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EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACINPROHIBIDA SU COMERCIALIZACIN

Lina Alvarado Jantus

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TEXTO DEL ESTUDIANTE

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN

Medio

+ READING BOOKLET& W

ORKBOOK

TEENS CLUB

PEFC/29-31-75

9 789568 694272

ISBN: 978-956-8694-27-2

9 789568 694357

ISBN PACK: 978-956-8694-35-7

Nombre:

Curso:

Colegio:

Este libro pertenece a:

Te lo ha hecho llegar gratuitamente el Ministerio de Educacin a travs del establecimiento educacional en el que estudias.Es para tu uso personal tanto en tu colegio como en tu casa; cudalo para que te sirva durante todo el ao.

S i te cambias de colegio lo debes llevar contigo y al finalizar el ao, guardarlo en tu casa.

Lina Alvarado Jantus

Teacher of EnglishInstituto Profesional Chileno-Britnico

TEXTO DEL ESTUDIANTE

TEENS CLUB

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222 UNIT 1

Interviewer: How old are you, Sonia?Sonia: I'm 15 years old.Interviewer: I understand you are a 'ganguro girl';

what does that name mean?Sonia: It means 'black face girl' because I have a

very dark suntan.Interviewer: Can you describe what you are

wearing?Sonia: I'm wearing a pink miniskirt with a pink tank

top and knee-high suede platform boots. I am

wearing false eyelashes, white eye shadow, some

glitter on my cheeks and pink lipstick.Interviewer: Why did you start dressing like this?

Sonia: My best friend started to dress like this and

I thought she looked really cool.Interviewer: What do your parents think?

Sonia: My mother thinks it is awful. She doesn't like

the way I look or dress. Interviewer: Do you spend a lot of money on your

clothes?Sonia: Yes. I love shopping for clothes and make-up,

and I spend a lot of money at the hairdresser's, so

I have a weekend job in a supermarket.

1 Find information about someone you know that has a very unusual life. How is this person similar or different to you? Make a list of similarities and differences and share them with your partner.

2 Use these prompts to write a complete interview. Then, role play it with your partner in front of the class.A: what / Friday evening? B: go / moviesA: you / feel / right now? B: tired / homeworkA: what / favorite subjects at school? B: Spanish / mathA: you / do / next summer? B: sports / disco / friendsA: you / wear / tomorrow? B: jeans / sneakers / jacketA: you / like / with your friends? B: skating / going to parties / doing sports

3 14 Read this interview and complete the paragraph about this extreme teen fashion. Then, answer these questions.a. What's your opinion about this fashion? Do you like it? Why? Why not? b. Do you think it's OK to accept these kind of differences in people? Why? Explain.

Sonias favorite clothes and accesories are , , and . She likes them because she thinks she , but her mother the way she . To get money to buy her clothes and accessories, she has .

YOUR ENGLISH IN ACTION

24 UNIT 1

READING: TWO CULTURES

1 Read the information about these two teenagers and answer the following questions. a. Where do they live?b. What do they do after school?c. How does Bao-Yu get to school?d. What time does Kenny get up?e. Who is his favorite singer?

UNIT CHECK

5 pts.

15

Hi! My name is Bao-Yu. I want to make friends with people all over the world. I live in Shangai, in the east of China. I'm 15 years old and I live with my parents. I don't have any brothers or sisters.On school days, I always get up at 6 a.m. I take the subway to school and usually meet my friends on the train. We have six classes a day.After school, I often go to my sports club where I do judo and play baseball and tennis. When I get home I do twohours of homework and then I usually watch TV. I also like reading. On the weekend, I meet my friends and I go shopping. Sometimes we go to the park and play baseball. Tell me about you! What is your life like?

Hi, Bao-Yu! My name is Kenny. I am fourteen years old and I live in Seattle, in the USA. Wow, your life is really different to mine. I always get up at 7 in the morning on weekdays. I have eight classes a day. I like to play basketball, video games and see my friends. What about music? Who's your favorite singer? I really like rap music - Snoop Dogg is my favorite singer.

27

TEEN LIFE

You have finished Unit 1! Answer the questions, and then, take some time to reflect on what you have achieved. Evaluate yourself, checking () always, sometimes or never, according to your knowledge.

1 I can write three sentences expressing future plans with the structure Present Progressive.a. My brother ing .b. .c. .

2 I can express additional, alternative, and contrasting ideas.a. On weekends, we usually or .b. My best friend lied to me, but .c. I like and .

Skills Always Sometimes Never

Reading

identify cognates

extract specific information

Listening

discriminate between correct and incorrect information

distinguish sounds

Speaking

exchange personal information about future arrangements

ask and talk about personal interests and preferences

Writing

introduce yourself to a Student Forum Chat

write a personal profile

Not sure about something? Look back through the unit again.Write two things you can do to improve your performance.a. .b. .

Use this clue to work out your score

Never = 0 Sometimes = 1Always = 2

If you get:0 - 5 = Watch out! You must lookback 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 problemsIdentify them and ask your teacher and / or a classmate for help.

10 - 13 = You are doing fine, but you can certainly do better. Get together with a classmate and review your weak points.

14 - 16 = Congratulations! Great progress. You may look ahead to the new unit and help the classmates who need assistance.

FINAL REFLECTIONTEEN LIFETEEN LIFETEEN LIFE

YOUR ENGLISH IN ACTIONThese attractive and entertaining activities will motivate you to study and put into practice what you are learning.

UNIT CHECKA formal test at the end of the unit to evaluate your progress and help you discover what you need to revise.

FINAL REFLECTIONGuided analysis of your strengths and weaknesses, to help you check your progress and find ways to improve your performance.

17

TEEN LIFE3 Answer these questions.Do you have any conflicts with your

parents? Why? What do you think you can do to solve these problems? Share with your partner.

4 You are going to read two poems written by teenagers. What do you think teenagers usually write about? Why? Explain.

5 Read the words in the Key Word Spot. Look up their meaning in a dictionary.

13READING

folks fume mean (adj.) swear unfair utterly

Key Word Spot

Complaints

Happy, sad, sleepy, mean,

Feelings often change,

A common act of a typical teen,

I find it rather strange;

Talking to a friend, or sending them a text.

They talk for hours on end, whatll they think of next?

Theyll leave their room a mess

And give cleaning it a miss,

But yes, I must confess

To also doing this.

They think their folks are ancient,

And utterly unfair, the result is to ignore them

Before they start to swear.

Their music cracks the ceiling,

And makes their parents fume,

Emotions always reeling

And more time in their room.

Being a teen may be pretty bad,

But from experience I can tell,

Its much worse for mum and dad;

For them its living hell!

Getting Older

When you cannot find your pencil

And your purse has gone astray;

When youre feeling rather tired

For it has been a hectic day.

When the morning comes too quickly

And you just cant cope with rush;

When everyone is shouting

And youd rather have some hush.

Perhaps youre getting older,

For this happens, we are told,

But no, this isnt how it is;

Youre only thirteen years old!

6 Read the poems quickly and check () your predictions in Exercise 4.

1

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10

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8 UNIT 1

TEENAGE TALKLESSON 1

1 Read the list of predictions for the year 2050. Complete them with will / wont and the verbs in the boxes.

be have take fly travel

PREDICTIONS FOR 2050 There security cameras everywhere. Cars . People by spaceship. Everyone mobile phones, even young children. People vacations in space.

mobile phones, even young children. mobile phones, even young children.

2 Read Jerrys and Beths diaries and answer these questions about their plans for the week.

Example: What is Jerry going to do on Wednesday?He is going to go to the theater with Bob.

Beth

Visit &grandma

Meet Cristina

Gym &at 5:30

First &driving &lesson

Study Math with Jerry

JERRY

Play tennis with Linda

Meet Cristina

Theater with Bob

Dentist at 4:00

Study Math with Beth

a. What is Jerry going to do on Monday? b. What is Beth going to do on Thursday? c. What are Jerry and Beth going to do on Tuesday? d. What is Beth going to do on Wednesday at 5:30? e. What are Jerry and Beth going to study on Friday?

BEFORE YOU START

11

TEEN LIFE

LISTENING

5 10 Listen to the interview with Danny Evans, a typical teenager, and check your predictions in Exercise 3.

6 10 Listen to the interview again and identify the alternative you hear.a. Danny usually listens to music with his friends / mates.b. He is reading Amazing Birds / The Amazing Life of Birds.c. All the girls like older / younger boys. d. Hes fed up with work / homework.e. Hes spending one week / two weeks with his cousins.

7 10 Listen again and match the verbs in list A with the phrases in list B. Then, identify the correct picture for each collocation.

A look play talk wear

B about music a nice jacket for a girlfriend the drums

8 10 Answer these questions.a. Where does Danny live in Chicago? b. What does Danny usually do in his free time? c. What are his favorite school subjects? d. Is Danny's life similar to your life? Why? Why not?

I can predict information from pictures.

I can identify correct words.

23 4

Reflection Spot

1

READINGThe 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.

LISTENINGThe tasks will help you develop strategies to improve your understanding of oral messages.

GETTING READYSome interesting pictures to provide a setting and some simple exercises to activate your previous knowledge. You can also examine the objectives of the unit here.

TEEN LIFE

6 7

GETTING READY

1 Read what young people say about being a teenager. Do you agree?

2 Discuss with your partner. What does being a teenager mean to you? Make some notes.

3 Copy this chart into your notebook. Interview six of your classmates about their interests and preferences and enter the information in the chart. Present the results for each item in a graph (pie chart or bar graph).

Classmates name Music Free Time Sports Art

TEEN LIFEIn this unit you will: read posts of a Student Forum chat. read poems. listen to an interview. listen to poems.

You will learn how to:Reading identify cognates. find general and specific information. infer meaning of words in context. locate and match information.

Listening discriminate between correct and incorrect

information. identify correct sequence. differentiate sounds. find general and specific information. identify collocations.Speaking exchange information about personal interests

and preferences. Recite a poem about teen life.

Writing write a personal introduction to a forum chat. complete a poem.Language use linking words. use the Present Continuous for future plans.

You will also: develop respect for and acceptance of age,

and social and cultural diversity. assess the importance of English as an

international communication tool.

UNIT

James, 14, England.Nowadays, teenagers are the

same throughout the world. We are inspired by the same things and love

doing the same activities. I dont think a Chinese teen is different at

all from me.

Yaritza, 15, Brazil.Of course I feel Brazilian, but I

also feel like other teens throughout the world. I can see we are similar when

we chat on the Internet. We share the same feelings, and talk about the

same topics.

Atzuko, 14, Japan.

My identity is not in my nationality, It is in my art. Im studying art at an American school and I feel like the

rest of my classmates.

Ludvik, 15, Czech Republic. My

national identity is very important to me, although I see myself more as a

European or a westerner teen.

Carmen, 14, Chile.Identity? No, I dont feel different

from teenagers from other parts of the world. I wear the same clothes; I like and

do the same things. So, why do I have to feel different?

DISCOVER YOUR BOOK

Interesting bits of information on the topics of the lesson.

SPOTLIFEREAL

READING WRITINGAND

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.

SPOTGAME

TAKE ACTION!Hands-on activities to consolidate the contents covered in the unit.

LEARNERSFAST

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.

PRACTICEORAL

WORKBOOKIt includes a selection of activities divided by unit, as a complement

for the contents covered in the Students book.

It includes a selection of activities divided by unit, as a complement

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TEENS CLUB

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

LET S READ!LET S READ!LET S READ!LET S READ!LET S READ!LET S READ!LET S READ!LET S READ!LET S READ!LET S READ!LET S READ!Reading bookletReading bookletReading bookletReading bookletReading bookletReading bookletReading bookletReading bookletReading bookletReading bookletReading bookletReading bookletReading bookletReading bookletReading booklet

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TEENS CLUB

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Special glossary that helps you with the key words in the text you are going to read or listen to.

Key Word Spot

Statements to help you reflect on your learning process and to raise your awareness of how you develop your own learning strategies.

Reflection Spot

This icon indicates the connection of an activity with complementary work on the Reading Booklet.

LET S READ!Reading booklet connection

These short evaluation activities allow you to analyze your performance. You complete the tasks within a time limit and check your points.

LETS CHECK

A short section with extra practice focused on listening and speaking skills.

LISTENING SPEAKINGAND

3

4ANSWERS 100ANSWERS 100 THEMATIC INDEX 108

PLAN OF THE BOOK

6 - 27

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Lesson 1: Teenage talk . . . . . . . . . . . . . . . . . . . . . . 10Listening: An interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Language Spot: The Present Progressive for future plans . . . . . . 12Oral Practice: A short interview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Reading and writing: Two posts in a chat forum . . . . . . . . . . . . . . . . . . . . 13Lesson 2: Typical teenagers . . . . . . . . . . . . . . . . . 16Reading: Teen poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Language Spot: Addition, alternative and contrast . . . . . . . . . . . . 19Listening and Speaking: Teen poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Writing: A short poem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Take Action!: A poetic description . . . . . . . . . . . . . . . . . . . . . . . . . 21Your English in Action . . . . . . . . . . . . . . . . . . . . . . 22Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

28 - 51

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Lesson 1: Technology Update . . . . . . . . . . . . . . 32Listening: A piece of news . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Language Spot: Linking Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Oral Practice:A short description . . . . . . . . . . . . . . . . . . . . . . . . . . 35Reading and writing: A short story extract: The Bicentennial Man . . . 35Lesson 2: Popular teenage inventions . . . . . . 38Reading: Information about two teen inventors . . . . . . . . 39Language Spot: Expressing reasons . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Listening and Speaking: A dialog expressing opinions . . . . . . . . . . . . . . . . . 43Writing: A description of a new device . . . . . . . . . . . . . . . . 44Take Action!: An original invention . . . . . . . . . . . . . . . . . . . . . . . . . 45Your English in Action . . . . . . . . . . . . . . . . . . . . . . 46Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

UNIT UNIT

TEEN LIFETECHNOLOGY AND

INVENTIONS

5ANSWERS 100 GLOSSARY 109 BIBLIOGRAPHY 110

78 - 99

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Lesson 1: You can beat them! . . . . . . . . . . . . . . . 82Listening: An oral presentation . . . . . . . . . . . . . . . . . . . . . . . . . 83Language Spot: Expressing possibilities (may / might) . . . . . . . . . 84Oral Practice:A dialog about bullying . . . . . . . . . . . . . . . . . . . . . . 86Reading and writing: A personal story about bullying . . . . . . . . . . . . . . 86Lesson 2: Why am I in such a bad mood? . . . 88Reading: Letters to an advice column . . . . . . . . . . . . . . . . . . 89Language Spot: Giving advice and recommendation (should / shouldnt / ought to) . . . . . . . . . . . . . . . . . . . . . . . . . 91Listening and Speaking:Expressing advice and suggestions . . . . . . . . . . . 92Writing: A letter to an advice column . . . . . . . . . . . . . . . . . 93Take Action!: Expressing possibility . . . . . . . . . . . . . . . . . . . . . . . . 93Your English in Action . . . . . . . . . . . . . . . . . . . . . . 94Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

52 - 77

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Lesson 1: New Stars . . . . . . . . . . . . . . . . . . . . . . . . . 56Listening: A TV show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Language Spot:Expressing quantity . . . . . . . . . . . . . . . . . . . . . . . . . . 59Oral Practice:A dialog about necessities and obligations . . . 60Reading and writing: Song lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60Lesson 2: We want you to read! . . . . . . . . . . . . . 64Reading: A novel extract: The wonderful wizard of Oz . . 65Language Spot: The Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Listening and Speaking: A dialog about the content of a story . . . . . . . . . 70Writing:A book review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Take Action!: A chat with a star . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71Your English in Action . . . . . . . . . . . . . . . . . . . . . . 72Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

UNIT UNIT

BODY AND MINDMUSIC AND LITERATURE

6GETTING READY

1 Read what young people say about being a teenager. Do you agree?

2 Discuss with your partner. What does being a teenager mean to you? Make some notes.

3 Copy this chart into your notebook. Interview six of your classmates about their interests and preferences and enter the information in the chart. Present the results for each item in a graph (pie chart or bar graph).

Classmates name Music Free Time Sports Art

TEEN LIFEIn this unit you will: read posts of a Student Forum chat. read poems. listen to an interview. listen to poems.

You will learn how to:Reading identify cognates. find general and specific information. infer meaning of words in context. locate and match information.


information. identify correct sequence. differentiate sounds. find general and specific information. identify collocations.Speaking exchange information about personal interests

and preferences. Recite a poem about teen life.

Writing write a personal introduction to a forum chat. complete a poem.Language use linking words. use the Present Continuous for future plans.

You will also: develop respect for and acceptance of age,

and social and cultural diversity. assess the importance of English as an

international communication tool.

UNIT

TEEN LIFE

7

James, 14, England.Nowadays, teenagers are the

same throughout the world. We are inspired by the same things and love

doing the same activities. I dont think a Chinese teen is different at

all from me.

Yaritza, 15, Brazil.Of course I feel Brazilian, but I

also feel like other teens throughout the world. I can see we are similar when

we chat on the Internet. We share the same feelings, and talk about the

same topics.

Atzuko, 14, Japan.

My identity is not in my nationality, It is in my art. Im studying art at an American school and I feel like the

rest of my classmates.

Ludvik, 15, Czech Republic. My

national identity is very important to me, although I see myself more as a

European or a westerner teen.

Carmen, 14, Chile.Identity? No, I dont feel different

from teenagers from other parts of the world. I wear the same clothes; I like and

do the same things. So, why do I have to feel different?

8 UNIT 1

TEENAGE TALKLESSON 1

1 Read the list of predictions for the year 2050. Complete them with will / wont and the verbs in the boxes.

be have take fly travel

PREDICTIONS FOR 2050 There security cameras everywhere. Cars . People by spaceship. Everyone mobile phones, even young children. People vacations in space.

mobile phones, even young children. mobile phones, even young children.

2 Read Jerrys and Beths diaries and answer these questions about their plans for the week.

Example: What is Jerry going to do on Wednesday?He is going to go to the theater with Bob.

Beth

Visit &grandma

Meet Cristina

Gym &at 5:30

First &driving &lesson

Study Math with Jerry

JERRY

Play tennis with Linda

Meet Cristina

Theater with Bob

Dentist at 4:00

Study Math with Beth

a. What is Jerry going to do on Monday? b. What is Beth going to do on Thursday? c. What are Jerry and Beth going to do on Tuesday? d. What is Beth going to do on Wednesday at 5:30? e. What are Jerry and Beth going to study on Friday?

BEFORE YOU START

9TEEN LIFE

TYPICAL TEENAGERSLESSON 2

Before starting this unit, you need to know:

Future Will / Going to. Different types of texts.

1 Which picture (1 4) showsa. a page of prose? b. a drama script? c. a poem? d. a comic?

2 Which are the elements that help you identify each type of text? Discuss with your partner.

TEEN LIFETEEN LIFETEEN LIFE

3 4

1 2

10 UNIT 1

BEFORE LISTENING

1 In the Word Search Puzzle, find the names of these pictures related to teen culture.

2 With your partner, make a list of other words related to teenagers.

3 Look at the photos above and answer these questions in your group.

a. Do the people look like typical teenagers?b. Where do you think they are from?c. What do you think they like doing in their free time?d. What do teenagers care about these days? What are

their interests?

4 Match these meanings with the words from the text in the Key Word Spot. a. bored or unhappy b. expect with pleasure c. wool

C N C W H K M Y N N J Z T S SN S B G I Y Q I O S I P E S YS E M A G O E D I V P I D M MS S E H R X U J H F T O E J QQ R C X L L K I S R L Z R K WR Z N S I U I S A M P K I T KW P T E R O B P F F R X S K SV F N B A E P Z D O Z Z Q S RS O W O Z B T W J Q Z N K P KV A M U U F F U B X J I B Y LF R I E N D S M P X H Q F I YY W X X J V B U I M T Y G K XQ Z D Z O B U S U K O B B H DF Y V B G T X I O U E C U Y WS C J P O S K C H K U K P R K

TEENAGE TALKLISTENING

LESSON 1

fleece fed up look forward to

Key Word Spot

11

TEEN LIFE

LISTENING

5 10 Listen to the interview with Danny Evans, a typical teenager, and check your predictions in Exercise 3.

6 10 Listen to the interview again and identify the alternative you hear.a. Danny usually listens to music with his friends / mates.b. He is reading Amazing Birds / The Amazing Life of Birds.c. All the girls like older / younger boys. d. Hes fed up with work / homework.e. Hes spending one week / two weeks with his cousins.

7 10 Listen again and match the verbs in list A with the phrases in list B. Then, identify the correct picture for each collocation.

A look play talk wear

B about music a nice jacket for a girlfriend the drums

8 10 Answer these questions.a. Where does Danny live in Chicago? b. What does Danny usually do in his free time?c. What are his favorite school subjects?d. Is Danny's life similar to your life? Why? Why not?

I can predict information from pictures.

I can identify correct words.

23 4

Reflection Spot

1

12 UNIT 1

AFTER LISTENING

The Present Progressive for Future PlansLANGUAGE SPOT

1. Read these questions and answers from the text.a. What are you wearing today? Im wearing a fleece jacket, jeans and sneakers.b. What are you doing on your next vacation? Im spending a week with my cousins in the country.

2. Answer these questions.a. Which of the exchanges refers to an action that is

happening now?b. Which of the exchanges refers to a planned future event?c. Which tense was used in the sentences about the future?

i. The Simple Present tense.ii. The Present Progressive tense.iii. The Simple Future tense.

3. Copy and complete this general rule in your notebook.We use the to talk about temporary events and about what is happening now.We can also use the to talk about and arrangements.

4. Write two more sentences about Dannys possible plans for the future.

9 Complete these dialogs with the Simple Present or the Present Progressive form of the verbs in brackets. Then, match them with the pictures (1 3).a. What your best friend after school? (do) He / She basketball at the stadium. (play)

b. What your mother right now? (do) She a parents meeting. (organize)

c. How often Chilean teenagers fruit? (eat) Every day, and we milk every day, too. (drink)

1 2 3

13

TEEN LIFE

PRACTICEORAL

10 11 Complete these questions and answers from an interview in your group. Then, listen and compare with the recording (several possibilities are correct).A: How often you to the movies?B: .A: What right now?B: A great book called .A: What your favorite subjects at ?B: , and .A: What you and friends

about?B: Sports and .A: What next weekend?B: We and going .

11 Ask and answer the questions in Exercise 10 with your partner. Practice and then role play the conversation in front of your classmates.

READING WRITINGAND

12 12 Can the Internet be a useful tool for communication? What do you usually use the Internet for? Read these two posts, and complete the rows in the chart on the next page with information about Jay and Brummie.

Brummie BexHi everyone! My name is Bex; just finished my first year at Benton Harbor Secondary School. Originally from Chicago. In my free time, I play sports and chat on the Internet with people from all over the world. Next weekend Im camping on the beach with my friends for two nights. If anyone wants to know anything else, feel free to ask!

Jay StarHey! Im new to the forum - So yeah Im a student in Boston from Saint Joseph's; love music and play the guitar and the drums. Im gigging this Saturday at Fenneys. Whats up?

Gig (verb): (informal) to perform live music at a pub or bar.

Key Word Spot

Page 4Compare the blog post with the ones on this page. Are the interests similar in any way? Answer the questions.


14 UNIT 1

Name City School Likes Plans

Jay Star

Brummie Bex

You

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

14 Use the information in the chart to complete the following post, introducing yourself to a Student Forum chat. Dont forget to invent a username!

Hi, Im . I and I in. I go to at .

I like and . In my free time Ialways or I with my friends.Next weekend I .

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

LETS CHECK

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

0 - 4

Keep trying!5 - 8

Good!9 - 10

Very good!11 - 12

Excellent!

Editing checklistUse 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?

Are there any words you are not sure about?

When you have finished your work, read it through and check for any changes you need to make.

15

TEEN LIFE

LEARNERSFAST

Play the Dont Answer Back game

a. Write down questions like those in the interview and in Exercise 10.b. Play in groups of four to six students, sitting in a circle.c. Player 1 asks a question to Player 2, on his / her right.d. Player 2 does not answer Player 1s question, but answers Whats

your name?e. Player 2 asks a question to Player 3, on his / her right.f. Player 3 does not answer Player 2s question but Player 1s question

and so on.g. Each player has three lives. If he / she doesnt answer the correct

question, or he / she hesitates for too long, he / she loses 1 point.h. The student who loses fewer points wins. The time is set by

the teacher.

Example:Whats your name?Player 1: What do you do at weekends?Player 2: My name is . What are you doing next Saturday?Player 3: I usually stay at home. What is your favorite subject at school?Player 4: I am going to a party.And so on

SPOTLIFEREAL

David, my dear sonI know we

havent had much time to talk, but Id like to know more about youyour

likes, your hobbies, your friends, your

idols

No problem, Dad. You can visit www.

greatdavid.com

16 UNIT 1

BEFORE READING

1 Check (). Have you ever heard these expressions? Then, share comments with your partner. Where have you heard them?a. That music is too loud!b. You sleep too much!c. You spend too much time on the phone!d. Your room is a mess!

2 Take a look at the pictures. Are these situations familiar to you? Can you describe a typical Chilean teenager? Why do you think they behave that way? Explain.

TYPICAL TEENAGERSREADING

LESSON 2

1 2

3 4

17

TEEN LIFE3 Answer these questions.Do you have any conflicts with your

parents? Why? What do you think you can do to solve these problems? Share with your partner.

4 You are going to read two poems written by teenagers. What do you think teenagers usually write about? Why? Explain.

5 Read the words in the Key Word Spot. Look up their meaning in a dictionary.

13READING

folks fume mean (adj.) swear unfair utterly

Key Word Spot

Complaints

Happy, sad, sleepy, mean,

Feelings often change,

A common act of a typical teen,

I find it rather strange;

Talking to a friend, or sending them a text.

They talk for hours on end, whatll they think of next?

Theyll leave their room a mess

And give cleaning it a miss,

But yes, I must confess

To also doing this.

They think their folks are ancient,

And utterly unfair, the result is to ignore them

Before they start to swear.

Their music cracks the ceiling,

And makes their parents fume,

Emotions always reeling

And more time in their room.

Being a teen may be pretty bad,

But from experience I can tell,

Its much worse for mum and dad;

For them its living hell!

Getting Older

When you cannot find your pencil

And your purse has gone astray;

When youre feeling rather tired

For it has been a hectic day.

When the morning comes too quickly

And you just cant cope with rush;

When everyone is shouting

And youd rather have some hush.

Perhaps youre getting older,

For this happens, we are told,

But no, this isnt how it is;

Youre only thirteen years old!

6 Read the poems quickly and check () your predictions in Exercise 4.

1

1

5

5

10

15

10

18 UNIT 1

7 Read the first poem again. Check () the comments about teenagers that are mentioned in them.a. Their mood changes very often.b. They are tidy and considerate.c. They dont study very often.d. They listen to loud music.e. They sleep too much.f. They spend too much time on the phone.

8 Look at the pictures (1 - 6). Find phrases or sentences in the poem Complaints that are related to them, and write them under each photo.

1 2 3

4 5 6

9 Read the poem Getting Older again. Identify the verse in which these ideas are mentioned and write the number beside each of them. a. Everybody speaks loudly.b. You are growing up.c. You cannot find your belongings.d. You feel exhausted.

Page 3Compare the poems with the ones on Page 17. Are they similar in any way? Answer the questions.


19

TEEN LIFE

AFTER READING

10 In pairs, complete the following dialog with information that is true for you.A: Do you recognize yourself in the poem?B: Yes / No, because my feelings , I and my room is . What about you?A: Well, I recognize / dont recognize myself because , I dont think and my music .

1. Revise these examples from the poem. Pay attention to the words in bold.a. Talking to a friend, or sending them a text,b. Their music cracks the ceiling, And makes their parents fume,c. Being a teen may be pretty bad, But from experience I can tell

2. Answer these questions.a. Which word introduces an additional idea? b. Which word introduces an alternative idea? c. What does the word but introduce: a condition,

a result or a contrast? 3. Complete these general rules.

We use when we want to express a between two ideas.

We use when we want to express ideas.

We use when we want to express ideas.

4. Read the poems. Find and copy all the sentences that include the words in bold in point 1. Can you identify the addition, alternative or contrast they are expressing?

Addition, alternative and contrastLANGUAGE SPOT

11 Use and, or, but, to connect the following pairs of sentences.a. Teenagers sleep a lot. They are always sleepy, anyway.b. Teenagers dont talk with their parents. They talk a lot with

their friends.c. Teenagers like loud music. They like sports.d. Teenagers like to be with friends. They like to spend a lot of time

in their rooms.

20 UNIT 1


12 13 Listen to the two poems on Page 17. In pairs, choose the part you liked most. Memorize, practice, and recite it in front of your classmates.

LETS CHECK

13 Complete these sentences with and, but, or. (10 pts.)a. Teenagers are always listening to music chatting on

the Internet.b. Teenagers like fast food soft drinks.c. Teenagers love their parents they prefer being with

their friends.d. My sister can understand English she cant speak it.e. My friend can speak English French.

0 - 3Keep trying!

4 - 6Good!

7 - 8Very good!

9 - 10Excellent!

WRITING

14 Complete the verses of this poem with words from the boxes.

afraid ashamed blunt bold loud shyquietbrave

TURN UP THE VOLUME Liz Boyatt

I need to be ______________,I need to be ______________,I need to be ______________,I need to be ______________.I can't be ______________,I can't keep ______________,I can't be ______________,I can't be ______________,I can't be anyone but myself.

21

TEEN LIFE15 Complete the verses of this poem with ideas, feelings, or actions

connected with teenagers or your real life. Then, compare poems in your group. Use the Editing Checklist to check for mistakes.I AMJames Born

I am love in the face of ,I am kindness in the face of ,I am strength in the face of ,I am patience in the face of .I will not run away from ,I will not run and .I am , I am ,I will make a difference in this world, big or .That is my promise to me, my promise to .

16 You are going to write a poem about your everyday life. Follow the example in Exercise 15. You can use connectors such as and, but, and or to join your ideas. Then, learn it and recite it in front of the class.


Punctuation



Sentences



Spelling




Just because

Just because Im quiet

doesnt mean Im mute

Doesnt mean Im boring

Doesnt mean I cant be outgoing


Dont make fun of me

Dont judge how I am

Dont treat me like an animal

Just Because Im quiet

I still want make friends

Still love to have conversations

Still want to share thoughts


Doesnt mean thats me

TAKE ACTION!

A poetic descriptiona. Work in pairs.b. Read all the poems in this lesson again. c. Find three sentences that help you describe a typical teenager. d. Write them on a nice piece of paper, add illustrations and

display your work in the classroom.

22 UNIT 1

Interviewer: How old are you, Sonia?Sonia: I'm 15 years old.Interviewer: I understand you are a 'ganguro girl';

what does that name mean?Sonia: It means 'black face girl' because I have a

very dark suntan.Interviewer: Can you describe what you are

wearing?Sonia: I'm wearing a pink miniskirt with a pink tank

top and knee-high suede platform boots. I am

wearing false eyelashes, white eye shadow, some

glitter on my cheeks and pink lipstick.Interviewer: Why did you start dressing like this?

Sonia: My best friend started to dress like this and

I thought she looked really cool.Interviewer: What do your parents think?

Sonia: My mother thinks it is awful. She doesn't like

the way I look or dress. Interviewer: Do you spend a lot of money on your

clothes?Sonia: Yes. I love shopping for clothes and make-up,

and I spend a lot of money at the hairdresser's, so

I have a weekend job in a supermarket.

1 Find information about someone you know that has a very unusual life. How is this person similar or different to you? Make a list of similarities and differences and share them with your partner.

2 Use these prompts to write a complete interview. Then, role play it with your partner in front of the class.A: what / Friday evening? B: go / moviesA: you / feel / right now? B: tired / homeworkA: what / favorite subjects at school? B: Spanish / mathA: you / do / next summer? B: sports / disco / friendsA: you / wear / tomorrow? B: jeans / sneakers / jacketA: you / like / with your friends? B: skating / going to parties / doing sports

3 14 Read this interview and complete the paragraph about this extreme teen fashion. Then, answer these questions.

a. What's your opinion about this fashion? Do you like it? Why? Why not? b. Do you think it's OK to accept these kind of differences in people? Why? Explain.

Sonias favorite clothes and accesories are , , and . She likes them because she thinks she , but her mother the way she . To get money to buy her clothes and accessories, she has .


23

TEEN LIFE

4 Would you like to know if you are a typical teenager? Take this quiz and find out!

Score: 15 - 18 pts.: You are a pretty typical teenager!

9 - 14 pts.: You are not exactly a typical teenager.

0 - 8 pts.: You are definitely not a typical teenager!

Answer key: a = 3 pts.b = 2 pts.c = 1 pt.

@

@

@ @

@

@

@

@ @ @

a. Do you like looking like everyone else?i. Yes, I feel better that way. ii. No, I like to be different. iii. I dont really care.

b. How much do you worry about what your family thinks of you?i. Not much; its my life after all.

ii. I care a bit because I know they just want me to be happy.

iii. I care a lot.

c. Do you like spending time at home?i. No, I prefer to go out as much

as possible. ii. Yes, but I also like going out

with my friends. iii. Yes, I love to be at home with

my mum and dad.

d. Do you think its important to look

attractive?i. Yes, of course! ii. No, how you look is not as

important as what you are like as a person.

iii. Its not something I think about much.

e. Do you plan your life carefully?i. No, I love doing things without

thinking about them first. ii. It depends. Sometimes I do. iii. Yes, I always think before I act.

f. Do you live for today? i. Of course I do. Youre only

young once. ii. In some ways I do, in some

ways I dont.

iii. No, youve got to think of the future.


5 Compare your results with your partners and answer these questions.

a. What differences can you see between Chilean teenagers and teenagers from other countries? Explain.

b. Do you think it is easy to be a teenager in Chile? Why? Explain.

24 UNIT 1

READING: TWO CULTURES

1 Read the information about these two teenagers and answer the following questions.

a. Where do they live?b. What do they do after school?c. How does Bao-Yu get to school?d. What time does Kenny get up?e. Who is his favorite singer?

UNIT CHECK

5 pts.

15

Hi! My name is Bao-Yu. I want to make friends with people all over the world. I live in Shangai, in the east of China. I'm 15 years old and I live with my parents. I don't have any brothers or sisters.On school days, I always get up at 6 a.m. I take the subway to school and usually meet my friends on the train. We have six classes a day.After school, I often go to my sports club where I do judo and play baseball and tennis. When I get home I do twohours of homework and then I usually watch TV. I also like reading. On the weekend, I meet my friends and I go shopping. Sometimes we go to the park and play baseball. Tell me about you! What is your life like?

Hi, Bao-Yu! My name is Kenny. I am fourteen years old and I live in Seattle, in the USA. Wow, your life is really different to mine. I always get up at 7 in the morning on weekdays. I have eight classes a day. I like to play basketball, video games and see my friends. What about music? Who's your favorite singer? I really like rap music - Snoop Dogg is my favorite singer.

25

TEEN LIFE

2 Read the text again. Are these statements true (T) or false (F)? a. Bao-Yu is an only child.b. Kenny is older than Bao-Yu.c. They like doing the same things in their free time.d. Bao-Yu has more classes a day than Kenny.e. They like the same sports.

3 Answer the questions.

a. How are Bao Yu and Kenny's lives different? Explain.b Can cultural differences affect a friendship between two teenagers? Why?

Explain.

LISTENING: DIAMOND LAMOURS LIFE

4 16 Listen to the interview and decide if these statements are true (T) or false (F). a. Diamond often goes to parties on Friday night.b. She goes to the movies once a week.c. Her favorite subjects at school are Spanish and art.d. She worries about flying because she gets very nervous.e. Next week, she is having a lot of exams.

5 16 Listen to the interview again and circle the correct alternative. a. Diamond is fifteen / fourteen.b. She usually rings / meets her friends downtown.c. Her boyfriend is called Jake / Jack.d. Shes feeling excited / exhausted.e. She wants to change politics / the world.

6 16 Listen to the interview once more and number these sentences in the order you hear them.a. About once a month.b. Im fifteen tomorrow.c. Im studying for several tests.d. In Lansing, Michigan.e. My birthday party.

5 pts.

5 pts.

5 pts.

5 pts.

5 pts.


26 UNIT 1

52TOTAL

LANGUAGE

7 Complete these sentences. Use the Present Continuous to express future, and the verbs in the boxes.

buy get help play visit workhave ,

i. A. Lets go swimming after school.B. Sorry, I basketball at 5:30.

ii. A. Do you think it will snow tomorrow?B. Maybe. I think I a new coat. This one is too old.

iii. I tomorrow morning. We can go shopping in the afternoon, if you like.

iv. A. Have you got any plans for the vacation? B. Yes, we my grandmother.

v. I Marcy with her homework after school today.vi. My sister married next month. We

a party at home.

8 Complete these sentences about yourself and your friends expressing routine.Pay attention to the provided connectors to include additional or alternative ideas.a. On weekends, I and .b. My friends never or .c. My friends and I and .d. After school, we and .e. We always and .

SPEAKING

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

WRITING

10 In your notebook, write a reply to Bao-Yu or Kenny, telling about your life.

0 - 11Keep trying!

12 - 24Good!

25 - 37Very good!

38 - 52Excellent!

5 pts.

5 pts.

5 pts.

7 pts.

27

TEEN LIFE


1 I can write three sentences expressing future plans with the structure Present Progressive.a. My brother ing .b. .c. .

2 I can express additional, alternative, and contrasting ideas.a. On weekends, we usually or .b. My best friend lied to me, but .c. I like and .


Reading

identify cognates


Listening


distinguish sounds

Speaking

exchange personal information about future arrangements

ask and talk about personal interests and preferences

Writing

introduce yourself to a Student Forum Chat

write a personal profile




If you get:0 - 5 = Watch out! You must lookback and review the whole unit. Ask help from your teacher or a partner.




FINAL REFLECTIONTEEN LIFETEEN LIFETEEN LIFE

28

GETTING READY

1 Find the following items in the picture on Page 29.

bicycle cameracalculator cellular phone credit card

jet plane personal computerDVD microwave oven

2 Copy this chart into your notebook and classify the inventions above in the corresponding column (some inventions can go in both columns).

Work / Study Leisure (Free time)

3 Are these inventions common in your country? Which one do you use the most? What for? Discuss with your partner.

In this unit you will: read information from webpages. listen to a conversation. listen to a radio program extract about

technology.

You will learn how to: Reading find general and specific information. identify the sequence of events. identify the type of text.


information. relate speakers and speech. discriminate sounds and words. identify sequence.Speaking describe a technological device. exchange opinions about inventions and

technology.

Writing complete a paragraph about a new invention.Language use linking words. use relative clauses with because.

You will also: assess and appreciate the role of technology in

everyday life. develop respect for and acceptance of other

peoples opinions.

TECHNOLOGY AND INVENTIONS

UNIT


29

TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS

30 UNIT 2

TECHNOLOGY UPDATELESSON 1

BEFORE YOU START

1 Read the descriptions of these new inventions (a c) and match them with the pictures (i iii).

b. You can wear it when its very cold. It has a small rechargeable battery that can be held in your pocket. You can wear it under your jacket. It is thicker than the one in the image.

a. It solves the problem of weather. No matter how cold (or hot) it is outside, your body maintains a pleasantly warm temperature. Its perfect for camping, skiing, or any outdoor activity. It comes in 12 different colors.

c. They are clear plastic tubes that hold your crayons so they can be used even if they break.

i. Crayon Holders ii. Super T-shirt iii. Electric - Heat Vest

2 Link the sentences in box A and C with a word in box B.

A B C

Phil wants to go to the cinema.I can't sleep.Sheila went to the disco.My brother plays tennis. Devin studies Spanish.Carol didn't invite him.

AND BUTSO

Jules didn't go to her birthday party.I'll drink a glass of warm milk.My brother plays baseball. Devin studies Italian. I don't like that movie.She didn't dance.

3 Which of the words in box Ba. links two ideas that are related? b. links a positive and a negative idea? c. gives a result?

31


POPULAR TEENAGE INVENTIONSLESSON 2


Vocabulary related to inventions and technology. The Present Simple tense. Linking words and, but, so.

1 Write full sentences about what the people in the pictures (1 8) did yesterday. Use the clues in the boxes. Use the Past Tense of the verbs.

sing at the theater talk to a friendride her horse watch a movie

cook lunch have a picnicdance all night play the piano

1 Anna

5 Jill and Nick 6 Maggie

2 Charles 3 Emily and Eddie 4 Gina

7 Dan 8 Sheila

a. b. c. d. e. f. g. h.

TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS

32 UNIT 2

BEFORE LISTENING

1 In your group, look at the pictures on this page. What are these inventions? Do they all exist? Think about possible future inventions.

2 In your notebook, make a list of inventions that would improve your everyday life. Discuss with your partner the reasons for your choice.

3 Match the names of three new gadgets (a c) with the pictures you think represent them (1 6). a. CPenb. TiVoc. Thought-Remote Control

TECHNOLOGY UPDATE

LESSON 1

LISTENING

4 Complete these sentences with the names of the corresponding gadgets.a. allows you to interact with TV.b. can memorize a text.c. is very useful for disadvantaged people.

1 2 3

4 5 6

33

TECHNOLOGY AND INVENTIONS 5 Which of these words are related to the inventions in Exercise 3?

Discuss with your partner.

electronic gadget game idea invention machine

action automatic controlcommand computer

pen TVportable control scannersystem technology

LISTENING

6 19 Listen to the recording and check your ideas in Exercises 3, and 4.

7 19 Listen again and number the gadgets in the order they are mentioned.a. C-Penb. Thought Remote Controlc. TiVo

8 19 Listen to the recording again. Are these statements true (T) or false (F)?a. With TiVo, you can see action as it happens in

fast motion.b. TiVo is a device to control the TV remotely.c. The C-Pen is the latest version of a highlighter pen.d. The C-Pen can store more than 3,000 pages of text.e. The Thought Remote Control can read your mind.f. With the Thought Remote Control you wont need a

mouse or a keyboard for your computer.

9 19 Answer these questions.a. Who can benefit from an invention such as TiVo?b. What's the main difference between Thought - Remote Control

and a normal one?c. Which other invention has the same function of the C-Pen?

34 UNIT 2

I can use linking words to combine ideas.

I can identify what linking words express.

Reflection Spot

AFTER LISTENING

Linking wordsLANGUAGE SPOT

1. Read these sentences from the text and other examples. Pay special attention to the words in bold.a. Although it looks like a highlighter pen, it is a small

portable scanner.b. I cant even imagine that! However, Im sure it is now possible.c. TiVo is very expensive, while the handy scanner is a

cheaper gadget.d. Though people are physically disadvantaged, they can

use a computer.2. Identify what the words in bold express. Choose an alternative.

a. Contrast. b. Reason. c. Consequence. d. Purpose.3. Linking words such as , and

indicate between ideas.Answer:Which linking words go at the beginning of a sentence?

Which linking word goes at the beginning of the second sentence (and followed by a comma)?

Which linking word can go at the beginning or in the middle of a sentence?

10 Write sentences using linking words from the Language Spot. Follow the example. a. Although the children were making a terrible noise . b. . c. . d. .

35


PRACTICEORAL

11 20 Complete this description of a new invention in your notebook. Then, listen to the recording and check.This is called CyberBug. It you to

to peoples conversations. It a microphone and an amplifier, and a small headphone. Besides, it is very cheap and . You can put it in your and take it to work or even to the gym! With it, you can hear between people although they are up to 50 meters away!

12 Practice describing the object. Then, take turns to practice the text aloud. Try to imitate the accent and intonation.

13 Try this crossword puzzle and find out how many words from the lesson you can identify.

Across1. a small tool or device4. a device which allows you to operate something from a distance5. a small computer designed for one person to use at home7. a machine that can read and convert texts into digital files.8. the set of keys for operating a computer

Down2. an electrical appliance with a screen on which you can watch

programs3. the flat surface at the front of a TV or a computer6. a small device that is moved by hand to control the movement of

the cursor

2

1 3

4 5 6

7

8

36 UNIT 2

The bicentennial manExtract

Gerald Martin took Andrew to the regional offices of the United States Robots and Mechanical Men Corporation. As a member or the Regional Legislature, he had no trouble at all in gaining an interview with the chief robopsychologist. In fact, it was only as a member of the Regional Legislature that he qualified as a robot owner in the first place - in those early days when robots were rare.Andrew did not understand any of this at the time, but in later years, with greater learning, he could review that early scene and understand it in its proper light.The robopsychologist, Merton Mansky, listened with a growing frown and more than once managed to stop his fingers at the point beyond which they would have irrevocably drummed on the table. He had drawn features and a lined forehead, but he might actually have been younger than he looked.Robotics is not an exact art, Mr. Martin, Mansky explained. I cannot explain it to you in detail, but the mathematics governing the plotting of the positronic pathways is far too complicated to permit of any but approximate solutions. Naturally, since we build everything around the three laws, those are incontrovertible. We will, of course, replace your robot.Not at all, said Sir. There is no question of failure, on his part. He performs his assigned duties perfectly. The point is he also carves wood in exquisite fashion and never the same twice. He produces works of art.Mansky looked confused. Strange. Of course, were attempting generalized pathways these days. Really creative, you think?See for yourself. Sir handed over a little sphere of wood on which there was a playground scene in which the boys and the girls were almost too small to make out, yet they were in perfect proportion and they blended so naturally with the grain that it, too, seemed to have been carved.Mansky was incredulous. He did that? He handed it back with a shake of his head. The luck of the draw. Something in the pathways.Can you do it again?Probably not. Nothing like this has ever been reported.Good! I dont in the least mind Andrews being the only one.I suspect that the company would like to have your robot back for study, Mansky said.Not a chance! Sir said with sudden grimness. Forget it. He turned to Andrew, Lets go home, now.Taken from: Asimov, I. (March 1991). Robot Visions. The bicentennial man. (p. 245). New York:

New American Library.

21

37


READING WRITINGAND

14 Read the extract of the short story on Page 36. Use a dictionary if necessary. After that, answer these questions.a. What type of short story is it?

i. Childrens short story. ii. A science-fiction story. iii. A mystery short story.

b. Is Andrew human?c. What do you think is the robopsychologists job?d. What is the problem with Andrew, according to Gerald Martin?e. Do you consider it a problem too? Why?

15 Answer the questions.a. Is it normal for a machine to produce art? Why?b. Do you think robots will ever be part of everyday life? Explain.c. Would you like to own a robot? Why?

16 Write a short description of Andrew. Use the words in the Language Spot to link your ideas and follow the model in Exercise 11.

17 Read your description aloud in your group or in front of the class.

LETS CHECK

18 Think about an everyday object you use regularly, and write four sentences describing it. Then, write a short description of the object using your sentences, but adding connectors. Check your draft with your teacher and write a final version on your notebook. You can draw and color the object, if you want. (7 pts.)

0 - 2Keep trying!

3 - 4Good!

5 - 6Very good!

7Excellent!

38 UNIT 2

BEFORE READING

1 In pairs, name a few recent inventions and tell your classmates how they have changed daily life.

2 Which of these items do you think was invented or conceived by a teenager? What makes you think so? Explain.

1 2 3

3 You are going to read about two young inventors whose creativity is making life a little easier for others. Have a look at the pictures and choose the correct name for each invention.

1 2

a. A translation glove.b. Hands on hand-clap game.c. The homework helper.d. Quizlet.

4 Study the words in the Key Word Spot and look up their meaning in a dictionary.

5 Have a quick look at the cognates in the texts. Can you identify two alternatives you think are correct?a. New technologies will help students.b. This is a new videogame to play with friends.c. This is a new toy that will allow kids to play alone.d. A new online tool that can help you with your homework.

POPULAR TEENAGE INVENTIONSREADING

LESSON 2

clap launch skill tool

Key Word Spot

39


POPULAR TEENAGE INVENTIONS POPULAR TEENAGE INVENTIONS Ana Lingenfelder

I. _______________________

Ana Lingenfelder, an eighth-grader from Hanover, Pennsylvania, w

on

a top award at the 2013 Invent-a-Toy World Games. Because sh

e

always liked playing hand-clap games but didnt always have

someone to play with, Ana invented this game that allows kids to

play alone.

The game is an electronic board. A pair of hands lights up when

players clap against them in time to the music.

Ana had always loved thinking about toys, but she really didnt kn

ow

what to do with those ideas. Then, she and her mother discovere

d

By Kids for Kids (bkfk.com) online, a company which manufactures

and sells kids inventions.

Ana made a prototype - a model that shows what the final produ

ct

will look-like and now she hopes to get a patent for her invention

.

II. _______________________Two years ago, because Andrew Sutherlands French teacher gave him a list of 111 French animal names to memorize, he had the idea to apply his programming skills to the problem.

Now Andrew, a junior at Albany High School, California, has just launched a website with his final product: an online memorization tool.

To use it, you enter the data you need to memorize, be it vocabulary words, history dates, or science facts. It turns the information into flash cards, and then generates tests. After you take a test, the program retests you on the questions you got wrong.

Andrew has some advice for inventors: Look at your everyday life, and invent something to improve it a little bit.

Andrew Sutherland

Adapted from: Bellis, M. (n.d.) Inventors. Retrieved April 24, 2013, from: http://inventors.about.com/od/inventorsalphabet/tp/popularinventor.htm

22READING

6 Read the text quickly and check your predictions in Exercises 3 and 5.

40 UNIT 2

7 Read the text again and choose the best alternative to complete the sentences.a. Who are the two inventors?

i. Two high school students.ii. Two junior school students.iii. A junior school student and a high school student.

b. Where are the two inventors from?i. Both from the USA.ii. Both from France.iii. One from the USA and one from France.

c. Why did Ana invent the toy?i. She always had friends to play with.ii. She always had to play alone.iii. She sometimes had to play alone.

d. What did Ana take to a toy company?i. Her final product.ii. A model of her invention.iii. The patent of her invention.

e. Why did Andrew develop his invention?i. He had to learn about animals.ii. He had to learn a list of words.iii. He had to practice programming skills.

8 Read the text again. Number the events about both inventions in chronological order.a. Anas invention

i. Ana always liked hand-clap games. ii. Ana made a model of her invention iii. Ana wants to get a patent. iv. Ana didnt always have friends to play with. v. Ana took her invention to a toy company.

b. Andrews inventioni. The program retests you on the questions

you got wrong. ii. It generates tests. iii. It turns the information into flash cards. iv. To use this program, you enter the data.

Page 6Read the extract of this science fiction story about technological advances, and answer the questions.


41

TECHNOLOGY AND INVENTIONS 9 Read the text once more and answer these questions.

a. What does bkfk stand for?b. What is a prototype?c. What kind of data can you enter when using Quizlet?d. What is Andrews suggestion to new inventors?

AFTER READING

10 What motivated the young inventors profiled in the text? Share your comments with your classmates. Have you ever felt motivated to invent something? What was your motivation?

becauseLANGUAGE SPOT

1. Revise these sentences from the text and other examples. Pay special attention to the word in bold.a. Because she always liked playing hand-clap games but

didnt always have someone to play with, Ana invented this game, that allows kids to play alone.

b. Because Andrew Sutherland s French teacher gave him a list of 111 French animal names to memorize, he had the idea to apply his programming skills to the problem.

c. Jenny phoned me because she needed some advice. d. Im going to bed early because I have a terrible

headache.2. Answer these questions.

a. How many parts can you recognize in these sentences?b. What does the word because introduce? Choose an

alternative.i. A contrast.ii. A reason.iii. A consequence.

3. Copy and complete this general rule in your notebook.We can use the word __________ to join two ideas that express a reason and a __________. We use __________to introduce the sentence that expresses the reason. NOTE: the order in which we can express the ideas can vary.

4. Copy the sentences in Point 1 in your notebook and circle the two parts in different colors.

42 UNIT 2

11 Use the visual clues to rewrite these sentences, using because. Example:We didnt have our science class. The teacher was absent.Because the teacher was absent, we didnt have our science class.We didnt have our science class because the teacher was absent.

a. The children cant go to the beach. Its raining.

c. My sister got up early. She has to study.

e. Sarah went to bed late. She is sleepy.

b. Pauls car didnt start. It broke down.

d. I cant eat that sandwich. Its too big.

f. My father will arrive late to work. He missed the bus.

43

TECHNOLOGY AND INVENTIONS 12 Complete these sentences with your own ideas.

Example: I got a good mark because I studied a lot.a. I cant open the door because .b. She is studying English because .c. He isnt having dinner with us because .d. My sister is late because .e. The school team won the match because .


13 23 Complete this dialog about the texts on Page 39 with your own ideas. Then, compare it with the recording.A: Which of the two inventions do you like the most?B: I like the .A: Why?B: Because I think its . Do you agree?A: Yes / No. I think .B: Why do you say that?A: Well, because in my opinion, it .

14 Practice the dialog with your partner taking turns to be A and B. Then, role play it in front of your classmates.

15 Choose one of these inventions and create a dialog of your own, following the example in Exercise 13.

44 UNIT 2


Punctuation



Sentences



Spelling




LETS CHECK

16 Put the ideas together using because. Use because at the beginning of four of your sentences. (8 pts.)a. Jim was hot and tired. He sat under a tree in the garden.b. My mother drank some tea. She was very thirsty.c. Susan hurried up. She was late for school.d. The weather is cold. He is wearing a heavy coat.e. Dan isnt very tall. He cant reach the top shelf.f. Children can easily identify Italy on a map. It has the shape of

a boot.g. My sister has a sore throat. She shouted loudly at the game.h. Helen is putting on her nicest dress. She is going to a party.

0 - 2Keep trying!

3 - 4Good!

5 - 6Very good!

7 - 8Excellent!

WRITING

17 Write a short description of a device you know or you would like to create. Make sure you use because to introduce reasons.

Follow these steps: a. Think about the device you chose and write a list of ideas you

associate with it.

b. Write a list of useful connectors to link your ideas.

c. Organize your ideas and write a short paragraph (about 100 words) describing the device.

d. Use the Editing Checklist to check your work for mistakes, and write a final version on a sheet of paper.

e. Exchange descriptions with your partners.

45


TAKE ACTION!

An original inventiona. Work in groups of four people and prepare a brief presentation

about an original invention. b. In your group, choose an inventor. It can be one of those listed

at www.invent.org. (Go to the Hall of Fame link, far left, and search by inventor or invention) or you can use your library, encyclopedias, etc.

c. Write a short paragraph about the inventor and his / her invention. Include information about what sparked the idea and what steps the inventor took to go from idea to reality.

d. If it is possible, add visual material to illustrate your presentation.e. Present the information to your classmates.

The microwave

In 1945 Percy Lebaron

Spencer, an American

engineer and inventor,

was busy

manufacturing

magnetrons, the

devices used to

produce the microwave radio signals that

were integral to early radar use. Radar was a

very

important innovation during the time of war. H

owever,

microwave cooking was a purely accidental dis

covery.

While standing by a functioning magnetron, S

pencer

noticed that the chocolate bar in his pocket ha

d

melted. His keen mind soon figured out that it

was the

microwaves that had caused this, and later

experimented with popcorn kernels and event

ually, an

egg, which exploded.

ACCIDENTAL INVENTIONS

SPOTLIFEREAL

46 UNIT 2

1 Look for information about the inventions in the pictures. Then, copy and complete the fact file in your notebook.

1 2 3 4 5 6

Name of invention 1 2 3 4 5 6

Name of inventor

Place of invention

Year

Additional information

2 Your personal invention.a. Think of something really fantastic you would like to invent. b. Give it a name, state its purpose, list the materials needed and then describe it. c. Write the description on a piece of cardboard.d. Make a sketch of your invention and stick it on the cardboard, as in the example.


Name

Purpose

Description

Sketch

47

TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS

3 Look for information about these important 20th century inventions, and complete the timeline.

4 Choose one of the inventions in Exercise 3. Look for information about the inventor and write his / her biography. Present your work to your classmates.

airplane automobile cell phone compact disc

credit card electric typewriterInternet Correction pen.

Mp3 player. refrigerator television vacuum cleaner

1900

1901

1902

1903

1911

1920

1927

1940

1956

1973

1980

1983

1986

2005

1995

48 UNIT 2

READING

1 Read the text once. What type of text is this?a. A biography. c. An article. b. An advertisement. d. A short story.

2 Read the text again and find the answers to these questions.a. What kind of materials do Spencers inventions require?b. What things has he designed over the years?c. What does he think about inventing?d. How does he get new inspiration for his inventions?

3 Read the text again and find the following information.a. Place in which Spencer develops his inventions. b. Name of his most electrical creation. c. Time Spencer dedicates to his inventions. d. Invention that Spencer will develop during his holiday.

1 pt.

4 pts.

4 pts.

Adapted from: Watson, C. (2008, June 10) The life of a teen inventor. The Paly Voice. Retrieved January 10, 2013, from: http://palyvoice.com/node/19898

Spencer Davis creates all types of inventions in his garage. He is a big fan of do-it-yourself inventing, which requires little more than a few pieces of trash, drugstore supplies, and a lot of imagination.

Spencers passion for inventing began in eighth grade. Before that, he had done some experiments with barbecue skewers and rubber bands. Since then, his creations have improved in design, appearance, and technology.

Over the years, Spencer has designed bunkers, tree houses, robots, and caffeinated cereal.

Besides, Spencer also enjoys sillier types of inventing; he has fixed an old tape player to put his iPod inside and play it through the tape.

Another high-voltage creation is what Spencer calls the glove. In essence, it is a leather glove with a battery and disposable camera parts wrapped in electrical tape.

Although Spencers mother expresses some worries about his inventions, she is very supportive of Spencers hobby.

For him, inventing is a constructive activity and its good for teens who might be involved in more destructive hobbies. He dedicates about six hours every weekend to work on his inventions. Then, he blows off steam and gets new inspirations by playing video games.

For the summer, Spencer has plans to build an electric boat powered entirely by solar panels.

Spencer hopes to continue inventing through college and perhaps turn his experimentations into a career.

Inventing is an investment, Spencer says. Some of the inventions will work and others wont, but in the end, you will be satisfied. Ill definitely be making stuff forever.

THE LIFE OF A TEEN INVENTORBy Caitlin Watson of Verde Magazine

UNIT CHECK24

49

TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS

4 Read the text once more. Choose the best alternative to complete the sentences.a. Spencer Daviss inventions require

i. a lot of drugstore supplies.ii. a lot of imagination and a few pieces of trash.

b. Spencers passion for inventions began when he wasi. a little boy.ii. in junior school.

c. Over the years, Spencer has designedi. a lot of silly things.ii. a variety of things.

d. Spencers mother is i. very worried but proud.ii. a bit worried but supportive.

e. Spencer thinks that hei. will continue inventing things when he enters college.ii. will stop inventing things when he enters college.

LISTENING - THE GARBAGE EATER AND THE HUMAN ROBOT

5 25 Listen to the recording. What type of text is this?a. A conversation. c. An advertisement.b. A lecture. d. A report.

6 25 Listen to the recording again and choose the correct alternative.a. The Garbage Eater 200 / 2000 is an easier way to recycle. b. Hammers inside the machine pound the garbage in five / fifteen minutes.c. Lydia, tell us about your walk / work.d. I made / mailed one that looks just like me.

7 25 Listen to the recording again. Check () the correct column can or cant.

1 pt.

5 pts.

4 pts.

6 pts.

Can Cant

The garbage eater

change garbage into drugs or alcohol.

change garbage into a human or an animal.

The human robot

clean the house.

help with homework.

50 UNIT 2

0 - 13Keep trying!

14 - 28Good!

29 - 43Very good!

44 - 49Excellent!

49 pts.TOTAL

8 25 Listen to the description of the Garbage Eater 2000 and put the actions in the correct sequence.a. Finally the object wanted is produced. b. Hammers inside the machine pound the garbage. c. The machine re-shapes the garbage. d. Two rods melt the garbage at a temperature of 2000 C.e. You decide how many pieces you need the eater to suck up. f. You type in what you want the garbage to turn into.

LANGUAGE

9 Use the ideas in A and B and the linking words in the box to form full sentences.

Although because besides however while A

It was raining. Glenda is a clever student. All the shops are closed. The new student is very good at grammar.

My sister has blue eyes.

B My eyes are brown. The match was postponed. She she didn't receive a scholarship.

It is a holiday. She is very good at writing.

a. b. c. d. e.

SPEAKING

10 In pairs, exchange information about an imaginary invention. Ask / say its name, where you got the idea, the materials you used and why it is useful in everyday life.

WRITING

11 Write a description (120 150 words) of a gadget or a device you find useful for everyday life. Include information about its functions and the reason it is useful for you. Dont forget to combine your ideas with linking words, such as: although, however, though, while.

3 pts.

5 pts.

8 pts.

8 pts.

51


FINAL REFLECTION



If you get:0 - 5 = Watch out! You must look back and review the whole unit. Ask help from your teacher or a partner.





1 I can give information about these technological devices.

2 I can put sentences together using linking words.a. My boyfriend loves rock music. I like reggae.

b. Brenda never drives to work. She doesnt have a car.


Listening

identify the sequence of information


Reading

make predictions from the context


Speaking

describe a technological device

express reasons and preferences

Writing

write a paragraph describing a technological device

write a paragraph about an inventor and his / her invention


TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS

52

In this unit you will: read a chat conversation read book reviews listen to a television program listen to an extract from a story

You will learn how to: Reading distinguish general and specific information discriminate between correct and incorrect information

identify the type of text

Listening infer mood of speakers relate speakers and speech discriminate sounds Language use modal verbs must, have to, need to use the Passive Voice Speaking express necessity, no necessity, obligation talk about books

Writing write a book review write questions and answers in a chat room

You will also: assess and appreciate the value of music and literature

develop respect for the role of music and literature as means of communication

MUSIC AND LITERATURE

UNIT

GETTING READY

1 In your group, write a list of all the literary genres and music styles you know. Then, complete this chart in your notebook and decide which are your favorite ones.

Music Literature

2 Compare your chart with other groups and share new words. Then look up the meanings of the words you do not know in an English-English dictionary and write a glossary in your notebook.

3 Imagine you are lost on an island in the middle of the ocean. Choose a book and a music album you would like to have with you. Share your comments in your group, giving reasons for your choice.


53

54 UNIT 3

NEW STARSLESSON 1

BEFORE YOU START

1 In pairs, solve this crossword and find out how much you know about music.

Across2. a regular repeated pattern

of sounds 3. an arrangement of

sounds in patterns 6. played or performed by

only one person

Down1. the words of a song 3. a person who plays or

writes music, especially as a job

4. a part of a song that is sung after each verse

5. a short piece of music with words

2 Work in your group. Complete this chart with the names of bands and singers you know, according to the kind of music they interpret. Then, compare your work with another group.

Rock'n Roll Heavy Metal Classical Pop Rap

1

2

4

3

5

6

55


WE WANT YOU TO READLESSON 2


Vocabulary related to music and literature Active sentences and Present Tense

1 In pairs, look at the book covers below and match them with a genre from the boxes.

Economy History Love novel Science fiction

Biography Cuisine DramaChildrens stories

2 Read these three extracts and decide which books (in Exercise 1) they belong to. How can you tell? Discuss with your partner.

People will shed a flood of tears that will drown the wind like a horrible downpour of rain. I cant spur myself to action. The only thing motivating me is ambition, which makes people rush ahead of themselves toward disaster.

a.

Rub the turkey inside and out with the kosher salt. Place the bird in a large stock pot, and cover with cold water.

b.

In 1843, he wrote his novel The Life and Adventures of Martin Chuzzlewit, a story about a mans struggle to survive on the ruthless American frontier. The book was published the following year.

c.

MUSIC AND LITERATURE MUSIC AND LITERATURE MUSIC AND LITERATURE

56 UNIT 3

NEW STARS

LESSON 1

LISTENING

BEFORE LISTENING

1 In pairs, write a list of radio and TV programs related to music that you know. Share your list with other pairs.

2 Read the name of the lesson. What do you think it is? Check ().a. A well-known music academy.b. A reality TV show.c. A radio program.d. A famous award for young people.

3 Read the words in the Key Word Spot and match them with their meaning (a e).a. a person who takes part in a competition.b. somebody who gives private lessons. c. the group of people who watch or listen to something

(a program, a concert, etc.)d. to behave in a particular way to make people believe something

that is not true.e. to put something in the right place.

audience coach contestant fit pretend

Key Word Spot

57


LISTENING

4 28 Listen to the recording and check your prediction in Exercise 2.

5 28 Listen to the recording again. Where was it taken from?

a. A music lesson. b. A radio program.

c. A TV show. d. An advertisement.

6 28 Listen to the recording again. Match the peoples names (a c) and their jobs (i - iii).a. Spencer i. Voice coachb. Savannah ii. Songwriting coachc. Adam iii. Director

7 28 Listen to the recording again and answer these questions.a. What will people learn to do at the academy? b. What will happen if the participants get the lowest number

of votes?c. How do people feel when they get to perform their own songs?

Can I apply study skills?

Can I infer the meaning of new words?

Reflection Spot

58 UNIT 3

8 28 Listen to the recording. Who says each of these sentences, Spencer,

Ingles Estudiante Primero Medio PDF

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