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STUDENTS TEXTBOOK
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English
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Medio
TEENS CLUB
Lina Alvarado Jantus
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN

STUDENTS TEXTBOOK
English
Medio
TEENS CLUB Lina Alvarado Jantus

Teacher of English
Instituto Profesional Chileno-Britnico
This book belongs to:

Name:
Class:
School:
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.
Si te cambias de colegio lo debes llevar contigo y al finalizar el ao, guardarlo en tu casa.
DISCOVER YOUR BOOK
STUDENT LIFE
UNIT
STUDENT LIFE
In this unit you will: Listening Speaking
read a piece of literature identify general information ask and answer questions about past habits
read an e-mail discriminate between correct and talk about school life in the past
listen to a dialog about activities in the past incorrect information Writing
identify specific information complete a summary of a story.
You will learn how to: Language write an e-mail about student life
Reading use the structure used to / didnt use to, to
scan a text to validate predictions express past habits You will also:
infer meaning of words from the context talk about things that were happening in develop respect and admiration for older people
localize specific information the past. show respect and acceptance of other
peoples opinions
GETTING READY
1 Look at the pictures on the next page and answer these questions.
GETTING READY
a. What can you see?
b. What are the differences and similarities between the people and the places?
Some interesting pictures to
provide a setting and some simple
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.
exercises to activate your previous

knowledge. You can also examine
6 7
the objectives of the unit here.
STUDENT LIFE STUDENT LIFE
BEFORE YOU START READING 10 LISTENING

5 13 Listen to the conversation between Laura and her
grandmother. What are they talking about? Strategy Spot
The school that was our school before the railroad came and overthrew it was a particular a. Childrens pastimes in the past.
LESSON 1 OUR SCHOOL sort of place. It was a school of some celebrity in its neighborhood , but nobody could b. Grannies old school.
Listen with a purpose:
say why. Examine each
c. Lauras student life. question in this section
1 Write the correct phrase under each picture (1 6). d. Their family.
Our School was remarkable for white mice. We used to keep red-polls, linnets, and even carefully. What do
English class Field trip Fifteen-minute recess canaries, in desks, drawers, hat-boxes, and other strange refuges for birds; but white you have to listen for?
6 13 Listen to the recording again. Compare the information with Then, listen and find
mice were the favourite stock. the information you
Lunch in the school cafeteria Physical education class Summer camp your ideas in Exercise 3.
need in each case.
The mice were the occasion of some most ingenious engineering, in the construction of
their houses and instruments of performance. 7 13 Copy this chart into your notebook. Listen to the recording
again and check () or cross () each activity.
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, Activity /
drew Roman chariots, shouldered muskets, turned wheels. He had the misfortune to Sleep at school
mistake his way in a triumphal procession to the Capitol, when he fell into a deep inkwell,
and was dyed black and drowned. Play the piano
Watch TV
1 2 3 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 Listen to music
man in rusty black. Read
We all liked him, for he had a good knowledge of boys. He was a writing master, Have a picnic
mathematical master, English master, mended the pens, and did all sorts of things. Ride bikes
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 Play cards
old trombone and made the most extraordinary sounds when he sometimes tried to play Go out alone
it of an evening. In the summer vacations he used to take pedestrian excursions with a
Have boyfriends
knapsack; and at Christmas time, he used to go to see his father at Chipping Norton.
4 5 6 Return home late from parties
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,
2 Read these sentences (a d) and circle the correct answer. 8 13 Listen again. Number these sentences in the order you
with a handleless umbrella.
a. We have English classes on Mondays and Thursdays. hear them.
b. I did maths in the after-school program. There was, besides, a serving man whose name was Phil. He mended whatever we broke, a. Life was really different.
c. In summer, well be free for over ten weeks. and made whatever we wanted. He was general glazier, among
b. We were singing in the music room.
d. My classmates and I are going on a field trip next week. other things, and mended all the broken windows. One time, Strategy Spot
when we had the scarlet fever in the school, Phil nursed all the c. On weekends, I returned home.
Which of these sentences refers to Identify the authors d. I was afraid of the dark.
sick boys of his own accord, and was like a mother to them.
i. past events? a/b/c/d purpose:
e. These are my classmates and me!
ii. future events? a/b/c/d Adapted from: Dickens, C. (n.d.). Our School. Retrieved 02/08, 2013, what is the author
from http://www.readbookonline.net/readOnLine/2519/ doing in this excerpt?
f. You could go to the cinema.
iii. everyday events? a/b/c/d g. My parents were living out of the city.
what examples from
iv. fixed plans? a/b/c/d the text support your
answer?
8 UNIT 1 11 19
BEFORE YOU START READING LISTENING

Short activities to activate previous knowledge The tasks will help you develop strategies to The tasks will help you develop strategies to
and to deal with the starting point for the improve your understanding of written texts. improve your understanding of oral messages.
activities that will follow.
STUDENT LIFE
YOUR ENGLISH IN ACTION UNIT CHECK PROJECT

READING: COMPARING SCHOOLS 17
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.
Old school, modern school
Take turns.
History and Art
a. When were the pictures taken?
b. What were the people doing? 1 Form groups of four to do this project.
A: Look, I found some old photos.
B: Let me see! ? 2 Choose one place along the country and search for
mark77@yahoo.com information about school life in the past and at present.
A: They .
Use the Internet, encyclopedias and what you have
B: Why ? Hi, Mark!
learned in the History class.
A: Because .
B: Life was different then! 3 Include information about: the school system (past
A: Absolutely! Hi, Mark! and present), compulsory and elective subjects (past
Thanks for your e-mail about your school life. My school is totally different and present), school resources (past and present) and
from yours, so Im going to tell you about it. student life (past and present).
2 Whats wrong with this classroom? Identify all the elements that dont belong to our time. Then,
write the corresponding sentences in your notebook. 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 4 Use your findings and the contents of this unit to make
Example: Nowadays, we dont use . We use . and very strict. Now there are a lot of girls and we get along very well with a comparative chart between school life in the past and
them, but its still strict. at present. Draw the chart on a poster.
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 5 Also, make a small scale diorama (a scene that
ends at 3:30. We usually have a lot of homework, but we all help each captures a moment in time) to illustrate your
other and were good friends. written work.
We wear a uniform, and I think it is a good idea because you dont have to
waste time thinking about clothes every day. 6 Present your project to the rest of the class.
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 Checklist
I still dont like it.
We have lunch at school and we also have two fifteen-minute recesses in Reflect upon your project and check () under the correct column.
the morning.
After lunch, we usually do extracurricular activities; I like these better than

Very well Well Not so well
the rest of the classes. Last semester, we prepared a play and I acted as We followed the instructions carefully.
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. We collected information from different sources.
Write back soon! We distributed the tasks evenly among the group members.
Alan We participated actively.
We were respectful of each others ideas and opinions.
26 UNIT 1 28 UNIT 1 31
YOUR ENGLISH IN ACTION UNIT CHECK PROJECT

These attractive and entertaining activities A formal test at the end of the unit to evaluate This section gives you the opportunity to apply
will motivate you to study and put into your progress and help you discover what you what you have learned in the unit and to
practice what you are learning. need to revise. integrate it with other school subjects.
2
FAST LEARNERS
TAKE ACTION!
Hands-on activities to consolidate the contents covered in Activities for faster students. They can
the unit. also be used with all students, if the
circumstances allow it.
READING AND WRITING

REAL LIFE SPOT
A short section with extra practice focused on reading
Interesting bits of information on the topics
comprehension and writing skills.
of the lesson.
LISTENING AND SPEAKING GAME SPOT

A short section with extra practice focused on listening and Section designed to motivate you with
speaking skills. different games.
ORAL PRACTICE
LETS CHECK
Activities based on a listening text, aimed at These short evaluation activities allow you to
practicing oral skills, pronunciation, fluency analyze your performance. You complete the
and intonation. tasks within a time limit and check your points.
Key Word Spot Strategy Spot
Special glossary that helps you with the Strategies that help you
key words in the text you are going to comprehend and use the
read or listen to. language.
Useful Expressions Spot

LETS READ!
Reading booklet connection
Commonly used expressions that This icon indicates the connection of
students can use in dialogs and an activity with complementary work
conversations. on the Reading Booklet.
K T
O LE
BO OK
WORKBOOK
RK O
O B

W G
& DIN
A
RE
LETS READ!
+

WORKBOOK
Medio
Reading booklet
It includes a selection of activities
A complementary booklet aimed at
LETS READ! divided by unit, as a complement

Reading booklet encouraging your taste for reading for the contents covered in the
outside of the classroom, and Students book.
reinforcing your comprehension skills.
3
PLAN OF THE BOOK
UNIT UNIT
STUDENT LIFE CHALLENGES
6 - 31 32 - 53
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . . 8 BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 1: Our School . . . . . . . . . . . . . . . . . . . . . . . 10 Lesson 1: Extreme challenges . . . . . . . . . . . . . . 36
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Talking about past habits: used to . . . . . . . . . . . . 13 Experiences and recent actions: The Present
Listening and Speaking . . . . . . . . . . . . . . . . . . . . . 14 Perfect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Listening and Speaking . . . . . . . . . . . . . . . . . . . . . 40
Lesson 2: Who had more fun? . . . . . . . . . . . . . . 18 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson 2: Swim your own race . . . . . . . . . . . . . . 42
Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Talking about actions in progress in the past: Language Spot: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
The Past Continuous . . . . . . . . . . . . . . . . . . . . . . . . . 21 Expressing desires: wish . . . . . . . . . . . . . . . . . . . . . . 44
Oral Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Oral Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Reading and writing. . . . . . . . . . . . . . . . . . . . . . . . . 23 Reading and writing. . . . . . . . . . . . . . . . . . . . . . . . . 46
Take Action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Take Action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 26 YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 48
UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
COMMUNICATIVE TASKS FILE ............................100 THEMATIC INDEX........................................................ 104
4
UNIT UNIT
ARTS AND HOW ABOUT

ENTERTAINMENT WORKING?
54 - 77 78 - 99
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . 56 BEFORE YOU START . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 1: Lets turn on the TV! . . . . . . . . . . . . . . 58 Lesson 1: Breaking frontiers . . . . . . . . . . . . . . . . 82
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Connecting ideas with besides, though and Expressing obligation and necessity:
although . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 must, need to, have to . . . . . . . . . . . . . . . . . . . . . . . . 84
Listening and Speaking . . . . . . . . . . . . . . . . . . . . . 62 Listening and Speaking . . . . . . . . . . . . . . . . . . . . . 86
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Lesson 2: Teens art work . . . . . . . . . . . . . . . . . . . 64 Lesson 2: Making a difference . . . . . . . . . . . . . . 88
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Reporting what people say: Reported Expressing possibility: may, might . . . . . . . . . . . . 90
Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Oral Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Oral Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Reading and writing. . . . . . . . . . . . . . . . . . . . . . . . . 92
Reading and writing. . . . . . . . . . . . . . . . . . . . . . . . . 69 Take Action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Take Action! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 94
YOUR ENGLISH IN ACTION . . . . . . . . . . . . . . . . . 72 UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
UNIT CHECK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
PROJECT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
LANGUAGE REFERENCE ............ 105 VOCABULARY ................................ 108 BIBLIOGRAPHY.............................. 110
5
UNIT
STUDENT LIFE
In this unit you will: Listening Speaking
read a piece of literature identify general information ask and answer questions about past habits
read an e-mail discriminate between correct and talk about school life in the past
listen to a dialog about activities in the past incorrect information Writing
identify specific information complete a summary of a story.
You will learn how to: Language write an e-mail about student life
Reading use the structure used to / didnt use to, to
scan a text to validate predictions express past habits You will also:
infer meaning of words from the context talk about things that were happening in develop respect and admiration for older people
localize specific information the past. show respect and acceptance of other
peoples opinions
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.
6
STUDENT LIFE
7
BEFORE YOU START
LESSON 1 OUR SCHOOL
1 Write the correct phrase under each picture (1 6).
English class Field trip Fifteen-minute recess
Lunch in the school cafeteria Physical education class Summer camp
1 2 3
4 5 6
2 Read these sentences (a d) and circle the correct answer.

a. We have English classes on Mondays and Thursdays.
b. I did maths in the after-school program.
c. In summer, well be free for over ten weeks.
d. My classmates and I are going on a field trip next week.
Which of these sentences refers to
i. past events? a/b/c/d
ii. future events? a/b/c/d
iii. everyday events? a/b/c/d
iv. fixed plans? a/b/c/d
8 UNIT 1
STUDENT LIFE
Before starting this unit, you need to know:
Talk about things in the present and in the past.
Talk about free time and everyday activities.
LESSON 2 WHO HAD MORE FUN?

1 Complete the dialogs with your own ideas and using the pictures as clues. Then, practice
them with your partner.
a. A: Grandma, do you like music? b. A: What ?

B: . B: I remember that,
A: And when you were a teenager, .
?
B: Well,
.
c. A: Hey, ? d. A: In your free time, ?

B: When I was a child, B: .
. A: Really? ?
A: ? B: When I
B: Sure! .
A: No way!
9
LESSON 1
READING OUR SCHOOL
BEFORE READING
Strategy Spot
Read the first sentence

of the text on Page 11
and answer: 1 Look at the pictures. Where are the children? How can you tell?
in what way can a
school be particular?
2 Answer these questions in pairs. Then, share your comments with
how do you imagine
the school? 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.
Key Word Spot
mice
red-poll
ladder
usher
musket 1 2 3 4
inkwell
knapsack
gig
10 UNIT 1 5 6 7 8
STUDENT LIFE
READING 10
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, Strategy Spot
when we had the scarlet fever in the school, Phil nursed all the
Identify the authors
sick boys of his own accord, and was like a mother to them.
purpose:
Adapted from: Dickens, C. (n.d.). Our School. Retrieved 02/08, 2013, what is the author
from http://www.readbookonline.net/readOnLine/2519/ doing in this excerpt?
what examples from
the text support your
answer?
11
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
LETS READ! broken windows.
Page 4 i. A person whose job is to fit glass into frames of windows
Read the extract of a novel ii. Ask about
about a famous school boy
and answer the questions. 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.
School in the text My school

Strategy Spot
Decide who was

the most important
character at the school
in the story. Support
your answer with
evidence from the
excerpt.
12 UNIT 1
STUDENT LIFE
LANGUAGE SPOT
Talking about past habits: used to
1. Revise these sentences from the text.

a. We used to keep red-polls, linnets, and even canaries.
b. The boys used to train the mice.
c. He fell into a deep inkwell.
d. Phil nursed all the sick boys.
2. Which of the sentences refer to
a. a particular situation in the past?
b. a past habit or routine?
3. Complete this general rule in your notebook.
When we want to talk about past habits, we use + the
infinitive of verbs.
4. Go back to the text. Find and copy more examples of the
structures you have just studied.
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/school
d. For math lessons, children /use/ frames / colored wooden beads,
much like an abacus.
e. Children /study/ .
f. Paper was expensive, so children /have/ notebooks.
g. Students /write/ slates / slate pencils.
13
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
0-4 5-6 7-8 9 - 10

Keep trying! Good! Very good! Excellent!
LISTENING AND SPEAKING
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.

A B
a. Do you think you have i. And now?
I used to ..., but now... changed since you ii. Not at all! I used to stay at
How about you? became a teenager? home on weekends, but now I
When I was a child, I b. Do you still do prefer going out with my friends.
used to ...
the same kind of iii. No, I used to play football, but
I think Ive changed
activities? now I play basketball. How
a lot.
c. What about sports? Do about you?
you still play football? iv. Absolutely! I think Ive changed
d. When I was a child, a lot. To begin with, I used to
I used to listen to like cartoons, but I dont like
Britney Spears them anymore.
14 UNIT 1
STUDENT LIFE
14 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 Strategy Spot
paragraph in your notebook. Before you perform
When we were children, ... your dialog, practice
Nowadays, we ... saying your notes
aloud. Ask your
teacher to help you
15 With your partner, rewrite the dialog in Exercise 13, but now using with pronunciation.
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.
Key Word Spot
a. What type of text is it? How can you tell? Explain.
i. A short story. attend
ii. An advertisement. field trip
iii. An e-mail. kid
b. What is the text about? What makes you think that? Explain. ordinary
i. Last vacation.
ii. A sports competition.
iii. School life.
15
pame1890@yahoo.cl
Hi, Pamela!
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
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.
16 UNIT 1
STUDENT LIFE
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 school
b. Your favorite subjects
c. Extra-curricular activities you like Editing checklist
Use this checklist to help you think
21 Drafting. Write a draft of your e-mail in your notebook. Follow about your work.
the model in Exercise 17 and make sure you use your notes in Punctuation
Exercise 20.
Do your sentences begin with
capital letters and end with
22 Editing. With your partner, exchange your drafts and check for periods?
mistakes using the Editing Checklist.
Have you checked your work
for other punctuation marks,
23 Writing. Write the final version of your e-mail on a sheet of paper.
such as question marks,
After writing, if possible, send the e-mail to a friend. exclamation marks,
commas, etc.?
FAST LEARNERS Sentences
Do all your sentences
make sense?
24 Look at the picture of a classroom 200 years ago and say whats
wrong. In pairs, make an oral description using the expressions: Can you add any words to
They didnt use to... / They used 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 appropriate
in context.
When you have finished your work,
read it through and check for any
changes you need to make.
17
LESSON 2
LISTENING WHO HAD MORE FUN?
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.
1 2 3
4
Strategy Spot
You will listen to a

conversation between
a teenager and her
grandmother. In your
experience, what
do grandparents
5 7
like to talk about? 6
In what way is this
conversation similar 2 Share and compare your comments with your partner.
or different to your
experience?
3 Do you know what your grandparents used to do when they were
teens? Look at the pictures again and choose the activities you
Key Word Spot think they used to do.
Make notes of your ideas. You can ask your grandparents as
attend homework, and check your answers.
dark
dorm 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.
18 UNIT 1
STUDENT LIFE
LISTENING
5 13 Listen to the conversation between Laura and her
grandmother. What are they talking about? Strategy Spot
a. Childrens pastimes in the past. Listen with a purpose:
b. Grannies old school.
Examine each
c. Lauras student life. question in this section
d. Their family. carefully. What do
you have to listen for?
6 13 Listen to the recording again. Compare the information with Then, listen and find
your ideas in Exercise 3. the information you
need in each case.
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.
19
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?
Strategy Spot
Check how much you

have understood the
recording. Try reporting
the conversation to
your partner.
LETS READ!
Page 3
Read the poem written by
a school girl and answer
the questions.

In those days, my 11 Answer these questions in your group using the expressions in
grandparents ... the box.
Nowadays, we ...
The only bad thing a. How is it similar or different the way you and your grandparents
was ... had fun? Explain.
Life was really different b. What activities from the past would you like to do with your
then. friends now? Why?
20 UNIT 1
STUDENT LIFE
LANGUAGE SPOT
Talking about actions in progress in the past: The Past Continuous
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.
12 Use the visual clues to complete these sentences with the Past
Continuous form of the verbs in the boxes.
eat dance play study
a. Sally dinner b. Fred called me when I

last night when someone English.
knocked on the door.
c. The children d. My mother took this photo

in the garden when their while we at
father arrived home. my birthday party.
21

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...
0-4 5-6 7-8 9 - 12

ORAL PRACTICE
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.

What were you doing?
I think we were ...
My best friend at school
was called...
I remember that we Charlie: Who are the people in this photo?
always... 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.
22 UNIT 1
STUDENT LIFE
READING AND WRITING
16 Have a look at the picture that illustrates the story and answer the Key Word Spot
questions below. Then, discuss your answers with your partner. Enlightened
Clutch
a. Have you read any other stories by this author? Look up his
Lean (v.)
most famous work on the Internet and share the information with
Brake
your classmates. Steering-wheel
b. When do you think it happened? Slam (v.)
c. Who is the narrator of the story? Hedge
d. Look up the words in the Key Word Spot.
17 Read the story. Check, complete, and correct your notes.
A drive in the motor car (Extract) 15

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).
23
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.
24 UNIT 1
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? 2. What were you doing at the beginning of
What were you doing when the clock this lesson, when the teacher walked in?
struck 12?
Your photo
3. What were you doing last night when it was 4. What were you doing
time for dinner? ?
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.
25
YOUR ENGLISH IN ACTION
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 .
26 UNIT 1
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.
3 4
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.
27
UNIT CHECK
READING: COMPARING SCHOOLS 17
mark77@yahoo.com
Hi, Mark!
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
28 UNIT 1
STUDENT LIFE
1 Read the text and answer these questions. Then, invent two more of your own. 5 pts.
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 5 pts.
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. 5 pts.
LISTENING: GRANDPAS SCHOOL DAYS

4 18 Listen to the conversation between David and his grandfather and choose the 5 pts.
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? 5 pts.
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.
29
6 18 Listen to the recording once more and identify who said these phrases, 5 pts.
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. 5 pts.

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 5 pts.
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. 5 pts.
Add your own ideas to the conversation.
attend mixed schools chat with friends listen to music play outside with friends
use calculators use notebooks watch TV
WRITING
10 Take a look at Exercise 9, and write a short paragraph explaining how life and 5 pts.
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, ...
50
TOTAL
0 - 12 13 - 25 26 - 38 39 - 50
30 UNIT 1
STUDENT LIFE
PROJECT
Old school, modern school
History and Art
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.
Checklist
Reflect upon your project and check () under the correct column.

We followed the instructions carefully.
We collected information from different sources.
We distributed the tasks evenly among the group members.
We participated actively.
31
UNIT
CHALLENGES
In this unit you will: Listening Writing
read a piece of news identify purpose of a text write a short personal report
read some sports advertisements identify speakers write a paragraph about wishes and hopes for
listen to a radio program relate speakers and speech the future
listen to personal reports Language
Talk about actions completed in the present. You will also:
You will learn how to: use wish to express desires and hopes develop respect and acceptance for disabled
Reading Speaking people
scan a text to validate predictions ask and answer questions about experiences develop respect and acceptance of other
distinguish general information and challenges peoples opinions
locate specific information
GETTING READY
1 Read the list and check () the things you have already done.
10 Things &to &do &before you &are 20
Travel &by &plane &organize &a &surprise &party

&fly &a &kite &perform &in &a &play
&go &camping with &friends &ride &a &horse
&go &to &a &concert visit &an &exotic &place
&learn English write &a &poem
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.
32
33
BEFORE YOU START
LESSON 1 EXTREME CHALLENGES
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.
amusing boring complicated exciting exhausting amazing
scary interesting terrifying funny dangerous fantastic
34 UNIT 2
CHALLENGES
Use vocabulary related to sports.
Talk about events in the past.
Talk about future events.
LESSON 2 SWIM YOUR OWN RACE

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

will call
Next Year, I to you
Things , How Ive felt all of these years will change
And start all over again Next Year, Next Year, Next Year
I my socks I you, how I feel will clean
I my shower Well, resolutions
I more books Baby they come and go will file
I with the news any of these
I how to cook things? will I do
And less money The answers probably no
will keep up
on shoes But if theres one thing, I must
I my bills on time do,
will learn
I my mail away, Despite my greatest fears
every day I to you
will pay
And my Gran How Ive felt all of these years
every Sunday Next Year, Next Year, Next Year will pull up
Resolutions will read
Well Baby, will I do any of
these things? will say (x2)
The answers probably no
But if theres one thing, I must do, will spend
Despite my greatest fears
will tell
Adapted from: Next year, by Jamie Cullum
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?
a.
b.
c.
35
LESSON 1
READING 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 B
Bungee boarding
Ice biking
Wake flying
Hang climbing
Mountain gliding
Wingsuit jumping
1 2 3
4 5 6
2 In pairs, describe the images to the rest of the class. What do these
sports have in common? Explain.
36 UNIT 2
CHALLENGES
3 What do you know / think about zorbing, free running, kite surfing,
wingsuit flying and paraskiing? Check () the sentences you think
are true.
a. Free running is about running in the country.
b. Kite surfing is about flying kites on water.
c. Paraskiing combines two sports.
d. Zorbing is a totally different experience.
e. Wingsuit flying is the art of flying through the air.
4 Look at the photos next to the text on Page 38 and answer these
questions with your partner.
a. Which of these experiences would you like to try? Why? Strategy Spot
b. What emotions do you think they can make you feel? Can you Read the title of the
explain why? text again.
what type of
5 Have a quick look at the text and identify all the cognates. Look them challenges do you
up in a dictionary, and confirm they mean the same in Spanish. think the text will talk
about?
in what way can
6 What does the title of the text mean? Use the dictionary to find the these challenges be
meaning of the words. extreme?
READING 21
7 Read the text on Page 38 and check your predictions in Key Word Spot
Exercises 3 and 4.
bouncy
glide
8 Read the text again and match the photos (1 - 5) and the roller coaster
descriptions (I - V). steep
steer
9 Read the text again and write the name of the sport (a - e) strap
corresponding to each description (I - V). toggle
a. Zorbing c. Paraskiing e. Free running

b. 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!
37
EXTREME CHALLENGES
I. Try the experience of running through the city,
climbing walls, crossing roofs, and jumping from building to building!
This new sport has become well known through videos on the Internet since
it started in Paris. People say they have never tried anything like it before.
This is not about exercise; its about finding a new approach to things and a
different way of looking at life! 1
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! 2
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!
IV. You think flying is impossible? Try to 3
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
4
toggles and fly to a normal parachute landing.
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
5
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!
Created by: Publishing team.
38 UNIT 2
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 Strategy Spot
reasons / examples.
In your group, vote
for the most extreme
LANGUAGE SPOT sport. Support
your choice using
information from the
Experiences and recent actions: The Present Perfect.
text.
1. Revise these sentences from the text, paying special attention to

the parts in bold. LETS READ!
a. Its unlike anything youve ever done before!
Page 6
b. This new sport has become well known through videos on the
Read the biography
Internet since it started in Paris. of Richard E. Byrd, an
c. Have you ever wondered what its like inside a washing machine? adventurer, and answer
d. Try this new sport that has recently become very popular the questions.
worldwide!
e. Kirsty Jones has been into it for more than ten years.
2. Answer these questions.
a. What do these sentences refer to?
i. A specific time in the past.
ii. An indefinite time in the past.
b. What does the word since relate to?
i. A point in time in the past.
ii. A period in time in the past.
c. What does the word for relate to?
i. A point in time in the past.
ii. A period in time in the past.
3. Note the form of this tense.
I have done that before.
Tania has visited them several times
Subject + have / has + participle
Have you noticed the new rules?
Has Ben driven up the mountain?
Have / has + subject + participle
4. Complete this general rule.
We use the Present Perfect to refer to .
We use to express for how long something has lasted
(a period of time).
We use to indicate when something started (a point
in time).
5. Read the texts again and find three more examples of the Present
Perfect. Underline the special words used to refer to time.
39
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.
Strategy Spot
b. My sister (be) into parachuting more than
Follow the model in the five years.
dialog on Page 37 c. My friends and I (play) in the football school team
to talk about a sport we started school.
you like with your
partner. In your d. your best friend (study) English ________
notebook, take some six months?
notes of your ideas
before you speak.
13 In pairs, complete these personal reports with words and phrases

from the boxes.
I.
Id always it and now a magical feeling
Ive been into it . After
I started, I began and dangerous
I decided to try the really big waves.
flying above the ocean
Of course they can be
and you have to concentrate one for more than five years
hundred percent, but its worth it for
to look for bigger challenges
the thrill you get . Its
, like , wanted to try
and for those few seconds you totally
when youre riding them
forget everything else in your life.
II. a natural talent

I became hooked on this the down the mountain
I tried it. I soon
realized I had . Since fantastic
I began, Ive recommend it
and got a bit of prize money. Id
to anyone. Going very first time
- plus the beauty of the
won competitions
scenery - is just .
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.
40 UNIT 2
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.
0-4 5-6 7-9 10 - 12

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.
FAST LEARNERS
20 Read your paragraph to a classmate, but do not mention the name

of the activity. Could he / she guess it?
41
LESSON 2
LISTENING SWIM YOUR OWN RACE
BEFORE LISTENING
1 Have you ever wondered what it is like to compete at the Olympic

Strategy Spot Games? What do you understand by Olympic spirit?
You are going to listen
to an interview with 2 Class competition! With your partner, make a list of people that
the athlete in the competed at the London Olympic Games. Complete the chart and
pictures. Before you compare results with your classmates. Go to www.olympic.org to
listen, write a list of get some useful information.
questions that you
would like to ask her. Name Sport Country Medal
Key Word Spot
disability 3 Find the synonym of the words in the Key Word Spot in the boxes
disease below.
spirit
illness incapacity soul
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.
42 UNIT 2
CHALLENGES
LISTENING
5 23 Listen to the recording and check your ideas in Exercise 4.
Strategy Spot
6 23 Listen again and choose the best answer for the question. Listen to the recording
What is Natalie doing in this interview? and check if any of
a. She is asking for advice. your questions were
b. She is complaining about something. asked in the interview.
Then, listen again
c. She is offering advice.
and take notes of the
d. She is talking about dreams and personal challenges.
interview questions.
7 23 Listen to the recording again. Match the two halves of

each sentence.
a. She lost her leg
b. She became the first athlete
c. I am a student
d. My message
e. My real love
f. You have to work
i. on what you believe in.
ii. and I do motivational speaking.
iii. is about having dreams.
iv. lies with genetics.
v. to qualify for both the Olympics and the Paralympics.
vi. in a motorcycle accident.
8 23 Listen to the recording again. Choose the correct alternative to

complete the sentences.
a. She lost her leg when she was seventeen / sixteen.
b. Do you fill / feel at a disadvantage?
c. I am also a student at UCT / UTC.
d. One day your swimming will be ours / over.
e. You have to walk / work on what you believe.
9 23 Listen once more and number these sentences in the order

you hear them.
a. Do you have further aspirations?
b. Do you have time for anything else?
c. I have a dog at home.
d. Its important to swim your own race.
e. Where do you go from here?
f. You have to believe in yourself.
43
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: wish

a. I wish to find cures to diseases.
b. The message I wish to bring across is: you have to have goals,
you have to have dreams.
2. What do these sentences express? Choose the correct alternative.
a. definite plans or intentions for the future.
b. hopes and desires for the future.
We use + verb to express for the future.
4. Revise the exercises you have done in this lesson and use the
information you have collected to complete these sentences in
your notebook.
a. Natalie wishes .
b. Natalie hopes .
Note: To express a desire from deep in our hearts we use the
verb hope.
12 In your notebook, copy and complete these sentences using wish.

a. I the next competition. (win)
b. She a cure to diseases. (find)
c. Natalie a normal life. (have)
d. I the President one day. (meet)
e. Natalie people with her message. (help)
44 UNIT 2
CHALLENGES
ORAL PRACTICE
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. Useful Expressions Spot
Clare: Do you have further aspirations? I am going to ...
Brandon: Definitely! I hope to finish my studies, and maybe I hope to ...
become a famous musician. I wish to play in a I wish to ...
great concert. The message I wish to
Clare: Whats your message? transmit is ...
Brandon: The message I wish to transmit is to work hard and to
believe in yourself.
LETS READ!
14 Write a dialog similar to the one in Exercise 13, but add more Page 7
personal information about your plans and aspirations. Then, Read the biography of
practice and role play it with a partner in front of the class. Use the Andres Godoy, a one-
armed guitarist and answer
expressions in the box above. the questions.
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 .
0-4 5-6 7-8 9 - 10

45
READING AND WRITING
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.
Cristin Valenzuela Wins Gold for Chile 25
Written by Daniel Boyle on totally moved. This is

September 7, 2012. something I have wanted
to do ever since I started
LONDON, ENGLAND running. Valenzuela was
Chilean runner Cristin World Champion in 2011.
Valenzuela, together Apart from the glory
with his guide Cristopher of being Chiles first
Guajardo, made history Paralympic medal winner,
at the Paralympic Games, Cristian Valenzuela won
winning Chiles first the prize given by the
ever medal. With a time government to Olympic
of 15:26.26, the Chilean and Paralympic athletes top of the ranking and to
crossed the line first in the upon receiving a medal. win more medals for my
5,000 meter race in the The athlete will receive country in the future.
T-11 category. monthly support from the Unfortunately the
The Chilean runner lost his IND until the 2016 Games Paralympic Games have
vision at the age of twelve in Rio de Janeiro. not been displayed on
and found hope through It hasnt been easy, but I the Chilean television
running. never stopped dreaming, networks, and most people
After finishing the race, says the Chilean competitor. were unable to see history
Valenzuela said, Im I wish to continue at the taking place.
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
17 Find these sections in the text. Circle them following the color code.
a. Find these sections in the text. Circle them following the color code.
i. Headline ii. Reporter iii. Visuals iv. Quotations
b. Take a quick look at the text. What type of text do you think it is?
Why?
i. A piece of news. iii. An encyclopedia article.
ii. A web page. iv. A short story.
46 UNIT 2
CHALLENGES
18 Organizing. You are going to write a short piece of news about
a remarkable situation that has happened recently. To plan your
Editing checklist
writing, find information about any records set or remarkable
situations that have happened recently, related to sports. Surf Use this checklist to help you think
the web or look up information in newspapers or magazines and about your work.
answer these questions in your notebook: When you have finished your work,
a. Who did it?
b. What has he / she achieved?
c. What details can you add? Punctuation
Do your sentences begin with
19 Drafting. In your notebook, write a draft of your piece of news. capital letters and end with
Follow the example on Page 46 and make sure you use your notes periods?
in Exercise 18. Remember: Have you checked your work
a. Who did it? for other punctuation marks,
b. What has he / she achieved? such as question marks,
c. What details can you add? exclamation marks, commas,
quotation marks, etc.?
20 Editing. Exchange your composition with your partner. Check for Sentences
mistakes using the Editing Checklist. Do all your sentences make
sense?
21 Writing. Write the final version of your piece of news in a sheet of Can you add any words to
paper. Ask your teacher to collect all the compositions and organize make them more interesting?
as a class to put them together and make a class newspaper. Spelling
Have you checked your work
for spelling mistakes, using
your dictionary?
Vocabulary
are appropriate in context.
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.
47
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.
THE INTRIGUING HISTORY OF SNOWBOARDING 26

By Keith Kingston V. Since its early VII. The Flying Yellow
beginnings, snowboarding has Banana was developed
I. Snowboarding has evolved into a fully recognized in 1977. The first national
increased in popularity in the sport, and large numbers snowboard race was held in
last decades. In the year 1994, of people have turned to the area outside Woodstock
snowboarding was finally snowboarding for adventure, and was known as The Suicide
declared an Olympic event, fun, and professional Six. The race consisted of a
much to the delight of fans. recognition. steep downhill run called The
Face, in which the main goal
II. To say who actually VI. Soaring through the was mere survival.
invented the sport of snow on some kind of seat
snowboarding would be or board is nothing new. The VIII. The various ways to
impossible because people ways to enjoy the snow are glide through snow have
have always loved to slide numerous, and people have became more sophisticated
down a snow-covered hill. developed ways to turn garbage using polished boards or skis.
can lids and cardboard into
III. There have been many IX. Olympic and world wide
snow boards to enjoy an
attempts at developing a snowboarding events are today
afternoon outdoors.
modern snowboard. In 1965, among the most popular of
the Snurfer (a word play winter sports.
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.
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
48 UNIT 2
CHALLENGES
2 In pairs, think about a person you admire and you would like to interview. In your notebook,
write questions you want to ask him / her and find the information to answer them. Then, role
play the interview in front of your classmates. You can ask questions starting with who, what,
where, when, how, etc.
3 Write sentences to describe each picture. Look at the example in picture a. Make sure you use
connectors such as and, or, but, and since/for.
a. Barbara Riveros has competed at the b.

Olympic Games and has also won lots
of medals.
c. d.
e. f.
49
UNIT CHECK
READING 27
Powerful teen breaks strongman records

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.
Max Pippa pulled a 12,000-pound truck Im planning on doing
during the Lift for Hope Strongest Man this for the rest of my
competition at the Kansas Expocenter life, he said. I believe
in Topeka. Ive received a gift, and
Pippa, who was a 17-year-old competitor if I dont develop it, it
in the Lift for Hope event, concentrated will go away.
as he had one thing on his mind: setting The Topekas
a new North American Strongman Inc. Strongest Man
record in the teenage heavyweight division. competition raised
Pippa put on a weight belt and got down to $2,161 for the
business. Before each heavy lift, he recited American Cancer
the Lords Prayer. Societys Camp
On his first attempt, Pippa lifted 550 Hope, a camp for
pounds. On his second lift, Pippa lifted 600 children who are
and on his last attempt, he lifted recovering
630 pounds. from or are
battling cancer.
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/
50 UNIT 2
CHALLENGES
1 Have a look at the text and identify the type of text. Choose the best alternative. 1 pt.
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. 5 pts.
Sports Max has Maxs plans for

Maxs training details Maxs lifting record
practiced 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.
5 pts.
d. The competition collected money for children with hepatitis.
LISTENING: HAVE YOU EVER SWUM WITH A REPTILE?

4 24 Listen to the recording and choose the correct answer for each question.
a. Whats the coachs name?
i. Harold Davies
ii. Harold Daniels
3 pts.
iii. Harold Davidson
b. What does he teach?

i. Diving
ii. Surfing
iii. Swimming
c. What kind of animal does he use?

i. An alligator
ii. A serpent
iii. A crocodile
51
5 28 Number the sentences in the order you hear them. 5 pts.
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. 5 pts.
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. 4 pts.
A B
a. Give up i. To gain a required or adequate mark.
b. Pass ii. An extreme sport.
c. Hang gliding iii. To abandon or renounce to something
d. Race iv. A contest.
SPEAKING
8 In pairs, ask and answer questions a - c Ask two extra questions to find out about 5 pts.
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. 5 pts.
38
TOTAL
0 - 12 13 - 21 22 - 31 32 - 38
52 UNIT 2
CHALLENGES
PROJECT
Interview with a sportsperson
Physical Education and Drama
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.
Checklist

53
UNIT
ARTS AND
ENTERTAINMENT
read some art reviews relate speakers with speeches write a poem inspired by a work of art.
read a TV guide discriminate sounds
listen to a contest program infer information from pattern of voice You will also:
listen to personal opinions Language reflect on the importance of art and
report other people's messages entertainment in our life
You will learn how to: connect ideas in a text. develop acceptance and respect for everyones
Reading Speaking tastes and opinions
recognize the general content of a text talk about entertainment
relate text with visuals report what someone says
discriminate between facts and inferences
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 People People People
Works Works Works Works Works Works
54
55
BEFORE YOU START
LESSON 1 LETS TURN ON THE TV
1 Read what these people say. What type of TV programs from the boxes would you
recommend to each of them?
cartoons contest movie news soap opera sports
program chat show weather forecast
I love
romances, beautiful
sceneries, a bit of humor,
Im
and happy endings.
going to be ten next
week. My parents let me watch
TV in the afternoon, but not
in the evening.
I cant
stand watching
people kissing each other or
laughing at silly things. I love
physical activities and
outdoor adventures.
2 Put sentences in boxes A and C together to form full sentences. Use the connectors in
box B.
A B C
a. I like watching the news and i. I have to do my homework.
b. My favorite program is on now ii. animal programs are really funny.
c. Brian doesn't like basketball because iii.I'll turn down the T.V. a little bit.
d. Mom doesn't feel well iv. she can learn and have fun at the same
e. Comedies but time.
f. Brenda loves documentaries v. he loves watching it on T.V.
so vi. I like being informed.
56 UNIT 3
ARTS
ARTSAND
ANDENTERTAINMENT
ENTERTAINMENT
Use vocabulary related to TV programs. Talk about past events and actions.
Use connectors to add and contrast informatio Reproducing what other
n,
to give reasons, and express consequences. people said.
LESSON 2 TEENS ART WORK

1 Fill in the blanks with the Past tense of the verbs in parenthesis.
Last Easter holidays, Jimmy and Paul

(go) camping in the mountains.
They (spend) a wonderful time there.
They (wake up) early in the morning
and then they (go) for a walk. In the
village they (buy) everything they
(need).
In the afternoon, they (play)
football, (watch)
the birds and (swim) in
the river.
They (not have) a TV set, so after
dinner they (talk) for a while and
then they (go) to sleep. Suddenly,
Paul (hear) someone calling Hello!
Hello! He (turn) around and he
(see) a strange creature.
It (be) green and very small. He
(invite) them to go to his
spaceship.
Paul (open) his eyes and said what
a relief! It (be) only a dream!
2 Read these sentences and write the quotation marks ( ) only when needed.
a. Thinking back, she said, I didnt expect to win.
b. I dont agree, I replied.
c. Can I come in? he asked.
d. Just a moment! she shouted.
e. Youre right, he said.
f. Youre right, he said. It feels strange.
57
LESSON 1
READING LETS TURN ON THE TV

BEFORE READING
1 Ask and answer these questions in pairs and then compare
answers in your group.
a. Do you have a favorite TV show?
b. What's the most popular TV show in your family?
Strategy Spot
c. What changes would you make to TV programs? Why?
Scan the text on
Page 60. 2 Classify the vocabulary below (i ix) into TV programs and TV people.
what is it about?
what is its a. Which of these describe TV programs?
communicative b. Which of these describe people on TV?
purpose? c. Write three sentences using the vocabulary below. Then, practice
them, reading them and correcting them with a partner.
i. a chat show iv. a documentary vii. a newsreader
ii. a comedy v. a drama series viii. a presenter
iii. a commentator vi. a game show ix. a soap opera
3 Match each picture with a name from Exercise 2.

1 2 3 4 5
6 7 8 9
4 Find the words that do not belong in this group. Explain why you
have chosen them.
celebrity channel comedy backyard digital
kitchen drama episode guide narrator
opera popular presenter furniture satellite
series spectator show farm station
58 UNIT 3
ARTS AND ENTERTAINMENT
5 Look at the words in the Key Word Spot and find them in the text
on Page 60. Then, match them with their meaning (a g).
a. audio file that can be downloaded by a subscriber from
the Internet Key Word Spot
b. go away, leave, depart
bailout
c. pain, misfortune podcast
d. television show that is based on a film or on another spin-off
television show uncanny
e. luxurious, elegant, expensive upscale
f. unnatural, strange, mysterious walk-off
g. escape attempt woe
READING 31
6 Have a quick look at the text on Page 60. What type of text is it?
Give reasons for your choice.
7 Copy this chart into your notebook. Read the text and find a name
for each type of program.
Type of program Name of program

a. Chat show
b. Comedy
c. Detection / thriller
d. Documentary
e. Game show
f. News
g. Soap opera
h. Sports program
8 Read the text again. Identify the ideal program for these people.
a. Someone who dreams of entering the fashion business.
b. Someone who enjoys love and romantic affairs.
c. Someone who is interested in economic topics. Strategy Spot
d. Someone who is interested in medical topics. As you read, stop to
e. Someone who is interested in tourism. think what the target
f. Someone who is keen on supernatural experiences. audience of each
channel is.
59
TV GUIDE
MONDAY
Channel CBA SBC The FW FX BCN
8:00 pm Opportunity Knocks NCIS 40510 -New Gamble or No The Biggest Loser:
A game show in which family A successful JAG spinoff This week tension Gamble Families
members are asked trivia about criminal cases mounts between Kelly Contestants compete Previous episode was all
questions about one another. handled by the Naval and Brenda. Besides, a for cash inside sealed about looking back.
Criminal Investigative secret relationship is briefcases in this Besides the standard
Service. revealed. game show. workouts and challenge,
this week really focuses
on the trainers saying
goodbye and making sure
they sent off their teams
with knowledge and
confidence to continue in
their progress at home.
9:00 pm Dancing with the VIPs The Psychic - New! Americas Next Super Bodies This week on Earth
This is it, folks! A celebrated psychic Model A scientist, who has News, science, and
Weve finally arrived at the turned-detective with a Three have survived the an uncanny ability to debate advancing
finale of our show. Although powerful gift for Top Model challenges read clues in a victims sustainable life on a
your votes have already been observation investigates and shoots to date, but bodies, solves changing planet.
tabulated, there are still 30 crimes for the California on this weeks finale, murders in a series
judges points available. Each Bureau of Investigation. one of the girls is inspired by forensic
couple will be performing one crowned the winner anthropologist and
of their favorite routines. after a commercial novelist Kim Richards.
challenge and windy
walk-off.
10:00 pm Without a Trace Inside the NHL Arizona Highways Financial News
An FBI Missing Persons Why do hockey players Each week viewers are Treasury assurances that
Unit in Manhattan races born early in the year taken on a journey to the bailout is helping
the clock to solve cases by enjoy a big advantage? all parts of our state. stabilize markets arent
learning as much as Max Gladstone Theyll find adventure, enough for a program
possible about people who addresses the mystery in history, culture and all with few internal controls,
have disappeared. a new book which he the unique traits that though the minister
presents in this program. make Arizona so defended the program.
special.
11:00 pm Pushing Daisies Private Clinic The Fox Report Houzz Harry Unmarried -
A man who is able to bring the A Brigs Anatomy spinoff Thomas Fox joins Bill He has little patience New!
dead back to life uses his focusing on neonatal Simpson for his 100th for his patients, but Funny situations for a
power to solve murder cases. surgeon Addison Foxley sports podcast. The lively misanthropic Geoffrey recently divorced man
Montgomery, who has left show hits on 2013, the Houzz is a brilliant who tries to be single
Boston and moved to L.A., All Stars debacle and his diagnostician. again after 15 years of
where she practices at the favorite teams and marriage while he raises
upscale Seaside Wellness players during his two kids with his
Clinic. 25-year reign. controlling ex-wife.
Created by: Publishing team.
60 UNIT 3
9 Read the text once more. Are these statements facts (F) or
inferences (I)? After you finish, write one fact and one inference of
your own, related to the text.
Example:
Fact: Television is a popular means of communication (there is
evidence that supports it).
Inference: Sophie likes comedies, so I think she might like Harry
Unmarried (you infer based on previous knowledge).
a. In Opportunity Knocks, each contestant has to answer
questions about his / her family.
b. The audience can't vote for Dancing with the Vip anymore.
c. In Pushing Daisies, the protagonist can talk to the dead.
d. There are public divisions which offer support to important
TV series.
e. Private Clinic is a program that is derived from
another series.
f. It is the last episode of 40510 - New.
LANGUAGE SPOT
Connecting ideas with besides, though and although

LETS READ!
Page 8
1. Read these sentences from the text. Pay special attention to the Read the extract of Brave
New World, a futuristic
words in bold. novel, and answer the
a. Even though your votes have already been tabulated, there are questions.
still 30 judges points available.
b. Tension mounts between Kelly and Brenda. Besides, a secret
relationship is revealed.
c. Although he has little patience for patients, misanthropic
Geoffrey Houzz is a brilliant diagnostician.
d. Though assurances aren't enough for a program with few Spot
Strategy
internal controls, the minister defended it.
e. Besides the standard workouts and challenge, this week really Choose three
focuses on the trainers saying goodbye. programs and create
two questions about
2. Which of the words in bold are used to: them. Take turns to ask
a. include additional information? the questions to your
b. show contrasting information? partner and answer
them referring to parts
3. Copy and complete this general rule in your notebook. of the text.
We can connect two consecutive and additional ideas in a
sentence by using or / .
is used when we want to include and
/ when we want to show information.
4. Read the TV Guide again. Can you add some comments using
the connectors in this Language Spot?
61
10 Join these pairs of sentences using besides or although / though.
a. They were very tired. They watched TV until late.
b. It was raining. I went to the park.
c. Yesterday, it was raining. Yesterday it was very cold.
d. I want to go to the party. I have to go to the dentist.
e. My mother wanted to watch the last episode of 40510. My father
watched the football game.
f. It was a hard day. I didnt feel well.
11 32 Read and listen to the recording.

I watch TV every day. Although I like different programs, my favorite
ones are cartoons, reality shows and soap operas. The only things I
dont watch are sports programs, and the news.
Theres a fantastic soap opera on at the moment. The situations are
just like in real life and besides the characters are really interesting.
I hate it when we are getting to the end of each episode; I cant wait
Strategy Spot
to the next one.
Read your paragraph
again and write some
12 Write a new paragraph, similar to the one in Exercise 11, about
questions about it.
With your partner, take yourself. It can also be about a web page, music, or anything you
turns to ask and like. You can add more information if you want. Then, share it with
answer your questions. your classmates.

LETS CHECK
13 Use words from this lesson to complete these sentences. Use a
dictionary to choose the correct form of the word you are going
to use. (7 pts.)
a. Did you see the first episode of the new on TV last
night? The story was interesting but very sad.
b. Jill Newman is a on breakfast television. She
introduces the program and talks to guests.
c. Did you watch the about the history of India?
d. Its a fantastic . If you answer ten questions correctly,
you can win a million pounds.
e. Did you see Tom Cruise on TV last night? He was interviewed
by Jonathon Pross on his new .
f. I think Jon Botson is a great . He gets very excited
when he describes somebody scoring a goal.
g. It was a very funny . I laughed a lot.
0-2 3-5 6 7
62 UNIT 3
WRITING
14 Organizing. You are going to write your ideal TV guide for a

Sunday afternoon. Work in pairs. To plan your writing, think about
the type of programs you would like to see on a Sunday afternoon.
Take notes.
Editing checklist
art programs chat shows competitions cooking movies Use this checklist to help you think
sitcoms about your work.
news quizzes series soap operas
sports video clips wild life read it through and check for any
15 Drafting. In your notebook, write a draft of your TV guide. Use your Punctuation
notes in Exercise 14 and use the TV guide on Page 60 as a model. Do your sentences begin
with capital letters and end
16 Editing. Exchange your TV guide with your partner. Check for with periods?
mistakes using the Editing Checklist.
17 Writing. Write the final version of your TV guide on a piece of work for other punctuation
cardboard and display it on a visible place of your classroom. Have marks, such as question
a look at other groups work and discuss the following questions: marks, exclamation marks,
commas, etc.?
a. What do you think of television?
Sentences
b. Are you selective about what you watch or are you a couch
potato? Do all your sentences
c. What sort of programs do you enjoy watching? Why? make sense?
d. Do you think you and the people your age watch too much TV? Can you add any words to
Why? Why not? make them more
interesting?
FAST LEARNERS Connectors
connectors in the text, such as
18 Play this game in a group of 5 students. and, or, but, or because?
a. Sit in a circle. Spelling
b. Choose one of the sentences below and read it aloud. You can
also add your own sentences about shows on TV, radio,
work for spelling mistakes?
Internet, etc.
c. The other players have to guess what kind of program is being Vocabulary
described. Ask questions such as is it ? Does it begin Use your dictionary to check
with ? Does it end with ? so as to increase your that the words you have
chance of guessing. used are appropriate
d. The winner is the player who guesses the most types of programs. in context.
i. My favorite TV program makes me laugh a lot - I think it's
really funny.
ii. I saw my favorite program earlier and it said it's going to rain
tonight.
iii. If you don't watch my favorite program, how can you know
what's happening in the world?
63
LESSON 2
LISTENING TEENS ART WORK
BEFORE LISTENING
1 Which of the activities below do you like? Which ones don't you
like? Use the expressions in the boxes to talk about them with a
partner, choose one, and make a presentation about it for the rest
of the class. If you can, use the Internet to support your ideas.
as much as better than

I dont like I like I prefer
less than more than
Attending Going to
lectures on art art galleries
Going to Listening
concerts to music
Looking at
Painting
paintings
pictures
on the web
Reading Taking
a book s
photograph
64 UNIT 3
2 Number these types of pictures from 1 (the ones you like the most)
to 10 (the ones you dont like). Compare with your partner. Can you
explain your choices?
Abstract pictures Pictures of natural Strategy Spot
disasters
Black and white photographs Pictures of nature to some people talking
Color photographs Pictures of old people about a photography
Pictures of animals Pictures of people exhibition. Before you
listen, make a list of
Pictures of babies Pictures of teens the ideas you think
Pictures of flowers Pictures of war people could express
about the photos in the
exhibition.
3 Look at the photographs below. What type are they? Choose and
write a name from the box.
Art Landscape Photo-journalism Studio
1 2 3 4
4 You are going to listen to what some people said about a photography
exhibition. Check () the statements you think will be true.
a. People enjoyed the exhibition.
b. People gave a good mark to the exhibition.
c. People liked abstract photos.
d. People liked the exhibition because it was teens work.
LISTENING Useful Expressions Spot

The main thing people
5 33 Listen to the recording and validate your predictions in
said was ...
Exercise 4. Then, pay attention to the expressions in the box. They said that ...
They all said that
6 33 Listen to the recording again. Who said these sentences
(a e), the presenter, Sophie, or Brandon?
a. : The photos were very casual.
b. : It was an exhibition of photographs taken
by teenagers.
c. : The background was important.
d. : Samanthas pictures were very different.
e. : From one to five.
65
Strategy Spot 7 33 Listen to the recording again and fill in the blanks in these
sentences with only ONE word.
Read the sentences in
Exercise 7 before you a. It was by who live in the same area that they do.
listen to the recording. b. People particularly liked the bottle cap and the .
what kind of
information is c. Sam said that he was inspired by his .
missing? d. People said it was an enjoyable .
e. They gave the exhibition out of five.
8 33 Listen again and answer these questions.
a. Were the photographers professional or amateur? Why?

b. Which picture was the favorite one?
c. Who is Tom? What inspired him?
9 33 Listen once more. Who took these pictures, Eli or Tom? Write
their names below each picture.
Strategy Spot
Work in pairs. Look at

the table in Exercise
10 and discuss what
piece of work you
would like to see in an a. b.
exhibition. Explain your
answers. 10 Copy the table in your notebook. Complete it writing any words or
phrases that describe each of the teens works.
Eli Tom
Samantha Antonio
66 UNIT 3
LANGUAGE SPOT
Reporting what people say: Reported Speech

a. They said they liked that the photos were very casual.
b. People said the artist they found most interesting was Tom.
c. Antonio said that he used plain backgrounds to symbolize
freedom.
2. Choose the best answer to these questions.
a. What is the speaker referring to in the examples?
i. To what he / she says.
ii. To what someone else said.
When we report what another person said, we use
speech, introducing the report with said / .
Generally, when the original sentence is in Present Simple, it is
reported in the tense.
4. Copy and complete this example chart. Highlight all the changes
you can see as a result of the use of Reported Speech.
Direct Speech Reported Speech

A friend told me that it made him laugh.
My friend said it was good.
My mother told me it was about a scientist.
Susan: Its cold today.
Charles: I want to go to the cinema.
My mother: I dont feel well.
11 Report what these people said to you. Be careful with some extra
changes you have to include.
Example: Jim: My father has lunch at work.
Jim told me that his father had lunch at work.
a. Bill: Mary knows your cousin.
b. My brother: Im very hungry.
c. Sheila: Jim isnt married.
d. Bob: I like your sweater.
e. Connie: My mother doesnt like vegetables.
f. My sister: Diana and Tom are very good friends.
67

LETS CHECK
12 In your notebook, rewrite these sentences reporting what other
people said. (10 pts, 2 pts each)
a. Sally: Im leaving in half an hour.
b. Tim: I want some orange juice.
c. Jack and Jill: We often go skating on Saturdays.
d. Dina: The children are very late.
e. Fred: I feel much better after that short break.
0-4 5-6 7-8 9 - 10

ORAL PRACTICE
13 Andrew and Reba are sharing impressions about a recent activity.

With your partner, complete their conversation using the words
and expressions in the boxes. Several possibilities are correct for
each blank.
action actors boring excellent fantastic good
horrible little movie recommend real special effects
too long very funny sweet and smart
Andrew: Did your friends like the ?

Reba: They told me it was . Alan said that
the were and that
they looked incredibly .
Andrew: What about the ?
Reba: They said that the kid was very
Did they like the , but the rest of the
movie? werent .
They said it was ... Andrew: Would they it?
What about the ...?
Would they recommend Reba: If you like , but they said that it was
it? for kids.
14 34 Listen to the recording and compare your answers.
15 34 In pairs, listen and practice the dialog, taking turns to do

Andrews and Rebas part. Use the expressions in the box to
help you.
68 UNIT 3
READING AND WRITING
16 Have you ever heard about ekphrastic poetry? Look up the meaning of
this concept on the Internet and explain it with your own words in the
lines below.
Ekphrastik poetry is
17 35 Read these three examples of ekphrastic poetry. Match them with

the famous works of art you think inspired them.
Classic Landscape (1931)

Charles Sheeler Vincents bedroom in Arles (1888)
The Collection of the Mr. and Mrs. Barney The Gulf of Marseille seen from Lestaque (1883) Vincent Van Gogh
Ebsworth Foundation. Paul Cezanne Van Gogh Museum, Amsterdam
Metropolitan Museum of Art, New York City
a. Cezanne's Ports b. Van Gogh's Bed c. Classic Scene

Allen Ginsberg (1950) Jane Flanders (1985) William Carlos Williams
In the foreground we see is orange, A power-house
time and life like Cinderella's coach, like in the shape of
swept in a race the sun when he looked it a red brick chair
toward the left hand side of straight in the eye. 90 feet high
the picture
is narrow, he sleeps alone, on the seat of which
where shore meets shore.
tossing sit the figures
But that meeting place between two pillows, while it of two metal
isn't represented; carried him stacks--aluminum--
it doesn't occur on the bumpily to the ball.
commanding an area
canvas.
is clumsy, of squalid shacks
For the other side of the bay but friendly. A peasant side by side--
is Heaven and Eternity, built the frame; and old wife from one of which
with a bleak white haze over beat
buff smoke
its mountains. the mattress till it rose like
streams while under
meringue.
And the immense water of a grey sky
L'Estaque is a go-between is empty, the other remains
for minute rowboats morning light pours in
passive today--
like wine, melody, fragrance,
the memory of happiness.
69
18 Read the poems carefully. In pairs, discuss how text and image
relate and the point of view of the poets. Explain the connection you
see to the rest of the class. Do you recognize any poetic
techniques (metaphor, personification, alliteration, etc.) in the
poems? Give examples.
19 Answer these questions as you analyze the poems.

a. Read the poem Cezannes ports.
i. What is the poet describing?
ii. Can we see the poets description in the painting? Why? Why
not?
b. Read the poem Van Goghs bed.
i. What does the poet say about the room? Write a list of its
characteristics in your notebook.
ii. What does the poet compare the room to?
c. Read the poem Classic Scene.
i. What does the writer do at the beginning of the poem?
ii. Underline the words that are directly related to what can be
seen in the painting.
d. Which poem did you like most? Explain to your class why you
liked it.
20 Organizing. You are going to write a poem inspired by an artwork.

Work in pairs. To plan your writing, follow these steps:
a. Choose one of the paintings on Page 71, or one you know well.
b. List the first words that come to mind when you look at the
artwork you chose.
c. Answer these questions in your notebook. Take ten minutes to
do it.
i. What is happening in this artwork? What story is being told?
ii. How would you describe the subject(s) in this painting?
iii. What is the mood of the artwork?
iv. How does this artwork connect with you?
v. How would you summarize its main idea?
d. Go back and make a list of any words or phrases you might want
to incorporate into a poem about the artwork. You can use
your dictionary.
e. In fifteen minutes, write a final version of your poem. You dont
have to follow any rules; it can simply be free verse.
21 Drafting. In your notebook, write a draft of your poem. Use your

notes in Exercise 20 and follow the models on Page 69. You dont
have to follow any rules; it can simply be free verse.
22 Editing. Exchange your poems with other groups. Compare your

poems with the models on Page 69 and check if they succeed to
express the feelings and impressions of the paintings.
70 UNIT 3
Subway, ca. 1934 Lily Furedi Chile entero II

Department of the Interior, National Park Service Mario Carreo
Hospital del Trabajador de Rancagua
Leccin de pintura
Ximena Cristi
Museo de Arte Contemporneo, Santiago
23 Writing. Write the final version of your poem in a piece of paper.

Finally, get in groups of eight and discuss the following questions:
a. What similarities do you notice in the way the other students
interpreted the works of art they chose?
b. What differences can you see?
TAKE ACTION!
a. In pairs, write a dialog expressing opinions about a free time activity, using ideas from the
chart. Imitate the dialog in Exercise 13.
b. Practice your dialog and then role play it in front of your classmates.
Activity Elements Impressions

Art exhibition Actors Amazing
Concert Artists Awful
Football game Audience Excellent
Handcrafts fair Match Incredible
Movie Musicians Not so good
Outdoor activity Paintings Quite good
Photo exhibition Performance Really fantastic
Play Photos Surprising
Sports tournament Players Terrible
Setting Too long
Special effects Too short
Topics Very funny
Weather Very sad
71
1 In your notebook, do some research and classify these art forms, indicating century, decades,
and at least one artist. You can organize the information in a time line, in your notebook.
a. Abstract painting f. Minimalism
b. Action painting g. Naturalism
c. Cubism h. Pop art
d. Folk art i. Post modernism
e. Futurism j. Representational art
2 Match the names in Exercise 1 (a - j) with the pictures that represent them (1 - 10).
1 2 3
4 5 6
7 8 9 10
72 UNIT 3
3 Follow these instructions.

a. Choose a famous painting and draw your own version on a piece of paper. Make two copies.
b. Modify one of the copies, changing some aspects, and write a set of instructions to help
other people discover the genuine one.
c. Tell your partner the instructions and see if he / she can discover the real work of art.
4 36 Read this extract from a TV guide and find words or phrases in it to match the definitions (a - h).
7:00 pm 8:00 pm 9:00 pm
Pride and Prejudice World at War Sports Special
A repeat run for the peak-time A new three-part Extended highlights of the
costume drama serial which topped documentary series that match between Real
last summers viewing figures. In this tells the story of the First Madrid and Arsenal, with
opening episode we meet The Bennet World War. It is narrated commentary by Barry
family and the handsome Mr Darcy. by William Gates. Motson
a. : The first program (in e. : A long drama set in
a series) the past that is broadcast in parts (in a
b. : The time of day when series of programs)
most people watch TV f. : A series of programs
c. : A group of three that are not being shown on television for
related programs that are broadcast over the first time
a period of time g. : The story is told
d. : A description of a h. : Not the whole match,
match as it happens but all the exciting action
5 37 Solve the mystery. Read the short text and discover who is talking. Find out who painted
this work of art, when, and where it is now.
A famous painting
Im old (about 500 years old, actually) but, according to many people, Im still beautiful. Im called a
work of art, a masterpiece, though theres something about me that people still dont really understand.
About a hundred years ago, I was stolen from my home in France (which, incidentally, was not the
country I was painted in), but fortunately I was returned within a couple of years. I certainly didnt
enjoy being moved around during that time, but I wasnt damaged, thankfully.
My creator was a man far ahead of his time; he was a scientist, an artist, an engineer, and even an
architect. Believe it or not, he once designed (and named) a prototype
for a form of air travel!
He was a very busy man indeed - in fact, it took him a long time to
create me, but it was all worth it in the end; Im famous now and
so is he.
Im known by two names, the first is my first name and the other is
my surname. You know me, dont you?
73
UNIT CHECK
READING 38
Traditional art forms

Morris Dancing
Morris dancing is a traditional type of folk dancing found in many villages
in Britain. The earliest records of Morris dancing date from the fifteenth
century. The name is quite interesting and one theory is that it comes from
the Latin word mores, which means a custom.
For some reason, Morris dancing seems to be very popular in the spring
and early summer.
Often the dancers are all men and they wear special costumes with bells
on. They carry sticks or handkerchiefs which they wave when dancing. They
are accompanied by folk
music, usually played on an accordion.
Dreamtime
a.
Dreamtime is a very important concept for the Aborigine people of Australi
It is the way the Aborigine explain the creation of life and their origins. The
them,
dreaming connects the Aborigine to their ancestors and to the land. For
their land, plants, and animals are incredibly important.
The
The dreaming can be shown through paintings, dance, and storytelling.
paintings often consist of lines, circles, and specific symbols that represent
animals and people.
. It is through the stories
The stories are usually about creation, but are more than just myths and legends
find food and water. People have
that the children learn about the traditions, how to behave, and where to
for thousan ds of years.
handed down these stories from generation to generation
Haiku
A haiku is a particular type of Japanese poem. Many experts say that the first
haiku
was written by Basho in the seventeenth century, but it may well date from
earlier.
The poems consist of three lines adding up to a total of seventeen syllable
s (or
sounds). The first and third lines have five syllables each and the second
line
seven. One thing that is very different from many forms of poems is that
the lines
do not need to rhyme.
Traditionally, haiku are about nature and include a kigo - a word associat
ed with one of the four seasons.
Limericks
English by
A limerick is a five-line poem with a strict form, originally popularized in
Edward Lear. The name derives from the Irish town of Limerick.
English
Variants of this form of poetry can be traced back to the fourteenth century
ks in Nurser y Rhyme s and other poems
history. Since then, people have used limeric
for children.
74 UNIT 3
1 Read the article and match the words (a - j) to the four forms of traditional art. 5 pts.
a. Australia
b. bells
c. Ireland
d. poetry
e. folk music
f. Japan
g. rhymes
h. spring
i. stories
j. symbols
9 pts.
2 Match the artforms in column A with their descriptions in column B.
A B
a. Dreamtime i. Its name derives from a town in Ireland.
b. Limerick ii. It's the way in which children learn about their traditions.
c. Haiku iii. It's is always accompanied by folk music.
d. Morris Dancing iv. A poem that doesn't necessarily rhyme.
LISTENING: DID YOU LIKE THE MOVIE?

3 39 Listen to the recording and tick each speakers opinion of the movie. 6 pts.
Speaker Very good Good enough Not good

1
2
3
4
5
6
4 39 Listen again and number the sentences in the order you hear them. 6 pts.
a. The new cast is brilliant.
b. The songs are amazing.
c. It was too cheesy, too sentimental.
d. My little cousin asked me to go to see the third one.
e. Far too much romance.
f. Roy and Brad danced fabulously.
75
5 39 Listen once more and fill in the blanks in these sentences. 4 pts.
a. It was also to with the prom and .
b. This movie is , I just it.
c. Its a movie and once , the songs are .
LANGUAGE
6 Match the types of movies (a - e) and the comments (i - v). 5 pts.

a. A horror movie
b. A romantic comedy
c. A sci-fi movie
d. A thriller
e. An animated movie
i. An all-action movie with great stunts and a real cliffhanger of an ending.
ii. Set on a star cruiser in the distant future, this film has great special effects.
iii. A hilarious movie about two unlikely lovers, which will have you laughing
out loud.
iv. A fantastic computer-generated cartoon, with the voice of Eddie Murphy as
the donkey.
v. This new movie will scare you to death.
7 In your notebook, rewrite the ideas in this dialog into a paragraph, using Reported 10 pts.
Speech.
Sandra: Did you enjoy the movie?
Sam: Im not sure.
Sandra: I think the actress performance was fantastic.
Sam: Well, I didnt like it at all.
Sandra: But the special effects were amazing!
SPEAKING
8 In pairs, talk about your favorite art form, such as music, movies, books, sculpture, 10 pts.
etc. Tell your partner about its genre and main details. Explain why you like it.
WRITING
9 Write a brief description of a particular art form that is exclusive of Chile. It can be 10 pts.
related to painting, music, dancing, poetry, etc. Follow the models on Page 74.
65
TOTAL
0 - 16 17 - 33 34 - 50 51 - 65
76 UNIT 3
PROJECT
A TV news program
Art and Drama
1 Choose a painting and a movie you like a lot
and search for information about them. Use the
Internet, encyclopedias and what you have
learned in the Art class.
2 Include information about: their names, a brief

description, their artist/director/actors, the
movement they belong to and peoples
opinion.
3 Use all the information you gathered and the contents of this unit to
create a TV news program about arts and entertainment. You will
play the role of a newsreader.
4 Rehearse the pieces of news several times and prepare a

television stage. Then, film your TV program.
5 Show it to your classmates.
Checklist

77
UNIT
HOW ABOUT
WORKING?
read a leaflet discriminate between correct and incorrect information write a letter of application
read two advertisements extract specific information from a recording write a short poem or rhyme about
listen to a radio advertisement identify the sequence of information voluntary work
listen to a dialog about voluntary work Language
express obligation and necessity You will also:
You will learn how to: use Modal Verbs to express future possibility assess and appreciate the role of
Reading Speaking volunteer organizations around the world
locate missing information in a text exchange information about voluntary work value the importance of voluntary work
discriminate between correct and incorrect exchange information about future possibilities for people in need
information
GETTING READY
1 Look at the pictures on Page 79 and answer these questions.

a. What can you see in the photographs? c. What are the people doing?
b. How old are the people in them?
2 Match the words in column A to the ones in column B, to form new expressions related to voluntary
work. Write them in your notebook. Then, use them to express your opinion about this topic.
A B
another - great - a helping - rewarding - teams - local cultures - experience - opportunity
community - understanding - earning - working - perspective - hand - support - money
Example:
I think it is a rewarding experience to work with children because they are very spontaneous
and affectionate.
3 With your partner, complete this chart in your notebook with information on volunteer organizations
in Chile.
Name of organization Type of work they do
78
HOW ABOUT WORKING?
79
BEFORE YOU START
LESSON 1 BREAKING FRONTIERS
1 Look at the signs and complete the short dialogs. Then, practice them with your partner.
a. A: Mom, can I give some chocolate b. A: Excuse me madam,

to those monkeys? .
B: No, dear! We . B: !
c. A: Excuse me sir, you d. A: Lets .

. B: Alright! But
B: ! .
2 Write a recommendation for each situation.

a. You have a very difficult English test next week.
.
b. You have a terrible headache. .
c. Its raining heavily and you have to go out.
.
d. You are not allowed to leave the classroom without permission.
.
e. You dont understand the math exercises very well.
.
80 UNIT 4
HOW ABOUT WORKING?
Express obligations, necessity and possibilities.
Talk about future events, using will.
LESSON 2 MAKING A DIFFERENCE

1 Have a look at the picture of a city of the future. Read the sentences, classify the events
according to their probability, and write VP (Very Possible) or NVP (Not Very Possible).
a. Robots will clean the streets.

b. There will be surveillance cameras everywhere.
c. People will travel by spaceships.
d. People will have vacations on the moon.
2 Do you think all people will speak the same language in the future? Explain.
81
LESSON 1
READING BREAKING FRONTIERS
BEFORE READING
1 Answer the following questions.

a. What are you planning to do next summer?
b. Have you ever worked during your vacation?
2 Think about the ideal Summer Job. Make a list of its characteristics
and discuss it with your partner.
3 Have a look at Page 83. What kind of text is it? Can you
Strategy Spot explain why?
Read the first a. An advertisement.

paragraph of the text b. A magazine article.
on Page 83. What is c. An encyclopedia entry.
the purpose of the
text? Discuss with your 4 Take a look at the title of the text and the image on Page 83. Can
partner. you predict what the text is about? Explain.
5 Read the words in the Key Word Spot. Match them with their
Key Word Spot
meanings and synonyms (a e).
abroad a. in a foreign country
developing b. aid, assistance
insurance c. protection, cover
placement
d. growing, progressing
support
e. posting, position
READING 42
6 Read the text quickly and check your predictions in Exercises 3 and 4.
7 Read the text again and fill in the blanks (a l) with a word from
the boxes. You can check with the recording.
airfare application communities contribute
contribution host locations opportunity
pocket projects support volunteer
82 UNIT 4
HOW ABOUT WORKING?
Amigos de las Americas is a unique international YOU

organization which brings together volunteers from must be between 17 and 24.
all over the world to work in developing countries. can volunteer for four weeks
We organize programs worldwide with a particular to six months.
emphasis on health, education, and community have to (g.) 1,400 dollars
(a.) . toward the cost.
Our volunteers work in teams and have the stay with a local (h.) family
(b.) to learn new skills and meet during your time as a volunteer.
new friends while making an important need to speak English.
(c.) in local communities.
WE
Amigos de las Americas provides International pay for your food, accommodation,
Volunteer Abroad and Summer Volunteer Programs and return (i.) ________.
in 23 countries across Latin America - recent provide weekly (j.) ________ money.
(d.) have included Brazil, organize medical insurance where
Bolivia, Guatemala and El Salvador. appropriate.
train you in the skills you need to
Our Volunteer Abroad (e.) help the local community.
include both short-term (4 weeks) and long-term (6 give you constant support during your
months) placements in every country, which volunteer period.
volunteers can join throughout the year.
HOW TO APPLY
Our organization gives volunteers a rewarding travel Fill in an (k.) form.
experience as they get to know the local cultures Write an accompanying letter saying what kind of
and different ways of life across the world while volunteer work you would like and where you would
helping them to work with the local like to work. Give information about your skills,
(f.) . This is the reason why more abilities, and interests and say why you think you
and more people are choosing to volunteer would be a successful (l.) .
abroad every year, as it helps them gain another Apply at least six months in advance of the date
perspective. you want to volunteer.
Mail your letter and completed form to:
Strategy Spot
JOIN OUR INTERNATIONAL
Make inferences:
AMIGOS DE LAS AMERICAS VOLUNTEER How do you think
9611 14th Street
Washington, D.C. 20032
ABROAD PROGRAMS AND Amigos de las
CHANGE THE WAY Amricas helps people
in developing
YOU SEE THE WORLD! countries?
83
Strategy Spot 8 Copy this diagram in your notebook and complete it with
information from the text.
Make connections:
what similar Amigos de las Americas
organizations do you
know in your city/
country?
Age Kinds of Opportunities English

required? programs required?
9 In your group, talk about the text you read. Answer these questions
and then share your reflections with another group.
a. Would you like to join an international work program?
b. Where would you like to go? Why?
c. What kind of work do you think you could do?
d. Which jobs do you think are the most necessary in a program
like this? Explain.
LANGUAGE SPOT
Expressing obligation and necessity: must, need to, have to
1. Read these sentences from the text, paying special attention to

the words in bold.
a. You must be between 17 and 24.
b. You have to contribute 1,400 dollars toward the cost.
c. You need to speak English.
d. You must fill in an application form.
e. You have to apply at least six months in advance.
2. Answer these questions.
a. Which of the sentences expresses an obligation?
b. Which of the sentences expresses a necessity?
c. Which verbs are used for each purpose?
We can express and by using certain verbs.
We use to express .
We can use or to express .
4. Go back to the text on Page 83. Rewrite the instructions on how to
apply using the verbs in this Language Spot.
84 UNIT 4
HOW ABOUT WORKING?
10 Circle must / need to to complete these sentences. Can you identify
what each sentence expresses?
a. Pedestrians need to / must look both ways before they cross
the street.
b. Drivers need to / must stop for pedestrians at marked crossings.
c. You need to / must speak Chinese to apply for the post.
d. Students need to / must pass an exam to join the program.
e. Construction workers need to / must wear hard hats. Its the law.
11 Match the comments in A with the replies in B. Then, write the

complete exchanges in your notebook.
A B
a. I have to speak English in i. He must go to the doctor.
my job. ii. She must go to bed
b. I think you need to have a early, then.
haircut. iii. We have to book a table in
c. John has hurt his back. advance, though.
d. Julia has to get up at 5 a.m. iv. We must hurry.
tomorrow. v. Yes, I must get an
e. The meeting starts in five appointment with my
minutes. hairdresser.
f. We must try that new vi. You need to take English
restaurant in town. classes.
LETS READ!
LETS CHECK Page 10
Read Abbies diary telling
about her voluntary work in
12 Fill in the blanks of the dialog with must or have to and need to. India and answer the
(7 pts.) questions.
A: Hows school going?

B: Just fine... I work harder... I pass
the final exams if I want to enter college.
A: Really? Do your teachers give you a lot to study?
B: Yes, we do tons of homework every day. We even
hand in assignments every Monday!
A: Wow! It sounds like hard work! You eat well and
sleep enough hours during this term if you want to get good
marks. Your body have a lot of energy!
B: Yes, youre right! I focus on having healthy habits
and studying.
0-3 4-5 6 7
85
13 43 Listen to the recording and complete the dialog with phrases

from the boxes.
absolutely necessary accompanying letter application form

Strategy Spot
kind of work skills, abilities and interests the reasons
Read the dialog again
and take notes of the this summer three months before voluntary work
steps to do voluntary
work. Take your time to A: What are you planning to do ?
read your notes and B: Im going to do some .
then explain the steps
A: How interesting! Id like to do the same.
to your partner.
B: Then you have to fill in an and write an .
A: A letter? What must I say in it?
B: You must explain what you would like to do
and where you would like to go. You must also include
information about your , and
you want to be a volunteer.
A: Do I need to speak English?
Key Word Spot B: Yes, its .
A: Oh! How exciting! I think Im going to work this summer.
voluntary work
B: Im sorry, you cant. You should apply at least
application form
accompanying letter the date you want to start.
skills, abilities and
interests 14 43 Listen to the recording again and practice the dialog with a partner.
Repeat each sentence after you hear them, practice, and then present
it to the rest of the class. You can correct your partner's pronunciation.
Pay special attention to the words in the Key Word Spot.
WRITING
15 Organizing. You are going to write an application letter to Amigos
de las Amricas. To plan your writing, fill this application form out
with your personal information.
APPLICATION FORM
(Please complete in black ink with BLOCK CAPITALS)
Last name: Other names:

Male / Female Married / Single
Age:
Nationality: Address:
Telephone N: Cellphone N: E-mail address:
Class: Languages: Fluent / Good / Basic
Interests:
Two reasons we should select you:
Circle the location where you would like to work and say why:
Chile Honduras Malaysia The Philipines
Bangladesh Burkina Faso
Please, turn over and complete the medical details.
86 UNIT 4
HOW ABOUT WORKING?
16 Drafting. Use the information in the application form to write a draft
of your application letter. In your notebook, copy the format and
phrases given in the letter.
Chile
November ... , 20 ...
Kirsten Tobey
Editing checklist
Amigos &de &las Americas
Use this checklist to help you think
9611, 14th Street
about your work.
Washington, D.C. 20032
Dear Mrs. Tobey, Punctuation
Do your sentences begin
I would &like &to make ... with capital letters and end
ber &because ...
I &believe I will &be &a &good &team mem with periods?
rmation &from you &and &to Have you checked your
I &look &forward &to &getting more &info work for other punctuation
accepted.
&hearing &if my &application &has &been marks, such as question
Yours Sincerely, marks, exclamation marks,
commas, etc.?
Sentences
17 Editing. Exchange your letter with your partner and use the Editing Do all your sentences
Checklist to check for mistakes. make sense?
Can you add any words to
18 Writing. Write the final version of your application letter in your make them more
notebook and send it to a friend or read it aloud in front of your interesting?
classmates. Connectors
FAST LEARNERS connectors in the text, such
as and, or, but or because?
Spelling
19 Imagine you are the Director of a voluntary organization. In your
notebook, write a letter accepting or rejecting an application, giving Have you checked your
reasons for your decision. work for spelling mistakes?
Are there any words you are
20 In small groups, play the odd-one-out game. Choose vocabulary of not sure about?
this unit and form groups of four words according to their similarities, Vocabulary
except for one word (the odd one!). Read them to your partners and
ask them to solve your exercise. Take turns.
are appropriate
in context.
87
LESSON 2
LISTENING MAKING A DIFFERENCE
BEFORE LISTENING
1 Answer these questions in your group. Take notes in your notebook

and then compare answers with other groups.
a. Have you ever thought about doing some voluntary work? What
kind of work?
b. Look at the pictures. Have you ever done any of those activities?
Did you like it? Why? Why not?
c. What kinds of voluntary work can young people do in Chile?
2 Copy this chart in your notebook and complete it.
Strategy Spot Positive Aspects of Doing Negative Aspects of Doing

Voluntary Work Voluntary Work
to a text about a
voluntary work
organization.
what do you think is 3 Share your list in your group. Exchange opinions, supporting
the speaker's your choices.
purpose?
What is his / her
intended audience?
88 UNIT 4
HOW ABOUT WORKING?
4 Read the words in the Key Word Spot. Match them with their
definition or synonym (a c).
a. You get a personal retribution by doing it. Key Word Spot
b. Assistance.
c. You dont get any money by doing it. helping hand
non-profit-making
worth achieving
5 Read the dialog and practice it with your partner. Then, try to use
the words in bold in examples of your own.
A: You know, next year, Im going to give a helping hand to
the poor.
B: Really? Where are you going?
A: To the south. Im going to join a non-profit-making association.
B: Congratulations! I think voluntary work is worth achieving.
LISTENING
6 44 Write three personal questions about voluntary work, and then
listen to the recording. Did the text answer your questions? Check.
7 44 Listen again and check if the positive and negative aspects in

your list were mentioned in the recording.
8 44 Listen to the recording again. Number these sentences in the

order you hear them.
a. Its too much effort.
b. So you only want graduates.
c. You cant tell me that one person is going to make
a difference.
d. Spend a year away from civilization?
e. Work and not get paid? You must be joking!
9 44 Discuss this questions with your partner.

a. Do you agree with the fact of working with no retribution? Why?
b. Do you think people can also have fun while doing voluntary
work? How?
c. Which organization would you help? Why? In your notebook,
write a short paragraph expressing the reasons for your choice.
89
10 44 Match the activities in the boxes with the corresponding
pictures (1 6). Then, listen once more and identify the ones that
are mentioned in the recording. Use four of these expressions to
create a dialog with your partner. Practice it and present it in front of
the class.
build houses distribute medication lend a helping hand
make a profit teach people visit a web site
1 2 3
4 5 6
LANGUAGE SPOT
Expressing possibility: may, might
1. Read these sentences from the recording. Pay special attention to

the words in bold.
a. VW gives a helping hand wherever people may need.
b. It may be distributing food and medication or teaching to read
and write.
c. You may have the chance to acquire skills you never dreamed of.
d. That might be true.
2. What do these sentences express? Circle an alternative.
a. A situation that will certainly happen in the future.
b. A situation that will probably happen in the future.
and are synonyms and are commonly
used to express in the .
Note: We use may when something is likely to happen and might
when something is rather less probable to happen.
4. Work with a partner and revise the recording you listened to. Write
two sentences about things that are likely to happen if you join VW.
90 UNIT 4
HOW ABOUT WORKING?
11 In your notebook, rewrite the sentences below using may or might.
Example:
Its very possible that Ill go to the cinema this evening.
I may go to the cinema this evening.
a. Its possible that Ill see you tomorrow.
b. Its possible that Ann will forget to book the tickets.
c. Its very possible that it will snow today.
d. Its very possible that David will work till late today.
e. Its very possible that Mary will not be at home tomorrow.
f. Its possible that they will go away for the weekend.
g. It is possible that you are right.
ORAL PRACTICE
12 45 Work in pairs to complete these dialogs. Match columns A and

B, and then Use may / might and the clues in the boxes. Check
with the recording.
call a taxi go camping go to the south
get a new car see her next week
A B
a. Where are you going i. I havent decided yet.
on vacation? , but the
b. What are you doing on one I like is very expensive.
the weekend? ii. I dont know. ,
c. When will you see but the weather forecast is
Ann again? not good.
d. How are you getting iii. I dont know .
home after the theater? iv. I'm not sure. ;
e. What are you doing with it's unlikely.
the money you won? v. Im not sure. .
13 Listen and practice the dialogs in Exercise 12 with a partner.

Choose one and add six more entries to the dialog. Use the
contents of this unit and your own ideas to add exchanges to the
dialog. Then, practice it with your partner and present it to the class.
14 Think about the advertisement you listened to and answer these

questions in your group. Compare answers with other groups.
a. What aspects do you agree with? Why?
b. What aspects dont you agree with? Why not?
91
LETS CHECK
15 In pairs, think about possible solutions for the problem in each

dialog. Write them down using the contents of this unit. Then, role-
play the situations with your partner. (8 pts, 2 pts each)
a. A: My neighbor asked me to take care of her cat, but Im scared

of cats! What can I do?
B: I think .
b. A: I havent seen Kelly at school for the last two weeks. Im
worried!
B: We .
b. A: I cant sleep at night. I dont know what to do!
B: Well, you .
d. A: You know, I have a friend at school who always asks me for
money. The problem is that he never remembers to pay
me back...
B: Mmm... I think .
0-2 3-4 5-6 7-8

READING AND WRITING
16 46 Read these two poems about voluntary work. One of them is

an Acrostic Poem. Find out what an Acrostic poem is and decide
which poem belongs to that category.
To Our Volunteers
If I Can Stop By By Lisa Ellinwood
If I can stop one heart V is for the very special people that you are,
from breaking; O is for the overwhelming support & compassion you offer,
I shall not live in vain. L is for the little things you do that make such a difference in
If I can ease one life the someone's life.
aching, U is for the unspoken words that sometimes mean just as much,
or cool one pain, N is for the need you fill,
or help one fainting robin T is for the time you give of yourselves,
onto his nest again; E is for the emotional support you give.
I shall not live in vain. E is also for the endless energy you all seem to possess,
Emily Dickinson R is for the responsibility you have taken on and never once complained,
S is for the smiles you bring.
Taken from: Poems and Invocations on Volunteering (Words to Inspire). (n.d.)

Retrieved April 22, 2013, from http://www.energizeinc.com/reflect/poem.html
92 UNIT 4
HOW ABOUT WORKING?
17 Organizing. Acrostic is a fun poetic form that anyone can write. Work
in pairs. You are going to write an acrostic poem about voluntary work
or any topic related to it. To plan your writing, brainstorm a list of
words or phrases that describe or remind you of the topic word.
(Some of them may start with the letters in your topic word).
18 Drafting. Use the words you brainstormed to help you write a draft
of your acrostic poem. It should be about the topic word and each
line should begin with a letter from the word.
19 Editing. Review your poem and make any changes you want.
20 Writing. Write a final version of your poem and memorize it.

Organize a poetry recital and recite the poem to your classmates.
If possible, or if you prefer, you can visit http://www.readwritethink.org/files/
resources/interactives/acrostic/ and follow the instructions on the website.
FAST LEARNERS
In your notebook, create a diagram with information related to voluntary

work. Include names of organizations in Chile, vocabulary from the
lesson and website links. Make sure you also include the pros and cons
of the different options to do voluntary work.
TAKE ACTION!
Work in groups. You are going to create an advertisement like
the one in the recording, giving five good reasons why people
should consider voluntary work.
a. Brainstorm your own ideas to favor voluntary work and vote
Summer Voluntary Jobs
for the top five.
b. Write a list of the reasons that support your ideas.
Volunteers
c. Write five sentences about your ideas in a and b.
d. Create an advertisement with the title Why people should
consider voluntary work. Present it on a nice piece of paper, ONE MORE STEP
add some art work and display it in your classroom. TOWARD EQUITY
e. If possible, record the advertisement and make your
classmates listen to it next class. If not, read it aloud to your
classmates.
93
1 Complete this application form to an international volunteer organization.
APPLY NOW!
We need volunteers
Personal Information
__________________________________________________________________________________________
First Name Last Name
__________________________________________________________________________________________
Email Phone Number Mobile Phone
__________________________________________________________________________________________
Address City Region Country
__________________________________________________________________________________________
Nationality Date of birth Gender (Male / Female)
Educational Background
__________________________________________________________________________________________
Level School Average grade
English Level () Beginner Intermediate Advanced Other languages (please state level) __________
Personal Experience
Previous volunteer work and experience: _________________________________________________________
Additional skills (leadership experience, oral and written communication skills, IT knowledge, etc.): __________
________________________________________________________________________________
Previous travel experience and other interests: ____________________________________________________
Program Preferences
Choose One:
Volunteer Program: Short-term, more flexibility, no specific requirements.
Internship Program: Longer term, more customized, possible course credit.
Preferred Location in Latin America: _________________________________________________________
If other, please specify: _______________________________________________________________________
Do you have any allergies, dietary requirements, phobias, or other important living considerations?
__________________________________________________________________________________________
Parent/ Guardian information

__________________________________________________________________________________________
First Name Last Name
__________________________________________________________________________________________
Email Phone Number Mobile Phone
__________________________________________________________________________________________
Address City Region Country
__________________________________________________________________________________________
Nationality Date of birth Gender (Male / Female)
94 UNIT 4
HOW ABOUT WORKING?
2 You are going to prepare a leaflet with your group.

a. Find information about three volunteer organizations that offer work for teens.
b. Write a short text like the one in Lesson 1 to explain the objectives of each organization.
c. Choose one of them and prepare a leaflet promoting the organization. Add pictures or some
other visual material.
d. Display your leaflet in your classroom. You can also write it on a computer and upload it on
the class blog, if possible.
3 In pairs, create a dialog (about 8 entries) using the contents of this unit. Include the type of
voluntary work you could do, its advantages, the experience required and skills needed. Write
the dialog in your notebook using the pictures to help you. Then, practice it and present it in
front of the class.
1 2
3 4 5
95
UNIT CHECK
READING: TEEN JOBS OFFERED 47
TEEN JOBS OFFERED

I.
Looking for great teen jobs? With over 25,000 jobs around the country, youve come
to the right place! You can search by city or state, or you can even search by zip code
for a job. Once you find the right job for you, you can easily apply online. And if this is
your first time searching for jobs for teenagers, you can check out our resource center
for great tools and tips on how to get what you need.
II.
If youre thinking a typical teen job is working at the local burger joint, youve only got
a small piece of the picture. Teen jobs can include the typical burger joint job but
they can also include great jobs - jobs that give you some real world experience and
teach you career skills that can last a lifetime. Check out just a few ideas below:
III.
Interested in teaching as a career? Then tutoring students could make a great teen job.
How about a healthcare career? If so, you should check out the local hospital for job
opportunities. Just the experience of being in a hospital job can go far.
IV.
If youre interested in having fun at your job, you should seek out employers that do
what you love. For example, do you love pets? Then you should go to the local zoo
and soon youll be surrounded by some of the most interesting and exotic animals in
the world.
V.
Help make the world a better place by volunteering your time to one of the great
National Organizations, or for local opportunities, check out those provided by our
partner Volunteer Match. Youll gain valuable experience, make friends, and the best
part - youll make a difference!
When searching for a teen job, its easy to go after the typical ones but theres so
much out there. Learn new skills, discover your passions and help people! Got any
more ideas to add to our lists?
GrooveJob.com has dozens of great teen jobs for you. Whether youre looking for a
seasonal job or if youre interested in an opportunity during your summer break, just
type in your zip code below to find a great job made for teens!
Adapted from: Jobs for teens. (n.d.) Retrieved April 24, 2012,
from: http://www.groovejob.com/jobs/teen-jobs/
96 UNIT 4
HOW ABOUT WORKING?
1 Have a quick look at the text. What type of text is it? 1 pt.
a. A letter of application.
b. An advertisement.
c. An article from the Internet.
2 Read the text again. Locate these headings (a e) in the corresponding 5 pts.
paragraphs (I V). You can check with the recording.
a. Career Related Jobs
b. Fun Jobs
c. Jobs for Teens
d. So what really defines a typical teen job?
e. Volunteer Job Opportunities
3 Copy this concept map in your notebook and complete it with information from 5 pts.
the text.
Teen Jobs
Types of jobs Advantages of teen Jobs
LISTENING - VOLUNTEER JOBS FOR STUDENTS AND TEENS

4 48 Listen to the recording. Match the beginnings in column A (a - d) with the
4 pts.
endings in column B (i - v).
A B
a. Habitat for Humanity i. are carefully screened.
b. All volunteer applications ii. needs short term volunteers.
c. If you are interested in iii. please download an application form.
becoming a volunteer iv. please contact the Volunteer
d. For any further questions Program Manager.
5 48 Listen again and answer the following questions. 5 pts.

a. What is Habitat for Humanity?
b. What are the steps in the selection process?
c. What does the organization provide, if you are selected?
97
LANGUAGE
6 Fill in the gaps with the correct words in brackets. 3 pts.
a. They (can / might) be away for the weekend but Im not sure.
b. It is probable that he (might / should) go to Sheffield.
c. It (might / may) be a cooler day tomorrow, probably.
d. You (can / might) be right, but it is not very likely.
7 Complete these sentences giving advice and recommendations, using the

5 pts.
appropriate words and the verbs from the boxes.
arrive read thank wear write
a. If you want to find a job, you the newspaper ads.

b. You late for an interview.
c. You a good CV.
d. You jeans when you go to a job interview.
e. You the interviewer at the end of the interview.
SPEAKING
8 In pairs, role play a telephone conversation applying for a voluntary job. Include all 8 pts.
these ideas in your dialog: type of voluntary work, requirements, dates, money,
and extra details.
WRITING
9 Catalina Lpez wants to apply to an international volunteer organization. Read 8 pts.
the notes about her and then write her letter of application. Follow the model on
Page 87.
Age: 17
Address: Los Molinos 8953, Quinta Normal, Santiago, Chile.
Program: Wants to work for 4 weeks in January/February
during summer vacation.
Project: Would prefer to work on an educational project in
Latin America.
Languages: Spanish (first language) and English
(intermediate level)
Interests: Likes music and arts.
Skills: Gets along well with people, has previous
experience working in teams. 44 pts.
TOTAL
0 - 12 13 - 24 25 - 36 37 - 44
98 UNIT 4
HOW ABOUT WORKING?
PROJECT
Newspaper ads
Communication and Ethics
1 Form groups of three students.
2 Organize yourselves to design a newspaper page with job and

volunteering advertisements. Use the Internet, encyclopedias
and what you have learned in Communication classes.
3 Include: different types of job ads and one advertisement

promoting voluntary work along the country.
4 Write a rough copy using all the information you gathered, your
own ideas and the vocabulary and language of this unit.
5 Decide on the images you want to include and organize the

information following the format of the classified section in a
newspaper.
6 Edit everything and type it on a sheet of paper or make a poster.
7 Display your work in the classroom.
Checklist

99
COMMUNICATIVE TASKS FILE
UNIT STUDENT LIFE
1 In pairs, describe the pictures using the expressions in the boxes. Then, discuss the questions
below, expressing your opinions and explaining your ideas.
a. These pictures show student life in the past and nowadays. Compare the two pictures and
answer: What similarities and differences can you identify? How has student life changed in
the last fifty years?
b. How is your school life different from that of your grandparents? Which positive and
negative aspects can you mention?
In the first picture, you can see
While in the second picture,
I believe
In my opinion,
I dont think
Things were different then because
They used to
They didnt use to
100
UNIT CHALLENGES
1 In small groups, describe the pictures using the expressions in the boxes. Then, discuss the
questions below, expressing your opinions and explaining your ideas.
a. These pictures show extreme sports. Compare them and answer: What is each sport about?
What special equipment do you need?
b. Which extreme sport would you like to try? Why? Where could you practice it? How would
you train?
The first picture shows And the second picture shows The third picture shows ...
Id rather try This sport is ... because ... In my opinion, ... You are supposed to
101
UNIT ARTS AND ENTERTAINMENT
1 In pairs, describe the pictures using the expressions in the boxes. Then, discuss the questions
below, expressing your opinions and explaining your ideas.
a. These pictures show modern paintings. Compare them and answer: How can you describe
each painting? What movement do you think they belong to? How do they make you feel?
b. Which painting would you like to have? Why? What message did the artist try to transmit?
The first painting shows While the second painting shows The third painting shows ...
What I think is that It belongs to This painting makes me feel As far as I know
102
UNIT HOW ABOUT WORKING?
1 In small groups, describe the pictures using the expressions in the boxes. Then, discuss the
questions below, expressing your opinions and explaining your ideas.
a. Both pictures show some voluntary work. Compare the two pictures and answer: What
non-profit-making associations do you know in Chile? What type of voluntary work do
they do?
b. How would you lend a helping hand? Which type of voluntary work would you do? Why?
can see
In the first picture, you
While in the second picture
What I think is that
As far as Im concerned
I would lend a helping hand in
I strongly believe that ...
103
THEMATIC INDEX
TOPICS
Past and present student life 10
Past and present pastimes 18
Extreme sports 36
Remarkable sportspeople 42
A Chilean remarkable sportsperson 46
TV programs and shows 58
Teens artistic works 64
Ekphrastic poetry 69
Voluntary organizations 82
Voluntary work 88
Acrostic poetry 92
LANGUAGE
Past habits (used to) 13
The Past Continuous 21
The Present Perfect 39
Expressing desires 44
Connectors besides, though, although 61
Reported speech 67
Expressing obligation and necessity (must, have to, need) 84
May and might to express future possibility 90
104
LANGUAGE REFERENCE
1 Past Simple
Affirmative Negative Interrogative
I I I
You You You
He He He
She She She Yes, ... did.
played volleyball. get up late
didnt watch TV. Did
It ate fruit salad. It It yesterday? No, ... didnt.
We We We
You You You
They They They
I I I
Yes, ... did.
You You You use to run?
used to ride a bike. didnt use to swim. Did
He He He No, ... didnt.
... ... ...
2 Past Continuous
I was doing homework. I wasnt watching TV. Was I
You You Were You
We were running. We werent talking. We
Yes, ... was/were.
They They They
eating?
He He He No, ...wasnt/
She was sleeping. She wasnt playing. Was She werent.
It It It
Time expressions often used with the past

Usually at the end of a sentence: . ago, yesterday, yesterday morning / afternoon /
evening, last night / Monday / week / month / year, etc., in 1980, etc,.
3 Present Perfect
I have written an e-mail. I havent walked to school today. Have I closed the door?
You You You Yes, ... have.
We have written an e-mail We havent walked to school. Have We closed the door?
They They They No, ... havent.
He He He Yes, ... has.

She has written an e-mail She hasnt walked to school today. Has She closed the door?
It It It No, ... hasnt.
Time expressions often used with the present perfect

Usually after the auxiliary: just, still, already, never, ever.
Usually at the end of a sentence: yet, lately, recently, for (period of time), since (point in
time or clause).
105
4 Past Simple
Direct Speech Reported Speech
Simple Present Simple Past
He said: "I am happy." He said that he was happy.
Present Continuous Past Continuous
He said: "I'm looking for my keys." He said that he was looking for his keys.
Simple Past Past Perfect Simple
He said: "I visited New York last year." He said that he had visited New York the previous year.
Present Perfect Past Perfect
He said: " I've lived here for a long time. " He said that he had lived there for a long time.
Past Continuous Past Perfect Continuous
He said: "I was playing football when the accident He said that he had been playing football
occurred." when the accident had occurred.
Future Simple Conditional would
He said: "I will open the door." He said that he would open the door.
Future Going to Future in the past
He said: "I am going to travel to He said that he was going to travel to
Europe next summer vacations." Europe the following summer vacations.
Can Could
He said: "I can do it." He said that he could do it.
May Might
He said: "May I go out?" He wanted to know if he might go out.
Must / Have to Had to
He said: "She must apply for the job." He said that she had to apply for the job.
today that day
now then
yesterday; last week/month/year; ... the day before; the week/month/year
days/months/years ago before; ... days/months/years before
tonight; tomorrow; next week/month/year that night; the next/following day; the following week/month/year
here there
this; these that; those
I ; my; me he/she; his/her; him/her
we; our; us they; their; them
106
5 Modal Verbs
1. Obligation
We use:
must for strong obligations imposed by the speaker: I must revise for the exams.
have / has to for strong obligations imposed by someone other than the speaker: Do we
have to fill in this form?
2. Necessity
We use:
need to for strong obligations or necessity imposed by the someone other than the
speaker: You need to have a passport to travel abroad.
neednt for lack of necessity in the present or the future: You neednt get up early on
Saturdays.
3. Possibility
We use:
may and might to say that something is possibly true now or in the future: They arent at
home - they may / might be on holidays.
may not and might not to say that something is possibly not true now or in the future: He
may not / might not want to come with us because he is very tired.
6 Linking Words
besides introduces additional information.
although, even though and though introduce contrastive information.
107
VOCABULARY
Unit 1: Unit 2:
Student Life Challenges
Attend: to go to and be present at (some place). Bouncy: something that moves up and down.
Brake: a device for slowing or stopping a moving vehicle. Disability: a condition (such as an illness or an injury) that
Clutch: a mechanism for connecting and disconnecting an damages or limits a person's physical or mental abilities.
engine and the transmission system in a vehicle. Disease: a condition that prevents the body or mind from
Dark: the absence of life in a place. working normally; an illness.
Dorm: a large bedroom for a number of people in a school Glide: move in a smooth, quiet, continuous motion; fly
or institution. without power.
Enlightened: informed, educated and cultured. Moved: having strong feelings or emotions.
Field trip: a visit to a place that is made by students to Roller-coaster: a track in an amusement park that goes
learn about something. up and down and that people ride for fun and excitement.
Gig: a light two-wheeled carriage pulled by one horse. Spirit: the typical quality, attitude or mood of a person or
Hedge: a fence or boundary formed by closely growing group.
bushes or shrubs. Steep: something that rises and falls quickly, not gradually.
Inkwell: a container for ink. Steer: to control the direction in which something moves.
Kid: child. Strap: fasten or secure something with a strip of flexible
Knapsack: a soldiers or hikers bag with shoulder straps material.
carried on the back. Toggle: a small piece of wood, plastic, metal, etc., that is
Ladder: an often portable structure consisting of two long pushed through a loop or hole to fasten one part of
sides crossed by parallel rungs, used to climb up and something to another part.
down.
Lean (v): be in or move from a vertical to a sloping Expressions
position; incline. Not have a clue: have no idea about something or how to
Mice: plural form of mouse. do something.
Misfortune: bad luck. Get across: manage to communicate an idea clearly.
Musket: a light gun with a small barrel. Feel at disadvantage: feel in an unfavorable position
Ordinary: with no special or distinctive characteristics; relative to someone or something else.
normal. Make history: do something that is remembered
Railway: a track made of steel where trains run. in history.
Expressions
Red-poll: a brown bird with a red forehead.
Slam (v): push or put something somewhere with great
force.
Steering-wheel: a wheel that a driver rotates in order to
make the vehicle go in a particular direction.
Usher: an assistant teacher.
108
Unit 3: Unit 4:
Arts and Entertainment How about working?
Bailout: the act of saving or rescuing something Abroad: in or to a foreign country.
(such as a business) from money problems. Developing: (of a country, etc.) that wants to become
more advanced socially and economically.
Podcast: a digital audio or video file or recording that
Insurance: a contract in which a company promises to
can be downloaded from a website to a media player
pay for medical service.
or computer.
Placement: the act of finding an appropriate place for
Spin-off: a television program, movie, book, etc., that is
someone to live, work or learn.
based on characters from another television program,
Rewarding: giving you a good feeling that you have done
movie, book, etc.
something valuable or important.
Uncanny: strange or mysterious.
Support: assistance, help.
Upscale: relating to the people with a lot of money.
Walk-off: a competition between fashion models.
Expressions
Bring together: to create a situation in which people meet
Expressions
and do something together.
Cant stand: unable to tolerate someone or something;
Look forward to: to anticipate with pleasure or
dislike.
satisfaction.
A couple of (years, days, people): an indefinite small
Make a difference: having a significant effect on a person
number of.
or situation.
Far ahead of: too advanced or modern to be
understood or appreciated.
In the end: finally.
109
BIBLIOGRAPHY
American Heritage Dictionaries. (2010). 100 Words Almost Cambridge University Press.
Everyone Mixes up or Mangles. Boston: Houghton Mifflin Murphy, R. (1996). Essential Grammar in Use. (2nd ed).
Harcourt. Cambridge: Cambridge University Press.
Berry, R. (2011). English Grammar: A Resource Book for Redman, S. (1996). A Way with Words. Cambridge: Cambridge
Students. London: Routledge. University Press.
Blisom, L. (2014). Speed Reading: Speed Reading for Reinvolucri, M. (1995). More Grammar Games. Cambridge:
Beginners Easy Techniques to Improve your Reading Speed. Cambridge University Press.
[Kindle Edition]. Retrieved from Amazon.com
Rosset, E. (2000). Conversation in Action Lets Talk.
Boyer, S. (2001). Understanding English Pronunciation. An Mendelu: Stanley.
Integrated Practice Course. London: Usborne Better English.
Sharma, P. (2014). Vocabulary Organizer. Cork: Collins.
Bromberg, M. (2005). 504 Absolutely Essential Words. New
Spears, R. (2000). NTCs American Idioms Dictionary.
York: Barrons.
Columbus: McGraw-Hill.
Collins Cobuild Key Words in Science and Technology (1st ed).
Swam, M. (1997). How English Works. Oxford: Oxford
(1997). Oxford: Collins Cobuild.
University Press.
Flower, J. (1995). Start building your Vocabulary. Boston:
Watcyn-Jones, P. (2002). Test your Vocabulary 2 Revised
Heinle.
Edition. Essex: Pearson Education. ESL.
Funk, W. (2003). 30 Days to a More Powerful Vocabulary. New
Websters New Explorer Vocabulary Skill Builder. (2008). In
York: Galahad.
Merriam-Webster Dictionaries. Springfield: Merriam-Webster.
Gerber, J. (2014). How to Speak English Fluently: Tips and
Williams, P. (2014). The English Tenses Practical Grammar
Tricks for English Learners. [Kindle Edition]. Retrieved from
Guide. Brighton: English Lessons Brighton.
Amazon.com
Oxford Phrasal Verbs Dictionary (2006). Cambridge:
Gerber, J. (2014). 650+English. Phrases for Everyday
Cambridge University Press.
Speaking. [Kindle Edition]. Retrieved from Amazon.com
Idioms are Fun (2003). Delhi: Wilco Publishing House.
Greenbaum, S. (1991). A Students Grammar of the English
Language. London: Longman. Proverbs are Fun (2003). Delhi: Wilco Publishing House.
Heffer, S. (2014). Simply English: An A-Z of Avoidable Errors.
London: Cornerstone. RECOMMENDED READERS
LaCarna, J. (2000). Build your Vocabulary Skills! A Quick and Escott, J. (2008). Hanna and the Hurricane. Penguin Readers
Easy Method. Hartford: The Graduate Group. Harlow, Essex: Pearson Education Limited.
Lewis (2005). How to Read Better and Faster. New Delhi: Rabley, S. (2008). Between Two Worlds. Penguin Readers,
Goyal Publishers & Distributors. Harlow, Essex: Pearson Education Limited.
Lewis (2008). Instant Word Power. New York: Bristol Park Rabley, S (2008). Billy and the Queen. Penguin Readers
Books. Harlow, Essex: Pearson Education Limited.
Lewis, N. (1985). Thirty Days to Better English. New York: Rabley, S (2008). Dinos Day in London. Penguin Readers
Signet. Harlow, Essex: Pearson Education Limited.
Lewis, N. (1989). Twenty Days to Better Spelling. New York: Rabley, S (2008). The Fine Boy. Penguin Readers Harlow,
Signet. Essex: Pearson Education Limited.
Lewis, N. (1991). Word Power Made Easy. New York: Pocket Rabley, S (2008). Flying Home. Penguin Readers Harlow,
Books. Essex: Pearson Education Limited.
McCarthy, M. & ODell, F. (2010). English Collocations in Use Rabley, S (2008). The Pearl Girl. Penguin Readers Harlow,
Intermediate. Cambride: Cambridge University Press. Essex: Pearson Education Limited.
McCarthy, M. & ODell, F. (2010). English Vocabulary in Use Smith, R. (2008). The Last Photo. Penguin Readers Harlow,
Elementary (2nd Edition) with Answers. Cambridge: Essex: Pearson Education Limited.
110
ADDITIONAL BIBLIOGRAPHY WEB PAGES
Unit 1: Student Life http://www.esl-lab.com/
http://www.esldesk.com/esl-links/index.htm
Robinson, K. (2009). The Element: How finding your passion
http://www.languagegames.org/la/crossword/english.asp
changes everything. New York: Penguin Books.
Thomas, D. & Brown, J.S. (2011). A New Culture of Learning: http://www.esl.about.com/cs/listening/
Cultivating the Imagination for a World of Constant Change. http://www.sikids.com
CreateSpace Independent Publishing Platform. http://www.gobartimes.org
Collins, A. & Halverson, R. (2009). Rethinking Education in the http://www.englishlistening.com
Age of Technology: The Digital Revolution and Schooling in
http://www.tolearnenglish.com
America. New York: Teachers College Press.
http://www.focusenglish.com/dialogues/conversation.html
Unit 2: Challenges http://www.isabelperez.com

http://www.antimoon.com/how/pronunc-soundsipa.htm
Vujicic, N. (2010). Life Without Limits: Inspiration for a
http://www.english-online.org.uk/games/gamezone2.htm
Ridiculously Good Life. Colorado Springs: WaterBrook Press.
Dean, M. (2001). Extreme sports. Harlow: Pearson Education http://www.longlongtimeago.com/
Limited.
Witfeld, J. Gerling, I.E. & Pach, A. (2011). The Ultimate Parkour ADDITIONAL AUDIOVISUAL RESOURCES
& Freerunning Book: Discover Your Possibilities! Maidenhead: http://www.ted.com/
Meyer & Meyer sport Ltd.
Unit 3: Arts and Entertainment

Caprio, M. (2013). Smart-Ography: Simple Tips on the Art of
Iphone and Android Photography (Kindle Edition). Booktango.
Edwards, R. (1996). Painted Bodies: By Forty-Five Chilean
Artists. New York: Abbeville Press.
Palmer, R. (2008). Street Art Chile. London: Eight Books.
Unit 4: How about Working?

Halpern-Felsher, B. (2009). Adolescent Decision Making: An
Overview. The Prevention Researcher 16(2), 3-7. Retrieved
from file:///C:/Documents%20and%20Settings/Admin/
Mis%20documentos/Downloads/16-2-Halper-E.pdf
Fetter, B. (2012). Being Visual: Raising a Generation of
Innovative Thinkers. Elgin: Grape Lot Press.
Gay, K. (2004). Volunteering: The Ultimate Teen Guide.
Lanham: Scarecrow Press.
111
2017 Ediciones R&B
Teen Club 2 Medio Students Book 2017 Reedicin
N de Inscripcin: 233.238
ISBN: 978-956-8694-41-8
Original text Lina Alvarado Jantus

Teacher of English
Original illustrations Ediciones R&B

Design Ediciones R&B
English Editor Ariel Acosta Arancibia

Assistant Editor Marian Gonzlez Del Fierro
Designed by Mara Jess Moreno Guldman
Layout by Marcia Gutirrez Pavez
Proofreading Nicholas Gunn
Illustrations Fernando Santander Tiozzo
Production Ediciones R&B
Recording engineer Ignacio Arriagada Maia
Recording Producer Rodrigo Gonzlez Daz
Photos 123RF Stock Photos
2016 Ediciones R&B

ISBN: 978-956-8694-41-8
2015 Ediciones R&B

ISBN: 978-956-8694-41-8
2014 Ediciones R&B

Teen Club 2 Medio Students Book
ISBN: 978-956-8694-31-9
ISBN PACK: 978-956-8694-36-4

Teacher of English
Basado en Teen Club 2 Medio:

2010 Ediciones R&B
ISBN: 978-956-8694-08-1
Teacher of English
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in
any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior
written permission of the publisher.
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STUDENTS TEXTBOOK

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN

TEENS CLUB Lina Alvarado Jantus

This book belongs to:

exercises to activate your previous

STUDENT LIFE STUDENT LIFE

BEFORE YOU START READING 10 LISTENING

BEFORE YOU START READING LISTENING

YOUR ENGLISH IN ACTION UNIT CHECK PROJECT

After lunch, we usually do extracurricular activities; I like these better than

YOUR ENGLISH IN ACTION UNIT CHECK PROJECT

READING AND WRITING

LISTENING AND SPEAKING GAME SPOT

Key Word Spot Strategy Spot

Useful Expressions Spot

Lina Alvarado Jantus

LETS READ! divided by unit, as a complement

STUDENT LIFE CHALLENGES

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

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

ARTS AND HOW ABOUT

Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

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

2 Share your observations in Exercise 1 with your classmates.

Lunch in the school cafeteria Physical education class Summer camp

2 Read these sentences (a d) and circle the correct answer.

LESSON 2 WHO HAD MORE FUN?

a. A: Grandma, do you like music? b. A: What ?

c. A: Hey, ? d. A: In your free time, ?

READING OUR SCHOOL

Read the first sentence

7 Copy these questions in your notebook. Read the text carefully

10 Copy this diagram in your notebook and complete it with information

School in the text My school

Decide who was

Talking about past habits: used to

1. Revise these sentences from the text.

11 In your notebook, copy and complete these sentences about school

12 In your notebook, copy and complete this paragraph with used to

c. In the nineteenth century, girls

d. Nineteenth century students

0-4 5-6 7-8 9 - 10

LISTENING AND SPEAKING

13 11 Listen to a dialog between two students and match columns A

Useful Expressions Spot

In the past Now

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

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

LISTENING WHO HAD MORE FUN?

You will listen to a

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

8 13 Listen again. Number these sentences in the order you

d. ...some old photos.

10 13 Listen and answer these questions. You can work with

Check how much you

Useful Expressions Spot

Talking about actions in progress in the past: The Past Continuous

1. Read these sentences from the recording.

eat dance play study

a. Sally dinner b. Fred called me when I

c. The children d. My mother took this photo

0-4 5-6 7-8 9 - 12

14 14 Look at the picture and listen to this dialog between Charlie