WORKBOOK

Lina Alvarado Jantus

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN

PROHIBIDA SU COMERCIALIZACIÓN
INDEX

Unit 1: Student life 2

Unit 2: Challenges 10

Unit 3: Arts and entertainment 18

Unit 4: How about working? 26

 UNIT

STUDENT LIFE

1 Put the types of schools in order, from the place you go to when you are very
young to the place you go to when you are grown up. Then, write example
sentences with each expression in your notebook.
a. College
b. High School
c. Junior School
d. Nursery School
e. Primary School
f. University

2 Match the educational establishments in Exercise 1 to the people who attend them.
a. A five-year-old and a nine-year-old.
b. A seventeen-year-old who hopes to go on to higher education.
c. A twenty-year-old who wants to be a doctor.
d. A fifteen-year-old girl and a sixteen-year-old boy.
e. A three-year-old child.
f. A twelve-year-old boy and a thirteen-year-old girl.

3 Complete the paragraph with the words in the boxes.

vacation cafeteria homework recess grades

I don’t have much free time because my teachers always give me a lot of
. I’m a good student and I have very good . My sister
Allie, who’s also in my class, prefers to do everything during but I
always tell her this is the time to go to the and get some snack.
Fortunately, when I’m on I can fully enjoy my free time because I
don’t have to do anything for school.

2 UNIT 1
 STUDENT LIFE
4 Write the synonym in the corresponding box.

Example: vacation holidays

cafeteria homework

recess grades

holidays assignment marks canteen break

5 In your notebook, write sentences using the new words in Exercise 4. In pairs,
take turns to read your sentences aloud replacing the words by their synonyms.
Example: I always have fun on my holidays

I always have fun on my

vacation.

6 Read the school topics (a – d) and write questions about them. Then, add two
questions of your own (e – f).
Example: Name What’s the name of your school?
a. Uniform

b. Schedule of classes

c. Favorite subjects

d. Teachers

e.
f.

7 In pairs, take turns to ask and answer the questions in Exercise 6.

3
 8 In pairs, look for information and analyze the similarities and differences between
American and Chilean schools. Complete this chart.

Chile The USA

After school program

Age students begin and finish

Clothes

Field trips

Lunch

Nationality of students

Subjects

Time classes begin and finish

Vacation (date / duration)

9 With your partner, complete this dialog in your notebook with the information you
found in Exercise 8. Then, practice and role-play the dialog in front of your class.
A: What about the after school program in the USA?
B: Well, the after program ... What about Chile?
A: In Chile, the after program ...
B: Do you think it’s similar or different?
A: I think it’s .... because ....

10 In pairs, follow the example in Exercise 9 and continue Strategy Spot

talking about the other points in Exercise 8.
Using key words, take
notes of the answers
before you speak. As
you speak, look at your
notes and answer the
questions.

4 UNIT 1
 STUDENT LIFE
11 Match the pictures (1 – 18) with the words in the boxes.

1 2 3 4 5 6

7 8 9 10 11 12

calculator dictionary drawing-pin hole punch note pad paper clips ruler

exercise book rubber bands stapler timetable correction fluid

12 Look at the example. In pairs, take turns to ask and answer questions about four
objects in Exercise 11. Answer the questions considering what you are carrying in
your bag today.
Example: A: Can you lend me a calculator?
B: Yes, here you are! / Let me see .... Sorry, I’m not carrying a
calculator today.
A: Thanks! / That’s a pity I really need a calculator!

13 Read the text and write two questions about it in your notebook.

Dunce’s Cap
of
When teachers punished students, they had to stand on a stool at the back
then
the class, wearing an arm band with DUNCE written on it. The teacher
a large “D”, and placed it on the
took a tall, cone-shaped hat decorated with
boy’s head.
and
Victorian teachers believed that all children could learn at the same speed,
.
if some fell behind then they should be punished for not trying hard enough
Today we know that some children learn more slowly than others.

Strategy Spot

Do you agree with

this discipline method?
What do we know
about this topic today?

5
 14 Take a look at these pictures of parties in different periods of history. Describe
both of them using the expressions used to / didn’t use to. After that, talk to your
partner about the differences between parties then and parties in the present.

18th Century

Andreotti, F. (n.d.). A day's outing [painting]. Retrieved from

http://www.wikigallery.org/wiki/painting_75785/Federico-Andreotti/A-Day's-Outing

Strategy Spot
The 60’s
While in the 18th
century people used to
... in the 60’s, people
used to ....

6 UNIT 1
 STUDENT LIFE
15 Have a look at these two ID cards. Write questions and answers about Gina
Fletcher, a new employee at the National Library. Use used to / didn’t use to
and the clues in parenthesis.

INTERNATIONAL HIGH SCHOOL NATIONAL LIBRARY

(__) Ms. (__) Ms.
(__) Mr. (__) Mr.
(__) Mrs. ( x ) Mrs.
( x ) Miss. (__) Miss.

Gina Fletcher Gina Fletcher-Rowland

Name Name
20 E. 15 St. Cleveland, CL 15005 5435 La Brea Ave., Los Angeles, CA 80067
Address Address

STUDENT ID EMPLOYEE ID

Example: (live in Cleveland)

Q: Where did she use to live?
A: She used to live in Cleveland.
a. Gina looks very different now. (wear glasses / have long hair)
Q: Why
A:

b. This is Gina’s first job. (study)

Q:
A:

c. Gina’s last name is different from before. (be married)

Q:
A:

16 Circle the best option to complete the paragraph.

In the nineteenth century, in Britain, families sent / didn’t use to send
their children to school. They had/ used to have teachers at home.
Children used to study / didn’t use to study Latin and Greek, they
used to write / write on paper, and they have / used to have an
abacus to multiply and divide. Girls used to go / didn’t go to school;
they used to stay / stay at home.

7
 17 Read Roger Duncan’s last Monday schedule. Complete the sentences using the
Past Continuous tense.

April, 17 .
th

MONDAY
dson
9:00 – 10:00 Meeting with Ms. Donal
10:00 – 12:00 Correct &grammar &tests
12:00 – 1:00 Answer &e-mails
&and Mrs. Hadstone
1:00 – 2:30 Lunch with Mr. Webb
&at &school &cafeteria
niversity
3:00 – 5:00 Attend &lecture &at City U
get with Alvin
5:30 – 6:30 Discuss &laboratory &bud

a. Last Monday, at 9:30, Mr. Duncan .

b. At 10:20, he .
c. Between 12:00 and 1:00, Mr. Duncan .
d. At 2:00, Mr. Duncan, Mr. Webb and Mrs. Hadstone .
e. At 4:30, Mr. Duncan .
f. At 6:00, Mr. Duncan and Alvin .

18 Write a paragraph about your plans for next Saturday.

a. Organizing. Follow the model in Exercise 17 and write a schedule with your
plans for next Saturday in your notebook.
b. Drafting. Use your schedule to write a paragraph about your plans for next
Saturday. Write the draft in your notebook.
c. Editing. With your partner, exchange your drafts. Check for mistakes and make
sure the plans in the schedule are mentioned in the draft.
d. Writing. Write the final version of your paragraph on a separate sheet of paper.
Read it aloud to your group.

8 UNIT 1
 STUDENT LIFE
19 Fill in the blanks using the verbs in the Simple Past or the Past Continuous tense.
Then, create two sentences of your own.
a. I (watch) TV when a bird into the window. (fly)
b. The President (relax) on vacation while the country
(be) in crisis.
c. Collin (have) a shower when his mother (knock)
on the door.
d. We (have) a coffee when we (heard) the
news on the radio.
e.
f.

20 How much do you know about games and toys, past and present? Match the
pictures (1 - 7) and the names of these well-known games and toys (a - g). Then,
take turns to make comments about the past and the present using used to.
Example: In the past, girls used to play with porcelain dolls. Now they don’t.

1 2 3
4

5 6 7

a. chess b. hoop c. marbles d. porcelain doll

e. skipping rope f. spinning top g. wooden toy

9
 UNIT

CHALLENGES

1 Complete this dialog using the Present Perfect Tense and the clues below.

amusing boring complicated

amazing exciting

exhausting
interesting

dangerous

scary

fantastic
terrifying
funny

A: How long you practiced ?

B: I for , since .
A: What is it like?
B: I think it’s .
A: you in a competition?
B: Yes. I've since , for now. What about you?
A: I've since , for . It’s .
B: you in a competition?
A: I've !

10 UNIT 2
 CHALLENGES
2 Use the dialog in Exercise 1 as a model and make a survey about sports, asking
other students questions to complete the chart.

Activity Name When? What was it like?

Do aerobics

Go on a roller coaster

Go sailing

Go surfing

Ride a motorcycle

Drive a racing car

Try bungee jumping

3 Write a short paragraph to report the results of your survey in Exercise 2.

a. Organizing. Choose two students in Exercise 2. Write full sentences reporting
their answers.
Example: Andrés has gone surfing since last summer. He thinks it’s a very
exciting sport.
b. Drafting. Write a draft of your report expanding your notes. Follow the example
and use the connectors in bold to link your ideas.
Example: In this report, some results of the survey will be presented. First,
Andrés has gone ... Second, Marta has ....Finally, Mario has ....
c. Editing. With your partner, exchange your drafts. Check for mistakes and make
sure you have followed the model in the example.
d. Writing. Write the final version of your report on a separate sheet of paper.
Share your results with other groups. Comment and compare your findings.

11
 4 Complete the dialog using the Present Perfect , since / for and your own ideas.
A: When was the last time you practiced your favorite sport?
B: I haven’t ... since ... What about you?
A: Last week. I ... every week.
B: Really? Great! How long .....?
A: I’ve ... since / for ...

5 Use information from each column to say correct sentences. Be careful to put the
verbs in column C in the correct form. Add any extra information you think would
make the sentences more interesting. Then, write the sentences in your notebook.

A B C D

Gabriel be married 2012

Gina and Harry be in China almost a year

I play the guitar four months

has
have
Julie stay at that hotel last September

My cousins study engineering two years

We work there very young

6 Fill in the blanks with only one word of sports.

a. The most terrifying sport I´ve seen on TV is .
b. and are two ball sports we´ve played at school.
c. is a martial art I´ve never done in my life.
d. The funniest sport I´ve read about is .
e. is the most exciting sport I´ve ever practiced.

12 UNIT 2
 CHALLENGES
7 In pairs, take turns to ask and answer the questions (a – d).
a. Where do you live? How long have you lived there?
b. How long have you been in this room today?
c. Do you have a bicycle? How long have you had it?
d. Who is your best friend? How long have you been friends?

8 In pairs, name the activities and describe each picture orally. Then, write
sentences in your notebook.

1 2 3

4 5 6

13
 9 Complete the dialog with wish and the words in the boxes.

you to see to make to remind

A: Good afternoon. I a complaint. It’s very important.

B: Good afternoon. One minute, please. I must give some information: “Good
afternoon, We our customers we’ll be closed tomorrow.
Thank you”. Sorry, How can I help you?
A: I had a problem with a product I bought yesterday. I really
the manager.
B: Sure. Please get in. He’ll see you at that office.
A: Thank you very much.
B: You’re welcome. We a Merry Christmas!

10 Read the description of each situation. Write complete sentences using wish and
your own ideas.
a. Lauren is anxious to drive. She .
b. Most people fear cancer. They scientists .
c. Steven is a young five-year-old boy. He's flying to New York alone to visit his
grandparents. His parents .
d. The price of gasoline has gone up. Consumers .
e. Philip has to drive fifty miles to get to his job. He .
f. English is difficult for Carol. She .
g. I you a safe journey.

14 UNIT 2
 CHALLENGES
11 Answer this question. Circle the correct alternative.
Who do you think came up with the idea for the Paralympics?
a. Someone who loved playing sport.
b. An athlete who was injured in some way.
c. A coach with a disability.
d. A doctor.

12 Read the text and check your answer in Exercise 10. Strategy Spot

Read the title of the

text and the first line.
Anticipate the type of
information you will
find. What is the
The Father of The Paralympic Games purpose of the text?

Born in Germany in 1899, Ludwig Guttmann was always interested in medicine. In his teens he
worked as a volunteer in a hospital for injured miners. One of his first patients was a man who had a
spinal cord injury. The doctors didn’t have much time for him and the man soon died. Ludwig
remembered him for the rest of his life. He graduated from medical school and became a doctor when
he was 25 years old.
Guttmann enjoyed a successful career for the next few years. Because Guttmann and his family were
Jews, life in Germany was becoming very difficult for them. In 1938 he decided to move to the UK
with his family.
In the UK, Guttmann became the director of the Stoke Mandeville Hospital and continued his research
into the best way to treat people with spinal cord injuries. He wasn’t only interested in treating patients;
he was also interested in how to rehabilitate them - to help them have a normal, useful life again.
The Second World War was going on and there were a lot of soldiers injured in the fighting. Often they
had lost the use of their legs and they needed treatment and help. At that time people thought that if
someone was disabled, they couldn’t really live a normal, useful life. One of the results was that
disabled soldiers were often depressed and angry. Guttmann used his new methods to treat these men.
He looked after their injuries but he also tried to give them emotional strength. He wanted to
rehabilitate his patients.
He began to use sport as a therapy to help his patients. He wanted to give them back their self-respect
and dignity and he encouraged his patients to take part in sports.
In 1948 the hospital held a sporting event called ‘The International Wheelchair Games’. By 1952 the
event began to get bigger with disabled athletes from other countries attending. By 1960 the games were
called the International Stoke Mandeville Games and they were held in Rome alongside the official
Summer Olympics. The next two events, in 1964 in Tokyo and 1968 in Tel Aviv, Israel were even
bigger. By this time there were 750 athletes from 29 different countries. Guttmann himself died in
1980, even before the games were called ‘Paralympics’, but there is no doubt that he is the founder and
father of the Paralympic Games.
Today, it is normal for disabled people to take part in sports but during Ludwig Guttmann’s lifetime,
disabled people didn’t have the same chances that they do now. It is thanks to his hard work that we are
all able to enjoy The Paralympics.

15
 13 Complete this diagram about the text on Page 15.
The Father of The Paralympic Games

Ludwig Guttmann

In his teens ... In the UK... In the Second In 1948 ... In 1980
World War ...

14 Complete these sentences with the words in the boxes.

spinal cord rehabilitate treatment theraphy disabled treat

a. One of his first patients was a man who had a injury.

b. Prof. Guttmann did research into the best way to people with
spinal cord injuries.
c. He wanted to them and give them the chance of a normal life.
d. He began to use sports as a to help his patients.
e. Some injured soldiers lost the use of their legs and they needed
and help.
f. In the past people thought that if someone was they couldn’t live a
normal life.

15 Read this poem written by a disabled person. Is it pessimistic or optimistic?

I am able!
People say I am disabled
What an awful label!
But I am able
Disabled is just a fable.

I travel on wheels
That’s the only difference
It’s not such a big deal
Even on wheels – I can still feel.

16 UNIT 2
 CHALLENGES
16 In pairs, read the clues aloud to each other and look at the pictures carefully.
Find the solution to this brain teaser.
Sports:

Baseball Cheerleading Golf Softball

Girls:

Bri Jonica Nikki Trina

Spare time activity:

Arts and crafts Reading Singing Shopping

Clues:
• Nikki’s sport is played with a ball.
• Trina is extremely flexible.
• Jonica is not very creative.
• Bri plays with the biggest ball of the group.
• Trina is at all the games, but is not playing them.
• Nikki always knows when sales are going on.
• Trina is creative.
• Jonica doesn’t like books or magazines.
• Nikki plays with a bat.
• Jonica has an amazing voice.

17
 UNIT

ARTS AND ENTERTAINMENT

1 Have a look at the TV guide and find the following programs in it.

a. A game show
week’s contestants take
b. A chat show 6.00 Jackpot!: See what prizes this
home.
c. The news Ruby Cox invites some
6.30 At home with Ruby: Presenter
s.
d. A soap opera surprise guests to talk about their live
t his girlfriend Cathy is
7.00 True Lives: Tom discovers tha
e. A series not very happy!
going out with his best friend. He is
f. A sports program Zoe disappears and Alan
7.25 Z Files: In this week’s episode
g. A documentary is attacked by a stranger.
today’s football matches.
8.15 Football special: Highlights from
day.
9.00 News: The main events of the
fiction movie starring
9.30 Hidden Planet (1994): Science
Mark Douglas and Anne Crawford.
ing look at life at the
11.20 Under Water World: A fascinat
bottom of the ocean.

2 Have a look at the TV guide again. Complete only Exercise 1 in the table.

Exercise 1 Chilean TV
Type of program Name Time Name Time
A game show
A chat show
The news
A soap opera
A series
A sports program
A documentary

3 Then, find Chilean programs that match the categories in the table. Write their
names and the time in the corresponding column. Explain to your partner what
the programs are about.

18 UNIT 3
 ARTS AND ENTERTAINMENT
4 Read these teens’ opinions about television and answer the questions.
a. Which are positive? Write P.
b. Which are negative? Write N.
c. Which do you agree with? Write A or ✔.

You can The programs It is cheap.

learn a lot. are boring.

There is too There are not

much violence. enough programs
for young people.

It is addictive.
It is company It is very
for old people. relaxing.

You can see what

It stops is happening in
conversation. the world.

5 Write a paragraph about television, describing what you think are its positive and
negative aspects and your own TV habits.
a. Organizing. Look at the teens´ opinions in Exercise 4 and think about more
positive and negative aspects about television. Write those ideas in the form of
two contrastive lists. Then, think about your TV habits and write two or three
sentences.
b. Drafting. In your notebook, write a draft of your paragraphs using all your
notes. You can follow this model:
I think television has some positive aspects …
On the other hand, it has negative aspects …
Personally, …
c. Editing. Check that your work has included supporting examples of both
aspects and your own habits. Also, check for mistakes and correct them, if
necessary. Then, exchange your draft with your partner.
d. Writing. Write the final version of your paragraphs in your notebook. Read
them aloud to your group.

19
 6 Complete the text about reality television with although, though or besides.
Reality Television
Reality television is a genre that presents dramatic or humorous situations without
a script and documents actual events. It frequently portrays a modified and
influenced form of reality, . This is the reason way this genre is often
described as a form of artificial or “intensified” documentary. , it
shows ordinary people rather than professional actors. the genre
has existed since the early years of television, the current explosion of
popularity dates from around 2000. Reality television covers a wide range of
formats, from game or quiz shows to surveillance - or voyeurism- productions
such as Big Brother. Part of reality television’s appeal is because it places
ordinary people in extraordinary situations. , reality television has
the potential to turn its participants into national celebrities such as in Pop Idol,
Survivor and Big Brother.

7 Finish these sentences with your own ideas.

a. I like our new house though .
b. Although Justin didn’t .
c. The new teacher is very strict. Besides he / she .
d. Although I , I can usually communicate what I want to say.
e. Last weekend, my friends and I went camping. Besides, we .
f. My sister is messy. Besides, she .

8 Interview people in your group using the survey below, and note down their
answers. How many TV addicts can you find?

SURVEY – ARE YOU A TV ADDICT?

Strategy Spot
Do you…
As you interview your
partners, take notes of - have a TV set at home? Yes / No
their answers. Then, - have a TV set in your bedroom? Yes / No
decide the language
- have cable TV? Yes / No
you will need to use to
report your results to - know what is on the TV by heart? Yes / No
the class. - often talk about TV programs? Yes / No
- like chat shows, game shows, and soap operas? Yes / No
- watch sports on TV more than twice a week? Yes / No
- prefer watching TV to reading or going out? Yes / No
- prefer watching TV to seeing friends? Yes / No

WARNING! Anyone who answers Yes to more than six questions

might be a TV addict!

20 UNIT 3
 ARTS AND ENTERTAINMENT
9 Answer these questions.
a. What soap operas are / were popular in Chile?
b. What Chilean soap operas are produced for young people?
c. Which ones have you watched? Did you like them? Explain why.
d. What sorts of things usually happen in soap operas?

10 Read about soap operas in Latin America and check (✔) the sentences that do not
reflect the ideas in each paragraph.

Soap Operas in Latin America

1. A typical soap opera is shown five or six days a week in the evening, and has
about 75 to 150 chapters over the course of 3 to 6 months. Unlike American
soap operas which go on forever (or until they are cancelled), Latin American
soap operas roll to definite climatic, nation-paralyzing endings.
There is a huge export market for soap operas, not only in the Americas, but
also in Western Europe, Eastern Europe, the Middle East and Asia.
The two Spanish-language networks in the USA do not produce their own
soap operas, but rely exclusively on imports from Mexico, Venezuela and Colombia, in that order.
2. Today, Latin Americans have become the masters of soap operas. Tremendous audience
interest and advertiser support allow to generate big-budget, high-quality productions that
can be seen all over the world.
3. Within the country of origin, soap operas are extremely popular, with ratings usually in excess of
30% of the population. Advertising rates on the top soap operas are usually set at a premium. Even
so, the advertising spots are always sold out months in advance.
4. Soap operas are much more important in Latin America than in the United States, due to structural
differences in the entertainment industry. In the United States, the pinnacle for an entertainment
worker is to reach Hollywood and hence achieve fortune and worldwide fame. In Latin America,
the movie industry is small, whereas soap operas (which are really 100-hour movies shown in 1
hour segments) form a booming multimillion industry with worldwide distribution. Soap operas
may be the pinnacle of the career of a Latin American actor / actress.

Paragraph 1. Strategy Spot

• Latin American productions can be seen all over the world.
Make connections:
• There is little audience interest. what Latin American
Paragraph 2. soap operas do you
know? Do you like
• There is a small export market for soap operas in Latin American.
them? Why? Why not?
• In the USA, movies are not important.
• Soap operas are very important in Latin America.
Paragraph 3.
• The two Spanish-language networks in the USA produce their own
soap operas.
• There are Latin American soap operas that are worldwide hits.
Paragraph 4.
• Soap operas are more important in the USA than in Latin America.
• In Latin America the movie industry is small.

21
 11 Read the text again and answer the questions (a – c). Then, create your own
questions using the information given.
a. What is the main difference between American and Latin American soap operas?

b. Where do Spanish-language networks in the USA import soap operas from?

c. Why are soap operas more important in Latin America than in the USA?

d. Frequency of a typical soap opera.

?
e. The number of watchers within the country of origin.
?

12 Look at the example in bold and fill in the gaps in the same way.

When Frank was a child, his parents a. told him to go (tell /

go) to bed early. When he started school, his teachers (b)
(order / do) his homework. His big
sister (c) (ask / help) her clean her room.
When Frank was a teenager, he joined the army. The sergeant
(d) (order / salute) the officers with respect.
The other soldiers (e) (ask / lend) them money.
Finally, his girlfriend (f) (persuade / leave) the army.
When Frank was twenty five, he (g) his girlfriend
(ask/ get) married.
When Frank was thirty five, his daughter (h) (ask / buy) a
lot of toys and his son (i) (refuse / go) to bed early.
When they were teens, they (j) (ask / let) them do what
they wanted.
When Frank was sixty, he (k) his wife (invite /travel)
around the world.

22 UNIT 3
 ARTS AND ENTERTAINMENT
13 Report what these people said using the past tense of the verbs in parentheses.
a. Susan to Dan: “Can you lend me some money, please?” (ask)

b. My mother to my father: “Take the jacket upstairs, Jack.” (tell)

c. My father to my mother: “I’ll paint the kitchen for you.” (promise)

d. Mom to Freddy: “Be careful before crossing the street.” (tell)

e. Dad to Sylvia: “Don’t go to the disco.” (forbid /prohibit)

f. The zookeeper to my brother: “Don’t feed the animals.” (prohibit)

14 Read the conversation between Tracy and Marion. Then, follow the model and
write Mike´s report in your notebook.
Marion: I´m going to break up with Ben…
Tracy: I think he´s a very nice boy. I don´t think it´s a good idea.
Marion: I´m sure that he´s going out with another girl. My friends saw him at a
party yesterday with a blonde girl
Tracy: Well, I´ve never seen him with anyone else except you. Your friends are
trying to make you jealous.
Marion: Ok. I´ll phone him tomorrow.

Marion Tracy that she

, but Tracy
that . She didn’t
think .
Marion replied that . She
that .
Tracy her that her friends .
Marion said that her boyfriend
.

23
 15 Have a look at the poster and the text below. What is their purpose?
a. To offer advice.
b. To promote an event.
c. To advertise a product.

Strategy Spot

Look at the poster and

the title of the article.
Anticipate the type of
information you will
find. Who is the
intended audience of
the text?

Teen Artists required for “Young Artists Exhibition”!

On November 29th, The
Canvas Gallery will be
hosting a “Young Artists
Exhibition”! This
exhibition will feature
works from the city’s finest
artists between the ages of
13 and 18. The Canvas
Gallery is offering young
artists the unique
opportunity to show their
works in a gallery setting.
The exhibition will include
an evening opening
reception with food and
entertainment, and one
week of public gallery
hours. The exhibition will
give the promising artist
exposure, prepare them for
future gallery settings and
motivate them towards
furthering their exploration
of the arts.
How does it work?
The artist must fill out the
application form and
e-mail it to info@canvas.ca
on or before November
16th. If you have yet to
receive your application
form, please e-mail info@
canvas.ca to request one to
be sent to you.
The gallery will review all
applications and reply to
selected artists on or before
November 18th. Selected
artists are permitted to
hang up to two pieces that
do not exceed a total of 2 x
2 meters. Applicants are
not limited to any
specific genre.
The Canvas Gallery will
not take commission on
any works sold during the
exhibition. All revenue will
go directly to the artist.
Where is the Canvas
Gallery?
The Canvas Gallery is
located at the heart of the
fashion district,
downtown. It is a large
space that has hosted
dozens of successful
exhibitions. Past
exhibitions include Mario
Tomeoki, Fates Collective,
David Fisher and the
renowned “Canvas
Gallery Series”.

24 UNIT 3
 ARTS AND ENTERTAINMENT
16 Read the text again and complete the diagram.

Place: Date:

Name of event:

Pieces on exhibition: Participants:

17 Re-write these examples from the text using the phrases between parentheses.
Do not change the meaning of the sentences.
Example:
Past exhibitions include Mario Tomeoki, Fates Collective, David Fisher and the
renowned “Canvas Gallery Series”. (previous – incorporate)
Previous exhibitions incorporate Mario Tomeoki, Fates Collective, David Fisher
and the renowned “Canvas Gallery Series”.

a. This exhibition will feature works from the city’s finest artists between the ages
of 13 and 18. (display – in their teens)

b. The exhibition will give the promising artist exposure… (exposition – rising)

c. The artist must fill out the application form. (painter – complete)

d. Selected artists are permitted to hang up to two pieces… (can – a maximum of)

e. It is a large space that has hosted dozens of successful exhibitions. (place – a

great number)

25
 UNIT

HOW ABOUT WORKING?

1 Look at the signs and complete the short dialogs. Use the correct form of must,
have to or need to and your own ideas.

A: Excuse me sir, . A: I´d like to .

B: Oh, I´m sorry! . B: No problem! You . It´s free!

A: Dear, look at the sign! . A: Can I ?

B: Oops! ! B: Yes, but you .

2 Read the sentences (a – g) and match the words in bold with their synonyms (i –
vii) in the box. Then, choose three words in bold and write examples of your own.

i. helper v. chances
ii. enrichment vi. presenter
iii. aid vii. inhabitants
iv. petition

a. You have to fill in an application form to apply for that summer job.
b. The local communities are still waiting for supplies after the earthquake.
c. We received a significant cultural contribution from the native peoples.
d. The host of the voluntary program gave us a warm welcome.
e. Last summer program, applicants had many opportunities to learn
new skills.
f. The money support from the government helped a lot of people.
g. If you want to be a volunteer in national or international organizations,
you must be over 18.
26 UNIT 4
 HOW ABOUT WORKING?
3 Complete this telephone conversation with phrases from the boxes.

about his application a group from my school by the time you travel

can I speak do it now I need to check Is it good news? repair their houses

something not clear? similar work before to the north we can’t say yet

when and where when’s your birthday? you have to be you must apply again

Steve: Hello?
Janet: Hi, with Steve, please? This is Janet, from
Amigos de las Americas, and I’m calling .
Steve: Oh, hello, this is Steve speaking.
Janet: I’m afraid . There are one or two points
with you. Can we ?
Steve: Yes, of course. Is
Janet: You say that you’ve done . Can you
tell me ?
Steve: Sure! I went with last
summer, to help people build and .
Janet: Right. And one more thing: the form says you’re 16 –
Steve: In January.
Janet: So, you’ll be 17 .
Steve: Well...actually no – I’ll be 16.
Janet: Oh, dear. I’m so sorry, Steve. I’m afraid
17 to join us, so next year.
Steve: Yes, I will. Thank you. Bye!

27
 4 Janet Clark is making another telephone call. In pairs, create the conversation
(about 8 entries) including the following details and your own ideas. Write it in
your notebook and then, practice it with your partner. Use the conversation in
Exercise 3 as a model.
• Name of volunteer: Carol
• Name of organization: Amigos de las Américas Strategy Spot
• What she forgot to send: medical information Decide in advance a
• What the organization will provide particular language
her: medical insurance aspect you will pay
attention to during
speaking (grammar,
vocabulary,
pronunciation, etc).
After speaking,
evaluate your
performance by asking
your partner what to
improve and take
down notes.

5 Read the two conversations and answer these questions.

a. What does Janet need?

b. What must Steve do?

c. What must Carol do?

d. What is the connection between these conversations and the reading text in
Lesson 1 of the Student’s Book?

28 UNIT 4
 HOW ABOUT WORKING?
6 Copy the chart below into your notebook. Classify the expressions in the boxes
under the corresponding labels.

Can I ask who is calling, please? Can I speak to Benjamin, please?

Can you hold on a moment? Can you hold the line?

Could I take a message? Could I speak to Daniel, please?

Excuse me, who is this? I'll put you through.

I'm afraid he is not available at the moment. Is Jake in?

May I speak to Alan, please? Mr. Jackson isn't in right now.

Mrs. Davies is out at the moment. This is George speaking.

This is Sylvia. Would you like to leave a message?

Introducing Asking who is Asking to speak Informing someone Offering to take

Connecting
yourself calling to someone is not available a message

29
 7 Read this article about completing the first job application.

Applying for the first job

New to job-hunting? This article will help you
with the most important information you need to
successfully complete your first job application.
I.
Be sure to bring your resume, identity card,
driver's license, etc. You'd better provide too
much information than not enough.
II.
Always take a few minutes to review your
entire application. Some applications ask for
information differently - and all have specific
spaces in which you are expected to answer
questions. Think of the application as your first
test in following instructions.
III.
Neatness and legibility are necessary;
the application is a reflection of you. If
completing it by hand, you must use only a
blue or black pen - and consider using an
erasable pen or taking some “whiteout” to fix
minor mistakes. Don’t fold, bend, or damage
the application.
IV.
One of the reasons employers want you to
complete an application form is because they
need the same information from all job
applicants. However, if there are questions that
do not apply to you, simply respond with “not
applicable,” or “n/a.”
V.
Do not offer negative information. Your goal with
the application is to get an interview.
Providing negative information just gives the
employer a reason not to interview you.
VI.
Once you’ve completed the application, you need
to sit back and take a moment to thoroughly read
the document, checking for all errors - especially
typos and spelling mistakes.

Strategy Spot

Work in pairs. As you

read, stop and take
turns to report to your
partner what you can
remember. If you miss
part of the information,
go back to the text and
complete your report.

Adapted from: Hansen R. an article by Randall S. Ph.D.(n.d.) A Job-Seeker's Guide to Successfully

Completing Job Applications. Retrieved April 11, 2013, from http://www.cnic.navy.mil/CNIC_HQ_Site/
WhatWeDo/FleetandFamilyReadiness/FamilyReadiness/FleetAndFamilySupportProgram/
FamilyEmployment/BeginningYourSearchCareerExploration/CNICD_A064980

30 UNIT 4
 HOW ABOUT WORKING?
8 Match the following headings (a - f) with the paragraphs (I – VI) in the article.
a. Come prepared with the information you need
b. Complete the application as neatly as possible
c. Don’t leave any blanks
d. Don’t provide any negative information
e. Proof read your application before submitting it
f. Read and follow instructions carefully
9 Read the article again and answer.
In which paragraph can you find a reference to the following? Write the
corresponding numbers (I – VI) in the spaces provided.
a. Giving the employer a reason not to interview you.
b. Information that holds no relationship with you.
c. The documents you should take with you.
d. The importance of tidiness and order.

10 Fill in this application form as accurately as possible. (Use your imagination

if necessary).

PERSONAL INFORMATION

Name:

Date of birth:

Place of birth / Nationality:

Address (Number and Street, City, Region):

Home phone number: ( ) Cell phone:

POSITION WANTED:

Full-time Part-time Temporary

EDUCATION

Name and address of school:

Special skills and qualifications:

31
 11 Write an application letter for a summer job.
a. Organizing. Use all the information in Exercise 10, Page 31 and your own
ideas to write five sentences.
b. Drafting. In your notebook, write a draft of the letter. You can follow this model:
(date, name and address of company)
Dear Sirs/Madam,
I am writing to ... (your reasons for writing)
I would like to ... (your expectations)
I believe I will be good for this job because ... (your skills and experience)
I look forward to ...
Yours sincerely,
(your signature and name)
c. Editing. With your partner, exchange your drafts and check for mistakes. Also,
make sure you used the right format and you have included all the details in
the letter.
d. Writing. Write the final version of your letter on a separate sheet of paper.

12 In pairs, create short dialogs based on the situations given. Use may or might and
the example as a model.
Example: You don´t have any special plans for this coming weekend.
A: What are you planning to do this weekend?
B: I may go to the movies or I might visit some friends.
a. Some friends are coming to your house for dinner. You are not sure about what
to make for them.
b. You want to go camping next weekend, but the weather forecast predicts rain.
c. It is late at night and you hear a strange noise outside. You don´t know what it
is.
d. You want to buy a sandwich, but you don´t have enough money.

32 UNIT 4
 HOW ABOUT WORKING?
13 LET’S PLAY!
a. Form groups of five participants.
b. Each group will need some dice and four tokens to play this
board game.
c. Each group must appoint a student to be the monitor of the game and
to check the answers.

Instructions
I. Roll the dice and then move your token forward according to the
number you get.
II. When you land on a square, change or complete the sentence by
using “might be” and “may be.” For example, “It’s a bottle” can
become “It might be a bottle, but it is not very probable”
III. If the participant changes or completes the sentence with the correct
deduction, he / she can go ahead. If not, the participant must return
to his / her previous place. Next turn, he / she must move forward
from that place.
IV. The winner is the participant who finishes first.

It‘s his It‘s an

START new car. old book.

It‘s not
It‘s hers. It‘s round. made of
wood.

He‘s
I‘d like to It‘s a pen. watching
go out. TV.

33
 14 Read the text and fill in the gaps of the sentences with your own ideas.

Benefits of Volunteering as a Teen

The benefits of volunteer work - for anyone, of any age -
are practically endless. Volunteer work expands your
understanding of other people’s lives. It gives you a new
view of the world and the problems within it; it also shows
you how hard people will work to solve those problems.
There’s no better cure for the blues than helping someone
who’s worse than you are. It seems a contradiction, but
volunteer work among the most severe social problems
can often be a permanent source of personal hope.
For teenagers, volunteering has additional bonuses. It
looks fantastic on college applications, and sometimes it
even makes you eligible for certain scholarship
assistance or financial aid. Repeated or
dedicated volunteer work demonstrates that
you’re not simply participating in the activity
with the aim of strengthening your application -
you actually care about changing the world.
Volunteering also strengthens your curriculum
vitae. It often teaches you new skills. You might
learn a new language or a new computer
program. You’ll almost certainly learn some
interpersonal skills, and you may get some
on-the-ground training in how an office works day to day.
After volunteering, you can apply for jobs with some
demonstrable hands-on experience.
Volunteering also gives you an opportunity to meet
people you might not encounter otherwise, and to
expand your social group beyond the walls of your
school. Volunteering tends to bring similar people
together, and many people make lifelong friendships in
volunteer organizations.
Of course, the best benefit of volunteering is the
knowledge that you’ve made a difference in your
community. Is there ever a better feeling than knowing
you’ve changed the world for the better?

Adapted from: Duse, E. (2009, June 3). How Volunteer Work for Teens Works.
Strategy Spot
Retrieved September 9, 2014 from http://money.howstuffworks.com/economics/
Make connections: Make connections: volunteer/opportunities/volunteer-work-for-teens2.htm
what voluntary work
organizations do you
know? Would you like
to participate in one?
Why? Why not?

34 UNIT 4
 HOW ABOUT WORKING?
a. The text is about .
b. It may appear in article.
c. The intended audience is .
d. The tone of the article is .

15 Read the text again and complete the diagram in your notebook.

Volunteering

General Benefits
Benefits For teenagers

16 Look up the meaning of these phrases in the dictionary according to the text.
Then, provide a synonym and an example for each phrase.

Phrase Meaning Synonym Example

blues
bonuses
on-the-ground
hands-on
encounter
lifelong

35
2017 © Ediciones R&B
Teen Club 2º Medio Workbook 2017 Reedición
Nº de Inscripción: 233.239
ISBN: 978-956-8694-42-5

Original text © Lina Alvarado Jantus

Teacher of English
Instituto Profesional Chileno-Británico

Original illustrations Ediciones R&B®

Design Ediciones R&B®

English Editor Marián González del Fierro

Designed by María Jesús Moreno Guldman
Layout by Marcia Gutiérrez Pavez
Proofreading Nicholas Gunn
Illustrations Fernando Santander Tiozzo
Production Ediciones R&B
Recording engineer Ignacio Arriagada Maia
Recording Producer Rodrigo González Díaz
Photos 123RF Stock Photos

2016 © Ediciones R&B

Teen Club 2º Medio Workbook 2016 Reedición
Nº de Inscripción: 233.239
ISBN: 978-956-8694-42-5

2015 © Ediciones R&B

Teen Club 2º Medio Workbook 2015 Reedición
Nº de Inscripción: 233.239
ISBN: 978-956-8694-42-5

2014 © Ediciones R&B

Teen Club 2º Medio Workbook
Nº de Inscripción: 233.239
ISBN: 978-956-8694-32-6
ISBN PACK: 978-956-8694-36-4

Original text © Lina Alvarado Jantus

Teacher of English
Instituto Profesional Chileno-Británico

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