UNIT - graficanimada.cl · UNIT 1 6 In this unit you will learn to: READING:get general and specific information from a text/ infer the meaning of key lexical items. LISTENING:identify

UNIT 1

6

In this unit you will learn to:READING: get general and specific information from a text / infer the meaning of keylexical items.

LISTENING: identify the speakers / identify means of communication / use previousknowledge to identify oral expressions.

ORAL PRODUCTION: imitate sounds and intonation patterns / participate in guideddialogues.

WRITTEN PRODUCTION: synthesise ideas to complete paragraphs / write letters.

FUNCTIONS: express opinions / ask for and give advice / ask for and make suggestions.

You will also learn:GRAMMAR: linking words / the First Conditional.

VOCABULARY: words related to personal letters andembarrassing situations.

You will pay special attention to these valuesThe importance of teen issues.

The acceptance of and respect for different opinions.

You will use the following text types:READING: teenagers’ letters.

LISTENING: a television interview.

HYPERTEXT: digital resources and activities

Why don't youshare the toy instead

of fighting?

According to mywife, I'm wearing thewrong clothes for my

size.

I think thatwe should pay

more attention toprotecting the

Earth.

I'm sure it’s tooheavy. Why don't you

take some thingsout?

4

7

ADVICE AND SUPPORT

Which of the comments in Exercise 3 express a personal opinion, a piece of advice anda suggestion? 4 pts.

Your score: 0 - 4: You should look up the words that you don’t know in the dictionary and share your answers with a classmate.5 - 10: You know enough about teen issues, but you could try to improve by sharing answers with your classmates.11 - 16: Well done! You are ready to start and enjoy this unit; you could help the classmates who look confused.

1. Ask your teacher. 2. 1 pt. for each acceptable possibility.3. a.Picture 4,b.Picture 3,c.Picture 1, d.Picture 2,

4. a.A suggestion. b.A personal opinion. c.A piece of advice. d.A personal opinion.

4

1 2 3

HOW READY ARE YOU FOR THIS UNIT?

Which of these issues are most frequently discussed by Chilean teenagers? In your group, rankthem from least to most serious. 4 pts.a. Being bullied or discriminated e. Boyfriends and girlfriendsb. Communication with parents f. Drugs and alcoholc. Fashion and clothes g. Health and nutritiond. Internet safety h. Plans for the future

Where do you normally look for and support? Name four other alternatives. 4 pts.Examples: I talk to my friends.

I write letters to newspapers.

Match these pictures (1 – 4) with the comments in the bubbles (a. – d.) 4 pts.

advice2

3

1

a b c d

: noun / an opinion or a suggestion about what sb should do in a particular situation.Advice


1. To connect topic and personalexperiences.

2. To make predictions.3. To identify cognates.4. To revise meaning of key

expressions.5. To identify meaning and

function of key words.

Learning abilities

Did you know that...

an agony aunt is anewspaper columnist whogives advice to peoplewith problems, especiallypersonal ones?

8 UNIT 1

Letters to aunt anne READINGLesson 1

BEFORE YOU READ

Talk about these statements in your group. Which one(s) do you mostagree / disagree with?a. Generally, people write to newspapers about silly problems. b. It is right / wrong to ask strangers for advice. c. Only older people can give me advice I can trust.d. Only my friends can give me advice I can trust. e. If I ask for advice I must follow it.

Look at the titles of letters written to a newspaper agony aunt. What do youthink the letters are about?a. “Computer addiction” c. “Too much food when depressed”b. “My parents don’t get my style” d. “Friendship or love?”

Which of the following words look or sound similar in Spanish? What dothey mean?

There are several time expressions in the texts, likeA few hours a day. Howmany can you find? What do they mean?

Examine the words in bold in the texts. What is their function? What do they mean?

WHILE YOU READ

Read letters I – IV. Choose from titles a. - d. in Exercise 2 the one that bestdescribes each letter.

Can you identify which of the letters are written by boys and which by girls?How do you know? In your notebook, write the evidence that confirms youropinion. Compare with other students.

Read the letters again and answer these questions.a. What activities do the kids in Letter I do together?b. How long does the writer of Letter II spend chatting on the Internet?c. What indicates that the writer of Letter III had common interests and

regular social habits?d. What kind of clothes does the writer of Letter IVwear now?

8

7

6

5

4

· blouse · habits · physical · pickles· recently · recommend · style · terrible

3

2

1

6. To synthesise and matchinformation.

7. To identify writer / To findsupporting information.

8. To find specific information.9. To match information.10. To discriminate between

correct and incorrectinformation.

Learning abilities

III. Dear Anne,

Until some time ago, I believed that I was a normal

16-year old with common interests and regular

social habits. I go to the gym twice a week, get

good and bad grades at school just like any other

kid and I love going to the mall with my friends to

shop for clothes. However, I have recently noticed

that when I get sad or depressed I start eating. And

when it happens, I eat anything that I can find –

chocolate, bread, crisps, fruit and even pickles and

cold meat! Once, I ate a whole tub of ice-cream! I

feel terrible every time I binge and then I get even

more depressed. In the last few weeks I’ve noticed

that it happens more and more often. And because

I eat so much, my dresses and my

school skirt don’t fit me any

more. I know it’s not right, I

am really worried and I

don’t know what to do.

January 20, 2011

I. Dear Anne,

I really need your help. At

the beginning of this school

year a new boy came to my

school. He was shy and

didn’t feel happy, so I talked

to him and asked him to sit

next to me. Since then, we have

become very good friends. Several

times a week, we do homework together and visit

each other and at the weekend we go to the

cinema or to parties together, but a few weeks ago

I noticed that my feelings for him were changing.

I now think that what started off as friendship has

become more than that. Now I like him more and

more; however, I can’t really tell if he feels the

same way. I don’t know for certain if it’s OK to tell

him about my feelings. What can you

recommend?

The Newbury ReporterLETTERS TO AUNT ANNE

II. Dear Anne,

Since I was a child I’ve never been good at physical

exercise. Unlike other boys my age, I have always

preferred intellectual activities such as reading or

listening to music. Last year, I got a new computer

for Christmas. And although at first I used it only a

few hours a day, after a few weeks things got out of

hand. I started chatting with people from other

cities and now I chat 6 or even 10 hours a day. I can

be connected to the Internet the

whole night. I have stopped

going out because I spend all

my free time chatting and

surfing. I’m sure it’s not

healthy and besides, my

parents get really annoyed

with me. What can I do?

IV. Dear Anne,

I decided to write to you

because my parents and

I are having serious

problems about the

clothes I wear. Until last

year I dressed in the clothes

my mother bought for me but then

I started wearing trousers, heavy boots

and sweatshirts which my parents hate. I also

decided to cut my hair really short and my dad

nearly had a fit! He says that when he looks at

me he’s not certain if he’s looking at a boy or a

girl! When I want to go out with friends my

father says I can’t because I’m not wearing the

proper clothes! I love my parents very much, so

I don’t want to make them sad or upset. I’m a

good student and I usually obey my parents, but

I feel that they just don’t understand my style.

baggy

Taken from: Seventeen Magazine for Teenagers, various issues, July 2009.

9ADVICE AND SUPPORT

: adj / fitting loosely, not tight.Baggy

Dear Reader,Only you can tell what yourfeelings are. I believe youhave two options: you cansuffer in silence and wonderwhat your friend feels aboutyou or talk to him and tellhim how you feel. Althoughhe might tell you that he justwants to be friends it is alsopossible that he wantssomething more thanfriendship.

Dear Reader,

I think you should see a

doctor. Mood swings in

teenagers can be dangerous,

therefore a visit to a

psychologist can help

determine the cause of your

depression. Don’t wait any

longer and get some

professional help immediately.

Yours truly,

Anne

10 UNIT 1

Read parts of the answers Anne has written to her readers (a. – d.) andmatch them with the letters (I – IV).

9

Dear Reader,The only way you can solveyour problem is talking toyour parents. State yourpoint of view without angeror violence. Why don’t youtell your parents that whenthey were young they alsohad their own style whichtheir parents probably didn’tunderstand?

Dear Reader,

The best way to cure what

you think is an addiction is to

look for alternative activities.

I don’t know how close you

are to your friends, but I

would recommend you

spend more time with them.

And how about some easy

physical activity such as

walking?

Read the letters on page 9 once more and correct these false statements.10a. The writer of letter I

i. doesn’t see this boy veryoften.

ii. is not interested in this boyany more.

b. The writer of letter IIi. is very keen on sports.ii. goes out very often.

c. The writer of letter IIIi. was a very unusual personuntil some time ago.

ii. feels happy when she eatsthings from the fridge.

d. The writer of letter IVi. wears the clothes herparents like.

ii. doesn’t love her parentsvery much.

a

b

c

d


11ADVICE AND SUPPORT

AFTER YOU READ

Fill in the blanks in these sentences (a. – g.) with the expressions in bold inAnne’s letters in Exercise 9.a. __________________ ask for help if you have a problem.b. __________________ you can start studying now or be prepared to fail

the exam.c. __________________ finish sooner is to work harder.d. __________________ you talk to your teacher immediately.e. __________________ a little present like a flower or a card?f. __________________ can find out the truth is asking your friend directly.g. __________________ organise an outing for this weekend?

11

http://www.eslgold.com/grammar/sentence_connectors.html http://www.english-at-home.com/grammar/linking-words

Language Note

1. Read these sentences from the text and notice how we link sentences in English.a. Every day I like him more and more; however, I can't really tell if he

feels the same way.b. I talked to him and asked him to sit next to me.c. I decided to write to you becausemy parents and I are having

serious problems.d. I'm sure it's not healthy and besides,my parents get really annoyed

with me.e. I love my parents very much, so I don't want to make them sad.

We usually use shorter sentences when speaking and longer sentences inwriting. Linking words provide a text with cohesion and illustrate how theparts of the text relate to each other.

We use and to add extra information.We use but / however / although to indicate a contrast between ideas.We use because to give reasons. We use besides to say that there is something additional included. We use therefore / so to express the result of something.

2. Find more sentences with these linking words in the letters. Copy theminto your notebook and write what the connector indicates: extrainformation, contrast, reason(s), something additional or result.

Linking words

11. To consolidate a languageitem.

12. To apply a language point.13. To identify text organisation.14. To imitate a spoken model.15. To role play a conversation.16. To evaluate learning.17. To write a text.18. To reflect on the contents of

the lesson and relate them topersonal experiences.

Learning abilities


Use the information in the Language Note to fill in the blanks in thesentences with a linking word from the box. Match each sentence (a. - d.)with one of the pictures on the left (1- 4).

a. She went out in a T-shirt and shorts ______ it was really cold and raining.b. They decided to buy a bigger car ______ the old one was too small for

their family.c. ______ a cheque for £50, he also got a sport shirt.d. We don’t have enough money, ______ we can’t go on holiday this year.

Read Aunt Anne’s first letter again. Match the names (a. – f.) with thecorresponding parts of the letter (i. – vi.)a. Addressb. Greetingc.d. Datee. Body of the letterf. Closing

Signature

12

· although · and · because · besides · but · however · so · therefore

13

i. 75 East Payton Drive

Newbury, CA 00001

ii. 28 January, 2010

iii. Dear Reader,

iv. I think you should see a

doctor. Mood swings in

teenagers can be dangerous,

therefore a visit to a

psychologist can help

determine the cause of your

depression. Don’t wait any

longer and get some

professional help immediately.

v. Yours truly

vi. Anne

4

3

2

1

12 UNIT 1

: noun / your name as you usually write it, for example at the end of a letter.Signature

Listen and repeat this model dialogue. Practise with a partner and thenrole play it in front of your group.Marianne: I’m still unsure what to study in college.Tom: I think you should study something you really like and are good at,

for example tourism or cooking. But mainly, follow your heart.

Read these problems mentioned by two teenagers. Work with a partner andchoose one. Prepare a conversation like the one in Exercise 14 using theexpressions in bold in Anne’s answers in Exercise 9. Role play yourconversation in front of your classmates.a. “One day I’ m all upset over nothing. Little things bother me. The next

day I’m over the moon.” (Petra –16)b. “My friends are putting pressure on me to smoke.” (George – 17)

1014

15

American v/s British English

dramatize

dramatise /dramatize


Hi Anne,

I am writing this letter / I am sure you can help me. Yesterday, when Icame back from school, I noticed that my favourite T-shirt was missing, / .I asked my sister if she had it, / she said she didn’t. This is not the firsttime that I haven’t been able to find my clothes / the next day theymagically appear! I am certain it is my sister Lucy who is taking them withoutpermission. / , I don’t mind lending her my clothes, /I want her to ask me first. What can I do to stop this situation?

HoweverTherefore

soand

andbut

becausethough

besidesbut

butbecause

a. Read the letter in Exercise 13 again and answerthese questions in your group.i. What does the letter tell you about the

person who wrote it?ii. How does the person feel about the situation?iii. What happened when the person tried to

solve the problem before? b. Discuss different solutions by answering these

questions. i. Do you know anyone with a similar problem?ii. How would you feel if you were in the

person’s position? iii. What advice would you give her?

c. Write down a few ideas. i. Summarise the group’s ideas and discuss the

different options. ii. Choose the option everyone thinks is the best.

d. Write an answer to the writer of the letter.i. Choose one person from the group to write

the letter.

ii. Go back to the original letter and payattention to its parts.

iii. Write the letter (50 words) with the adviceyour group has chosen.

iv. Use expressions such as: I think you should,you have various options, I believe, Why don’tyou? I would recommend that, I am sure, etc.

v. Check your letter for errors, punctuation andcoherence.

e. Follow these points to evaluate your letter. SayYes or No.

f. Read your letter to other groups and compareletters. Which group gave the best advice?

APPLICATION TASK – WRITING17


MINITEST Read the letter below and choose the best linking word. 6 pts.16

•We analysed the subject of the letter.

•We discussed our answer to the letter.

•We agreed on our advice.

•We included all the corresponding parts of a le

tter

in our answer.

•We checked and corrected errors and punctuat

ion.


analyze

analyse/analyze

0to 2REVISE AGAIN

3to 4GOOD JOB!

5to 6EXCELLENT!

Consider what you have done in this lesson.a. Read the statements in Exercise 1, page 8 again and answer these

questions with a partner.i. Has your opinion changed? How? Why? Why not? ii. What have you learnt about writing letters and the parts of a letter?iii. Do you use this letter format in Chile?

b. Answer and discuss these questions in your group.i. Do you publish personal information on your blogs? ii. What would you do if a friend shows signals like lots of crying,

permanent sadness, negative attitudes or loss of self-confidence?

18


14 UNIT 1

eMBarrassInG MoMents LISTENINGLesson 2

BEFORE YOU LISTEN

Talk about these statements in your group. Which one(s) do you mostagree / disagree with?a. I feel embarrassed when people compliment my appearance or

something I have done.b. Embarrassment is something only weak people feel.c. There are some things people just don’t do for fear of embarrassment.

Read the title of the lesson. What kind of experiences do you think thepeople will talk about?

Examine these pictures and describe the situations in your group.a. Which of them do you find the most embarrassing?b. Which two of them do you think will appear in the listening text?

3

2

1

What do these words mean? Use a dictionary to check. Then listen andrepeat them.114

breath

hang up/hung up

daring

garlic

pick upsleepover

anyone

crush

1 3

2 4

1. To connect topic and personalexperiences.

2. To express opinions / To makepredictions.

3. To infer topic from visuals / Tomake predictions.

4. To find meaning of key words /To match written and spokenlanguage / To practisepronunciation.

Learning abilities



WHILE YOU LISTEN

Listen to the recording once and check your predictions in Exercise 3.

Who said these sentences, the presenter, Belinda or Peter?a. ______________: Belinda, what is your embarrassing experience?b. ______________: If you eat just a little, you will have bad breath for days!c. ______________: I raced upstairs to brush my teeth. d. ______________: What happened to you?e. ______________: No, but I called my friend.f. ______________: I was so !

Listen again and choose the word you hear.

a. If it happens to / , it can happen to / .

b. If we stay at / I will not meet anyone else / .

c. When he tried to / me I told him to / .

d. My / has the most / friends.

e. / I hung up, I looked down the / .

Listen once more and answer these questions.a. Who came to visit Belinda?b. What was her problem?c. What did Peter tell his friend?d. Why was this a problem?

AFTER YOU LISTEN

In your group, share the information you collected in the listening activitiesand complete these summaries of the embarrassing experiences.

a. Belinda was walking around ______________ with her ______________,who dared her to eat ______________ with a lot of ______________,which gave her bad ______________.

When the ______________ she likes tried to ______________ her shehad to run to brush her ______________, but her ______________ toldthe ______________ about her ______________ breath!

b. Peter’s ______________ has a lot of ______________ friends, and whenthey came to ______________ at his house, he ______________ hisfriend to invite him over and tell him how much he ______________ oneof them. When he ______________ he realised all the girls were______________ to his conversation on the other ______________!

embarrassed

12

12

12

12

stairshallWhenAfter

intelligentbeautifulsistercousin

hurry uphold onkisshug

tonighttodayschoolhome

everyoneanyoneyoume

9

8

7

6

5


realize

realise / realize: adj / shy, awkward or ashamed, especially in a social situation.Embarrassed

5. To validate predictions.6. To identify speakers.7. To discriminate between

correct and incorrectinformation.

8. To find specific information.

Learning abilities


16 UNIT 1

In your group, complete these sentences that refer to British superstitions.Do they exist in Chile too? The pictures below illustrate them.Example: If you break a mirror, you will have bad luck for 7 years.a. If a black cat walks towards you, you will __________________________.b. If someone is sweeping the floor and sweeps over your feet, __________.c. If you blow out all the candles on your birthday cake at the first puff,

__________________________.d. If your right hand starts to itch, __________________________.

10

Listen and repeat these questions. Then work in pairs and take turns toask and answer them with your own ideas.a. What will you do if it is sunny at the weekend?b. What will you eat tomorrow morning if there is no bread for breakfast?c. What will your mother say if you get a bad mark in the test?d. What will you tell your friend when you see him or her?e. If Maroon Five come to Santiago will you go to see them?

1311


favorite

favourite

1 2 3 4

Language Note

1. Read these sentences taken from the listening text.a. If you are brave and daring, you will eat a piece of pizza.b. If we stay at home I won’t meet anyone else tonight.c. If my best friend comes over we will be the only boys.

2. What do the sentences refer to? a. Things that are possible in the future.b. Things that were possible in the past.c. Things that are possible in the future and in the present.The answer is c. The First Conditional usually consists of two clauses:If you are brave and daring + youwill eat a piece of pizza.When the if clause comes first, a comma is usually used. When the ifclause comes second, there is no need for a comma.

3. Notice the structure:If + Present tense + Subject + Future tense

4. Listen to the text again (or borrow the script from the teacher) and findone more example of the First Conditional. Write it in your notebookusing a colour code as in Points 2 and 3 above.

The First Conditional9. To complete summaries.10. To consolidate a grammar

point / To compare cultures.11. To imitate a spoken model / To

ask and answer questions.12. To evaluate learning.13. To role play a television

programme.14. To write a new text.15. To reflect on the contents of

the lesson and relate them topersonal experiences.

Learning abilities


You are going to role play the programme “If ithappens to me, it can happen to anyone”a. Work in groups of five or seven students.b. Choose one student to be the presenter, who

must get ready to introduce the participantsand ask questions.

c. The rest of the group gets into pairs. Each pairchooses an embarrassing experience to tell theaudience. These questions can help youorganise your narration.i. When did this happen?ii. Where did it happen?

iii. Who were you with?iv. What was the problem? Why was it an

embarrassing experience?d. Rehearse and then present your role play to the

rest of the class or to other groups.e. Follow these points to evaluate your role play.

Say Yes or No.

APPLICATION TASK - SPEAKING13

•We prepared our role play carefully.

•We checked and corrected language mistakes and

pronunciation.

•We imitated the tone and style of the listening text.


MINITEST Complete these sentences with your own ideas. 10 pts.a. If you talk with your mouth full ______________________.b. ______________________ you will get wet.c. Your dog will be delighted______________________.d. ______________________ they will not catch the plane. e. If Sandra doesn’t see that film ______________________.

12

0to 2REVISE AGAIN

3to 6GOOD JOB!

7 to10EXCELLENT!


program

programme

Choose one of the embarrassing moments in Exercise 13 or one of thesituations in these pictures (1 – 3) and describe it in a letter to a friend.Remember to use the letter format you have studied.

14

Discuss these points in your group.a. Has your opinion about the statements in Exercise 1, page 14 changed?

If so, how? If not, why not?b. Do you realise when a joke is funny and when it is not and may

become bullying?c. What can you do if you or a friend are the victims of unpleasant jokes?

15

1 2 3


Guilty Alice,

I feel like I’ve answered this question a thousand times

already but if you really want my advice (a.) ___________.

You shouldn’t do ANYTHING! Don’t talk to him online if

you two (b.) ___________. You have to think about what

kind of a friend and (c.) ___________. Do you want to go

behind a friend’s back and (d.) ___________? How would

you feel if someone did that to you? It’s not ok and it’s

(e.) ___________. He’s being disrespectful and you shouldn’t

encourage him. Finally, think ahead. (f.) ___________ if you

continue to chat online? How will you feel if

(g.) ___________ – your friend – for you? Will you trust him

not to do the same thing to you? There are other guys out

there who wouldn’t dream of behaving like this guy. This

guy is bad news and so are you (h.) ___________.

18 UNIT 1

CONSOLIDATION ACTIVITIESRead this letter carefully.a. Put back these parts that have been extracted from it.

b. Answer these questions.i. What is Alice’s problem? ii. What advice does she get?

1

Look at the pictures and say what will happen. Compare your answers with another student.2

1 2 3

are only going to flirt flirt with her boyfriend he dumps his girlfriend

if you keep chatting with himI’ll answer it again person you want to be

What will happen

not harmless fun

Example: If that girlcrosses the streetwithout looking shewill have a seriousaccident.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________


Ming Lam

Pets

Dear Jenny,

You asked me if I like animals; I love them, but sometimes they’re really crazy! Take our dog,

Bailey, for example.

Bailey is a golden retriever and has always been very playful and loves running around the house

looking for stuff to play with, but last month he suddenly got very quiet and we noticed that his

tummy had a big bump, so we took him to the vet. The vet examined his belly, but she was not

certain if it was a tumour or something else, so she decided to operate immediately.

The operation lasted nearly two hours and when the vet came out she had a plastic bag in her

hand. We were all really shocked when out of the bag she pulled two gloves, one hand towel and

five socks, all taken out of Bailey’s stomach.

The vet says that Bailey’s operation was like performing a magic trick on the stage - she opened

the dog’s stomach and just kept pulling things out!

Bailey is fully recovered, but now we are not sure what to do. It seems he didn’t learn anything

from his traumatic experience. Right now I can see him in the garden eating a tennis ball! I also

found a pair of cotton socks in his house.

The vet suggested we should take him to a dog psychologist who can train him not to eat

dangerous things, but I am not so sure. What do you think?

KarlAdapted from: Daily Mail On Sunday, March 2009


Read the e-mail below carefully.a. Put these pictures (1 – 8) in the order the events are mentioned in the message.

3

b. Read the e-mail again and answer these questions with your partner.i. How did Karl know that Bailey was ill?ii. How was Bailey’s operation similar to a magic trick?iii. Is Bailey all right now?

1 2 3 4

5 6 7 8


I. Anyone who has a cat (or should we say thosewho are owned by a cat?) and need to give it apill, should read the following instructions verycarefully.

II. Pick up the cat and put it on your left arm as ifholding a baby. Put your left andthumb on both sides of thecat’s mouth and gentlyapply pressure to thesides holding the pillin your right hand. Asthe cat opens itsmouth, pop the pillinto its mouth. Allowthe cat to close itsmouth and swallow.

III. Retrieve the pill from thefloor and the cat from behindthe sofa. Put the cat on your left arm andrepeat the first step.

IV. Retrieve the cat from the bedroom, and throwthe wet pill away. Take a new pill. Put the cat onyour left arm, holding back its legs tightly withyour left hand. Force the cat’s mouth open andpush the pill to the back of its mouth with yourright forefinger. Hold the cat’s mouth shut andcount to ten.

V. Retrieve the pill from the goldfish bowland get the cat from the top of thewardrobe. Call your mother fromthe garden. Kneel on the floorwith the cat between your kneesand hold its front and back legs.Ask your mother to hold the cat’shead firmly with one hand, whileforcing a ruler into the cat’s mouth.

Drop the pill down theruler and rub the cat’sthroat vigorously.

VI. Retrieve the cat from thecurtain and get another pill.Carefully sweep the brokenporcelain figurines from the floor.Wrap the cat in a large towel and get yourmother to lie on the cat with its head justvisible. Put the pill in the end of a drinkingstraw, force the cat’s mouth open with a penciland blow down the drinking straw. Then checkthe label on the cat medicine to make sure thepill is not harmful to humans; drink a glass ofwater to take the taste away.

VII. Retrieve the cat from your neighbour’sshed. Take the last pill from the packet. Placethe cat in the cupboard with its head justshowing. Force the cat’s mouth open with adessert spoon. Flick the pill down the cat’sthroat with an elastic band.

VIII.Ring the fire brigade to retrievethe cat from a tree acrossthe road. Apologise tothe neighbour whocrashed into a fencewhile trying to avoidthe cat. Get yourmother to drive youto the hospital.After you comeback, phone thelocal animal shelter tosee if they will exchange the cat for aturtle or a hamster.

forefinger

Taken from: http://www.nanceestar.com/CatPill.html

SUGGESTIONS ON HOW TO GIVE YOUR CAT A PILL

JUST FOR FUN

20 UNIT 1

Read the text and find the following elements.a. Five parts of the body. c. Three pieces of furniture.b. Three parts of a house. d. Three other animals.

1

: noun / the finger next to the thumb.Forefinger

7 8

4 5 6


Read the text again and match each paragraph (I. – VIII.) with one of these pictures (1 – 8).2

CHILEAN CONNECTIONRead this letter sent by a Chilean teenager to a blog that collectsembarrassing experiences around the world. Can you identifythe experience? Have you had a similar one?

This happened to me when I was 16 years old. My girlfriend, herparents and I had gone to the “fondas” organised to celebrateIndependence Day. I challenged my girlfriend to play several games,as I was sure I would be the absolute winner. We began with thatgame in which you have to throw balls at cats standing on differentshelves. I aimed carefully and threw the first ball, but it reboundedoff the wall and hit her father right in the middle of his !Everybody started to laugh at him and I felt really bad.

Adapted from: http://www.teenmag.com/seen-in-teen/why-me/

forehead

1 2 3

: noun / the part of the face above the eyes and below the hair.Forehead

22 UNIT 1

seekInG supportREADING

TEST YOUR KNOWLEDGE

Hi Anne,

I am an 18 year old senior a few weeks away from graduating and

I am totally at a loss as to what I am going to do with my life. To

put it in short - I am a complete mess, I’m not sleeping, my grades

are slipping, and I am totally freaked out. Normally I would (a.)

__________ to my parents about this, but they are also having

problems at work, so I don’t want to bother them too much. I

don’t feel that I have a right to complain to them or tell them how

I feel because they are both almost sixty and have been working

for 35+ years, but on the other hand I feel totally deserted and

completely (b.) __________. I am an only child, so I don’t even

have a brother or a sister to ask. I’ve talked to my friends, but of

course they say I should do what I think is the best for me.

What can I do? Should I approach my parents about this situation?

I will be really (c.) _____________if you can help me with this.

Thanks,

Charlie

I

Read the two letters and choose a title for each.2 pts.

a. Choosing a career. b. Difficult family situation.c. Tough life decision.d. What is wrong with my parents?

1

Dear Anne,

I have a really serious problem. I don’t really know how to start

because I feel that nobody will understand me. I am 15 years old and

for years I have lived in a loving and (d.) __________ family. We went

on holidays together, had fun going to the cinema and we had lunch

together every Sunday.

However, for the last 6 months my parents have been fighting all the

time. At first they would (e.) _________ in their room so as not to

disturb me and my little sister (she is only 9), but then things got worse

and worse and now they argue all the time - even at the dinner table. In

the evening, I can hear them argue very loudly in their bedroom.

I love both my parents and I am very sad that they fight. My little sister

is (f.) _______ too and I don’t know what to tell her.

I don’t know who is right and who is wrong and the worst thing is that

I don’t know why they are fighting. What can I do? I really want things

between my mom and dad to get back to normal, as it used to be.

Thanks for listening and all the best,

Nina

II

Taken from: Seventeen Magazine for Teenagers,

various issues, July 2009.


Read the letters again and choose one option(i. – iii.) for each gap (a. – f.) 6 pts.a. i. discuss d. i. united

ii. talk ii. disfunctionaliii. ask iii. strange

b. i. alone e. i. whisperii. surprised ii. cryiii. indifferent iii. argue

c. i. cheerful f. i. upsetii. grateful ii. complicatediii. disappointed iii. hopeful

Read the letters once more and answerthese questions. 4 pts.a. Why doesn’t Charlie want to talk to his

parents about his problem?b. How many brothers and sisters has

Charlie got?c. How do we know that Nina’s family was a

happy one?d. When did Nina’s parents start fighting?

3

2

Listen to this lecture. Which of these tipsare not mentioned? 6 pts.a. Eat well and don’t drink too much coffee.b. Do some mild exercise.c. Take some tranquilisers. d. Talk to someone about your stress.e. Try some relaxation techniques.f. Study every day before the exam.

Listen again and choose the word you hear.4 pts.

a. Your brain / body will benefit fromgood nutrition.

b. You will get rid of the access / excess energy.c. You should also act / eat healthily.d. If you prepare for the exams properly / poorly

you will do fine.

14

14

5

4

takInG an eXaMLISTENING

LANGUAGE

The five linking words in the box have beenremoved from the text. Can you put them backin the blanks (a. – e.)? 5 pts.

· although · and · because · however · therefore

8

I signed up for wood shop this year

(a.) ________ I thought there would

be a lot of guys in the class,

(b.) ________ I would have the

chance to meet someone nice. In fact,

there was this attractive guy working

near me, but he didn’t even look in

my direction. (c.) ________, at a

certain moment I had to cut a board,

so I started doing it making a lot of

noise to call his attention. Suddenly,

a piece of wood flew across the room

(d.) ________ hit the boy. He fell to

the floor! (e.) ________ I went to get

some ice for the on his head,

I don’t think I really have a chance

with him anymore.

bump

Listen again and identify the incorrectinformation in each statement. 4 pts.a. A university exam is very similar to a

school exam.b. Fizzy drinks will reduce your nervousness.c. If you do some mild activity such as

swimming for several hours, you willbenefit from it.

d. If you are still nervous, don’t tell anyone.

Listen once more and answerthese questions. 2 pts.a. Who is giving the lecture and who is it

addressed to?b. What kind of exercise can you do to oxygen

your brain?

14

146

7

: verb / to hit sb / sth, especially a part of your body.Bump

24 UNIT 1

Choose the best verb form from the two options. 5 pts.a. If we go / will go to Paris we see / will see the

Eiffel Tower.b. If I get / will get the job I buy / will buy a nice

suit.c. You get / will get sick if you eat / will eat all

that ice cream.d. I can help / help you if you ask / will askme

politely.e. If Karen asks / will ask for my opinion I tell /

will tell her to wait.

9

Read the following conversation. Fill in the gaps with the expressions in the box. Then practise and role play the dialogue with a partner. 12 pts.

Gustavo: So, what do you think I should do aboutthis problem with my girlfriend?

Carla: _______ if I should give you any advice. It’sa personal situation between you and her.

Gustavo: Yeah, I know, but I just want ___________.Carla: Well, ________ I must say that she is right.Gustavo: She is right? I’m __________________ you

are a friend of mine if you take her side.Carla: Well, ____________________ you wanted

me to say I take your side, but I can’t.Gustavo:Why not?Carla: Because _________ she is right and you

are not!

· from my point of view · I can see · if you ask me· I’m not sure · not certain · your opinion

10

SPEAKING

WRITING

Read and complete the letter below with yourown opinions and ideas. 12 pts.

11

_____________

_____________

_____________

Dear _____________,

In your last letter you asked my

opinion about _________________. The

thing is that, from my point of view,

__________________________________.

However, there are people who have a

different opinion on this issue of

__________________________________.

For example, my friend _____________

thinks that ________________________,

and according to my mother

__________________________________.

I am not sure who is right and who is

wrong. I believe that we can all have

different opinions.

Tel me what you ________________ on

the subject.

Your friend

_____________


YOUR TEST RESULTSReadingYou are expected to be able to identify and understand key facts and details. Your score

10 to 12 Excellent I grasped all the main ideas and answered most questions correctly.

7 to 9 Good I grasped the majority of the main ideas and answered most questions correctly.

4 to 6 Not too bad I grasped some of the main ideas and answered some of the questions correctly.

0 to 3 Unsatisfactory I deduced some of the main ideas and answered just a few of the questions correctly.

ListeningYou are expected to be able to identify and understand key facts and details. Your score

13 to 16 Excellent I identified almost all general and specific information correctly.

9 to 12 Good I identified most general and specific information correctly.

4 to 8 Not too bad I identified some of the general and specific information.

0 to 3 Unsatisfactory I deduced just a few bits of the general and specific information.

SpeakingYou are expected to be able to complete and participate in a guided dialogue. Your score

8 to 12 Excellent Good pronunciation and no hesitation.

5 to 7 Good Good pronunciation and a minimum of hesitation.

3 to 4 Not too bad Some pronunciation mistakes and with hesitation.

0 to 2 Unsatisfactory A lot of pronunciation mistakes and a lot of hesitation.

WritingYou are expected to complete a letter with your own ideas and opinions. Your score

8 to 12 Excellent I wrote a letter including all the required details and giving my opinion.

5 to 7 Good I wrote a letter with most of the required details and giving my opinion.

3 to 4 Not too bad I wrote a letter with some of the required details and occasionally giving my opinion.

0 to 2 Unsatisfactory I wrote a letter with very few of the required details and I didn’t give my opinion.

LanguageYou are expected to apply and identify two language items. Your score

9 to 10 Excellent I understood and applied the language items in all cases.

6 to 8 Good I understood and applied the language items in most cases.

4 to 5 Not too bad I understood and applied the language items in some cases.

0 to 3 Unsatisfactory I deduced and applied the language items in very few cases.

YOUR GENERAL PERFORMANCEIn this unit Always Sometimes Never

I reflected on the issues of expressing feelings, helping friends, bullying and Internet safety raised by the texts.

I used different strategies to help me to understand.

I made myself understood even if I made some mistakes.

I interacted with other students to do the exercises.

I expressed my point of view appropriately.


SELF - EVALUATION

UNIT - graficanimada.cl · UNIT 1 6 In this unit you will learn to: READING:get general and specific information from a text/ infer the meaning of key lexical items. LISTENING:identify

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