alumnos 2ø medio

Lina Alvarado Jantus

TEENS CLUB

+ READING BOOKLET& W

ORKBOOK


TEENS CLUB

ENGL

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English

STUDENTS TEXTBOOK

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN

Medio

9 789568 694418EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACINPROHIBIDA SU COMERCIALIZACIN

PEFC/29-31-75

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

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


Teacher of EnglishInstituto Profesional Chileno-Britnico

TEENS CLUB

English

STUDENTS TEXTBOOK

Name:

Class:

School:

This book belongs to:

Medio

2DISCOVER YOUR BOOK

26 UNIT 1

1 Collect two old pictures from your family, stick them on your notebook and answer the questions below. Then, complete the dialog with your own ideas and practice it with a partner. Take turns. a. When were the pictures taken?b. What were the people doing?

A: Look, I found some old photos.B: Let me see! ?A: They .B: Why ?A: Because .B: Life was different then!A: Absolutely!

2 Whats wrong with this classroom? Identify all the elements that dont belong to our time. Then, write the corresponding sentences in your notebook.Example: Nowadays, we dont use . We use .

YOUR ENGLISH IN ACTION

28 UNIT 1

READING: COMPARING SCHOOLS

UNIT CHECKREADING: COMPARING SCHOOLSREADING: COMPARING SCHOOLS

Hi, Mark!

Thanks for your e-mail about your school life. My school is totally different from yours, so Im going to tell you about it.

I go to a High School very near my house, so I usually walk. The school is over 200 years old and, in the past, it used to be a school only for boys and very strict. Now there are a lot of girls and we get along very well with them, but its still strict.

There are only twenty students in each class, so our teachers know us very well. We work very hard and the school day is long. It starts at 8:30 and ends at 3:30. We usually have a lot of homework, but we all help each other and were good friends.

We wear a uniform, and I think it is a good idea because you dont have to waste time thinking about clothes every day.

We do the same subjects as you; biology is my favorite; I love going to the lab and doing experiments! Perhaps Ill become a biologist in the future. Im afraid Im not good at mathematics. Last year, I had to do the after-school remedial program. Fortunately, my grades are better now, but I still dont like it.

We have lunch at school and we also have two fifteen-minute recesses in the morning.

After lunch, we usually do extracurricular activities; I like these better than the rest of the classes. Last semester, we prepared a play and I acted as a film producer. It was great and I really enjoyed it. I hope youll like the photos of the presentation. Im sending them as soon as I can.

Write back soon!

Alan

Hi, Mark!

[email protected]

17

31

STUDENT LIFE

1 Form groups of four to do this project.

2 Choose one place along the country and search for information about school life in the past and at present. Use the Internet, encyclopedias and what you have learned in the History class.

3 Include information about: the school system (past and present), compulsory and elective subjects (past and present), school resources (past and present) and student life (past and present).

4 Use your findings and the contents of this unit to make a comparative chart between school life in the past and at present. Draw the chart on a poster.

5 Also, make a small scale diorama (a scene that captures a moment in time) to illustrate your written work.

6 Present your project to the rest of the class.

STUDENT LIFESTUDENT LIFESTUDENT LIFE

PROJECT

Old school, modern schoolHistory and Art

ChecklistReflect upon your project and check () under the correct column.

Very well Well Not so well

We followed the instructions carefully.

We collected information from different sources.

We distributed the tasks evenly among the group members.

We participated actively.

We were respectful of each others ideas and opinions.

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.

PROJECTThis section gives you the opportunity to apply what you have learned in the unit and to integrate it with other school subjects.

11

STUDENT LIFE

The school that was our school before the railroad came and overthrew it was a particular sort of place. It was a school of some celebrity in its neighborhood , but nobody could say why.Our School was remarkable for white mice. We used to keep red-polls, linnets, and even canaries, in desks, drawers, hat-boxes, and other strange refuges for birds; but white mice were the favourite stock.The mice were the occasion of some most ingenious engineering, in the construction of their houses and instruments of performance.The boys used to train the mice much better than the masters trained the boys. I recall one white mouse, who used to live in the cover of a Latin dictionary, who ran up ladders, drew Roman chariots, shouldered muskets, turned wheels. He had the misfortune to mistake his way in a triumphal procession to the Capitol, when he fell into a deep inkwell, and was dyed black and drowned. The usher at our school, who we considered to know everything as opposed to the Chief, who we considered to know nothing, was a bony, gentle-faced, clerical-looking young man in rusty black. We all liked him, for he had a good knowledge of boys. He was a writing master, mathematical master, English master, mended the pens, and did all sorts of things. He always used to call at parents houses to inquire after sick boys, because he had gentlemanly manners. He was rather musical, and on some remote day he had bought an old trombone and made the most extraordinary sounds when he sometimes tried to play it of an evening. In the summer vacations he used to take pedestrian excursions with a knapsack; and at Christmas time, he used to go to see his father at Chipping Norton.There was a fat master who used to come in a gig, and taught the more advanced matters; and there was a little French master who used to come in the sunniest weather, with a handleless umbrella.There was, besides, a serving man whose name was Phil. He mended whatever we broke, and made whatever we wanted. He was general glazier, among other things, and mended all the broken windows. One time, when we had the scarlet fever in the school, Phil nursed all the sick boys of his own accord, and was like a mother to them.

Adapted from: Dickens, C. (n.d.). Our School. Retrieved 02/08, 2013, from http://www.readbookonline.net/readOnLine/2519/

10READING

Identify the authors purpose: what is the author doing in this excerpt?

what examples from the text support your answer?

Strategy Spot

8 UNIT 1

BEFORE YOU START

1 Write the correct phrase under each picture (1 6).

English class Field trip Fifteen-minute recess

Lunch in the school cafeteria Physical education class Summer camp

1 2 3

4 5 6

2 Read these sentences (a d) and circle the correct answer.a. We have English classes on Mondays and Thursdays.b. I did maths in the after-school program.c. In summer, well be free for over ten weeks.d. My classmates and I are going on a field trip next week.

Which of these sentences refers toi. past events? a / b / c / dii. future events? a / b / c / diii. everyday events? a / b / c / div. fixed plans? a / b / c / d

OUR SCHOOLLESSON 1

19

STUDENT LIFE

LISTENING

5 13 Listen to the conversation between Laura and her grandmother. What are they talking about?a. Childrens pastimes in the past.b. Grannies old school.c. Lauras student life.d. Their family.

6 13 Listen to the recording again. Compare the information with your ideas in Exercise 3.

7 13 Copy this chart into your notebook. Listen to the recording again and check () or cross () each activity.

Activity /

Sleep at school

Play the piano

Watch TV

Listen to music

Read

Have a picnic

Ride bikes

Play cards

Go out alone

Have boyfriends

Return home late from parties

8 13 Listen again. Number these sentences in the order you hear them.a. Life was really different.b. We were singing in the music room.c. On weekends, I returned home.d. I was afraid of the dark.e. These are my classmates and me!f. You could go to the cinema.g. My parents were living out of the city.

Listen with a purpose:Examine each question in this section carefully. What do you have to listen for? Then, listen and find the information you need in each case.

Strategy Spot

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.

STUDENT LIFE

6 7

UNIT

In this unit you will: read a piece of literature read an e-mail listen to a dialog about activities in the past

You will learn how to:Reading scan a text to validate predictions infer meaning of words from the context localize specific information

Listening identify general information discriminate between correct and

incorrect information identify specific informationLanguage use the structure used to / didnt use to, to

express past habits talk about things that were happening in

the past.

Speaking ask and answer questions about past habits talk about school life in the pastWriting complete a summary of a story. write an e-mail about student life

You will also: develop respect and admiration for older people show respect and acceptance of other

peoples opinions

STUDENT LIFE

GETTING READY

1 Look at the pictures on the next page and answer these questions.a. What can you see?b. What are the differences and similarities between the people and the places?

2 Share your observations in Exercise 1 with your classmates.

3 In pairs, write a list of words related to the name of the unit in your notebook. Then, talk with your partner about your favorite things about student life. Explain why you like them.

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

WORKBOOKLina Alvarado Jantus

LET S READ!A complementary booklet aimed at encouraging your taste for reading

outside of the classroom, and reinforcing your comprehension skills.

LETS READ!Reading booklet

LET S READ!LET S READ!LET S READ!

+READ

ING

BOOK

LET

& WOR

KBOO

K

3

Interesting bits of information on the topics of the lesson.

SPOTLIFEREALREADING WRITINGAND

A short section with extra practice focused on reading comprehension and writing skills.

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

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

Key Word Spot

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

LISTENING SPEAKINGAND

Strategies that help you comprehend and use the language.

Strategy Spot

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

LETS 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

Commonly used expressions that students can use in dialogs and conversations.

Useful Expressions Spot

PLAN OF THE BOOK

UNIT UNIT

STUDENT LIFE

COMMUNICATIVE TASKS FILE ............................100 THEMATIC INDEX ........................................................ 104

6 - 31

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . . 8Lesson 1: Our School . . . . . . . . . . . . . . . . . . . . . . . 10Reading: Read an extract from a short story . . . . . . . . . . . . 11Language Spot: Talk about actions that used to happen . . . . . . 13Listening and Speaking:A dialog about past habits . . . . . . . . . . . . . . . . . . . 14Writing:A paragraph about past habits . . . . . . . . . . . . . . . 15Lesson 2: Who had more fun? . . . . . . . . . . . . . . 18Listening: A conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Language Spot: Talk about things that were happening in the past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Oral Practice: Describing peoples actions in a photo . . . . . . . 22Reading and writing: An extract of a short story . . . . . . . . . . . . . . . . . . . . 23Take Action!: A report about peoples activities. . . . . . . . . . . . . 25YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 26UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

32 - 53

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 1: Extreme challenges . . . . . . . . . . . . . . 36Reading: Sports advertisements . . . . . . . . . . . . . . . . . . . . . . . 37Language Spot: Talk about things you have done . . . . . . . . . . . . . 39Listening and Speaking: Reporting ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40Writing:Write a personal report about an exciting experience . . . . . . . . . . . . . . . . . . . . . . . . . . 41Lesson 2: Swim your own race . . . . . . . . . . . . . . 42Listening: Listen to a radio interview . . . . . . . . . . . . . . . . . . . . 43Language Spot: Expressing desires . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Oral Practice: A dialog expressing desires and hopes . . . . . . . 45Reading and writing: Read and write piece of news . . . . . . . . . . . . . . . . 46Take Action!: A sports advertisement . . . . . . . . . . . . . . . . . . . . . . 47YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 48UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

CHALLENGES

4

UNIT UNIT

HOW ABOUT WORKING?

ARTS AND ENTERTAINMENT

54 - 77

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . 56Lesson 1: Lets turn on the TV! . . . . . . . . . . . . . . 58Reading: A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Language Spot: Use connectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Listening and Speaking: A monolog about favorite TV program . . . . . . . 62Writing: A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Lesson 2: Teens art work . . . . . . . . . . . . . . . . . . . 64Listening: A report about an artistic event . . . . . . . . . . . . . . 65Language Spot: Report what other people said . . . . . . . . . . . . . . . 67Oral Practice: Telling what other people said . . . . . . . . . . . . . . . 68Reading and writing: Ekphrastic poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Take Action!:A dialog about a free time activity . . . . . . . . . . . . 71YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 72UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

78 - 99

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . 80Lesson 1: Breaking frontiers . . . . . . . . . . . . . . . . 82Reading: Voluntary work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82Language Spot: Express obligation and necessity(must / have to / need to) . . . . . . . . . . . . . . . . . . . . 84Listening and Speaking: A dialog about a job . . . . . . . . . . . . . . . . . . . . . . . . . 86Writing:An application form . . . . . . . . . . . . . . . . . . . . . . . . . . 86Lesson 2: Making a difference . . . . . . . . . . . . . . 88Listening: A radio advertisement . . . . . . . . . . . . . . . . . . . . . . . 89Language Spot:Expressing possibilities (may / might) . . . . . . . . 90Oral Practice: Dialogs about possibilities . . . . . . . . . . . . . . . . . . . 91Reading and writing: Poems about volunteering . . . . . . . . . . . . . . . . . . . 92Take Action!: A job leaflet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 94UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

5

LANGUAGE REFERENCE ............ 105 VOCABULARY ................................ 108 BIBLIOGRAPHY.............................. 110

6UNIT

In this unit you will: read a piece of literature read an e-mail listen to a dialog about activities in the past

You will learn how to:Reading scan a text to validate predictions infer meaning of words from the context localize specific information

Listening identify general information discriminate between correct and

incorrect information identify specific informationLanguage use the structure used to / didnt use to, to

express past habits talk about things that were happening in

the past.

Speaking ask and answer questions about past habits talk about school life in the pastWriting complete a summary of a story. write an e-mail about student life

You will also: develop respect and admiration for older people show respect and acceptance of other

peoples opinions

STUDENT LIFE

GETTING READY

1 Look at the pictures on the next page and answer these questions.a. What can you see?b. What are the differences and similarities between the people and the places?

2 Share your observations in Exercise 1 with your classmates.

3 In pairs, write a list of words related to the name of the unit in your notebook. Then, talk with your partner about your favorite things about student life. Explain why you like them.

STUDENT LIFE

7

8 UNIT 1

BEFORE YOU START

1 Write the correct phrase under each picture (1 6).

English class Field trip Fifteen-minute recess

Lunch in the school cafeteria Physical education class Summer camp

1 2 3

4 5 6

2 Read these sentences (a d) and circle the correct answer.a. We have English classes on Mondays and Thursdays.b. I did maths in the after-school program.c. In summer, well be free for over ten weeks.d. My classmates and I are going on a field trip next week.

Which of these sentences refers toi. past events? a / b / c / dii. future events? a / b / c / diii. everyday events? a / b / c / div. fixed plans? a / b / c / d

OUR SCHOOLLESSON 1

9STUDENT LIFEBefore starting this unit, you need to know:

Talk about things in the present and in the past. Talk about free time and everyday activities.

1 Complete the dialogs with your own ideas and using the pictures as clues. Then, practice them with your partner.

WHO HAD MORE FUN?


LESSON 2

a. A: Grandma, do you like music? B: . A: And when you were a teenager,

? B: Well, .

c. A: Hey, ? B: When I was a child, .

A: ?B: Sure!

d. A: In your free time, ?B: .A: Really? ?B: When I .A: No way!

b. A: What ?B: I remember that, .

10 UNIT 1

BEFORE READING

1 Look at the pictures. Where are the children? How can you tell?

2 Answer these questions in pairs. Then, share your comments with your classmates.a. What do you think school life was like in the past?b. What subjects do you think they studied?c. What differences do you think there are between schools then

and now?

3 Have a look at the text you are going to read. Where do you think it was extracted from? Why do you think so?a. A novel. c. A report.b. A play. d. A short story.

4 What do you think the text will be about? Write two ideas in your notebook and compare them with your partners.

5 Read the words in the Key Word Spot and match them with these pictures. You can use a dictionary, if necessary.

mice red-poll ladder usher musket inkwell knapsack gig

READING

LESSON 1

OUR SCHOOL

Key Word Spot

1

5

2

6

3

7

4

8

Read the first sentence of the text on Page 11 and answer: in what way can a

school be particular? how do you imagine

the school?

Strategy Spot

11

STUDENT LIFE

The school that was our school before the railroad came and overthrew it was a particular sort of place. It was a school of some celebrity in its neighborhood , but nobody could say why.Our School was remarkable for white mice. We used to keep red-polls, linnets, and even canaries, in desks, drawers, hat-boxes, and other strange refuges for birds; but white mice were the favourite stock.The mice were the occasion of some most ingenious engineering, in the construction of their houses and instruments of performance.The boys used to train the mice much better than the masters trained the boys. I recall one white mouse, who used to live in the cover of a Latin dictionary, who ran up ladders, drew Roman chariots, shouldered muskets, turned wheels. He had the misfortune to mistake his way in a triumphal procession to the Capitol, when he fell into a deep inkwell, and was dyed black and drowned. The usher at our school, who we considered to know everything as opposed to the Chief, who we considered to know nothing, was a bony, gentle-faced, clerical-looking young man in rusty black. We all liked him, for he had a good knowledge of boys. He was a writing master, mathematical master, English master, mended the pens, and did all sorts of things. He always used to call at parents houses to inquire after sick boys, because he had gentlemanly manners. He was rather musical, and on some remote day he had bought an old trombone and made the most extraordinary sounds when he sometimes tried to play it of an evening. In the summer vacations he used to take pedestrian excursions with a knapsack; and at Christmas time, he used to go to see his father at Chipping Norton.There was a fat master who used to come in a gig, and taught the more advanced matters; and there was a little French master who used to come in the sunniest weather, with a handleless umbrella.There was, besides, a serving man whose name was Phil. He mended whatever we broke, and made whatever we wanted. He was general glazier, among other things, and mended all the broken windows. One time, when we had the scarlet fever in the school, Phil nursed all the sick boys of his own accord, and was like a mother to them.

Adapted from: Dickens, C. (n.d.). Our School. Retrieved 02/08, 2013, from http://www.readbookonline.net/readOnLine/2519/

10READING

Identify the authors purpose: what is the author

doing in this excerpt? what examples from

the text support your answer?

Strategy Spot

12 UNIT 1

6 Read the text and check your predictions in Exercises 3 and 4. What do you know about Charles Dickens? Do some research and share with your friends.

7 Copy these questions in your notebook. Read the text carefully again and answer them.a. What did students at this school use to keep?b. What happened to the most famous white mouse?c. Who did the students like most?d. What did the usher use to do on vacations?e. How did the French master use to get to school? f. Who was Phil?

8 Ask your partner to retell the story. Make notes and check if he has missed any points.

9 Read the text once more. Find the words in bold in the text in the text (a e) and match them with their meanings (i v).a. Our school was remarkable for white mice.b. I recall one white mouse, which used to live in the cover of a

Latin dictionary.c. He always used to call at parents houses to inquire after

sick boys.d. He used to take pedestrian excursions with a knapsack.e. He was general glazier, among other things, and mended the

broken windows.i. A person whose job is to fit glass into frames of windows ii. Ask about iii. Remember iv. Unusual v. Walking and not traveling in a vehicle

10 Copy this diagram in your notebook and complete it with information about the school described in the text and your own school.

Page 4Read the extract of a novel about a famous school boy and answer the questions.


Decide who was the most important character at the school in the story. Support your answer with evidence from the excerpt.

Strategy Spot

School in the text My school

13

STUDENT LIFE

LANGUAGE SPOT

1. Revise these sentences from the text.a. We used to keep red-polls, linnets, and even canaries.b. The boys used to train the mice.c. He fell into a deep inkwell.d. Phil nursed all the sick boys.

2. Which of the sentences refer toa. a particular situation in the past?b. a past habit or routine?

3. Complete this general rule in your notebook.When we want to talk about past habits, we use + the infinitive of verbs.

4. Go back to the text. Find and copy more examples of the structures you have just studied.

Used to

11 In your notebook, copy and complete these sentences about school life in the past. Use used to or didnt use to.a. In the 19th century, children from rich families

(not go) to school. b. They (have) private teachers at home. c. In the past, students /not have/computers/schoold. For math lessons, children /use/ frames / colored wooden beads,

much like an abacus.e. Children /study/ . f. Paper was expensive, so children /have/ notebooks. g. Students /write/ slates / slate pencils.

14 UNIT 1

LETS CHECK

12 In your notebook, copy and complete this paragraph with used to and didnt use to. (10 pts, 2.5 pts each)a. In the nineteenth century in Britain, families

b. At school, children

c. In the nineteenth century, girls

d. Nineteenth century students

0 - 4Keep trying!

5 - 6Good!

7 - 8Very good!

9 - 10Excellent!


13 11 Listen to a dialog between two students and match columns A and B. Then, act out the dialog using all the expressions in the box.

Aa. Do you think you have

changed since you became a teenager?

b. Do you still do the same kind of activities?

c. What about sports? Do you still play football?

d. When I was a child, I used to listen to Britney Spears

Bi. And now?ii. Not at all! I used to stay at

home on weekends, but now I prefer going out with my friends.

iii. No, I used to play football, but now I play basketball. How about you?

iv. Absolutely! I think Ive changed a lot. To begin with, I used to like cartoons, but I dont like them anymore.

I used to ..., but now... How about you? When I was a child, I

used to ... I think Ive changed

a lot.


15

STUDENT LIFE14 How have you and your partner changed since you became

teenagers?a. Copy this chart in your notebook and complete it with information

about you and your partner.

In the past Now

b. Use the information in the chart and the phrases given to write a paragraph in your notebook. When we were children, ...Nowadays, we ...

15 With your partner, rewrite the dialog in Exercise 13, but now using more information about yourself, such as preferences in clothes, books, etc.

16 Practice and role play the dialog in front of your classmates.

WRITING

17 12 Have a look at the text you are going to read and circle the best answers for these questions. Then, read the text and check your answers.a. What type of text is it? How can you tell? Explain.

i. A short story.ii. An advertisement.iii. An e-mail.

b. What is the text about? What makes you think that? Explain.i. Last vacation.ii. A sports competition.iii. School life.

attend field trip kid ordinary

Key Word Spot

Before you perform your dialog, practice saying your notes aloud. Ask your teacher to help you with pronunciation.

Strategy Spot

16 UNIT 1

Hi, Pamela!

Thanks for your e-mail. My school is totally ordinary and I dont think its very different from a Chilean school, so why do you want to know about it? Anyway, here it goes.

Im in 8th grade at Alice Deal Junior High, Washington D.C. In the USA, kids start first grade at age six and finish in twelfth grade. From seventh to ninth grade, you go to junior high school. We dont wear uniforms but there is a dress code. That means students shouldnt attend school in baggy, skateboarding pants, very short skirts, or clothes with holes in them, and we cant dye our hair crazy colors!

Last year, my math grades were really bad, so I did math in the after-school program. Now, my math is okay, but I still dont like it. My favorite subject is physical education. What is your favorite one?

We do the same subjects as you, but we do Spanish instead of English, of course! Thats because there are a lot of people in the U.S. who speak Spanish at home. Some schools in Washington D.C. are totally bilingual in Spanish and English because there are so many latino students. Their families are mainly from Central American countries, such as Mexico or El Salvador. There are also a lot of students from South American countries, such as Colombia, Venezuela and even Chile!

One of the best things at my school is the field trips. Last week, we went on a biology trip to Kenilworth Aquatic Gardens. Do you also do that?

Hope you like the photos. Write back soon!

Dan

Hi, Pamela!

[email protected]

18 Read the text again and find the answers to these questions.a. Where is Pamelas school? b. Where does Dan live? c. Does he wear a school uniform?

19 In your notebook, write two questions about the text.

Hi, Pamela!

Thanks for your e-mail. My school is totally ordinary and I dont think its very different from a Chilean school, so why do you want to know about it? Anyway, here it goes.

Im in 8th grade at Alice Deal Junior High, Washington D.C. In the USA, kids start first grade at age six and finish in twelfth grade. From seventh to ninth grade, you go to junior high school. We dont wear uniforms but there is a dress code. That means students shouldnt attend school in baggy, skateboarding pants, very short skirts, or clothes with holes in them, and we cant dye our hair crazy colors!

Last year, my math grades were really bad, so I did math in the after-school program. Now, my math is okay, but I still dont like it. My favorite subject is physical education. What is your favorite one?

We do the same subjects as you, but we do Spanish instead of English, We do the same subjects as you, but we do Spanish instead of English, of course! Thats because there are a lot of people in the U.S. who speak Spanish at home. Some schools in Washington D.C. are totally bilingual in Spanish and English because there are so many latino students. Their families are mainly from Central American countries, such as Mexico or El Salvador. There are also a lot of students from South American countries, such as Colombia, Venezuela and even Chile!

One of the best things at my school is the field trips. Last week, we went on a biology trip to Kenilworth Aquatic Gardens. Do you also do went on a biology trip to Kenilworth Aquatic Gardens. Do you also do that?

Hope you like the photos. Write back soon!

DanDan

Hi, Pamela!

[email protected]

18 Read the text again and find the answers to these questions. Read the text again and find the answers to these questions.

17

STUDENT LIFE

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, using your dictionary?

Are there any words you are not sure about?

Connectors

Have you used a variety of connectors in the text, such as and, or, or but?

Vocabulary

Use your dictionary to check that the words you have used are appropriatein context.

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

20 Organizing. You are going to write a short reply to Dans e-mail. Before writing, consider the points in the list. a. Characteristics of your schoolb. Your favorite subjectsc. Extra-curricular activities you like

21 Drafting. Write a draft of your e-mail in your notebook. Follow the model in Exercise 17 and make sure you use your notes in Exercise 20.

22 Editing. With your partner, exchange your drafts and check for mistakes using the Editing Checklist.

23 Writing. Write the final version of your e-mail on a sheet of paper. After writing, if possible, send the e-mail to a friend.

LEARNERSFAST

24 Look at the picture of a classroom 200 years ago and say whats wrong. In pairs, make an oral description using the expressions: They didnt use to... / They used to ...

18 UNIT 1

WHO HAD MORE FUN?LISTENING

LESSON 2

BEFORE LISTENING

1 Look at the pictures. What were these people doing when the pictures were taken? Write some questions about the pictures in your notebook, and then, ask them to your partner.

2 Share and compare your comments with your partner. 3 Do you know what your grandparents used to do when they were

teens? Look at the pictures again and choose the activities you think they used to do.Make notes of your ideas. You can ask your grandparents as homework, and check your answers.Example: I think my grandmother used to ride a bike. My grandparents didnt use to go to clubs.

4 Look up the words in the Key Word Spot in a dictionary.

1 2 3 4

5 67

attend dark dorm

Key Word Spot

You will listen to a conversation between a teenager and her grandmother. In your experience, what do grandparents like to talk about? In what way is this conversation similar or different to your experience?

Strategy Spot

19

STUDENT LIFE

LISTENING

5 13 Listen to the conversation between Laura and her grandmother. What are they talking about?a. Childrens pastimes in the past.b. Grannies old school.c. Lauras student life.d. Their family.

6 13 Listen to the recording again. Compare the information with your ideas in Exercise 3.

7 13 Copy this chart into your notebook. Listen to the recording again and check () or cross () each activity.

Activity /

Sleep at school

Play the piano

Watch TV

Listen to music

Read

Have a picnic

Ride bikes

Play cards

Go out alone

Have boyfriends

Return home late from parties

8 13 Listen again. Number these sentences in the order you hear them.a. Life was really different.b. We were singing in the music room.c. On weekends, I returned home.d. I was afraid of the dark.e. These are my classmates and me!f. You could go to the cinema.g. My parents were living out of the city.

Listen with a purpose:Examine each question in this section carefully. What do you have to listen for? Then, listen and find the information you need in each case.

Strategy Spot

20 UNIT 1

9 13 Listen again and identify who says these phrases, Laura or her grandmother.a. ...the piano behind us?

b. ...watch TV then?

c. A lot of things!

d. ...some old photos.

10 13 Listen and answer these questions. You can work with your partner.a. How many days a week did Grannie use to stay at school?b. Did Grannie attend a mixed school?c. Was Grannies school a beautiful place? Why?d. What did Grannie and her friends use to do at night?

11 Answer these questions in your group using the expressions in the box.a. How is it similar or different the way you and your grandparents

had fun? Explain.b. What activities from the past would you like to do with your

friends now? Why?

Page 3Read the poem written by a school girl and answer the questions.


Check how much you have understood the recording. Try reporting the conversation to your partner.

Strategy Spot

In those days, my grandparents ...

Nowadays, we ... The only bad thing

was ... Life was really different

then.


21

STUDENT LIFE

LANGUAGE SPOT

1. Read these sentences from the recording.a. What were you doing?b. In those days my parents were living out of the city.c. Our teacher took this photo while we were singing in the music

room.2. Choose an alternative.

a. The sentences refer to a specific event in the past.b. The sentences refer to a continued action in the past.

3. Copy and complete this general rule in your notebook.We use the Past Continuous tense to express a action that happened in the . We use the Simple Past tense to express a action that happened in the middle of the long action. We can join the two ideas with when or .

4. Think of this morning at home. Write a sentence indicating what someone was doing when you left.

The Past Continuous

12 Use the visual clues to complete these sentences with the Past Continuous form of the verbs in the boxes.

eat play study dance

a. Sally dinner last night when someone knocked on the door.

c. The children in the garden when their father arrived home.

b. Fred called me when I English.

d. My mother took this photo while we at my birthday party.

22 UNIT 1

LETS CHECK

13 In your notebook, copy and complete these sentences, identifying the one that happened first. (12 pts, 2 pts each)a. He was driving very fast when...b. He heard the good news while he...c. They were travelling to the airport when...d. She was relaxing in a yoga class when...e. While they were having lunch,...f. She injured her back while...

0 - 4Keep trying!

5 - 6Good!

7 - 8Very good!

9 - 12Excellent!

PRACTICEORAL

14 14 Look at the picture and listen to this dialog between Charlie and his father. Then, play again and practice the sentences, as you listen.

Charlie: Who are the people in this photo?Father: They are my friends and me when we were students. Charlie: What were you doing?Father: We were dancing. I think it was my best friends

birthday party.Charlie: Who was your best friend?Father: My best friend at school was called Sam. We used to do

our homework together.Charlie: Do you have any special memories of your school days?Father: I remember that we always studied in his room while we

were listening to music.

15 In pairs, practice the dialog in Exercise 14, taking turns to be Charlie and his father. Use the expressions in the box above to help you.

What were you doing? I think we were ... My best friend at school

was called... I remember that we

always...


23

STUDENT LIFE

READING WRITINGAND

16 Have a look at the picture that illustrates the story and answer the questions below. Then, discuss your answers with your partner.a. Have you read any other stories by this author? Look up his

most famous work on the Internet and share the information with your classmates.

b. When do you think it happened?c. Who is the narrator of the story?d. Look up the words in the Key Word Spot.

17 Read the story. Check, complete, and correct your notes.

Enlightened Clutch Lean (v.) Brake Steering-wheel Slam (v.) Hedge

Key Word Spot

A drive in the motor car (Extract)By Roald Dahl

One amazing morning, our whole family got ready to go for our first drive in the first motor-car we had ever owned. The driver was my 21-year-old sister.She had received two full half-hour lessons in driving, and in that enlightened year of 1925, this was considered sufficient. Nobody had to take a driving-test. As we all climbed into the car, our excitement was so intense we could hardly bear it.Up front, there were three bodies in all: the driver behind the wheel, my brother (aged eighteen) and one of my sisters (aged twelve). In the back seat, there were four more of us: my mother (aged forty), two small sisters (aged eight and five), and myself (aged nine). We were all trembling with fear and joy as the driver let out the clutch and the great long black automobile leaned forward and moved.Are you sure you know how to do it? we shouted.Do you know where the brakes are?Be quiet! snapped the ancient sister. Ive got to concentrate!Fortunately, there were very few vehicles on the roads in those days. Occasionally, you met a small truck or a delivery-van and now and again a private car, but the danger of colliding with anything else was fairly remote.Soon we were entering a countryside of green fields with not a soul in sight. The driver was clutching the steering-wheel and we all watched the speedometer needle moving up to twenty, then twenty-five, then thirty. We were probably doing about thirty-five miles an hour when we came suddenly to a sharp bend in the road. My sister shouted Help! and slammed on the brakes and swung the wheel wildly round. The wheels locked and we went crashing into the hedge.

Adapted from: Dahl, R. (1984). Boy Tales of Childhood. New York: Penguin Young Readers (p. 99).

15

24 UNIT 1

18 In your notebook, write three questions about the text.

19 What do you think happened next? Discuss your ideas with your partner and write three or four sentences in your notebook.

20 Answer these questions.a. What do you think happened after the crash?b. What would happen in a similar accident these times? c. What kind of distractions can you encounter when driving?

21 16 Read what really happened and check. How is the end of the story similar or different to your version?

Nobody was hurt very much except me. Flying glass cut my nose, now it was hanging on only by a small thread of skin. My mother took a handkerchief from her purse. She put the nose back into place and held it here.My sister managed to straighten the vehicle and get it pointed in the right direction. Proceeding at no more than four miles an hour all the way, we finally made it to Dr. Dunbars house.He cant go round without a nose for the rest of his life! the doctor said, I shall sew it on again.

25

STUDENT LIFE

TAKE ACTION!Do you remember?a. Have a look at the pictures (1 4) and answer the questions.

1. Where were you on New Years Eve 2012? What were you doing when the clock struck 12?

3. What were you doing last night when it was time for dinner?

2. What were you doing at the beginning of this lesson, when the teacher walked in?

4. What were you doing ?

Your photo

b. Ask your partner the same questions and take notes. Ask each other extra questions if you find out more. Then, complete these sentences with the information you collected.i. When the clock struck 12:00 on New Years Eve 2012, I and he /

she .ii. Last night, when , he / she and I .iii. At , when the teacher , my partner

and I .iv. When picture 4 was taken, my partner .

c. Use the paragraph as help to report your findings to your classmates. Check with your teacher.

2-9 For extra practice of Unit 1, complete the activities in the Workbook.

26 UNIT 1

1 Collect two old pictures from your family, stick them on your notebook and answer the questions below. Then, complete the dialog with your own ideas and practice it with a partner. Take turns. a. When were the pictures taken?b. What were the people doing?

A: Look, I found some old photos.B: Let me see! ?A: They .B: Why ?A: Because .B: Life was different then!A: Absolutely!

2 Whats wrong with this classroom? Identify all the elements that dont belong to our time. Then, write the corresponding sentences in your notebook.Example: Nowadays, we dont use . We use .


27

STUDENT LIFE

3 Solve this puzzle about present and past pastimes and activities. Use your dictionary if necessary. Then, choose your favorite activity from the puzzle and write a short paragraph explaining why you like it.

2

3 4

5

6

7

8

9

1

4 With your partner, use the vocabulary and language of this unit to create a dialog (about 8 entries). Talk about your habits in the past and at present. Then, practice the dialog and role-play it in front of the class.

28 UNIT 1

READING: COMPARING SCHOOLS

UNIT CHECKREADING: COMPARING SCHOOLSREADING: COMPARING SCHOOLS

Hi, Mark!

Thanks for your e-mail about your school life. My school is totally different from yours, so Im going to tell you about it.

I go to a High School very near my house, so I usually walk. The school is over 200 years old and, in the past, it used to be a school only for boys and very strict. Now there are a lot of girls and we get along very well with them, but its still strict.

There are only twenty students in each class, so our teachers know us very well. We work very hard and the school day is long. It starts at 8:30 and ends at 3:30. We usually have a lot of homework, but we all help each other and were good friends.

We wear a uniform, and I think it is a good idea because you dont have to waste time thinking about clothes every day.

We do the same subjects as you; biology is my favorite; I love going to the lab and doing experiments! Perhaps Ill become a biologist in the future. Im afraid Im not good at mathematics. Last year, I had to do the after-school remedial program. Fortunately, my grades are better now, but I still dont like it.

We have lunch at school and we also have two fifteen-minute recesses in the morning.

After lunch, we usually do extracurricular activities; I like these better than the rest of the classes. Last semester, we prepared a play and I acted as a film producer. It was great and I really enjoyed it. I hope youll like the photos of the presentation. Im sending them as soon as I can.

Write back soon!

Alan

Hi, Mark!

[email protected]

17

29

STUDENT LIFE

1 Read the text and answer these questions. Then, invent two more of your own.a. What kind of school does Alan attend?b. How many students are there in each class?c. At what time does Alan finish school?

2 Read the text again. Identify the incorrect bit of information in each sentence and circle it with a color pencil.a. Alan and Marks schools are very similar.b. He usually goes to school by bus.c. After school, Alan and his friends always go swimming.d. Alan likes maths a lot.e. Last semester, Alan took part in a video project.

3 Write a short summary of the text, extracting the most relevant information.

LISTENING: GRANDPAS SCHOOL DAYS

4 18 Listen to the conversation between David and his grandfather and choose the correct alternative.a. We bought / wore bright blue and yellow uniforms.b. Saturday / Sunday morning classes were compulsory.c. I learned to love music / physics and literature.d. They hit us on the back of our hands with a rubber / ruler.e. There were more than 14 / 40 children in my class.

5 18 Listen again. Which of these activities are mentioned in the conversation? Check ().a. Going to school on Saturdays.b. Playing football at school.c. Learning about music.d. Doing experiments in the lab.e. Going to school for the first time.

5 pts.

5 pts.

5 pts.

5 pts.

5 pts.


30 UNIT 1

WRITING

10 Take a look at Exercise 9, and write a short paragraph explaining how life and teens habits have changed. Use the phrases given and your own ideas to write the paragraph in your notebook.A hundred years ago, teens used to ...Nowadays, ...

6 18 Listen to the recording once more and identify who said these phrases, Grandpa (G) or Danny (D).a. ...bright blue and yellow.b. ...love music and literature.c. ...about the lessons.d. ...sent to the Principals office.e. ...are certainly very different now.

LANGUAGE

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

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

SPEAKING

9 Use the prompts in the boxes to talk with your partner about life 100 years ago. Add your own ideas to the conversation.

attend mixed schools listen to musicchat with friends

use calculators watch TVuse notebooks

play outside with friends

50TOTAL

0 - 12Keep trying!

13 - 25Good!

26 - 38Very good!

39 - 50Excellent!

5 pts.

5 pts.

5 pts.

5 pts.

5 pts.

31

STUDENT LIFE

1 Form groups of four to do this project.

2 Choose one place along the country and search for information about school life in the past and at present. Use the Internet, encyclopedias and what you have learned in the History class.

3 Include information about: the school system (past and present), compulsory and elective subjects (past and present), school resources (past and present) and student life (past and present).

4 Use your findings and the contents of this unit to make a comparative chart between school life in the past and at present. Draw the chart on a poster.

5 Also, make a small scale diorama (a scene that captures a moment in time) to illustrate your written work.

6 Present your project to the rest of the class.


PROJECT

Old school, modern schoolHistory and Art








32

UNIT

In this unit you will: read a piece of news read some sports advertisements listen to a radio program listen to personal reports

You will learn how to:Reading scan a text to validate predictions distinguish general information locate specific information

Listening identify purpose of a text identify speakers relate speakers and speechLanguage Talk about actions completed in the present. use wish to express desires and hopesSpeaking ask and answer questions about experiences

and challenges

Writing write a short personal report write a paragraph about wishes and hopes for

the future

You will also: develop respect and acceptance for disabled

people develop respect and acceptance of other

peoples opinions

CHALLENGES

GETTING READY

1 Read the list and check () the things you have already done.

Travel &by &plane &fly &a &kite &go &camping with &friends &go &to &a &concert &learn English

&organize &a &surprise &party &perform &in &a &play &ride &a &horse visit &an &exotic &place write &a &poem

10 Things &to &do &before you &are 20

2 In pairs, make a list of future personal challenges. Then, classify them in order of importance and present it in front of the class. Use the example given to express your wishes.Example: Before Im 20, I wish ...

3 Look at the pictures on the next page. Do you think these people have met their personal challenges? Explain why.

34 UNIT 2

BEFORE YOU START

1 Fill in the blanks of the dialog with the correct form of the verbs between parentheses. Use present and past tenses.Kathy: What (you / do) on the weekend, Mark?Mark: I usually (go) to the park with my best friend. He (ride)

his bike and I (ride) my skateboard.Kathy: Cool! And what about last weekend? (you / go) to the park?Mark: Yes, we (go) with some school friends, too. What about you, Kathy?

What (you / do)?Kathy: Last weekend, I (not / go) out because I (study) for

the History test on Monday. Mark: Oh! You (miss) an amazing bright weekend!

2 Choose from the adjectives in the boxes to define the experiences in the pictures. Then, organize them in your notebook from weakest to strongest, and classify them in positive and negative. Use dictionary if necessary.

amazing

interesting terrifyingscary

boring

dangerous

amusing exciting

fantastic

exhausting

funny

complicated

EXTREME CHALLENGESLESSON 1

35

CHALLENGESCHALLENGESCHALLENGESCHALLENGESBefore starting this unit, you need to know:

Use vocabulary related to sports. Talk about events in the past. Talk about future events.

will call

will change

will clean

will file

will I do

will keep up

will learn

will pay

will pull up

will read

will say (x2)

will spend

will tell

2 In your notebook, write a list of things you want to do in the future. Then, share it with your partner. Are your ideas similar?

1 Fill in the blanks with the missing bits of this song. Use the phrases in the box.

Next Year BabyNext Year, Things ,And start all over againI my socksI my showerI more booksI with the newsI how to cookAnd less money on shoesI my bills on timeI my mail away, every dayAnd my Gran every Sunday

ResolutionsWell Baby, will I do any of these things?The answers probably noBut if theres one thing, I must do,Despite my greatest fears

I to youHow Ive felt all of these yearsNext Year, Next Year, Next YearI you, how I feelWell, resolutionsBaby they come and go

any of these things?The answers probably noBut if theres one thing, I must do,Despite my greatest fearsI to youHow Ive felt all of these yearsNext Year, Next Year, Next Year

Adapted from: Next year, by Jamie Cullum

SWIM YOUR OWN RACELESSON 2

a. b. c.

36 UNIT 2

READING

LESSON 1

EXTREME CHALLENGES

BEFORE READING

1 Match the words in column A with the ones in column B, to form the names of the sports. Then, match them with the pictures.

A Bungee Ice Wake Hang Mountain Wingsuit

B boarding biking flying climbing gliding jumping

2 In pairs, describe the images to the rest of the class. What do these sports have in common? Explain.

1 2 3

4 5 6

37

CHALLENGES3 What do you know / think about zorbing, free running, kite surfing,

wingsuit flying and paraskiing? Check () the sentences you think are true.a. Free running is about running in the country.b. Kite surfing is about flying kites on water.c. Paraskiing combines two sports.d. Zorbing is a totally different experience.e. Wingsuit flying is the art of flying through the air.

4 Look at the photos next to the text on Page 38 and answer these questions with your partner.a. Which of these experiences would you like to try? Why?b. What emotions do you think they can make you feel? Can you

explain why?

5 Have a quick look at the text and identify all the cognates. Look them up in a dictionary, and confirm they mean the same in Spanish.

6 What does the title of the text mean? Use the dictionary to find the meaning of the words.

21READING

7 Read the text on Page 38 and check your predictions in Exercises 3 and 4.

8 Read the text again and match the photos (1 - 5) and the descriptions (I - V).

9 Read the text again and write the name of the sport (a - e) corresponding to each description (I - V).a. Zorbing c. Paraskiing e. Free runningb. Wingsuit flying d. Kite surfing

10 Read the dialog and practice it with your partner. Then, replace the underlined words with your own ideas. Alan: Ben, come and watch this!Ben: What is that? A gigantic ball?Alan: Its a new extreme sport. I think its called zorbing.Ben: What is it about?Alan: A person goes down a hill inside an enormous ball with water.Ben: Cool! It must be so much fun!

bouncy glide roller coaster steep steer strap toggle

Key Word Spot

Read the title of the text again. what type of

challenges do you think the text will talk about?

in what way can these challenges be extreme?

Strategy Spot

38 UNIT 2

EXTREME CHALLENGESI. Try the experience of running through the city,

climbing walls, crossing roofs, and jumping from building to building!This new sport has become well known through videos on the Internet since it started in Paris. People say they have never tried anything like it before.This is not about exercise; its about finding a new approach to things and a different way of looking at life!

III. Have you ever wanted to ski off a mountain and fly? If you like skiing and paragliding, then this is the sport for you!You ski straight down a hill with the parachute wing behind you, then you let the parachute come up in the air behind you and whoosh! Youre flying!

V. Imagine being inside a giant bouncy beach ball rolling down a steep hill at 50 km an hour! This sport, also called sphereing, started in New Zealand in the mid 1990s. Whats it like? Its like bungee jumping, its like floating, its like going on a roller coaster, and its unlike anything youve ever done before! Two people are strapped into the two-meter sphere and pushed over the top of a hill.I didnt have a clue what was going on, says someone who has just tried it. I saw colors passing by - blue sky, green grass, blue sky, green grass- and I could hear myself laughing uncontrollably.Have you ever wondered whats it like inside a washing machine? Well, then try hydro-sphereing, where one person rolls down the hill in a sphere containing 30 liters of water!

II. Do you like flying kites? Do you like surfing? Then, try this new sport that started in France in the 1980s and has recently become very popular worldwide!You use a small surfboard and a large kite on 30-meter lines. The kite pulls you through the water and you can steer with the lines. You can just speed through the water or you can do jumps as high as a house. Kirsty Jones, Womens U.K. Kite Surfing Champion, has been into it for more than ten years. Ive never enjoyed myself so much, says Kirsty.Try it! Its more fun than water-skiing behind a boat!

IV. You think flying is impossible? Try to fly through the air using a special jumpsuit called wingsuit! Also called birdman suit or squirrel suit, you can use it from any point with altitude enough to glide through the air, such as skydiving aircrafts or base jumping points.The flier opens the parachute at a planned altitude and unzips the arm wings, if necessary, so they can reach up to the control toggles and fly to a normal parachute landing.

1

2

3

4

5

Created by: Publishing team.

39

CHALLENGES

11 Answer these questions in your group. Take notes and share your ideas with the rest of the class.a. Which of the sports in this lesson could be popular in Chile? Why?b. What are the best places in Chile to practice each of them? Give

reasons / examples.

LANGUAGE SPOT

1. Revise these sentences from the text, paying special attention to the parts in bold.a. Its unlike anything youve ever done before!b. This new sport has become well known through videos on the

Internet since it started in Paris.c. Have you ever wondered what its like inside a washing machine?d. Try this new sport that has recently become very popular

worldwide!e. Kirsty Jones has been into it for more than ten years.

2. Answer these questions.a. What do these sentences refer to?

i. A specific time in the past. ii. An indefinite time in the past.

b. What does the word since relate to?i. A point in time in the past. ii. A period in time in the past.

c. What does the word for relate to?i. A point in time in the past. ii. A period in time in the past.

3. Note the form of this tense.I have done that before.Tania has visited them several timesSubject + have / has + participleHave you noticed the new rules?Has Ben driven up the mountain?Have / has + subject + participle

4. Complete this general rule.We use the Present Perfect to refer to .We use to express for how long something has lasted (a period of time).We use to indicate when something started (a point in time).

5. Read the texts again and find three more examples of the Present Perfect. Underline the special words used to refer to time.

The Present Perfect

Page 6Read the biography of Richard E. Byrd, an adventurer, and answer the questions.


In your group, vote for the most extreme sport. Support your choice using information from the text.

Strategy Spot

40 UNIT 2

12 Put the verbs in brackets in the Present Perfect Tense and complete the sentences with for or since. Write them in your notebook.a. I (practice) snowboarding I was a little child. b. My sister (be) into parachuting more than

five years. c. My friends and I (play) in the football school team

we started school. d. your best friend (study) English ________

six months?


13 In pairs, complete these personal reports with words and phrases from the boxes.

14 22 Listen to these people talking about their experiences and check. Then listen again, repeat after each phrase, and try to imitate the pronunciation. Then, read the reports aloud, with your partner.

I.Id always it and now Ive been into it . After I started, I began and I decided to try the really big waves. Of course they can be and you have to concentrate one hundred percent, but its worth it for the thrill you get . Its

, like , and for those few seconds you totally forget everything else in your life.

II.I became hooked on this the

I tried it. I soon

realized I had . Since

I began, Ive

and got a bit of prize money. Id

to anyone. Going

- plus the beauty of the

scenery - is just .

a natural talent

down the mountain

fantastic

recommend it

very first time

won competitions

a magical feelingdangerous

flying above the oceanfor more than five years

to look for bigger challengeswanted to try

when youre riding them

Follow the model in the dialog on Page 37to talk about a sport you like with your partner. In your notebook, take some notes of your ideas before you speak.

Strategy Spot

41

CHALLENGES

LETS CHECK

15 Use the prompts to write sentences. Use the Present Perfect Tense and since or for. (12 pts, 2 pts each)a. Mary Jo / know / Philip / seven years.b. Susan and Carl / be / in this school / last year.c. Nick / play / in his band / 2012.d. I / have / my cell phone / ten days.e. She / live / in this town / she was 12. f. He / want to / be a doctor / he was a child.

0 - 4Keep trying!

5 - 6Good!

7 - 9Very good!

10 - 12Excellent!

WRITING

16 Organizing. You are going to write a short paragraph about an exciting/ extreme activity you have done recently. To plan your writing, think about that experience and write some ideas in your notebook.

17 Drafting. Write a draft of your paragraph in your notebook. Follow the models in Exercise 12 and make sure you use the ideas in the diagram.

18 Editing. Use the Editing Checklist to check your composition. Identify your weaknesses and write a list of frequent mistakes in your notebook.

19 Writing. In your notebook, write the final version of the paragraph about your exciting experience.

LEARNERSFAST

20 Read your paragraph to a classmate, but do not mention the name of the activity. Could he / she guess it?

42 UNIT 2

BEFORE LISTENING

SWIM YOUR OWN RACELISTENING

LESSON 2

1 Have you ever wondered what it is like to compete at the Olympic Games? What do you understand by Olympic spirit?

2 Class competition! With your partner, make a list of people that competed at the London Olympic Games. Complete the chart and compare results with your classmates. Go to www.olympic.org to get some useful information.

Name Sport Country Medal

3 Find the synonym of the words in the Key Word Spot in the boxes below.

illness soulincapacity

4 Look at the photos of Natalie du Toit and answer these questions.a. How is she feeling?b. What has she done?c. Make two questions about the pictures. Ask them to

your partner.

disability disease spirit

Key Word Spot

You are going to listen to an interview with the athlete in the pictures. Before you listen, write a list of questions that you would like to ask her.

Strategy Spot

43

CHALLENGES

LISTENING

5 23 Listen to the recording and check your ideas in Exercise 4.

6 23 Listen again and choose the best answer for the question. What is Natalie doing in this interview?a. She is asking for advice.b. She is complaining about something.c. She is offering advice.d. She is talking about dreams and personal challenges.

7 23 Listen to the recording again. Match the two halves of each sentence.a. She lost her legb. She became the first athletec. I am a studentd. My messagee. My real lovef. You have to work

i. on what you believe in.ii. and I do motivational speaking.iii. is about having dreams.iv. lies with genetics.v. to qualify for both the Olympics and the Paralympics.vi. in a motorcycle accident.

8 23 Listen to the recording again. Choose the correct alternative to complete the sentences.a. She lost her leg when she was seventeen / sixteen.b. Do you fill / feel at a disadvantage?c. I am also a student at UCT / UTC.d. One day your swimming will be ours / over.e. You have to walk / work on what you believe.

9 23 Listen once more and number these sentences in the order you hear them.a. Do you have further aspirations?b. Do you have time for anything else?c. I have a dog at home.d. Its important to swim your own race.e. Where do you go from here? f. You have to believe in yourself.

Listen to the recording and check if any of your questions were asked in the interview. Then, listen again and take notes of the interview questions.

Strategy Spot

44 UNIT 2

10 Talk to your partner about the interview. Why do you think Natalie represents the Olympic spirit?

11 Use the ideas you discussed in Exercise 10 to create a short dialog with your partner. Use the example as a model.Example: A: Have you ever ?B: Yes,... I think .A: Absolutely! We should

LANGUAGE SPOT

Expressing desires

1. Read these sentences from the recording.a. I wish to find cures to diseases.b. The message I wish to bring across is: you have to have goals,

you have to have dreams.2. What do these sentences express? Choose the correct alternative.

a. definite plans or intentions for the future.b. hopes and desires for the future.

3. Copy and complete this general rule in your notebook.We use + verb to express for the future.

4. Revise the exercises you have done in this lesson and use the information you have collected to complete these sentences in your notebook.a. Natalie wishes .b. Natalie hopes .

Note: To express a desire from deep in our hearts we use the verb hope.

12 In your notebook, copy and complete these sentences using wish.a. I the next competition. (win)b. She a cure to diseases. (find)c. Natalie a normal life. (have)d. I the President one day. (meet)e. Natalie people with her message. (help)

45

CHALLENGES

PRACTICEORAL

13 24 Listen and repeat the conversation. Clare: What will you do when you finish school?Brandon: I am going to study at the university, and continue

playing with my band.Clare: Do you have further aspirations?Brandon: Definitely! I hope to finish my studies, and maybe

become a famous musician. I wish to play in a great concert.

Clare: Whats your message?Brandon: The message I wish to transmit is to work hard and to

believe in yourself.

14 Write a dialog similar to the one in Exercise 13, but add more personal information about your plans and aspirations. Then, practice and role play it with a partner in front of the class. Use the expressions in the box above.

LETS CHECK

15 Talk about wishes. Complete the sentences with the correct form of wish, and your own ideas. (10 pts, 2 pts each)a. I .b. My mother .c. I .d. Doctors .e. My brother .

0 - 4Keep trying!

5 - 6Good!

7 - 8Very good!

9 - 10Excellent!

Page 7Read the biography of Andres Godoy, a one-armed guitarist and answer the questions.


I am going to ... I hope to ... I wish to ... The message I wish to

transmit is ...


46 UNIT 2

READING WRITINGAND

16 Have a look at the text and answer these questions.a. Where does Cristian Valenzuela come from?

i. Argentina. iii. Peru. ii. Chile. iv. Uruguay.

b. What do Nathalie du Toit and Cristian Valenzuela have in common.

17 Find these sections in the text. Circle them following the color code. a. Find these sections in the text. Circle them following the color code.

i. Headline ii. Reporter iii. Visuals iv. Quotationsb. Take a quick look at the text. What type of text do you think it is?

Why?i. A piece of news. iii. An encyclopedia article.ii. A web page. iv. A short story.

Written by Daniel Boyle on September 7, 2012.

LONDON, ENGLAND Chilean runner Cristin Valenzuela, together with his guide Cristopher Guajardo, made history at the Paralympic Games, winning Chiles first ever medal. With a time of 15:26.26, the Chilean crossed the line first in the 5,000 meter race in the T-11 category.The Chilean runner lost his vision at the age of twelve and found hope through running.After finishing the race, Valenzuela said, Im

totally moved. This is something I have wanted to do ever since I started running. Valenzuela was World Champion in 2011. Apart from the glory of being Chiles first Paralympic medal winner, Cristian Valenzuela won the prize given by the government to Olympic and Paralympic athletes upon receiving a medal. The athlete will receive monthly support from the IND until the 2016 Games in Rio de Janeiro.It hasnt been easy, but I never stopped dreaming, says the Chilean competitor. I wish to continue at the

top of the ranking and to win more medals for my country in the future.Unfortunately the Paralympic Games have not been displayed on the Chilean television networks, and most people were unable to see history taking place.

Cristin Valenzuela Wins Gold for Chile

Adapted from: Boyle, D. (2012, September 7) Cristian Valenzuela Wins Gold for Chile. Retrieved February 18, 2013, from http://www.ilovechile.cl/2012/09/07/cristian-valenzuela-wins-gold-for-chile/66926

25

47

CHALLENGES

18 Organizing. You are going to write a short piece of news about a remarkable situation that has happened recently. To plan your writing, find information about any records set or remarkable situations that have happened recently, related to sports. Surf the web or look up information in newspapers or magazines and answer these questions in your notebook:a. Who did it?b. What has he / she achieved?c. What details can you add?

19 Drafting. In your notebook, write a draft of your piece of news. Follow the example on Page 46 and make sure you use your notes in Exercise 18. Remember:a. Who did it?b. What has he / she achieved?c. What details can you add?

20 Editing. Exchange your composition with your partner. Check for mistakes using the Editing Checklist.

21 Writing. Write the final version of your piece of news in a sheet of paper. Ask your teacher to collect all the compositions and organize as a class to put them together and make a class newspaper.

TAKE ACTION!- In your group, find information about a different or non-conventional free time activity and write an advertisement following the model in Lesson 1.

- Include pictures and information about the kind of activity, the place and the equipment needed. Use a dictionary to look for suitable vocabulary, and make a checklist with useful information, so as to keep your work well-organized.

- Include quotations, date, names, and visual elements.- Be creative and encouraging!- Display your work in the classroom. If its possible, record the ad and play it in the class.

10-17 For extra practice of Unit 2, complete the activities in the Workbook.

Editing checklistUse this checklist to help you think about your work.

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

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, quotation marks, etc.?

Sentences

Do all your sentences make sense?

Can you add any words to make them more interesting?

Spelling

Have you checked your work for spelling mistakes, using your dictionary?

Vocabulary

Use your dictionary to check that the words you have used are appropriate in context.

48 UNIT 2


1 Answer a. and b.a. This is a magazine article about the history of Snowboarding. What elements can you find in

an article? Circle them. b. Put the paragraphs in order, and then check with the recording.

By Keith Kingston

I. Snowboarding has increased in popularity in the last decades. In the year 1994, snowboarding was finally declared an Olympic event, much to the delight of fans.

II. To say who actually invented the sport of snowboarding would be impossible because people have always loved to slide down a snow-covered hill.

III. There have been many attempts at developing a modern snowboard. In 1965, the Snurfer (a word play on snow and surfer) was developed as a childs toy.

IV. From the first snowboards to the advanced and specialized models available today, snowboarders have carried a bad boy image.

V. Since its early beginnings, snowboarding has evolved into a fully recognized sport, and large numbers of people have turned to snowboarding for adventure, fun, and professional recognition.

VI. Soaring through the snow on some kind of seat or board is nothing new. The ways to enjoy the snow are numerous, and people have developed ways to turn garbage can lids and cardboard into snow boards to enjoy an afternoon outdoors.

VII. The Flying Yellow Banana was developed in 1977. The first national snowboard race was held in the area outside Woodstock and was known as The Suicide Six. The race consisted of a steep downhill run called The Face, in which the main goal was mere survival.

VIII. The various ways to glide through snow have became more sophisticated using polished boards or skis.

IX. Olympic and world wide snowboarding events are today among the most popular of winter sports.

THE INTRIGUING HISTORY OF SNOWBOARDING

Adapted from: Kingston, K. (2004, October 28). A Look at the Intriguing History of Snowboarding. Retrieved February 19, 2013, from http://ezinearticles.com/?A-Look-at-the-Intriguing-History-of-

Snowboarding&id=4928

26

49

CHALLENGESCHALLENGESCHALLENGESCHALLENGES

2 In pairs, think about a person you admire and you would like to interview. In your notebook, write questions you want to ask him / her and find the information to answer them. Then, role play the interview in front of your classmates. You can ask questions starting with who, what, where, when, how, etc.

3 Write sentences to describe each picture. Look at the example in picture a. Make sure you use connectors such as and, or, but, and since/for.

a. Barbara Riveros has competed at the Olympic Games and has also won lots of medals.

b.

c. d.

e. f.

50 UNIT 2

UNIT CHECKREADING

Max Pippa pulled a 12,000-pound truck during the Lift for Hope Strongest Man competition at the Kansas Expocenter in Topeka.

Pippa, who was a 17-year-old competitor in the Lift for Hope event, concentrated as he had one thing on his mind: setting a new North American Strongman Inc. record in the teenage heavyweight division. Pippa put on a weight belt and got down to business. Before each heavy lift, he recited the Lords Prayer.

On his first attempt, Pippa lifted 550 pounds. On his second lift, Pippa lifted 600 and on his last attempt, he lifted 630 pounds.

He has played baseball and football in the past and has lifted weights and competed for two years.

I guess I found a sport Im good at, Pippa said during a telephone interview, I like weight lifting because its an oddball sport. Im not a normal teenager. I would rather train by picking up stones and tires than go drinking with my friends.

Pippa trains three to four days in the gym, watches what he eats and stays away from steroids.

Im planning on doing this for the rest of my life, he said. I believe Ive received a gift, and if I dont develop it, it will go away.

The Topekas Strongest Man competition raised $2,161 for the American Cancer Societys Camp Hope, a camp for children who are recovering from or are battling cancer.

Powerful teen breaks strongman records

Adapted from: Associated Press. (2008, February 17) Powerful teens break Strongman records. Retrieved February 15, 2013, from http://www2.ljworld.com/news/2008/feb/17/powerful_teens_break_

strongman_records/

27

51

CHALLENGES

1 Have a look at the text and identify the type of text. Choose the best alternative. Give reasons for your choice.a. A piece of news.b. A short story.c. An advertisement.

2 Copy the chart in your notebook and complete it with information from the text.Sports Max has

practiced Maxs training details Maxs lifting recordMaxs plans for

the future

3 Read the text again. Identify the incorrect information in each sentence.a. Max Pippa set his record at an Olympic competition.b. He has competed since he was a child.c. He enjoys going out and drinking with his friends.d. The competition collected money for children with hepatitis.

LISTENING: HAVE YOU EVER SWUM WITH A REPTILE?

4 24 Listen to the recording and choose the correct answer for each question.a. Whats the coachs name?

i. Harold Daviesii. Harold Danielsiii. Harold Davidson

b. What does he teach?i. Divingii. Surfing iii. Swimming

c. What kind of animal does he use?i. An alligatorii. A serpentiii. A crocodile

CHALLENGESCHALLENGESCHALLENGES

1 pt.

5 pts.

5 pts.

3 pts.

52 UNIT 2

5 28 Number the sentences in the order you hear them.a. How long is the crocodile, and how old are your pupils? b. Today, were talking to Mr Harold Davies. c. Its a baby crocodile. d. And what do parents say? e. I just put a crocodile in the pool with my pupils.

LANGUAGE

6 Complete these sentences with what these people have done, and use for or since. a. My father (work) in that company 2005. b. We (live) in this city ten years. c. My sister (be) in the pool more than an hour.d. Natalie du Toit (compete) in the Olympic Games she was 16.e. Mark Pippa (lift) weights he was a small boy.

VOCABULARY

7 Match the words in column A with the definitions in column B.

Aa. Give upb. Pass c. Hang glidingd. Race

Bi. To gain a required or adequate mark.ii. An extreme sport.iii. To abandon or renounce to somethingiv. A contest.

SPEAKING

8 In pairs, ask and answer questions a - c Ask two extra questions to find out about your partners achievements and experiences.

a. Have you ever passed a test you didnt expect to?b. Have you ever talked to a foreigner?c. Have you ever experienced fear? d. Have you ever ?e. Have you ever ?

WRITING

9 Write five sentences about your partners achievements and experiences.

38TOTAL

0 - 12Keep trying!

13 - 21Good!

22 - 31Very good!

32 - 38Excellent!

5 pts.

5 pts.

5 pts.

4 pts.

5 pts.

53

CHALLENGES

PROJECTCHALLENGESCHALLENGESCHALLENGES

1 Form pairs to do this project.

2 Choose a famous sportsperson you like a lot and search for information about him/her. Use the Internet, encyclopedias and what you have learned in Physical Education.

3 Include information about: his/her nationality, the sport he/she practices, interesting facts about his/her personal life, his/her beginnings in sports, and some accomplishments.

4 Think of ten questions and use all the information you gathered to create an interview for a radio program (about 20 entries). Also, use the vocabulary and language of this unit to enhance your work.

5 With your partner, decide who will play each role: the interviewer and the famous sportsperson. Then, role-play the interview and rehearse it several times.

6 Perform it in front of the class.

Interview with a sportspersonPhysical Education and Drama








54

In this unit you will: read some art reviews read a TV guide listen to a contest program listen to personal opinions

You will learn how to: Reading recognize the general content of a text relate text with visuals discriminate between facts and inferences

Listening relate speakers with speeches discriminate sounds infer information from pattern of voiceLanguage report other people's messages connect ideas in a text.Speaking talk about entertainment report what someone says

Writing write a poem inspired by a work of art.

You will also: reflect on the importance of art and

entertainment in our life develop acceptance and respect for everyones

tastes and opinions

UNIT

GETTING READY

1 Identify these art forms in the pictures on Page 55. a. literature b. drama c. sculpture d. painting

2 Write the name of a famous person related to each area in Exercise 1. Compare in your group.

3 In your notebook, complete this Word Map.

ARTS

Area Area Area

People People People

Works Works Works

People People People

Works Works Works

ARTS AND ENTERTAINMENT

56 UNIT 3

BEFORE YOU START

1 Read what these people say. What type of TV programs from the boxes would you recommend to each of them?

2 Put sentences in boxes A and C together to form full sentences. Use the connectors in box B.

A B C

a. I like watching the newsb. My favorite program is on nowc. Brian doesn't like basketballd. Mom doesn't feel welle. Comediesf. Brenda loves documentaries

and

because

but

so

i. I have to do my homework. ii. animal programs are really funny. iii. I'll turn down the T.V. a little bit. iv. she can learn and have fun at the same

time v. he loves watching it on T.V. vi. I like being informed.

I love romances, beautiful

sceneries, a bit of humor, and happy endings.

I cant stand watching

people kissing each other or laughing at silly things. I love

physical activities and outdoor adventures.

Im going to be ten next

week. My parents let me watch TV in the afternoon, but not

in the evening.

LETS TURN ON THE TVLESSON 1

cartoons contest

program chat show weather forecast

movie news soap opera sports

57

ARTS AND ENTERTAINMENTBefore starting this unit, you need to know:

Use vocabulary related to TV programs. Use connectors to add and contrast information,

to give reasons, and express consequences.

Talk about past events and actions. Reproducing what other

people said.

1 Fill in the blanks with the Past tense of the verbs in parenthesis.

Last Easter holidays, Jimmy and Paul (go) camping in the mountains.They (spend) a wonderful time there. They (wake up) early in the morning and then they (go) for a walk. In the village they (buy) everything they

(need).In the afternoon, they (play) football, (watch)the birds and (swim) in the river.They (not have) a TV set, so after dinner they (talk) for a while and then they (go) to sleep. Suddenly, Paul (hear) someone calling Hello! Hello! He (turn) around and he

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