Lina Alvarado Jantus
English
STUDENT’S TEXTBOOK
+
READING BOOKLE
T
& W
ORKBOOK
TEENS CLUB
Name:
Class:
School:
This book belongs to:
Te lo ha hecho llegar gratuitamente el Ministerio de Educación a través del establecimiento educacional en el que estudias.
Lina Alvarado Jantus
Teacher of English
Instituto Profesional Chileno-Británico
STUDENT'S TEXTBOOK
TEENS CLUB
English
22 UNIT 1
1 Find information about someone you know that has a very unusual life. How is this person similar or different to you? Make a list of similarities and differences and share them with your partner. 2 Use these prompts to write a complete interview. Then, role play it with your partner in front of
the class.
A: what / Friday evening? B: go / movies A: you / feel / right now? B: tired / homework A: what / favorite subjects at school? B: Spanish / math A: you / do / next summer? B: sports / disco / friends A: you / wear / tomorrow? B: jeans / sneakers / jacket A: you / like / with your friends? B: skating / going to parties / doing sports 314 Read this interview and complete the paragraph about this extreme teen fashion. Then,
answer these questions.
a. What's your opinion about this fashion? Do you like it? Why? Why not? b. Do you think it's OK to accept these kind of differences in people? Why? Explain.
Sonia´s favorite clothes and accesories are , , and .
She likes them because she thinks she , but her mother the way she .
To get money to buy her clothes and accessories, she has . YOUR ENGLISH IN ACTION
Interviewer: How old are you, Sonia? Sonia: I'm 15 years old. Interviewer: I understand you are a 'ganguro girl'; what does that name mean? Sonia: It means 'black face girl' because I have a very dark suntan. Interviewer: Can you describe what you are wearing? Sonia: I'm wearing a pink miniskirt with a pink tank top and knee-high suede platform boots. I am wearing false eyelashes, white eye shadow, some glitter on my cheeks and pink lipstick. Interviewer: Why did you start dressing like this? Sonia: My best friend started to dress like this and I thought she looked really cool. Interviewer: What do your parents think?
Sonia: My mother thinks it is awful. She doesn't like the way I look or dress. Interviewer: Do you spend a lot of money on your clothes?
Sonia: Yes. I love shopping for clothes and make-up, and I spend a lot of money at the hairdresser's, so I have a weekend job in a supermarket.
24 UNIT 1 READING: TWO CULTURES
1 Read the information about these two teenagers. Create two questions for each paragraph and write them in your notebook. Then, work with a partner and take turns to ask and answers your questions. Support your answers with evidence from the text.
UNIT CHECK
4 pts. 15
Hi! My name is Bao-Yu. I want to make friends with people all over the world. I live in Shangai, in the east of China. I'm 15 years old and I live with my parents. I don't have any brothers or sisters.
On school days, I always get up at 6 a.m. I take the subway to school and usually meet my friends on the train. We have six classes a day.
After school, I often go to my sports club where I do judo and play baseball and tennis. When I get home I do two hours of homework and then I usually watch TV. I also like reading. On the weekend, I meet my friends and I go shopping. Sometimes we go to the park and play baseball. Tell me about you! What is your life like?
Hi, Bao-Yu! My name is Kenny. I am fourteen years old and I live in Seattle, in the USA. Wow, your life is really different to mine. I always get up at 7 in the morning on weekdays. I have eight classes a day. I like to play basketball, video games and see my friends. What about music? Who's your favorite singer? I really like rap music - Snoop Dogg is my favorite singer.
27
TEEN LIFE PROJECT
1 Form groups of five students. 2 Choose five different countries of the world and search for
information about teenage life in each country. Use the Internet, encyclopedias and what you have learned in Social Studies and Geography.
3 Find information about: the school system, typical free-time activities, local music, typical teenage clothes and cultural traditions.
4 Write a rough copy with all the information for each country. Then, use your findings and the contents of this unit to prepare an oral presentation with your group.
5 Make posters with photos, cutouts and maps to illustrate your work. You can prepare a Power Point Presentation as an aid to help you with your oral presentation. Be careful not to read from the PPP, but to show it!
6 Present it to the rest of the class and display your work in the classroom.
Teens around the world
Social Studies and Geography
Checklist
Reflect upon your project and check (✔) under the correct column. Very well Well Not so well
We followed the instructions carefully. We collected information from different sources. We distributed the tasks evenly among the group members. We participated actively. We were respectful of each other´s ideas and opinions.
TEEN LIFE TEEN LIFE TEEN LIFE
YOUR ENGLISH IN ACTION
These attractive and entertaining activities will motivate you to study and put into practice what you are learning.
UNIT CHECK
A formal test at the end of the unit to evaluate your progress and help you discover what you need to revise.
PROJECT
This section gives you the opportunity to apply what you have learned in the unit and to integrate it with other school subjects.
17
TEEN LIFE
3 Answer these questions.Do you have any arguments with your parents? Why? What do you think you can do to solve these problems? Share with your partner.
4 You are going to read two poems written by teenagers. What do you think teenagers usually write about? Why? Explain.
5 Read the words in the Key Word Spot and look up their meaning in a dictionary. Are they nouns, adjectives, verbs or adverbs? Classify the words and look up for synonyms. Then, find the parts of the poems in which the words are mentioned and re-write these sentences replacing the words by their synonyms.
• folks • fume • mean (adj.) • swear • unfair • utterly
KeyWordSpot
Complaints Happy, sad, sleepy, mean, Feelings often change, A common act of a typical teen, I find it rather strange; Talking to a friend, or sending them a text. They talk for hours on end, what’ll they think of next? They’ll leave their room a mess And give cleaning it a miss, But yes, I must confess To also doing this. They think their folks are ancient, And utterly unfair, the result is to ignore them Before they start to swear. Their music cracks the ceiling, And makes their parents fume, Emotions always reeling And more time in their room. Being a teen may be pretty bad, But from experience I can tell, It’s much worse for mum and dad; For them it’s living hell!
Getting Older When you cannot find your pencil And your purse has gone astray; When you’re feeling rather tired For it has been a hectic day. When the morning comes too quickly And you just can’t cope with rush; When everyone is shouting And you’d rather have some hush. Perhaps you’re getting older, For this happens, we are told, But no, this isn’t how it is; You’re only thirteen years old!
1 1 5 5 10 15 10 13 READING
Visualize the situations that the poems describe. What do you see? Discuss your ideas with your partner.
Strategy Spot
8 UNIT 1 TEENAGE TALK LESSON 1
1 Complete the dialog about predictions for the year 2050 with will/won’t and the verbs in the boxes.
be have take fly travel A: Can you imagine how life will be in the year 2050? B: I think there security cameras everywhere and cars . Everyone
mobile phones, even young children. What about you? What do you think? A: I think people by spaceship and we vacations in space! B: Wow! That sounds great!
2 Take your time to write three predictions for the year 2050 in your notebook. Then, practice saying your predictions aloud and follow the model in Exercise 1 to have a conversation with your partner about how you imagine life in the year 2050.
3 Read Jerry’s and Beth’s diaries and create two questions about their plans for the week. Make sure you follow the example.
Example: What is Jerry going to do on Wednesday? He is going to go to the theater with Bob.
What ? What ?
4 With your partner, take turns to ask and answer your questions in Exercise 3.
5 Think about your plans for next weekend and take some notes, using the format of the diaries in Exercise 3. Then, look at your notes and start a conversation with your partner about your weekend plans.
BEFORE YOU START
Beth Visit &grandma Meet Cristina Gym &at 5:30 First &driving &lesson Study Math with Jerry JERRY Play tennis with Linda Meet Cristina Theater with Bob Dentist at 4:00 Study Math with Beth
11
TEEN LIFE LISTENING
5 10 Listen to the interview with Danny Evans, a typical teenager, and check your predictions in Exercise 3.
6 10 Listen to the interview again and identify the alternative you hear.
a. Danny usually listens to music with his friends / mates. b. He is reading Amazing Birds / The Amazing Life of Birds. c. All the girls like older / younger boys. d. He’s fed up with work / homework. e. He’s spending one week / twoweeks with his cousins.
7 10 Listen again and match the verbs in list A with the phrases in list B. Then, identify the correct picture for each collocation.
A • look • play • talk • wear
B • about music • a nice jacket • for a girlfriend • the drums
810 Answer these questions. a. Where does Danny live in Chicago? b. What does Danny usually do in his free time? c. What are his favorite school subjects? d. Is Danny's life similar to your life? Why? Why not?
2 3 4
1
Before listening to the recording again, practice saying the words and expressions
in bold aloud. With your partner, take turns to dictate the expressions to each other and check if you can recognize them.
Strategy Spot
READING
The tasks will help you develop strategies to improve your understanding of written texts. BEFORE YOU START
Short activities to activate previous knowledge and to deal with the starting point for the activities that will follow.
LISTENING
The tasks will help you develop strategies to improve your understanding of oral messages. GETTING READY
Some interesting pictures to provide a setting and some simple exercises to activate your previous knowledge. You can also examine the objectives of the unit here. TEEN LIFE
6 7
GETTING READY
1 Read what young people say about being a teenager. Do you agree? 2 Discuss with your partner. What does being a teenager mean to you? Make some notes. 3 Copy this chart into your notebook. Interview six of your classmates about their interests and
preferences and enter the information in the chart. Present the results for each item in a graph (pie chart or bar graph).
Classmate’s name Music Free Time Sports Art
TEEN LIFE
In this unit you will:
• read posts of a Student Forum chat. • read poems. • listen to an interview. • listen to poems.
You will learn how to: Reading
• identify cognates. • find general and specific information. • infer meaning of words in context. • locate and match information.
Listening
• discriminate between correct and incorrect information. • identify correct sequence. • differentiate sounds. • find general and specific information. • identify collocations.
Speaking
• exchange information about personal interests and preferences. • Recite a poem about teen life.
Writing
• write a personal introduction to a forum chat. • complete a poem.
Language
• use linking words. • use the Present Continuous for future plans.
You will also:
• develop respect for and acceptance of age, and social and cultural diversity. • assess the importance of English as an international communication tool.
UNIT
James, 14, England. “Nowadays, teenagers are the same throughout the world. We are inspired by the same things and love doing the same activities. I don’t think a Chinese teen is different at
all from me”. Yaritza, 15, Brazil.
“Of course I feel Brazilian, but I also feel like other teens throughout the world. I can see we are similar when we chat on the Internet. We share the same feelings, and talk about the
same topics”.
Atzuko, 14, Japan. “My identity is not in my nationality, It is in my art. I’m studying art at an American school and I feel like the rest of my classmates”.
Ludvik, 15, Czech Republic. “My national identity is very important to me, although I see myself more as a European or a “westerner” teen.
Carmen, 14, Chile. Identity? No, I don’t feel different from teenagers from other parts of the world. I wear the same clothes; I like and do the same things. So, why do I have
to feel different?
WORKBOOK
It includes a selection of activities divided by unit, as a complement for the contents covered in the
Student’s book. It includes a selection of activities divided by unit, as a complement
WORKBOOK
Lina Alvarado Jantus
LET ’S READ!
Reading booklet
Lina Alvarado Jantus
ºMedio
A complementary booklet aimed at encouraging your taste for reading
outside of the classroom, and
LET ’S READ!
Reading booklet
LET ’S READ! LET ’S READ! LET ’S READ! LET ’S READ! LET ’S READ! LET ’S READ! LET ’S READ! LET ’S READ! LET ’S READ! LET ’S READ! LET ’S READ!
Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet Reading booklet
Lina Alvarado Jantus
Medio
+
READING BOOKLE T & W ORKBOOKInteresting bits of information on the topics of the lesson.
SPOT LIFE
REAL READING AND WRITING
A short section with extra practice focused on reading comprehension and writing skills.
Section designed to motivate you with different games.
SPOT GAME
TAKE ACTION!
Hands-on activities to consolidate the contents covered in the unit.
LEARNERS FAST
Activities for faster students. They can also be used with all students, if the circumstances allow it.
Activities based on a listening text, aimed at practicing oral skills, pronunciation, fluency and intonation.
PRACTICE ORAL
Special glossary that helps you with the key words in the text you are going to read or listen to.
Key Word Spot
This icon indicates the connection of an activity with complementary work on the Reading Booklet.
LET ’S READ!
Reading booklet connection
These short evaluation activities allow you to analyze your performance. You complete the tasks within a time limit and check your points.
✔
✔✔ LET’S CHECKA short section with extra practice focused on listening and speaking skills.
LISTENING AND SPEAKING
Strategies that help you comprehend and use the language.
Strategy Spot
Commonly used expressions that students can use in dialogs and conversations.
PLAN OF THE BOOK
6 - 27
Getting Ready . . . 6
BEFORE YOU START . . . 8
Lesson 1: Teenage talk . . . 10
Listening . . . 11
Language Spot: . . . 12
Talking about future plans: The Present Progressive . . . 12
Oral Practice . . . 13
Reading and writing. . . 13
Lesson 2: Typical teenagers . . . 16
Reading . . . 17
Language Spot: . . . 19
Connecting ideas: addition, alternative and contrast . . . 19
Listening and Speaking . . . 20
Writing . . . 20
Take Action! . . . 21
YOUR ENGLISH IN ACTION . . . 22
UNIT CHECK . . . 24
PROJECT . . . 27
28 - 51 Getting Ready . . . 28
BEFORE YOU START . . . 30
Lesson 1: Technology Update . . . 32
Listening . . . 33
Language Spot: . . . 34
Connecting ideas: although, however, while, though . . . 34
Oral Practice . . . 35
Reading and writing . . . 37
Lesson 2: Popular teenage inventions . . . 38
Reading . . . 39
Language Spot: . . . 41
Expressing causality: because . . . 41
Listening and Speaking . . . 43
Writing . . . 44
Take Action! . . . 45
YOUR ENGLISH IN ACTION . . . 46
UNIT CHECK . . . 48
PROJECT . . . 51
78 - 99
Getting Ready . . . 78
BEFORE YOU START . . . 80
Lesson 1: You can beat them! . . . 82
Listening . . . 83
Language Spot: . . . 84
Expressing possibility: mayandmight . . . 84
Oral Practice . . . 86
Reading and writing. . . 86
Lesson 2: Why am I in such a bad mood? . . . 88
Reading . . . 89
Language Spot: . . . 91
Giving advice and recommendation: should, had better, ought to . . . 91
Listening and Speaking . . . 92
Writing . . . 93
YOUR ENGLISH IN ACTION . . . 94
UNIT CHECK . . . 96
PROJECT . . . 99
52 - 77 Getting Ready . . . 52
BEFORE YOU START . . . 54
Lesson 1: New Stars . . . 56
Listening . . . 57
Language Spot: . . . 59
Expressing quantity: all, much, many, some, a few . . . 59
Oral Practice . . . 60
Reading and writing. . . 60
Lesson 2: We want you to read! . . . 64
Reading . . . 66
Language Spot: . . . 68
The Passive Voice . . . 68
Listening and Speaking . . . 70
Writing . . . 70
Take Action! . . . 71
YOUR ENGLISH IN ACTION . . . 72
UNIT CHECK . . . 74
PROJECT . . . 77
UNIT
UNIT
BODY AND MIND
MUSIC AND
GETTING READY
1
Read what young people say about being a teenager. Do you agree?2
Discuss with your partner. What does being a teenager mean to you? Make some notes.3
Copy this chart into your notebook. Interview six of your classmates about their interests and preferences and enter the information in the chart. Present the results for each item in a graph (pie chart or bar graph).Classmate’s name Music Free Time Sports Art
TEEN LIFE
In this unit you will:
• read posts of a Student Forum chat. • read poems.
• listen to an interview. • listen to poems.
You will learn how to: Reading
• identify cognates.
• find general and specific information. • infer meaning of words in context. • locate and match information.
Listening
• discriminate between correct and incorrect information.
• identify correct sequence. • differentiate sounds.
• find general and specific information. • identify collocations.
Speaking
• exchange information about personal interests and preferences.
• Recite a poem about teen life.
Writing
• write a personal introduction to a forum chat. • complete a poem.
Language • use linking words.
• use the Present Continuous for future plans.
You will also:
• develop respect for and acceptance of age, and social and cultural diversity. • assess the importance of English as an
international communication tool.
TEEN LIFE
James, 14, England. “Nowadays, teenagers are the same throughout the world. We are inspired by the same things and love doing the same activities. I don’t think
a Chinese teen is different at all from me”.
Yaritza, 15, Brazil. “Of course I feel Brazilian, but I also feel like other teens throughout the world. I can see we are similar when
we chat on the Internet. We share the same feelings, and talk about the
same topics”.
Atzuko, 14, Japan.
“My identity is not in my nationality, It is in my art. I’m studying art at an American school and I feel like the
rest of my classmates”.
Ludvik, 15, Czech Republic. “My national identity is very important to
me, although I see myself more as a European or a “westerner” teen.
Carmen, 14, Chile.
TEENAGE TALK
LESSON 1
1
Complete the dialog about predictions for the year 2050 with will/won’t and the verbs in the boxes.be have take fly travel
A: Can you imagine how life will be in the year 2050?
B: I think there security cameras everywhere and cars . Everyone mobile phones, even young children. What about you? What do you think?
A: I think people by spaceship and we vacations in space!
B: Wow! That sounds great!
2
Take your time to write three predictions for the year 2050 in your notebook. Then, practice saying your predictions aloud and follow the model in Exercise 1 to have a conversation with your partner about how you imagine life in the year 2050.3
Read Jerry’s and Beth’s diaries and create two questions about their plans for the week. Make sure you follow the example.Example:What is Jerry going to do on Wednesday? He is going to go to the theater with Bob.
What ?
What ?
4
With your partner, take turns to ask and answer your questions in Exercise 3.5
Think about your plans for next weekend and take some notes, using the format of the diaries in Exercise 3. Then, look at your notes and start a conversation with your partner about your weekend plans.BEFORE YOU START
Beth
Visit &grandma
Meet Cristina
Gym &at 5:30
First &driving &lesson
Study Math with Jerry
JERRY
Play tennis with Linda
Meet Cristina
Theater with Bob
Dentist at 4:00
TEEN LIFE
TYPICAL TEENAGERS
LESSON 2
Before starting this unit, you need to know: • How to refer to events in the future.
• Different types of texts.
1
Which picture (1 – 4) shows…a. a page of prose? b. a drama script? c. a poem? d. a comic?
2
Which are the elements that help you identify each type of text? Discuss with your partner. TEEN LIFETEEN LIFE
TEEN LIFE
3 4
1 2
A drive in the motor car (Extract)
By Roald Dahl
One amazing morning, our whole family got ready to go for our first drive in the first motor-car we had ever owned. The driver was my 21-year-old sister. She had received two full half-hour lessons in driving, and in that enlightened year of 1925, this was considered sufficient. Nobody had to take a driving-test. As we all climbed into the car, our excitement was so intense we could hardly bear it.
Up front, there were three bodies in all: the driver behind the wheel, my brother (aged eighteen) and one of my sisters (aged twelve). In the back seat, there were four more of us: my mother (aged forty), two small sisters (aged eight and five), and myself (aged nine). We were all trembling with fear and joy as the driver let out the clutch and the great long black automobile leaned forward and moved.
“Are you sure you know how to do it?” we shouted. “Do you know where the brakes are?”
“Be quiet!” snapped the ancient sister. “I’ve 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.
Van Gogh's Bed
Jane Flanders (1985) is orange,
like Cinderella's coach, like the sun when he looked it straight in the eye.
is narrow, he sleeps alone, tossing between two pillows, while it carried him bumpily to the ball.
is clumsy,
but friendly. A peasant
built the frame; and old wife beat the mattress till it rose like meringue. is empty,
BEFORE LISTENING
1
Read the paragraph ignoring the gaps. Then, read it again and circle the right word to complete the paragraph.2
With your partner, make a list of other words related to teenagers.3
Look at the photos above and answer these questions in your group.a. Do the people look like typical teenagers? b. Where do you think they are from?
c. What do you think they like doing in their free time? d. What do teenagers care about these days? What are
their interests?
4
Match these meanings with the words from the text in the Key Word Spot.a. bored or unhappy b. expect with pleasure c. wool
TEENAGE TALK
LISTENING
LESSON 1
• fleece
• fed up
• look forward to
Key Word Spot
You are going to listen to the interview with Dany Evans, a typical teenager. In your notebook, write a list of the questions you think the interviewer will ask him.
Strategy Spot
I’m in 9th grade. People in my class have different interests: some of
them are crazy about (Internet / cell phones /videogames) because they’re always talking about the latest websites where you can play online or different tips to be a better player. There is also this group of girls and boys who like to go shopping and wear the best clothes. They are really interested in (fashion /models / stores). Other people like (gym / sports / athletics) and participate in soccer , basketball and volleyball competitions. Some people also like (arts / music / dancing) and have their own rock bands and play different instruments. In my case, I share all these interests so I can spend time and have fun with everyone in my class. I love dancing and going to
TEEN LIFE
LISTENING
5
10 Listen to the interview with Danny Evans, a typical teenager, and check your predictions in Exercise 3.6
10 Listen to the interview again and identify the alternative you hear.a. Danny usually listens to music with his friends / mates. b. He is reading Amazing Birds / The Amazing Life of Birds. c. All the girls like older / younger boys.
d. He’s fed up with work / homework.
e. He’s spending one week / two weeks with his cousins.
7
10 Listen again and match the verbs in list A with the phrases in list B. Then, identify the correct picture for each collocation.A
• look
• play
• talk
• wear
B
• about music
• a nice jacket
• for a girlfriend
• the drums
8
10 Answer these questions.a. Where does Danny live in Chicago?
b. What does Danny usually do in his free time? c. What are his favorite school subjects?
d. Is Danny's life similar to your life? Why? Why not?
2 3 4
1
Before listening to the recording again, practice saying the words and expressions in bold aloud. With your partner, take turns to dictate the
expressions to each other and check if you can recognize them.
LANGUAGE SPOT
Talking about future plans: The Present Progressive
1. Read these questions and answers from the text. a. What are you wearing today?
I’m wearing a fleece jacket, jeans and sneakers. b. What are you doing on your next vacation?
I’m spending a week with my cousins in the country. 2. Answer these questions.
a. Which of the exchanges refers to an action that is happening now?
b. Which of the exchanges refers to a planned future event? c. Which tense was used in the sentences about the future?
i. The Simple Present tense. ii. The Present Progressive tense. iii. The Simple Future tense.
3. Copy and complete this general rule in your notebook.
We use the to talk about temporary events and about what is happening now.
We can also use the to talk about and arrangements.
4. Write two more sentences about Danny’s possible plans for the future.
9
Complete these dialogs with the Simple Present or the Present Progressive form of the verbs in brackets.i.
A: What your best friend ? (do)
B: . (play)
ii.
A: What your mother right now? (do)
B: . (organize)
iii.
A: How often Chilean teenagers ? (eat)
TEEN LIFE
PRACTICE
ORAL
10
11 In your group, complete the dialog with your own ideas and use the phrases in the Useful Expressions Spot. Then, listen andcompare your conversation with the recording. How are your
questions similar or different? Discuss with your partners.
A: How often ?
B: .
A: What right now?
B: .
A: What’s your favorite ?
B: .
A: What you and friends about?
B: .
A: What next weekend?
B: .
11
Ask and answer the questions in Exercise 10 with your partner. Practice and role-play the conversation in front of your classmates. Use the phrases in the Useful Expressions Spot as you perform the dialog.READING
AND
WRITING
12
12 Can the Internet be a useful tool for communication? What do you usually use the Internet for? Read these two posts, and complete the rows in the chart on the next page with informationabout Jay and Brummie.
Brummie Bex
Hi everyone! My name is Bex; just finished my first year at Benton Harbor Secondary School. Originally from Chicago. In my free time, I play sports and chat on the Internet with people from all over the world. Next weekend I’m camping on the beach with my friends for two nights.
If anyone wants to know anything else, feel free Jay Star
Hey! I’m new to the forum - So yeah I’m a student in Boston – from Saint Joseph's; love music and play the guitar and the drums. I’m gigging this Saturday at Fenney’s.
What’s up?
•Gig (verb): (informal) to perform live music at a pub or bar.
Key Word Spot
Page 4
Compare the blog post with the ones on this page. Are the interests similar in any
LET ’S READ!
Reading booklet connection
• Sometimes I go to the movies
• I go to the movies once a week/ month / year.
• I never / hardly ever go to the movies.
Name City School Likes Plans
Jay Star
Brummie Bex
You
13
Organizing. You are going to write a post in a student forum chat. To plan your writing, complete the last row of the chart with your personal information.14
Drafting. Use the information in the chart to write a post in a student forum chat. Invent a username, introduce yourself and make sure you include the following points:• say hello, your name and the name of your school.
• say what you like doing in your free time.
• say what you will do next weekend.
15
Writing. Write a final version of your post on a sheet of paper.16
Editing.Exchange your compositions with your partner and use the Editing Checklist to check for mistakes.LET’S CHECK
17
Go over the unit and check what you have learned. With your partner, create a dialog in your notebook in which you talk aboutfuture plans. Make sure you use the unit’s language and
vocabulary in your dialog. Then, role-play your conversation in front
of your teacher. (12 pts.)
0 - 4 Keep trying!
5 - 8 Good!
9 - 10 Very good!
11 - 12 Excellent!
Editing checklist
Use this checklist to help you think about your work.
Punctuation
Do your sentences begin with capital letters and end with periods?
Have you checked your work for other punctuation marks, such as question marks, exclamation marks, commas, etc.?
Sentences Do all your sentences make sense?
Can you add any words to make them more interesting? Spelling
Have you checked your work for spelling mistakes? Are there any words you are not sure about?
Vocabulary
Use your dictionary to check that the words you have used are appropriate in context.
TEEN LIFE
LEARNERS
FAST
Play the Don’t Answer Back game
a. Write down questions like those in the interview and in Exercise 10. b. Play in groups of four to six students, sitting in a circle.
c. Player 1 asks a question to Player 2, on his / her right.
d. Player 2 does not answer Player 1’s question, but answers What’s your name?
e. Player 2 asks a question to Player 3, on his / her right.
f. Player 3 does not answer Player 2’s question but Player 1’s question and so on.
g. Each player has three lives. If he / she doesn’t answer the correct
question, or he / she hesitates for too long, he / she loses 1 point.
h. The student who loses fewer points wins. The time is set by the teacher.
Example:
What’s your name?
Player 1: What do you do at weekends?
Player 2: My name is . What are you doing next Saturday? Player 3: I usually stay at home. What is your favorite subject at school? Player 4: I am going to a party.
And so on…
SPOT
LIFE
REAL
BEFORE READING
1
In pairs, look up these words in the dictionary and take notes of their meaning. Then, look at the pictures in Ex. 2 and take turns to describe each picture using the appropriate word.oversleep mess loud screen time
2
Take a look at the pictures. Are these situations familiar toyou? Can you describe a typical Chilean teenager? Why do you
think they behave that way? Explain.TYPICAL TEENAGERS
READING
LESSON 2
1 2
3 4
Look at the titles of the poems on Page 17. What feelings do you think they express?
TEEN LIFE
3
Answer these questions.Do you have any arguments with your parents? Why? What do you think you can do to solve these problems? Share with your partner.4
You are going to read two poems written by teenagers. What do you think teenagers usually write about? Why? Explain.5
Read the words in the Key Word Spot and look up their meaning in a dictionary. Are they nouns, adjectives, verbs or adverbs? Classify the words and look up for synonyms. Then, find the parts of the poems in which the words are mentioned and re-write these sentences replacing the words by their synonyms.• folks
• fume
• mean (adj.)
• swear
• unfair
• utterly
Key Word Spot
Complaints
Happy, sad, sleepy, mean, Feelings often change,
A common act of a typical teen, I find it rather strange;
Talking to a friend, or sending them a text.
They talk for hours on end, what’ll they think of next? They’ll leave their room a mess
And give cleaning it a miss, But yes, I must confess To also doing this.
They think their folks are ancient,
And utterly unfair, the result is to ignore them Before they start to swear.
Their music cracks the ceiling, And makes their parents fume, Emotions always reeling And more time in their room. Being a teen may be pretty bad, But from experience I can tell, It’s much worse for mum and dad;
Getting Older
When you cannot find your pencil And your purse has gone astray; When you’re feeling rather tired For it has been a hectic day.
When the morning comes too quickly And you just can’t cope with rush; When everyone is shouting And you’d rather have some hush. Perhaps you’re getting older, For this happens, we are told, But no, this isn’t how it is; You’re only thirteen years old!
1 1 5 5 10 15 10 13
READING
Visualize the situations that the poems
describe. What do you see? Discuss your ideas with your partner.
6
Read the poems quickly and check (✔) your predictions in Exercise 4.7
Read the first poem again. Check (✔) the comments about teenagers that are mentioned in them.a. Their mood changes very often. b. They are tidy and considerate. c. They don’t study very often. d. They listen to loud music. e. They sleep too much.
f. They spend too much time on the phone.
8
Look at the pictures (1 - 6). Find phrases or sentences in the poem Complaints that are related to them, and write them under each photo.1 2 3
4 5 6
9
Read the poem Getting Older again. Identify the verse in which these ideas are mentioned and write the number beside each of them.a. Everybody speaks loudly. b. You are growing up.
c. You cannot find your belongings. d. You feel exhausted.
Page 3
Compare the poems with the ones on Page 17. Are they similar in any way? Answer the questions.
LET ’S READ!
TEEN LIFE
10
In pairs, create a conversation in which you give your own opinions about the poems and write it in your notebook. Then, take your time to practice your dialog and say it out loud. Use the expressions in the Useful Expressions Spot to express your ideas.A: Do you recognize yourself in the poem?
B: Yes / No, because my feelings , I and
my room is . What about you?
A: Well, I recognize / don’t recognize myself because ,
I don’t think and my music .
LANGUAGE SPOT
1. Revise these examples from the poem. Pay attention to the words in bold.
a. Talking to a friend, or sending them a text,
b. Their music cracks the ceiling, And makes their parents fume, c. Being a teen may be pretty bad, But from experience I can tell
2. Answer these questions.
a. Which word introduces an additional idea? b. Which word introduces an alternative idea? c. What does the word but introduce: a condition,
a result or a contrast?
3. Complete these general rules.
We use when we want to express a between two ideas.
We use when we want to express
ideas.
We use when we want to express
ideas.
4. Read the poems. Find and copy all the sentences that include the words in bold in point 1. Can you identify the addition, alternative or contrast they are expressing?
Connecting ideas: addition, alternative and contrast
11
Use and, or, but, to connect the following pairs of sentences.a. Teenagers sleep a lot. They are always sleepy, anyway. b. Teenagers don’t talk with their parents. They talk a lot with
their friends.
c. Teenagers like loud music. They like sports.
Go back to the poems and choose one idea, statement or verse that calls your attention in some way. In your group, explain your choice and discuss your ideas.
Strategy Spot
• Speaking for myself…
• In my opinion…
LISTENING
AND
SPEAKING
12
13 Listen to the two poems on Page 17. In pairs, choose the part you liked most. Memorize, practice, and recite it in front of your classmates.LET’S CHECK
13
Read the prompts and create five sentences using the connectorsand, but, or. (10 pts.)
a. listening to music / chatting on the Internet. b. fast food / soft drinks.
c. love parents / being with friends. d. understand English / speak it. e. speak English / French.
0 - 3 Keep trying!
4 - 6 Good!
7 - 8 Very good!
9 - 10 Excellent!
WRITING
14
Complete the verses of this poem with words from the boxes.afraid ashamed blunt bold brave loud quiet shy
TURN UP THE VOLUME
Liz Boyatt I need to be... I need to be... I need to be... I need to be... I can't be... I can't keep... I can't be... I can't be...
I can't be anyone but myself. Listen again and write
a sentence that summarizes each message in the poems. In your group, discuss if you agree or disagree with the poet's views and impressions.
TEEN LIFE
15
Complete the verses of this poem with ideas, feelings, or actions connected with teenagers or your real life. Then, compare poems in your group. Use the Editing Checklist to check for mistakes.I AM James Born
I am love in the face of... I am kindness in the face of... I am strength in the face of... I am patience in the face of... I will not run away from... I will not run and... I am... I am...
I will make a difference in this world, big or... That is my promise to me, my promise to...
16
Organizing. You are going to write a poem about your everydaylife. Before you write, look at the Strategy Spot and organize your
ideas in your notebook.
17
Drafting. Follow the example in Exercise 15 and write a draft of your poem in your notebook. You can use connectors such as, and, but, and or to join your ideas.18
Editing. With your partner, exchange your drafts and check for mistakes using the Editing checklist.19
Writing. Write the final version of your poem on a piece of paper. Then, learn it and recite it in front of the class.Editing checklist
Use this checklist to help you think about your work.
Punctuation
Do your sentences begin with capital letters and end with periods?
Sentences
Can you add any words to make them more interesting? Spelling
Have you checked your work for spelling mistakes? Vocabulary
Use your dictionary to check that the words you have used are appropriate in context.
Just because Just because I’m quiet doesn’t mean I’m mute Doesn’t mean I’m boring Doesn’t mean I can’t be outgoing
Just because I’m quiet Don’t make fun of me Don’t judge how I am Don’t treat me like an animal
Just Because I’m quiet I still want make friends Still love to have conversations
Still want to share thoughts Just because I’m quiet Doesn’t mean that’s me
TAKE ACTION!
A poetic description
a. Work in pairs.b. Read all the poems in this lesson again. c. Find three sentences that help you
describe a typical teenager.
d. Write them on a nice piece of paper, add illustrations and display your work in the classroom.
Picture what you want to express in your poem. In your notebook, complete the following prompts:
• The goal of this poem is...
• The feelings I will express are ...
• The language I need to use is...
1
Find information about someone you know that has a very unusual life. How is this person similar or different to you? Make a list of similarities and differences and share them with your partner.2
Use these prompts to write a complete interview. Then, role play it with your partner in front of the class.A: what / Friday evening? B: go / movies
A: you / feel / right now? B: tired / homework
A: what / favorite subjects at school? B: Spanish / math
A: you / do / next summer? B: sports / disco / friends
A: you / wear / tomorrow? B: jeans / sneakers / jacket
A: you / like / with your friends? B: skating / going to parties / doing sports
3
14 Read this interview and complete the paragraph about this extreme teen fashion. Then,answer these questions.
a. What's your opinion about this fashion? Do you like it? Why? Why not?
b. Do you think it's OK to accept these kind of differences in people? Why? Explain.
Sonia´s favorite clothes and accesories are , ,
and .
She likes them because she thinks she , but her mother the
way she .
To get money to buy her clothes and accessories, she has .
YOUR ENGLISH IN ACTION
Interviewer: How old are you, Sonia?
Sonia: I'm 15 years old.
Interviewer: I understand you are a 'ganguro girl';
what does that name mean?
Sonia: It means 'black face girl' because I have a
very dark suntan.
Interviewer: Can you describe what you are wearing?
Sonia: I'm wearing a pink miniskirt with a pink
tank top and knee-high suede platform boots. I am
wearing false eyelashes, white eye shadow, some
glitter on my cheeks and pink lipstick.
Interviewer: Why did you start dressing like this?
Sonia: My best friend started to dress like this and
I thought she looked really cool.
Interviewer: What do your parents think?
Sonia: My mother thinks it is awful. She doesn't
like the way I look or dress.
Interviewer: Do you spend a lot of money on your
clothes?
Sonia: Yes. I love shopping for clothes and make-up,
and I spend a lot of money at the hairdresser's, so I
have a weekend job in a supermarket.
TEEN LIFE
4
Would you like to know if you are a typical teenager? Take this quiz and find out!Score:
15 - 18 pts.: You are a pretty typical teena
ger!
9 - 14 pts.: You are not exactly a typical t
eenager.
0 - 8 pts.: You are definitely not a typical t
eenager!
Answer key:
a = 3 pts.
b = 2 pts.
c = 1 pt.
@
@
@
@
@
@
@
@
@
@
a.
Do you like looking like everyone else?i.
Yes, I feel better that way.ii.
No, I like to be different.iii.
I don’t really care.b.
How much do you worry about what your family thinks of you?i.
Not much; it’s my life after all.ii.
I care a bit because I know theyjust want me to be happy.
iii.
I care a lot.c.
Do you like spending time at home?i.
No, I prefer to go out as much as possible.ii.
Yes, but I also like going out with my friends.iii.
Yes, I love to be at home with my mum and dad.d.
Do you think it’s important to look attractive?i.
Yes, of course!ii.
No, how you look is not as important as what you are like as a person.iii.
It’s not something I think about much.e.
Do you plan your life carefully?i.
No, I love doing things without thinking about them first.ii.
It depends. Sometimes I do.iii.
Yes, I always think before I act.f.
Do you live for today?i.
Of course I do. You’re onlyyoung once.
ii.
In some ways I do, in someways I don’t.
iii.
No, you’ve got to think ofthe future.
TEEN LIFE TEEN LIFE
TEEN LIFE
5
Compare your results with your partners and answer these questions.READING: TWO CULTURES
1
Read the information about these two teenagers. Create two questions for each paragraph and write them in your notebook. Then, work with a partner and taketurns to ask and answers your questions. Support your answers with evidence
from the text.
UNIT CHECK
4 pts.
15
Hi! My name is Bao-Yu. I want to make friends with people all over the world. I live in Shangai, in the east of China. I'm 15 years old and I live with my parents. I don't have any brothers or sisters.
On school days, I always get up at 6 a.m. I take the subway to school and usually meet my friends on the train. We have six classes a day.
After school, I often go to my sports club where I do judo and play baseball and tennis. When I get home I do two hours of homework and then I usually watch TV. I also like reading. On the weekend, I meet my friends and I go shopping. Sometimes we go to the park and play baseball. Tell me about you! What is your life like?
TEEN LIFE
2
Read the text again. Are these statements true (T) or false (F)?a. Bao-Yu is an only child. b. Kenny is older than Bao-Yu.
c. They like doing the same things in their free time. d. Bao-Yu has more classes a day than Kenny. e. They like the same sports.
3
Answer the questions.a. How are Bao Yu and Kenny's lives different? Explain.
b Can cultural differences affect a friendship between two teenagers? Why? Explain.
LISTENING: DIAMOND LAMOUR’S LIFE
4
16 Listen to the interview and decide if these statements are true (T) or false (F).a. Diamond often goes to parties on Friday night. b. She goes to the movies once a week.
c. Her favorite subjects at school are Spanish and art. d. She worries about flying because she gets very nervous. e. Next week, she is having a lot of exams.
5
16 Listen to the interview again and circle the correct alternative.a. Diamond is fifteen / fourteen.
b. She usually rings / meets her friends downtown. c. Her boyfriend is called Jake / Jack.
d. She’s feeling excited / exhausted.
e. She wants to change politics / the world.
6
16 Listen to the interview once more and number these sentences in the order you hear them.a. About once a month. b. I’m fifteen tomorrow.
c. I’m studying for several tests. d. In Lansing, Michigan.
e. My birthday party.
5 pts.
5 pts.
5 pts.
5 pts.
5 pts.
TEEN LIFE TEEN LIFE
50
TOTAL
LANGUAGE
7
Complete these sentences with your own ideas. Use the Present Continuous to express future, and the verbs in the boxes.buy get have help play visit work
i. A. Let’s go swimming after school.
B. Sorry, .
ii. A. Do you think it will snow tomorrow?
B. Maybe. I think .
iii. A. . What do you think?
B. We can go shopping in the afternoon, if you like.
iv. A. Have you got any plans for the vacation?
B. Yes, we .
v. A. Do you think we will go to Paula’s house after school today?
B: No, I can’t. I .
vi. My sister is getting married next month. We .
8
Read the text and circle the right connector.What teens worry about
Everyone has their stress points, (and / or) teens are no exception. Here’s what they report makes them worry:
• What people think of them. Teens don’t want their identity to be viewed in a negative light. Unfortunately, this ‘dark light’ often means many admirable qualities, like making good grades (or / and) playing the viola in the school orchestra.
• Grades. Believe it (but / or) not, most teens worry about grades. Good grades are a sign of well-being, (and / but) even though teacher approval may not be as cool as peer approval, it’s important.
• Family difficulties. Most teens may seem indifferent to their families, (but / and) this attitude does not necessarily reflect how they really feel. If there’s trouble at home, emotional (and / or) financial, teens can be particularly sensitive to this.
SPEAKING
9
Use these prompts to create two questions about future plans. With your partner,take turns to ask and answer your questions using what you have learned in the Unit.
a. ... on weekends? b. ... after school?
WRITING
10
In your notebook, write a reply to Bao-Yu or Kenny, telling about your life.0 - 29 Keep trying!
30 - 36 Good!
37 - 42 Very good!
43 - 50 Excellent!
6 pts.
4 pts.
TEEN LIFE
PROJECT
1
Form groups of five students.2
Choose five different countries of the world and search for information about teenage life in each country. Use the Internet, encyclopedias and what you have learned in Social Studies and Geography.3
Find information about: the school system, typical free-time activities, local music, typical teenage clothes and cultural traditions.4
Write a rough copy with all the information for each country. Then, use your findings and the contents of this unit to prepare an oral presentation with your group.5
Make posters with photos, cutouts and maps to illustrate your work. You can prepare a Power Point Presentation as an aid to help youwith your oral presentation. Be careful not to read from the PPP, but to show it!
6
Present it to the rest of the class and display your work in the classroom.Teens around the world
Social Studies and Geography
Checklist
Reflect upon your project and check (✔) under the correct column.
Very well Well Not so well We followed the instructions carefully.
We collected information from different sources.
We distributed the tasks evenly among the group members.
We participated actively.
We were respectful of each other´s ideas and opinions.
TEEN LIFE TEEN LIFE
GETTING READY
1
Find the following items in the picture on Page 29.bicycle calculator camera cellular phone credit card
jet plane personal computer
DVD microwave oven
2
Copy this chart into your notebook and classify the inventions above in the corresponding column (some inventions can go in both columns).Work / Study Leisure (Free time)
3
Are these inventions common in your country? Which one do you use the most? What for? Discuss with your partner.In this unit you will: • read information from webpages. • listen to a conversation.
• listen to a radio program extract about technology.
You will learn how to: Reading
• find general and specific information. • identify the sequence of events. • identify the type of text.
Listening
• discriminate between correct and incorrect information.
• relate speakers and speech. • discriminate sounds and words. • identify sequence.
Speaking
• describe a technological device. • exchange opinions about inventions and
technology.
Writing
• complete a paragraph about a new invention. Language
• use linking words.
• use relative clauses with because.
You will also:
• assess and appreciate the role of technology in everyday life.
• develop respect for and acceptance of other people’s opinions.
TECHNOLOGY AND
INVENTIONS
TECHNOLOGY UPDATE
LESSON 1
BEFORE YOU START
1
Read the descriptions of these new inventions (a – c) and match them with the pictures (i – iii).b. You can wear it when it’s very cold. It has a small rechargeable battery that can be held in your pocket. You can wear it under your jacket. It is thicker than the one in the image.
a. It solves the problem of weather. No matter how cold (or hot) it is outside, your body maintains a pleasantly warm temperature. It’s perfect for camping, skiing, or any outdoor activity. It comes in 12 different colors.
c. They are clear plastic tubes that hold your crayons so they can be used even if they break.
i. Crayon Holders ii. Super T-shirt iii. Electric - Heat Vest
2
Complete the dialog with and, but or so.Phil: My Dad got me free tickets for the concert I’m definitely going. Who wants to join me?
Sheila: Seriously? Wow! That’s great! I want to go with you oops! No. Wait! I can’t.
I’ve got a math test a lot to study. What a pity!
Devin: That’s awesome, Phil! I’m joining you. I won’t have more opportunities like this
I’m going with you. It’s my favorite band!
Phil: Sheila, let’s do something. I’m good at math so I can help you today after school. I
would really love to go with you Devin. What do you say?
Sheila: Thanks, Phil! You’re the best!
TECHNOLOGY AND INVENTIONS
POPULAR TEENAGE INVENTIONS
LESSON 2
Before starting this unit, you need to know: • How to refer to actions in the present.
• The Past Simple tense. • Linking words and, but, so.
1
Look at the pictures and the expressions in the boxes. With your partner, take turns to describe the pictures using the expressions and the Past Simple tense. Then, work individually and write a paragraph about three pictures. Make sure you include the expressions in the boxes and the Past Simple tense.sing at the theater talk to a friend
ride her horse watch a movie
cook lunch dance all night have a picnic play the piano
TECHNOLOGY AND INVENTIONS TECHNOLOGY AND INVENTIONS
TECHNOLOGY AND INVENTIONS
1 Anna 2 Charles 3 Emily and Eddie
BEFORE LISTENING
1
In your group, look at the pictures on this page. What are these inventions? Do they all exist? Think about possible future inventions.2
In your notebook, make a list of inventions that would improve your everyday life. Discuss with your partner the reasons for your choice.3
Match the names of three new gadgets (a – c) with the pictures you think represent them(1 – 6).a. C–Pen
b. TiVo
c. Thought-Remote Control
TECHNOLOGY UPDATE
LESSON 1
LISTENING
4
Complete these sentences with the names of the corresponding gadgets.a. allows you to interact with TV. b. can memorize a text.
c. is very useful for disadvantaged people.
1 2 3
TECHNOLOGY AND INVENTIONS
5
Which of these words are related to the inventions in Exercise 3? Discuss with your partner.electronic gadget game control
action automatic command computer
idea invention machine pen
TV scanner
portable system technology control
LISTENING
6
19 Listen to the recording and check your ideas in Exercises 3, and 4.7
19 Listen again and number the gadgets in the order they are mentioned.a. C-Pen
b. Thought Remote Control
c. TiVo
8
19 Listen to the recording again. Are these statements true (T) or false (F)?a. With TiVo, you can see action as it happens in fast motion.
b. TiVo is a device to control the TV remotely.
c. The C-Pen is the latest version of a highlighter pen. d. The C-Pen can store more than 3,000 pages of text. e. The Thought Remote Control can read your mind. f. With the Thought Remote Control you won’t need a
mouse or a keyboard for your computer.
9
19 Answer these questions.a. Who can benefit from an invention such as TiVo?
b. What's the main difference between Thought - Remote Control and a normal one?
c. Which other invention has the same function of the C-Pen?
Read the questions in the Listening section carefully. What do you have to listen for in each question? Discuss your ideas with your partner.
Strategy Spot
Underline key words in the questions before answering. This will help you focus your attention on the answers.
LANGUAGE SPOT
Connecting ideas: although, however, while, though
1. Read these sentences from the text and other examples. Pay special attention to the words in bold.
a.Although it looks like a highlighter pen, it is a small portable scanner.
b. I can’t even imagine that! However, I’m sure it is now possible. c. TiVo is very expensive, while the handy scanner is a
cheaper gadget.
d.Though people are physically disadvantaged, they can use a computer.
2. Identify what the words in bold express. Choose an alternative. a. Contrast.
b. Reason. c. Consequence. d. Purpose.
3. Linking words such as , and indicate between ideas.
Answer:
Which linking words go at the beginning of a sentence?
Which linking word goes at the beginning of the second sentence (and followed by a comma)?
Which linking word can go at the beginning or in the middle of a sentence?
10
Write sentences using linking words from the Language Spot. Follow the example.a. Although the children were making a terrible noise .
b. .
c. .
TECHNOLOGY AND INVENTIONS
PRACTICE
ORAL
11
20 Listen and complete this description of an invention. Then, use the text as a model to write your own description of an invention that calls your attention in your notebook. Make sure you look at the Useful Expressions Spot and include the expressions in your description.This is called CyberBug. It you to
to people’s conversations. It a microphone and an amplifier, and a small headphone. Besides, it is very cheap and . You can put it in your and take it to
work or even to the gym! With it, you can hear between people although they are up to 50 meters away!
12
Practice describing your invention. Then, present your description to your class.13
Read the following sections from the text on Page 36 and pay attention to the words in bold.a. Match the paragraphs (I – III) and the definitions of the words in bold (i - iii).
• The latest invention
• A modern / brilliant / ingenious / wonderful invention.
• A new invention has been designed / patented.
Useful Expressions Spot
i.
To make or form a figure
as an art by cutting / With
special beauty or charm.
ii.
A facial expression of
discomfort or anger / His
forehead was that of an
older person, having
many wrinkles.
iii.
The robot design / Not
open to question.
I. The robopsychologist, Merton Mansky,listened with a growing frown and more than once managed to stop his fingers at the point beyond which they would have irrevocably drummed on the table. He had drawn features and a lined forehead, but he might actually have been younger than he looked.
II. “I cannot explain it to you in detail, but the mathematics governing the plotting of the positronic pathways is far too complicated to permit of any but approximate solutions. Naturally, since we build everything around the three laws, those are incontrovertible. We will, of course, replace your robot.”