1° teacher's book

GUÍA DIDÁCTICA DEL DOCENTE

GUÍA DIDÁCTICA DEL DOCENTE

Inglés

º

Medio

TEENS CLUB

ISBN: 978-956-8694-30-2

INGLÉS 1º MEDIO

Lina Alvarado Jantus

9 789568 694302

PEFC/29-31-75

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

GUIA DIDﾃ，TICA DEL DOCENTE

Inglﾃｩs

ﾂｺ

Medio

TEENS CLUB Lina Alvarado Jantus

Teacher of English Instituto Profesional Chileno-Britﾃ｡nico

CONTENTS PLAN OF THE BOOK ................................................................. 4 DESCRIPTION OF THE COURSE ............................................... 6 Student’s book ..................................................................... 6 CD ........................................................................................ 7 Teacher’s book ..................................................................... 7 Reading booklet ....................................................................7 Workbook .............................................................................7 TEENS CLUB METHODOLOGY.................................................. 9 Skills development ............................................................... 9 Communicative skills ........................................................... 9 Language structures............................................................. 9 Vocabulary ........................................................................... 9 Cognates .............................................................................. 9 False cognates...................................................................... 9 Learner training ................................................................. 10 Classroom management .................................................... 10 Discipline ........................................................................... 10 Large classes ...................................................................... 10 Pairwork and groupwork ................................................... 10 Assessment ........................................................................ 10 Self-assessment ................................................................. 11 Photocopiable evaluation instruments .............................. 11 Avoid this mistake! ............................................................ 11 SOME BASIC TEACHING REMINDERS ................................... 12 Some methodological suggestions for skill development ...12 THE INTERNET IN THE CLASSROOM..................................... 14 Tips to develop safe Internet lessons .................................. 14 USING LITERATURE IN THE LANGUAGE CLASSROOM ......... 15 CLASSROOM LANGUAGE ....................................................... 16

UNIT 1: TEEN LIFE ................................................................. 18 Extra Tests ............................................................................... 32 Answers to Extra Test .............................................................. 34 UNIT 2: TECHNOLOGY AND INVENTIONS .......................... 36 Extra Tests ............................................................................... 51 Answers to Extra Test .............................................................. 54 UNIT 3: MUSIC AND LITERATURE ........................................ 56 Extra Tests ............................................................................... 73 Answers to Extra Test .............................................................. 76 UNIT 4: BODY AND MIND .................................................... 78 Extra Tests ............................................................................... 91 Answers to Extra Test .............................................................. 94 QUESTION BANK ...................................................................96 Unit 1: Teen life ...................................................................96 Unit 2: Technology and inventions ......................................97 Unit 3: Music and literature .................................................98 Unit 4: Body and mind ........................................................99 Answers to Question Bank.................................................100 WORKBOOK ANSWERS ........................................................102 Unit 1: Teen life .................................................................102 Unit 2: Technology and inventions ....................................102 Unit 3: Music and literature ...............................................103 Unit 4: Body and mind ......................................................104 THEMATIC INDEX .................................................................105 BIBLIOGRAPHY ....................................................................106 Additional bibliography ...................................................107 Web pages ........................................................................107 Additional audiovisual resources.......................................107

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PLAN OF THE BOOK UNIT

UNIT

TECHNOLOGY AND INVENTIONS

TEEN LIFE

28 - 51

6 - 27

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

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

ANSWERS

THEMATIC INDEX

100

108

UNIT

UNIT

MUSIC AND LITERATURE

BODY AND MIND

52 - 77

78 - 99

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

Getting Ready ............................................................... 78 Before you start .......................................................... 80 Lesson 1: You can beat them! ............................... 82 Listening: An oral presentation.................................................... 83 Language Spot: Expressing possibilities (may / might) .................. 84 Oral Practice: A dialog about bullying ............................................. 86 Reading and writing: A personal story about bullying ............................. 86 Lesson 2: Why am I in such a bad mood? ........ 88 Reading: Letters to an advice column ..................................... 89 Language Spot: Giving advice and recommendation (should / shouldn’t / ought to) ................................................... 91 Listening and Speaking: Expressing advice and suggestions ....................... 92 Writing: A letter to an advice column .................................... 93 Take Action!: Expressing possibility ................................................. 93 Your English in Action .............................................. 94 Unit Check ..................................................................... 96 Final Reflection ........................................................... 99

GLOSSARY

BIBLIOGRAPHY

109

110

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DESCRIPTION OF THE COURSE Teens Club has been written for teenagers in their first year of secondary school. It aims at appealing to teens through imaginative and exciting topics, introduces up-to-date language and expressions, increases confidence through learner independent activities, provides regular opportunities for review and self-assessment, and deals with different learning styles. To the teacher, it offers materials and tools for successful lessons, with full support at every stage.

The book takes into account the fact that teenagers are going through a challenging period in their lives, with great physical, social, and psychological changes.

The main objective of Teens Club is to appeal to teenagers by providing them with materials related with their own reality.

Although the language is clear and progresses along the course, the objective is to enable students to read, listen to, and express what is relevant and of interest to them at their particular age, so that they can enjoy the language learning process. It provides a broad range of materials to engage students in challenging but achievable tasks.

The different topics that have been included give the students the opportunity for cross-curricular and cross-cultural work so that they can learn about life and the world at the same time as they learn English.

Through guided questions and simple discussions, students are encouraged to express and hold their opinions on issues that concern their lives and the world around them. Cultural aspects are also highlighted at relevant points. Aspects of Englishspeaking countries, such as information related to school life and subjects, historical and geographical facts, cultural heritage and teenage styles are meant to raise students’ awareness of the target culture, and, at the same time, develop a richer perspective of their own culture.

As it is important for students to ´learn how to learn`, Teens Club provides opportunities to experiment and revise learning styles, and it also aims at developing language learning strategies which suit each of them.

COURSE COMPONENTS Teens Club consists of a Student’s Book, a Workbook, a Reading Booklet, a Teacher’s Book and a CD-ROM.

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Student‘s Book At the beginning of the book there is a list of contents and an explanation of the symbols used. At the end, there is a glossary, a bibliography, websites and a thematic index for the students.

The Student’s Book is divided into 4 units, each one based on a different topic: Unit 1: Teen life Unit 2: Technology and inventions Unit 3: Music and literature Unit 4: Body and mind Each unit has a lesson focused on reading and a lesson focused on listening. In some lessons, a Reflection Spot can be found, to allow students to think about their achievements and weaknesses, and there is also a Let’s Check section, so that students can evaluate their progress on a particular aspect of the lesson. At the same time, this section provides information to the teacher about any points with which most of the students have problems.

At the end of each unit, there are three additional sections: • Unit Check. It is a final test which covers the four skills and the language studied. It helps students revise contents and evaluate their performance through the whole unit.

• Final Reflection. It offers students a summary of what they have learnt through the unit, guidance concerning the actions they should take in order to improve their performance, and also allows them to reflect on their strengths and weaknesses.

• Real Life Spots. They allow students to make connections between the topic of the lesson and the real world, and may bring a bit of humor to the class. They also provide them with useful additional information. Teachers should encourage students to make the most of these spots and search for further information or connections with the topics on their own.

Teens Club also includes a Game Spot section in some of the lessons. Games are highly motivating, since they are amusing and, at the same time, challenging for students; they provide an opportunity to use language in real contexts, and they also encourage and increase cooperation. They create the motivation for learners of English to get involved with the tasks and participate actively in the learning activities, bring ´real world` context into the classroom, and enhance students’ use of English in a flexible, communicative way. Games are used

in the classroom not only for mere fun, but more importantly, to practice and review the language. Thus, the meaning of the language that students speak, listen to, read and write, will be more vividly experienced and, therefore, better acquired.

CD-ROM The CD-ROM includes all the material for the listening tasks in the lessons, the oral practice exercises, the reading texts (including the Reading Booklet), and the reading and listening components of all the tests (Unit Check and Extra Tests).

1 This is the icon used in the Student’s Book to indicate

that recorded material is used.

1 This is the icon used in the Teacher’s Book to indicate that

recorded material is used; it includes the corresponding track number.

Teacher’s Book This component offers teacher’s support in several different ways: • An introduction with a description of the course, the methodology of the text, suggestions for classroom management, general methodological suggestions for the activities, description of the course components.

• Information on the advantages of using literature in the teaching of English as a second language.

• Classroom language (which can also be found in the CD).

• Indications of estimated time, materials and evaluations for each lesson.

• Step-by-step lesson plans and suggestions, including ideas to start each lesson, as well as follow-up activities and suggestions for homework.

• Background information related to the information provided in the different texts, to help the teacher deal with possible questions from the students.

• A section called Error Alert!, which provides information about mistakes students are likely to make, and additional exercises to practice specific points. They are shown in the Teacher’s Book as part of the guidelines for the activities in which they may occur.

• Photocopiable observation and evaluation sheets for the teacher and students.

• The answers to all the activities in the Student’s Book, Workbook, and tests.

• Full transcripts of the recorded material: listening texts, oral practice activities, listening tests.

• One extra test per unit.

• A complete bibliography for the teacher.

• Classification of the activities in the lessons according to their level of difficulty, indicated with the following icons: + Low ++ Medium +++ High • Icons to indicate the language ability to be developed • A Question Bank, supporting material for the teacher, to clarify and encourage reflection and discussion, exercise, monitor, and reinforce the student’s learning process.

Reading Booklet Extra reading texts are presented in a beautiful booklet, to encourage students to read at home or outside of the classroom.

The booklet also includes open questions for each text, as a means of developing critical thinking. It can be also be used as complementary reading during the class.

Workbook This includes a selection of exercises divided by unit and lesson, designed for language practice, so that the student will develop problem-solving skills.

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Icons used in the Student’s Book: LANGUAGE SPOT

Section designed to help you revise or discover a particular grammar structure. The activities are meant to promote independent learning.

REAL

LIFE

SPOT

Interesting bits of information on the topics of the lesson.

GAME

SPOT

Section designed to motivate you with different games.

LET’S CHECK

TAKE ACTION!

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

READING

AND WRITING

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

LISTENING AND SPEAKING

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

ORAL PRACTICE

Activities based on a listening text, aimed at practicing oral skills, pronunciation, fluency and intonation.

FAST LEARNERS

Activities for faster students. They can also be used with all students, if the circumstances allow it.

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

Key

Word

Spot

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

Reflection

Spot

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

LET’S READ! This icon indicates the connection of an activity with complementary work on the Reading Booklet.

TEENS CLUB METHODOLOGY Teens Club helps students develop language learning skills to carry out tasks related to the content. In every lesson, there are tasks which consolidate the linguistic and thematic content. The activities are designed to provide students with the language and skills they will need to complete the tasks successfully. This approach helps students to see language as a necessary tool, and gives the grammatical and lexical content a clear purpose.

Skills development At the beginning of each unit, the book presents activities aimed at activating previous knowledge (sections Getting Ready and Before you start). The purpose of these sections is that students can know what information they need in order to face the new contents successfully, and also to activate the knowledge previously acquired, and practice it through interesting activities related to the contents that will be covered.

The methodology adopted through the lessons is a three-phase approach consisting of before, while and after listening and reading activities.

The Before Reading / Listening activities provide a setting, motivation and linguistic preparation; they activate previous knowledge about the topic of the lesson, motivate students to read or listen and encourage them to predict and anticipate information.

The Reading / Listening activities focus students’ attention and instruct them on how to look for specific information, find clues and discriminate between essential and non-essential information.

The After Reading / Listening activities connect the text with the students’ own reality, provide them with practice on specific grammar points and help them develop writing and speaking skills.

Communicative skills Most students evaluate their own language ability based on how well they can speak. Speaking activities are present in Teens Club right from the start, and they are integrated with the other skills to encourage communication. Even in the first stages of learning, with only a limited knowledge of vocabulary and structures, students want and are able to communicate. The speaking tasks give students an additional opportunity to use new language in the context of a ‘real life’ task, carried out in pairs or in groups, and following models provided.

Writing is approached as a process, so as to make students aware of the steps that need to be taken when writing, such as making lists, drafting, and discriminating between main and secondary ideas. The activities are also an integral part of each lesson, with a variety of tasks students must accomplish during the class or as homework, with varying degrees of support and guidance.

Language structure In Teens Club, grammar is approached in a clearly structured, yet meaningful way. Students are presented with an inductive task in a section called Language Spot, in which they have to figure out how the structure works in English, discovering both the use and the form. Then, they complete controlled practice exercises, where they apply the target structure in communicative situations.

Vocabulary The key vocabulary in each lesson is presented in the Key Word Spot. There are vocabulary activities through which students develop effective strategies for learning and keeping vocabulary records. A systematic use of dictionaries is encouraged.

Cognates Cognates are words in different languages related to the same root. The lessons in Teens Club provide students with activities related to these words, so that they can notice and recognize them, helping them increase their self-confidence by discovering how useful cognates are when trying to understand a text. The teacher should encourage students to find the cognates whenever they approach a new text.

False Cognates Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning.

They are indicated in the section Error Alert! of the Teacher’s Book.

Here are a few examples of false cognates: • Actually = really, not actualmente (at present, currently).

• Embarrassed = avergonzado/a, not embarazada (pregnant).

• Approve = aprobar = agree with something, not aprobar un examen (pass an exam).

• Lecture = conferencia = a talk about a topic, not lectura (reading).

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• Politics = la política, not los políticos (politicians) • Library = biblioteca, not librería (bookstore) • Familiar = estar familiarizado con, not familiar (relative) • Parents = padres, father and mother, not parientes (relatives).

Learning styles Learning styles is about developing students’ awareness of how they learn and how they develop their learning strategies, to become more effective and independent learners. Teachers should encourage students to analyze their learning process, making them think about the problems they have faced and how they could improve their performance. This is supported in Teens Club in a section called Reflection Spot.

Classroom management In most cases the teacher is the only direct contact that students have with English. Therefore, it is important that the teacher tries to communicate with the students in English as much as possible. Teachers can also use gestures or mimicry, to help understanding.

Instructions for all the activities in Teens Club are clear and simple, and teachers should encourage students to read and interpret them on their own, and support them, whenever necessary, through demonstration and examples.

Discipline Teenage students are going through a difficult period of development in their lives, so the teacher might face discipline problems, disruptive behavior, or unwillingness to do the tasks they are assigned.

One of the causes of bad discipline is, usually, the students’ inability to cope with the tasks. To avoid these problems, two preventive strategies are suggested: • Careful planning. Students realize there is a purpose which keeps their attention on the task.

• Clear instructions. Instructions must be given clearly and assertively, including time limits whenever possible, so that students know what to do and when they should finish the task.

Large classes Large mixed-ability classes are a reality teachers have to face every day. Grouping is one technique that is used to reduce the negative effects of this situation. When the class is divided into smaller units, many learning activities can be undertaken.

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This implies a different role for the teacher; this does not mean that he / she will become less active in the classroom, but that he / she will not be the center of the activities. Teachers who monitor, encourage and participate in different classroom groups are even more active than traditional teachers.

By re-organizing the classroom to allow more opportunities for communicative interactions and activities, students will be in a better position to practice and acquire the foreign language.

Pairwork and groupwork One of the ways of giving students the time they require to practice a language in class is by forming groups or pairs.

This helps teachers to individualize their learners, provides opportunities for sharing experiences, and it may also help teachers to accommodate learner differences by varying student roles.

Teachers must bear in mind that this type of work encourages students to share their skills and knowledge, and to learn from each other. It also increases students’ involvement, active participation, and a positive attitude.

It is important to share with the students the importance of these activities, because they give them an opportunity to reinforce social and communicative skills required to work with other people.

The teacher should take an active role in group and pair formation, and students should take different roles each time.

Assessment Assessment is one of the most valuable sources of information of what is happening in the classroom. The involvement of the students in this process makes their attitudes towards their learning change significantly, and they start to feel more responsible for their progress.

In Teens Club, assessment is ongoing. The teacher assesses continuously, in every activity, in every lesson, to see how far a student is making progress, in line with the objectives. He / she uses the information obtained to help students with specific problems. In each lesson there is one activity to evaluate one particular aspect of that lesson, in the section Let’s Check.

There is also an overall assessment, periodically, at the end of each unit, with a test format, called Unit Check, which includes evaluation activities of all the skills and language studied in the unit. Teachers should encourage students to correct and mark

their Unit Check themselves, either on their own or in small groups. Finally, at the very end of each unit, there is a section called Final Reflection, which helps students analyze their performance in the whole unit. All these types of assessment complement each other.

Self-assessment In Teens Club, self-assessment takes place in each lesson, so that students have the opportunity to reflect on their progress and their main problems. This type of assessment helps students to become more efficient learners, as well as make them feel more responsible for their own learning.

This is done through the Reflection Spot, where students are asked to think about their abilities to perform the tasks, how well they did and the difficulties they encountered. In the Let’s Check and Unit Check sections, students evaluate themselves to become aware of their progress, and in the Final Reflection section, they analyze their performance and make decisions concerning steps they can take to improve.

Photocopiable Evaluation Instruments The Teacher’s Book offers a selection of rubrics and evaluation sheets that the teacher can use in different situations, with different purposes and with different students. The labels and criteria can be adapted to the class situation, the topics covered, the number of students, etc. They can be used by the teacher to evaluate students, or by students to evaluate themselves and / or their peers. As in all evaluation instances, these instruments must be used to inform the teacher and students of the progress made, the areas that need revision, and their level of achievement. The teacher may use the results of these evaluation instances as part of the final mark of students, as long as they are informed of the system applied. The teacher must give students the instrument so that they can analyze it, draw conclusions and make decisions.

Avoid this mistake!

Teens Club provides the teacher with help in connection with common mistakes students might make, together with additional exercises to practice these specific points. They are shown in the Teacher’s Book as part of the guidelines for the activities in which they may occur.

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SOME BASIC TEACHING REMINDERS • Start every lesson in a way that it catches everyone’s attention.

This creates expectation and prepares students for what is to come. For example, with books closed, write the topic of the lesson on the board and ask some questions about it, show a poster / picture related to the lesson, ask who can remember what they did in the previous class, etc. The idea is that students can relate to the topic, and see it reflected in their everyday lives.

• Students should not open their books until everyone is paying attention.

• End an activity before students get bored with it. Equally, do not hurry students or end the activity too soon if they are enjoying it.

• Create instances in which students are able to give their opinions.

• Don’t assume that everyone understands your lesson only because one student says he or she does.

• Ask (elicit) rather than tell. Students usually get bored of listening to the teacher explaining endlessly. Someone in the class will probably know the answer.

• Don’t ask students to explain difficult things, such as definitions of words, in English. Keep your explanations simple as well.

• Don’t interrupt students during pair / group speaking activities to correct their English. It is better to note the main, common mistakes, write them on the board and correct them with the class at the end.

• Don’t insist on 100% accuracy all the time. Mistakes are a normal part of the learning process, and a valuable source of information for the teacher.

• Give praise and encouragement, especially to weaker students.

Write positive comments on their work. Let them know what they are doing well, as well as what they need to improve.

• Remember that you are the main motivator in the classroom!

Some methodological suggestions for skill development Developing listening skills • The organization of the activities should always consider before, while and after listening activities.

• Before listening: - Introduce and get students involved with the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use some of your own.

- Use this introduction of the topic to present key vocabulary and structures, and write them on the board.

- Invite students to predict the content and to formulate hypotheses of what will appear in the text.

- Do these activities quickly and take advantage of the interest created to continue with the listening activities.

• Listening: - Play the recording once or twice for students to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into detail at this stage, just concentrate on the general idea.

- Remind students of cognate words, which they can identify more easily when they listen. They will help with comprehension and, consequently, will help them complete the activities.

- Read and clarify instructions with the class, and complete the different listening activities one by one, concentrating on the task assigned and checking answers after each successive listening.

Every time students listen to the text, they should have a clear purpose and task, provided in the instructions, which will help them focus their attention and identify the information required.

- Help students recognize different supporting elements in the spoken texts: intonation, voice pitch, pauses, emphasis, background noise, etc.

• After listening: - Help students summarize the text orally and / or in writing using the models provided.

- Consider reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts.

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- Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality.

- Make students evaluate their own performance in the lesson. a. Did their predictions help them understand the text? b. How did they do in the different listening activities? c. What new words, expressions or structures did they learn in this lesson? Can they use them in other situations?

DEVELOPING READING SKILLS • The organization of the activities should always consider before, while and after reading activities.

• Before reading: - Introduce and get students involved with the topic of the text. Elicit what they know about it and help them relate it to their own experiences. Make use of the illustrations provided and / or use some of your own.

- Use the introduction of the topic to present key vocabulary and structures, and write them on the board.

- Invite students to predict the content and to formulate hypotheses of what will appear in the text.

- Always ask students to take a quick look at the text and identify the cognate words and the words they already know.

This will help them formulate more informed hypotheses and also help them feel less insecure when facing a new text.

- Draw students’ attention to the structure of the text: layout, punctuation, titles, subtitles, etc., to identify the type of text they will be reading, all of which will also provide clues that will help them understand the text.

- Do these activities quickly and take advantage of the interest built, to continue with the reading activities.

• Reading: - First, ask students to read the text quickly to check their predictions and hypotheses. Accept other information they may have gathered, but do not go into details at this stage, just concentrate on the general idea.

- Remind students of cognates, which they can identify easily.

They will help with comprehension and, consequently, will help them develop the activities. In addition, present, false cognates in the text.

- Read and clarify instructions with the class, and complete the different reading activities one by one, concentrating on the task assigned and checking answers after each successive reading. Every time students read the text, they should have a clear purpose and task, provided in the instructions,

which will help them focus their attention and identify the information required.

- Help students recognize different supporting elements in the written texts: text organization, reference markers, letter types, graphic support, punctuation marks, illustrations, etc.

- Remind students of some general characteristics of text organization: main ideas are usually at the beginning of each paragraph, connectors give important clues; and indicates addition, but, however indicate contradiction, because indicates a reason, or indicates alternatives, etc.

• After reading: - Help students summarize the text orally and / or in writing, using the models provided.

- Encourage reinforcement of vocabulary and grammar that appeared in the text, always using the context and providing further examples or similar contexts.

- Discuss the topic of the lesson, help students reflect on the contents and highlight the values presented, making them notice the connections with their own reality.

- Make use of the activities for fast learners (FL) or of Your English in Action in the Student’s Book and of the Extra Tests in the Teacher’s Book to provide further practice in an open context, either for the whole class or with faster, keener students. Invite them to make comments on the content and share them with the rest of the class.

- Encourage students to make use of the Reflections section to evaluate their own performance during the lesson.

DEVELOPING ORAL EXPRESSION • At the beginning of the course, prepare a poster / posters with the class, showing the expressions they must use as part of the classroom interaction. You may use different colors to classify them into: a. Greetings: Good morning, good afternoon, hello, hi, goodbye, bye. How are you today? I’m (not) very well, thank you.

And you? Teach them to address you as Mr. / Miss / Mrs. plus your surname. b. Asking for help or clarification: How do you say / spell / pronounce ...?, Can you help me, please? Can you repeat, please? Can you play the recording again, please? Can I / we use the dictionary / the computer? Can I work with ...? Can you tell / give me ...? c. Expressing feelings: I’m sorry / happy / impressed / tired / ill / worried. I’d be happy to ... . I like ... . I don’t like ... . I liked ... . I didn’t like ... .

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• Encourage students to use English to complete the different speaking activities that show comprehension.

• Choose relevant parts of the listening texts, especially dialogs, for students to listen to, repeat, try to memorize and present in front of the class.

• Create a positive atmosphere in the classroom to facilitate students’ participation in oral exchanges.

DEVELOPING WRITTEN EXPRESSION • Always provide a model for students to follow. Go from simple, strictly guided activities to more complex ones: just

words that students use to fill in blanks, or exercises in which they put words in order to form sentences, short answers to simple questions, using a pattern given and substituting some elements, etc.

• Make students aware of punctuation marks and connectors to be used.

• Check written work while walking around the classroom, by collecting notebooks, or by providing the correct versions on the board or on a transparency.

THE INTERNET IN THE CLASSROOM Nowadays, in the era of the information revolution and the widespread use of the Internet in almost all spheres of life, the web can serve as a means for teaching, and be a rich source of any kind of material. It can also serve as a basis for lessons, instead of relying on texts from the course book only.

Internet-assisted lessons may supplement teaching by adding an additional dimension to the classroom. Students can use it to gather information on different topics or search for additional exercises to practice a particular language item.

The Internet provides students with unlimited opportunities to work with materials they choose themselves and offers an attractive and interactive learning environment.

This is achieved by the use of communication tools such as e-mail, chat or forum groups, which students can use to communicate with people from different parts of the world and, therefore, practice their English in a meaningful and motivating way.

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Tips to develop safe Internet lessons • Never start lessons by having students use search engines on their own.

• Ask students to find specific information, not just surf the web.

• Always tell students to write down the URLs of the sites they use for reports, in bibliography format.

• Always preview sites before students visit them.

It is essential that you give students a very specific goal when you let them surf the net, because it is very easy for them to lose concentration and use the access to the web for other purposes.

Thorough supervising and monitoring here is a must.

USING LITERATURE IN THE LANGUAGE CLASSROOM Literature has proved to be a resource that takes students beyond the elementary level of intensive language instruction, to a level which enables them to function effectively in the target language. Numerous scholars believe that literary heritage should not be avoided with students who are intellectually and emotionally ready to examine literary works.

According to the research, the successful comprehension and use of authentic literary texts gives learners experience in real reading in L2 and will be confidence-building and motivating for students.

The value of literature in language learning is that it helps to develop the learners’ interpretive skills and it can provide a basis for extending language usage (Byrne, 1997).

Another benefit of using literature in the EFL classroom is that it will enhance students ‘own creativity and invites them to see the world from another perspective.

When students are faced with reading literature, an extensive list of a variety of reading sub-skills are applied: • deducing meaning and use of unfamiliar words; • understanding explicitly stated information; • understanding information which is not explicitly stated; • understanding conceptual meaning; • understanding relations between the parts of a text through lexical cohesion devices; • understanding cohesion between the parts of a text through grammatical cohesion devices; • interpreting text by going outside of it.

Since literature is language, the exploitation of literary texts in the classroom is a valid and relevant resource for approaching language learning.

The methodological implications of the use of literature are the following: • EFL classroom strategies such as cloze, rewriting, prediction activities, role playing are adapted and adopted to teach literary texts in the language lesson; • text manipulation (e.g., rearrangement and dramatization); • two-way channel of teacher-student communication and pair/ group work, in order to achieve more self-sufficiency.

When dealing with literary texts, teachers should keep in mind that activities involve a constant reference back to and interaction with the text and that facilitate interaction between and among students.

Three-stage framework proposed as a working model for the presentation of literary texts in the language classroom • Framing (thematic preparation): turning students‘ attention to the content or theme of the text. Also, it will focus on distinguishing prose from poetry.

• Focusing (engaging): the designed activities which lead them to understand the text and to interpret it for the purposes in hand.

• Diverging (moving on): leading students into parallel activities of various kinds, e.g., role play, transfer to other text-types, creative writing, etc.

Adapted from: Mirzaei, A., & Domakani, M. R. The Theory and Practice of Bringing Literature into the EFL Classroom.

15

CLASSROOM LANGUAGE 1 Greetings

• Good morning. / Good afternoon. / Hello. / Hi. • Good bye. / See you tomorrow. / See you later.

• Have a nice weekend. / Enjoy your holiday.

2 Moods and feelings

A: How are you today?

B: I’m fine. / I’m great. / OK. / Very well, thank you. / I’m not very well. / I have a problem. / I’m feeling down. / I’m sad.

3 Asking for clarification

• Can you repeat that, please?

• Can you say that again, please?

• Sorry. I’m afraid I didn’t understand.

• Can you help me with this exercise, please?

4 Encouragement

• Well done! / Good! / Excellent! / Good work! / Congratulations!

• Do it more carefully. / Say it again. / Try to correct that, please.

• Not too bad. / You’ll do better next time. / Keep trying!

5 The date

A: What day is it today?

B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.

A: What’s the date today?

B: It’s (Monday) March 9th. / It’s (Monday) 9th March.

6 The weather

A: What’s the weather like today?

B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s nice and warm. / It’s nice and cool. / It’s raining. / It’s snowing.

7 The time

A: What’s the time? / What time is it?

B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. / It’s ten o’clock. / It’s twelve o’clock.

A: What’s the time? / What time is it?

B: It’s quarter past nine. / It’s half past ten. / It’s five past eleven. / It’s ten past twelve. / It’s twenty past one. / It’s twenty five past two.

A: What’s the time? / What time is it?

B: It’s quarter to eight. / It’s twenty five to nine. / It’s twenty to ten. / It’s ten to three. / It’s five to four.

16

8 Some commands and instructions

• Answer the questions.

• Be quiet.

• Check your answers.

• Check your predictions.

• Close the door.

• Come to the board.

• Compare your answers.

• Complete the paragraph.

• Copy the instructions.

• Discuss the ideas in your group.

• Do Exercise 1.

• Do not write in your book.

• Fill in the blanks.

• Find examples in the text.

• Find the cognates in the text.

• Listen to the recording.

• Look at the pictures.

• Look up these words in the dictionary.

• Make a list.

• Make some notes.

• Match the pictures.

• Name three activities.

• Open your books.

• Pay attention, please.

• Put the pictures in order.

• Read the instructions.

• Select the correct answer.

• Silence, please.

• Sit down.

• Stand up.

• Talk to your partner.

• That’s all for today, thank you.

• Work in groups of four.

• Work with your partner.

• Write the sentences.

9 Turn taking and permission

• Can I talk to you after the class?

• Excuse me, can I say something?

• Excuse me; can I leave the room for a minute?

• May I go to the bathroom?

• It’s your turn.

• Sorry, it’s my turn.

Notes

17

UNIT 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.

Development • Preparation for the unit: two hours • Lesson 1: six hours • Lesson 2: six hours • Consolidation and evaluation activities: four hours

Writing • write a personal introduction to a forum chat.

• complete a poem.

Language • use linking words.

• use the Present Progressive 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.

• Workbook: two hours • Reading booklet: two hours • Extra test: two hours

Didactic resources

• Complementary material such as articles from magazines, and Student Forum chats.

• Pictures of teenagers provided by the teacher and students, to illustrate the diversity of teenage cultures • Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.

Methodological • Teachers should prepare the lessons beforehand, considering that a thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining, and to successfully involve students in the learning process.

• Teachers are advised to use a variety of resources throughout the book.

Evaluation

18

Types of Evaluation Indicators Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts.

Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.

Unit Check Reading: Students find specific information and discriminate between correct and incorrect information.

Listening: Students find specific information, discriminate between correct and incorrect information and identify sequence of information.

Language: Students use the Simple Present tense to express routine and the Present Progressive tense to express future plans.

Speaking: Students exchange information about routines.

Writing: Students write and reply to e-mails.

Final reflection Students analyze their performance through the whole unit.

Extra Test Reading: Students find specific information and discriminate between correct and incorrect information.

Listening: Students identify specific information and discriminate between correct and incorrect information.

Language: Students use the Simple Present tense to express routine and the Present Progressive tense to express future plans.

Writing: Students write a short paragraph describing their best friend.

Speaking: Students imitate an interview and exchange information about routines, interests, and favorite activities.

UNIT 1

TEEN LIFE

PAGE 6

GETTING READY 1 Introduce the topic of the unit, reading the title aloud. Then, invite some students to read what the young people, on Page 7, say about being a teenager, and ask them if they agree with them. Invite students to work in groups, and talk about what “being a teenager” means to them. Encourage them to make some notes and come to an agreement. Then, ask one member of each group to share their comments with the rest of the class. First, ask students to copy the chart into their notebooks. Then, motivate them to interview six of their classmates about their interests and preferences, in order to complete the chart. Elicit students’ ideas about graphs, and then explain that they will have to present the results for each item in a graph. You may also give one example on the board.

PAGE 8 BEFORE YOU START

Explain the students that these activities are meant to revise and activate previous knowledge, necessary to understand the content of the unit.

LESSON 1

TEENAGE TALK

Before starting this unit, you need to know: • Future Will / Going to.

1 Students read the list of predictions for the year 2050 and complete them with the affirmative or negative future form of the verbs in the boxes, according to their ideas.

Invite them to share their answers with their partners and talk about how they imagine life in the year 2050.

The answers will vary according to students’ opinions and predictions.

2 Students answer questions using the structure going to + verb, based on the information in the schedules.

Answers a. He is going to play tennis with Linda. b. She is going to have her first driving lesson. c. They are going to meet Cristina. d. She is going to go to the gym. e. They are going to study math.

More!

After they finish, students can work in pairs and practice, asking and answering the questions orally. Make sure they change roles to ask and answer.

You may also ask them to use the pattern provided, to exchange information about their own fixed future arrangements.

PAGE 9 LESSON 2

TYPICAL TEENAGERS

Before starting this unit, you need to know: • Different types of texts.

1 Draw students’ attention to the pictures that show different types of texts. Help them identify the type of each text by looking at their features: organization, visual aids, elements, etc. After that, tell them they have to match the different texts with their corresponding names above.

Background information Examples of literary texts include: short stories, poems, novels, plays, song lyrics, etc.

Each of them is organized in a different way, and is supported by different textual aids, such as speech bubbles (in case of comics), illustrations, rhyme, etc.

Prose is a form of language which applies ordinary grammatical structure and natural flow of speech rather than rhythmic structure (as in traditional poetry).

A poem is a piece of writing in which the words are arranged in separate lines, often ending in rhyme, and are chosen for their sound and for the images and ideas they suggest.

19

A play (or drama) is a piece of writing that is intended to be acted in a theater or on radio or television.

A comic strip is a short series of funny drawings with a small amount of writing.

Source: http://dictionary.cambridge.org/dictionary/

Answers a. 4. b. 1. c. 3. d. 2.

different types of texts.

Talk to students about different literary genres and how they can be distinguished.

Ask them if they like reading/writing poems, if they ever read comics (which ones), if they have seen a theater/movie script, etc.

Ask them to discuss the differences of the genres presented in the exercise.

Elements that could help to identify the type of the texts in Exercise 1 are: the speech bubbles and the illustrations in the case of the comic strip, the elements that can be seen in the drama script (narrator, characters), the stanzas and verses of the poem, and the length of the piece of prose.

PAGE 10

TEENAGE TALK 6 class hours.

Objectives Listen, and identify main ideas and specific information in a street interview about teen life.

Read two posts in a Student Forum chat on the Internet.

Exchange information about personal interests and preferences.

Write a personal introduction to a forum chat.

Use the Present Progressive to express future plans.

Materials CD, Tracks 10, 11, 12.

Reading booklet, p. 4.

Your English in Action, Student’s Book, p. 22, Ex. 1, 2.

Workbook, pp. 2, 3, 4, 5.

Evaluation Reflection Spot, Student’s Book, p. 11.

20

UNIT 1

or activities that are related to teen culture.

Motivate them to find seven words related to this topic in the Word Search puzzle. You can divide the class into groups or pairs and organize a competition, setting a time limit.

C N S S Q R W V S V F Y Q F S

N S E S R Z P F O A R W Z Y C

C B M E C N T N W M I X D V J

W G A H X S E B O U E X Z B P

H I G R L I R A Z U N J O G O

K Y O X L U O E B F D V B T S

M Q E U K I B P T F S B U X K

Y I D J I S P Z W U M U S I C

N O I H S A F D J B P I U O H

N S V F R M F O Q X X M K U K

J I P T L P R Z Z J H T O E U

Z P I O Z K X Z N I Q Y B C K

T E D E R I S Q K B F G B U P

S S M J K T K S P Y I K H Y R

S Y M Q W K S R K L Y X D W K

2 ++ Now, in pairs, tell students they have to LESSON 1

Time

1 + Brainstorm students’ ideas about things

Answers

2 Elicit students’ ideas about characteristics of

LISTENING

BEFORE LISTENING

make a list of other words related to teenagers. Write the words on the board and check orally.

3 +++ Draw students’ attention to the photos above and ask them to answer the questions in their groups. Invite one member of each group to share their answers with the rest of their classmates. Check around.

4 +++ Have students read the words in the Key Word Spot, taken from the listening text, and then identify their meanings in the list. Allow them to use bilingual or monolingual dictionaries if necessary.

Answers a. fed up; b. look forward to; c. fleece

TEEN LIFE

PAGE 11

LISTENING 5 +

10 Tell students that they are going to listen to an interview with a typical teenager.

Explain that, this first time, they don’t need to pay attention to details. They must only get the general content to check their predictions in Exercise 3.

Answers

time. On the other hand, other combinations may be unnatural and just sound “wrong”.

Examples: Do homework; make the bed; give a presentation; pay attention; have a bath; have a drink; have lunch; do a favor; do the shopping; make money; break the law; take a chance; catch a bus, etc.

8 +++

10 Play the recording again. This time, students must listen and answer the questions.

a. Yes, he does. b. He’s from Chicago, in the USA. c. He likes skateboarding, playing the guitar and listening to music. d. He cares about the environment.

Answers a. He lives in the suburbs of Chicago. b. Skateboarding, play the drums, listen to music, go to clubs. c. History, Spanish and computer science. d. Answers will vary.

6 ++

TRANSCRIPT

10 Ask students to listen to the interview once more and identify the correct alternative for each sentence.

Answers a. friends; b. The Amazing Life of Birds; c. older; d. homework; e. one week.

Key

Word

Spot

Make sure you assign enough time of your class to allow students to reflect on their achievements and weaknesses. They have to read the statements and assess: • their ability to use visuals aids to make predictions.

• their ability to distinguish sounds.

For more information on the Reflection Spot, see Page 8 of the Introduction.

7 ++

10 Play the recording again. Ask students to listen and match column A with column B. Then, encourage them to find the correct picture for each collocation.

Additional information In corpus linguistics, a collocation is a sequence of words or terms that co-occur more often than it would be expected by chance.

A collocation is two or more words that often go together. These combinations just sound “right” to native English speakers, who use them all the

10

Interviewer: Danny Evans is 16 and lives in a suburb of Chicago.

Danny, what do you usually do on weekends?

Danny: I always go skateboarding and I play the drums.

I also often listen to music with my friends and we go to clubs every Saturday night.

Interviewer: How often do you go to the movies?

Danny: Once or twice a month.

Interviewer: What are you reading right now?

Danny: A great book called The Amazing Life of Birds, by Gary Paulsen.

Interviewer: What are your favorite subjects at school?

Danny: History, Spanish, and computer science.

Interviewer: What do you and your friends talk about?

Danny: Girls, sports, and music.

Interviewer: Do you have a girlfriend?

Danny: No; all the girls like older boys, because they have cars, and jobs, and money.

Anyway, I’m not looking for a girlfriend.

Interviewer: What are you wearing today?

Danny: I’m wearing a fleece jacket, jeans, and sneakers.

Interviewer: How are you feeling?

Danny: I’m fed up with homework.

Interviewer: What are you doing on your next vacation?

Danny: I’m spending a week with my cousins in the country. I can’t wait!

Interviewer: What kind of things do you really care about?

Danny: I think the environment is really important. We must stop the destruction of our planet!

21

PAGE 12

AFTER LISTENING LANGUAGE SPOT

The Present Progressive for Future Plans

AVOID THIS MISTAKE! Present Progressive: I’m wearing a uniform / He is reading a book (NOT: I wearing a uniform / He reading a book) Additional exercise

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text.

The activities are meant to promote independent learning, so help, guide and check the students, but do not enunciate the answers.

1. Students have to read the questions and answers from the interview, carefully.

2. Help them identify which exchange talks about an event that is happening now and which exchange talks about future plans.

Answers: a.- a.; b. – b.; c. – ii.

3. Now students must copy and complete the general rule in their notebook.

Answers: We use the Present Progressive to talk about temporary events and about what is happening now.

We can also use the Present Progressive to talk about future plans and arrangements.

4. Invite your students to guess what other plans Danny may have, and write sentences in their notebooks. Check their answers orally and on the board.

Answers: Will vary. Accept any coherent ideas, such as: Danny is visiting his family on Saturday; Danny is riding a horse tomorrow morning; Danny is doing sports on the weekend, etc.

9 + Refer students to the LANGUAGE SPOT to copy and complete the dialogs, using the Simple Present or the Present Progressive of the verbs in brackets. Then, ask them to match each dialog with a picture.

Answers a. does, do, He / She plays. (3) b. is, doing, is organizing. (2) c. do, eat, drink (1)

22

UNIT 1

Use the prompts to write sentences in the Present Progressive tense. a. Anna / cook / the meal. b. Bill / play / chess / his friends. c. Diana / sleep / her best friend’s house. d. Nick and Jill / swim / the pool. e. Bob / read / a novel. f. Jim and Sheila / have / dinner. g. My parents / watch / a movie. h. Ann / help / her mother. i. The plane / take off. j. Tina and Margaret / travel / around the world.

For more information on AVOID THIS MISTAKE!, see Page 11 of the Introduction.

PAGE 13 ORAL PRACTICE

10 ++

11 Tell students to work in groups and complete the extract from the interview, in their notebooks. Then, play the recording and ask them to compare their answers.

TRANSCRIPT Interviewer: Leonor: Interviewer: Leonor: Interviewer: Leonor: Interviewer: Leonor: Interviewer: Leonor:

11

How often do you go to the movies?

Once or twice a month.

What are you reading right now?

A great book called The Golden Compass.

What are your favorite subjects at school?

Drama, Spanish, and computer science.

What do you and your friends talk about?

Sports and music.

What are you doing next weekend?

We are playing volleyball and going to a birthday party.

TEEN LIFE

11 +++ Tell students to ask and answer the questions in the interview with their partners.

Then, encourage them to practice and act it out in front of the class.

Motivate them to participate actively in these kinds of activities, which are, in most cases, the only opportunity they have to use English.

READING AND WRITING 12 ++

12 Before doing the exercise, explain the task clearly. Make sure that all students understand what they are expected to do.

Explain that writing tasks consist of a process which involves careful planning, drafting, revising and editing, before writing the final version.

It is important that students realize that, regardless the type of text they are required to write, these steps have to be carefully followed for the sake of the final product.

Make students read and analyze the two forum posts and then ask them to extract the information to complete the first rows of the table.

Answers

Name City School Likes Jay Star Boston Saint Joseph Music; playing the guitar Brummie Sports; chatting on the Chicago Benton Harbor Bex Internet

LET’S READ! Motivate students to read the posts on Page 4 of the reading booklet, and then compare them with the ones they read. Encourage students to answer the questions that will help them understand the texts.

TRANSCRIPT

12

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?

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 to ask!

PAGE 14

13 + Invite students to complete the third row of the table in Exercise 12 with information that is true for them.

14 ++ Now, students have to use the information they provided to complete the post to introduce themselves to a Student forum chat.

15 +++ Read the Editing Checklist aloud and make sure all students understand its purpose. Make students revise and check their work with the Editing Checklist, and then write a final version of the posts on a sheet of paper.

Ask them to exchange posts with their partners.

More!

You can encourage students to introduce themselves on an Internet forum and participate in a conversation with students around the world.

Check www.interpals.net for ideas.

LET’S CHECK 16 The purpose of this section is to allow students to check their progress and to provide the teacher with information about any points that most students may have problems with. Make sure they understand

23

what they are expected to do, and give them enough time to answer individually.

Then, check on the board to allow students to correct their work and assign a mark according to the scale.

For more information on LET’S CHECK, see Page 8 of the Introduction.

PAGE 15

FAST LEARNERS Play the Don’t Answer Back game

This game guarantees confusion and lots of laughter in the classroom (perfect for teenagers!). a. Ask students to write down questions like those in the interview and in Exercise 10. b. Form groups of six students and sit them in a circle. c. d.e. Write a question on the board.

Example: What’s your name?

Explain that the aim for each student is to give the answer to the question asked to the student before. To help explain this, get a student to ask you a question (ex: Do you have a sister?), don’t answer this question but tell your name (answering the question written on the board). f. g. Start the game. Each player has 3 lives. If he/she doesn’t answer the correct question, or he/she hesitates for too long, he /she loses a life. The winner/s is / are the player/s with most lives at the end of the time limit.

REAL LIFE

SPOT

The objective of this section is to provide a bit of humor to the class. All the jokes and cartoons are related to the topic of the lesson.

Give students some time to read and then invite them to share their comments to make sure they understood the joke. At this point, you may allow the use of Spanish to check comprehension.

For more information on the REAL LIFE SPOT, see Page 8 of the Introduction.

24

UNIT 1

PAGE 16 LESSON 2 READING

Time

TYPICAL TEENAGERS 6 class hours.

Objectives Read, listen, and identify main ideas and specific information in two poems about teens’ characteristics.

Recite poems.

Write a short poem about life as a teenager.

Use linking words to connect ideas.

Materials CD, Tracks 13, 14, 15, 16, 17, 18.

Reading booklet, p. 3.

Your English in Action, Student’s Book, pp. 22, 23, Ex. 3 ,4 Workbook, pp. 6 - 9.

Evaluation Reflection Spot, Student’s Book, p. 11.

BEFORE READING 1 + Start the lesson by drawing students’ attention to the pictures, and ask them if they can recognize any of these situations.

You can also ask students if they have ever experienced one of them, and share it with their classmates.

2 ++ Ask students to discuss the questions, in pairs. Check orally and on the board.

Encourage discussion.

Answers Answers may vary.

PAGE 17

3 ++ Ask students to discuss the questions with their partners. Encourage them to identify the source of the conflict with their parents and to find solutions. Check fluency and coherence.

4 ++ Explain to your students that they are going to read two poems written by teenagers. Encourage students to guess what teenagers usually write about. Do not check answers at this point.

TEEN LIFE

5 +++ Draw students’ attention to the words in the Key Word Spot. Tell them to look them up in a dictionary, and then copy them in their notebooks. Check orally.

Answers folks: members of your family, especially your parents. fume: to be very angry about something. mean: angry. swear: to use rude or offensive language. unfair: unjust. utterly: totally, very.

READING

13

Speaker 2: 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!

6 + Ask students to read and check their PAGE 18

predictions in Exercise 4.

Answers

TRANSCRIPT Speaker 1: 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!

7 ++ Make students read the first poem carefully again and identify the comments in the list that are mentioned. Have students note that language and vocabulary may be changed, but the meaning of each statement is what matters.

Answers a., d., f.

8 +++ Motivate students to read the first poem once more and find phrases or sentences to describe each picture. Ask them to write the phrases in their books.

Possible answers Picture 1: Talking to a friend / They talk for hours on end.

Picture 2: Sending them a text, Picture 3: Their music cracks the ceiling Picture 4: They’ll leave their room a mess, And give cleaning it a miss Picture 5: Happy, sad, sleepy, mean / And more time in their room.

Picture 6: Talking to a friend / They talk for hours on end.

9 +++ Students read the poem Getting Older again. Invite them to identify the stanza in which the ideas in the list (a – d) are mentioned. At this point, you may need to make sure students can identify the different parts of a poem clearly.

25

Answers a. 7, b. 9, c. 2, d. 3 Background information Parts of poems canto: a section of a long poem couplet: two lines of poetry that are next to each other foot: a section of a line of poetry that consists of one syllable (=part of a word) that you emphasize when speaking and one or more syllables that you do not emphasize heroic couplet: two lines of poetry that rhyme and use iambic pentameter hexameter: a line of poetry that has six metrical feet iamb: a unit of rhythm in poetry, consisting of one short or weak beat followed by one long or strong beat, for example in the word ‘mistake’ pentameter: a line of poetry with five strong beats quatrain: a group of four lines in a poem refrain: a group of lines in a poem or a song that are repeated regularly stanza: a section of a poem consisting of a group of lines that form a unit in a pattern that is repeated through the whole poem verse: a group of words or sentences that form one section of a poem or song Source: http://www.macmillandictionary.com/ thesaurus-category/british/Parts-of-poems

LET’S READ! Invite students to read more poems, on Page 3 of the reading booklet. Ask them to compare all the poems they read, paying special attention to: topic, mood, structure, vocabulary, length, etc. Encourage some of the students to share their findings with the rest of the class.

PAGE 19

AFTER READING 10 ++ Tell students to work in pairs to complete the dialog with facts that are true for them.

Let them know that several possibilities are correct. Then, check, orally.

26

UNIT 1

More!

Students can also practice the dialog as homework and act it out the following class.

Possible answers A: Do you recognize yourself in the poem?

B: Yes, because my feelings often change, I talk to friends for hours, and my room is a mess.

What about you?

A: Well, I don’t recognize myself because my room is always tidy, I don’t think my parents are ancient and my music is never too loud.

LANGUAGE SPOT

Addition, alternative and contrast

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text.

The activities are meant to promote independent learning, so help, guide and check the students, but do not tell them the answers.

1. Students revise the examples from the poem, paying special attention to the words in bold.

2. Students identify: a. the word that introduces an additional idea b. the word that introduces an alternative idea c. what concept the word but introduces Answers: a. and b. or c. a contrast 3. Now, students copy and complete the general rules in their notebooks.

Answers: We use but when we want to express a contrast between two ideas.

We use and when we want to express additional ideas.

We use or when we want to express alternative ideas.

4. Ask students to copy all the sentences from the poems that include the words in the Language Spot, and to identify what they express.

TEEN LIFE

Answers: Poem 1: They’ll leave their room a mess and give cleaning it a miss, (addition) They think their folks are ancient, and utterly unfair (addition) Poem 2: When you cannot find your pencil and your purse has gone astray. (addition) When the morning comes too quickly and you just can’t cope with rush; (addition) When everyone is shouting and you’d rather have some hush. (addition) For this happens we are told, but no, this isn’t how it is. (contrast) More!

Faster students may do the same activity with the poems in the reading booklet.

11 + Refer students to the LANGUAGE SPOT to combine the pairs of sentences. Invite some students to write their sentences on the board to check the exercise. a. b. c. d.

Answers Teenagers sleep a lot but they are always sleepy, anyway.

Teenagers don’t talk with their parents but they talk a lot with their friends.

Teenagers like music and sports.

Teenagers like to be with friends or to spend a lot of time in their rooms.

PAGE 20

12 +++

13 Play the recording several times.

In pairs, ask students to choose the part of the poem they like most. Then, motivate them to memorize it little by little and then recite it in front of the class.

LET’S CHECK 13 The purpose of this section is to allow students to check their progress and to provide the teacher with information about any points that most students may have

problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then, check on the board to allow students to correct their work and assign themselves a mark according to the scale.

For more information on LET’S CHECK, see Page 8 of the Introduction.

Answers a. or. b. and. c. but. d. but. e. and.

WRITING Tell the students that, in this section, they will write a poem like the ones they read during the lesson.

Before starting, explain to them that writing activities always entail a process that includes: careful planning, drafting, editing, and publishing.

Students should not be panicked at the task, as writing a poem is all about observing the world around. You may need to share some additional information with them.

Additional information Some tips on writing a poem: • A poem might start with just a line or two that seems to come out of nowhere.

• Emotions are what make poems.

• It’s important to have in mind what is wanted to achieve with the poem, e.g. expressing love, commemorating an event, or just completing a task.

• It’s hard to build a poem using only abstractions. The key is to replace or enhance abstractions with concrete images, things that can be appreciated with the senses: a rose, a shark, or a crackling fire, for example.

• Powerful poetry not only uses concrete images; it also describes them vividly, so that the reader can identify with their own experience.

• The most well -known poetic device is rhyme.

Rhyme can add suspense, enhance meaning, or make the poem more cohesive.

• Other poetic devices include meter, metaphor, assonance, alliteration, and repetition.

• A lot of spoken English is based on iambic pentameter, in which speech follows an alternating pattern of stressed and unstressed

27

syllables for a total of 10 syllables. A lot of poetry written in iambic pentameter, such as that of Shakespeare, begins with an unstressed, one-syllable word such as “an” or “the” to start the alternating pattern.

vocabulary and the ideas in the lesson, and to include connectors such as and, but and or. Organize a poetry reading session, inviting all the students to recite their poems in front of the class.

14 ++ Read the words in the boxes with the class, and check that students understand their meaning. Ask them to use the words to complete the verses of the poem below. afraid = feeling fear / temeroso/a; ashamed = feeling shame or embarrassment / avergonzado/a; blunt = very direct / muy franco/a; bold = brave and confident / audaz; brave = courageous / valiente; loud = making a lot of noise / bullicioso/a; quiet = tending not to talk very much / callado/a; shy = nervous or embarrassed about meeting and speaking to other people / tímido/a.

Answers Bold, loud, blunt, brave, shy, quiet, ashamed, afraid.

PAGE 21

15 ++ Now, tell students to think about feelings, ideas or actions related with teenagers.

Ask them to complete the poem and then, share their work with their groups.

If you want, you can provide the original poem, for students to compare to their versions.

TAKE ACTION! The activities in this section are meant to provide students with the opportunity to synthesize, consolidate, and revise what they have learned in the unit. They allow them to reflect on their achievements. Explain to the students that the task to be completed is a poetic description of a typical teenager. Read the instructions aloud and make sure everybody understands them.

Invite them to work in pairs and revise all the poems in the lesson again, including those in the reading booklet.

Before starting to write, recommend students to think on the topic they are writing about and who the intended audience is. Suggest them to use concrete imagery and vivid descriptions, and to save their most powerful message for the end of the poem.

PAGE 22 YOUR ENGLISH IN ACTION

Answers I AM James Born

I am love in the face of hate, I am kindness in the face of ridicule, I am strength in the face of adversity, I am patience in the face of the mule.

I will not run away from fear, I will not run and hide.

I am bravery, I am pride, I will make a difference in this world, big or small.

That is my promise to me, my promise to all.

16 +++ Encourage students to write a short poem about their everyday life as a teenager. Suggest them to revise the

28

UNIT 1

This section provides students with additional exercises that represent a good opportunity for them to consolidate topics and language structures of the lessons. You can assign these activities at the end of each lesson, or as homework and give them an extra mark.

1 Tell students to search for information about someone that has a very unusual life, and then, ask them to reflect on their similarities and differences. Ask them to write a list of their characteristics and share them with their partner. Encourage discussion and promote acceptance of different ideas and respect. Check orally.

TEEN LIFE

2 Explain to students that they must write a full interview using the prompts given. They must write it on a separate piece of paper.

Then, ask them to role play it with their partners in front of the class. Check fluency and pronunciation.

More!

You can also ask them to do this task in pairs and then to role play the interview in front of the class.

Answers A: What do you generally do on Friday evenings?

B: I usually go to the movies.

A: How are you feeling right now?

B: I’m tired. I have so much homework.

A: What are your favorite subjects at school?

B: I like Spanish and Math.

A: What are you doing next weekend?

B: I am doing sports and going to a disco with my friends.

A: What are you wearing today?

B: I’m wearing jeans, sneakers, and a fleece jacket.

A: What do you like to do with your friends?

B: I like to go skating, going to parties and doing sports.

3

14 Students must read the interview about this very extreme new fashion, and then complete the paragraph below and answer the questions. When they finish, play the recording and ask them to check their answers.

Answers

Sonia’s favorite clothes and accessories are pink miniskirts, pink tops, platform boots, false eyelashes, glitter and pink lipstick.

She likes them because she thinks she looks really cool, but her mother doesn’t like the way she looks or dresses.

To get money to buy her clothes and accessories she has a weekend job in a supermarket.

TRANSCRIPT 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 makeup, and I spend a lot of money at the hairdresser’s, so I have a weekend job in a supermarket.

PAGE 23

4 Motivate students to answer the quiz, so that they can find out if they are typical teenagers. Tell them to answer it and calculate the scores.

Then, ask them to compare their results with their classmates, and elicit their comments.

5 Ask students to compare their results with their partners and then answer the questions. Encourage discussion and promote respect to other student’s opinions.

Check orally.

PAGE 24 UNIT CHECK

Explain to students that the purpose of this section is to help them revise the contents and evaluate their performance through the whole unit.

Read the instructions and make sure all the students understand what they are expected to do

29

in each activity. Encourage them to give honest answers, in order to detect their strengths and weaknesses.

Check students’ results and revise any points in which most of them may have problems with.

LISTENING - DIAMOND LAMOUR’S LIFE

4

16 a. False. b. False. c. False. d. False. e. True.

5

16 a. fourteen. b. meets. c. Jake. d. excited. e. world.

Answers READING - TWO CULTURES

15

1 a. The girl lives in Shanghai, in China. The boy lives in Seattle, in the USA. b. She goes to her sports club to do judo or play baseball and tennis. He plays video games. c. She takes the subway. d. He gets up at 7:00 in the morning. e. Snoop Dogg is his favorite singer.

PAGE 25

2 a. True. b. False. c. True. d. False. e. False.

5

16 1 – d. 2 – a. 3 – c. 4 – b. 5 – e.

TRANSCRIPT Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond:

3 Answer will vary TRANSCRIPT

15

Bao-yu: 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?

Kenny: 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.

30

UNIT 1

Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond: Interviewer: Diamond:

16

Hi, Diamond. Can I ask you a few questions?

Sure.

How old are you?

I’m fourteen.

Where do you live?

In Lansing, Michigan.

What do you usually do on weekends?

I meet my friends downtown, we go window shopping, and have a soda or an ice cream. And I often go to parties on Saturday night, not to discos, but to friends’ houses.

How often do you go to the movies?

About once a month.

What are you reading right now?

Nothing right now, because I’m studying for several tests.

What are your favorite school subjects?

Spanish, history, and art.

What do you and your friends talk about?

Clothes, TV, and boys.

Do you have a boyfriend?

Yes. He’s called Jake and he’s 16.

What are you wearing today?

A blue top, a denim skirt, and boots.

How are you feeling?

Excited, because I’m 15 tomorrow.

What are you doing next Saturday night?

I have my birthday party!

What do you care about?

Politics. I want to change the world!

What do you worry about?

I get really nervous about exams.

What are your plans for next week?

I‘m studying for all my exams.

TEEN LIFE

WRITING

PAGE 26

9 Students read and reply to Bao-Yu or

LANGUAGE

7 i. am playing. ii. am buying. iii. am working. iv. are visiting. v. am helping. vi. is getting / are having.

Task

SPEAKING

8 In pairs, students use the questions in Exercises 1 to exchange personal information. Make sure that they change roles. You can assign a mark according to these criteria: Task Appropriate questions and answers to exchange personal information.

Mostly appropriate questions and answers to exchange personal information.

A few questions and answers to exchange personal information.

Very poor questions and answers to exchange personal information.

Kenny’s posts, giving information that is true for them. You can assign a mark according to these criteria:

Score Language Score Interaction Score 3

2

1

1

Practically no language mistakes.

1

Very few language mistakes.

1

Some language mistakes.

1

A lot of language mistakes.

0

Fluid interaction, good pronunciation, no hesitation.

1

Fluid interaction, some pronunciation mistakes, some hesitation.

1

Fluid interaction, some pronunciation mistakes, some hesitation.

Interaction affected by pronunciation mistakes and a lot of hesitation.

1

Your Score

Wrote the reply and provided all the required information.

Wrote the reply and provided most of the required information.

Wrote the reply and provided some of the required information.

Tried to write the reply but provided very few of the required information.

Score Language Score

Product

Score

3

Practically no grammar or vocabulary mistakes.

1

Correct spelling and format.

1

2

Very few grammar or vocabulary mistakes.

1

A few spelling mistakes and slightly incorrect format.

1

1

Some grammar or vocabulary mistakes.

1

Several spelling mistakes and rather incorrect format.

1

1

A lot of grammar or vocabulary mistakes.

0

A lot of spelling mistakes and incorrect format.

0

Your Score

PAGE 27 0

FINAL REFLECTION

The purpose of this section is to allow students to reflect on their strengths and weaknesses.

Make sure all students understand what they are expected to do, and give them enough time to answer the questions. Encourage students to give honest answers and show interest in their results.

31

EXTRA TEST UNIT 1 READING - THE STUDENTS’ MAIL

17

Dear friends: Hi! I’m Dora. I’m 14 and I study at Liceo Superior in Necochea, Argentina. I like chatting with students all around the world to learn more about their culture and way of life. I also like listening to music and reading. At this moment, I’m reading a very interesting novel, World Without End. Please write to me! I can write in English and, of course, in Spanish!

Hello! I’m Gabriel. I’m 15 and I’m from Porto Alegre, in Brazil. I’m interested in all sports, especially soccer, and I love video games and computers. I would like to have cyber friends from different parts of the world, so I hope someone writes to me.

Hello friends! My name is Enzo and I’m a student at a secondary school in Quito, Ecuador. I’m 14. I go to school five days a week in the afternoon.

I start lessons at 1 p.m. and return home at 6 p.m. I want to have friends from other countries.

I have many hobbies, I like playing sports, going to the movies and having fun with my friends. I also love music – I play the drums in my school band and sometimes I sing!

Hi! I’m Rachel, It’s good to meet you. I’m from Denver, Colorado, in the USA. I’m 16 years old and I like to play tennis and basketball. I also like to write poems and listening to music. I would like to get cyber friends from abroad.

Please write to me, I am waiting for your mails!

1 Take a look at the texts. What are the students doing? a. b. c. d.

1 pts.

Asking for advice Introducing themselves Talking about their families Telling a story

a. b. c. d. e.

32

5 pts.

Why do the students write the posts?

Do they have similar interests and lives?

Who is the oldest?

Who is the youngest?

Which continents are they from?

3 Read the texts once more and complete this chart.

Name

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 1º MEDIO

2 Read the texts again and answer these questions.

UNIT 1

Country

4 pts.

Interests

TEEN LIFE

LISTENING - TEENAGERS IN THE STREET 4

18 Listen to the recording. What is the person who asks the questions doing?

1 pt.

a. Doing a survey. b. Interviewing people. c. Reading a piece of news.

5

18 Listen to the recording again. Are these statements true (T) or false (F)? a. b. c. d. e.

6

The teens are students at an Elementary School.

They usually study on weekends.

The boy likes going to the cinema.

The girl is reading a novel.

The boy is looking for a girlfriend.

18 Listen to the recording again and choose the best alternative. a. b. c. d.

5 pts.

4 pts.

On Saturdays, I usually go shopping / do the shopping.

I play basketball / baseball. I’m on the school team.

I prefer to rent DVDs / CDs and stay at home.

Many / most girls like older boys.

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

Gregory can’t talk to you now; he has / is having a shower.

I wash / am washing my clothes every Thursday.

They are playing / play tennis on Wednesdays.

Don’t talk to me! I watch / am watching this movie.

Astronauts do / are doing experiments every morning.

She is taking / takes the dog for a walk every afternoon.

I don’t like / am not liking Leonardo DiCaprio.

We are having / have lunch at 1.00 on Sundays.

My mother bakes / is baking a cake for my father’s birthday.

SPEAKING 8 In pairs, role play an interview like the one in the recording. Exchange information

5 pts.

• TEENS CLUB 1º MEDIO

5 pts.

7 Choose the right form for each sentence.

WRITING 9 Use the information in Exercise 8 to write a short paragraph describing your best friend’s interests and favorite activities.

5 pts.

35 pts.

TOTAL

0 - 12 Keep trying!

13 - 21 Good!

22 - 29 Very good!

30 - 35 Excellent!

33

PHOTOCOPIABLE MATERIAL •

about routines, interests and favorite activities.

ANSWERS TO EXTRA TEST UNIT 1

READING - STUDENTS’ MAILS

1 b.

2 a. Because they want to have friends from all over the world. b. Yes, they do. c. Rachel is the oldest. d. Enzo is the youngest. e. They’re from North / South America.

3

Name Dora Ariel Enzo Rachel

TRANSCRIPT

Country Argentina Brazil Ecuador The USA

Interests Listening to music, reading Video games, computers Movies, music Sports, writing, music

17

Dora:

Dear friends: Hi! I’m Dora. I’m 14 and I study at Liceo Superior in Necochea, Argentina. I also like chatting with students from all around the world, to learn more about their culture and way of life. I also like listening to music and reading. At this moment, I’m reading a very interesting novel, World Without End. Please write to me! I can write in English and, of course, in Spanish!

Gabriel: Hello! I’m Gabriel. I’m 15 and I’m from Porto Alegre, in Brazil. I’m interested in all sports, especially soccer, and I love video games and computers. I would like to have cyber friends from different parts of the world, so I hope someone writes to me.

Enzo: Hello, friends! My name is Enzo and I’m a student at a secondary school in Quito, Ecuador. I’m 14. I go to school five days a week in the afternoon. I start lessons at 1 p.m. and return home at 6 p.m. I want to have friends from other countries. I have many hobbies, I like playing sports, going to the movies, and having fun with my friends. I also love music – I play the drums in my school band and sometimes I sing!

34

UNIT 1

Rachel: Hi! I’m Rachel, It’s good to meet you. I’m from Denver, Colorado, in the USA. I’m 16 years old and I like to play tennis and basketball. I also like writing poems and listening to music. I would like to get cyber friends from abroad. Please write to me, I’ll be waiting for your messages LISTENING - TEENAGERS IN THE STREET

4

18 a.

5

18 a. False. b. False. c. False. d. True. e. False.

6

18 a. go. b. baseball. c. DVDs. d. Most

TRANSCRIPT

18

Interviewer: Excuse me. Can I ask you a few questions? I’m doing a survey for a new teen’s magazine.

Teenagers: Sure!

Interviewer: Are you students?

Boy: Yes, at Brentwood High School.

Interviewer: What do you usually do on weekends?

Girl: On Saturdays, I usually go shopping and then I like to visit friends or go to parties.

Boy: I play baseball. I’m on the school team. On Saturday nights, I meet my friends and we usually go to parties.

Interviewer: How often do you go to the cinema?

Girl: Very often; about two or three times a month.

Interviewer: What about you?

Boy: I never go to the cinema. I prefer to rent DVDs and stay at home.

Interviewer: What are you reading right now?

Girl: I’m reading the latest Harry Potter novel.

Interviewer: What do you and your friends talk about?

Girl: We talk about clothes and music, TV programs, …and boys, of course!

Boy: We always talk about sports, sports, and sports.

Interviewer: Would you like to have a girlfriend?

Boy: I’d like to, but most girls like older boys. We’ll have to wait!

Interviewer: Thank you very much. Here, have a copy of the first issue of our magazine.

TEEN LIFE

LANGUAGE

7

WRITING

18 a. is having. b. wash. c. play. d. am watching. e. do. f. takes. g. don’t like. h. have. i. is baking.

SPEAKING

8 In pairs, students role-play a survey and exchange personal information. You can assign a mark according to these criteria: Task Appropriate questions and answers to exchange personal information.

Mostly appropriate questions and answers to exchange personal information.

A few questions and answers to exchange personal information.

Very poor questions and answers to exchange personal information.

Score Language Score Interaction Score 3

Practically no language mistakes.

1

Fluid interaction, good pronunciation, no hesitation.

1

2

Very few language mistakes.

1

Fluid interaction, some pronunciation mistakes, some hesitation.

1

1

Some language mistakes.

1

1

1

A lot of language mistakes.

0

Fluid interaction, some pronunciation mistakes, some hesitation.

Interaction affected by pronunciation mistakes and a lot of hesitation.

Your Score

9 Students use the information from Exercise 8 to write a paragraph about their partners’ interests and favorite activities. You can assign a mark according to these criteria: Task Wrote the reply and provided all the required information.

Wrote the reply and provided most of the required information.

Wrote the reply and provided some of the required information.

Tried to write the reply but provided very few of the required information.

Score Language Score

Product

Score

3

Practically no grammar or vocabulary mistakes.

1

Correct spelling and format.

1

2

Very few grammar or vocabulary mistakes.

1

A few spelling mistakes and slightly incorrect format.

1

1

Some grammar or vocabulary mistakes.

1

Several spelling mistakes and rather incorrect format.

1

1

A lot of grammar or vocabulary mistakes.

0

A lot of spelling mistakes and incorrect format.

0

Your Score

0

35

UNIT TECHNOLOGY AND INVENTIONS 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.

Development • Lesson 1: six hours • Lesson 2: six hours • Consolidation and evaluation activities: four hours • Workbook: two hours • Reading booklet: two hours • Extra test: two hours Didactic • Complementary material such as articles magazines, Student Forum chats. resources • Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures.

• Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.

Methodological • Teachers should prepare the lessons beforehand, considering that thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to involve students in the learning process.

• Teachers are advised to use a variety of resources throughout the book.

Evaluation

36

Types of Evaluation Indicators Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts.

Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.

Unit Check Reading: Students find specific information and extract it from the text.

Listening: Students find specific information, discriminate between correct and incorrect information and identify sequence of information.

Language: Students use linking words to connect their ideas.

Speaking: Students exchange information about an imaginary invention.

Writing: Students write a short description of a gadget they use in their everyday life.

Final reflection Students analyze their performance in the whole unit.

Extra Test Reading: Students find specific information in an article.

Listening: Students identify speakers and discriminate between correct and incorrect information in a recording.

Language: Students use linking words to connect ideas.

Writing: Students write a short description of an imaginary invention.

Speaking: Students describe an everyday object to a partner.

UNIT 2

TECHNOLOGY AND INVENTIONS

PAGE 28

GETTING READY 1 This activity aims at setting the context for

the topic of the unit. Ask students to look at the pictures on Page 29, and then identify the names of the inventions in the boxes.

Check that they all identify and know the names of the gadgets in English, so that they can easily find them in the pictures.

Answers

CD or DVD player / remote control; bicycles; cellular phone; microwave oven; jet plane; personal computer; digital camera; credit card; calculator.

2 In their notebook, tell students to copy and

complete the chart, writing the name of the invention in the correct column. Warn them that some inventions can go in both columns. You can check the exercise asking a student to copy and complete the chart on the board, or telling them to share their answers aloud.

Answers

Work / Study calculator cellular phone computer camera jet plane microwave oven

Leisure (Free time) cellular phone computer credit card DVD bicycle camera jet plane

3 Ask students to answer the questions, in

pairs. Encourage discussion. Check orally.

PAGE 30 BEFORE YOU START

Explain to students that the following activities are meant to revise and activate previous knowledge, necessary to understand the content of the unit.

LESSON 1

TECHNOLOGY UPDATE

Before starting this unit, you need to know: • Vocabulary related to inventions and technology • Linking words and, but, so

1 Ask students to read the descriptions (a - c)

carefully, and then identify the corresponding picture.

Answers

a. ii. b. iii. c. i.

2 Students read the sentences in columns A

and C and choose a word from column B to connect them. Before starting the activity, make sure that they understand the meaning and function of each connector (and – but – so).

Answers

• Phil wants to go to the cinema but I don’t like that movie.

• I can’t sleep so I’ll drink a glass of warm milk.

• Sheila went to the disco but she didn’t dance.

• My brother plays tennis and baseball.

• Devin studies Spanish and Italian.

• Carol didn’t invite him so Jules didn’t go to her birthday party.

3 Help students identify the correct function of each word in column B. Answers a. and. b. but. c. so.

Additional information A connector is a word that is used to join words or sentences.

And is used as a conjunction when the words or phrases are of equal importance and both conditions exist. Example: Tom and Harry play hockey.

But is used to show a contradiction between two phrases. That is to say, the first phrase leads to expect a certain event and the second phrase tells a contradictory outcome. Example: He ran, but he missed the bus.

So is used to express result. Example: I was tired so I went to bed.

37

PAGE 31

2 ++ Invite students to make a list of

POPULAR TEENAGE INVENTIONS

LESSON 2

Before starting this unit, you need to know: • The Past Simple tense.

1 Ask students to use the clues in the boxes and the pictures to write sentences using the Past Simple tense.

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

Anna danced all night.

Charles cooked lunch.

Emily and Eddie watched a movie.

Gina talked to a friend.

Jill and Nick had a picnic.

Maggie played the piano.

Dan sang at the theater.

Sheila rode her horse.

TECHNOLOGY UPDATE

PAGE 33

5 ++ Ask students to look at the boxes and say which words are related to the inventions mentioned before. Encourage discussion. Check orally.

6 class hours.

Objectives Listen to a radio program, and identify main ideas and specific information about technological devices.

Read a piece of literature related to the topic of the lesson.

Describe a technological device.

Write a short description of the protagonist of the story.

Use linking words to connect ideas.

Materials CD, Tracks 19, 20, 21 Your English in Action, Student’s Book, p. 46, Ex. 1, 2 Workbook, pp. 10, 11, 12, 13 Evaluation Embedded evaluation, any of the activities in the After Listening section.

Reflection Spot, Student’s Book, p. 34

BEFORE LISTENING 1 + Invite students to work in groups. Ask

them to think about possible inventions that do not exist yet, but they think they need and will exist in the future. Check on the board.

38

some new gadgets and then match them with their names. Do not check at this stage.

brainstorm the uses students would give to each gadget. You can draw a chart on the board and take notes of the student’s ideas.

Then, ask them to copy sentences a – c into their notebooks and then complete them with the name of the corresponding gadget, according to the function they think they have. Do not check at this stage.

LESSON 1

Time

3 ++ Invite students to look at the pictures of

4 +++ Once they have chosen the names,

PAGE 32

LISTENING

inventions they would like to have to improve their everyday lives. Encourage them to discuss with their partners and compare their lists. Check orally and promote respect towards other’s opinions best and most useful idea for the future.

UNIT 2

LISTENING 6 +

19 Play the recording to allow students to check their predictions in Exercises 3 and 4. Instruct them on how to focus on the general information that will give them the clues to identify the name and function of each gadget.

Answers

3. a. C - pen - picture 5; b. TIVO - picture 2; c. Thought remote control - picture 4.

4. a. Tivo b. C-Pen c. Thought - Remote Control 5. action, gadget, machine, pen, portable, system, technology, control, TV, scanner.

7 ++

19 Ask students to listen to the recording again, and number the gadgets as they are mentioned.

TECHNOLOGY AND INVENTIONS

Answers a. 2; b. 3; c. 1

8 +++

19 Ask students to listen to the recording again and decide which of the statements are true and which are false.

This time, they have to concentrate on details to identify the incorrect information that each sentence may contain.

An alternative exercise could be to ask students to predict the answers and then check with the recording.

Answers

a. False. (With TiVo you can see action as it happens in motion). b. True. c. False. (The C-pen looks like a highlighter pen, but it is a small portable scanner). d. False. (The C-pen can store up to 3,000 pages of text). e. True. f. True.

Extra!

Additionally, you can ask students to correct the false sentences in Exercise 7.

9 +++

19 Ask students to listen to the recording again answer the questions.

Encourage them to discuss and compare them with their partners’.

Answers a. sports lovers b. The Thought Remote Control can be controlled only with the mind. c. The scanner.

Extra!

Again, you can transform this exercise and ask students to write the name they think is correct and then check with the recording.

In that case, ask them to give reasons for their choices.

Example: a. TiVo is paradise for sports lovers because people who watch sports events on TV like to replay or see things in slow motion. b. Thought Remote Control understands what you think; it can understand people’s thoughts. c. C-pen can always be with you because it is portable.

d. C-pen can store a lot of information; it can store up to 3,000 pages of text. e. TiVo allows you to replay all the actions; replay is something you do with movies or recordings. f. Thought Remote Control shows your commands through the cursor; Thought Remote Control sends your commands to the computer and the cursor obeys.

TRANSCRIPT

19

Presenter: And now, Jim Mc Bride, in our section Technology update. What do you have for us today, Jim? Jim: I have three gadgets that will surprise you. The first is Tivo. Tivo is a remote control system that allows you to interact with live TV. Presenter: Interact with TV? Explain that, please.

Jim: When watching TV, you can pause, replay, or see all the action, as it happens, in slow motion.

When you go back to normal viewing, the TV will continue from the point where you left off.

Presenter: It sounds like paradise for sports lovers! What else do you have?

Jim: The second gadget today is the C-pen pocket scanner. With it, you will never have to search the streets for a photocopy store again.

Presenter: Do you mean it is like a portable photocopier machine?

Jim: Exactly. Although it looks like a highlighter pen, it is a small portable scanner that can read and memorize a text line-by-line and then transfer it directly to your PC. Besides, it can store up to 3,000 pages of text.

Presenter: Wow! And what is the last gadget for today?

Jim: How would you like a computer that understands your thoughts and acts upon them?

Presenter: I can’t even imagine that although I know it is possible.

Jim: Believe it or not, it is. With this device, you don’t need a mouse or a keyboard; you just think of the command that you want to give the computer and the cursor moves where you want it to.

Presenter: This is the ideal gadget for people who are physically disadvantaged. For example, … (fade)

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PAGE 34

AFTER LISTENING LANGUAGE SPOT

Linking words

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text.

The activities are meant to promote independent learning, so help, guide and check the students, but do not enunciate the answers.

1. Students read the sentences. Draw their attention to the words in bold.

2. Tell students to identify what the words in bold express, and choose an alternative from the list. To do this task, it is very important that they can first identify the two parts in each sentence and then decide what they express.

Answers: a. contrast 3. Once they have checked the answer, students copy and complete the rule in their notebooks. Linking words like although, however, while and though indicate a relationship of contrast between ideas.

Although and though are generally placed at the beginning of a supporting idea.

However goes at the beginning of the second sentence and is followed by a comma.

While is placed either at the beginning or in the middle of two main clauses expressing contrasting ideas.

ERROR ALERT Linking words are extremely important since they indicate the relationship between ideas. Connectors can be grouped according to meaning.

For example, while, however, and although all indicate contrast or qualification. However, they are different types of words, and require different punctuation.

Additional exercise Relate these two sentences using although / though, while, and however.

They all indicate contrast. They are different types of words.

40

UNIT 2

Answers a. Although / though they all indicate contrast, they are different types of words. b. They are different types of words, while they all indicate contrast. c. They are all different types of words. However, they all indicate contrast.

10 ++ Refer students to the LANGUAGE

SPOT to write sentences using the linking words provided, following the example. Invite some of them to write their sentences on the board to check the answers.

Answers

Answers will vary.

Reflection Spot

The purpose of this activity is to help students reflect on their learning process and to raise students’ awareness of how they develop their own learning strategies to become more effective learners. They should work on their own but you can help and guide the work when necessary.

Students read the statements and assess: • their ability to use linking words to combine ideas.

• their ability to identify what linking words express.

PAGE 35 ORAL PRACTICE

11 +++

20 The objective of this activity is to allow students to apply vocabulary and language structures from the lesson in a real context.

Tell students to copy and complete the description of a new invention in their notebooks. Then, invite them to form groups and compare their descriptions.

Finally, play the recording to allow them to check their work.

Answers gadget, allows, listen, has, portable, bag, conversations.

TECHNOLOGY AND INVENTIONS

TRANSCRIPT

20

Speaker: This gadget is called CyberBug. It allows you to listen to people’s conversations. It has a microphone and an amplifier, and a small headphone. Besides, it is very cheap and portable. You can put it in your bag and take it to work or even to the gym! With it, you can hear conversations between people although they are up to 50 meters away!

12 +++ If necessary, play the recording again

and make students practice the description.

Then, ask them to repeat it in their groups and choose the best imitator of the recording.

Extra!

You can also use this recording for “shadow reading”. Ask students to listen and read the description aloud, trying to imitate the speed and rhythm of the speakers on the recording.

Additional information Studies suggest that “shadow-reading” effectively promotes meaningful imitation and internalization of L2 examples, aiding text comprehension and retention.

Some of the most salient reasons for shadowreading to be useful are the following: • It offers repeated opportunities for hearing, articulating, understanding, and internalizing L2 segments.

• It provides affordances for mutual assistance, as partners have the opportunity to monitor each other’s production, make corrections if necessary, and help each other understand and produce text.

• It promotes intelligent, transformative imitation of L2 material.

• It allows the students to engage in imitation (particularly during low voice and silent repetition), a process which might contribute to internalization.

13 ++ This activity is intended to allow

students to make connections between the topic of the lesson and real life, and, at the same time, provide additional information that may be useful for them.

Ask students to try to solve the crossword puzzle and find out how many words from the lesson they can identify.

Answers Across: 1. gadget; 4. remote control; 5. PC; 7. scanner; 8. keyboard Down: 2. television; 3. screen; 6. Mouse

PAGE 37

READING AND WRITING

21

Additional information Literary texts, especially short stories, are valuable sources for language teaching.

Literary texts contain ‘culturally-rooted language, which is purposefully patterned and representational, which actively promotes a process of interpretation and encourages a pleasurable interaction with negotiation of its meanings.’ (Carter and McRae,1996). Imagination is a vital source for language learning that should be developed. Through imaginative interaction with the text, learners learn to read, infer, and think creatively.

They can become more aware of the target language and better readers. Through reading stories, students can discover more about the world and foreign cultures, and exercise their imagination freely.

14 ++ Explain to the students that they are

going to read an extract of a famous science fiction story written by Isaac Asimov, and then answer some questions about it.

Before starting the activity, elicit students’ background information about the genre and the author.

Answers

a. ii..; b. No, he is a robot.; c. He is a psychologist of robots, and helps their owners understand the robot’s behavior. d. He is a robot and he produces works of art.

Background information The Bicentennial Man is a novelette in the Robot series by Isaac Asimov. It was awarded the Hugo Award and the Nebula Award for best science fiction novelette of 1976.

41

The story formed the basis of the novel The Positronic Man (1993), co-written with Robert Silverberg.

In the first scene of the story a character named Andrew Martin seeks out a robotic surgeon to perform an ultimately fatal operation: altering his positronic brain so that it will decay with time. He has the operation arranged so that he will live to be 200. When he goes before the World Legislature, he reveals his sacrifice, moving them to declare him a man. The World President signs the law on Andrew’s two-hundredth birthday, declaring him a bicentennial man. As Andrew lies on his deathbed, he tries to hold onto the thought of his humanity, but as his consciousness fades his last thought is of Little Miss.

The story then jumps to 200 years in the past, when NDR (his serial number forgotten) is brought to the home of Gerald Martin (referred to as Sir) as a robot butler. Little Miss (Sir’s daughter) names him Andrew. Later, Little Miss asks Andrew to carve a pendant out of wood. She shows it to her father, who initially does not believe a robot could carve so skillfully. Sir has Andrew carve more things, and even read books on woodwork.

Sir takes Andrew to U.S. Robotics and Mechanical Men, Inc. to ask what the source of his creativity is, but they have no good explanation.

This story is set within Asimov’s Foundation universe, which also includes his earlier Susan Calvin positronic robot tales. It is clearly set a number of centuries prior to the events of his novella Mother Earth and the novel The Caves of Steel, during a period in which the Spacer worlds have yet to turn against the people of the Earth, and in which the U.S. Robots Corporation is still active.

Isaac Asimov (January 2, 1920 – April 6, 1992) was an American author and professor of biochemistry at Boston University, best known for his works of science fiction and for his popular science books. Asimov was one of the most prolific writers of all time, having written or edited more than 500 books and an estimated 90,000 letters and postcards.

Asimov is widely considered a master of hard science fiction and, along with Robert A. Heinlein and Arthur C. Clarke, he was considered one of the “Big Three” science fiction writers during his

42

UNIT 2

lifetime. Asimov’s most famous work is the Foundation Series; his other major series are the Galactic Empire series and the Robot series. He wrote hundreds of short stories, including the social science fiction Nightfall, which in 1964 was voted by the Science Fiction Writers of America the best short science fiction story of all time.

Asimov wrote the Lucky Starr series of juvenile science-fiction novels using the pen name Paul French.

The prolific Asimov also wrote mysteries and fantasy, as well as much nonfiction. Most of his popular science books explain scientific concepts in a historical way, going as far back as possible to a time when the science in question was at its simplest stage.

Science fiction is a genre of fiction with imaginative content, such as settings in the future, futuristic science and technology, space travel, parallel universes, aliens, and paranormal abilities.

The genre has been used by authors as a device to discuss philosophical ideas such as identity, desire, morality, and social structure.

Science fiction is based on writing rationally about alternative possible worlds or futures. It is similar to, but differs from fantasy in that, within the context of the story, its imaginary elements are largely possible within scientifically established or scientifically postulated laws of nature (though some elements in a story might still be pure imaginative speculation).

The settings for science fiction are often contrary to consensus reality, but most science fiction relies on a considerable degree of suspension of disbelief, which is facilitated in the reader’s mind by potential scientific explanations or solutions to various fictional elements. Science fiction elements include: • A time setting in the future, in alternative timelines, or in a historical past that contradicts known facts of history or the archaeological record.

• A spatial setting or scenes in outer space (e.g. spaceflight), on other worlds, or on subterranean earth.

• Characters that include aliens, mutants, androids, or humanoid robots and other types of characters arising from a future human evolution.

• Futuristic technology such as ray guns,

TECHNOLOGY AND INVENTIONS

teleportation machines, and humanoid computers.

• Scientific principles that are new or that contradict accepted laws of nature, for example time travel, wormholes, or faster-than-light travel or communication.

• New and different political or social systems, e.g. dystopian, post-scarcity, or post-apocalyptic.

• Paranormal abilities such as mind control, telepathy, telekinesis, and teleportation.

• Other universes or dimensions and travel between them.

check on the board to allow students to correct their work and assign themselves a mark according to the scale.

Students must choose a gadget from the box and write a short description of it (100 – 120 words). Make sure they include all the necessary information, such as: the use of the gadget, the components it has, if it is affordable or not, its advantages and disadvantages, the people who may find it useful, etc.

PAGE 38

Taken from: Seiler, E. (n.d.) Isaac Asimov Home Page.

Retrieved July 9, 2013, from: http://www. asimovonline.com/asimov_home_page.html

15 +++ Tell students to read the text again.

Invite them to answer the questions, and share them with the class. Check orally.

Answers Answers will vary.

16 +++ Explain to the students that they have

to write a short description of the protagonist of the story as a technological gadget. To do this, make them refer to the information they collected in Exercises 14 and 15 and use the model in Exercise 11.

Ask them to include details about the robot’s characteristics, its ability, and the problem why he is attending the robopsychologist.

You may also ask students to include some possible areas in which this robot can be useful for everyday life.

17 ++ Encourage students to share their

descriptions with their classmates or in front of the class.

LET’S CHECK 18 The purpose of this section is to allow

students to check their progress and to provide the teacher with information about any points that most students have problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then,

LESSON 2 READING

POPULAR TEENAGE INVENTIONS Time

6 class hours.

Objectives Read, listen, and identify main ideas and specific information about teenage inventions on a website.

Listen to a conversation related to the topic of the lesson.

Exchange opinions about new inventions, giving reasons to support them.

Write a short description of an everyday gadget or device.

Use because to express reasons.

Materials CD, Tracks 22, 23.

Reading Booklet, There will come soft rains, p. 6, 7.

Your English in Action, Student’s Book, p. 47, Ex. 3, 4.

Workbook, pp. 14, 15, 16, 17.

Evaluation Embedded evaluation, any of the activities in the After Reading section.

BEFORE READING Start a general conversation about the role and development of technology in recent years, and how it has changed or affected our everyday life.

At this stage, you may accept Spanish, as the objective of the activity is to involve the students in the topic of the lesson.

1 + Ask students to choose, in pairs, a few

recent inventions that they feel have changed their lives, and then to tell their classmates about them. Tell them to think of what they can find in their houses, for example. Check orally.

43

2 ++ Ask students to look at the pictures and then answer which of the inventions they think was invented or conceived by teens.

Elicit their answers, also telling them to speculate about the reasons and circumstances in which the inventors created each object.

Answers The three inventions were invented by teenagers.

Background information The inventors mentioned in the introduction of the article are: Chester Greenwood (18581937), who, tired of cold ears while ice skating, invented earmuffs at age 15; Philo T. Farnsworth (1906-1971), who invented a prototype for a working television at age 14 and later built one; and Blaise Pascal (1623-1662), who was 19 when he began work on what became the Pascaline, the first business machine and second mechanical calculator.

Adapted from: Fascinating facts about the invention of Earmuffs by Chester Greenwood in 1873. (n.d.)

Retrieved February 16, 2013, from http://www. ideafinder.com/history/inventions/earmuff.htm Fascinating facts about the invention of the television

by Philo T. Farnsworth in 1927.(n.d.) Retrieved February 15, 2013, from: http://www.ideafinder.com/ history/inventions/television.htm Redin, J. (n.d.) A Brief History of Mechanical Calculators. Retrieved February 14, 2013, from: http:// www.xnumber.com/xnumber/mechanical3.htm

3 +++ Explain to your students that they are

going to read about two young inventors, whose creativity is making life a little easier for others. Ask them to have a look at the pictures and then choose the correct name for each invention. You can guide the exercise by asking students to describe what they see in the pictures and what they think the object is useful for. Once they have identified the inventions, they can choose a name for each from the list. Do not check their answers at this stage.

44

UNIT 2

4 ++ Tell students to study the words in the

Key Word Spot and then look them up in a dictionary. Remind them that this is a very important activity before they face any reading task, even in Spanish. Make sure you devote enough time to allow students to understand the meaning of the words. It may also be a good idea to make the students complete a glossary in their notebooks, including the Spanish translation for each word, an example and a drawing, if possible.

Answers Clap: to hit your open hands together several times to show that you approve of or have enjoyed something. (aplaudir) Skill: a particular ability or type of ability. (habilidad, capacidad) Tool: an instrument that you hold in your hand and use for making or repairing things. (herramienta) Launch: to start an activity, especially an organized one. (lanzar, comenzar) Extra!

Ask students to give examples to illustrate each word in the Key Word Spot, mime them if they are actions, or write sentences using them, in order to check they have understood their meaning correctly.

5 +++ Tell students to identify the cognates

in the text, and then choose the alternatives they think are correct. Again, reinforce the idea that cognates are very useful to help set the context for the reading comprehension tasks.

You may also ask students to anticipate a list of cognates they think they will find according to the topic of the lesson, and then check their predictions skimming the text.

Cognates: I.: invent, electronic, music, ideas, company, manufactures, inventions, prototype, model, final, product, patent, invention.

II.: animal, memorize, programming, problem, site, final, product, memorization, enter, data, vocabulary, history, science, information, generates, test, program, inventors, invent.

TECHNOLOGY AND INVENTIONS

PAGE 39

READING

22

6 + Ask students to read the text quickly and

check their predictions in Exercises 3 and 5.

Answers 3., 1. d. Quizlet, 2. b. Hands on hand-clap game, 5. c.; d.

PAGE 40

7 ++ Tell students to read the text again, this time more carefully, and choose the best alternative to complete the sentences. Ask them to note the words in the text that help them decide on their answers, and check the exercise orally.

Answers a.- ii.; b. – i.; c. – iii.; d. – ii.; e. – ii.

8 ++ Now, students read the text again to

identify the correct sequence of events for each invention. It may be a good idea to read the sentences aloud and tell students to decide the logical order of the events.

They can write the sequences on the board and then check reading the text.

Answers a.: iv.; i.; ii.; v.; iii.. b.: iv.; iii.; ii.; i.

Extra!

Ask students to identify and extract the sentences in the text that illustrate the sequence of events described in the exercise.

LET’S READ! Motivate students to read the extract of the short story on Page 6 of the reading booklet, and identify the connection with the topic of the unit. Encourage students to answer the questions that will help them understand the texts.

Background information There Will Come Soft Rains is a short story by science fiction author Ray Bradbury which was first published on May 6,1950. Later that same year, the story was included in Bradbury’s The Martian Chronicles (1950).

The story begins by introducing the reader to a computer-controlled house that cooks, cleans, and takes care of virtually every need that a well-to-do United States family could be assumed to have.

The reader enters the text on the morning of August 4, 2026, and follows the house through some of the daily tasks that it performs as it prepares its inhabitants for a day of work and school. At first it is not apparent that anything is wrong, but eventually it becomes clear that the residents of the house are not present and that the house is empty. While no direct explanation of the nonexistence of the family is produced, the silhouettes of a woman, a man, two children, and their play ball are described as having been burnt into one side of the house, implying that they were all incinerated at the same time by radiation from a nuclear weapon or meltdown.

The house is described as standing amidst the ruins of a city; the leveled urban area is described briefly as emitting a “radioactive glow”. The only thing left standing is the house, which continues to perform its duties unaware that the family is gone.

At one point, further insight into the demise of the family is given when a tape recorder within the house recites a poem by Sara Teasdale called There Will Come Soft Rains. The poem describes how the Earth’s other living things, and implicitly nature as a whole, are unaffected by an event of human extinction that has occurred as the result of an unnamed disaster.

At ten o’clock p.m., the house is finally destroyed as well when a gust of wind blows a tree branch through the kitchen window, spilling cleaning solvent on the stove and causing a fire to break out. The house warns the family to get out of the building and tries shutting doors to limit the spread.

The house also attempts to fight the fire, but its water reservoirs have been depleted after numerous days of cooking and cleaning without replenishment. The house burns to the ground except for one wall, which continues to give the time and date the following morning.

Ray Douglas Bradbury (August 22, 1920 – June 5, 2012) was an American fantasy, science fiction, horror and mystery fiction writer. Best known for his dystopian novel Fahrenheit 451 (1953) and for the science fiction and horror stories gathered together as The Martian Chronicles (1950) and

45

The Illustrated Man (1951), Bradbury was one of the most celebrated 20th-century American writers.

Many of Bradbury’s works have been adapted into comic books, television shows and films.

Taken from: About Ray Bradbury. (n.d.) Retrieved July 9, 2013, from: http://www.raybradbury.com/about.html

PAGE 41

9 +++ Tell students to read the text once

more and then answer the questions in their notebooks. Ask some students to read their answers aloud and make sure all the class get the correct answers.

a. b. c. d.

Answers It stands for By Kids for Kids. It’s an acronym.

It is a model of the final product.

You can enter vocabulary words, history dates, science facts.

To look at everyday life and invent something to improve it.

AVOID THIS MISTAKE! Stand for = mean, represent; express indirectly by an image, form, or model; be a symbol; denote or connote. (NOT: the act of standing) Background information An acronym is a word formed from the first initials of several words. Newsgroups, chat rooms, and e-mail have spawned a rich set of acronyms and abbreviations for common phrases. An acronym is pronounced as if it were a word rather than just a series of individual letters.

AVOID THIS MISTAKE! 1. Identify the words that formed these acronyms. a. ASAP, b. BTW, c. FWIW, d. FYI, e. IMO, f. LOL, g. TIA Answers a. As Soon As Possible; b. By The Way; c. For What It’s Worth; d. For Your Information; e. In My Opinion; f. Laughing Out Loud; g. Thanks In Advance 2. Write a list of acronyms that are familiar and used in everyday life.

Possible answers UNICEF, ANFP, UNESCO,CD, DVD, MP3, laser, sonar, PSU, etc.

46

UNIT 2

AFTER READING 10 Motivate students to reflect about the text

they have read, talking about the motives and circumstances in which both inventors created their objects. Then invite them to share their comments with their classmates.

Encourage students to express and listen to everybody’s opinions with respect.

LANGUAGE SPOT

Because

Remind students that this section is designed to help them revise or discover a particular grammar structure or an interesting item of vocabulary related to the text.

Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers.

1. Students revise the sentences from the text and other examples paying special attention to the word in bold. Tell them to compare the sentences and find the similarities among them.

2. Now, students analyze each sentence and answer the questions. If necessary, analyze each alternative aloud and make sure they understand the differences clearly.

Answers: 2. a. Two. b. A reason.

3. We can use the word because to join two ideas that express a reason and a cause.

We use because to introduce the sentence that expresses the reason.

PAGE 42

11 ++ Using the information from the

Language Spot and the visual clues in the pictures, students join the sentences. Ask them to write each sentence twice, changing the order of the clauses, as in the example.

Draw students’ attention to the use of the comma in each case, according to the location of the connector.

TECHNOLOGY AND INVENTIONS

a. b. c. d. e. f.

Answers The children can’t go to the beach because it’s raining. / Because it’s raining, the children can’t go to the beach.

Paul’s car didn’t start because it broke down. / Because it broke down, Paul’s car didn’t start.

My sister got up very early because she has to study. / Because she has to study, my sister got up very early.

I can’t eat that sandwich because it’s too big. / Because it’s too big, I can’t eat that sandwich.

Sarah is sleepy because she went to bed late. / Because she went to bed late, Sarah is sleepy.

My father will arrive late to work because he missed the bus. / Because he missed the bus, my father will arrive late to work.

PAGE 43

12 +++ Faster students complete the five

sentences in their notebooks using the connector they learned in the LANGUAGE SPOT, following the example. Encourage them to be creative and invite some students to write their sentences on the board; make sure all of them can check their answers.

LISTENING AND SPEAKING

13 +

23 Motivate students to work in pairs and use the information from the texts on Page 39 to complete the dialog with their own ideas.

Invite students to listen to the recording and check their answers. Explain that they have to check the general meaning, as there is not one single correct answer.

TRANSCRIPT

23

A: Which of the two inventions do you like the most?

B: I like the clap game.

A: Why? B: Because I think it’s very useful for children who don’t have friends to play with. Do you agree?

A: No. I think the other one is better.

B: Why do you say that?

A: Well, because, in my opinion, it really helps you to study and revise for tests.

14 +++ Make students practice the dialog

in pairs, taking turns to play both roles.

Encourage them to role play their dialogs in front of their classmates.

15 Ask fast finishers to choose one of the

inventions (car or laptop), and then create a dialog like the one in Exercise 13, exchanging opinions about them.

Extra!

You can assign this activity as homework for the rest of the class.

PAGE 44

LET’S CHECK 16 The purpose of this section is to allow

students to check their progress and to provide the teacher with information about any points that most students have problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then, check on the board to allow students to correct their work and assign themselves a mark, according to the scale.

For more information on LET’S CHECK, see Page 8 of the Introduction.

WRITING 17 ++ Tell students that they are going to write

a short description of a device they know or that they would like to create.

Explain to them that, to accomplish this, they must follow certain steps that will help them create the final text.

Instruct the students to follow each of the steps, and make sure they all understand what they have to do clearly.

Make them use the Editing Checklist, to revise and correct the text before they write the final version of the description.

Finally, ask students to exchange descriptions with their partners in order to receive feedback.

47

PAGE 45

REAL LIFE

SPOT

This section is intended to allow students to make connections between the topic of the lesson and real life, and, at the same time, provide additional information that may be useful for them.

Make sure you give them enough time to read, and then elicit their comments.

TAKE ACTION! The activities in this section are meant to provide students with the opportunity to synthesize, consolidate and revise what they have learned in the unit. They allow them to reflect on their achievements.

Explain to the students that the task to be completed is a short paragraph about an inventor and an original invention. Read the instructions aloud and make sure they all understand what they are being asked to do.

Suggest them to use the texts on Page 39 as a model and, if possible, to add some visual material (pictures, drawings, a sketch).

Set a date for the presentations.

You can use the Oral Presentation Rubric to evaluate students’ performance.

PAGE 46 YOUR ENGLISH IN ACTION

This section provides additional exercises that represent a good opportunity for students to consolidate topics and language structures of the lessons. You can assign these activities at the end of each lesson, or as homework and give them an extra mark.

1 Students must look for information about the inventions in the box and then complete the fact file in their notebooks.

48

UNIT 2

Possible answers Name of invention: Bicycle.

Name of inventor: Kirkpatrick MacMillan.

Place: Scotland. Year: 1839 Name of invention: Bikini.

Name of inventor: Louis Reard Place: France Year: 1949.

Additional information: It took its name from the Bikini islands.

Name of invention: Glasses.

Name of inventor: Galileo.

Place: Italy. Year: 1609.

Additional information: Galileo used them first to observe the universe, and that was the beginning of Astronomy.

Name of invention: Kites.

Name of inventor: Unknown.

Place: China. Year: 2800 BC. Additional information: After its appearance in China, the kite migrated to Japan, Korea, Thailand, Burma (Myanmar), India, Arabia and North Africa.

Name of invention: Telescope.

Name of inventor: Hans Lippershey.

Place: Netherlands. Year: 1608.

Additional information: Niccolo Zucchi is credited with constructing the first reflecting telescope in 1616. In 1668, Isaac Newton designed and improved the reflecting telescope that bears his name, the Newtonian reflector.

Possible answers Name of invention: Umbrella.

Name of inventor: Unknown.

Place: Ancient Egypt. Year: Unknown.

Additional information: In Egypt, the parasol is found in various shapes. In some instances, it is depicted as a faellum, a fan of palm leaves or colored feathers fixed on a long handle, resembling those now carried behind the Pope in processions.

2 Read the instructions aloud and make sure

all students understand what they are expected to do. Once they have completed the task, invite them to share their work with their classmates and make them choose the best invention. Display the sketches in a visible place in the classroom.

TECHNOLOGY AND INVENTIONS

3 To complete this task, students have to look

for information in books, encyclopedias, the Internet, etc. and then complete the timeline for the most important 20th century inventions.

Draw the timeline on the board for students to correct their work.

Answers 1900 - automobile; 1901 - vacuum cleaner; 1902 - electric typewriter; 1903 - airplane; 1911 - refrigerator; 1920 - credit card; 1927 - television; 1956 – correction pen; 1973 - Internet; 1980 - CD; 1983 - cell phone; 1986 - MP3 player The students must choose one of the inventions from the time line in Exercise 3 and look for information about its inventor to write his / her biography. Ask them to prepare an oral presentation to share their work with their classmates.|

PAGE 49

4 a. ii, b. ii, c. ii., d. ii, e. i.

LISTENING – THE GARBAGE EATER AND THE HUMAN ROBOT

5

25 a.

6

25 a. 2,000; b. five; c. work; d. made

7

25 Can Can’t

The garbage eater The human robot

PAGE 48

change garbage into drugs or alcohol.

✔

change garbage into a human or an animal.

✔

clean the house.

✔

help with homework.

UNIT CHECK

PAGE 50

8 Explain to students that the purpose of this section is to help them revise the contents and evaluate their performance throughout the unit.

Read the instructions and make sure all the students understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses.

Check students’ results and revise any points in which most of them may have problems with.

Answers READING – THE LIFE OF A TEEN INVENTOR

24

1 c.

2 a. They require pieces of trash and

drugstore supplies. b. He has designed bunkers, tree houses, robots and caffeinated cereal. c. He thinks it is a constructive activity. d. By playing video games.

3 a. His garage.

✔

b. The glove. c. Six hours every weekend. d. An electric boat powered by solar panels.

25 b. – e. – a. – d. – f. – c.

TRANSCRIPT

25

Teacher: Michael: Teacher: Michael:

So, Michael, what can you tell us about your sketch?

The Garbage Eater-2000 is an easier way to recycle.

How does it work?

First, you decide how many pieces you need the eater to suck up. Then, you type in what you want the garbage to turn into. Next, hammers inside the machine pound the garbage 2,000 times in five minutes and two rods melt the garbage at a temperature of 2,000 degrees. Now, the machine reshapes the garbage into the shape you wanted, and it also spray paints it and forms the texture on the outside. Finally, the object wanted is produced.

Teacher: Any special rules for the Garbage Eater-2000?

Michael: The Garbage-Eater 2000 can’t change garbage into human or animal and it can’t change garbage into drugs or alcohol. You can’t type in any swear words or foul language, or suck in any item that is not garbage; it may cause the machine to break down.

Teacher: Thanks, Michael. Lydia, tell us about your work.

Lydia: This is a robot that looks just like a real human being.

I made one that looks just like me.

49

Teacher: Why do you think it’s a useful device?

Lydia: Think of all the possible actions that this human-sized robot can do! It can help you with your homework, do your chores, and even clean your house for you.

Besides, it looks very real. It is coated with paint, and made out of old parts of toys, cars, and more!

LANGUAGE

9 a. Because it was raining, the match

was postponed. b. Glenda is a clever student. However, she didn’t receive a scholarship. c. All the shops are closed because it’s a holiday. d. The new student is very good at grammar. Besides, she is very good at writing. e. My sister has blue eyes, while my eyes are brown.

WRITING Task

Score Language Score

Product

Score

Wrote the description providing all the required information.

3

Practically no grammar or vocabulary mistakes.

3

Correct spelling and format.

2

Wrote the description providing most of the required information.

Wrote the description but provided some of the required information.

Very poor description without providing the required information.

2

Very few grammar or vocabulary mistakes.

Some grammar or vocabulary mistakes.

A lot of grammar or vocabulary mistakes.

2

A few spelling mistakes and slightly incorrect format.

Several spelling mistakes and rather incorrect format.

A lot of spelling mistakes and incorrect format.

1

1

0

1

0

Your Score

1

0

PAGE 51 FINAL REFLECTION

SPEAKING Task

Score Language Score

Interaction

Score

Appropriate exchange of information about an invention.

3

Practically no language mistakes.

3

Fluid interaction, good pronunciation, no hesitation.

2

Mostly appropriate exchange of information about an invention.

2

Very few language mistakes.

2

2

A few questions and answers to exchange information about an invention.

Very poor questions and answers to exchange information about an invention.

1

Some language mistakes.

1

0

A lot of language mistakes.

0

Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

Fluid interaction, some pronunciation mistakes, some hesitation.

Interaction affected by pronunciation mistakes and a lot of hesitation.

50

UNIT 2

1

0

Your Score

The purpose of this section is to allow students to reflect on their strengths and weaknesses. Make sure all students understand what they are expected to do and give them enough time to answer the questions. Encourage students to give honest answers and show interest in their results.

TECHNOLOGY AND INVENTIONS

EXTRA TEST UNIT 2 READING

26

A new hybrid engine

Jacob Bagnell, an automotive teacher who also taught Lowski’s father and older brother, donated the lawn-mower motor for the machine. He assisted Lowski in bringing his idea to life and said the young inventor worked hard to apply complicated scientific principles to his project.

The machine is simplistic in appearance but performs a unique function – alternating between four very different fuel sources with the flip of a switch, all while the motor is running. Gas is used first because methanol, an alcoholic substance similar to ethanol, lacks the punch needed to heat the engine for full ignition.

Lowski will demonstrate this process to the judges at the Inventors Showcase.

Lowski, 17, got the idea for hydrogen energy while he was in sixth grade, when he learned that magnesium could combust water.

Lowski said hydrogen fuel may provide U.S. motorists a means of alternative energy for their vehicles, without having to eliminate the cars they love. The public can start viewing the new invention at 9 a.m., next Thursday.

The Awards ceremony starts at 6 p.m., and admission is free.

Adapted from: Desmond, D. (2008, May 10) Teen inventor plans to unveil hybrid engine. U- T San Diego.

Retrieved January 15, 2013, from: http://www. utsandiego.com/uniontrib/20080510/ news_1ez10engine.html

1 Read the text and answer these questions. a. b. c. d. e.

• TEENS CLUB 1º MEDIO

Constructed from an old lawnmower engine, the ‘hybrid’ engine runs on four different types of fuel: gasoline, propane, methanol, and hydrogen. “I built this engine to simply prove that it’s not difficult to run any engine on many different fuels,” the inventor said.

The project started more than a year ago, as part of an effort by Santana High School, to find methods of producing hydrogen fuel.

5 pts.

When and where does Josh Lowski plan to show his new invention?

Where did he get the original engine from?

Why did he invent this new hybrid engine?

What does the machine do?

Who donated the materials for the invention?

51

PHOTOCOPIABLE MATERIAL •

Next week at the Inventors Showcase in San Diego, Santana High School senior Josh Lowski plans to unveil an invention he hopes will hold an answer to the energy riddle.

2 Read the text again. Choose the best alternative to finish each sentence. a. Josh Lowski is _________________________. i. one of the youngest students in his school. ii. one of the oldest students in his school. iii. a university student. b. The “hybrid” engine uses different types of fuel:_____________________. i. gasoline, propane, methanol and hydrogen. ii. gasoline, methanol and hydrogen. iii. gasoline, propane, and hydrogen. c. Methanol is very similar to__________________________________. i. gasoline. ii. ethanol. iii. propane. d. The project started because the inventor _______________________________. i. was on vacation. ii. found an old lawn mower. iii. participated in a school project. e. The public who want to see the new invention ____________________________. i. have to pay a fee to enter the exhibition. ii. don’t need to pay to enter the exhibition. iii. have to wait for the awards ceremony to see the invention.

10 pts., 2 pts. each

LISTENING - TWO NEW GAMES 3

27 Listen to the recording. Who said these sentences, Speaker 1 or Speaker 2? a. _______: A player catches the ball. b. _______: All you need is a ball. c. _______: The referee can also call timeouts. d. _______: They have one more game. e. _______: The teams rush to the ball.

27 Listen again and choose the correct alternative. a. You start out with four / two people on the middle line. b. There are three / thirteen privates, four / fourteen Snipers. c. The game starts with two / four players in each team. d. The quarters are ten / fifteen minutes long. e. You have two / four timeouts in the game.

10 pts., 2 pts. each

LANGUAGE

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 1º MEDIO

4

5 pts.

52

5 Complete these sentences with though / although, however, or while. a. I enjoy sailing; _____________, I don’t have a boat. b. Last summer, I went to the south,___________ my best friend went to the north. c. _______________ I didn’t understand a word, I kept smiling. d. ______________ the traffic was bad, I arrived on time. e. _____________I like cats, my brother is allergic.

UNIT 2

5 pts.

TECHNOLOGY AND INVENTIONS

6 Complete these sentences using because and your own ideas.

5 pts.

a. _____________________, the children couldn’t play outside. b. The concert was cancelled __________________________. c. I didn’t get a good mark in the exam ___________________. d. ______________________, the school is closed. e. ______________________, we are moving to another house.

SPEAKING 7 Choose an everyday object and describe it to your partner but don’t name it. Tell him/ her about its shape, its functions, its components, etc., so that your partner guesses what the object is. Then change roles.

8 pts.

WRITING 8 Write a short description of an imaginary invention. Include information about its

name, where you got the idea, the materials you used to make it and why it is useful in everyday life.

8 pts.

56 pts.

TOTAL 29 - 43 Very good!

44 - 56 Excellent!

• TEENS CLUB 1º MEDIO

14 - 28 Good!

PHOTOCOPIABLE MATERIAL •

0 - 13 Keep trying!

53

The aim is to get the most goals by the end of the fourth quarter. The quarters are ten minutes long. You have four timeouts in the game. The timeouts are one and a half minutes long. The referee can also call timeouts.

ANSWERS TO EXTRA TEST UNIT 2

READING

1 a. Next week at the Inventors Showcase in

San Diego. b. He used an old lawn-mower engine. c. To prove that it’s not difficult to run any engine on many different fuels. d. It performs a unique function – alternating between four very different fuel sources. e. Jacob Bagnell donated the lawn-mower motor for the machine.

2 a. – ii.; b. – i.; c. – ii.; d. – iii.; e. – ii.

LISTENING 3

27 Speaker 1: a.; d., Speaker 2: b.; c.; e.

27 a. two; b. three, four; c. four; d. ten; 4 e. four

TRANSCRIPT

27

Speaker 1: War Ball is a game that combines football with war. You start out with two people on the middle line and then a player catches the ball and starts running. There is a base instead of a touchdown zone, so when a player gets a touchdown, they are actually winning a war. All the other players hide behind objects on the field. The positions are General, Soldiers, Snipers, and Privates. There are three Privates, four Snipers, five Soldiers, and one General. The player who gets to 40 points in one hour or who has the most points wins! If there is a tie, then they have one more game. And all the darts are foam, so they won’t hurt if you get hit.

Speaker 2: This sport is a mix of two very popular sports: football and soccer. All you need is a ball. The objective of the game is to kick the ball into the goal. There are ten people in a team. The game starts with four players in each team on each side, with the round ball in the center of the field.

The game starts and the teams rush to the ball.

54

UNIT 2

LANGUAGE 5 a. however. b. While. c. Though / Although. d. Though / Although. e. While.

6 a. Will vary.

SPEAKING Task

Score Language Score

Interaction

Score

Appropriate description of an everyday object.

3

Practically 3 no language mistakes.

Fluid interaction, 2 good pronunciation, no hesitation.

Mostly appropriate description of an everyday object.

2

Very few language mistakes.

2

A few 1 information to describe an everyday object.

Some language mistakes.

1

Very poor 0 information to describe an everyday object.

A lot of language mistakes.

0

Fluid interaction, a 2 few pronunciation mistakes, a minimum of hesitation.

Fluid interaction, 1 some pronunciation mistakes, some hesitation.

Interaction affected 0 by pronunciation mistakes and a lot of hesitation.

Your Score

WRITING Task

Score Language Score Interaction Score

Wrote the description providing all the required information.

3

Practically no grammar or vocabulary mistakes.

3

Correct spelling and format.

2

Wrote the description providing most of the required information.

Wrote the description but provided some of the required information.

Very poor description without providing the required information.

2

Very few grammar or vocabulary mistakes.

Some grammar or vocabulary mistakes.

2

A few spelling mistakes and slightly incorrect format.

Several spelling mistakes and rather incorrect format.

2

1

0

A lot of grammar or vocabulary mistakes.

1

0

A lot of spelling mistakes and incorrect format.

1

0

Your Score

TECHNOLOGY AND INVENTIONS

Notes

55

UNIT MUSIC AND LITERATURE In this unit you will: • read an extract from a novel • read lyrics • listen to a television program • listen to an extract from a story You will learn how to: Reading • distinguish general and specific information • discriminate between correct and incorrect information • identify the type of text

Listening • infer the mood of speakers • relate speakers and speech • discriminate sounds Language • use quantifiers • use the Passive Voice Speaking • express quantity • talk about books

Writing • write a book review • write the lyrics of a song You will also: • assess and appreciate the value of music and literature • develop respect for the role of music and literature as means of communication

Development • Lesson 1: six hours • Lesson 2: six hours • Consolidation and evaluation activities: four hours • Workbook: two hours • Reading booklet: two hours • Extra test: two hours Didactic • Complementary material such as articles. magazines, Student Forum chats. resources • Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures.

• Support material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.

Methodological • Teachers should prepare the lessons beforehand considering that thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to involve students in the learning process.

• Teachers are advised to use a variety of resources throughout the book.

Evaluation

56

Types of Evaluation Indicators Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts.

Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.

Unit Check Reading: Students find specific information and extract it from the text.

Listening: Students identify the correct sequence of information and discriminate sounds.

Language: Students use quantifiers and the Passive Voice.

Speaking: Students exchange information about literature.

Writing: Students write a short book review.

Final reflection Students analyze their performance through the whole unit.

Extra Test Reading: Students find specific information in a review.

Listening: Students identify specific information and discriminate between correct and incorrect information in a recording.

Language: Students use the Passive Voice and quantifiers.

Writing: Students answer questions about an imaginary situation.

Speaking: Students exchange ideas about a piece of literature.

UNIT 3

MUSIC AND LITERATURE

PAGE 52

GETTING READY 1 In their groups, students have to write a list

of all the literary genres and music styles they know. Then, ask them to complete the chart in their notebooks and decide which are their favorite ones.

Possible answers

Music styles: Rock, Pop, classical, Hip hop, Jazz, Afro, Blues, etc.

Literary genres: Science fiction, Romance, comedy, fantasy, horror, etc.

2 Invite the groups to display their charts on

the board, to compare their list with other groups and to share new words. Then, tell them to look up the meanings of the words they do not know in an English-English dictionary, and write a glossary related to the topic of the unit in their notebooks.

Check individually, if possible, or in groups.

3 Invite students to imagine they are lost on an

island in the middle of the ocean. Tell them to choose a book and a music album they would like to have. In their groups, students share their comments giving reasons for their choices. Check orally, so that everybody in the class can share their opinions.

PAGE 54 BEFORE YOU START

Explain to students that this section will contain activities meant to revise and activate previous knowledge that is necessary to understand the content of the unit.

LESSON 1

NEW STARS

Before starting this unit, you need to know: • Vocabulary related to music and literature.

1 Ask students to solve the crossword puzzle

about music. Allow the use of an EnglishEnglish dictionary, only if it is strictly necessary.

Answers

Across: 2. (rhythm), 3. (music), 6. (solo) Down: 1. (lyrics), 3. (musician), 4. (chorus), 5. (song)

2 Ask students to work in groups. Tell them to

complete the chart with names of bands and singers they know. They can be from any period of history. Allow the use of internet or encyclopedias to retrieve information. Then, check with the whole class, so that the students can complement their work with their partners’.

PAGE 55 LESSON 2

WE WANT YOU TO READ

Before starting this unit, you need to know: • Active sentences and Present Tense.

1 Ask students to look at the book covers and

match them with their genre. Invite them to guess only by the design first, and then by their titles. Check orally, with the whole class.

Answers 1: Children’s stories. 2: Economy. 3: Romance Novel 4: Science fiction. 5: History. 6: Biography. 7: Drama: Cuisine.

2 Ask students to read the extracts of the

books in Exercise 1, and decide which book they belong to. Encourage them to give reasons for their choices. Check orally and on the board.

Answers a. Macbeth, b. Slow cooker recipes, c. Charles Dickens, a life.

Additional information Eke, Vincent Vincent Eke is a professional children’s book writer, blogger and website developer. In addition to Mama’s Tales of Kanji - The Turtle’s Shell, his debut early reader-grade fantasy adventure

57

storybook, he has also written another children’s picture book in this series, The Golden Bird and a new forthcoming series The Adventures of the Lovejoys.

The Turtle’s Shell tells the story of Tobi, a smart turtle who thinks he can get away with deceiving his friends. He ends up learning a few shell cracking lessons. This friendly easy-to-read book shows children how our everyday actions and decisions always have consequences. This story also draws attention to the nuggets of wisdom embedded in African cultural stories.

Adapted from: (2013) Vincent Eke – Biography.

Retrieved July 31st, 2013, from: https://www. smashwords.com/profile/view/vincenteke

Joe John Duran is CEO (chief executive officer) and founding partner of one of the fastest growing wealth counseling firms in the USA. His passion is to empower people to make better and more informed financial decisions. Joe frequently provides commentary on TV and has been profiled in several publications, including the New York Times and Smart money.

The Money Code, published on December 20, 2012, is a modern tale of one person’s journey to uncover the five secrets to living his best financial life.

Adapted from: (2012) Joe John Duran – Biography.

Retrieved July 31st, 2013, from: http://www. mymoneycode.com/

Linore Rose Burkard grew up in New York where she graduated magna cum laude from the City University of New York with a Bachelor of Arts in English literature.

Before the Season Ends is the intriguing story of Miss Ariana Forsythe, a young woman caught between her love for a man who doesn’t share her faith and her resolution to marry only a fellow believer in Christ.

Adapted from: (2008) Linore Rose Burkard – web page. Retrieved July 31st, 2013, from: http://www. linoreburkard.com/

Claire Tomalin (1933, London) She worked in publishing and journalism, becoming Literary Editor of the New Statesman and later the Sunday Times before devoting herself to writing full time in the late 1980s.

58

UNIT 3

In 1974 she won the first book award for the life and death of Mary Wollstonecraft.

Charles Dickens, a life shows this famous author’s huge virtues as writer and human being, and also his failings. It is a comedy that turns to tragedy as the very qualities that made him great, his indomitable energy, boldness, imagination, showmanship and enjoyment of fame, finally destroyed him.

Adapted from: (2012) Claire Tomalin – Web page.

Retrieved July 31st 2013, from: http://clairetomalin.co.uk/

William Shakespeare was born on April 23, 1564, in Stratford United Kingdom. Shakespeare, often called the English national poet, is widely considered the greatest dramatist of all time. He wrote several comedies like The Merchant of Venice and The Comedy of Errors, and tragedies like Hamlet, Romeo and Juliet, and Macbeth.

William Shakespeare died on his birthday on 1616, though many scholars believe this is a myth.

Macbeth is a play set in Scotland. It dramatizes the corrosive psychological effects of Lord Macbeth when he chooses evil as way to fulfill his ambition of power, leading the country to a civil war. In the end, he loses everything that gives meaning and purpose to his life, before losing his life itself. It is considered one of Shakespeare’s darkest and most powerful tragedies.

Adapted from: (2013) William Shakespeare.

Retrieved July 31st 2013, from: http://www.biography. com/people/william-shakespeare9480323?page=3#death

MUSIC AND LITERATURE

PAGE 56

PAGE 57 LESSON 1

LISTENING

Time

NEW STARS

LISTENING 4 +

28 Ask students to listen to the recording and check their predictions in Exercise 2.

Remind your students that they don’t need to understand every single word. This first time, they should concentrate on the general meaning, just to check or correct their predictions.

6 class hours.

Objectives Listen, and identify main ideas and specific information in a conversation about a reality show.

Read lyrics of songs.

Describe a technological device.

Write verses of a song.

Use quantifiers to express quantity.

Materials CD, Tracks 28, 29.

Your English in Action, Student’s Book, p. 72, Ex. 1, 2.

Workbook, pp. 18, 19, 20, 21.

Evaluation Embedded evaluation, any of the activities in the Listening or After Listening section.

Reflection Spot, Student’s Book, p. 57.

BEFORE LISTENING Before starting the activities, draw the students’ attention to the pictures on Page 56. Elicit students’ ideas about what they see in them.

1 + Ask students to work in pairs and write a list of radio and TV programs related to music that they know, in the corresponding box. Then, tell them to share the list with other pairs. Invite some students to write their lists on the board, and check.

Answers They will vary, according to students’ own lists.

2 ++ Read the title of the lesson aloud and

brainstorm students’ ideas about what they think it is. Write their ideas on the board, but do not correct at this stage.

3 +++ Ask students to read the words in the

Key Word Spot, and then identify their meanings in the list (a – e). You may also tell students to predict or guess the meanings and then check their answers with a dictionary.

Answers audience: c.; coach: b.; contestant: a.; fit: e.; pretend: d.

Answers a.

5 +

28 Tell students to listen and identify where the text was taken from. Tell them to focus on all the elements of the recording, not only the spoken text.

Answers

c.

6 ++

28 Students listen to the recording again, this time to identify each speaker’s job in the academy. Draw students’ attention to the personal introduction of each speaker.

Answers

a. – iii.; b. – i.; c. – ii.

7 ++

28 Ask students to listen to the recording again and answer the questions.

Check the answers orally and on the board.

Answers a. People will learn to sing and compose. b. If they get the lowest votes, they will leave the program. c. They feel very good, they think it’s a great feeling.

REAL LIFE

SPOT

The purpose of this activity is to help students reflect on their learning process and to raise students’ awareness of how they develop their own learning strategies to become more effective learners. They should work on their own but you can help and guide the work when necessary.

The students read the statements and assess: • their ability to apply study skills.

• their ability to infer the meaning of new words.

59

AVOID THIS MISTAKE! Pay special attention to the different pronunciation of these sounds: th / θ / and s /s/. Explain to students that, in English, mispronunciation can change the meaning of a word.

Additional exercise a. Read and repeat these pairs of words. thick – sick, think – sink, mouth – mouse, path – pass b. Think of more examples and complete the chart. θ

/s/ sick sink mouse pass

thick think mouth path

Answers θ thunder thief thanks thought thin through math

/s/ say set sang so some sum mass

PAGE 58

8 +++

28 Tell students to copy the sentences into their notebooks. As they listen, they must write the name of the speaker in the spaces provided. An optional exercise could be to invite students to read each sentence carefully, predict the speakers, and then check with the recording.

You may guide students to predict correctly, according to the content of each sentence.

(Example: the director is the person who is in charge of talking about the rules and general information; the voice coach talks about singing; the songwriting coach talks about lyrics and composing)

60

UNIT 3

Answers a. Adam; b. Spencer; c. Adam; d. Savannah; e. Spencer; f. Savannah.

9 +++

28 Ask students to listen to the recording once more, to match the answers (i – iv) with the questions (a – d). Again, you can change the order of the activity, encouraging students to predict their answers, and then check with the recording.

Answers a. – iii.; b. – i.; c. – iv.; d. – ii.

TRANSCRIPT - NEW STARS 28 Spencer:

Hello, everybody. I’m Spencer, the Director. I’d like to welcome you and wish you the best during your time with us. Here, you will learn to sing and compose, and each week you will perform one of your own songs on a TV show. The audience will vote for them on the phone.

If you get the lowest number of votes, you will leave the program. You must obey our rules and attend all your classes. All of our coaches are great and they will teach you how to develop your talents. Any questions for them?

Student 1: How long are we staying here for?

Spencer: You will spend many weeks at the New Stars Music Academy. Three months in total.

Student 2: That’s not much time. How will you make stars out of us?

Savannah: I’m Savannah, your voice coach. You have to know that everyone here can sing and I think some of you can really sing like a star. My job here is to help you make the most of your voice, but you need to work hard.

Student 1: Mm, I’d like to know how you get the music to fit the lyrics. Is it an easy process?

Adam: Hi, my name’s Adam and I’m your songwriting coach.

Songwriting is cool, but only a few people can become composers. You don’t need to be a poet; the important thing is to fit the words to the music. Most of our contestants do it, and they love it when they finally get to perform their own songs.

Spencer: Any more questions? Anyone? (fade)

MUSIC AND LITERATURE

enough time to answer individually. Then, check on the board to allow students to correct their work and assign a mark according to the scale.

Ask students to write sentences expressing quantity. Encourage them to review the Language Spot. Check orally and on the board.

For more information on LET’S CHECK, see Page 8 of the Introduction.

AFTER LISTENING 10 ++ In their groups, students answer the

questions and then share answers with another group. Encourage the use of English as much as possible, as for most students, English classes are the only time in which they can practice the language.

Remember not to interrupt or to correct them while they are speaking. It’s better to talk about the most important general mistakes at the end of the activity or the class. Invite some groups to report their answers to the rest of the class.

PAGE 59 LANGUAGE SPOT

Answers Answers will vary.

PAGE 60 ORAL PRACTICE

Expressing quantity

Remind students that this section is designed to help them revise or discover a particular grammar structure or an interesting item of vocabulary related to the text.

Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers.

Answers: 2. b.

3. We use words such as much, many, some, a few, to express quantity.

11 + Refer students to what they have studied in the Language Spot. Ask them to fill in the blanks with a quantifier from the list.

Answers Anne: a lot of, many, much.

Malcom: a lot of, much, a few.

13 ++

29 In pairs, ask students to complete the dialog, using the clues in the boxes.

Then, play the recording and ask them to check their answers.

TRANSCRIPT A: B: A: B: A: B: A: B:

29

Hi! Can I ask you a few questions? I’m new here, you see.

Sure! What do you need to know?

Well, I’d like to know how long we’re going to stay here.

We’ll stay here for six weeks, and then we’ll learn to sing and compose.

How about the rules?

We must obey their rules and attend all the classes.

Tell me about our coaches.

They are great! They help us to develop our talents, but we need to work hard.

14 ++

29 Tell students to listen to the recording again. Then, they practice and role play the dialog with a partner, in front of the class.

LET’S CHECK 12 The purpose of this section is to allow

students to check their progress and to provide the teacher with information about any points that most students may have problems with. Make sure they understand what they are expected to do and give them

61

READING AND WRITING The writing process approach to teaching writing is intended to focus less on the product and more on the process and the writer. The teacher’s main role is to assist the writer through the steps in this process, which is roughly divided into these stages: • Prewriting • Drafting • Revising • Editing • Publishing

15 + Explain to your students that the first stage

before starting the writing task is to observe the texts on Page 61 and identify the type of text and the main topic.

Elicit students’ ideas. Help them identify the correct answers, and invite them to write three ideas related to the topic they have chosen.

As homework, motivate students to get the songs on the Internet, and listen to them while they read the lyrics.

Answers a. ii. b. Friends (friendship)

PAGE 62

16 + Invite students to read the lyrics, quickly, and check their predictions in Exercise 15.

17 ++ Tell students to read the first lyrics

again. Then, ask them to analyze them carefully before answering questions a – c.

Answers

Answers will vary

18 ++ Now students analyze the second lyrics and compare them with the first one.

Answers a. Yes. It has the same topic. b. No. c. Friends are a gift of life. d. Someone you can count on.

19 +++ Explain that, now, students have to

work in pairs and write one or two verses of

62

UNIT 3

the lyrics of a song. Read the instructions carefully and ask students to follow them stage by stage, in order to facilitate their work.

Once they have finished, tell them to revise the lyrics, asking themselves these questions: • Is the message clear?

• Have we included everything we wanted?

• Did we speak to our audience clearly?

• Did we accomplish our purpose?

Suggest students to ask some classmates to listen to the lyrics, and give their opinions.

Encourage them to record the song, if possible, or to sing it live in front of the class.

Extra!

Organize a recital session, inviting all the pairs to sing their songs in front of other courses.

PAGE 63

GAME

SPOT

Games are highly motivating, since they are amusing and, at the same time, challenging for the students. They employ language in real contexts, and they also encourage and increase cooperation.

They create the motivation for learners of English to get involved and participate actively in the learning activities, bring the real world context into the classroom, and enhance students’ use of English in a flexible, communicative way.

Remember that games are used not only for mere fun but, more importantly, for the useful practice and review of language lessons. Thus, the meaning of the language students listen to, read, speak and write will be more vividly experienced and, therefore, better remembered.

Read the instructions aloud and motivate the students to apply the Truth Questionnaire to two of their classmates.

20 With the information they collected when

applying the questionnaire, students must write two short paragraphs about their classmates’ answers.

Invite students to write their paragraphs on a separate piece of paper, and read it to his friends, not saying the names, so that they guess who he is talking about.

MUSIC AND LITERATURE

PAGE 64 LESSON 2 READING

Time

WE WANT YOU TO READ! 6 class hours.

Objectives Read, listen, and identify main ideas and specific information in a piece of literature.

Listen to a conversation about literature.

Exchange information about literature genres.

Write a short book review.

Use the Passive Voice.

Materials CD, Tracks 30, 31, 32.

Reading booklet, p. 8, 9.

Your English in Action, Student’s Book, p. 73, Ex. 3, 4.

Workbook, pp. 22, 23, 24, 25.

Evaluation Embedded evaluation, any of the activities in the Reading or After Reading section.

Reflection Spot, Student’s Book, p. 67.

BEFORE READING 1 + Invite students to carry out a mini-survey within their groups. Tell them to ask and answer the questions (a – c), complete the table, and compare their answers.

Extra!

Ask students to appoint one member of each group to report the results of the survey in front of the class. Take notes on the board and discover student’s favorite book, writer and genre.

2 ++ Draw students’ attention to the people

in the pictures. Elicit their ideas about what these people have in common. Make them relate the title of the lesson to the pictures and ask them to predict the general topic of the lesson.

Answers

They are all writers.

Background information Isabel Allende: Chilean writer; she was born on August 2, 1942. She worked as a journalist in Chile from 1964 to 1974, and in Venezuela from 1975 to 1984.

As an author, she has published articles in newspapers and magazines in America and Europe, and taught literature at the University of Virginia, Charlottesville, Montclair College, New Jersey and University of California, Berkeley.

Her most important novels are: - The House of the Spirits, (novel) 1982.

- Of Love and Shadows, (novel) 1984.

- Eva Luna, (novel) 1985.

- Stories of Eva Luna, (short stories) 1989.

- The Infinite Plan, (novel) 1991.

- Paula, (novel) 1994.

- Aphrodite (recipes, stories and other aphrodisiacs) 1997.

- Daughter of Fortune, (novel) 1999.

- Portrait in Sepia, (novel) 2000.

- The City of the Beasts (young adult novel) 2002.

- My Invented Country, (novel) 2003.

- Kingdom of the Golden Dragon, (young adult novel) 2003.

- Forest of the Pygmies, (young adult novel) 2005.

Kingdom of the Golden Dragon is a book published in 2004. The second part of a trilogy, it is the sequel to City of the Beasts. The novel is about two youths, Alexander and Nadia, who are on a quest for the legendary statue of a dragon made of gold. The legend says that the statue will tell the future. With the help of a tribe of the Yeti and a monk, the youths are in for the adventure of their lives, trying to get the statue before the Collector, the second richest man in the world.

Adapted from: (2013) Isabel Allende – web page.

Retrieved July 31st 2013, from: www.isabelallende.com

Marcela Paz is the pen name of Esther Huneus de Claro who was born on February 28, 1902.

Along her career, Marcela Paz collaborated in Zig Zag and El Peneca magazine, also in newspapers like La Tercera, El Mercurio and La Nación. She belonged to the Writers Society of Chile and obtained several awards, being one of the most important the National Prize of Literature in 1982.

Her first book was Tiempo, papel y lápiz (1933) and the most known was Papelucho (1947). She died on June 12, 1985, in Santiago, Chile.

Papelucho is one of the most important series in Chilean children’s literature. They are 12 books written in first person as a diary, telling the amazing stories of the character in his daily life.

One of the most famous books is The Secret

63

Diary of Papelucho and the Martian, which became a movie in 2007.

Adapted from: Marcela Paz – Biography. Retrieved July31st 2013, from: http://www.escritores.cl/base. php?f1=semblanzas/texto/paz.htm

Isaac Asimov was born in Petrovichi, Russia in 1920 and moved with his family to New York, in 1923. In 1935 he obtained a degree in chemistry.

After that, he obtained degrees in science, arts, and philosophy but he devoted his professional life to literature. He died on April 6, 1992, in New York City.

Isaac Asimov has more than 500 titles published; his science-fiction works became popular due to the intelligent balance between his style, his literary imagination and the technological and scientific world. In one of his best known books I, Robot (1950) Asimov set the three laws of robotics.

Adapted from: (2013) Isaac Asimov – Biography.

Retrieved August 1st 2013, From: http://www. biografiasyvidas.com/biografia/a/asimov.htm

Stephenie Meyer was born in Hartford, Connecticut. She was a stay-at-home mother of three sons but her life changed dramatically in 2003, when she finished her first novel Twilight.

Her older sister was the only one who knew Stephenie had written a book, and encouraged her to send it to various literacy agencies.

Twilight was one of the 2005’s most talked about novels and after few weeks of its debut was at #5 on The New York Times best sellers list. Twilight was also named top ten books for young adults, and the best book of the year by weekly publishers.

Adapted from: Stephenie Meyer – Biography.

Retrieved August 1st 2013, from: http://www. stepheniemeyer.com/

John Ronald Reuen Tolkien was born on 1892; he was a scholar of the English language specializing in Old and Middle English. Professor at Oxford University, he wrote a number of stories, being the most known The Hobbit (1937) and The Lord of the Rings (1954-1955), which are set in the Middle Earth, a land inhabited by Men, Elves, Dwarves, Trolls, Goblins and Hobbits. Between 1925 and his death (1973) he published a number of stories and articles that were edited and published by his son Cristopher Tolkien in The Book of Lost Tales.

64

UNIT 3

The Lord of the Rings is a fantasy novel published on July 29, 1954; the title refers to the main antagonist, the dark lord Sauron, who created a The One Ring to control other rings of power as a weapon to control Middle-Earth. The story begins in the Shire, a hobbit land where Frodo inherit the ring from his cousin Bilbo, the story lead them through the Middle-earth following the course of the war of the ring.

Adapted from: (2013) J.R.R. Tolkien - Biography.

Retrieved August 1st 2013, From: http://www. tolkiensociety.org/

J.K. Rowling was born in 1965 in England. She started writing The Harry Potter series on a serviette during a Manchester-to-London train journey in 1990. During the next five years, she wrote the plots for each book and started to write her first novel, Harry Potter & The Philosopher’s Stone, which was published in 1997.

Harry Potter is a series of seven fantasy novels of a wizard and his friends at Hogwarts School of Witchcraft and Wizardry. Harry, Ron, and Hermione have to overcome the dark wizard Voldemort, who wants to become immortal and conquer the wizard world, destroying everyone, especially Harry Potter.

Adapted from: (2012) J. K. Rowling – Biography.

Retrieved August 1st 2013, from: http://www.jkrowling. com/

Gabriel Garcia Márquez was born on March 6, 1927, in Aracataca, Colombia. He grew up with his grandparents, who marked his future literary style with their stories. The legends and tales his grandmother told him were the link to fantasy and the stories his grandparents told him about the Colombian Civil War were the connection between history and reality. García Márquez wrote several novels and short stories, being the most important A Hundred Years of Solitude (1967). He won the Nobel Prize of Literature in 1982.

A Hundred Years of Solitude, is the story of the origin, evolution, and destruction of Macondo, an imaginary village, and the Buendia’s lineage.

Adapted from: (2013) Grabriel García Márquez – Biography. Retrieved August 1st 2013, from: http:// www.biografiasyvidas.com/reportaje/garcia_marquez/

MUSIC AND LITERATURE

Alberto Fuguet: Alberto Fuguet was born in Santiago, Chile, but he lived in Encino, California until he was 13. In 1999, Time magazine called Fuguet one of the 50 most important Latin Americans for the next millennium. In 2003, he was featured on the cover of the international edition of Newsweek magazine to represent a new generation of Latino writers.

Fuguet’s work is characterized by a United States / Chilean hybridity, with constant cross references to the popular cultures of the two nations. In 1996 he co-edited (with Sergio Gómez) the anthology McOndo, whose title combined McDonalds with Macondo, the fictional town created by Gabriel García Márquez.

Fuguet’s other books are the short story collections Sobredosis and Cortos; the novels Mala onda, Por favor, Rebobinar, Tinta roja and Las películas de mi vida; and the non-fiction collection Primera parte.

Las películas de mi vida is a semiautobiographical novel about a Chilean seismologist who grew up in California and later returned to Chile. Its protagonist recounts his life with references to movies he had watched.

Some of Fuguet’s works have been translated into English and published in the United States.

3 ++ Now, draw students’ attention to the

text and illustrations on Page 66 of the Student’s Book. Invite them to infer, from the name and visuals, the literary genre of the text. Take notes of the ideas on the board and help them identify the correct answer. At this point, you may need some background information, to help your students identify the characteristics of each genre.

Background information Detective Detective fiction has become almost synonymous with mystery. These stories relate the solving of a crime, usually one or more murders, by a protagonist who may or may not be a professional investigator. This large, popular genre has many subgenres, reflecting differences in tone, character, and it always contains criminal and detective settings.

Horror Horror fiction aims at evoking some combination of fear, fascination, and revulsion in its readers.

This genre, like others, continues to develop, recently moving away from stories with a religious or supernatural basis to ones making use of medical or psychological ideologies.

Science fiction Science fiction is defined more by setting details than by other story elements. Science fiction, by definition, includes extrapolated or theoretical future science and technology as a major component, and is often set on other planets, in outer space, or on a future version of Earth.

Within these setting details, however, the conventions of almost any other genre may be used, including comedy, action-adventure and mystery. A sub-genre of science fiction is alternate history where, for some specific reason, the history of the novel deviates from the history of our world. Both alternate history and science fiction are often referred to, alongside fantasy fiction, magical realism and some horror fiction, under the umbrella term speculative fiction.

Romance Romance is currently the largest and bestselling fiction genre in North America. It has produced a wide array of subgenres, the majority of which feature the mutual attraction and love of a man and a woman as the main plot, and have a happy ending. This genre, much like fantasy fiction, is broad enough in definition that it is easily and commonly seen combined with other genres, such as comedy, fantasy fiction, realistic fiction, or action-adventure.

Play A story meant to be performed in a theater before an audience. Most plays are written in dialog form and are divided into several acts.

Many include stage directions and instructions for sets and costumes.

Comedy: A light-hearted play characterized by humor and a happy ending.

Farce: A form of high-energy comedy that plays on confusions and deceptions between characters and features a convoluted and fast paced plot. Farce often incorporates buffoonery, slapstick, and stock characters to provoke uproarious laughter. Molière was a master of

65

farce with such plays as The Imaginary Invalid.

Miracle play: A play from the Middle Ages featuring saints or miraculous appearances by the Virgin Mary.

Morality play: A play written in the fifteenth or sixteenth centuries that presents an allegory of the Christian struggle for salvation.

Mystery play: A short play based on a biblical story. Mystery plays, popular in the Middle Ages, were often presented in cycles, in which dozens of plays were performed at different locations throughout a city, and collectively presented the most significant moments in the Bible.

Noh drama: A ritualized form of Japanese drama that evolved in the 1300s involving masks and slow, stylized movement.

Problem play: A play that confronts a contemporary social problem, with the intent of changing public opinion on the matter. Henrik Ibsen popularized this form in plays such as Hedda Gabler.

Tragedy: A serious play that ends unhappily for the protagonist. Sophocles’ Antigone is one of the best-known Greek tragedies.

Tragicomedy: A play such as Shakespeare’s A Winter’s Tale that mixes elements of tragedy and comedy.

One-act play: A play consisting of a single act, without intermission and running, usually, less than an hour. Edward Albee’s Zoo Story is a wellknown example.

Thriller The genre “Action Thriller” is, on its surface, a mixture of action and thriller content. To understand what this genre’s name actually means, however, we must analyze its components. It features a down-to-earth plot, and it frequently plays into people’s fears (e.g. the film “Alien” is a thriller.). However, thriller has a greater tendency toward digression than action.

History It is the study of the past, with special attention to the written record of the activities of human beings over time. Scholars who write about history are called historians. It is a field of research which uses a narrative to examine and analyze the sequence of events, and it often attempts to investigate objectively the patterns of cause and effect that determine events.

66

UNIT 3

Other narrative forms • Electronic literature is a literary genre consisting of works which originate in digital environments.

• Films, videos and broadcast soap operas have carved out a niche which often parallels the functionality of prose fiction.

• Graphic novels and comic books present stories told in a combination of sequential artwork, dialog and text.

PAGE 65

4 ++ Ask students to look at the pictures of

the book covers and match them with their corresponding names.

Answers a. 1. b. 4. c. 2. d. 6. e. 3. f. 5.

READING

30

Before starting the activities in this section, share some background information with your students.

Background information Frank Baum was born in New York in 1856. He never achieved a high school degree; he spent his early adulthood exploring his interest in acting and writing for the stage. Frank Baum wrote one of the most famous works of children’s literature, The Wonderful Wizard of Oz. The Wonderful Wizard of Oz (1900) is the story of Dorothy’s quest to find her way back home to Kansas in companion of a tin woodsman, a scarecrow and a cowardly lion. They met and walk down The Yellow Brick Road to see the wizard, but he will help them only if they do him a favor first, kill the wicked witch of the west.

Adapted from: (2013) Frank Baum – Biography.

Retrieved August 1st 2013, from: http://www. biography.com/people/frank-baum-9202328

5 + Ask students to take a look at the text and

find the words in the Key Word Spot. The idea is that they infer their meaning. Tell them to read the whole sentence, since the context should help them getting the meaning.

Encourage discussion and check orally and on the board. You can give them a dictionary definition after they have finished, so as to compare and check their answers.

MUSIC AND LITERATURE

6 ++ Tell students to read the text again and

then number the events in the order they happened in the story. You can also change the order of the activities, asking students to number the sentences (a – f) in the first place, and then check their answers while they read.

Answers

b., d., e., c., f., a.

PAGE 67

7 ++ Make students read the text again and

then answer the questions (a – c).

Draw students’ attention to the words in the Key Word Spot and invite them to look up the meanings in the dictionary.

Answers a. Dorothy and her friends. b. Everything is green. c. They seem to be happy, contented, and prosperous.

Key

Word

Spot

Dazzled: to be dazzled by someone or something means to think that something is extremely good, exciting and admirable.

Lead: to control a group of people, a country, or a situation.

Marble: a type of hard stone, often with a pattern of irregular lines going through it, that is used as a building material and in statues.

Pane: a flat piece of glass used in a window or door.

Screen: a flat surface in a theater, on a television, or on a computer system on which pictures or words are shown.

8 ++ Graphic organizers illustrate concepts

and interrelationships among concepts in a text. They can help readers focus on concepts and how they are related to other concepts. They can be used with narrative texts as story maps and can help students write well organized summaries of a story.

Encourage students to complete the diagram without reading the text again, if possible. If they do not feel confident, allow them to do the task as they read.

Invite some students to write their answers on the board, and check the answers.

Answers a. The City of Oz. b. Not mentioned. c. Dorothy, her friends, the guardian. Dorothy and her friends remained in the Palace until they met Oz. Extra!

Make students write two questions about the text (different from questions a – c in Exercise 7) on a separate piece of paper. Invite them to exchange papers with their partners and answer them orally.

Extra!

Invite some students to retell Dorothy’s story to their classmates.

Extra!

Motivate students to use the information they collected in the Reading section to write a summary of the story. You can assign this activity as homework.

Reflection Spot

Make sure you assign enough time of your class to allow students to reflect on their achievements and weaknesses. They read the statements and identify: • the different strategies they can use to understand a narrative text.

• their ability to recognize the correct sequence of events.

LET’S READ! Motivate students to read the short story A real musician on Pages 8 and 9 of the Reading Booklet and identify the connection with the topic of the unit. Encourage students to answer the questions that will help them understand the texts.

AFTER READING 9 +++ In groups, students compare their lists from Exercise 1 and exchange information about their preferences in literature. Choose some students to report their answers to their classmates. You can also organize a short survey to discover your students’ favorite book, genre and author.

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PAGE 68 LANGUAGE SPOT

The Passive Voice

Remind students that this section is designed to help them revise or discover a particular grammar structure or an interesting item of vocabulary related to the text.

Always keep in mind that the activities are meant to promote independent learning, so help, guide and check, but do not tell them the answers.

Answers: 3. The Passive voice is used when the focus is on the object. It is not important or not known; however, who, or what is performing the action.

AVOID THIS MISTAKE! The Passive Voice is generally used when the subject of the sentence is indefinite, general, or unimportant.

In the sentence: They mine coal in Pennsylvania, the subject is so indefinite that it is not clear what ´they´ means. It might mean ´the miners´, ´the people´, or ´the companies´.

These sentences are improved by putting the verb in the Passive Voice.

Eg: Coal is mined in Pennsylvania.

The Passive Voice is also used when what is done is more important than the doer of the action. The Passive Voice is generally used when you want to emphasize the receiver rather than the doer.

Additional exercise Write these sentences in the Passive Voice. Add by… where necessary. a. The children open the door all the time. b. We set the table every night. c. People paid a lot of money in taxes last year. d. People wear white shoes in summer. e. They open the books at the beginning of the class. f. You did not write the letter. g. The company builds houses for poor people. h. Did the police officers catch the thieves?

68

UNIT 3

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

Answers The door is opened all the time (by the children).

The table is set every night.

A lot of money was paid in taxes last year.

White shoes are worn in summer.

The books are opened at the beginning of the class.

The letter was not written by you.

Houses for poor people are built by the company.

Were the thieves caught by the police officers?

10 ++ Ask students read the text again and

write a short paragraph with their ideas about what might have happened next in the story.

Make sure they include sentences in Passive Voice. Provide them with examples on the board, if necessary.Check orally and individually, if possible.

Extra!

Motivate students to choose some sentences in the Active Voice from the text, and encourage them to rewrite the sentences in the Passive Voice.

PAGE 69

11 ++ Make students complete the sentences

a – d using the Passive Voice and the verbs in brackets. Draw students’ attention to the time expressions in each sentence, so that they can identify the correct tense of the verb to be in the passive structure.

Answers a. are delivered. b. was found. c. are sold. d. was painted.

LET’S CHECK 12 The purpose of this section is to allow

students to check their progress, and to provide the teacher with information about any points that most students have problems with. Make sure they understand what they are expected to do and give them enough time to answer individually. Then, check on the board to allow students to correct their work and assign themselves a mark according to the scale.

Students complete the sentences with the Passive Voice of the verbs in brackets.

MUSIC AND LITERATURE

Answers a. were written. b. were drawn. c. is used. d. are sold.

PAGE 70 LISTENING AND SPEAKING

13 ++

31 Students work in pairs and complete the dialog using the expressions in the boxes. Then play the recording and ask them to check their answers. Tell students to pay attention to intonation and pronunciation.

TRANSCRIPT

31

Mark: Hi, Sylvia! What are you reading?

Sylvia: The Wonderful Wizard of Oz. Have you read it?

Mark: It’s the most amazing and incredible book I’ve ever read!

Sylvia: find it very interesting. The characters are extraordinary.

Mark: Oh, yes. Dorothy is very, very intelligent.

Sylvia: And the places are beautifully described. I love fantasy stories!

Mark: I like them too, but I prefer science-fiction.

14 +++ Use the recording for “shadow

reading”. Let students listen to the dialog again and ask them to read it at the same time.

Then, invite students to practice the dialog in pairs, changing the phrases in the boxes with information that is true for them.

Encourage them to role play the new dialog in front of their classmates.

WRITING Text structure refers to how the information within a written text is organized. Teaching students to recognize common text structures can help them monitor their comprehension and, therefore, their elaboration.

15 ++ Ask students to have a look at the book

review on Page 70 and identify the different sections of this type of text. At this point, you

may need to provide some background information.

Background information A book review is a form of literary criticism in which a book is analyzed based on content, style, and merit. It can be a primary source opinion piece, summary review or scholarly review. Books can be reviewed for printed periodicals, magazines and newspapers, as school work, or for book web sites on the internet. A book review’s length may vary from a single paragraph to a substantial essay. Such a review may evaluate the book on the basis of personal taste. Reviewers may use the occasion of a book review for a display of learning or to promulgate their own ideas on the topic of a fiction or non-fiction work.

Micheal Morpurgo was born in 1943, in the United Kingdom. He went to London University to study English and French. After working in a primary school, he decided to write the kind of stories he used to tell his kids.

Kaspar, Prince of Cats is the story of Johnny, a bell boy at Savoy hotel who carries all the Countess Kandinsky’s things to her room. Pretty soon, events will take Johnny and Kaspar all around the world.

Adapted from: Michel Morpurgo – Biography.

Retrieved August 1st 2013, from: http:// michaelmorpurgo.com/

Answers a. Highlights. b. Protagonist. c. Author. d. Plot.

PAGE 71

16 ++ Make students have a look at the

review again, and then ask them to identify the paragraphs where specific information is mentioned, and the expressions used to give opinions.

Answers a. i. first paragraph. ii. last paragraph. iii. second paragraph Extra!

Ask students if the writer of the review expresses

69

a positive or negative opinion and make them support their answers.

17 ++ Tell students that now they have to write a review. Explain to them that the first step of the process is to choose a book and find information about it. You can assign this activity as homework. Ask them to complete the activity with the information of the book they have chosen.

18 +++ With the information they collected,

students write their own review, following the model in Exercise 15.

Make them check their work using the Editing Checklist on Page 71, and then, write a final version on a separate sheet of paper.

Motivate students to add pictures or illustrations of the book they reviewed.

Encourage students to exchange their reviews with their classmates or, if possible, ask them to publish the reviews on the class blog or notice board.

Extra!

Motivate students to collect all the reviews and publish a literary magazine.

TAKE ACTION! The activities in this section are meant to provide students with the opportunity to synthesize, consolidate, and revise what they have learned in the unit. They allow them to reflect on their achievements.

Explain to the students that the task to be completed is a short interview on an artist they would like to chat with. Read the instructions aloud and make sure they all understand what they have to do.

Set a date for the presentations.

You can use the Oral Presentation Rubric to evaluate students’ performance.

PAGE 72 YOUR ENGLISH IN ACTION

1 This section provides additional exercises that

represent a good opportunity for students to consolidate topics and language structures of the lessons. You can assign these activities at the end of each lesson, or as homework, and give them an extra mark.

In groups, students have to create a new character for the story Alice in Wonderland.

Ask them to get in groups of four students, read the text on Page 66 again, and think of a new character for the story.

Then, they must write a full description of their character, including physical descriptions and details of his/her personality. Allow them to draw the character, if they have enough time.

- Then, they must write a short paragraph, explaining the role of this character in the story. Check the descriptions aloud and encourage them to compare the different characters created by the whole class.

2 Tell students that they must imagine they are

participating in the New Stars TV show.

From there, they have to write an e-mail to a friend or to their parents describing their experiences at the academy. Explain to them that they must include information about duties, activities, the coaches and any other interesting points. Check individually, if possible.

3 Students must copy and complete the chart

about famous books in their notebooks. After that, ask students if they would like to read them, and ask them to organize them from 1 to 8, in order of priority. Then, encourage them to explain their decision to their partners. Check orally and on the board.

Name

Author

Harry Potter and the J.K. Rowling Goblet of Fire Sandokan, The Tiger Emilio Salgari of Malaysia

70

UNIT 3

Characters Harry Potter, Hermione, Prof. Dumbledore Sandokan

MUSIC AND LITERATURE

Name Author 20,000 Leagues Jules Verne Under the Sea The Lord of the Rings J.R.R. Tolkien Papelucho Marcela Paz Little Women

Louise M. Alcott

Narnia Chronicles

C.S. Lewis

PAGE 75

Characters

Answers

Captain Nemo Lebolas, the Hobbit Papelucho Meg, Jo, Beth, Amy y Laurie Aslan, White Witch, Peter, Susan, Edmund, Lucy

4 Students make a word map for music in

their notebooks. Encourage them to use not only words from this unit, but to add as many words as they know about the topic.

To finish up, ask students to draw a big word map on a piece of cardboard, add some illustrations and display it in a visible place in the classroom.

Possible answers

Professions: musician, violinist, pianist, guitarist, composer, singer, orchestra director.

Instruments: piano, violin, guitar, flute, triangle, saxophone, oboe, tuba, drums, trumpet, cello, trombone, bass.

Styles: pop, classic, opera, rock and roll, heavy metal, blues, jazz, mariachi, folk, grunge, twist, disco, electronic, rap, reggaeton, reggae, salsa, cumbia, mambo, tango.

PAGE 74 UNIT CHECK

Explain to students that the purpose of this section is to help them revise the contents and evaluate their performance through the whole unit.

Read the instructions and make sure all the students understand what they are expected to do in each activity. Encourage them to give honest answers in order to detect their strengths and weaknesses.

Check students’ results and revise any points that most of them may have problems with.

READING - SPOT LIGHT ON BEVERLEY KNIGHT

33

1 a. She is a singer and a composer.

b. She started singing when she was a teenager. c. She takes her inspiration from events that happen to her. d. No, she doesn’t. e. She thinks Alicia Keys is a great artist.

2 a. British; b. two very important awards; c. once a day.

3 a. the church; b. best artist, best album;

c. birthday party for a local radio station; d. Nirvana, Coldplay; e. drama club, dance classes.

LISTENING - DISCUSSING THE RULES

34

4 a. couldn’t; b. months; c. TV; d. lowest; e. feeling.

PAGE 76

5 b.; f; c.; a.; e.; d.

6 a. new; b. classes; c. coaches; d. sing.

TRANSCRIPT

34

A: Hi! Can I ask you a few questions? I’m new here, and I couldn’t get to the meeting with the Director on time, you see.

B: What would you like to know?

A: I’d like to know how long we’re going to stay here.

B: We’ll stay here for three months, more or less, if you don’t have to leave earlier.

A: Can you explain that, please?

B: Well, you know we are here to learn to sing and compose and each week we will perform one of our own songs on a TV show. The audience will vote for them by phone. If you get the lowest number of votes, you will leave the program.

A: Are there any rules?

B: We must obey all the rules and attend all the classes.

A: I wonder how they will make music stars of us.

71

B: Let me tell you, our coaches are great! They will help us to develop our talents, but we need to work hard. They promised we will work together. We have to do that to stay till the end.

A: What happens if we can’t sing like stars?

B: I think everyone here can sing, and their job is just to help us find our special voice.

A: For me, the most difficult thing is to get the music to fit the lyrics.

B: Eddie, our songwriting coach, said that we don’t need to be poets. The important thing is to fit the words to the music, and that most of the participants can do that. What else would you like to know?

A: Oh, that’s all, thanks! I’m sure that even if I stay here for only a week, performing my own songs will be a great feeling.

LANGUAGE

7 a. many. b. many. c. much. d. any.

8 a. The Eiffel Tower is situated in France.

b. The Harry Potter series is written by J.K. Rowling. c. 32 pieces are used in a game of chess. d. Cold milk is served with tea in England.

WRITING Task Wrote the review providing all the required information.

Wrote the review providing most of the required information.

Wrote the review but provided some of the required information.

Very poor review without providing the required information.

Score Language Score

Product

Score

3

Practically no grammar or vocabulary mistakes.

3

Correct spelling and format.

2

2

Very few grammar or vocabulary mistakes.

2

A few spelling mistakes and slightly incorrect format.

2

1

Some grammar or vocabulary mistakes.

1

Several spelling mistakes and rather incorrect format.

1

0

A lot of grammar or vocabulary mistakes.

0

A lot of spelling mistakes and incorrect format.

0

Your Score

PAGE 77 FINAL REFLECTION

SPEAKING Task

Score Language Score Interaction Score

Appropriate role-playing of an interview.

3

Practically no language mistakes.

3

Mostly appropriate role-playing of an interview.

2

Very few language mistakes.

2

A few questions and answers to role-play an interview.

1

Some language mistakes.

1

Very poor questions and answers to role-play an interview.

0

A lot of language mistakes.

0

72

UNIT 3

Fluid interaction, good pronunciation, no hesitation.

Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

Fluid interaction, some pronunciation mistakes, some hesitation.

Interaction affected by pronunciation mistakes and a lot of hesitation.

2

2

1

0

Your Score

The purpose of this section is to allow students to reflect on their strengths and weaknesses. Make sure all students understand what they are expected to do, and give them enough time to answer the questions. Encourage students to give honest answers and show interest in their results.

MUSIC AND LITERATURE

EXTRA TEST UNIT 3 READING - A BOOK REVIEW

35

The famous five’s survival guide

Publication date Out now.

Characters: The Famous Five are back! This time we catch up with a mystery back in 1959, with a lost treasure - the Royal Dragon of Siam. There’s Julian, who’s very sensible, Dick, who likes gadgets and huge bits of chocolate cake, Anne, who prefers preparing picnics to getting dirty, and George, short for Georgina, who’s always getting into scrapes. And of course, don’t forget Timmy the dog, who’s got a brilliant knack for helping the kids find vital clues.

Plot Time for another adventure with lots of ginger beer and plenty of fantastic scrapes! A mysterious reporter turns up at Uncle Quentin’s house asking about a shipwreck that happened years ago - and in which a precious jewel had been lost.

Of course, this sparks a huge adventure for the Famous Five - with secret rooms, spooky towers, a train drama, and dangerous camping.

1 Read the text and complete the fact file.

Great guides This book is written through diary extracts from the four kids, plus their drawings, photos, and graphics of clues that they find on their exciting adventure. And as well as the story, the book includes useful advice on topics such as code breaking, using a compass, building an escape raft, first aid, camping, and much more. And it’s left for you to actually solve the mystery yourself by following the clues included in the book.

Highlights Using the decoder to reveal the real message in a long-lost letter is really cool, plus George’s escape from capture is VERY dramatic. And, as the book is written in the style of the Famous Five, it’s quite funny!

Any weak bits?

Sometimes you can’t decide whether to skip to the next bit of the story to find out what is happening or read the guides - but this is a good thing really! This is a great book for boys and girls. If you read the story, the adventure advice will be something you can dip into again and again.

5 pts.

PHOTOCOPIABLE MATERIAL •

Title

• TEENS CLUB 1º MEDIO

Author It’s written by the Famous Five - who were created by famous author Enid Blyton, back in the 1940s!

Author Date of publication Time setting Characters

73

2 Read the text again. Are these statements true (T) or false (F)? a. b. c. d. e.

___ The plot is about finding a treasure. ___ George is a boy who is always getting into trouble. ___ The Famous Five are five kids. ___ The story gives the reader clues to solve the mystery. ___ The book includes two different kinds of texts.

3 Read the text once more. Answer these questions. a. b. c. d. e.

5 pt.

What’s the name of the lost treasure?

How was the treasure lost?

Why is the dog important?

What is the most dramatic moment of the story?

Who is the story written for?

5 pts.

LISTENING 4

36 Listen to the recording. Write Y (yes) or N (no) next to each sentence. a. b. c. d. e.

5

_____The recording is about a radio program. _____ The premise of the program is to find a new movie star. _____ The focus of the program is on the participants’ performance. _____ There will be special coaches helping the participants. _____ The program will also show the interaction among the coaches.

36 Listen to the recording again. Circle the correct alternative for each sentence.

6

36 Listen to the recording once more. Answer these questions. a. What is the program’s name? ___________ b. Is the contestants’ personal appearance important? ____________ c. How many coaches are there? ________________ d. Who is reporting the news? ______________ e. Where does the reporter work? ________________

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 1º MEDIO

a. In recent months / years, TV talent shows have dominated prime time television. b. The series is divided into three / free stages. c. At the end of the 11-week / 10- week process, the winner is given a record deal with Universal. d. The role of the coaches / judges is to nurture the singers on their team, before eventually selecting five to go through to the live shows, where the public can / can’t vote.

74

UNIT 3

5 pts.

5 pts.

5 pts.

MUSIC AND LITERATURE

LANGUAGE 5 pt.

7 Write the following sentences in the Passive Voice. a. Meteorologists make the weather forecast every day. b. Many people use social networks as a communication tool. c. People buy a lot of things through the Internet nowadays. d. We printed these books on recycled paper. e. A famous architect designed this building.

8 Circle the correct option. a. b. c. d.

I haven’t got much / some time for people like him Don’t be discouraged! A few / many people have failed to run the marathon.

Hurry! We haven’t got some / much time.

All / a few the children in our street like to play soccer, but only all / a few can enter the team.

5 pts.

WRITING 9 Imagine you are a famous music / TV star and you are chatting with a fan. Write the answers to these questions. a. b. c. b. e.

8 pts.

When and where did you start singing / acting?

What kind of music / movies / programs / plays do you like?

How difficult is it to write a song / perform in a play, movie, etc.?

Who are your idols?

Do you have any dreams or hopes for the future?

SPEAKING an imaginary music / TV star.

8 pts.

56 pts.

TOTAL 14 - 27 Good!

28 - 41 Very good!

42 - 56 Excellent!

PHOTOCOPIABLE MATERIAL •

0 - 13 Keep trying!

• TEENS CLUB 1º MEDIO

10 With your partner, use the information from Exercise 9 to role play an interview with

75

ANSWERS TO EXTRA TEST UNIT 3

READING - A BOOK REVIEW

1 Name: The Famous Five’s Survival Guide Author: Enid Blyton Date of publication: Out now Time setting: 1959 Characters: Julian, Dick, Ann, Georgina, Timmy

2 a. True; b. False; c. False; d. True; e. True 3 a. The Royal Dragon of Siam; b. In a

shipwreck; c. Because it helps the kids to find vital clues; d. George’s escape from capture; e. It’s written for boys and girls.

LISTENING

4

36 a. N. b. N. c. Y. d. Y. e. Y.

5

36 a. years. b. three. c. 11-week. d. coaches / can.

6

36 a. The Voice. b. No, it isn’t. c. Four. d.

Fiona Bailey. e. The BBC.

TRANSCRIPT - THE VOICE SINGING CONTEST SHOW GOES BACK TO BASICS In recent years, TV talent shows have dominated prime time television in various formats, but the BBC says its new programme, The Voice UK, will offer a completely new approach.

The premise of the series is to find a pop star based solely on their singing voice. The focus is on the contestants’ voices rather than on what they look like.

The series is divided into three stages. At the end of the 11-week process, the winner is given a record deal with Universal.

The role of the coaches is to nurture the singers on their team, before eventually selecting five to go through to the live shows, where the public can vote.

The show offers up the same stories that have been seen before, but it is the chatter and jokes among the four coaches that will, no doubt, be the main talking point of the show.

Fiona Bailey Entertainment reporter, BBC News

76

UNIT 3

LANGUAGE

7 a. Weather forecasts are made by

meteorologists every day. b. Social networks are used as a communication tool. c. Nowadays, a lot of things are bought through the Internet. d. These books were printed on recycled paper. e. This building was designed by a famous architect.

8 a. much. b. many. c. much. d. all / a few WRITING

9 Students imagine they are famous artists

chatting with fans on their website, answering their questions. Encourage them to provide complete answers to the fans’ questions. You can assign points according to these criteria.

Task

Score Language Score

Product

Score

Student answers all the questions.

3

Practically no grammar or vocabulary mistakes.

3

Correct spelling and format.

2

Student answers three or four questions.

2

Very few grammar or vocabulary mistakes.

1

A few spelling mistakes and slightly incorrect format.

1

Student answers only one or two questions.

1

Some grammar or vocabulary mistakes.

1

Several spelling mistakes and rather incorrect format.

1

Student can’t answer the questions.

0

A lot of grammar or vocabulary mistakes.

0

A lot of spelling mistakes and incorrect format.

0

Your Score

MUSIC AND LITERATURE

SPEAKING

Notes

10 In pairs, students ask and answer the

questions in Exercise 9. Make sure they take turns to play the role of both speakers.

You can assign points according to these criteria.

Task Student can ask and answer all the questions.

Student can ask and answer most of the questions.

Score Language Score Interaction Score 3

Practically no language mistakes.

3

2

Very few language mistakes.

2

Student can ask and answer a few of the questions.

1

Some language mistakes.

1

Student can’t ask and answer the questions.

0

A lot of language mistakes.

0

Fluid interaction, good pronunciation, no hesitation.

Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

Fluid interaction, some pronunciation mistakes, some hesitation.

Interaction affected by pronunciation mistakes and a lot of hesitation.

Your Score

2

2

1

0

77

UNIT BODY AND MIND In this unit you will: • read a teen’s advice webpage • listen to a classroom conversation • listen to a radio interview You will learn how to: Reading • discriminate between correct and incorrect information • extract specific information from a text • distinguish main ideas in paragraphs

Listening • discriminate between correct and incorrect information • discriminate sounds • recognize the sequence of information Language • use modal verbs to express advice and recommendations • use modal verbs to talk about possible future situations

Development • Lesson 1: six hours • Lesson 2: six hours • Consolidation and evaluation activities: four hours

Speaking • express advice and recommendations • exchange information about teens’ problems • express future possibilities Writing • write a short story about bullying • write a short paragraph about body image You will also: • reflect on giving importance to our internal and not only to our external appearance • reflect on the importance of worrying and supporting friends who are in trouble

• Workbook: two hours • Reading booklet: two hours • Extra test: two hours

Didactic resources

• Complementary material such as articles magazines and Student Forum chats.

• Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures.

• Support material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.

Methodological • Teachers should prepare the lessons beforehand, considering that thorough prior preparation allows them to think of and apply some suggestions useful ideas. It is their chance to make the class entertaining and to involve students in the learning process.

• Teachers are advised to use a variety of resources throughout the book.

Evaluation

78

Types of Evaluation Indicators Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts.

Reflection spot Students analyze and evaluate their performance in the speaking, reading, listening, and writing activities.

Unit Check Reading: Students find specific information and discriminate between correct and incorrect information.

Listening: Students identify the correct sequence of information and extract specific information.

Language: Students use modal verbs to express future probability and recommendations.

Speaking: Students express future predictions.

Writing: Students write a reply to a letter offering advice.

Final reflection Students analyze their performance through the whole unit.

Extra Test Reading: Students find specific information in a scientific article.

Listening: Students extract specific information and discriminate sounds.

Language: Students use modal verbs.

Writing: Students write a short paragraph about body image.

Speaking: Students offer advice and recommendations.

UNIT 4

BODY AND MIND

PAGE 78

GETTING READY 1 Tell students to look at the pictures on Page

79 and discuss which teenagers seem happy and the possible reasons why. Check orally.

2 Ask students to discuss which teenagers

might have problems and what these problems could be. After the discussion they can write a list of the problems. Check orally and on the board.

3 Motivate students to work in pairs and

discuss what they would do in each situation.

Then, they can share their comments with other classmates. Check orally.

PAGE 80 BEFORE YOU START

Answers a. b. c. d.

PAGE 81 LESSON 2

YOU CAN BEAT THEM!

Before starting this unit, you need to know: • Modal verbs to express possibility, permission, ability, obligation, or prohibition.

WHY AM I IN SUCH A BAD MOOD?

Before starting this unit, you need to know: • Modal verbs to express recommendations and advice.

1 Ask students to match the sentences a - e

with the expressions i - v. Check on the board, and make sure both sentences make sense together.

Answers a. – ii. b. – v. c. – i. d. – iv. e. – iii.

2 Tell students to read the sentences and then match them with the pictures. Then, ask them to fill in the gaps with should or shouldn’t. Check orally and on the board.

You can also ask them if they like any of the sports, so as to get them familiarized with the topic of the unit.

Explain to students that this section will contain activities meant to revise and activate previous knowledge that is necessary to understand the content of the unit.

LESSON 1

It is possible that it will rain.

It is possible that he will come home late today.

It is possible that it is very expensive.

It is possible that he is late.

a. b. c. d.

Answers mountain climbling – ii. shouldn’t. running – i. should – ii. should. wind-surfing – i. shouldn’t – ii. should. scuba diving – i. shouldn’t – ii. should.

1 Ask students to read the sentences and say if

they express permission, possibility, ability, obligation or prohibition. Make sure they understand these terms. It’s recommended to give examples before the exercise, so as to get them familiarized with the formal definition.

PAGE 82 LESSON 1 LISTENING

Answers a. A. b. Po. c. Pr. d. Po. e. P. f. P. g. Pr. h. Ob. i. P. j. Pr. k. Po. l. P.

2 Tell students to look at the pictures and

make sentences expressing what might happen or possibilities , based on the facts.

Check orally and on the board.

Time

YOU CAN BEAT THEM! 6 class hours.

Objectives Listen, and identify main ideas and specific information in a classroom conversation about bullying.

Read a short story related to bullying.

Exchange ideas about bullying.

Write a short story based on a personal experience.

Use modal verbs to express future probability.

79

Materials

CD, Tracks 37, 38, 39.

Your English in Action, Student’s Book, p. 95, Ex. 2.

Workbook, pp. 26, 27, 28, 29.

Evaluation Embedded evaluation, any of the activities in the Listening or After Listening section.

BEFORE LISTENING 1 ++ Ask students to discuss the questions in small groups. Monitor and offer help if necessary.

Background information Bullying is the act of intentionally causing harm to others, through verbal harassment, physical assault, or other more subtle methods of coercion such as manipulation. Although the UK currently has no legal definition of bullying, some US states have laws against it.

Bullying in school and the workplace is also referred to as peer abuse.

In colloquial speech, bullying often describes a form of harassment perpetrated by an abuser who possesses more physical and / or social power and dominance than the victim. The victim of bullying is sometimes referred to as a target.

The harassment can be verbal, physical and / or emotional. Sometimes bullies will pick on people bigger or smaller than their size. Bullies hurt people verbally and physically. There are many reasons for that. One of them is because the bullies themselves are or have been the victims of bullying (e.g. a bullying child who is abused at home, or bullying adults who are abused by their colleagues).

Many programs have been started to prevent bullying at schools with promotional speakers.

Bullying can occur in any setting where human beings interact with each other. This includes school, church, the workplace, home and neighborhoods. Bullying can exist between social groups, social classes and even between countries.

Some organizations that help people who are being bullied are: Bullying.org; Bullying UK, Stop Bullying Now!, etc.

Adapted from: Bullying. (n.d.) Retrieved August 13, 2013, from: http://www.bullying.org/

80

UNIT 4

2 + Ask students to discuss and choose the

situations which they consider to be a form of bullying. Then, ask them if they think they have ever been involved in any of those situations. Ask indirect questions about the time they spend with their classmates, and in which they are more likely to be bullied.

Eg. What do you do during your breaks at school?, how do you interact with your classmates? do you walk back home with someone? etc. Encourage students to be honest and straightforward. Be sympathetic, in case they find it difficult to talk.

Answers All of the situations in the pictures are related to bullying.

PAGE 83

3 +++ Motivate students to work with a

partner and complete the text with words from the boxes.

Answers Bullying is hurting somebody, either by words or actions. It usually takes place at school, but it can happen anywhere. It is usually inflicted by people who are stronger than the victim, and it is considered a serious form of abuse. The victim usually has a hard time stopping what is happening to them.

4 + Tell students that they are going to listen to a recording about bullying. Ask the students to look at the picture and choose the best answer about what the man is doing. Do not check answers at this stage.

5 ++ Ask students to look up the meanings of the words in the Key Word Spot. Then, ask them to choose two of them and write sentences in their notebooks.

Answers approach - to come near to somebody or something beat - to get control of or defeat something confident - feeling sure about your own ability issue - an important topic or problem/worry mess - a dirty or untidy state or a situation full of problems

BODY AND MIND

TRANSCRIPT 37

LISTENING 6 +

37 Tell students to listen to the recording and check their predictions in Exercise 4.

Answers

b. He is offering advice.

7 ++

37 Ask students to listen to the recording again and then choose the best alternative in each sentence.

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

Answers Tell us about being bullied Oliver.

When I was 15 I made a decision.

I think people realize it is a universal problem.

You may visit our web-page and see.

Have a look at our solutions.

The easiest thing to do is not talk about it.

They don’t realize they upset you.

You should tell someone you trust instead.

It was a horrible experience.

I don’t have any hard feelings towards them.

PAGE 84

8 ++

37 Tell students to listen again and number the sentences in the order that they hear them. Check on the board.

Answers

a., d., e., c., b.

8 +++

37 Tell students to listen again and decide whether the statements are true (T) or false (F).

EXTRA! Motivate students to correct the false sentences. a. b. e. f. g. h.

Answers False. (He was bullied when he was a teen).

False. (He’s 23). c. True. d. True.

False. (He thinks people realize bullying is a universal problem).

False. (It’s better to talk about the problem).

True False. (He doesn’t have any hard feelings towards them).

Teacher: Silence! Pay attention, please. Today we have a very special visitor. When he was your age, Oliver was bullied at school, but he turned his life around and now, at 23, he’s a successful businessman and advises schools on how to improve life for their pupils. As part of his program, Oliver is here to tell us how he beat the bullies and to answer your questions. Tell us about being bullied, Oliver.

Oliver: It happened over four or five years. There was a lot of name calling. It was very bad. When I was 15, I made a decision. I changed schools and I moved back a year so I could make a new start.

Teacher: Do you think people take the issue seriously enough?

Oliver: I think they do now. I think people realize it is a universal problem.

Student 1: How does your program help?

Oliver: We have got a lot of services for people who are being bullied, but they don’t always know about them. You could visit our web-page and see. There are really no right or wrong answers because every case is different. Have a look at our solutions - one might work for you.

Student 2: What’s your advice to people who are being bullied?

Oliver The easiest thing to do is not talk about it and to think it’s not a problem, but if something makes you feel bad, you should talk about it; it may help.Your friends might be messing about, or joking, and they don’t realize that they upset you.

If you feel confident about talking to the people who have upset you, approach them, but if it’s someone you don’t like, you should tell someone you trust instead. It might change your life.

Student 3: How do you look back at the time when you were bullied?

Oliver: I’m in two minds about it. It’s made my life what it is and allowed me to talk to people on a big stage, but at the same time, it was a horrible experience.

Student 1: How do you feel about the bullies now?

Oliver: I’m not really bothered. I don’t have any hard feelings towards them.

81

AFTER LISTENING LANGUAGE SPOT

May and might

This section is designed to help students revise or discover a particular grammar structure or an interesting item of vocabulary related to the text.

The activities are meant to promote independent learning, so help, guide and check, but do not provide students with the answers.

1. Tell the students to read the sentences from the recording, paying special attention to the words in bold.

2. Ask the students to think about what the words in bold express and then to choose an alternative.

Answers: c.

3. The students copy and complete the rule in their notebooks.

Answers: We use might and may to express that it is a possibility that something will happen.

g. _____________ if you ask nice I will do it. h. That __________ the longest race in Rochester i. I think that _______ if you ask your mother she will tell you the truth. j. __________ you can help me with my homework.

Answers a., d., e., c., b.

PAGE 85

10 ++ Ask students to complete the dialogs using may or might. Tell them to use the visual aids and their own ideas, as in the example. Check orally.

a. b. c. d. e.

Answers He may arrive on Sunday.

She might be at the cinema.

It may rain.

He might be American, British or Australian.

We may go to the disco.

LET’S CHECK 11 The purpose of this section is to allow

AVOID THIS MISTAKE! Maybe is not the shorter form of may be.

Maybe is an adverb. We use the word to say that something is possible or true, but we are not certain.

Example: Maybe one day I will go to London.

I may next year go to London.

Additional exercise Complete these sentences with may be or maybe. a. ____________ I will go to the pool later today. b. I ___________ the first person to do the tango underwater. c. It ___________ possible to touch your kneecaps. d. _____________ one day I will visit Paris. e. You __________ the only person I like more than Alf. f. I ______________able to fix your radiator with chewing gum.

82

UNIT 4

students to check and revise their progress and, at the same time, provide the teacher with information about any points that the students may have problems with. Make sure they understand what they are expected to do, and give them enough time to answer individually.

Then, check on the board to allow students to correct their work and assign themselves a mark, according to the scale. Ask students to think about what their life will be like in ten more years, and make some predictions. Then, ask them to use those ideas to write sentences, considering aspects such as studies, family, personal, and professional life. Check on the board and individually, if possible.

Answers

Answers will vary.

BODY AND MIND

PAGE 86 ORAL PRACTICE

12 ++ Tell students to work in pairs and

complete the dialog with the ideas in the boxes. Check orally and on the board. Help them with the meaning of the ideas in the boxes, if necessary.

Answers A: Do you think people take this topic seriously?

B: I think people now realize that bullying is a very important problem.

A: What do you do to help the people in trouble?

B: There is not only one answer, because every case is different.

A: What’s your advice to people who are being bullied?

B: They shouldn’t think it’s not a problem. They should tell someone they trust. It might work.

13 ++

38 Students listen to the recording and check their answers. After this, motivate students to role play the dialog in front of the class. Check orally.

TRANSCRIPT

38

A: Do you think people take this topic seriously?

B: I think people now realize that bullying is a very important problem.

A: What do you do to help people in trouble?

B: There is not only one answer because every case is different.

A: What’s your advice to people who are being bullied?

B: They shouldn’t think it’s not a problem. They should tell someone they trust; it might work.

READING AND WRITING In more recent times, there has been a gradual recovery of literature and its value for language teaching. One advantage is that it helps to develop the learners’ interpretive skills (Byrne, 1997).

Reading literature in L2 can bring increased exposure to language and, as a result, stimulate acquisition and expand awareness; the readers,

therefore, not only have more extensive vocabulary stores (lexical knowledge), they also seem to possess greater communicative competence (reading fluency) than non-readers.

The use of authentic literary texts gives learners experience in ´real´ reading in L2, and can be confidence - building and motivating for students.

Adapted from: Mirzaei, A., Rahimi, M. (March 17, 2010).

The Theory and Practice of Bringing Literature into the EFL Classroom. Journal of Faculty of Letters and Humanities, Vol. 5 (16 & 17), Spring & Summer, 2010.

14 ++

39 Explain that they are going to read a different type of text related to the same topic.

Invite students to read the short story and then answer questions a – e. You can also use the CD to allow students to listen to the recorded version of the story as they read.

a. b. c. d. e.

Answers A personal experience with bullying.

One of the bullies.

Yes. and will vary. Accept any coherent idea as there are not correct / incorrect answers.

PAGE 87

15 ++ Based on the text they have read,

motivate students to talk about their personal experiences in pairs. Invite them to take notes. Check orally.

16 +++ Ask students to write a short text,

using the information they gave in Exercise 15. Tell them to follow the steps one by one, not skipping any of them, and allow the use of a dictionary. After they finish, collect the stories, so that you can put them all together and create a story book of every class. You can encourage the students to create a nice cover for the book, as a project. Check orally and individually, if possible.

EXTRA! You can assign this activity as homework for the rest.

83

PAGE 88 LESSON 2 READING

WHY AM I IN SUCH A BAD MOOD?

Time

6 class hours.

Objectives Listen, read and identify main ideas and specific information in a teen problem page.

Listen to personal experiences.

Express advice and recommendations.

Write a letter to an advice column.

Use modal verbs to express advice and recommendations.

Materials CD, Tracks 40, 41.

Let’s read, Reading Booklet p. 10.

Your English in Action, Student’s Book, p. 94, Ex. 1 Workbook, pp. 31, 32, 33.

Evaluation Embedded evaluation, any of the activities in the Reading or After Reading section.

Reflection Spot, Student’s Book, p. 91.

clearer. Skimming: Look over a text, usually beginning and end of paragraphs, to get its main idea.

4 ++ Invite students to take a look at the text again, and tell you what type of text it is, what characteristics it has, and what its purpose is. Check orally and on the board.

Answers A blog about teen problems. It is a blog post with four different cases. Its purpose is to look for advice.

5 +++ Tell students to look at the

expressions in the Key Word Spot and identify any words they know. Motivate them to find them in the text and match them with their meaning in the list (a - f). If they find it difficult to match all the words and meanings, allow them to use dictionaries.

Answers a. mean b. guilty c. give up d. let down e. empty handed f. Lose my grip

BEFORE READING

PAGE 89

1 + Ask students to work in pairs, and list

typical reasons for teenage problems.

Invite them to look at the pictures in the book to get some ideas! They can also mention some ideas of their own. Check orally.

2 ++ Suggested pre - activity

Tell students to write a list of possible things they could do if they had a problem.

Ask them to look at the list in the book and discuss the alternatives. Then the students can work individually to rank these alternatives from 1 (the first option) to 5 (the last option). After this, encourage them to discuss with a partner, to explain the order.

3 ++ Ask students to have a look at the text

on Page 90 and find the main ideas in it.

When they have done this, ask them if they can guess what problems are being discussed. Do not correct answers at this stage. Explain to students that what they are doing is called skimming, and provide them with a definition of this strategy, to make it

84

UNIT 4

READING

40

6 + Ask students to read the text on Page 90 and check their predictions in Exercise 3.

Cognates study - exams - concentrate - panic secretly - class - promised - including suffering - depressed –bulimia nervosa family - disorders - appreciate - irritable reason - minutes - emotional - difficult ignore - continues - promise - secret impossible - accept - nervous - regular routine - interrupt - problem – suffer different - complex - emotions - conflict – professional - perfectionism - constant identity - accepted - excessive - important image - conflict - transition - confusion comfortable – depressed

Answers Problems that are discussed: study problems, eating disorders, adolescence problems, love problems.

BODY AND MIND

7 ++ Tell the students that they are now ready to match the problems with the appropriate piece of advice (a - e).

Answers Abbie - II., Joe - I., Emma - III., Priscilla - IV.

8 ++ Ask students to copy the sentences into their notebooks. Then, tell them to read the text carefully and write the corresponding name next to each sentence.

Answers a. Abbie. b. Emma. c. Joe. d. Abbie. e. Priscilla. f. Joe.

9 +++ Invite students to read the text once

more and then choose the best answer for each question.

Answers

a. i. b. ii. c. ii. d. ii.

LET’S READ! Motivate students to read the extract of the famous short story All summer in a day, by Ray Bradbury, which narrates an episode of bullying. Encourage them to answer the questions meant to help them understand the story and guide their reflection.

Background information Ray Douglas Bradbury (August 22, 1920 – June 5, 2012) was an American fantasy, science fiction, horror and mystery fiction writer. Best known for his dystopian novel Fahrenheit 451 (1953) and for the science fiction and horror stories gathered together as The Martian Chronicles (1950) and The Illustrated Man (1951), Bradbury was one of the most celebrated 20th-century American writers. Many of Bradbury’s works have been adapted into comic books, television shows and films.

All Summer in a Day is a story about a class of school children on Venus, which, in this story, is a world of constant rainstorms, where the sun is only visible for two hours every seven years.

sun shone regularly on Earth. She describes the sun as “a penny”, or “like a fire in the stove”, and the other children, being too young ever to have seen it themselves, refuse to believe her account of it. Out of jealousy, she is bullied and ostracized by the other students and finally locked in a closet during the time the sun is due to come out.

As the sun is about to appear, their teacher arrives to take the class outside to enjoy their only hour of sunshine and, in their astonishment and joy, they all forget about Margot. They run, play, skip, jump, and prance about, savoring every second of their newly found freedom.

Suddenly, a girl feels a raindrop on her face.

Thunder sounds, and they run back inside. One of the children remembers Margot who is still locked in the closet. They stand frozen, ashamed for what they have done, unable to “meet each other’s glances.”

The precious sun has come and gone and, because of their despicable act, Margot has missed it. They walk slowly and silently towards the closet, and let her out.

EXTRA! Start a general conversation about how Margot’s letter to the advice column would have been if she had had the opportunity to write it.

Encourage them to write a short letter in Margot’s place.

PAGE 91

AFTER READING 10 +++ Invite the students to work in small

groups and discuss the questions. It is a good idea if you encourage them to take notes, so that they can share their ideas with the class afterwards. Refer students to the episode in the short story they have read, and ask them to share their opinions.

One of the children, Margot, moved to Venus from Earth five years earlier, and she is the only one in her class to remember sunshine, since the

85

Additional exercise

Reflection Spot

Assign enough time to allow students to reflect on their learning process, their achievements and weaknesses, and to raise students’ awareness of how they develop their own learning strategies to become more effective learners. Encourage them to assign a special place in their notebooks for this self-evaluation, including comments and resolutions. In this case, they read the statements and reflect upon their ability to: • relate the topic with their own reality.

• offer advice and recommendations.

LANGUAGE SPOT

Complete the chart with the affirmative or negative form of these sentences.

Affirmative You ought to clean the toaster.

You ought to stop smoking.

You had better drive more slowly.

They had better not be late.

Jim oughtn’t to drink so much.

Answers Affirmative

Giving advice and recommendations

This section is designed to help students revise or discover a particular grammar structure or any interesting item of vocabulary related to the text.

The activities are meant to promote independent learning, so help, guide and check, but do not provide the students with the answers.

3. Ask students to complete the rule.

When we want to give advice we use should, ought to or had (‘d) better.

4. Now ask students to find three more examples in the text like the ones in Point 1 and copy them into their notebooks.

Possible answers - You should calm down.

- You’d better tell your friends and family, so they don’t interrupt you.

- You should tell your family and seek for professional help, urgently.

86

UNIT 4

Negative

You ought to clean the toaster.

You oughtn’t to clean the toaster.

You ought to stop smoking.

You oughtn’t to continue smoking.

You had better drive more slowly. You had better not drive so fast.

They had better be on time.

They had better not be late.

Jim ought to drink less.

Jim oughtn’t to drink so much.

AVOID THIS MISTAKE!

1. Tell students to read the sentences from the text and think about their meaning.

2. Motivate them to discuss what these sentences express by choosing an alternative.

Answers: b.

Negative

Affirmative

Negative

You ought to tell your parents or a teacher about it.

You’d better tell him more secrets.

You oughtn’t to (ought not to) tell your parents or a teacher about it.

You’d better not (had better not) tell him any more secrets!

11 ++ Tell students to read the sentences and then rewrite them in their notebooks, using the correct form of the verbs in brackets.

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

Answers You should do your homework.

He was rude to me. He ought to apologize.

The music is very loud. We’d better turn it down.

You shouldn’t borrow my things without asking.

They’d better not be late for school on their first day.

You ought to go to bed early.

You ought to tell your teacher if you have a problem.

BODY AND MIND

PAGE 92

LET’S CHECK 12 The purpose of this section is to allow

students to check and revise their progress and, at the same time, provide the teacher with information about any points that the students may have problems with. Make sure they understand what they are expected to do, and give them enough time to answer individually.

Then, check on the board to allow students to correct their work and assign themselves a mark according to the scale.

Ask students to complete the sentences using should, ought to and had better, and the verbs in the boxes.

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

Answers You should / ought to / had better make sure your name is in the roll.

You shouldn’t go to sleep late the night before.

You should / ought to / had better try to remember your classmates’ names.

You shouldn’t say that your last school was better.

You should / ought to / had better follow any useful advice your classmates give you.

Should I ignore students who bully me?

Should I tell my teacher if I have a problem?

LISTENING AND SPEAKING

13 ++

41 Tell students to complete the questions in pairs. You could write the first one on the board so as to help students with a clear example. Then, play the recording and let them compare and check their answers.

Possible answers a. My best friend told everybody my secret. He is remorseful, but I’m very disappointed. What should I do? b. I feel very nervous about my final exams. I try to study but it’s hard to concentrate. What can I do? c. Two boys at school always laugh and say something rude when they see me. How can I stop that? d. I feel really irritable without reason. My mood often changes in a matter of minutes. e. I’m studying for my exams but it’s very difficult. My parents ask me to do things or my friends invite me and I have to stop studying. f. My best friend is suffering from an eating disorder and I don’t know how to help her.

TRANSCRIPT 41 Speaker 1: My best friend told everybody my secret. He is remorseful, but I’m very disappointed. What should I do?

Speaker 2: You should accept his apology but you’d better not tell him any more secrets!

Speaker 1: I feel very nervous about my final exams. I try to study but it’s hard to concentrate. What can I do?

Speaker 2: You should calm down and take it easy.

Speaker 1: Two boys at school always laugh and say something rude when they see me. How can I stop that?

Speaker 2: You ought to ignore people who bully you.

Speaker 1: I feel really irritable without reason. My mood often changes in a matter of minutes.

Speaker 2: You’d better not lose your temper and be patient.

Speaker 1: I’m studying for my exams but it’s very difficult.

My parents ask me to do things or my friends invite me and I have to stop studying.

Speaker 2: You’d better concentrate on what you’re doing and not try to do two things at the same time.

Speaker 1: My best friend is suffering from an eating disorder and I don’t know how to help her.

Speaker 2: You should tell her family and seek for professional help.

87

PAGE 94

14 ++

41 Tell students that now they are going to listen to the recording again. Play it once, for students to follow the conversation in their books and then play the sentences one by one, for students to listen, repeat, and imitate pronunciation, intonation, and stress. After that, they should be ready to role play the dialogs.

EXTRA! You can use the recording for shadow reading, making students read the dialogs aloud as they listen.

PAGE 93

WRITING 15 +++ Explain to students that they are going

to write their own letter to an advice column. a. Make them choose one of the problems in the pictures or think about other problems. b. Tell students to describe the problem they chose in three or four sentences. c. Using the information they collected, invite students to write a letter asking for advice. Motivate them to follow the models in the texts on Page 90, and write a draft using the graphic organizer provided. d. Ask students to revise and check their letters using the Editing Checklist. e. Encourage students to write a final version of the letter and then exchange it with their best friend. Accept if students do not want to share their problems with their classmates, as perhaps they have described / narrated a very personal situation.

88

UNIT 4

YOUR ENGLISH IN ACTION This section provides additional exercises that represent a good opportunity for students to consolidate topics and language structures of the lessons. You can assign these activities at the end of each lesson, or as homework and give them an extra mark.

1 ++

42 Ask students to work individually and answer the quiz. When they have finished, tell them to calculate their scores and find out how much they worry about their body image. Then, invite the students to share their scores with their classmates. You can use the CD to allow students to listen to the recorded version while they read.

2 Tell students to work in pairs and exchange

information about Tim and Claire.

Give them an example on the board to help them get started.

Example: What is Claire doing next week?

She is going to study for a Math test on Monday, she may go to a concert on Wednesday and she might watch movies on TV on Sunday.

PAGE 96 UNIT CHECK

Explain to students that the purpose of this section is to help them revise the contents and evaluate their performance through the whole unit.

Read the instructions and make sure all the students understand what they are expected to do in each activity. Encourage them to give honest answers, in order to detect their strengths and weaknesses.

Check students’ results and revise any points that most of them may have problems with.

BODY AND MIND

PAGE 97

TRANSCRIPT

Answers READING - EATING DISORDERS

Presenter: 43

1 c.

2 a. True. b. NM. c. True. d. False. e. False.

3 a. When a person starts to do things that

are physically and emotionally dangerous. b. Any three from the first column of the text on Page 96. c. You can talk to your parents, the school counselor, or even your friend’s parents.

Dr. Reynolds:

LISTENING - WHY DO WE WORRY ABOUT BODY IMAGE?

4 5 6

44 a. True. b. False. c. False. d. True. e. True.

44 c., a., d., b.

44 a. A recent survey showed that half of the girls aged 8 to 16 want to look like women they see in the media and six out of ten of them think they would be happier if they were thinner. b. Some beauty companies now want to use more normal people - not pencil thin models - to show you don’t have to be skinny and glamorous to be gorgeous.

Some schools are trying out body image classes; their aim is to get students to feel more positive about themselves, and about each other.

Presenter: Dr. Reynolds:

Presenter: Dr. Reynolds: Presenter: Dr. Reynolds:

44

Why do we worry about body image? How much time do we spend gazing at ourselves in the mirror and wondering how much better we could look? In our section Ask the expert we decided to find out more about this issue by having a chat with Dr. Paula Reynolds, expert on eating disorders and their treatment at St. Jude Research Institute of the University of Texas. Good evening, Dr. Reynolds. I’ll repeat the initial question: Why do we worry so much about body image?

First of all, good evening, and thank you for inviting me to discuss these important concerns.

Well, more often than ever before, we are comparing ourselves to models and celebrities and unsurprisingly, we’re not very satisfied with what we see. A recent survey showed that half of the girls aged 8 to 16 want to look like women they see in the media and six out of ten of them think they would be happier if they were thinner.

But do they know that on average models and actresses have half the body of healthy women?

That means most of them are underweight.

And not only that, they need to know that they are so busy trying to change the way they look, that they don’t appreciate just what they’ve got.

Is this problem affecting only girls?

Definitely not. It’s not just a problem for girls.

Lots of boys are also increasingly worried about the way they look.

What can we do to make ourselves feel better?

If you’re really upset with things talk to someone you trust. Some beauty companies now want to use more normal people - not pencil thin models – to show you don’t have to be skinny and glamorous to be gorgeous.

Some schools are trying out body image classes; their aim is to get students to feel more positive about themselves, and about each other. Most of all, the message from body image experts is to learn to love yourself - warts and all!

89

WRITING

PAGE 98

Task

7 Possible Answers:

a. You should take an aspirin / go to bed / have a rest. b. She ought to study more for the next test / she’d better study. c. He’d better go to bed / turn off the TV. d. They should stop saying bad things about Patrick / they shouldn’t talk about other people.

8 Possible Answers:

a. She may have a difficult test. b. He might go out with his friends. c. It may rain. d. He might be still at the office.

SPEAKING Task Appropriate role-playing of an interview.

Mostly appropriate role-playing of an interview.

A few questions and answers to role-play an interview.

Very poor questions and answers to role-play an interview.

90

Score Language Score

Product

Score

Wrote the reply offering advice and support.

4

Practically no grammar or vocabulary mistakes.

3

Correct spelling and format.

3

Wrote the reply following most of the indications.

3

2

2

Tried to write the reply, but followed very few of the indications.

1

A lot of grammar or vocabulary mistakes.

0

A few spelling mistakes and slightly incorrect format.

Several spelling mistakes and rather incorrect format.

A lot of spelling mistakes and incorrect format.

2

Wrote the reply following some of the indications.

Very few grammar or vocabulary mistakes.

Some grammar or vocabulary mistakes.

1

Your Score

1

PAGE 99

Score Language Score Interaction Score 4

Practically no language mistakes.

3

3

Very few language mistakes.

2

2

Some language mistakes.

1

1

A lot of language mistakes.

0

UNIT 4

Fluid interaction, good pronunciation, no hesitation.

Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

Fluid interaction, some pronunciation mistakes, some hesitation.

Interaction affected by pronunciation mistakes and a lot of hesitation.

Your Score

FINAL REFLECTION

3

2

1

0

The purpose of this section is to allow students to reflect on their strengths and weaknesses. Make sure all students understand what they are expected to do and give them enough time to answer the questions. Encourage students to give honest answers and show interest in their results.

BODY AND MIND

EXTRA TEST UNIT 4 READING

46

Teenagers, nutrition, and diets

III. _______________________ Lack of exercise is a major contributor to obesity in kids and adults. Most health organizations recommend that all kids and teens be physically active at least 60 minutes every day. Exercise is good for your muscle and bone development and it will help you maintain a healthy heart.

V. _______________________ If you constantly quench your thirst with soft drinks, fruit punch, or sweetened drinks, you will end up consuming a lot of extra calories. Diet drinks have fewer calories, but may also contain caffeine, which is a diuretic and causes you to lose water. Quench your thirst with water and limit your soda consumption, but don’t skimp on milk. A glass of milk contains only about 90 calories while providing about 300 mg of bone- building calcium!

VI. _______________________ Practice moderation. There are not any ‘bad’ foods, just go easy on the portion sizes for foods high in fat or sugar. Emphasize fruits, vegetables, lean meat, and poultry when you make your food selections.

VII. _______________________ Teenage girls are at particularly high risk of developing eating disorders, such as anorexia and bulimia. Eating disorders are serious; health consequences can be severe, even life threatening. If you think you or one of your friends might have an eating disorder, talk to an adult about it right away; you may save a life.

1 Read the text. Choose one of these titles (a. - g.) for each paragraph (I. - VII.). a. Drink Smart b. Eating Disorders c. Get Moving d. Healthy Eating For Teens

• TEENS CLUB 1º MEDIO

II. _______________________ Puberty hormones will cause your body to develop curves by depositing fat in areas like your breasts, hips, and thighs. This may lead some girls to think they are ‘getting fat’. Look around at other girls and people in your family. Healthy bodies come in a lot of different shapes and much of what your body looks like depends on genetics. Don’t start any weight loss diet without first getting some expert advice. Some studies have shown that girls following restrictive diets actually end up weighing more in the long run.

IV. _______________________ Unfortunately, many teens are planted in front of the TV screen five or more hours per day. Also, teens are spending a lot of time on the computer. Balance out time spent in sedentary activities with more active ones.

7 pts.

e. Healthy Weight f. Make Choices g. Turn off the Television

91

PHOTOCOPIABLE MATERIAL •

I. _______________________ Eating well is often hard for teens. Hanging around with friends, frequenting fast food restaurants, and snacking may lead to excessive intake of fat, sugar, and calories and insufficient intake of important vitamins and minerals.

Adolescence is a time of increased nutrient needs.

Iron and calcium are particularly important nutrients for your body during adolescence. Most adolescents simply are not eating enough iron and calcium-rich foods to meet their needs. If you do not meet your calcium needs during this critical time, when your bones are growing, you may end up with weaker bones that are more prone to fractures.

2 Read the text again. Are these statements true (T) or false (F)? a. b. c. d. e.

If teens don’t take enough calcium, their bones could break more easily.

Strict diets have very good long-term effects.

Teens should avoid drinking milk as it has a lot of calories.

Teens should stop eating fast food.

Girls suffer more eating disorders than boys.

3 Read the text once more and answer these questions. a. What kind of nutrients do we need during puberty? b. Where does fat deposit most? c. How active should teens be? d. How many calories does a glass of milk contain? e. What kind of food should teens eat more?

LISTENING – WE SHOULDN’T BLAME CELEBRITIES 4

47 Listen to the recording. Number the questions in the order you hear them. a. ___ If you get upset, how do you get over it? b. ___ Is that realistic? c. ___ Should we blame celebrities? d. ___ Why are we so obsessed by the way we look? e. ___ Why have we become like this, trying to be thinner and prettier and so on?

47 Listen again and complete these paragraphs as you listen. a. The __________ is that we want to __________ a good first __________. And the __________ reason is that we like to __________ ourselves with people in the media and __________. b. The __________ we live in is image-based. Many __________ are sold on __________. Images are__________, but we need to know __________ is not just about looks. It’s about wider things like the way we __________, having good __________, being artistic or enjoying __________. c. You __________ to tell that voice to __________ and replace it with more __________ things, for example, what makes you __________ and what makes __________ like you. d. You need to __________ at all the people around you. Everyone is slightly __________. Look in a __________, but also look at everyone else. Try to be a __________ not a __________.

PHOTOCOPIABLE MATERIAL •

• TEENS CLUB 1º MEDIO

5

92

5 pts.

UNIT 4

5 pts.

5 pts.

12 pts., 1/2 each

BODY AND MIND

LANGUAGE 6 Complete these sentences expressing advice or recommendation. Use should, had

5 pts.

better or ought to and the verbs in the boxes. apologize

a. You b. Paula c. You d. Andy e They

be

clean

go

work

your room or your mum will be very angry. to her cousin. That would be the right thing to do. more careful. Those things are very fragile. out tonight. It would be good for him. harder if they want to keep their jobs.

7 Complete these sentences with your own ideas expressing a future possibility. a. My mother has an important meeting tomorrow. She b. I’m saving all the money I get in my part-time job. I c. Most of the people in my class d. Helen doesn’t have enough money to travel to the south. She e. I don’t do any physical activity. I

10 pts.

. . . . .

SPEAKING

WRITING

8 pts.

9 Write a short paragraph (120-150 words) on one of these topics.

a. Describe one of the problems you discussed in Exercise 9 and the advice and recommendation offered. b. Reasons why people should not be obsessed by body image.

0 - 14 Keep trying!

15 - 32 Good!

5 pts.

33 - 48 Very good!

62 pts.

TOTAL 49 - 62 Excellent!

93

• TEENS CLUB 1º MEDIO

In pairs, take turns to ask for and offer advice and recommendations. Choose one situation from the list each. a. I never seem to have enough money to buy the things I want, mainly clothes and music. b. I think I am falling in love with this girl who has always been my friend, and I’m afraid to tell her how I feel. c. If anything awful or exciting happens to me, I cannot study the whole day and will keep thinking about it. d. My best friend has changed and I am afraid he does not want to be my friend any more. e. My parents are over-protective and won’t let me stay at any of my friends’ houses. f. My sister is a very good student and also very pretty. I feel very jealous of her.

PHOTOCOPIABLE MATERIAL •

8

ANSWERS TO EXTRA TEST UNIT 4

TRANSCRIPT 47 Presenter:

READING

1 I. - b. II. - f. III. - a. IV. - e. V. - d. VI. - g.

VII. - c.

2 a. True. b. False. c. False. d. False. e. True.

3 a. Calcium, iron.

b. Fats deposits most in teenagers’ breasts, hips and thighs. c. Teens should be active at least 60 minutes per day. d. It contains about 90 calories. e. They should eat plenty of fruits, vegetables, lean meat and poultry.

Ellie: Uncle Aaron:

Guest 1: Uncle Aaron:

LISTENING

4 5

94

47 (1) d. (2) e. (3) a. (4) b. (5) c.

47 a. The first is that we want to make a good first impression. And the second reason is that we like to compare ourselves with people in the media and magazines. b. The culture we live in is image based.

Many things are sold on image. Images are everywhere, but we need to know beauty is not just about looks. It’s about wider things like the way we think, having good ideas, being artistic or enjoying sports. c. You need to tell that voice to stop and replace it with more positive things, for example, what makes you happy and what makes people like you. d. You need to look at all the people around you; everyone is slightly different. Look in a mirror, but also look at everyone else.

Try to be a leader, not a follower.

UNIT 4

Guest 2: Uncle Aaron:

Guest 3: Uncle Aaron:

Ellie: Uncle Aaron:

Fat, thin, short, tall - we’re all different, but how we look is one thing we always want to know. Our reporter Ellie Carpenter and some of our guests tried to find out more by having a chat with CBBC’s Agony Uncle Aaron.

Uncle Aaron, why are we so obsessed by the way we look?

That’s the question we all want to answer. It’s for two major reasons. The first is that we want to make a good first impression and the second reason is that we like to compare ourselves with people in the media and magazines.

Why have we become like this, trying to be thinner, and prettier, and so on?

Good question. The culture we live in is imagebased. Many things are sold on image. Images are everywhere, but we need to know beauty is not just about looks. It’s about wider things like the way we think, having good ideas, being artistic, or enjoying sports.

If you get upset, how do you get over it?

This is easy to say, but tough to do. When you look at magazines, there’s sometimes a voice in your head that talks to you in a nasty way.

You need to tell that voice to stop and replace it with more positive things, for example, what makes you happy and what makes people like you.

Everyone says it’s the inside that counts, but is that realistic?

My advice is to focus on what you are good at and not on a physical image.

If you want to offer a good intellectual impression, find things that make you feel good about yourself and develop them.

Should we blame celebrities?

They are not to blame. They want to feel good about themselves too. You need to look at all the people around you; everyone is slightly different. Look in a mirror, but also look at everyone else. Try to be a leader, not a follower.

BODY AND MIND

SPEAKING

6 a. You’d better clean your room or your

mum will be very angry. b. Paula ought to apologize to her cousin.

That would be the right thing to do. c. You ought to be more careful. Those things are very fragile. d. Andy ought to go out tonight. It would be good for him. e. They’d better work harder if they want to keep their jobs.

7 Answers will vary, but make sure the students use may / might.

WRITING

8 You can assign points according to these criteria:

Task Student can change roles and exchange advice and recommendations for all the situations.

Student can accomplish the task for most of the situations.

Student can exchange acceptable questions and answers for some situations.

Student can’t accomplish the task.

Score Language Score Interaction Score 3

Practically no language mistakes.

3

Fluid interaction, good pronunciation, no hesitation.

2

2

Very few language mistakes.

2

2

1

Some language mistakes.

1

0

A lot of language mistakes.

0

Fluid interaction, a few pronunciation mistakes, a minimum of hesitation.

Fluid interaction, some pronunciation mistakes, some hesitation.

Interaction affected by pronunciation mistakes and a lot of hesitation.

Your Score

9 You can assign points according to these criteria:

Task

Score Language Score

Product

Score

Student writes a coherent paragraph about the topic.

3

Practically no grammar or vocabulary mistakes.

3

Correct spelling and format.

2

Student can write a coherent paragraph about the topic.

Student writes a few sentences about the topic.

Student can’t write a coherent short paragraph about the topic.

2

Very few grammar or vocabulary mistakes.

Some grammar or vocabulary mistakes.

A lot of grammar or vocabulary mistakes.

1

A few spelling mistakes and slightly incorrect format.

Several spelling mistakes and rather incorrect format.

A lot of spelling mistakes and incorrect format.

1

1

0

1

0

Your Score

1

0

1

0

95

QUESTION BANK Unit 1: Teen life LESSON 1: TEENAGE TALK 1. Answer these questions. a. According to the recording, do you think Danny Evans is a typical teenager? Explain. b. Are your everyday activities similar or different? Support your answer. c. Do you have the same interests? d. What other questions would you like to ask Danny Evans?

Write them, interview a partner, and take notes of his / answers.

2. What do these sentences refer to? Circle an alternative. a. Ronny and David are running out of the house. i. An action that is happening now. ii. A planned future event. iii. A habitual action. b. The secretary answers around twenty mails a day. i. An action that is happening now. ii. A planned future event. iii. A habitual action. c. The teacher is checking the homework tomorrow morning. i. An action that is happening now. ii. A planned future event. iii. A habitual action. d. We are making sandwiches for dinner. i. An action that is happening now. ii. A planned future event. iii. A habitual action. e. Tom usually cleans his room twice a week. i. An action that is happening now. ii. A planned future event. iii. A habitual action. f. They are studying hard. The English exam is tomorrow. i. An action that is happening now. ii. A planned future event. iii. A habitual action. g. Next week, our class is visiting the Fine Arts museum. i. An action that is happening now. ii. A planned future event. iii. A habitual action.

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h. George is wearing a grey jacket and black pants today. i. An action that is happening now. ii. A planned future event. iii. A habitual action. i. My friends are watching a new TV program about marine life. i. i. An action that is happening now. ii. A planned future event. iii. A habitual action. j. My baby brother loves playing with his toys. i. An action that is happening now. ii. A planned future event. iii. A habitual action.

3. Read the two posts on Page 13 and answer. a. In what way are Jay Star’s and Brummie Bex’s lives similar / different? Explain, writing a short paragraph. b. What do Jay Star and Brummie Bex refer to when they say: i. “I’m gigging this Saturday at Fenney’s” ii. “Next weekend I’m camping on the beach with my friends, for two nights.” c. How can you communicate with them?

LESSON 2: TYPICAL TEENAGERS 1. Read these lines of the poem Complaints and circle the correct answer. a. “Happy, sad, sleepy, mean”. What is the author mentioning in this line? i. Actions ii. Characteristics. iii. Things. b. “Talking to a friend, or sending them a text”. What is the author mentioning in this line? i. Actions ii. Characteristics. iii. Things. c. “To also doing this”. What does the word in bold refer to? i. Talking to a friend. ii. Sending texts. iii. Leaving the room a mess. d. “And more time in their room.” Which of these can replace the word in bold? i. Parents’. ii. Teenagers’. iii. Friends’.

2. Read the poem Getting Older. What does the author mean in these lines? a. “And your purse has gone astray” i. That the purse has gone to the garbage. ii. That the purse is full of money. iii. That the purse is lost. b. “For it has been a hectic day” i. That it has been a quiet day. ii. That it has been a very busy day. iii. That it has been a boring day. c. “And you just can’t cope with rush” i. That you can get up quickly in the morning. ii. That you can arrive late to school. iii. That you can’t hurry up in the morning. d. “And you’d rather have some hush” i. That you prefer to be quiet. ii. That you prefer to shout. iii. That you prefer to have a break.

3. What do these sentences show? Check the correct alternative. a. Tom and Harry play hockey. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. b. He ran, but he missed the bus. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. c. Would you take a cup of tea or coffee? i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. d. We can learn to speak English or we can depend on sign language. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists.

e. She studied hard but could not score well in the test. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. f. People can sit on the bench or on the grass. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists. g. The soldiers raised their hands and they cheered the leader. i. Additional ideas, the phrases are of equal importance and both conditions exist. ii. A contradiction between two ideas. iii. A choice between two ideas; only one of the two conditions exists.

READING BOOKLET 1. Answer these questions. a. Who wrote the blog post? b. Who is the blog post written for? c. What does the writer say about Sandra’s style? d. How does Sandra define her style? e. Look at the picture on Page 5. How is Sandra feeling in it?

How do you know? f. Do you usually do the same things as Sandra? Explain. g. Do you agree with Sandra’s message? Support your answer. h. What do you have to do to be a real-life style star?

Unit 2: Technology and Inventions LESSON 1: TECHNOLOGY UPDATE 1. Circle the correct answer according to the information in the oral text you listened to. a. What does “interact with TV” mean? i. That people can watch two different channels at the same time. ii. That people can tell their televisions what to do. iii. That people can perform a series of actions while watching a program.

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b. What does the speaker mean when he says “It sounds like paradise for sports lovers”? i. That the product is excellent to practice sports. ii. That the product is very suitable for people who love sports. iii. That the product has an excellent sound system. c. Which of these is the best definition for the C-pen? i. It is a scanner that can store a lot of pages of text. ii. It is a scanner that looks like a pen. iii. It is a scanner that can be transported in your pocket and has a big storage capacity.

2. Explain how the thought remote control can help people who are physically disadvantaged.

3. What do these sentences express? Choose an alternative. a. Sales of CDs have experienced a small but steady fall over the past 12 months, while vinyl records have seen an increase in their share of the market, up to 1.7%. i. Contrast. ii. Reason. iii. Consequence. iv. Purpose. b. Although it has been shown that fractures can occur at even relatively low pressures, the use of the material should not be completely discounted. i. Contrast. ii. Reason. iii. Consequence. iv. Purpose. c. Polls show that he is the most popular Prime Minister this century. However, there are even members of his own party who are uneasy to support him. i. Contrast. ii. Reason. iii. Consequence. iv. Purpose.

4. Read the text on Page 36 and answer these questions. a. Why could Gerald Martin own a robot? b. What is the solution offered by the robopsychologist? c. Was Gerald Martin complaining about Andrew? d. What was the robopsychologist’s reaction when he saw Andrew’s work? e. Why did Gerald Martin say that Andrew was the only one? f. Did Gerald Martin allow the company to inspect the robot?

LESSON 2: POPULAR TEENAGE INVENTIONS 1. What do the words in bold refer to? a. Because she always liked playing hand-clap games, but didn’t always have someone to play with, Ana invented this game that allows kids to play alone. b. A pair of hands light up when players clap against them in time to the music.

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c. Now she hopes to get a patent for her invention. d. Two years ago, because Andrew Sutherland’s French teacher gave him a list of 111 French animal names to memorize, he had the idea to apply his programming skills to the problem. e. To use it, you enter the data you need to memorize.

READING BOOKLET Answer these questions. a. What is the setting of the story? How can you tell? b. How many people live in the house? How do you know? c. What did the people in the house usually have for breakfast? d. How did the people usually clean the house? e. Were these robots similar to the protagonist of The bicentennial man? Why? Why not?

Unit 3: Music and Literature LESSON 1: NEW STARS 1. Read these sentences from the recording. What do the words in bold refer to? a. I’d like to welcome you and wish you the best during your time with us. i. The contestants. ii. The coaches. iii. The audience. b. You will leave the program. i. The contes,tants. ii. The coaches. iii. The audience. c. Any questions for them? i. The contestants. ii. The coaches. iii. The audience. d. You will spend many weeks at the New Stars Music Academy i. The contestants. ii. The coaches. iii. The audience. e. They will vote on the phone. i. The contestants. ii. The coaches. iii. The audience.

2. Underline the incorrect information in each sentence. a. I’m Spencer, the editor. b. The audience will vote for them on the Internet. c. Three weeks in total. d. Many of you can really sing like a star. e. You need to be a poet.

LESSON 2: WE WANT YOU TO READ 1. Who might have said these lines in the text on Page 66?

Write D (Dorothy), G (the guardian) or Oz. a. How beautiful and brilliant is this city! b. We want to see the Great Oz. c. Please come with me. I’ll lead you to the Palace. d. Some visitors want to see you. e. I’ll meet them, but only one by one. f. Now, show them the rooms where they can rest.

2. What do these sentences from the text mean? Circle an alternative. a. Dorothy and her friends were dazzled by the brilliancy of the wonderful City. i. They liked the city very much. ii. They didn’t like the city. iii. They thought that the light was too bright. b. All the children ran away when they saw the Lion. i. The children liked the Lion. ii. The children were afraid of the Lion. iii. The children wanted to play with the Lion. c. Everyone seemed happy, contented, and prosperous. i. Dorothy was sure everyone was happy. ii. Dorothy thought they didn’t have money. iii. Dorothy thought that everyone was happy. d. He said he will grant you an audience. i. He will not give you an audience. ii. He will schedule an audience. iii. He will meet you.

READING BOOKLET 1. Answer these questions. a. Why was Steve Miller at the Plaza Inn? b. What had he realized the day before? c. What happened when he remembered Diane? d. Why was he expelled from the Academy?

2. Complete this diagram according to the information in the text. Then, answer the questions.

In the past Now a. Diane Pryce she___________, ______________, ______________, ______________, ______________.

b. Steve Miller ______________, ______________, ______________, ______________.

he___________,

c. Do you think Steve regrets his past behavior? Explain. ___________________________________ ___________________________________

Unit 4: Body and mind LESSON 1: YOU CAN BEAT THEM! 1. Answer these questions according to the information in the recording. a. Could Oliver overcome his difficulties? b. What particular fact helped him? c. Compare people’s opinion about bullying in the past and nowadays. d. How can people find some help? e. According to Oliver’s point of view, what are the advantages and the disadvantages of having been bullied?

2. What do the words in bold in these sentences mean? Circle an alternative. a. It’s my thing. i. belonging. ii. duty. iii. talent. b. It’s easy to make fun of someone who’s weird. i. ordinary. ii. different. iii. silly. c. Dennis was pretty dorky. i. young. ii. boring. iii. intelligent. d. Bullies aren’t just the people who shove someone around. i. push. ii. protect. iii. accuse.

LESSON 2: WHY AM I IN SUCH A BAD MOOD? 1. What do these sentences from the text on Page 90 express?

Circle an alternative. a. I’m trying to study for my exams, but it’s hard to concentrate for long. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative. b. My friends call so I give up studying. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative.

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c. I often go from sadness to anger or to joy in a matter of minutes. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative. d. I secretly like a girl in my class, and I told my best friend. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative. e. Only a few friends know, but I am not getting anything from them. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative. f. He said sorry, but I don’t trust him anymore. i. a contrast. ii. an addition. iii. a conclusion. iv. an alternative.

READING BOOKLET 1. Answer these questions. a. Why was Margot so different from the rest of the children? b. What did Margot compare the sun to? c. Do you think Margot’s parents were worried about her? d.What is special about the day in which the events happen?

ANSWERS TO QUESTION BANK

Unit 1: Teen life LESSON 1: TEENAGE TALK 1. Answers will vary.

2. a. i.; b. iii.; c. ii.; d. i.; e. iii.; f. i.; g. ii.; h. i.; i. i.; j. iii.

3. a. They both use the same forum to communicate with other people. They have different interests and they have different plans for next weekend. b. They are talking about planned future actions. c. You can answer their posts on the chat forum.

LESSON 2: TYPICAL TEENAGERS 1. a. ii.; b. i.; c. iii.; d. ii.

2. a. iii.; b. ii.; c. iii.; d. i.

3. a. i.; b. ii.; c. iii.; d. iii.; e. ii.; f. iii.; g. i.

READING BOOKLET 1. a. Stephanie Allen. b. It’s written for teenagers. c. She says she is impressed by her style. d. She defines it as original and unique. e. She feels happy because she’s wearing colorful clothes. f. Answers will vary. g. Answers will vary. h. You have to e-mail a photo to Stephanie Allen.

Unit 2: Technology and Inventions LESSON 1: TECHNOLOGY UPDATE 1. a. iii.; b. ii.; c. iii.

2. Answers will vary.

3. a. i.; b. i.; c. i.

LESSON 2: POPULAR TEENAGE INVENTIONS 1. a. Ana. b. The hands. c. Ana’s. d. Andrew. e. The program.

READING BOOKLET 1. a. August 4, 2026, Allendale, California. b. It is stated by the voice from the ceiling. c. Four persons: a man, a woman, two children. Their images were on the wall, there were two coffees and two glasses of milk in the kitchen.

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d. They had toasts, eggs, bacon, coffee and milk. e. They used little robot mice. f. No, because they were used to clean. Andrew was a robot that produced works of art.

Unit 3: Music and Literature LESSON 1: NEW STARS 1. a. ii. b. i. c. ii. d. i. e. iii.

2. a. editor (director). b. Internet (phone). c. weeks (months). d. many (a few). e. need (don’t need).

LESSON 2: WE WANT YOU TO READ 1. a. D. b. D. c. G. d. G. e. Oz. f. Oz. 2. a. i. b. ii. c. iii. d. iii.

READING BOOKLET 1. a. Because he was the new bar-room pianist. b. That he still loved Diane Pryce. c. His music became turgid and clumsy. d. Because he couldn’t obey the rules.

Unit 4: Body and mind LESSON 1: YOU CAN BEAT THEM! 1. a. Yes, he could. Now he is a successful and happy man. b. That he changed schools. c. In the past, people didn’t consider bullying seriously enough. Now they think it’s a universal problem. d. Visiting Oliver’s web-page. e. Bullying allowed him to help people on a big stage, but it was a horrible experience.

2. a. iii. b. ii. c. ii. d. i.

LESSON 2: WHY AM I IN SUCH A BAD MOOD? 1. a. i. b. iii. c. iv. d. ii. e. i. f. i.

READING BOOKLET 1. a. She had been living on Earth. She knew the Sun. b. She compares it to a fire and to a penny. c. It seems they were worried because they were going to return to the Earth though it meant to lose money. d. It’s the only day in many years that they can see the Sun.

2. a. Diane Pryce had been quiet and serious, had stuck to the rules and followed the college timetable. Now she is a real musician. b. Steve Miller had been irresponsible, had improvised, and had been a rebel. Now he is a bar-room entertainer. c. Answers will vary.

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WORKBOOK ANSWERS Unit 1: Teen life 1. a. No, they are not typical teenagers because they live in very different ways. b. Josh 95 is American and Pink Sunshine is Australian. c. Yes, he does, because he can go to a cyber cafe and be in contact with the rest of the world. d. She has e-lessons. She studies through the Internet. e. Yes, it is. Because it is the way they can be in contact with people from all around the world.

2. Possible answers: a. Josh95 and Pink Sunshine’s lives are similar because they both live in a very different way others teenagers do but they both like to know about people from all over the world. They both live on a farm and they use the Internet to communicate with other teens. b. Josh95 and Pink Sunshine’s lives are different because Josh is Amish and never watches TV or listens to music, but he goes to school. Pink Sunshine never goes to school but she always watches TV or listens to music.

3. a. jacket (3); b. jeans (5); c. sneakers (8); d. top (6); e. boots (1); f. t-shirt (7); g. shirt (2); h. skirt (4) 4. 1: jeans 2: jacket 3: sneakers 4: boots 5: top 6: shirt 7: t-shirt 8: skirt 5. 1. The girl is reading a magazine.

2. The boy is watching TV. 3. The boy is playing basketball.

4. The girls are talking about boyfriends / fashion / music, etc.

5. The girl is wearing smart clothes.

6. The boy is playing video games.

6. Will vary.

7. Susan: What are you doing tomorrow, Simon?

Simon: Tomorrow morning I am meeting my best friend. I’m having lunch with her, and then in the afternoon we’re going to the cinema. How about you?

Susan: I don’t know exactly. Perhaps I’ll visit my grandmother in the morning and then I’ll study for the math test.

Simon: When are we having the math test?

Susan: Next Monday, after the first break.

Simon: Well, in that case, I’ll call my friend immediately. I’m studying with you tomorrow. I think I’ll get better results!

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8. Will vary.

9. Possible answers: a. When is Mrs. Freeman going to San Francisco? She is going to San Francisco on June, 11. b. Where is Mrs. Freeman going? She’s going to San Francisco. c. Where is she taking the plane? She’s taking the plane in New York. d. Who is going to San Francisco in seat 15D? Mr. Freeman is going to San Francisco in seat 15D. e. At what time is Mr. Freeman taking the plane? He’s taking the plane at 7p.m.

10. Will vary.

11. a. Where are they departing from? (They are departing) from their hotel. b. At what time are they starting the tour? (They are starting the tour) at 9:00 a. or 3 p.m. c. At what time are they returning to the hotel? (They are returning) at 12:30 p.m or 6:30 p.m. d. What places are they visiting? (They are visiting) the Civic Center, the Moneda Palace, the Cathedral, the Museum of National History and the Central Post Office, Santa Lucía Hill, Parque Forestal and the Fine Arts Museum. e. Where is the tour finishing? (The tour is finishing) at the Los Graneros del Alba village.

Unit 2: Technology and Inventions 1. c.

2. Brian – f. Jen – d.

3. Brian: c., f., b., e., a., d. Jen: a., f., c., d., e., b.

4. a. Because he wanted to take bike riding to new heights. b. Because she needed a challenge. c. From the science class. d. It can use its arms to push back curtains and branches of trees. e. They posted them at inventnow.org. f. Will vary.

5. Will vary.

6. a. The children are hungry because there is no food at the house. / Because there is no food at the house, the children are hungry.

b. My sister has a sore throat because she shouted a lot at the concert. / Because she shouted a lot at the concert, my sister has a sore throat. c. Because the streets are closed, we can’t go to the city center. / We can’t go to the city center because the streets are closed. d. Because the alarm clock didn’t work, I arrived at school late. / I arrived at school late because the alarm clock didn’t work.

7. Will vary.

8. Will vary.

9. Will vary.

10. a. – 4 – Blaise Pascal; b. – 1 – Wilbur and Orville Wright; c. – 5 – James Watt; d. – 2 – Thomas A. Edison; e. – 3 – Johannes Guttenberg; f. – 6 – Filo T. Farnsworth 11. Will vary.

12. Possible answers: a. I want a glass of water because I’m thirsty. / I don’t want a glass of water although I’m thirsty. b. I would like to be an astronaut because I like space exploration. / I would not like to be an astronaut although I like space exploration. c. I like to live here although winter weather is very cold. / I don’t like to live here because winter weather is very cold. d. I often go to the new restaurant although it is very expensive. / I never go to the new restaurant because it’s very expensive. e. I eat a lot of vegetables because they are good for health. / I don’t eat a lot of vegetables although they are good for health. f. I often walk down that street although it’s dangerous. / I never walk down that street because it’s dangerous.

13. a. – vi. b. – iv. c. – v. d. – iii. e. – i. f. – ii.

14. i. F. ii. F. iii. T. iv. F. v. F. vi. T. vii. F. viii. T. ix. T. x. F. xi. T.

Unit 3: Music and Literature 1. a. mustn’t. b. don’t need to. c. mustn’t. d. don’t need to. e. mustn’t. f. don’t need to. g. don’t need to. h. mustn’t.

2. don’t need to, mustn’t, don’t need to, don’t need to, mustn’t, mustn’t, , mustn’t.

3. f., b., d., a., e., c., g.

4. a. i.; b. iv.; c. ii.; d. ii.; e. i.; f. ii.; g. ii.; h. i.

5. Will vary.

6. b.

7. a. People with real talent and great voices. b. Tom Jones, Jessie J, will.i.am, Danny O’Donogue. c. The format features three stages of contest: Blind Auditions, Battles, Live Shows. d. Because the coaches hear the artists perform but don’t get to see them. e. They are shows in which two artists sing a duet in front of the audience. f. Only the strongest members of each coach’s team continue to the last stage. g. The coaches. h. The winner is named “The voice” and receives a recording contract with a very famous studio.

8. a. F. b. T. c. T. d. F. e. T. f. F. g. F. 9. Will vary.

10. Will vary.

11. a. was invented. b. was discovered. c. was used. d. was introduced. e. were brought. f. is called.

12. King Wally IV built Ballyhoo Castle in the 8th century.

In 1158, an earthquake destroyed it.

The Duke of Westhumberland rebuilt it over the next century.

The Germans bombed it twice during the Second World War. Firstly, in 1940, the British army evacuated the occupants before the bombs.

Unfortunately, the following year, the bombs killed thirty people.

The World Heritage Organization bought the castle in 1999.

They use one wing as their European headquarters.

13. Ballyhoo Castle was built by King Wally IV in the 8th century.

It has had a long and turbulent history since then. In 1158, it

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was destroyed by an earthquake. It was rebuilt by the Duke of Westhumberland over the next century.

During the Second World War, it was bombed twice by the Germans. Firstly, in 1940, the occupants were evacuated before the bombs by the British Army. Unfortunately, the following year, thirty people were killed by the bombs.

The castle was bought by the World Heritage Organization in 1999. Only one wing is used as their European headquarters.

14. i. is thrown (a.) ; ii. are sent (b.) ; iii. are thrown / is broken (c.) ; iv. are collected (e.) ; v. is melted / is made (d.)

15. 1: Every day, a lot of glass is thrown into glass banks. 2: The bottles and jars are collected from the glass bank by trucks.

3: When the bottles and jars arrive at the factory, nonglass items are thrown out and the glass is broken into tiny pieces. 4: Glass is melted at high temperatures and made into new bottles and jars. 5: Finally, the new bottles and jars are sent to the shops.

16. a. series, b. creatures, c. tall, d. nevertheless, e. possesses, f. land, g. volcano, h. forces, i. published, j. fiction, k. time, l. detail, m. between, n. corrupting, o. greatest, p. contain.

17. Across: 1. Ring. 3. Battle. 4. Description. 5. Translated. 6.

Destroy. 8. Way. 11. Powerful. 12. Hobbit.

Down: 2. Imagination. 7. Smaller. 9. Trilogy. 10.

Representation.

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Unit 4: Body and mind 1. d.

2. a. iii.; b. iii.; c. ii.; d. ii.; e. iii.; f. iii.

3. a. She was bullied. The song says: And don’t know how My friends could be so mean; I come home crying b. Both are about bullying. c. Will vary.

4. a. Sally’s father may be a detective. b. Justin might speak Spanish. c. Anna might know Ted. d. My cell phone may be out of order. e. Bert may be an only child.

5. Will vary.

6. Will vary.

7. Will vary.

8. Will vary.

9. b.

10.

Should Tell someone you trust Stay in safe areas Tell a teacher or your parents

Shouldn’t Show you are angry Fight back

THEMATIC INDEX TOPICS AND VOCABULARY

SB

TB

Teens’ interests and favorite activities

12

26

Typical attitudes

18

29

3

44

Teenage inventions

40

49

Accidental inventions

47

53

TV programs

58

64

Fantasy literature

66

71

A book review

72

74

Bullying

84

85

Teenage problems

90

89

The Present Progressive for future plans

14

27

Connectors and, but, or

21

32

Linking words although, however, while, though

36

46

Relative clauses with because

43

51

Words to express quantity

61

66

The Passive voice

70

73

May and might to express future probability

86

87

Giving advice and recommendation (should, ‘d better, ought to)

93

92

Technological devices

LANGUAGE

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• Quirk, R., Greenbaum, S., Leech, G., Svartvik, J., & Crystal, D. (1985). A comprehensive grammar of the English language (Vol. 397). London: Longman.

• Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

• Richards, J. C., Platt, J., Platt, H., & Candlin, C. N. (1992).

Longman dictionary of language teaching and applied linguistics (Vol. 78). London: Longman.

• Rivers, W. M. (1981). Teaching foreign-language skills. University of Chicago Press, 5801 S. Ellis Ave., Chicago, IL 60637.

• Rivers, W. M. (1987). Interactive Language Teaching.

Cambridge University Press, 40 West 20th Street, New York, NY 10011 (hardcover--ISBN-0-521-32216-2; paperback-ISBN-0-521- 31108-X)..

• Rivers, W. M., & Temperley, M. S. (1978). A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press, 200 Madison Ave., New York, NY 10016.

• Scrivener, J. (2011). The Essential Guide to English Language Teaching. Oxford: Macmillan Publishers Limited.

• Soalt, J. (2005). Bringing together fictional and informational texts to improve comprehension. The Reading Teacher, 58(7), 680-683.

• Warschauer, M. (1995). E-Mail for English Teaching: Bringing the Internet and Computer Learning Networks into the Language Classroom. Teachers of English to Speakers of Other Languages (TESOL), Inc., 1600 Cameron St., Suite 300, Alexandria, VA 22314.

• http://www.esl.about.com/cs/listening/

• Wood, K. D., & Endres, C. (2004). Motivating student interest with the Imagine, Elaborate, Predict, and Confirm (IEPC) strategy. The Reading Teacher, 58(4), 346-357.

• http://www.tolearnenglish.com

Additional Bibliography

• http://www.sikids.com • http://www.gobartimes.org • http://www.englishlistening.com • http://www.focusenglish.com/dialogues/conversation.html • http://www.isabelperez.com • http://www.antimoon.com/how/pronunc-soundsipa.htm

• Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied linguistics, 1(1).

• http://www.english-online.org.uk/games/gamezone2.htm

• Coady, J., & Huckin, T. (1997). Second language vocabulary acquisition: A rationale for pedagogy. Cambridge University Press.

• http://www.manythings.org/voa/stories/

• Gurrey, P. (1955). Teaching English as a foreign language.

Longmans, Green.

• http://www.americanliterature.com/short-story-collections

• Hamel, B. (1st Ed.). (1998). Dictionary of English-Spanish cognate words. Bilingual Book Press. USA.

• http://learnenglishteens.britishcouncil.org/

• Kroonenberg, N. (1994). Developing communicative and thinking skills via electronic mail. TESOL journal, 4(2), 24-27.

• Mason, B., & Krashen, S. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.

• http://www.longlongtimeago.com/ • http://www.americanliterature.com/twenty-great-americanshort-stories • http://www.timeforkids.com/

Additional audiovisual resources • http://www.ted.com/

• Rauff, R. (1st edition). (1994). Wonderful World of English.

Chicago, IL: World Book, Inc. • Rinvolucri, M. et al. (1st ed.). (1995). More Grammar Games.

Cambridge: Cambridge University Press.

• Sesman, B. (1997). How to teach English. Oxford: Oxford University Press.

• Wilkins, D. A. (1972). Linguistics in language teaching (Vol. 243). London: Edward Arnold.

• Yalden, J. (1987). Principles of course design for language teaching (p. 207). Cambridge: Cambridge University Press.

Web pages • http://www.johnsesl.com/templates/quizzes/LQ.php • http://www.esl-lab.com/ • http://www.esldesk.com/esl-links/index.htm • http://www.languagegames.org/la/crossword/english.asp

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