
Which strategies do you think can help you 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 - 16 =You are doing fine, but
you can certainly do better.
Get together with a classmate and
reviewyour weak points.
16 - 18 =Congratulations! Great
progress. You may look ahead
to the newunit and help the
classmates who need assistance.
STUDENT LIFE
PHOTOCOPIABLE M
ATERIAL
TEENS CLUB 2 M
EDIO
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.
11
STUDENT LIFE
The school that was our school before the railroad came and overthrew it was a particular
sort of place. It was a school of some celebrity in its neighborhood , but nobody could
say why.
Our School was remarkable for white mice. We used to keep red-polls, linnets, and even
canaries, in desks, drawers, hat-boxes, and other strange refuges for birds; but white
mice were the favourite stock.
The mice were the occasion of some most ingenious engineering, in the construction of
their houses and instruments of performance.
The boys used to train the mice much better than the masters trained the boys. I recall
one white mouse, who used to live in the cover of a Latin dictionary, who ran up ladders,
drew Roman chariots, shouldered muskets, turned wheels. He had the misfortune to
mistake his way in a triumphal procession to the Capitol, when he fell into a deep inkwell,
and was dyed black and drowned.
The usher at our school, who we considered to know everything as opposed to the Chief,
who we considered to know nothing, was a bony, gentle-faced, clerical-looking young
man in rusty black.
We all liked him, for he had a good knowledge of boys. He he was a writing master,
mathematical master, English master, mended the pens, and did all sorts of things.
He always used to call at parents houses to inquire after sick boys, because he had
gentlemanly manners. He was rather musical, and on some remote day he had bought an
old trombone and made the most extraordinary sounds when he sometimes tried to play
it of an evening. In the summer vacations he used to take pedestrian excursions with a
knapsack; and at Christmas time, he used to go to see his father at Chipping Norton.
There was a fat master who used to come in a gig, and taught the more advanced
matters; and there was a little French master who used to come in the sunniest weather,
with a handleless umbrella.
There was, besides, a serving man whose name was Phil. He mended whatever we broke,
and made whatever we wanted. He was general glazier, among other things, and mended
all the broken windows. One time, when we had the scarlet fever in the school, Phil
nursed all the sick boys of his own accord, and was like a mother to them.
Adapted from: Dickens, C. (n.d.). Our School. Retrieved 02/08, 2013, from
http://www.readbookonline.net/readOnLine/2519/
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READING
8 UNIT 1
BEFORE YOU START
1 Write the correct phrase under each picture (1 6).
English class Field trip Fifteen-minute recess
Lunch in the school cafeteria Physical education class Summer camp
1 2 3
4 5 6
2 Read these sentences (a d) and circle the correct answer.
a. We have English classes on Mondays and Thursdays.
b. I did maths in the after-school program.
c. In summer, well be free for over ten weeks.
d. My classmates and I are going on a field trip next week.
Which of these sentences refers to
i. past events? a / b / c / d
ii. future events? a / b / c / d
iii. everyday events? a / b / c / d
iv. fixed plans? a / b / c / d
OUR SCHOOL LESSON 1
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STUDENT LIFE
LISTENING
5 13 Listen to the conversation between Laura and her
grandmother. What are they talking about?
a. Childrens pastimes in the past.
b. Grannies old school.
c. Lauras student life.
d. Their family.
6 13 Listen to the recording again. Compare the information with
your ideas in Exercise 3.
7 13 Copy this chart into your notebook. Listen to the recording
again and check () or cross () each activity.
Activity /
Sleep at school
Play the piano
Watch TV
Listen to music
Read
Have a picnic
Ride bikes
Play cards
Go out alone
Have boyfriends
Return home late from parties
8 13 Listen again. Number these sentences in the order you
hear them.
a. Life was really different.
b. We were singing in the music room.
c. On weekends, I returned home.
d. I was afraid of the dark.
e. These are my classmates and me!
f. You could go to the cinema.
g. My parents were living out of the city.
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.
STUDENT LIFE
6 7
UNIT
In this unit you will:
read a piece of literature
read an e-mail
listen to a dialog about activities in the past
You will learn howto:
Reading
scan a text to validate predictions
infer meaning of words fromthe context
localize specific information
Listening
identify general information
discriminate between correct and
incorrect information
Language
use the structure used to / didnt use to, to
express past habits
talk about things that were happening in
the past.
Speaking
ask and answer questions about past habits
talk about school life in the past
Writing
complete a summary of a story.
write an e-mail about student life
You will also:
develop respect and admiration for older people
showrespect and acceptance of other
peoples opinions
STUDENT LIFE
GETTING READY
1 Look at the pictures on the next page and answer these questions.
a. What can you see?
b. What are the differences and similarities between the people and the places?
2 Share your observations in Exercise 1 with your classmates.
3 In pairs, write a list of words related to the name of the unit. Then, talk with your partner about
your favorite things about student life. Explain why you like them.
List:
1.
2.
3.
WORKBOOK
It includes a selection of activities
divided by unit, as a complement
for the contents covered in the
Students book.
TEENS CLUB
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WORKBOOK
LET S READ!
Reading booklet
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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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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
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
PLAN OF THE BOOK
UNIT UNIT
STUDENT LIFE
ANSWERS 100 THEMATIC INDEX 108
6 - 31
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 1: Our School . . . . . . . . . . . . . . . . . . . . . . . 10
Reading:
Read an extract from a short story . . . . . . . . . . . . 11
Language Spot:
Talk about actions that used to happen . . . . . . 13
Listening and Speaking:
A dialog about past habits . . . . . . . . . . . . . . . . . . . 14
Writing:
A paragraph about past habits . . . . . . . . . . . . . . . 15
Lesson 2: Who had more fun? . . . . . . . . . . . . . . 18
Listening:
A conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Language Spot:
Talk about things that were happening
in the past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Oral Practice:
Describing peoples actions in a photo . . . . . . . 22
Reading and writing:
An extract of a short story . . . . . . . . . . . . . . . . . . . . 23
Take Action!:
A report about peoples activities. . . . . . . . . . . . . 25
Your English in Action . . . . . . . . . . . . . . . . . . . . . . 26
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
32 - 53
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 1: Extreme challenges . . . . . . . . . . . . . . 36
Reading:
Sports advertisements . . . . . . . . . . . . . . . . . . . . . . . 37
Language Spot:
Talk about things you have done . . . . . . . . . . . . . 39
Reporting ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Writing:
Write a personal report about an
exciting experience . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson 2: Swim your own race . . . . . . . . . . . . . . 42
Listening:
Listen to a radio interview . . . . . . . . . . . . . . . . . . . . 43
Language Spot:
Expressing desires . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Oral Practice:
A dialog expressing desires and hopes . . . . . . . 45
Read and write piece of news . . . . . . . . . . . . . . . . 46
Take Action!:
A sports advertisement . . . . . . . . . . . . . . . . . . . . . . 47
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
CHALLENGES
4
UNIT UNIT
HOW ABOUT
WORKING?
ARTS AND
ENTERTAINMENT
GLOSSARY 109 BIBLIOGRAPHY 110
54 - 77
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 1: Lets turn on the TV! . . . . . . . . . . . . . . 58
Reading:
A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Language Spot:
Use connectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
A monolog about favorite TV program . . . . . . . 62
Writing:
A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 2: Teens art work . . . . . . . . . . . . . . . . . . . 64
Listening:
A report about an artistic event . . . . . . . . . . . . . . 65
Language Spot:
Report what other people said . . . . . . . . . . . . . . . 67
Oral Practice:
Telling what other people said . . . . . . . . . . . . . . . 68
Ekphrastic poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Take Action!:
A dialog about a free time activity . . . . . . . . . . . . 71
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
78 - 99
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 1: Breaking frontiers . . . . . . . . . . . . . . . . 82
Reading:
Voluntary work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Language Spot:
Express obligation and necessity
(must / have to / need to) . . . . . . . . . . . . . . . . . . . . 84
A dialog about a job . . . . . . . . . . . . . . . . . . . . . . . . . 86
Writing:
An application form . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 2: Making a difference . . . . . . . . . . . . . . 88
Listening:
A radio advertisement . . . . . . . . . . . . . . . . . . . . . . . 89
Language Spot:
Expressing possibilities (may / might) . . . . . . . . 90
Oral Practice:
Dialogs about possibilities . . . . . . . . . . . . . . . . . . . 91
Poems about volunteering . . . . . . . . . . . . . . . . . . . 92
Take Action!:
A job leaflet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
5
6
UNIT
read a piece of literature
read an e-mail
listen to a dialog about activities in the past
You will learn how to:
Reading
infer meaning of words from the context
localize specific information
Listening
identify general information
discriminate between correct and
incorrect information
Language
use the structure used to / didnt use to, to
express past habits
talk about things that were happening in
the past.
Speaking
ask and answer questions about past habits
talk about school life in the past
Writing
complete a summary of a story.
write an e-mail about student life
You will also:
develop respect and admiration for older people
show respect and acceptance of other
peoples opinions
STUDENT LIFE
GETTING READY
1 Look at the pictures on the next page and answer these questions.
a. What can you see?
b. What are the differences and similarities between the people and the places?
2 Share your observations in Exercise 1 with your classmates.
3 In pairs, write a list of words related to the name of the unit. Then, talk with your partner about
your favorite things about student life. Explain why you like them.
List:
1.
2.
3.
STUDENT LIFE
7
8 UNIT 1
BEFORE YOU START
1 Write the correct phrase under each picture (1 6).
English class Field trip
Fifteen-minute recess
Lunch in the school cafeteria Physical education class Summer camp
1
2
3
4 5
6
2 Read these sentences (a d) and circle the correct answer.
a. We have English classes on Mondays and Thursdays.
b. I did maths in the after-school program.
c. In summer, well be free for over ten weeks.
d. My classmates and I are going on a field trip next week.
Which of these sentences refers to
i. past events? a / b / c / d
ii. future events? a / b / c / d
iii. everyday events? a / b / c / d
iv. fixed plans? a / b / c / d
OUR SCHOOL
LESSON 1
9
STUDENT LIFE
Before starting this unit, you need to know:
Talk about things in the present and in the past.
Talk about free time and everyday activities.
1 Look at what these people remember about their childhood and complete what they are
saying. Use verbs in the Past Tense and vocabulary you already now.
a. When I a teenager, we didnt have a
b. When I was a , I loved
c. I remember that, when we young, my sisters and I
d. When I , I
WHO HAD MORE FUN?
STUDENT LIFE
LESSON 2
10 UNIT 1
BEFORE READING
1 Look at the pictures. Where are the children? How can you tell?
2 Answer these questions in pairs. Then, share your comments with
your classmates.
a. What do you think school life was like in the past?
b. What subjects do you think they studied?
c. What differences do you think there are between schools then
and now?
3 Have a look at the text you are going to read. Where do you think it
was extracted from? Why do you think so?
a. A novel. c. A report.
b. A play. d. A short story.
4 What do you think the text will be about? Write two ideas in your
notebook and compare them with your partners.
5 Read the words in the Key Word Spot and match them with
these pictures. You can use a dictionary, if necessary.
mice
red-poll
ladder
usher
musket
inkwell
knapsack
gig
READING
LESSON 1
OUR SCHOOL
Key Word Spot
1
5
2
6
3
7
4
8
11
STUDENT LIFE
The school that was our school before the railroad came and overthrew it was a particular
sort of place. It was a school of some celebrity in its neighborhood , but nobody could
say why.
Our School was remarkable for white mice. We used to keep red-polls, linnets, and even
canaries, in desks, drawers, hat-boxes, and other strange refuges for birds; but white
mice were the favourite stock.
The mice were the occasion of some most ingenious engineering, in the construction of
their houses and instruments of performance.
The boys used to train the mice much better than the masters trained the boys. I recall
one white mouse, who used to live in the cover of a Latin dictionary, who ran up ladders,
drew Roman chariots, shouldered muskets, turned wheels. He had the misfortune to
mistake his way in a triumphal procession to the Capitol, when he fell into a deep inkwell,
and was dyed black and drowned.
The usher at our school, who we considered to know everything as opposed to the Chief,
who we considered to know nothing, was a bony, gentle-faced, clerical-looking young
man in rusty black.
We all liked him, for he had a good knowledge of boys. He he was a writing master,
mathematical master, English master, mended the pens, and did all sorts of things.
He always used to call at parents houses to inquire after sick boys, because he had
gentlemanly manners. He was rather musical, and on some remote day he had bought an
old trombone and made the most extraordinary sounds when he sometimes tried to play
it of an evening. In the summer vacations he used to take pedestrian excursions with a
knapsack; and at Christmas time, he used to go to see his father at Chipping Norton.
There was a fat master who used to come in a gig, and taught the more advanced
matters; and there was a little French master who used to come in the sunniest weather,
with a handleless umbrella.
There was, besides, a serving man whose name was Phil. He mended whatever we broke,
and made whatever we wanted. He was general glazier, among other things, and mended
all the broken windows. One time, when we had the scarlet fever in the school, Phil
nursed all the sick boys of his own accord, and was like a mother to them.
Adapted from: Dickens, C. (n.d.). Our School. Retrieved 02/08, 2013, from
http://www.readbookonline.net/readOnLine/2519/
10
READING
12 UNIT 1
6 Read the text and check your predictions in Exercises 3 and 4. What
do you know about Charles Dickens? Do some research and share
with your friends.
7 Copy these questions in your notebook. Read the text carefully
again and answer them.
a. What did students at this school use to keep?
b. What happened to the most famous white mouse?
c. Who did the students like most?
d. What did the usher use to do on vacations?
e. How did the French master use to get to school?
f. Who was Phil?
8 Ask your partner to retell the story. Make notes and check if he has
missed any points.
9 Read the text once more. Find the words in bold in the text in the
text (a e) and match them with their meanings (i v).
a. Our school was remarkable for white mice.
b. I recall one white mouse, which used to live in the cover of a
Latin dictionary.
c. He always used to call at parents houses to inquire after
sick boys.
d. He used to take pedestrian excursions with a knapsack.
e. He was general glazier, among other things, and mended the
broken windows.
i. A person whose job is to fit glass into frames of windows
ii. Ask about
iii. Remember
iv. Unusual
v. Walking and not traveling in a vehicle
AFTER READING
10 Complete this diagram with information about the school described
in the text and your own school.
School in the text My school
Page 4
Read the extract of a novel
about a famous school boy
and answer the questions.
LET S READ!
13
STUDENT LIFE
1. Revise these sentences from the text.
a. We used to keep red-polls, linnets, and even canaries.
b. The boys used to train the mice.
c. He fell into a deep inkwell.
d. Phil nursed all the sick boys.
2. Which of the sentences refer to
a. a particular situation in the past?
b. a past habit or routine?
3. Complete this general rule in your notebook.
When we want to talk about past habits, we use + the
infinitive of verbs.
4. Go back to the text. Find and copy more examples of the
structures you have just studied.
Used to LANGUAGE SPOT
11 In your notebook, copy and complete these sentences about school
life in the past. Use used to or didnt use to.
a. In the 19
th
century, children from rich families
(not go) to school.
b. They (have) private teachers at home.
c. In the past, students /not have/computers/school
d. For math lessons, children /use/ frames / colored wooden beads,
much like an abacus.
e. Children /study/ .
f. Paper was expensive, so children /have/ notebooks.
g. Students /write/ slates / slate pencils.
14 UNIT 1
LETS CHECK
12 In your notebook, copy and complete this paragraph with used to
and didnt use to. (10 pts.)
a. In the nineteenth century in Britain, families

b. At school, children
c. In the nineteenth century, girls

d. Nineteenth century students

0 - 4
Keep trying!
5 - 6
Good!
7 - 8
Very good!
9 - 10
Excellent!
13 11 Listen to a dialog between two students and match columns A
and B. Then, act out the dialog.
A
a. Do you think you have
changed since you
became a teenager?
b. Do you still do
the same kind of
activities?
c. What about sports? Do
you still play football?
d. When I was a child,
I used to listen to
Britney Spears
B
i. And now?
ii. Not at all! I used to stay at
home on weekends, but now I
prefer going out with my friends.
iii. No, I used to play football, but
now I play basketball. How
about you?
iv. Absolutely! I think Ive changed
a lot. To begin with, I used to
like cartoons, but I dont like
them anymore.
15
STUDENT LIFE
14 How have you and your partner changed since you became
teenagers?
a. Complete this chart with information about you and your partner.
In the past Now
b. Complete this paragraph with information from the chart.
When we were children,
.
Nowadays, we
.
15 With your partner, rewrite the dialog in Exercise 13, but now using
more information about yourself, such as preferences in clothes,
books, etc.
16 Practice and role play the dialog in front of your classmates.
WRITING
17 12 Have a look at the text you are going to read and circle the
best answers for these questions. Then, read the text and check
your answers.
a. What type of text is it? How can you tell? Explain.
i. A short story.
ii. An advertisement.
iii. An e-mail.
b. What is the text about? What makes you think that? Explain.
i. Last vacation.
ii. A sports competition.
iii. School life.
attend
field trip
kid
ordinary
Key Word Spot
16 UNIT 1
Hi, Pamela!
Thanks for your e-mail. My school is totally ordinary and I dont think
its very different from a Chilean school, so why do you want to know
about it? Anyway, here it goes.
Im in 8
th
grade at Alice Deal Junior High, Washington D.C. In the
USA, kids start first grade at age six and finish in twelfth grade. From
seventh to ninth grade, you go to junior high school. We dont wear
uniforms but there is a dress code. That means students shouldnt
attend school in baggy, skateboarding pants, very short skirts, or
clothes with holes in them, and we cant dye our hair crazy colors!
Last year, my math grades were really bad, so I did math in the after-
school program. Now, my math is okay, but I still dont like it. My
favorite subject is physical education. What is your favorite one?
We do the same subjects as you, but we do Spanish instead of English,
of course! Thats because there are a lot of people in the U.S. who speak
Spanish at home. Some schools in Washington D.C. are totally bilingual
in Spanish and English because there are so many latino students. Their
families are mainly from Central American countries, such as Mexico
or El Salvador. There are also a lot of students from South American
countries, such as Colombia, Venezuela and even Chile!
One of the best things at my school is the field trips. Last week, we
went on a biology trip to Kenilworth Aquatic Gardens. Do you also do
that?
Hope you like the photos. Write back soon!
Dan
Hi, Pamela!
pame1890@yahoo.cl
18 Read the text again and find the answers to these questions.
a. Where is Pamelas school?
b. Where does Dan live?
c. Does he wear a school uniform?
19 In your notebook, write two questions about the text.
17
STUDENT LIFE
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
Have you checked your
work for spelling mistakes,
using your dictionary?
Are there any words you are
not sure about?
Connectors
Have you used a variety of
connectors in the text, such
as and, or, or but?
When you have finished your work,
read it through and check for any
changes you need to make.
20
Write a short reply to Dans e-mail. Before writing, consider the
points in the list. After writing, if possible, send the e-mail to a friend.
a. Characteristics of your school
b. Your favorite subjects
c. Extra-curricular activities you like
21
Use the Editing Checklist to check your work for mistakes and write
a final version. After writing, if possible, send the e-mail to a friend.
LEARNERS FAST
22 Look at the picture of a classroom 200 years ago and say whats
wrong. Use They didnt use to... / They used to. Write as many
sentences as you can.
18 UNIT 1
WHO HAD MORE FUN?
LISTENING
LESSON 2
BEFORE LISTENING
1 Look at the pictures. What were these people doing when the
pictures were taken? Write some questions about the pictures in
your notebook, and then, ask them to your partner.
2 Share and compare your comments with your partner.

3 Do you know what your grandparents used to do when they were
teens? Look at the pictures again and choose the activities you
think they used to do.
Make notes of your ideas. You can ask your grandparents as
homework, and check your answers.
Example: I think my grandmother used to ride a bike.
My grandparents didnt use to go to clubs.
4 Look up the words in the Key Word Spot in a dictionary.
1
2
3
4
5
6
7
attend
dark
dorm
Key Word Spot
19
STUDENT LIFE
LISTENING
5 13 Listen to the conversation between Laura and her
grandmother. What are they talking about?
a. Childrens pastimes in the past.
b. Grannies old school.
c. Lauras student life.
d. Their family.
6 13 Listen to the recording again. Compare the information with
your ideas in Exercise 3.
7 13 Copy this chart into your notebook. Listen to the recording
again and check () or cross () each activity.
Activity /
Sleep at school
Play the piano
Watch TV
Listen to music
Read
Have a picnic
Ride bikes
Play cards
Go out alone
Have boyfriends
8 13 Listen again. Number these sentences in the order you
hear them.
a. Life was really different.
b. We were singing in the music room.
c. On weekends, I returned home.
d. I was afraid of the dark.
e. These are my classmates and me!
f. You could go to the cinema.
g. My parents were living out of the city.
20 UNIT 1
9 13 Listen again and identify who says these phrases, Laura or her
grandmother.
a. the piano behind us?
b. watch TV then?
c. A lot of things!
d. some old photos.
10 13 Listen and answer these questions. You can work with
your partner.
a. How many days a week did Grannie use to stay at school?
b. Did Grannie attend a mixed school?
c. Was Grannies school a beautiful place? Why?
d. What did Grannie and her friends use to do at night?
AFTER LISTENING
11 Answer these questions in your group.
a. How is it similar or different the way you and your grandparents
had fun? Explain.
b. What activities from the past would you like to do with your
friends now? Why?
Page 3
Read the poem written by
a school girl and answer
the questions.
LET S READ!
21
STUDENT LIFE
1. Read these sentences from the recording.
a. What were you doing?
b. In those days my parents were living out of the city.
c. Our teacher took this photo while we were singing in the music
room.
2. Choose an alternative.
a. The sentences refer to a specific event in the past.
b. The sentences refer to a continued action in the past.
3. Copy and complete this general rule in your notebook.
We use the Past Continuous tense to express a
action that happened in the . We use the Simple
Past tense to express a action that happened in
the middle of the long action. We can join the two ideas with
when or .
4. Think of this morning at home. Write a sentence indicating what
someone was doing when you left.
The Past Continuous LANGUAGE SPOT
12 Use the visual clues to complete these sentences with the Past
Continuous form of the verbs in the boxes.
eat play study dance
a. Sally dinner
last night when someone
knocked on the door.
c. The children
in the garden when their
father arrived home.
b. Fred called me when I
English.
d. My mother took this photo
while we at
my birthday party.
22 UNIT 1
LETS CHECK
13 In your notebook, copy and complete these sentences, identifying

the one that happened first. (12 pts.)
a. He was driving very fast when...
b. He heard the good news while he...
c. They were travelling to the airport when...
d. She was relaxing in a yoga class when...
e. While they were having lunch,...
f. She injured her back while...
0 - 4
Keep trying!
5 - 6
Good!
7 - 8
Very good!
9 - 12
Excellent!
PRACTICE ORAL
14 14 Look at the picture and listen to this dialog between Charlie
and his father. Then, play again and practice the sentences, as
you listen.
Charlie: Who are the people in this photo?
Father: They are my friends and me when we were students.
Charlie: What were you doing?
Father: We were dancing. I think it was my best friends
birthday party.
Charlie: Who was your best friend?
Father: My best friend at school was called Sam. We used to do
our homework together.
Charlie: Do you have any special memories of your school days?
Father: I remember that we always studied in his room while we
were listening to music.
15 In pairs, practice the dialog in Exercise 14, taking turns to be
Charlie and his father.
23
STUDENT LIFE
READING WRITING AND
16 Have a look at the picture that illustrates the story and answer the
questions below. Then, discuss your answers with your partner.
a. Have you read any other stories by this author? Look up his
most famous work on the Internet and share the information with
your classmates.
b. When do you think it happened?
c. Who is the narrator of the story?
d. Look up the words in the Key Word Spot.
17 Read the story. Check, complete, and correct your notes.
Enlightened
Clutch
Lean (v.)
Brake
Steering-wheel
Slam (v.)
Hedge
Key Word Spot
A drive in the motor car (Extract)
By Roald Dahl
One amazing morning, our whole family got ready to
go for our first drive in the first motor-car we had ever
owned. The driver was my 21-year-old sister.
She had received two full half-hour lessons in
driving, and in that enlightened year of 1925, this was
considered sufficient. Nobody had to take a driving-test.
As we all climbed into the car, our excitement was so
intense we could hardly bear it.
Up front, there were three bodies in all: the driver
behind the wheel, my brother (aged eighteen) and one of
my sisters (aged twelve). In the back seat, there were four
more of us: my mother (aged forty), two small sisters
(aged eight and five), and myself (aged nine).
We were all trembling with fear and joy as the driver
let out the clutch and the great long black automobile
leaned forward and moved.
Are you sure you know how to do it? we shouted.
Do you know where the brakes are?
Be quiet! snapped the ancient sister. Ive got to concentrate!
Fortunately, there were very few vehicles on the roads in those days. Occasionally, you
met a small truck or a delivery-van and now and again a private car, but the danger of
colliding with anything else was fairly remote.
Soon we were entering a countryside of green fields with not a soul in sight. The
driver was clutching the steering-wheel and we all watched the speedometer needle
moving up to twenty, then twenty-five, then thirty. We were probably doing about
thirty-five miles an hour when we came suddenly to a sharp bend in the road. My
sister shouted Help! and slammed on the brakes and swung the wheel wildly round.
The wheels locked and we went crashing into the hedge.
Adapted from: Dahl, R. (1984). Boy Tales of Childhood. New York: Penguin Young
Readers (p. 99).
15
24 UNIT 1
18 In your notebook, write three questions about the text.
19 What do you think happened next? Write three or four sentences
and discuss your ideas with your partner.
20 Answer these questions.
a. What do you think happened after the crash?
b. What would happen in a similar accident these times?
c. What kind of distractions can you encounter when driving?
21 16 Read what really happened and check. How is the end of the
story similar or different to your version?
Nobody was hurt very
much except me. Flying
glass cut my nose, now
it was hanging on only
by a small thread of
skin. My mother took a
handkerchief from her
purse. She put the nose
back into place and held
it here.
My sister managed to
straighten the vehicle and get it pointed in the
right direction.
Proceeding at no more than four miles an hour all the
way, we finally made it to Dr. Dunbars house.
He cant go round without a nose for the rest of his life!
the doctor said, I shall sew it on again.
25
STUDENT LIFE
TAKE ACTION!
Do you remember?
a. Have a look at the pictures (1 4) and answer the questions.
1. Where were you on New Years Eve 2012?
What were you doing when the clock
struck 12?
3. What were you doing last night when it was
time for dinner?
2. What were you doing at the beginning of
this lesson, when the teacher walked in?
4. What were you doing
?
Your photo
b. Ask your partner the same questions and take notes. Ask each other extra questions if you
find out more. Then, complete these sentences with the information you collected.
i. When the clock struck 12:00 on New Years Eve 2012, I and he /
she .
ii. Last night, when , he / she and I .
iii. At , when the teacher , my partner
and I .
iv. When picture 4 was taken, my partner .
c. Use the paragraph as help to report your findings to your classmates. Check with your teacher.
26 UNIT 1
1 Collect two old pictures from your family and stick them on the blank boxes. Then, answer
these questions.
a. When were the pictures taken?
b. What were the people doing?
2 Whats wrong with this classroom? Identify all the elements that dont belong to our time. Then,
write the corresponding sentences in your notebook.
Example: Nowadays, we dont use . We use .
27
STUDENT LIFE
3

Solve this puzzle about present and past pastimes and activities. Use your dictionary
if necessary. Then, choose your favorite activity from the puzzle and write a short paragraph
explaining why you like it.
2
3 4
5
6
7
8
9
1
28 UNIT 1
READING: COMPARING SCHOOLS
UNIT CHECK
Hi, Mark!
Thanks for your e-mail about your school life. My school is totally different
from yours, so Im going to tell you about it.
I go to a High School very near my house, so I usually walk. The school
is over 200 years old and, in the past, it used to be a school only for boys
and very strict. Now there are a lot of girls and we get along very well with
them, but its still strict.
There are only twenty students in each class, so our teachers know us very
well. We work very hard and the school day is long. It starts at 8:30 and
ends at 3:30. We usually have a lot of homework, but we all help each
other and were good friends.
We wear a uniform, and I think it is a good idea because you dont have to
waste time thinking about clothes every day.
We do the same subjects as you; biology is my favorite; I love going
to the lab and doing experiments! Perhaps Ill become a biologist in the
future. Im afraid Im not good at mathematics. Last year, I had to do the
after-school remedial program. Fortunately, my grades are better now, but
I still dont like it.
We have lunch at school and we also have two fifteen-minute recesses in
the morning.
After lunch, we usually do extracurricular activities; I like these better than
the rest of the classes. Last semester, we prepared a play and I acted as
a film producer. It was great and I really enjoyed it. I hope youll like the
photos of the presentation. Im sending them as soon as I can.
Write back soon!
Alan
Hi, Mark!
mark77@yahoo.com
17
29
STUDENT LIFE
1 Read the text and answer these questions. Then, invent two more of your own.
a. What kind of school does Alan attend?
b. How many students are there in each class?
c. At what time does Alan finish school?
2 Read the text again. Identify the incorrect bit of information in each sentence and
circle it with a color pencil.
a. Alan and Marks schools are very similar.
b. He usually goes to school by bus.
c. After school, Alan and his friends always go swimming.
d. Alan likes maths a lot.
e. Last semester, Alan took part in a video project.
3 Write a short summary of the text, extracting the most relevant information.
LISTENING: GRANDPAS SCHOOL DAYS
4 18 Listen to the conversation between David and his grandfather and choose the
correct alternative.
a. We bought / wore bright blue and yellow uniforms.
b. Saturday / Sunday morning classes were compulsory.
c. I learned to love music / physics and literature.
d. They hit us on the back of our hands with a rubber / ruler.
e. There were more than 14 / 40 children in my class.
5 18 Listen again. Which of these activities are mentioned in the conversation?
Check ().
a. Going to school on Saturdays.
b. Playing football at school.
c. Learning about music.
d. Doing experiments in the lab.
e. Going to school for the first time.
5 pts.
5 pts.
5 pts.
5 pts.
5 pts.
STUDENT LIFE
30 UNIT 1
WRITING
10 Take a look at Exercise 9, and write a short paragraph explaining how life and
teens habits have changed.
A hundred years ago, teens used to
.
Nowadays,
.
6 18 Listen to the recording once more and identify who said these phrases,
Grandpa (G) or Danny (D).
a. ...bright blue and yellow.
b. ...love music and literature.
c. ...about the lessons.
d. ...sent to the Principals office.
e. ...are certainly very different now.
LANGUAGE
7

Complete these sentences with used to or didnt use to.
a. I play the guitar, but I do now.
b. I ride a bike, but I dont anymore.
c. I collect stamps, but I dont anymore.
d. I enjoy getting up early, but I do now.
e. I know how to use a computer, but I do now.
8

Use the prompts to write sentences about actions happening in the past, in
your notebook.
a. Anna / have / a bath / telephone / ring.
b. Philip / change / money / his father / come into / the bank.
c. The children / play / football / begin / rain.
d. They / swim / the shark / attack.
e. My parents / walk / they / meet / me.
SPEAKING
9

Use the prompts in the boxes to talk with your partner about life 100 years ago.
Add your own ideas to the conversation.
attend mixed schools
listen to music chat with friends
use calculators
watch TV use notebooks
play outside with friends
50
TOTAL
0 - 12
Keep trying!
13 - 25
Good!
26 - 38
Very good!
39 - 50
Excellent!
5 pts.
5 pts.
5 pts.
5 pts.
5 pts.
31
STUDENT LIFE
FINAL REFLECTION
a. Did you find the Editing Checklist useful when writing texts?
Why?
b. Was it difficult for you to understand the reading texts in the
unit? Why?
2 I can look at a picture and talk about two actions that were happening
at the same time, using the Past Simple and Past Continuous.
When this picture was taken,
a. .
b. .
Reading
identify main idea
Listening
Speaking
talk about past habits and routines
express two actions that were happening at the same time
ask and talk about personal interests and preferences
Writing
write a paragraph comparing life in the past and nowadays
write a paragraph about events that were happening at the
same time

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
problems
Identify them and ask your teacher
10 - 16 = You are doing fine, but
review your weak points.
16 - 18 = Congratulations! Great
to the new unit and help the
STUDENT LIFE
32
UNIT
read a piece of news
read some sports advertisements
listen to a radio program
listen to personal reports
Reading
distinguish general information
locate specific information
Listening
identify purpose of a text
identify speakers
relate speakers and speech
Language
Talk about actions completed in the present.
use wish to express desires and hopes
Speaking
ask and answer questions about experiences
and challenges
Writing
write a short personal report
complete a paragraph about wishes and hopes
for the future
You will also:
develop respect and acceptance for disabled
people
develop respect and acceptance of other
peoples opinions
CHALLENGES
GETTING READY
1 Read the list and check () the things you have already done.
Travel &by &plane
&fly &a &kite
&go &camping with &friends
&go &to &a &concert
&learn English
&organize &a &surprise &party
&perform &in &a &play
&ride &a &horse
visit &an &exotic &place
write &a &poem
10 Things &to &do &before you &are 20
2 In your group, make a list of future personal challenges. Then, classify them in order of
importance and present it in front of the class.
3 Look at the pictures on the next page. Do you think these people have met their
personal challenges? Explain why.
33
34 UNIT 2
BEFORE YOU START
1 Write the phrases below in the corresponding column of the chart.
a couple of minutes four days a week last summer
two months the class began I was born 2008
last Wednesday my birthday three years
A point in time in the past A period of time in the past
2 Write sentences with the expressions in Exercise 1.
a. .
b. .
c. .
d. .
3 Choose from the adjectives in the boxes to define the experiences in the pictures. Then,
organize them in your notebook from weakest to strongest, and classify them in positive
and negative. Use dictionary if necessary.
amazing
interesting terrifying scary
boring
dangerous
amusing exciting
fantastic
exhausting
funny
complicated
EXTREME CHALLENGES
LESSON 1
35
CHALLENGES CHALLENGES
Use vocabulary related to sports.
Talk about events in the past.
Talk about future events.
will call
will change
will clean
will file
will I do
will keep up
will learn
will pay
will pull up
will read
will say (x2)
will spend
will tell
2 Write a list of things you want to do in the future. Then, share with your partner. Are your
ideas similar?
a.
b.
c.
1 Fill in the blanks with the missing bits of this song. Use the phrases in the box.
Next Year Baby
Next Year,
Things ,
And start all over again
I my socks
I my shower
I more books
I with the news
I how to cook
And less money
on shoes
I my bills on time
I my mail away,
every day
And my Gran
every Sunday
Resolutions
Well Baby, will I do any of
these things?
The answers probably no
But if theres one thing, I must do,
Despite my greatest fears
I to you
How Ive felt all of these years
Next Year, Next Year, Next Year
I you, how I feel
Well, resolutions
Baby they come and go
any of these
things?
The answers probably no
But if theres one thing, I must
do,
Despite my greatest fears
I to you
How Ive felt all of these years
Next Year, Next Year, Next Year

Adapted from: Next year, by Jamie Cullum
SWIM YOUR OWN RACE
LESSON 2
36 UNIT 2
READING
LESSON 1
EXTREME CHALLENGES
BEFORE READING
1 Match the words in column A with the ones in column B, to form
the names of the sports. Then, match them with the pictures.
A
Bungee
Ice
Wake
Hang
Mountain
Wingsuit
B
boarding
biking
flying
climbing
gliding
jumping
2 In pairs, describe the images to the rest of the class. What do these
sports have in common? Explain.
1 2 3
4 5 6
37
CHALLENGES
3 What do you know / think about zorbing, free running, kite surfing,
wingsuit flying and paraskiing? Check () the sentences you think
are true.
a. Free running is about running in the country.
b. Kite surfing is about flying kites on water.
c. Paraskiing combines two sports.
d. Zorbing is a totally different experience.
e. Wingsuit flying is the art of flying through the air.
4 Look at the photos next to the text on Page 38 and answer these
questions with your partner.
a. Which of these experiences would you like to try? Why?
b. What emotions do you think they can make you feel? Can you
explain why?
5 Have a quick look at the text and identify all the cognates. Look them
up in a dictionary, and confirm they mean the same in Spanish.
6 What does the title of the text mean? Use the dictionary to find the
meaning of the words.
21
READING
7 Read the text on Page 38 and check your predictions in
Exercises 3 and 4.
8 Read the text again and match the photos (1 - 5) and the
descriptions (I - V).
9 Read the text again and write the name of the sport (a - e)
corresponding to each description (I - V).
a. Zorbing c. Paraskiing e. Free running
b. Wingsuit flying d. Kite surfing
10 Copy these sentences into your notebook and write the name of
the sport.
a. gives a new view of a city.
b. is like being inside a home appliance.
c. is more enjoyable than water-skiing.
d. makes you look at things differently.
e. needs a special suit that makes people look like
an animal.
f. ________ needs no special equipment.
g. ________ uses the wind.
bouncy
glide
roller coaster
steep
steer
strap
toggle
Key Word Spot
38 UNIT 2
EXTREME CHALLENGES
I. Try the experience of running through the city,
climbing walls, crossing roofs, and jumping from building to building!
This new sport has become well known through videos on the Internet since
it started in Paris. People say they have never tried anything like it before.
This is not about exercise; its about finding a new approach to things and a
different way of looking at life!
III. Have you ever wanted to ski off a mountain and
fly? If you like skiing and paragliding, then this is the sport for you!
You ski straight down a hill with the parachute wing behind you, then
you let the parachute come up in the air behind you and whoosh!
Youre flying!
V. Imagine being inside a giant bouncy beach ball
rolling down a steep hill at 50 km an hour!
This sport, also called sphereing, started in New Zealand in the mid
1990s. Whats it like? Its like bungee jumping, its like floating, its
like going on a roller coaster, and its unlike anything youve ever
done before!
Two people are strapped into the two-meter sphere and pushed over
the top of a hill.
I didnt have a clue what was going on, says someone who has
just tried it. I saw colors passing by - blue sky, green grass, blue sky, green grass- and I
could hear myself laughing uncontrollably.
Have you ever wondered whats it like inside a washing machine? Well, then try hydro-
sphereing, where one person rolls down the hill in a sphere containing 30 liters of water!
II. Do you like flying kites? Do you like surfing?
Then, try this new sport that started in France in the 1980s and has
recently become very popular worldwide!
You use a small surfboard and a large kite on 30-meter lines. The kite
pulls you through the water and you can steer with the lines. You can
just speed through the water or you can do jumps as high as a house.
Kirsty Jones, Womens U.K. Kite Surfing Champion, has been into it
for more than ten years. Ive never enjoyed myself so much, says
Kirsty.Try it! Its more fun than water-skiing behind a boat!
IV. You think flying is impossible? Try to
fly through the air using a special jumpsuit called wingsuit!
Also called birdman suit or squirrel suit, you can use it from
any point with altitude enough to glide through the air, such as
skydiving aircrafts or base jumping points.
The flier opens the parachute at a planned altitude and unzips
the arm wings, if necessary, so they can reach up to the control
toggles and fly to a normal parachute landing.
1
2
3
4
5
Created by: Publishing team.
39
CHALLENGES
AFTER READING
11 Answer these questions in your group. Take notes and share your
ideas with the rest of the class.
a. Which of the sports in this lesson could be popular in Chile? Why?
b. What are the best places in Chile to practice each of them? Give
reasons / examples.
1. Revise these sentences from the text, paying special attention to
the parts in bold.
a. Its unlike anything youve ever done before!
b. This new sport has become well known through videos on the
Internet since it started in Paris.
c. Have you ever wondered what its like inside a washing machine?
d. Try this new sport that has recently become very popular
worldwide!
e. Kirsty Jones has been into it for more than ten years.
2. Answer these questions.
a. What do these sentences refer to?
i. A specific time in the past.
ii. An indefinite time in the past.
b. What does the word since relate to?
i. A point in time in the past.
ii. A period in time in the past.
c. What does the word for relate to?
i. A point in time in the past.
ii. A period in time in the past.
3. Note the form of this tense.
I have done that before.
Tania has visited them several times
Subject + have / has + participle
Have you noticed the new rules?
Has Ben driven up the mountain?
Have / has + subject + participle
4. Complete this general rule.
We use the Present Perfect to refer to .
We use to express for how long something has lasted
(a period of time).
We use to indicate when something started (a point
in time).
5. Read the texts again and find three more examples of the Present
Perfect. Underline the special words used to refer to time.
The Present Perfect LANGUAGE SPOT
Page 6
Read the biography
of Richard E. Byrd, an
adventurer, and answer
the questions.
LET S READ!
40 UNIT 2
12 Put the verbs in brackets in the Present Perfect Tense and complete
the sentences with for or since. Write them in your notebook.
a. I (practice) snowboarding I was a little child.
b. My sister (be) into parachuting more than
five years.
c. My friends and I (play) in the football school team
we started school.
d. your best friend (study) English ________
six months?
13 In pairs, complete these personal reports with words and phrases
from the boxes.
14 22 Listen to these people talking about their experiences and
check. Then listen again, repeat after each phrase, and try to imitate
the pronunciation. Then, read the reports aloud, with your partner.
I.
Id always
it and now
Ive been into it
. After
I started, I began
and
I decided to try the really big waves.
Of course they can be

and you have to concentrate one
hundred percent, but its worth it for
the thrill you get
. Its
, like
,
and for those few seconds you totally
forget everything else in your life.
II.
I became hooked on this the
I tried it. I soon
realized I had
. Since
I began, Ive

and got a bit of prize money. Id
to anyone. Going
- plus the beauty of the
scenery - is just
.
a natural talent
down the mountain
fantastic
recommend it
very first time
won competitions
a magical feeling
dangerous
flying above the ocean
for more than five years
to look for bigger challenges
wanted to try
when youre riding them
41
CHALLENGES
LETS CHECK
15 Use the prompts to write sentences. Use the Present Perfect Tense
and since or for.
a. Mary Jo / know / Philip / seven years.
b. Susan and Carl / be / in this school / last year.
c. Nick / play / in his band / 2012.
d. I / have / my cell phone / ten days.
e. She / live / in this town / she was 12.
f. He / want to / be a doctor / he was a child.
0 - 4
Keep trying!
5 - 6
Good!
7 - 9
Very good!
10 - 12
Excellent!
WRITING
16 Think about an exciting / extreme activity you have done recently
and complete the diagram.
Place and time
Activity
Feelings and
emotions
Equipment
17 Now, using the ideas above, write a short paragraph about your
exciting experience. Follow the models in Exercise 12, if necessary.
LEARNERS FAST
18 Read your paragraph to a classmate, but do not mention the name
of the activity. Could he / she guess it?
I can write a
short report
about an extreme
experience.
I can use the
Present Perfect,
for, and since.
Reflection Spot
42 UNIT 2
BEFORE LISTENING
SWIM YOUR OWN RACE
LISTENING
LESSON 2
1 Have you ever wondered what it is like to compete at the Olympic
Games? What do you understand by Olympic spirit?
2 Class competition! With your partner, make a list of people that
competed at the London Olympic Games. Complete the chart and
compare results with your classmates. Go to www.olympic.org to
get some useful information.
Name Sport Country Medal
3 Find the synonym of the words in the Key Word Spot in the boxes
below.
illness soul incapacity
4 Look at the photos of Natalie du Toit and answer these questions.
a. How is she feeling?
b. What has she done?
c. Make two questions about the pictures. Ask them to
your partner.
disability
disease
spirit
Key Word Spot
43
CHALLENGES
LISTENING
5 23
Listen to the recording and check your ideas in Exercise 4
.
6 23 Listen again and choose the best answer for the question.
What is Natalie doing in this interview?
a. She is asking for advice.
b. She is complaining about something.
c. She is offering advice.
d. She is talking about dreams and personal challenges.
7 23 Listen to the recording again. Match the two halves of
each sentence.
a. She lost her leg
b. She became the first athlete
c. I am a student
d. My message
e. My real love
f. You have to work
i. on what you believe in.
ii. and I do motivational speaking.
iii. is about having dreams.
iv. lies with genetics.
v. to qualify for both the Olympics and the Paralympics.
vi. in a motorcycle accident.
8 23 Listen to the recording again. Choose the correct alternative to
complete the sentences.
a. She lost her leg when she was seventeen / sixteen.
b. Do you fill / feel at a disadvantage?
c. I am also a student at UCT / UTC.
d. One day your swimming will be ours / over.
e. You have to walk / work on what you believe.
9 23 Listen once more and number these sentences in the order
you hear them.
a. Do you have further aspirations?
b. Do you have time for anything else?
c. I have a dog at home.
d. Its important to swim your own race.
e. Where do you go from here?
f. You have to believe in yourself.
44 UNIT 2
AFTER LISTENING
10 Talk to your partner about the interview. Why do you think Natalie
represents the Olympic spirit?
11 Check () the sentences that reflect the speakers ideas.
a. You have to have goals.
b. Theres no hope in the future.
c. You have to have dreams.
d. Im going to win a medal at the next Olympic Games.
Expressing desires LANGUAGE SPOT
a. I wish to find cures to diseases.
b. The message I wish to bring across is: you have to have goals,
you have to have dreams.
2. What do these sentences express? Choose the correct alternative.
a. definite plans or intentions for the future.
b. hopes and desires for the future.
We use + verb to express for the future.
4. Revise the exercises you have done in this lesson and use the
information you have collected to complete these sentences in
your notebook.
a. Natalie wishes .
b. Natalie hopes .
Note: To express a desire from deep in our hearts we use the
verb hope.
12 In your notebook, copy and complete these sentences using wish.
a. I the next competition. (win)
b. She a cure to diseases. (find)
c. Natalie a normal life. (have)
d. I the President one day. (meet)
e. Natalie people with her message. (help)
45
CHALLENGES
PRACTICE ORAL
13 24 Listen and repeat the conversation.
Clare: What will you do when you finish school?
Brandon: I am going to study at the university, and continue
playing with my band.
Clare: Do you have further aspirations?
Brandon: Definitely! I hope to finish my studies, and maybe
become a famous musician. I wish to play in a
great concert.
Clare: Whats your message?
Brandon: The message I wish to transmit is to work hard and to
believe in yourself.
14
Write a dialog similar to the one in Exercise 13, but add more
personal information about your plans and aspirations. Then,
practice and role play it with a partner in front of the class.
LETS CHECK
15 Complete these sentences using the correct form of wish and a
verb from the boxes. (10 pts., 2 each)
find have play give up pass
a. I a bigger house. I cant have a party for a
big crowd here.
b. My father smoking. Those cigarettes have
given him a terrible cough!
c. I this course but I know it is very difficult.
d. Doctors a cure for cancer soon. Its such a
frightening disease!
e. My brother loves music. He in a band
one day.
0 - 4
Keep trying!
5 - 6
Good!
7 - 8
Very good!
9 - 10
Excellent!
I can express my
own desires and
aspirations.
I can participate
in a dialog.
Reflection Spot
Page 7
Read the biography of
Andres Godoy, a one-
armed guitarist and answer
the questions.
LET S READ!
46 UNIT 2
READING WRITING AND
16
Have a look at the text and answer these questions.
a. Where does Cristian Valenzuela come from?
i. Argentina. iii. Peru.
ii. Chile. iv. Uruguay.
b. What do Nathalie du Toit and Cristian Valenzuela have in common.
17
Find these sections in the text. Circle them following the color code.
a. Find these sections in the text. Circle them following the color code.
i. Headline ii. Reporter iii. Visuals iv. Quotations
b. Take a quick look at the text. What type of text do you think it is?
Why?
i. A piece of news. iii. An encyclopedia article.
ii. A web page. iv. A short story.
Written by Daniel Boyle on
September 7, 2012.
LONDON, ENGLAND
Chilean runner Cristin
Valenzuela, together
with his guide Cristopher
Guajardo, made history
at the Paralympic Games,
winning Chiles first
ever medal. With a time
of 15:26.26, the Chilean
crossed the line first in the
5,000 meter race in the
T-11 category.
The Chilean runner lost his
vision at the age of twelve
and found hope through
running.
After finishing the race,
Valenzuela said, Im
totally moved. This is
something I have wanted
to do ever since I started
running. Valenzuela was
World Champion in 2011.
Apart from the glory
of being Chiles first
Paralympic medal winner,
Cristian Valenzuela won
the prize given by the
government to Olympic
and Paralympic athletes
upon receiving a medal.
The athlete will receive
monthly support from the
IND until the 2016 Games
in Rio de Janeiro.
It hasnt been easy, but I
never stopped dreaming,
says the Chilean competitor.
I wish to continue at the
top of the ranking and to
win more medals for my
country in the future.
Unfortunately the
Paralympic Games have
not been displayed on
the Chilean television
networks, and most people
were unable to see history
taking place.
Cristin Valenzuela Wins Gold for Chile
Adapted from: Boyle, D. (2012, September 7) Cristian Valenzuela Wins Gold for Chile. Retrieved
February 18, 2013, from http://www.ilovechile.cl/2012/09/07/cristian-valenzuela-wins-gold-for-chile/66926
25
47
CHALLENGES
18 Find information about any records set or remarkable situations
that have happened recently, related to sports. Surf the web or
look up information in newspapers or magazines and answer these
questions.
a. Who did it?
b. What has he / she achieved?
c. Can you add any details?
19 Use the information in Exercise 18 and write a short piece of news.
Follow the example on Page 46. Use the Editing Checklist to check
your work for mistakes and write a final version on a sheet of paper.
Remember:
a. Think of a good headline.
b. Include pictures, interesting facts, descriptions and opinions.
c. Include quotations, date, names, and visual elements.
d. Keep it simple.
Editing checklist
about your work.
Punctuation
Do your sentences begin with
capital letters and end with
periods?
for other punctuation marks,
such as question marks,
exclamation marks, commas,
quotation marks, etc.?
Sentences
Do all your sentences make
sense?
make them more interesting?
Spelling
for spelling mistakes, using
your dictionary?
TAKE ACTION!
- In your group, find information about a different or non-
conventional free time activity and write an advertisement
following the model in Lesson 1.
- Include pictures and information about the kind of activity,
the place and the equipment needed. Use a dictionary to
look for suitable vocabulary, and make a checklist with
useful information, so as to keep your work well-organized.
- Include quotations, date, names, and visual elements.
- Be creative and encouraging!
- Display your work in the classroom. If its possible, record
the ad and play it in the class.
48 UNIT 2
1 Answer a. and b.
a. This is a magazine article about the history of Snowboarding. What elements can you find in
an article? Circle them.
b. Put the paragraphs in order, and then check with the recording.
By Keith Kingston
I. Snowboarding has
increased in popularity in the
last decades. In the year 1994,
snowboarding was finally
declared an Olympic event,
much to the delight of fans.
II. To say who actually
invented the sport of
snowboarding would be
impossible because people
have always loved to slide
down a snow-covered hill.
III. There have been many
attempts at developing a
modern snowboard. In 1965,
the Snurfer (a word play
on snow and surfer) was
developed as a childs toy.
IV. From the first
snowboards to the advanced
and specialized models
available today, snowboarders
have carried a bad boy image.
V. Since its early
beginnings, snowboarding has
evolved into a fully recognized
sport, and large numbers
of people have turned to
snowboarding for adventure,
fun, and professional
recognition.
VI. Soaring through the
snow on some kind of seat
or board is nothing new. The
ways to enjoy the snow are
numerous, and people have
developed ways to turn garbage
can lids and cardboard into
snow boards to enjoy an
afternoon outdoors.
VII. The Flying Yellow
Banana was developed
in 1977. The first national
snowboard race was held in
the area outside Woodstock
and was known as The Suicide
Six. The race consisted of a
steep downhill run called The
Face, in which the main goal
was mere survival.
VIII. The various ways to
glide through snow have
became more sophisticated
using polished boards or skis.
IX. Olympic and world wide
snowboarding events are today
among the most popular of
winter sports.
THE INTRIGUING HISTORY OF SNOWBOARDING
Adapted from: Kingston, K. (2004, October 28). A Look at the Intriguing History of Snowboarding.
Retrieved February 19, 2013, from http://ezinearticles.com/?A-Look-at-the-Intriguing-History-of-
Snowboarding&id=4928
26
49
CHALLENGES CHALLENGES
2 In pairs, think about a person you admire and you would like to interview. In your notebook,
write questions you want to ask him / her and find the information to answer them. Then, role
play the interview in front of your classmates. You can ask questions starting with who, what,
where, when, how, etc.
3 Write sentences to describe each picture. Look at the example in picture a. Make sure you use
connectors such as and, or, but, and since/for.
a. Barbara Riveros has competed at the
Olympic Games and has also won lots
of medals.
b.
c. d.
e. f.
50 UNIT 2
UNIT CHECK
READING
Max Pippa pulled a 12,000-pound truck
during the Lift for Hope Strongest Man
competition at the Kansas Expocenter
in Topeka.
Pippa, who was a 17-year-old competitor
in the Lift for Hope event, concentrated
as he had one thing on his mind: setting
a new North American Strongman Inc.
record in the teenage heavyweight division.
Pippa put on a weight belt and got down to
business. Before each heavy lift, he recited
the Lords Prayer.
On his first attempt, Pippa lifted 550
pounds. On his second lift, Pippa lifted 600
and on his last attempt, he lifted
630 pounds.
He has played baseball and football in the
past and has lifted weights and competed
for two years.
I guess I found a sport Im good at, Pippa
said during a telephone interview, I like
weight lifting because its an oddball sport.
Im not a normal teenager. I would rather
train by picking up stones and tires than
go drinking with my friends.
Pippa trains three to four days in the gym,
watches what he eats and stays away
from steroids.
Im planning on doing
this for the rest of my
life, he said. I believe
Ive received a gift, and
if I dont develop it, it
will go away.
The Topekas
Strongest Man
competition raised
$2,161 for the
American Cancer
Societys Camp
Hope, a camp for
children who are
recovering
from or are
battling cancer.
Powerful teen breaks strongman records
Adapted from: Associated Press. (2008, February 17) Powerful teens break Strongman records.
Retrieved February 15, 2013, from http://www2.ljworld.com/news/2008/feb/17/powerful_teens_break_
strongman_records/
27
51
CHALLENGES
1 Have a look at the text and identify the type of text. Choose the best alternative.
Give reasons for your choice.
a. A piece of news.
b. A short story.
c. An advertisement.
2 Complete the chart with information from the text.
Sports Max has
practiced
Maxs training details Maxs lifting record
Maxs plans for
the future
3 Read the text again. Identify the incorrect information in each sentence.
a. Max Pippa set his record at an Olympic competition.
b. He has competed since he was a child.
c. He enjoys going out and drinking with his friends.
d. The competition collected money for children with hepatitis.
LISTENING: HAVE YOU EVER SWUM WITH A REPTILE?
4 24 Listen to the recording and choose the correct answer for each question.
a. Whats the coachs name?
i. Harold Davies
ii. Harold Daniels
iii. Harold Davidson
b. What does he teach?
i. Diving
ii. Surfing
iii. Swimming
c. What kind of animal does he use?
i. An alligator
ii. A serpent
iii. A crocodile
CHALLENGES
1 pt.
5 pts.
5 pts.
3 pts.
52 UNIT 2
5 28 Number the sentences in the order you hear them.
a. How long is the crocodile, and how old are your pupils?
b. Today, were talking to Mr Harold Davies.
c. Its a baby crocodile.
d. And what do parents say?
e. I just put a crocodile in the pool with my pupils.
LANGUAGE
6 Complete these sentences with what these people have done, and use for or since.
a. My father (work) in that company 2005.
b. We (live) in this city ten years.
c. My sister (be) in the pool more than an hour.
d. Natalie du Toit (compete) in the Olympic Games she was 16.
e. Mark Pippa (lift) weights he was a small boy.
VOCABULARY
7 Match the words in column A with the definitions in column B.
A
a. Give up
b. Pass
c. Hang gliding
d. Race
B
i. To gain a required or adequate mark.
ii. An extreme sport.
iii. To abandon or renounce to something
iv. A contest.
SPEAKING
8 In pairs, ask and answer questions a - c Ask two extra questions to find out about
your partners achievements and experiences.
a. Have you ever passed a test you didnt expect to?
b. Have you ever talked to a foreigner?
c. Have you ever experienced fear?
d. Have you ever ?
e. Have you ever ?
WRITING
9 Write five sentences about your partners achievements and experiences.
38
TOTAL
0 - 12
Keep trying!
13 - 21
Good!
22 - 31
Very good!
32 - 38
Excellent!
5 pts.
5 pts.
5 pts.
4 pts.
5 pts.
53
CHALLENGES
FINAL REFLECTION
1 I can use the prompts in the boxes to write three sentences about
things that I have done and since / for.
climbing mountains doing parachute jump
go surfing riding horses

a. .
b. .
c. .
2 I can complete this sentence expressing my hopes and wishes for
the future.
One day I wish to
.
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 for help from your
teacher or a partner.
6 - 9 = Not too bad, but there
problems
Identify them and ask your
teacher and / or a classmate for
help.
to the new unit and help the
CHALLENGES
a. .
b. .
Reading
Listening
identify the purpose of a recording
Speaking
talk about extreme experiences
express hopes and desires
Writing
write a piece of news about a remarkable achievement
write a paragraph about an exciting / extreme experience
54
ARTS AND
ENTERTAINMENT
read some art reviews
read a TV guide
listen to a contest program
listen to personal opinions
Reading
recognize the general content of a text
relate text with visuals
discriminate between facts and inferences
Listening
relate speakers with speeches
discriminate sounds
infer information from pattern of voice
Language
report other people's messages
connect ideas in a text.
Speaking
talk about entertainment
report what someone says
Writing
write a poem inspired by a work of art.
You will also:
reflect on the importance of art and
entertainment in our life
develop acceptance and respect for everyones
tastes and opinions
UNIT
GETTING READY
1 Identify these art forms in the pictures on Page 55.
a. literature b. drama c. sculpture d. painting
2 Write the name of a famous person related to each area in Exercise 1. Compare in your group.
3 In your notebook, complete this Word Map.
ARTS
Area Area Area
People People People
Works Works Works
People People People
Works Works Works
55
56 UNIT 3
BEFORE YOU START
1 Read what these people say. What type of TV programs from the boxes would you
recommend to each of them?
2 Put sentences in boxes A and C together to form full sentences. Use the connectors in
box B.
A B C
a. I like watching the news
b. My favorite program is on now
c. Brian doesn't like basketball
d. Mom doesn't feel well
e. Comedies
f. Brenda loves documentaries
and
because
but
so
i. I have to do my homework.
ii. animal programs are really funny.
iii. I'll turn down the T.V. a little bit.
iv. she can learn and have fun at the same
time
v. he loves watching it on T.V.
vi. I like being informed.
I love
romances, beautiful
sceneries, a bit of humor,
and happy endings.
I cant
stand watching
people kissing each other or
laughing at silly things. I love
physical activities and
outdoor adventures.
Im
going to be ten next
week. My parents let me watch
TV in the afternoon, but not
in the evening.
LETS TURN ON THE TV
LESSON 1
cartoons contest
program chat show
weather forecast
movie news soap opera
sports
57
ARTS AND ENTERTAINMENT
Use vocabulary related to TV programs.
Use connectors to add and contrast information,
to give reasons, and express consequences.
Talk about past events and actions.
Reproducing what other
people said.
1 Fill in the blanks with the Past tense of the verbs in parenthesis.
Last Easter holidays, Jimmy and Paul
(go) camping in the mountains.
They (spend) a wonderful time there.
They (wake up) early in the morning
and then they (go) for a walk. In the
village they (buy) everything they
(need).
In the afternoon, they (play)
football, (watch)
the birds and (swim) in
the river.
They (not have) a TV set, so after
dinner they (talk) for a while and
then they (go) to sleep. Suddenly,
Paul (hear) someone calling Hello!
Hello! He (turn) around and he
(see) a strange creature.
It (be) green and very small. He
(invite) them to go to his
spaceship.
Paul (open) his eyes and said what
a relief! It (be) only a dream!
2 Read these sentences and write the quotation marks ( ) only when needed.
a. Thinking back, she said, I didnt expect to win.
b. I dont agree, I replied.
c. Can I come in? he asked.
d. Just a moment! she shouted.
e. Youre right, he said.
f. Youre right, he said. It feels strange.
TEENS ART WORK
LESSON 2
58 UNIT 3
BEFORE READING
1 Ask and answer these questions in pairs and then compare
answers in your group.
a. Do you have a favorite TV show?
b. What's the most popular TV show in your family?
c. What changes would you make to TV programs? Why?
2 Classify the vocabulary below (i ix) into TV programs and TV people.
a. Which of these describe TV programs?
b. Which of these describe people on TV?
c. Write three sentences using the vocabulary below. Then, practice
them, reading them and correcting them with a partner.
i. a chat show iv. a documentary vii. a newsreader
ii. a comedy v. a drama series viii. a presenter
iii. a commentator vi. a game show ix. a soap opera
3 Match each picture with a name from Exercise 2.
4 Find the words that do not belong in this group. Explain why you
have chosen them.
furniture satellite
spectator
farm series
show
station
digital
drama
episode
kitchen
guide
opera
presenter
narrator
popular
celebrity
comedy
channel
backyard
1 2
6 7 8 9
3 4 5
LETS TURN ON THE TV
READING
LESSON 1
59
5 Look at the words in the Key Word Spot and find them in the text
on Page 60. Then, match them with their meaning (a g).
a. audio file that can be downloaded by a subscriber from
the Internet
b. go away, leave, depart
c. pain, misfortune
d. television show that is based on a film or on another
television show
e. luxurious, elegant, expensive
f. unnatural, strange, mysterious
g. escape attempt
31
READING
6 Have a quick look at the text on Page 60. What type of text is it?
Give reasons for your choice.
7 Copy this chart into your notebook. Read the text and find a name
for each type of program.
Type of program Name of program
a. Chat show
b. Comedy
c. Detection / thriller
d. Documentary
e. Game show
f. News
g. Soap opera
h. Sports program
8 Read the text again. Identify the ideal program for these people.
a. Someone who dreams of entering the fashion business.
b. Someone who enjoys love and romantic affairs.
c. Someone who is interested in economic topics.
d. Someone who is interested in medical topics.
e. Someone who is interested in tourism.
f. Someone who is keen on supernatural experiences.
bailout
podcast
spin-off
uncanny
upscale
walk-off
woe
Key Word Spot
60 UNIT 3
TV GUI DE
MONDAY
Channel CBA SBC The FW FX BCN
8:00 pm Opportunity Knocks
A game show in which family
members are asked trivia
questions about one another.
NCIS
A successful JAG spinoff
about criminal cases
handled by the Naval
Criminal Investigative
Service.
40510 -New
This week tension
mounts between Kelly
and Brenda. Besides, a
secret relationship is
revealed.
Gamble or No
Gamble
Contestants compete
for cash inside sealed
briefcases in this
game show.
The Biggest Loser:
Families
Previous episode was all
about looking back.
Besides the standard
workouts and challenge,
this week really focuses
on the trainers saying
goodbye and making sure
they sent off their teams
with knowledge and
confidence to continue in
their progress at home.
9:00 pm Dancing with the VIPs
This is it, folks!
Weve finally arrived at the
finale of our show. Although
your votes have already been
tabulated, there are still 30
judges points available. Each
couple will be performing one
of their favorite routines.
The Psychic - New!
A celebrated psychic
turned-detective with a
powerful gift for
observation investigates
crimes for the California
Bureau of Investigation.
Americas Next Super
Model
Three have survived the
Top Model challenges
and shoots to date, but
on this weeks finale,
one of the girls is
crowned the winner
after a commercial
challenge and windy
walk-off.
Bodies
A scientist, who has
an uncanny ability to
read clues in a victims
bodies, solves
murders in a series
inspired by forensic
anthropologist and
novelist Kim Richards.
This week on Earth
News, science, and
debate advancing
sustainable life on a
changing planet.
10:00 pm Without a Trace
An FBI Missing Persons
Unit in Manhattan races
the clock to solve cases by
learning as much as
possible about people who
have disappeared.
Inside the NHL
Why do hockey players
born early in the year
enjoy a big advantage?
Max Gladstone
addresses the mystery in
a new book which he
presents in this program.
Arizona Highways
Each week viewers are
taken on a journey to
all parts of our state.
Theyll find adventure,
history, culture and all
the unique traits that
make Arizona so
special.
Financial News
Treasury assurances that
the bailout is helping
stabilize markets arent
enough for a program
with few internal controls,
though the minister
defended the program.
11:00 pm Pushing Daisies
A man who is able to bring the
dead back to life uses his
power to solve murder cases.
Private Clinic
A Brigs Anatomy spinoff
focusing on neonatal
surgeon Addison Foxley
Montgomery, who has left
Boston and moved to L.A.,
where she practices at the
upscale Seaside Wellness
Clinic.
The Fox Report
Thomas Fox joins Bill
Simpson for his 100th
sports podcast. The lively
show hits on 2013, the
All Stars debacle and his
favorite teams and
players during his
25-year reign.
Houzz
He has little patience
for his patients, but
misanthropic Geoffrey
Houzz is a brilliant
diagnostician.
Harry Unmarried -
New!
Funny situations for a
recently divorced man
who tries to be single
again after 15 years of
marriage while he raises
two kids with his
controlling ex-wife.
Created by: Publishing team.
61
9 Read the text once more. Are these statements facts (F) or
inferences (I)? After you finish, write one fact and one inference of
your own, related to the text.
Example:
Fact: Television is a popular means of communication (there is
evidence that supports it).
Inference: Sophie likes comedies, so I think she might like Harry
Unmarried (you infer based on previous knowledge).
a. In Opportunity Knocks, each contestant has to answer
questions about his / her family.
b. The audience can't vote for Dancing with the Vip anymore.
c. In Pushing Daisies, the protagonist can talk to the dead.
d. There are public divisions which offer support to important
TV series.
e. Private Clinic is a program that is derived from
another series.
f. It is the last episode of 40510 - New.
AFTER READING
1. Read these sentences from the text. Pay special attention to the
words in bold.
a. Even though your votes have already been tabulated, there are
still 30 judges points available.
b. Tension mounts between Kelly and Brenda. Besides, a secret
relationship is revealed.
c. Although he has little patience for patients, misanthropic
Geoffrey Houzz is a brilliant diagnostician.
d. Though assurances aren't enough for a program with few
internal controls, the minister defended it.
e. Besides the standard workouts and challenge, this week really
focuses on the trainers saying goodbye.
2. Which of the words in bold are used to:
a. include additional information?
b. show contrasting information?
We can connect two consecutive and additional ideas in a
sentence by using or / .
is used when we want to include and
/ when we want to show information.
4. Read the TV Guide again. Can you add some comments using
the connectors in this Language Spot?
Connectors besides, though and although LANGUAGE SPOT
Page 8
Read the extract of Brave
New World, a futuristic
novel, and answer the
questions.
LET S READ!
62 UNIT 3
10 Join these pairs of sentences using besides or although / though.
a. They were very tired. They watched TV until late.
b. It was raining. I went to the park.
c. Yesterday, it was raining. Yesterday it was very cold.
d. I want to go to the party. I have to go to the dentist.
e. My mother wanted to watch the last episode of 40510. My father
watched the football game.
f. It was a hard day. I didnt feel well.
11 32 Read and listen to the recording.
I watch TV every day. Although I like different programs, my favorite
ones are cartoons, reality shows and soap operas. The only things I
dont watch are sports programs, and the news.
Theres a fantastic soap opera on at the moment. The situations are
just like in real life and besides the characters are really interesting.
I hate it when we are getting to the end of each episode; I cant wait
to the next one.
12
Write a new paragraph, similar to the one in Exercise 11, about
yourself. It can also be about a web page, music, or anything you
like. You can add more information if you want. Then, share it with
your classmates.
LETS CHECK
13 Use words from this lesson to complete these sentences. Use a

dictionary to choose the correct form of the word you are going
to use. (7 pts.)
a. Did you see the first episode of the new on TV last
night? The story was interesting but very sad.
b. Jill Newman is a on breakfast television. She
introduces the program and talks to guests.
c. Did you watch the about the history of India?
d. Its a fantastic . If you answer ten questions correctly,
you can win a million pounds.
e. Did you see Tom Cruise on TV last night? He was interviewed
by Jonathon Pross on his new .
f. I think Jon Botson is a great . He gets very excited
when he describes somebody scoring a goal.
g. It was a very funny . I laughed a lot.
0 - 2
Keep trying!
3 - 5
Good!
6
Very good!
7
Excellent!
63
Editing checklist
about your work.
Punctuation
Do your sentences begin
with capital letters and end
with periods?
work for other punctuation
marks, such as question
marks, exclamation marks,
commas, etc.?
Sentences
make sense?
make them more
interesting?
Connectors
connectors in the text, such as
and, or, but, or because?
Spelling
work for spelling mistakes?
WRITING
14 In pairs, choose some categories from the boxes and, in your
notebook, make your ideal TV Guide for a Sunday afternoon.
Include useful information for the viewers and use the connectors in
the Language Spot to connect your ideas.
art programs
sports
news
competitions
wild life
series
movies
soap operas
chat shows
video clips
quizzes
cooking
sitcoms
15 Write a final version of your TV Guide and exchange it with other
partners. Use the Editing Checklist to check your work for mistakes.
16 Answer these questions and then compare ideas in your group and
with other groups.
a. What do you think of television?
b. Are you selective about what you watch or are you a couch
potato?
c. What sort of programs do you enjoy watching? Why?
d. Do you think you and the people your age watch too much TV?
Why? Why not?
LEARNERS FAST
17 Play this game in a group of 5 students.
a. Sit in a circle.
b. Choose one of the sentences below and read it aloud. You can
also add your own sentences about shows on TV, radio,
Internet, etc.
c. The other players have to guess what kind of program is being
described. Ask questions such as is it______? Does it begin
with______? Does it end with______? so as to increase your
chance of guessing.
d. The winner is the player who guesses the most types of programs.
i. My favorite TV program makes me laugh a lot - I think it's
really funny.
ii. I saw my favorite program earlier and it said it's going to rain
tonight.
iii. If you don't watch my favorite program, how can you know
what's happening in the world?
64 UNIT 3
BEFORE LISTENING
1 Which of the activities below do you like? Which ones don't you
like? Use the expressions in the boxes to talk about them with a
partner, choose one, and make a presentation about it for the rest
of the class. If you can, use the Internet to support your ideas.
TEENS ART WORK
LISTENING
LESSON 2
I dont like I like I prefer
as much as better than
less than more than
Reading
a book
Taking
photographs
Looking at
paintings
on the web
Painting
pictures
Listening
to music
G
oing to
concerts
Attending
lectures on art
Going to
art galleries
65
4 You are going to listen to what some people said about a photography
exhibition. Check () the statements you think will be true.
a. People enjoyed the exhibition.
b. People gave a good mark to the exhibition.
c. People liked abstract photos.
d. People liked the exhibition because it was teens work.

LISTENING
5 33 Listen to the recording and validate your predictions in
Exercise 4.
6 33 Listen to the recording again. Who said these sentences
(a e), the presenter, Sophie, or Brandon?
a. : The photos were very casual.
b. : It was an exhibition of photographs taken
by teenagers.
c. : The background was important.
d. : Samanthas pictures were very different.
e. : From one to five.
I can use
predictions to
understand the
general meaning.
I can identify
speakers in a
recording.
Reflection Spot
2 Number these types of pictures from 1 (the ones you like the most)
to 10 (the ones you dont like). Compare with your partner. Can you
explain your choices?
Abstract pictures Pictures of natural
disasters
Black and white photographs Pictures of nature
Color photographs Pictures of old people
Pictures of animals Pictures of people
Pictures of babies Pictures of teens
Pictures of flowers Pictures of war
3
Look at the photographs below. What type are they? Choose and
write a name from the box.
Art Photo-journalism Landscape Studio
1
2 3
4
66 UNIT 3
7 33 Listen to the recording again and fill in the blanks in these
sentences with only ONE word.
a. It was by who live in the same area that they do.
b. People particularly liked the bottle cap and the .
c. Sam said that he was inspired by his .
d. People said it was an enjoyable .
e. They gave the exhibition out of five.
8 33 Listen again and answer these questions.
a. Were the photographers professional or amateur? Why?
b. Which picture was the favorite one?
c. Who is Tom? What inspired him?
9 33 Listen once more. Who took these pictures, Eli or Tom? Write
their names below each picture.
a. b.
AFTER LISTENING
10
Write any words or phrases describing each of the teens works.
Eli Tom
Samantha Antonio
67
a. They said they liked that the photos were very casual.
b. People said the artist they found most interesting was Tom.
c. Antonio said that he used plain backgrounds to symbolize
freedom.
2. Choose the best answer to these questions.
a. What is the speaker referring to in the examples?
i. To what he / she says.
ii. To what someone else said.
When we report what another person said, we use
speech, introducing the report with said / .
Generally, when the original sentence is in Present Simple, it is
reported in the tense.
4. Copy and complete this example chart. Highlight all the changes
you can see as a result of the use of Reported Speech.
Reported Speech LANGUAGE SPOT
Direct Speech Reported Speech
A friend told me that it made him laugh.
My friend said it was good.
My mother told me it was about a scientist.
Susan: Its cold today.
Charles: I want to go to the cinema.
My mother: I dont feel well.
11 Report what these people said to you. Be careful with some extra
changes you have to include.
Example: Jim: My father has lunch at work.
Jim told me that his father had lunch at work.
a. Bill: Mary knows your cousin.
b. My brother: Im very hungry.
c. Sheila: Jim isnt married.
d. Bob: I like your sweater.
e. Connie: My mother doesnt like vegetables.
f. My sister: Diana and Tom are very good friends.
68 UNIT 3
LETS CHECK
12 In your notebook, rewrite these sentences reporting what other

people said. (10 pts.)
a. Sally: Im leaving in half an hour.
b. Tim: I want some orange juice.
c. Jack and Jill: We often go skating on Saturdays.
d. Dina: The children are very late.
e. Fred: I feel much better after that short break.
0 - 4
Keep trying!
5 - 6
Good!
7 - 8
Very good!
9 - 10
Excellent!
PRACTICE ORAL
13
Andrew and Reba are sharing impressions about a recent activity.
With your partner, complete their conversation using the words
and expressions in the boxes. Several possibilities are correct for
each blank.
sweet and smart
too long very funny
movie real little
recommend special effects horrible
action boring
good actors excellent
fantastic
Andrew: Did your friends like the ?
Reba: They told me it was . Alan said that
the were and that
they looked incredibly .
Andrew: What about the ?
Reba: They said that the kid was very
, but the rest of the
werent .
Andrew: Would they it?
Reba: If you like , but they said that it was
for kids.
14
34 Listen to the recording and compare your answers.

15
34 In pairs, listen and practice the dialog, taking turns to do
Andrews and Rebas part.
69
READING WRITING AND
16
Have you ever heard about ekphrastic poetry? Look up the meaning of
this concept on the Internet and explain it with your own words in the
lines below.
Ekphrastik poetry is
17
35 Read these three examples of ekphrastic poetry. Match them with
the famous works of art you think inspired them.
a. Cezanne's Ports
Allen Ginsberg (1950)
In the foreground we see
time and life
swept in a race
toward the left hand side of
the picture
where shore meets shore.
But that meeting place
isn't represented;
it doesn't occur on the
canvas.
For the other side of the bay
is Heaven and Eternity,
with a bleak white haze over
its mountains.
And the immense water of
L'Estaque is a go-between
for minute rowboats
b. Van Gogh's Bed
Jane Flanders (1985)
is orange,
like Cinderella's coach, like
the sun when he looked it
straight in the eye.
is narrow, he sleeps alone,
tossing
between two pillows, while it
carried him
bumpily to the ball.
is clumsy,
but friendly. A peasant
built the frame; and old wife
beat
the mattress till it rose like
meringue.
is empty,
morning light pours in
like wine, melody, fragrance,
the memory of happiness.
c. Classic Scene
William Carlos Williams
A power-house
in the shape of
a red brick chair
90 feet high
on the seat of which
sit the figures
of two metal
stacks--aluminum--
commanding an area
of squalid shacks
side by side--
from one of which
buff smoke
streams while under
a grey sky
the other remains
passive today--
The Gulf of Marseille seen from Lestaque (1883)
Paul Cezanne
Metropolitan Museum of Art, New York City
Vincents bedroom in Arles (1888)
Vincent Van Gogh
Van Gogh Museum, Amsterdam
Classic Landscape (1931)
Charles Sheeler
The Collection of the Mr. and Mrs. Barney
Ebsworth Foundation.
70 UNIT 3
18
Read the poems carefully. In pairs, discuss how text and image
relate and the point of view of the poets. Explain the connection you
see to the rest of the class. Do you recognize any poetic
techniques (metaphor, personification, alliteration, etc.) in the
poems? Give examples.
19
Answer these questions as you analyze the poems.
a. Read the poem Cezannes ports.
i. What is the poet describing?
ii. Can we see the poets description in the painting? Why? Why
not?
b. Read the poem Van Goghs bed.
i. What does the poet say about the room? Write a list of its
characteristics in your notebook.
ii. What does the poet compare the room to?
c. Read the poem Classic Scene.
i. What does the writer do at the beginning of the poem?
ii. Underline the words that are directly related to what can be
seen in the painting.
d. Which poem did you like most? Explain to your class why you
liked it.
20
Work in pairs. Write a poem inspired by an artwork.
a. Choose one of the paintings on Page 71, or one you know well.
b. List the first words that come to mind when you look at the
artwork you chose.
c. Answer these questions in your notebook. Take ten minutes to
do it.
i. What is happening in this artwork? What story is being told?
ii. Who or what is the subject of the painting? How would you
describe them?
iii. What is the mood of the artwork? What sounds, smells,
feelings or taste could you associate with it?
iv. How does this artwork connect with you? Why did you
choose it?
v. Now that you have closely observed the artwork, how would
you summarize its main idea?
d. Go back and make a list of any words or phrases you might want
to incorporate into a poem about the artwork. You can use
your dictionary.
e. In fifteen minutes, write a final version of your poem. You dont
have to follow any rules; it can simply be free verse.
71
TAKE ACTION!
a. In pairs, write a dialog expressing opinions about a free time activity, using ideas from the
chart. Imitate the dialog in Exercise 13.
b. Practice your dialog and then role play it in front of your classmates.
Activity Elements Impressions
Art exhibition
Concert
Football game
Handcrafts fair
Movie
Outdoor activity
Photo exhibition
Play
Sports tournament
Actors
Artists
Audience
Match
Musicians
Paintings
Performance
Photos
Players
Setting
Special effects
Topics
Weather
Amazing
Awful
Excellent
Incredible
Not so good
Quite good
Really fantastic
Surprising
Terrible
Too long
Too short
Very funny
Very sad
21
Share your poem in groups of eight students. Discuss these
questions.
a. What similarities do you notice in the way the other students
interpreted the works of art they chose?
b. What differences can you see?
Subway, ca. 1934 Lily Furedi
Department of the Interior, National Park Service
Chile entero II
Mario Carreo
Hospital del Trabajador de Rancagua
Leccin de pintura
Ximena Cristi
Museo de Arte Contemporneo, Santiago
72 UNIT 3
1
4
7 8 9 10
2
5
3
6
1 In your notebook, do some research and classify these art forms, indicating century, decades,
and at least one artist. You can organize the information in a time line, in your notebook.
a. Abstract painting f. Minimalism
b. Action painting g. Naturalism
c. Cubism h. Pop art
d. Folk art i. Post modernism
e. Futurism j. Representational art
2 Match the names in Exercise 1 (a - j) with the pictures that represent them (1 - 10).
73
ARTS AND ENTERTAINMENT ARTS AND ENTERTAINMENT
3 Follow these instructions.
a. Choose a famous painting and draw your own version on a piece of paper. Make two copies.
b. Modify one of the copies, changing some aspects, and write a set of instructions to help
other people discover the genuine one.
c. Tell your partner the instructions and see if he / she can discover the real work of art.
4 36 Read this extract from a TV guide and find words or phrases in it to match the definitions (a - h).
7:00 pm 8:00 pm 9:00 pm
Pride and Prejudice
A repeat run for the peak-time
costume drama serial which topped
last summers viewing figures. In this
opening episode we meet The Bennet
family and the handsome Mr Darcy.
World at War
A new three-part
documentary series that
tells the story of the First
World War. It is narrated
by William Gates.
Sports Special
Extended highlights of the
match between Real
Madrid and Arsenal, with
commentary by Barry
Motson
a. : The first program (in
a series)
b. : The time of day when
most people watch TV
c. : A group of three
related programs that are broadcast over
a period of time
d. : A description of a
match as it happens
e. : A long drama set in
the past that is broadcast in parts (in a
series of programs)
f. : A series of programs
that are not being shown on television for
the first time
g. : The story is told
h. : Not the whole match,
but all the exciting action
5 37 Solve the mystery. Read the short text and discover who is talking. Find out who painted
this work of art, when, and where it is now.
A famous painting
Im old (about 500 years old, actually) but, according to many people, Im still beautiful. Im called a
work of art, a masterpiece, though theres something about me that people still dont really understand.
About a hundred years ago, I was stolen from my home in France (which, incidentally, was not the
country I was painted in), but fortunately I was returned within a couple of years. I certainly didnt
enjoy being moved around during that time, but I wasnt damaged, thankfully.
My creator was a man far ahead of his time; he was a scientist, an artist, an engineer, and even an
architect. Believe it or not, he once designed (and named) a prototype
for a form of air travel!
He was a very busy man indeed - in fact, it took him a long time to
create me, but it was all worth it in the end; Im famous now and
so is he.
Im known by two names, the first is my first name and the other is
my surname. You know me, dont you?
74 UNIT 3
UNIT CHECK
READING
Limericks
A limerick is a five-line poem with a strict form, originally popularized in English by
Edward Lear. The name derives from the Irish town of Limerick.
Variants of this form of poetry can be traced back to the fourteenth century English
history. Since then, people have used limericks in Nursery Rhymes and other poems
for children.
Haiku
A haiku is a particular type of Japanese poem. Many experts say that the first haiku
was written by Basho in the seventeenth century, but it may well date from earlier.
The poems consist of three lines adding up to a total of seventeen syllables (or
sounds). The first and third lines have five syllables each and the second line
seven. One thing that is very different from many forms of poems is that the lines
do not need to rhyme.
Traditionally, haiku are about nature and include a kigo - a word associated with one of the four seasons.
Dreamtime
Dreamtime is a very important concept for the Aborigine people of Australia.
It is the way the Aborigine explain the creation of life and their origins. The
dreaming connects the Aborigine to their ancestors and to the land. For them,
their land, plants, and animals are incredibly important.
The dreaming can be shown through paintings, dance, and storytelling. The
paintings often consist of lines, circles, and specific symbols that represent
animals and people.
The stories are usually about creation, but are more than just myths and legends. It is through the stories
that the children learn about the traditions, how to behave, and where to find food and water. People have
handed down these stories from generation to generation for thousands of years.
Morris Dancing
Morris dancing is a traditional type of folk dancing found in many villages
in Britain. The earliest records of Morris dancing date from the fifteenth
century. The name is quite interesting and one theory is that it comes from
the Latin word mores, which means a custom.
For some reason, Morris dancing seems to be very popular in the spring
and early summer.
Often the dancers are all men and they wear special costumes with bells
on. They carry sticks or handkerchiefs which they wave when dancing. They are accompanied by folk
music, usually played on an accordion.
Traditional art forms
38
75
ARTS AND ENTERTAINMENT ARTS AND ENTERTAINMENT
1 Read the article and match the words (a - j) to the four forms of traditional art.
a. Australia
b. bells
c. Ireland
d. poetry
e. folk music
f. Japan
g. rhymes
h. spring
i. stories
j. symbols
2 Match the artforms in column A with their descriptions in column B.
A
a. Dreamtime
b. Limerick
c. Haiku
d. Morris Dancing
B
i. Its name derives from a town in Ireland.
ii. It's the way in which children learn about their traditions.
iii. It's is always accompanied by folk music.
iv. A poem that doesn't necessarily rhyme.
LISTENING: DID YOU LIKE THE MOVIE?
3 39 Listen to the recording and tick each speakers opinion of the movie.
Speaker Very good Good enough Not good
1
2
3
4
5
6
4 39 Listen again and number the sentences in the order you hear them.
a. The new cast is brilliant.
b. The songs are amazing.
c. It was too cheesy, too sentimental.
d. My little cousin asked me to go to see the third one.
e. Far too much romance.
f. Roy and Brad danced fabulously.
9 pts.
6 pts.
6 pts.
5 pts.
76 UNIT 3
5 39 Listen once more and fill in the blanks in these sentences.
a. It was also to with the prom and .
b. This movie is , I just it.
c. Its a movie and once , the songs are .
LANGUAGE
6 Match the types of movies (a - e) and the comments (i - v).
a. A horror movie
b. A romantic comedy
c. A sci-fi movie
d. A thriller
e. An animated movie
i. An all-action movie with great stunts and a real cliffhanger of an ending.
ii. Set on a star cruiser in the distant future, this film has great special effects.
iii. A hilarious movie about two unlikely lovers, which will have you laughing
out loud.
iv. A fantastic computer-generated cartoon, with the voice of Eddie Murphy as
the donkey.
v. This new movie will scare you to death.
7 In your notebook, rewrite the ideas in this dialog into a paragraph, using Reported
Speech.
Sandra: Did you enjoy the movie?
Sam: Im not sure.
Sandra: I think the actress performance was fantastic.
Sam: Well, I didnt like it at all.
Sandra: But the special effects were amazing!
SPEAKING
8 In pairs, talk about your favorite art form, such as music, movies, books, sculpture,
etc. Tell your partner about its genre and main details. Explain why you like it.
WRITING
9 Write a brief description of a particular art form that is exclusive of Chile. It can be
related to painting, music, dancing, poetry, etc. Follow the models on Page 74.
65
TOTAL
0 - 16
Keep trying!
17 - 33
Good!
34 - 50
Very good!
51 - 65
Excellent!
5 pts.
10 pts.
10 pts.
10 pts.
4 pts.
77
1 I can link my ideas using the connectors besides, though,
or although.
a. I can't go to the cinema; I'm busy . , I don't
have much money.
b. the films is boring, a lot of people go to
the cinema to watch it.
c. I enjoyed the book it had a bad ending.
2 I can report what other people said.
A friend: I want to go to the cinema.

My mother: I dont feel well.
Reading
recognize general content of a text
discriminate between facts and inferences
Listening
infer information from a pattern of voice
relate speakers with their speech
Speaking
give opinions about artistic expressions
report what someone said
Writing
write a short review about an artistic activity
write a TV guide
a. .
b. .
FINAL REFLECTION
your score
Never = 0
Sometimes = 1
Always = 2
If you get:
0 - 5 = Watch out! You must look
back and review the whole unit.
Ask help from your teacher or a
partner.
6 - 9 = Not too bad, but there are
areas where you still have
problems
progress. You may look ahead to
the new unit and help the
78
GETTING READY
1 Look at the pictures on Page 79 and answer these questions.
a. What can you see in the photographs?
b. How old are the people in them?
c. What are the people doing?
2 Match the words in column A to the ones in column B, to form new expressions related to voluntary
work. Write them in your notebook. Then, use them to express your opinion about this topic.
A
another - great - a helping - rewarding -
community - understanding - earning - working
B
teams - local cultures - experience - opportunity
- perspective - hand - support - money
3 With your partner, complete this chart in your notebook with information on volunteer organizations
in Chile.
Name of organization Type of work they do
HOW ABOUT
WORKING?
UNIT
read a leaflet
read two advertisements
listen to a radio advertisement
listen to a dialog about voluntary work
Reading
locate missing information in a text
discriminate between correct and incorrect
information
Writing
write a letter of application
write a short poem or rhyme about
voluntary work
You will also:
assess and appreciate the role of
volunteer organizations around the world
value the importance of voluntary work
for people in need
Listening
discriminate between correct and incorrect information
extract specific information from a recording
Language
express obligation and necessity
use Modal Verbs to express future possibility
Speaking
exchange information about voluntary work
exchange information about future possibilities
HOW ABOUT WORKING?
79
80 UNIT 4
BEFORE YOU START
1 Have a look at these signs. Circle the correct option to explain their meaning.
2 Write a recommendation for each situation.
a. You have a very difficult English test next week.
.
b. You have a terrible headache. .
c. Its raining heavily and you have to go out.
.
d. You are not allowed to leave the classroom without permission.
.
e. You dont understand the math exercises very well.
.
BREAKING FRONTIERS
LESSON 1
a. You smoke in this room.
can must mustnt
c. You use your cell phone
on the plane.
mustnt must can
e. Visitors wear safety
equipment.
have to must mustnt
b. I feed the animals.
can must mustnt
d. You fasten your seatbelt.
dont have to can must
f. I throw the trash in
this container.
dont have to have to can
81
HOW ABOUT WORKING?
Use of modals (can, can't, might, etc).
Talk about future events, using will.
1 Have a look at the picture of a city of the future. Read the sentences, classify the events
according to their probability, and write VP (Very Possible) or NVP (Not Very Possible).
a. Robots will clean the streets.
b. There will be surveillance cameras everywhere.
c. People will travel by spaceships.
d. People will have vacations on the moon.
2 Do you think all people will speak the same language in the future? Explain.
MAKING A DIFFERENCE
LESSON 2
82 UNIT 4
READING
LESSON 1
BREAKING FRONTIERS
BEFORE READING
a. What are you planning to do next summer?
b. Have you ever worked during your vacation?
2 Think about the ideal Summer Job. Make a list of its characteristics
and discuss it with your partner.
3 Have a look at Page 83. What kind of text is it? Can you
explain why?
a. An advertisement.
b. A magazine article.
c. An encyclopedia entry.
4 Take a look at the title of the text and the image on Page 83. Can
you predict what the text is about? Explain.
5 Read the words in the Key Word Spot. Match them with their
meanings and synonyms (a e).
a. in a foreign country
b. aid, assistance
c. protection, cover
d. growing, progressing
e. posting, position
42
READING
6 Read the text quickly and check your predictions in Exercises 3 and 4.
7 Read the text again and fill in the blanks (a l) with a word from
the boxes. You can check with the recording.
support
volunteer pocket
projects
airfare application communities
contribute
host locations opportunity
contribution
abroad
developing
insurance
placement
support
Key Word Spot
83
HOW ABOUT WORKING?
Amigos de las Americas is a unique international
organization which brings together volunteers from
all over the world to work in developing countries.
We organize programs worldwide with a particular
emphasis on health, education, and community
(a.) .
Our volunteers work in teams and have the
(b.) to learn new skills and meet
new friends while making an important
(c.) in local communities.
Amigos de las Americas provides International
Volunteer Abroad and Summer Volunteer Programs
in 23 countries across Latin America - recent
(d.) have included Brazil,
Bolivia, Guatemala and El Salvador.
Our Volunteer Abroad (e.)
include both short-term (4 weeks) and long-term (6
months) placements in every country, which
volunteers can join throughout the year.
Our organization gives volunteers a rewarding travel
experience as they get to know the local cultures
and different ways of life across the world while
helping them to work with the local
(f.) . This is the reason why more
and more people are choosing to volunteer
abroad every year, as it helps them gain another
perspective.
YOU
must be between 17 and 24.
can volunteer for four weeks
to six months.
have to (g.) 1,400 dollars
toward the cost.
stay with a local (h.) family
during your time as a volunteer.
need to speak English.
WE
pay for your food, accommodation,
and return (i.) ________.
provide weekly (j.) ________ money.
organize medical insurance where
appropriate.
train you in the skills you need to
help the local community.
give you constant support during your
volunteer period.
HOW TO APPLY
Fill in an (k.) form.
Write an accompanying letter saying what kind of
volunteer work you would like and where you would
like to work. Give information about your skills,
abilities, and interests and say why you think you
would be a successful (l.) .
Apply at least six months in advance of the date
you want to volunteer.
Mail your letter and completed form to:
AMIGOS DE LAS AMERICAS
9611 14
th
Street
Washington, D.C. 20032
JOIN OUR INTERNATIONAL VOLUNTEER
ABROAD PROGRAMS AND CHANGE THE WAY
YOU SEE THE WORLD!
84 UNIT 4
8 Copy this diagram in your notebook and complete it with
information from the text.
Amigos de las Americas
Age
required?
Kinds of
programs
English
required?
Opportunities
AFTER READING
9 In your group, talk about the text you read. Answer these questions
and then share your reflections with another group.
a. Would you like to join an international work program?
b. Where would you like to go? Why?
c. What kind of work do you think you could do?
d. Which jobs do you think are the most necessary in a program
like this? Explain.
Obligation and necessity LANGUAGE SPOT
1. Read these sentences from the text, paying special attention to
the words in bold.
a. You must be between 17 and 24.
b. You have to contribute 1,400 dollars toward the cost.
c. You need to speak English.
d. You must fill in an application form.
e. You have to apply at least six months in advance.
2. Answer these questions.
a. Which of the sentences expresses an obligation?
b. Which of the sentences expresses a necessity?
c. Which verbs are used for each purpose?
We can express and by using certain verbs.
We use to express .
We can use or to express .
4. Go back to the text on Page 83. Rewrite the instructions on how to
apply using the verbs in this Language Spot.
Can I relate the
topic to my own
reality?
Can I give and
support my
opinions?
Reflection Spot
85
HOW ABOUT WORKING?
10 Circle must / need to to complete these sentences. Can you identify
what each sentence expresses?
a. Pedestrians need to / must look both ways before they cross
the street.
b. Drivers need to / must stop for pedestrians at marked crossings.
c. You need to / must speak Chinese to apply for the post.
d. Students need to / must pass an exam to join the program.
e. Construction workers need to / must wear hard hats. Its the law.
11 Match the comments in A with the replies in B. Then, write the
complete exchanges in your notebook.
A
a. I have to speak English in
my job.
b. I think you need to have a
haircut.
c. John has hurt his back.
d. Julia has to get up at 5 a.m.
tomorrow.
e. The meeting starts in five
minutes.
f. We must try that new
restaurant in town.
B
i. He must go to the doctor.
ii. She must go to bed
early, then.
iii. We have to book a table in
advance, though.
iv. We must hurry.
v. Yes, I must get an
appointment with my
hairdresser.
vi. You need to take English
classes.
LETS CHECK
12 Complete these sentences with must or have to and need to.
(7 pts.)
a. You talk to your brother and try to solve that problem.
b. You take a break and come with us to the cinema.
c. You are a bit overweight. You do more exercise.
d We are in a church; you stop making that
unpleasant noise.
e. If you want to watch TV, first you finish your homework.
f. You stay in bed because you have a nasty cold.
g. You study more. The exam is going to be very difficult.
0 - 3
Keep trying!
4 - 5
Good!
6
Very good!
7
Excellent!
Page 10
Read Abbies diary telling
about her voluntary work in
India and answer the
questions.
LET S READ!
86 UNIT 4
13 43 Listen to the recording and complete the dialog with phrases
from the boxes.
absolutely necessary
application form accompanying letter
the reasons
skills, abilities and interests kind of work
three months before this summer
voluntary work
A: What are you planning to do ?
B: Im going to do some .
A: How interesting! Id like to do the same.
B: Then you have to fill in an and write an
.
A: A letter? What must I say in it?
B: You must explain what you would like to do
and where you would like to go. You must also include
information about your , and
you want to be a volunteer.
A: Do I need to speak English?
B: Yes, its .
A: Oh! How exciting! I think Im going to work this summer.
B: Im sorry, you cant. You should apply at least
the date you want to start.
14 43 Listen to the recording again and practice the dialog with a
partner. Repeat each sentence after you hear them, practice, and
then present it to the rest of the class. You can correct your
partner's pronunciation.
WRITING
15 This is an Amigos de las Amricas application form. Fill it out with
your personal information.
(Please complete in black ink with BLOCK CAPITALS)
APPLICATION FORM
Last name:
Other names:
Age:
Male / Female Married / Single
Nationality:
Address:
Telephone N: Cellphone N: E-mail address:
Class: Languages: Fluent / Good / Basic
Interests:
Two reasons we should select you:
Circle the location where you would like to work and say why:
Bangladesh Burkina Faso Chile Honduras Malaysia The Philipines
Please, turn over and complete the medical details.
87
HOW ABOUT WORKING?
16 Use the information in the application form to complete this
accompanying letter.

Chile
November , 20
Kirsten Tobey
Amigos &de &las Americas
9611, 14
th
Street
Washington, D.C. 20032
Dear Mrs. Tobey,

I would &like &to make
with my work.
I &believe I will &be &a &good &team member &because

I &look &forward &to &getting more &information &from you &and &to &hearing &if my &application
&has &been accepted.
Yours Sincerely,
17 Copy the letter onto your notebook and send it to a friend or read it
aloud in front of your classmates. Use the Editing Checklist to
check for mistakes.
LEARNERS FAST
18 Imagine you are the Director of a voluntary organization. Write a
letter accepting or rejecting an application, giving reasons for
your decision.
Editing checklist
about your work.
Punctuation
Do your sentences begin
with capital letters and end
with periods?
work for other punctuation
marks, such as question
marks, exclamation marks,
commas, etc.?
Sentences
make sense?
make them more
interesting?
Connectors
connectors in the text, such
as and, or, but or because?
Spelling
work for spelling mistakes?
Are there any words you are
not sure about?
88 UNIT 4
MAKING A DIFFERENCE
LISTENING
LESSON 2
BEFORE LISTENING
1 Answer these questions in your group. Take notes in your notebook
and then compare answers with other groups.
a. Have you ever thought about doing some voluntary work? What
kind of work?
b. Look at the pictures. Have you ever done any of those activities?
Did you like it? Why? Why not?
c. What kinds of voluntary work can young people do in Chile?
2 Complete this chart.
Positive Aspects of Doing
Voluntary Work
Negative Aspects of Doing
Voluntary Work
1. 1.
2. 2.
3. 3.
3 Share your list in your group. Exchange opinions, supporting
your choices.
89
HOW ABOUT WORKING?
4 Discuss these questions with your partner, and then, share them
with the rest of the class.
a. Do you know any organizations that do voluntary work in Chile?
b. How can you support them?
c. In your opinion, which are the most necessary in Chile?
5 Read the words in the Key Word Spot. Match them with their
definition or synonym (a c).
a. You get a personal retribution by doing it.
b. Assistance.
c. You dont get any money by doing it.
LISTENING
6 44 You are going to listen to a text about a voluntary work
organization. Write three personal questions about voluntary work,
and then listen to the recording. Did the text answer your
questions? Check.
7 44 Listen again and check if the positive and negative aspects in
your list were mentioned in the recording.
8 44 Listen to the recording again. Number these sentences in the
order you hear them.
a. Its too much effort.
b. So you only want graduates.
c. You cant tell me that one person is going to make
a difference.
d. Spend a year away from civilization?
e. Work and not get paid? You must be joking!
9 44 Discuss this questions with your partner.
a. Do you agree with the fact of working with no retribution? Why?
b. Do you think people can also have fun while doing voluntary
work? How?
c. Which organization would you help? Why? In your notebook,
write a short paragraph expressing the reasons for your choice.
helping hand
non-profit-making
worth achieving
Key Word Spot
90 UNIT 4
10 44 Match the activities in the boxes with the corresponding
pictures (1 6). Then, listen once more and identify the ones that
are mentioned in the recording.
teach people visit a web site
make a profit
build houses distribute medication lend a helping hand
1 2 3
4 5 6
AFTER LISTENING
Expressing possibility LANGUAGE SPOT
1. Read these sentences from the recording. Pay special attention to
the words in bold.
a. VW gives a helping hand wherever people may need.
b. It may be distributing food and medication or teaching to read
and write.
c. You may have the chance to acquire skills you never dreamed of.
d. That might be true.
2. What do these sentences express? Circle an alternative.
a. A situation that will certainly happen in the future.
b. A situation that will probably happen in the future.
and are synonyms and are commonly
used to express in the .
Note: We use may when something is likely to happen and might
when something is rather less probable to happen.
4. Work with a partner and revise the recording you listened to. Write
two sentences about things that are likely to happen if you join VW.
91
HOW ABOUT WORKING?
11 In your notebook, rewrite the sentences below using may or might.
Example:
Its very possible that Ill go to the cinema this evening.
I may go to the cinema this evening.
a. Its possible that Ill see you tomorrow.
b. Its possible that Ann will forget to book the tickets.
c. Its very possible that it will snow today.
d. Its very possible that David will work till late today.
e. Its very possible that Mary will not be at home tomorrow.
f. Its possible that they will go away for the weekend.
g. It is possible that you are right.
PRACTICE ORAL
12

45 Work in pairs to complete these dialogs. Match columns A and
B, and then Use may / might and the clues in the boxes. Check
with the recording.
see her next week get a new car
go camping call a taxi
go to the south
A
a. Where are you going
on vacation?
b. What are you doing on
the weekend?
c. When will you see
Ann again?
d. How are you getting
home after the theater?
e. What are you doing with
the money you won?
B
i. I havent decided yet.
, but the
one I like is very expensive.
ii. I dont know. ,
but the weather forecast is
not good.
iii. I dont know .
iv. I'm not sure. ;
it's unlikely.
v. Im not sure. .
13 Listen and practice the dialogs in Exercise 13 with a partner.
Choose two and role play them in front of your classmates.
14 Think about the advertisement you listened to and answer these
questions in your group. Compare answers with other groups.
a. What aspects do you agree with? Why?
b. What aspects dont you agree with? Why not?
92 UNIT 4
LETS CHECK
15 Complete these sentences with a suitable verb from the boxes. Use
may /may not or might / might not according to the probability that
the event will happen. (8 pts.)
bite catch win shine be meet erupt buy
a. Next week, the forecast says the sun every day.
b. Be careful! That dog is very dangerous. It you.
c. In Hollywood, you some famous stars, but not often.
d. I have earned some money so I a new computer
next year.
e. That volcano is not active; however, some scientists say it
.
f. Manchester United has bought some excellent players. It
the soccer championship next year.
g. Kelly is not answering the phone. She out.
h. The policeman the thief if he runs very fast.
0 - 2
Keep trying!
3 - 4
Good!
5 - 6
Very good!
7 - 8
Excellent!
READING WRITING AND
16 46 Read these two poems about voluntary work. One of them is
an Acrostic Poem. Find out what an Acrostic poem is and decide
which poem belongs to that category.
Taken from: Poems and Invocations on Volunteering (Words to Inspire). (n.d.)
Retrieved April 22, 2013, from http://www.energizeinc.com/reflect/poem.html
To Our Volunteers
By Lisa Ellinwood
V is for the very special people that you are,
O is for the overwhelming support & compassion you offer,
L is for the little things you do that make such a difference in
someone's life.
U is for the unspoken words that sometimes mean just as much,
N is for the need you fill,
T is for the time you give of yourselves,
E is for the emotional support you give.
E is also for the endless energy you all seem to possess,
R is for the responsibility you have taken on and never once complained,
S is for the smiles you bring.
If I Can Stop By
If I can stop one heart
from breaking;
I shall not live in vain.
If I can ease one life the
aching,
or cool one pain,
or help one fainting robin
onto his nest again;
I shall not live in vain.
Emily Dickinson
93
HOW ABOUT WORKING?
17 Acrostic is a fun poetic form that anyone can write. In pairs, follow
the instructions and write an acrostic poem about voluntary work or
any topic related to it.
a. Brainstorm a list of words or phrases that describe or remind you
of the topic word. (Some of them may start with the letters in your
topic word).
b. Use the words you brainstormed to help you write your acrostic
poem. It should be about the topic word and each line should
begin with a letter from the word.
c. Review your poem and make any changes you want.
d. Write a final version and memorize it.
e. Organize a poetry recital and recite the poem to your classmates.
If possible, or if you prefer, you can visit http://www.readwritethink.org/
files/resources/interactives/acrostic/ and follow the instructions on the
website.
LEARNERS FAST
In your notebook, complete this web with information related to
voluntary work. Include names of organizations in Chile, vocabulary from
the lesson and website links.
Jobs
Disadvantages Advantages
TAKE ACTION!
In your group, prepare an advertisement like the
one in the recording, giving five good reasons
why people should consider voluntary work (this
should be the title of your advertisement).
a. Write your advertisement on a nice piece of
paper, add some art work and display it in
your classroom.
b. If possible, record the advertisement and
make your classmates listen to it next class.
If not, read it aloud to your classmates.
Summer Voluntary Jobs
Volunteers
ONE MORE STEP
TOWARD EQUITY
94 UNIT 4
APPLY NOW!
We need volunteers
Personal Experience
Previous volunteer work and experience: _________________________________________________________
Additional skills (leadership experience, oral and written communication skills, IT knowledge, etc.): __________
________________________________________________________________________________
Previous travel experience and other interests: ____________________________________________________
Program Preferences
Choose One:

Volunteer Program: Short-term, more flexibility, no specific requirements.

Internship Program: Longer term, more customized, possible course credit.

Preferred Location in Latin America: _________________________________________________________
If other, please specify: _______________________________________________________________________
Do you have any allergies, dietary requirements, phobias, or other important living considerations?
__________________________________________________________________________________________
Parent/ Guardian information
__________________________________________________________________________________________
First Name Last Name
__________________________________________________________________________________________
Email Phone Number Mobile Phone
__________________________________________________________________________________________
Address City Region Country
__________________________________________________________________________________________
Nationality Date of birth Gender (Male / Female)
Educational Background
__________________________________________________________________________________________
Level School Average grade
English Level () Beginner Intermediate Advanced Other languages (please state level) __________
Personal Information
__________________________________________________________________________________________
First Name Last Name
__________________________________________________________________________________________
Email Phone Number Mobile Phone
__________________________________________________________________________________________
Address City Region Country
__________________________________________________________________________________________
Nationality Date of birth Gender (Male / Female)
1 Complete this application form to an international volunteer organization.
95
HOW ABOUT WORKING?
2 1
3 4 5
2 You are going to prepare a leaflet with your group.
a. Find information about three volunteer organizations that offer work for teens.
b. Write a short text like the one in Lesson 1 to explain the objectives of each organization.
c. Choose one of them and prepare a leaflet promoting the organization. Add pictures or some
other visual material.
d. Display your leaflet in your classroom. You can also write it on a computer and upload it on
the class blog, if possible.
3 Look at the pictures below. Which kind of voluntary work could you do to help the people or
animals the pictures? Discuss with your partners.
HOW ABOUT WORKING?
96 UNIT 4
UNIT CHECK
READING: TEEN JOBS OFFERED
Adapted from: Jobs for teens. (n.d.) Retrieved April 24, 2012,
from: http://www.groovejob.com/jobs/teen-jobs/
I.
Looking for great teen jobs? With over 25,000 jobs around the country, youve come
to the right place! You can search by city or state, or you can even search by zip code
for a job. Once you find the right job for you, you can easily apply online. And if this is
your first time searching for jobs for teenagers, you can check out our resource center
for great tools and tips on how to get what you need.
II.
If youre thinking a typical teen job is working at the local burger joint, youve only got
a small piece of the picture. Teen jobs can include the typical burger joint job but
they can also include great jobs - jobs that give you some real world experience and
teach you career skills that can last a lifetime. Check out just a few ideas below:
III.
Interested in teaching as a career? Then tutoring students could make a great teen job.
How about a healthcare career? If so, you should check out the local hospital for job
opportunities. Just the experience of being in a hospital job can go far.
IV.
If youre interested in having fun at your job, you should seek out employers that do
what you love. For example, do you love pets? Then you should go to the local zoo
and soon youll be surrounded by some of the most interesting and exotic animals in
the world.
V.
Help make the world a better place by volunteering your time to one of the great
National Organizations, or for local opportunities, check out those provided by our
partner Volunteer Match. Youll gain valuable experience, make friends, and the best
part - youll make a difference!
When searching for a teen job, its easy to go after the typical ones but theres so
much out there. Learn new skills, discover your passions and help people! Got any
more ideas to add to our lists?
GrooveJob.com has dozens of great teen jobs for you. Whether youre looking for a
seasonal job or if youre interested in an opportunity during your summer break, just
type in your zip code below to find a great job made for teens!
TEEN JOBS OFFERED
47
97
HOW ABOUT WORKING? HOW ABOUT WORKING?
1 Have a quick look at the text. What type of text is it?
a. A letter of application.
b. An advertisement.
c. An article from the Internet.
2 Read the text again. Locate these headings (a e) in the corresponding
paragraphs (I V). You can check with the recording.
a. Career Related Jobs
b. Fun Jobs
c. Jobs for Teens
d. So what really defines a typical teen job?
e. Volunteer Job Opportunities
3 Copy this concept map in your notebook and complete it with information from
the text.
Teen Jobs
Types of jobs Advantages of teen Jobs
LISTENING - VOLUNTEER JOBS FOR STUDENTS AND TEENS
4

48 Listen to the recording. Match the beginnings in column A (a - d) with the
endings in column B (i - v).
A
a. Habitat for Humanity
b. All volunteer applications
c. If you are interested in
becoming a volunteer
d. For any further questions
B
i. are carefully screened.
ii. needs short term volunteers.
iii. please download an application form.
iv. please contact the Volunteer
Program Manager.
5

48 Listen again and answer the following questions.
a. What is Habitat for Humanity?
b. What are the steps in the selection process?
c. What does the organization provide, if you are selected?
1 pt.
5 pts.
5 pts.
4 pts.
5 pts.
98 UNIT 4
0 - 12
Keep trying!
13 - 24
Good!
25 - 36
Very good!
37 - 44
Excellent!
44 pts.
TOTAL
3 pts.
5 pts.
8 pts.
8 pts.
LANGUAGE
6 Fill in the gaps with the correct words in brackets.
a. They (can / might) be away for the weekend but Im not sure.
b. It is probable that he (might / should) go to Sheffield.
c. It (might / may) be a cooler day tomorrow, probably.
d. You (can / might) be right, but it is not very likely.
7 Complete these sentences giving advice and recommendations, using the
appropriate words and the verbs from the boxes.
arrive read thank wear write
a. If you want to find a job, you the newspaper ads.
b. You late for an interview.
c. You a good CV.
d. You jeans when you go to a job interview.
e. You the interviewer at the end of the interview.
SPEAKING
8 In pairs, role play a telephone conversation applying for a voluntary job.
WRITING
9 Catalina Lpez wants to apply to an international volunteer organization. Read
the notes about her and then write her letter of application. Follow the model on
Page 87.
Age: 17
Address: Los Molinos 8953, Quinta Normal, Santiago, Chile.
Program: Wants to work for 4 weeks in January/February
during summer vacation.
Project: Would prefer to work on an educational project in
Latin America.
Languages: Spanish (first language) and English
(intermediate level)
Interests: Likes music and arts.
Skills: Gets along well with people, has previous
experience working in teams.
99
HOW ABOUT WORKING?
FINAL REFLECTION
your score
Never = 0
Sometimes = 1
Always = 2
If you get:
0 - 5 = Watch out! You must look
back and review the whole unit.
Ask help from your teacher or
a partner.
6 - 9 = Not too bad, but there are
areas where you still have
problems
progress. You may look ahead to
the new unit and help the
1 I can write two sentences expressing
a. a necessity:
b. an obligation:
2 I can write two sentences with advantages and two with
disadvantages about voluntary work.
Advantages Disadvantages
a. a.
b. b.
Reading
locate missing information in a text
Discriminate between correct and incorrect information
Listening
identify the correct sequence of infomation
relate speakers with their speech
Speaking
talk about preferences
exchange information about voluntary work
Writing
write a letter of application to a voluntary organization
write a leaflet promoting an organization
Write two things you can do to improve your performance.
a. .
b. .
HOW ABOUT WORKING?
100
ANSWERS
Unit 1: Student life
Before you start
Lesson 1
1 1: English class. 2: Summer camp. 3: Lunch at school
cafeteria. 4: fifteen-minute recess. 5: Physical education
class. 6: Field trip.
2 a. iii. b. i. c. ii. d. iv.
Lesson 2
1 Answer will vary
Lesson 1: Our School
3 d.
5 mice (6). red-poll (8). ladder (3). usher (7). musket
(4). inkwell (2). knapsack (1). gig (5).
7 a. They used to keep red - polls, linnets, canaries and
white mice.
b. It mistook his way, fell into an inkwell, was dyed black
and drowned.
c. The usher.
d. He used to take pedestrian excursions.
e. He used to take a handleless umbrella.
f. A serving man.
9 a. - ii. b. - iii. c. - ii. d. - v. e. i.
Language Spot
2. b.
3. When we want to talk about past habits, we use used to +
the infinitive of verbs.
11 a. didnt use to go. b. used to have. c. In the past,
students didn't use to have computers at school d. For
math lessons, children used to use frames with colored
wooden beads, much like an abacus. e. Children used to
study math, reading dictation, etc. f. Paper was expensive,
so children didn't use to have notebooks. g. Students
used to write on slates with slate pencils.
12 In the nineteenth century in Britain, families didnt use to
send their children to school. They used to have teachers
at home. Children used to study Latin and
Greek, they didnt use to write on paper and they used to
use an abacus to multiply and divide.
Girls didnt use to go to school; they used to stay at
home. They used to learn subjects like French, music and
sewing.
Nineteenth century students used to obey their teachers
and they used to show respect for them at all times.
17 a. iii. b. iii.
18 a. In Chile. b. In Washington D.C. (USA). c. No, he doesnt.
Lesson 2: Who had more fun?
1 1: riding their bikes. 2: talking to friends. 3: dancing.
4: listening to music. 5: eating out. 6: playing video
games. 7: playing the piano.
4 attend - asistir. dark - oscuridad. dorm - (American
English / informal for dormitory) - dormitorio en un colegio
5 b.
6 She used to ride a bike, she used to have picnics and she
used to play the piano.
She didnt use to chat with friends, she didnt use to do to
discos, she didnt use to listen to music, she didnt use to
watch TV.
Activity /
Sleep at school
Play the piano
Watch TV
Listen to music
Read
Have a picnic
Ride bikes
Play cards
Go out alone
Have boyfriends
7
8 e. - g. - c. - b. - d. - a. - f.
9 a. Granny. b. Laura. c. Granny. d. Laura.
10 a. False (she returned home on weekends).
b. True.
c. False (it had a large garden with lots of trees).
d. True.
e. False (she learned to play it at school when she was
a teenager).
f. False (they never watched TV).
g. True.
101
Language Spot
2. b.
3. We use the Past Continuous tense to express a continuous
action that happened in the past.
We use the Simple Past tense to express a specific action
that happened in the middle of the long action. We can join
the two ideas with when or while.
12 a. was eating b. was studying c. were playing d. were
dancing e. was walking
Your English in Action
3 1. marbles 2. comic 3. kite 4. Yoyo 5. Skipping rope
6. CD 7. computer game 8. Scooter 9. Hoop
Unit Check
READING - COMPARING SCHOOLS
1 a. He attends a High School for boys and girls. b. Twenty.
c. At 3:30.
2 a. Alan and Marks schools are very similar. (different)
b. He usually goes to school by bus. (he usually walks)
c. After school, Alan and his friends always go swimming.
(he does extra curricular activities)
d. Alan likes math a lot. (He still doesnt like it)
e. Last semester, Alan took part in a video project. (He
acted in a play)
3 Answers will vary.
LISTENING - GRANDPAS SCHOOL DAYS
4 a. wore. b. Saturday. c. music. d. ruler. e. 40.
5 a., c., e.
6 a.(G) b. (G) c. (D) d. (G) e. (D)
LANGUAGE
7 a. a. didnt use to. b. used to. c. used to. d. didnt use to.
e. didnt use to.
8 a. Anna was having a bath when the phone rang.
b. Philip was changing money when his father came into
the bank.
c. The children were playing football when it began to rain.
d. They were swimming when the sharks attacked.
e. My parents were walking down the road when they
met me.
SPEAKING
Task Score Language Score Interaction Score
Your
Score
Appropriate
questions and
answers to exchange
information about
life 100 years ago.
3
Practically no
language
mistakes.
1
Fluid interaction,
good
pronunciation,
no hesitation.
1
Mostly appropriate
questions and
answers to exchange
information about
life 100 years ago.
2
Very few
language
mistakes.
1
Fluid interaction,
a few
pronunciation
mistakes, a
minimum of
hesitation.
1
A few
questions and
answers to exchange
information about
life 100 years ago.
1
Some
language
mistakes.
1
Fluid interaction,
some
pronunciation
mistakes, some
hesitation.
1
Very poor questions
and answers to
exchange
information about
life 100 years ago.
1
A lot of
language
mistakes.
0
Interaction
affected by
pronunciation
mistakes and a
lot of hesitation.
0
WRITING
Your
Score
Wrote the paragraph
and provided all the
explanations about
how life has changed.
3
Practically no
grammar or
vocabulary
mistakes.
1
Correct spelling
and format.
1
Wrote the reply and
provided most of the
required explanations
about how life has
changed.
2
Very few
grammar or
vocabulary
mistakes.
1
A few spelling
mistakes and
slightly
incorrect
format.
1
Wrote the reply and
provided some
explanations about
how life has changed.
1
Some
grammar or
vocabulary
mistakes.
1
Several spelling
mistakes and
rather incorrect
format.
1
Tried to write the
reply but provided
very few explanations
about how life has
changed.
1
A lot of
grammar or
vocabulary
mistakes.
0
A lot of spelling
mistakes and
incorrect
format.
0
102
Unit 2: Challenges
Before you start
Lesson 1
A point in time in the past A period of time in the past
Last summer A couple of minutes
My birthday Three years
Last Wednesday Two months
2008 Four days a week
I was born
The class began
1
Lesson 2
1 Will change / will pull up / will clean / will read / will keep
up / will learn / will spend/ will pay / will file / will call /
will say / will tell / will say
Lesson 1: Extreme challenges
1 Bungee jumping - 4. Hang gliding - 3. Ice climbing - 2.
Mountain biking - 5. Wake boarding - 1. Wingsuit flying - 6.
2 They are all extreme sports.
5 I. experience, crossing, sport, videos, exercise.
II. sport, France, recently, popular, use, meter, boat.
III. ski, mountain, air.
IV. Impossible, air, using, special, use, point, altitude,
planned, control, normal.
V. imagine, hour, sport, meter, sphere, colors, passing,
uncontrollably, machine, containing, liters
6 bouncy: something that moves up and down; (que rebota)
glide: move with a smooth, quiet, continuous motion, fly
without power; (planear)
roller coaster: a track at an amusement park that goes
up and down and that people ride for fun and excitement;
(montaa rusa)
steep: something that rises and falls quickly, not
gradually; (empinado/a)
steer: to control the direction in which something moves;
(dirigir, conducir)
strap: a strip of flexible material used for fastening,
securing, carrying, or holding on to; (correa)
toggle: a narrow piece of wood or plastic attached to a
garment, pushed through a loop to act as a fastener;
(broche)
7 c. and d. are true.
8 Photo 1 - II Photo 2 - IV Photo 3 - I Photo 4 V Photo 5 -
III.
9 a. - V b. - IV c. - III d. - II e. -I.
10 a. Free running. b. Zorbing. c. Paraskiing.
d. Free running. e. Wingsuit flying. f. Mountain biking.
g. Kite surfing.
Language Spot
3. b.
4. We use the Present Perfect tense to refer to
an indefinite time in the past.
We use for to express for how long something has lasted
(a period of time).
We use since to indicate when something started (a point
in time).
12 a. I have practiced snowboarding since I was a little
child.
b. My sister has been into parachuting for more than
five years.
c. My friends and I have played in the football school
team since we started school.
d. Has your best friend studied English for six months?
13 I. wanted to try / for more than five years / to look for
bigger challenges / dangerous / when youre riding them
/ a magical feeling / flying above the ocean /
II. very first time / a natural talent / won competitions /
recommend it / down the mountain
15 a. Mary Jo has known Philip for seven years.
b. Susan and Carl have been in this school since
last year.
c. Nick has played in his band since 2012.
d. I have had my cell phone for ten days.
e. She has lived in this town since she was 12.
f. He has wanted to be a doctor since he was a child.
Lesson 2: Swim your own race
3 disability - incapacity. disease - illness. spirit - soul.
5 a. Shes feeling happy, optimistic.
b. She has competed at the Beijing Olympics; she has
won a medal.
6 d.
7 a. - vi. b. - v. c. - ii. d. - iii. e. - iv. f. - i.
8 a. seventeen b. feel c. UCT d. over e. work
9 d., b., c., e., a., f.
11 a., c.
Language Spot
2. b.
3. We use wish + verb to express hopes and desires for
the future.
4. Possible answers:
103
a. Natalie wishes to find cures for diseases.
b. Natalie hopes to work with genetics.
12 a. wish / hope to win b. wishes / hopes to find c. wishes /
hopes to have d. wish / hope to meet e. wishes / hopes to help
15 a. wish to have. b. wishes to give up. c. wish to pass.
d. wish to find. e. wishes to play.
16 a. i. b. ii c. They are both disabled.
17 Headline: Cristian Valenzuela Wins Gold for Chile
Reporter: Daniel Boyle
Visuals: Cristian Valenzuelas photo
Quotations: (example) It hasnt been easy, but I never
stopped dreaming.
1 The correct order of the paragraphs is the following:
II. - VI. - VIII. - III. - VII. - I. - IV. - IX. - V.
3 Possible answers:
a. Peter has climbed mountains since he was a child.
b. Ana has studied English for three years.
c. Isabel Allende has written a lot of novels since she
began her career.
d. Robbie Williams has been at the top for the last ten years.
e. Toms Gonzlez has won a lot of competitions since he
started doing gymnastics.
Unit Check
READING - POWERFUL TEEN BREAKS STRONGMAN RECORDS
1 a.
2 a. Hes 17. b. He practices weight lifting. c. He had three
attempts. d. He has played baseball and football. e. He
trains three or four days in the gym, he watches what he
eats and he stays away from steroids. f. Hes going to lift
weights for the rest of his life.
3 a. Max Pippa set his record at an Olympic competition. (at
a competition in Kansas).
b. He has competed since he was a child. (He has
competed for two years)
c. He enjoys going out and drinking with his friends. (He
prefers picking up stones and tires).
d. The competition collected money for children with
hepatitis. (The competition collected money for children
who are recovering from or are battling cancer).
LISTENING - HAVE YOU EVER SWUM WITH A REPTILE?
4 a. i. b. iii. c. i.
5 a. 3 How long is the crocodile, and how old are your pupils?
b. 1 Today, we're talking to Mr Harold Davies.
c. 4 It's a baby crocodile.
d. 5 And what do parents say?
e. 2 I just put a crocodile in the pool with my pupils.
LANGUAGE
6 a. has worked / for b. have lived / for c. has been d. has
competed / since e. has lifted / since
VOCABULARY
7 a. - iii. b - i. c. ii. d. iv.
SPEAKING
Your
Score
Appropriate
questions and answers
to talk about
achievements and
experiences.
3
Practically
no language
mistakes.
1
Fluid interaction,
good
pronunciation, no
hesitation.
1
Mostly appropriate
to talk about
achievements and
experiences.
2
Very few
language
mistakes.
1
Fluid interaction,
a few
pronunciation
mistakes, a
minimum of
hesitation.
1
A few
to talk about
achievements and
experiences.
1
Some
language
mistakes.
1
Fluid interaction,
some
pronunciation
mistakes, some
hesitation.
1
Very poor questions
and answers to talk
about achievements
and experiences.
1
A lot of
language
mistakes.
0
Interaction
affected by
pronunciation
mistakes and a
lot of hesitation.
0
WRITING
Your
Score
Wrote five sentences
about the previous
conversation.
3
Practically no
grammar or
vocabulary
mistakes.
1
Correct spelling
and format.
1
Wrote three or four
sentences about the
previous
conversation.
2
Very few
grammar or
vocabulary
mistakes.
1
A few spelling
mistakes and
slightly incorrect
format.
1
Wrote two sentences
about the previous
conversation.
1
Some
grammar or
vocabulary
mistakes.
1
Several spelling
mistakes and
rather incorrect
format.
1
Wrote only one or
didnt write
sentences about the
previous
conversation.
1
A lot of
grammar or
vocabulary
mistakes.
0
A lot of spelling
mistakes and
incorrect format.
c
104
Unit 3: Arts and Entertainment
Before you start
Lesson 1
2 a. I like watching the news, because I like being
informed.
b. My favorite program is on now, but I have to do my
homework.
c. Brian doesn't like basketball, but he loves watching it
on T.V.
d. Mom doesn't feel well, so I'll turn down the T.V. a little
bit.
e. Comedies and animal programs are really funny.
b. Brenda loves documentaries because she can learn
and have fun at the same time.
Lesson 2
1 Went / spent / woke up / went / bought / needed / played
/ watched / swam / didnt have / talked / went / heard /
turned / saw / was / invited / opened / was.
2 a. Thinking back, she said, I didnt expect to win.
b. I dont agree, I replied.
c. Can I come in?, he asked.
d. Just a moment!, she shouted.
e. Youre right, he said.
f. Youre right, he said. It feels strange.
Lesson 1: Lets turn on the TV
2 i. TV program ii. TV program iii. TV people iv. TV program
v. TV program vi. TV program vii. TV people viii. TV
people ix. TV program
3 1. a presenter; 2. a documentary; 3. a commentator; 4. a
chat show; 5. a soap opera; 6. a drama series; 7. a
newsreader; 8. a game show; 9. a comedy
4 Kitchen, backyard, furniture, farm.
5 a. podcast b. walk-off c. woe d. spin-off e. upscale
f. uncanny g. bailout
6 c.
7 a. This Week on Earth b. Harry Unmarried c. Pushing
Daisies / NICS / The Psychic / Without a Trace d. This
Week on Earth e. Opportunity Knocks / Gamble or No
Gamble f. This Week on Earth / Financial News g. 40510 /
Arizona Highways h. Inside NHL / The Fox Report
8 a. Americas Next Super Model b. 40510 c. Financial
News d. Private Clinic / Houzz / Bodies e. Arizona
Highways f. The Psychic / Pushing Daisies / Bodies
g. Dancing with the VIP h. Without a Trace; i. Opportunity
Knocks / Gamble or No Gamble / The Biggest Loser
9 a. F b. I c. I d. I e. I f. I
Language Spot
2. a. Besides b. Although / Though
3. We can connect two consecutive and additional ideas in a
sentence using besides or though / although. Besides is
used when we want to include additional information and
though / although when we want to show contrasting
information.
10 a. Although they were really tired, they watched TV.
b. (Even) though it was raining, I went to the park.
c. Yesterday, it was raining. Besides, it was very cold.
d. Although I want to go to the party, I have to go to the
dentist.
e. Though my mother wanted to watch 40510, my father
watched the football game.
f. It was a hard day. Besides, I didnt feel well.
13 a. drama / soap opera b. presenter c. documentary
d. game show e. chat show f. commentator.
Lesson 2: Teens art work
3 1: Art 2: Studio 3: Photo-journalism 4: Landscape
5 All of them.
6 a. Sophie b. Presenter c. Brandon d. Brandon
e. Presenter
7 a. teenagers b. shoes c. teacher d. visit e. four
8 a. They are amateur photographers.
b. The one with someone on a trampoline, laughing
around with other teenagers.
c. Tom is one of the teen photographers. He was inspired
by his teacher, Alfie, a documentary photographer.
9 a. Eli b. Tom
Language Spot
2. a. ii b. ii
3. When we report what another person said, we use indirect /
reported speech, introducing the report with said / told.
Generally, when the original sentence is Present Simple, it is
reported in the Past tense.
4.
Direct Speech Reported Speech
A friend: It makes me laugh. A friend told me that it made him laugh.
My friend: It is good. My friend said it was good.
My mother: It is about a scientist. My mother told me it was about a scientist.
Susan: Its cold today. Susan said it was cold that day.
Charles: I want to go to the cinema. Charles said he wanted to go to the cinema.
My mother: I dont feel well. My mother said she didnt feel well.

105
11 a. Bill said (that) Mary knew her cousin.
b. My brother said (that) he was very hungry.
c. Sheila said (that) Jim wasnt married.
d. Bob said (that) he liked my new sweater.
e. Connie told me (that) her mother didnt like vegetable.
f. My sister told me (that) Diana and Tom were very
good friends.
12 a. Sally said (that) she was leaving half an hour later.
b. Tim said (that) he wanted some orange juice.
c. Jack and Jill said (that) they often went skating on
Sundays.
d. Diana said (that) the children were very late.
e. Fred said (that) she felt much better after that short
break.
13 Movie / good / special effects / excellent / real / actors /
little / sweet and smart / actors / very funny /recommend
/ action / too long
16 Ekphrastic poetry is a poem inspired by a work of art.
(Source: http://www.poets.org/viewmedia.php/
prmMID/5918)
17 Picture 1: c. Picture 2: a. Picture 3: b.
2 1. - n.; 2. - b.; 3. - h.; 4. - i.; 5. - g.; 6. - q.; 7. - s.; 8. - f.;
9. - l.; 10. - c.; 11. - o.; 12. - a.; 13. - t.; 14. - j.; 15. - m.
4 a. opening episode b. peak-time c. three-part
(documentary) d. commentary e. costume drama f. a
repeat run g. It is narrated... h. the highlights
5 Mona Lisa (La Gioconda) painted by Leonardo Da Vinci
between 1503 and 1506. It's now kept at the Louvre
Museum, in Paris.
Unit Check
READING - TRADITIONAL ART FORMS
1 Morris Dancers - b. e. h.
Dreamtime - a. j.
Haiku - d. f.
Limericks - c. g. i.
2 a. - ii. b. - i. c. - iv. d. - iii.
LISTENING: DID YOU LIKE THE MOVIE?
3
Speaker Very good Good enough Not good
1
2
3
4
5
6
4 c. - a. - e. - d. - f.
5 a. It was also too much to do with the prom and university.
b. This movie is the best, I just loved it.
c. Its a great movie and once again, the songs are amazing.
LANGUAGE
6 a. v b. iii c. ii d. i e. iv
7 Sandra asked Sam if he had enjoyed the movie. Sam said
he was not sure and Sandra told him that she thought the
actress performance had been fantastic. Sam replied that
he hadnt liked it at all. Sandra said that the special
effects were amazing!
SPEAKING
Your
Score
Appropriate
sentences and
vocabulary to talk
about TV programs.
4
Practically
no language
mistakes.
3
Fluid interaction,
good pronunciation,
no hesitation.
3
Mostly appropriate
sentences and
vocabulary to talk
about TV programs.
3
Very few
language
mistakes. 2
Fluid interaction, a
few pronunciation
mistakes, a
minimum of
hesitation.
2
A few
sentences and
vocabulary to talk
about TV programs.
2
Some
language
mistakes.
1
Fluid interaction,
some pronunciation
mistakes, some
hesitation.
1
Very few sentences
and poor
vocabulary to talk
about TV programs.
1
A lot of
language
mistakes.
0
Interaction affected
by pronunciation
mistakes and a lot
of hesitation.
0
WRITING
Your
Score
Wrote the
description or the
review following all
the instructions.
4
Practically no
grammar or
vocabulary
mistakes.
3
Correct spelling
and format.
3
Wrote the
description or the
the instructions.
3
Very few
grammar or
vocabulary
mistakes.
2
A few spelling
mistakes and
slightly incorrect
format.
2
Wrote the
description or the
the instructions.
2
Some grammar
or vocabulary
mistakes.
1
Several spelling
mistakes and
rather incorrect
format.
1
Wrote the
description or the
the instructions.
1
A lot of
grammar or
vocabulary
mistakes.
0
A lot of spelling
mistakes and
incorrect format.
0
106
Unit 4: How about working?
Before you start
Lesson 1
1 a. mustnt b. mustnt c. mustnt d. must e. must
f. have to
2 Possible answers:
a. You should study hard.
b. You should have an aspirin.
c. You should take an umbrella.
d. You should ask for permission.
e. You should ask the teacher.
Lesson 2
1 Possible answers
a. VP. b. VP. c. NVP d. NVP e. NVP f. VP g. NVP h. VP
Lesson 1: Breaking Frontiers
2 Possible answers
temporary; part time; not qualified; not very well paid;
flexible.
3 a.
5 abroad - a.; support - b.; insurance - c.; developing - d.;
placement - e.
6 3. a.
4. unique, international, organization, volunteers, organize,
programs, particular, emphasis, education, community,
opportunity, important, local, Latin America, included,
experience, cultures, different, gain, cost, family,
medical, constant, period, information, interests.
7 a. support; b. opportunity; c. contribution; d. locations;
e. projects; f. communities; g. contribute; h. host;
i. airfare; j. pocket; k. application; l. volunteer
8 Age required: between 17 and 24.
Kinds of programs: Long term and short term programs.
Opportunities: Learn new skills, meet new friends, make
contributions to local communities, etc.
English required? Yes.
Language Spot
2. a. a.; b.; d.; e.
b. c.
c. must, have to, need to
3. We can express obligation and necessity by using
certain verbs.
We use need to to express necessity.
We can use must or have to to express obligation.
4. You must fill out an application form.
You have to write an accompanying letter.
You need to give information about your skills, abilities, and
interests.
You need to say why you think you would be a successful
volunteer.
You have to apply at least six months in advance of the
date you want to volunteer.
You must mail your letter and completed form to...
10 a. need to (necessity); b. must (obligation; its a law);
c. need to (necessity); d. need to (necessity); e. must
(obligation, its a law)
11 a. vi.; b. v.; c. i.; d. ii.; e. iv.; f. iii.
12 a. need to; b. need to; c. have to; d. must; e. have to;
f. must; g. need to.
13 this summer / voluntary work / application form /
accompanying letter / kind of work / skills, abilities, and
interests / the reasons / absolutely necessary / three
months before
Lesson 2: Making a difference
Possible answers
Positive Negative
Social rewarding Dont receive salary
Can make a contribution Sometimes they are far from home
Can help people Not very good conditions
Knowing other cultures Living with another family
2
5 helping hand- b.; non-profit making - c.;
worth achieving - a.
6 c.
8 e.; d.; a.; b.; c.
10 Picture 1: Teach people (P); Picture 2: Visit a website (X);
Picture 3: Lend a helping hand (P) Picture 4: Make a profit
(X); Picture 5: Distribute medication (P); Picture 6: Build
houses (X).
Language Spot
2. b.
3. May and might are synonyms and are commonly used to
express probable events in the future.
Note: We use may when something is likely to happen and
might when something rather less probable to happen.
4. Possible answers
You may help people.
You may clean up after a natural disaster.
You may distribute food and medication.
You may teach children and adults to read and write.
You may find helping people more rewarding than any salary.
You may work near an urban center.
107
You may feel tired.
You may learn new things.
You may make a difference.
11 a. I might see you tomorrow.
b. Ann might forget to book the tickets.
c. It may snow today.
d. David may work till late today.
e. Mary may not be at home tomorrow.
f. They might go away for the weekend.
g. You might be right.
12 a. I may go to the south. b. might go camping c. I might
see her next week; d. I may call a taxi. e. I might get a
new car
15 a. may shine. b. may bite. c. might meet. d. may buy.
e. might erupt. f. may win. g. may be. h. might catch.
i. may feel. j. might see.
16 To our volunteers is an acrostic poem. An acrostic poem is
one that uses a word or phrase (usually the theme or the
underlying subject matter of the poem) written vertically.
Each letter of the word/phrase then acts as the beginning
letter for a new line of the poem. Whatever is written
using each letter must connect to the subject matter.
(Source: http://wiki.answers.com/Q/What_is_an_
acrostic_poem)
Unit Check
READING - TEEN JOBS OFFERED
1 b.
2 a. III; b. IV; c. I; d. II; e. V
LISTENING VOLUNTEER JOBS FOR STUDENTS
AND TEENS
4 a. ii; b. i.; c. iii.; d. iv.
5 a. false; b. false; c. true; d. false; e. true.
LANGUAGE
5 a. might, b. may, c. may, d. may.
7 a. have to read b. cant arrive. c. need to write. d. cant
wear. e. have to thank.
SPEAKING
Your
Score
Appropriate
sentences and
vocabulary to role-
play a conversation.
4
Practically
no
language
mistakes.
2
Fluid interaction,
good
pronunciation, no
hesitation.
2
Mostly appropriate
sentences and
vocabulary to role-
3
Very few
language
mistakes. 1
Fluid interaction, a
few pronunciation
mistakes, a
minimum of
hesitation.
1
A few
sentences and
vocabulary to role-
2
Some
language
mistakes. 1
Fluid interaction,
some
pronunciation
mistakes, some
hesitation.
1
Very few sentences
and poor vocabulary
to role-play a
conversation.
1
A lot of
language
mistakes.
0
Interaction affected
by pronunciation
mistakes and a lot
of hesitation.
0
WRITING
Your
Score
Wrote the letter of
application providing
all the required
information.
4
Practically no
grammar or
vocabulary
mistakes.
2
Correct spelling
and format.
2
Wrote the letter of
most of the required
information.
3
Very few
grammar or
vocabulary
mistakes.
1
A few spelling
mistakes and
slightly incorrect
format.
1
Wrote the letter of
some of the required
information.
2
Some
grammar or
vocabulary
mistakes.
1
Several spelling
mistakes and
rather incorrect
format.
1
Didnt write the letter
of application. Didnt
provide the required
information.
0
A lot of
grammar or
vocabulary
mistakes.
0
A lot of spelling
mistakes and
incorrect format.
0

108
THEMATIC INDEX
TOPICS
Past and present student life 10
Past and present pastimes 18
Extreme sports 36
Remarkable sportspeople 42
A Chilean remarkable sportsperson 46
TV programs and shows 58
Teens artistic works 64
Ekphrastic poetry 69
Voluntary organizations 82
Voluntary work 88
Acrostic poetry 92
LANGUAGE
Past habits (used to) 13
The Past Continuous 21
The Present Perfect 39
Expressing desires 44
Connectors besides, though, although 61
Reported speech 67
Expressing obligation and necessity (must, have to, need) 84
May and might to express future possibility 90
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
BIBLIOGRAPHY
Adams, M.J. et al. (2000). Phonemic
Awareness in Young Children: A Classroom
Curriculum. Baltimore, Maryland: Paul H.
Brooks Publishing Co.
Allen, V. F. (1983). Techniques in Teaching
Vocabulary. Oxford University Press, 200
Madison Ave., New York, NY.
Berardo, S. A. (2006). The use of authentic
materials in the teaching of reading. The
reading matrix, 6(2).
Burke, J. (2003). Reading Reminders -
Tools, Tips, and Techniques. (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 taskbased
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. (1
st

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 20
th
Street, New York, NY.
Rivers, W. M., & Temperley, M. S. (1978). A
Practical Guide to the Teaching of English
as a Second or Foreign Language. Oxford
University Press, 200 Madison Ave., New
York, NY.
Scrivener, J. (2011). The Essential Guide to
English Language Teaching. Oxford:
Macmillan Publishers Limited.
Soalt, J. (2005). Bringing together fictional
and informational texts to improve
comprehension. The Reading Teacher,
58(7).
Warschauer, M. (1995). E-Mail for English
Teaching: Bringing the Internet and
Computer Learning Networks into the
Language Classroom. Teachers of English
to Speakers of Other Languages (TESOL),
Inc., 1600 Cameron St., Suite 300,
Alexandria, VA 22314.
Wood, K. D., & Endres, C. (2004).
Motivating student interest with the
Imagine, Elaborate, Predict, and Confirm
(IEPC) strategy. The Reading Teacher,
58(4).
ADDITIONAL BIBLIOGRAPHY
GENERAL CONTENT
Adelson-Goldstein, J. & Shapiro, N. (2008)
Oxford Picture Dictionary. Oxford: OUP.
The content is organized within thematic
units, which end with a story page, where
new words are introduced in a realistic
visual context.
Blanchard, K. L., & Root, C. B. (1997). Ready
to write more: From paragraph to essay
(3rd ed.). Harlow: Longman.
This book presents paragraph development
and composition skills in clear steps, and
offers you strategies to bring your own
ideas to the writing process.
Broukal, M. (2003) Weaving It Together
(Vol. 1 4). Boston: Heinle & Heinle Pub.
This book connects high-interest readings
with clear writing activities. It has plenty of
writing practice to help you develop your
ideas clearly and with confidence.
Burke, J. (2003). Reading Reminders -
Tools, Tips, and Techniques. (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.
Mascull, B.L. (1997). Collins Cobuild Key
Words in Science and Technology. (1st
ed.). Harlow, Essex: Heinemann
Educational Ltd.
Use this book to look up key words related
to science and technology.
Peregoy, S.F. et al. (2005). Reading, Writing
and Learning in ESL. (3rd ed.). White
Plains, NY: Addison Wesley Publishing
Company.
This book helps you improve your reading
111
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
student life.
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/
Attractive and interesting forum chats,
where you can keep in touch with other
students from all over the world.
http://www.readbookonline.net/stories/
Dickens/15/
http://www.readbookonline.net/stories/
Twain/2/
More stories by Charles Dickens and Mark
Twain.
Levithan, D. & Ehrenhaft, D. (2007). 21
Proms. New York: Scholastic.
This book is filled with short stories that
manage to capture the excitement and fun
of prom.
Mc Court, F. (2005). Angelas Ashes. New
edition. New York: Harper Perennial.
The authors narrates his memoirs and his
transition into a man remembering when
he was a boy.
Smiley, J. (2011). Charles Dickens. New
edition. London: Penguin Books.
A short biography of Charles Dickens.
Walton, R. (2008). The Diary of a Young Girl
by Anne Frank (Read & Respond). New
York: Scholastic.
Anne Frank tells her memoirs about
herself and her relations with her family
while cramped in an attic during the war.
Warren, A. (2001). Charles Dickens and the
Street Children of London. New York:
Houghton Mifflin Harcourt.
UNIT 2
http://www.timeforkids.com/search/site/
sports
Latest sports snapshots.
http://learnenglishteens.britishcouncil.
org/english-skills-practice/video-uk/
extreme-sports
Find out more about white-water rafting
and parkour in this video.
http://learnenglishteens.britishcouncil.
org/2012/04/11/sport-foreign-country
Read about the experience of practicing a
sport in a foreign country.
Blevins, D. (2000). The Sports Hall of
Fame Encyclopedia: Baseball, Basketball,
Football, Hockey, Soccer. Lanham:
Scarecrow Press.
Levinson, L. (2005). Berkshire
Encyclopedia of World Sport. Great
Barrington: Berkshire Publishing Group.
Booth, D. & Thorpe, H. (2006). Berkshire
Encyclopedia of Extreme Sports. Great
Barrington: Berkshire Publishing Group.
Krakauer, J. (1997) Into the wild (1
st
ed.).
New York: Anchor Books.
This book is John Krakauers narration
about his extreme journey into the
wilderness north of Mt. McKinley, in
Alaska.
UNIT 3
http://www.timeforkids.com/news-archive/
entertainment
http://www.timeforkids.com/minisite/
summer-book-review-0
http://www.timeforkids.com/
minisite/2013-summer-movie-guide
Recent books and movies reviews.
http://www.poets.org/viewmedia.php/
prmMID/5918
You will find more examples of ekphrastic
poems.
Chevalier, T. (2006). Girl with a pearl
earring. New ed. New York: Harper Collins.
This book narrates a story based on the
famous Vermeers painting.
Mendez Ramrez, H.(2000). Neruda's
Ekphrastic Experience: Mural Art and
Canto General. Lewisburgh: Bucknell
University Press.
Dolin, S. (2003). Serious Pink: Ekphrastic
Poems. New York: Marsh Hawk Pr.
UNIT 4
http://www.energizeinc.com/reflect/story.
html
You can read true stories of personal
volunteer-related experiences.
http://www.vri-online.org.uk/volunteer-
diary-mk.php
Extracts from the diary of a volunteer in
India.
http://www.teenink.com/hot_topics/
community_service/article/4023/Helping-
The-Elderly-My-Volunteer-Experiences/
A narration of a personal experience.
http://www.energizeinc.com/reflect/poem.
html
You can find more poems and invocations
on voluntary work.
WEB PAGES
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/
ADDITIONAL AUDIOVISUAL RESOURCES
http://www.ted.com/
2014 Ediciones R&B
Teen Club 2 Medio Students Book
N de Inscripcin: 233.238
ISBN: 978-956-8694-31-9
ISBN PACK: 978-956-8694-36-4
Original text Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Britnico
Basado en Teen Club 2 Medio:
2010 Ediciones R&B
N de Inscripcin: 183.658
ISBN: 978-956-8694-08-1
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 John
Illustrations Fernando Santander Tiozzo
Production Ediciones R&B
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.
Impreso en RR Donnelley.
Se termin de imprimir 223.900 ejemplares en el mes de enero de 2014.
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN
PROHIBIDA SU COMERCIALIZACIN
PEFC/29-31-75
9 789568 694319
ISBN: 978-956-8694-31-9
9 789568 694364
ISBN PACK: 978-956-8694-36-4

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EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN

A short section with extra practice focused on listening and

13 In your notebook, copy and complete these sentences, identifying

13 Use words from this lesson to complete these sentences. Use a

12 In your notebook, rewrite these sentences reporting what other

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