Ing 1m gui 1pt

Alejandra Morel Cintolesi Gloria Caro Opazo

New Action edicionescalycanto

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2006

IN GL ÉS

New Action

1º medio

GUÍA DIDÁCTICA PARA EL PROFESOR

2006

GUÍA DIDÁCTICA PARA EL PROFESOR

edicionescalycanto

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2006

º 1

medio

Alejandra Morel Cintolesi Profesora de Inglés en Enseñanaza Media.

Gloria Caro Opazo Diploma en Metodología para Profesores de Inglés.

María Teresa Sepúlveda Leiva Diploma Avanzado en Educación y Desarrollo Profesional.

Editorial Macmillan de México S.A. de C.V. Ediciones Cal y Canto Ltda.

New Action 1º año Medio 2003 Original text © Alejandra Morel Cintolesi, Gloria Caro Opazo. 2003.

Original illustration and photos: © Macmillan Publishers Ltd. 2002.

Publisher: Alicia Manonellas Balladares.

2006 Based on: New Action 1º año Medio 2003 Original text © 2003.

Alejandra Morel Cintolesi, Profesora de Inglés en Enseñanza Media, Instituto Profesional Chileno Británico de Cultura.

Gloria Caro Opazo, Diploma en Metodología para Profesores de Inglés, Universidad de Reading, UK. Special Contributor: María Teresa Sepúlveda, Diploma Avanzado en Educación y Desarrollo Profesional, University of East Anglia, UK. Original illustrations: © Macmillan Publishers Ltd. Photos: © Ediciones Cal y Canto.

Publisher: Alicia Manonellas Balladares.

General Publisher: Jorge Muñoz Rau. Publisher: Alicia Manonellas Balladares.

Designed by: María Jesús Moreno Guldman.

Cover designed by: María Jesús Moreno Guldman.

Layout by: Mauricio Fresard Lemmermann, María Jesús Moreno Guldman.

Proofreading: Devorah Ann Herring.

Photos: Banco de fotos Ediciones Cal y Canto Ltda.

General Production: Cecilia Muñoz Rau. Production Assistant: Lorena Briceño González.

Recording Producer: Rodrigo González Díaz.

Nº de Inscripción XXXXXXXXXXXXXXXXX ISBN XXXXXXXXXXXXXXXXXXXX

Printed and bound in Chile Impreso en Chile

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

C o n ten ts Introduction

Page

Description of the course . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Classroom management . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 The Internet in the language classroom . . . . . . . . . . . . .9 Course components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Some basic teaching reminders . . . . . . . . . . . . . . . . . . . . .12 Introducing New Action to your students . . . . . . . . . . . .13 Contents map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Discover your book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Teacher’s notes Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Consolidation 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Consolidation 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 Common errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 Test Units 1 - 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82 Final test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98 Learning File Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100 Extra help with vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . .106 Key to Test per Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 Key to Learning File Section . . . . . . . . . . . . . . . . . . . . . . . . .118 Key to Extra help with vocabulary . . . . . . . . . . . . . . . . . . .119 Key to Final Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121 Assessment sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Class observation record sheet . . . . . . . . . . . . . . . . . . . . . .123 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124

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I n tr o d u c t i o n

Description of the course

Methodology

New Action has been written for teenagers in their first year of secondary school. It complies with the programme for Primer Año Medio, within the framework of the Chilean educational reform.

The course aims to: • develop reading and listening comprehension skills, providing students with techniques that will allow them to understand oral and written texts not only in English, but also in other subjects, and in other stages of their studies • allow students to communicate orally and in writing at very elementary levels • improve learning skills

Task-based learning New Action plus helps students develop language and learning skills to carry out sequences of tasks. At the end of each unit there is a final task, Take Action, which determines the linguistic and thematic content of each unit. The activities are designed to provide students with the language and skills they will need in order to carry out the task successfully.

This task-based approach helps students to see language as the tool necessary for carrying out the final task and gives the grammatical and lexical content a clear purpose. Students are made aware of the final task from the start of the unit. They read the section ‘At the end of the unit you will...’, look at the corresponding illustration, and prepare for it at different points during the unit.

• educate in a broader sense by providing information about Chile, South America, Englishspeaking countries and the world at large and encouraging students to think, analyse and question.

New Action consists of a Student’s Book with a Learning File Section and tests, a Teacher’s Book and a cassette.

Some advantages of task-based learning: • Increased motivation - learners become personally involved.

• All four skills, reading, writing, listening and speaking, are integrated.

• Autonomous learning is promoted as learners become more responsible for their own learning.

• There are learning outcomes : learners have an end product.

• Authentic tasks and therefore the language input are more authentic.

• Interpersonal relations are developed through working as a group.

• A break from routine and the chance to do something different.

Teaching teenagers There are 3 attitudinal qualities that a teacher of teenagers, should have to assist the learning process. They are empathy (seeing things from the students' view point), authenticity (being yourself ) and acceptance (of students' ideas and opinions).

Types of motivation and teenagers It is widely agreed that motivation has a great effect on a student's capacity to learn. The teacher must be aware of the fact that teenage students come to classes with different types of motivation: - Intrinsic motivation, that is, the motivation that comes from within the learner, who wants to learn for the sake of learning.

- Extrinsic motivation. In this case, the motivation comes from external sources such as wanting to pass an exam or please their parents. (It is much more likely that teenage students are extrinsically motivated).

The positive aspect of all this is that there are many things teachers can do in the classroom to increase the levels of extrinsic motivation.

Listening The tasks to develop these skills in New Action, help students learn strategies for improving their understanding of spoken messages.

The methodology adopts a three-phase approach with before, while and after listening tasks, to provide a setting, motivation and linguistic preparation, as well as activate previous knowledge.

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of a vocabulary column on one side of the board in which any words or phrases that crop up during the lesson can be recorded. At the end, students can copy these, with an example, picture or translation in their notebooks.

Reading When students have a purpose for reading , they can adopt different reading strategies to suit different types of text and different reasons for reading. For example, students may need to skim one type of text to identify the main points it covers, but scan another text to locate specific information.

Cognates Cognates are words in different languages related to the same root, eg, education (English), educación (Spanish).

The Before reading activities motivate students to read and encourage them to predict and anticipate information . They are necessary for reading skills development.

The different lessons in New Action provide students with a question to help them notice and recognise cognates. The teacher should encourage students to find the cognates whenever they face a new text.

The Reading tasks focus students’ attention, and teach them to look for specific information, locate clues and separate essential from non-essential information.

False Cognates

The After Reading tasks connect the text with the students’ own reality, give practice on specific grammar points, and/or clarify points that may be useful for later activities.

Students might get confused because there are several words in Spanish that are similar in English, but have a different meaning. New Action plus includes a list of false cognates that appear in the Student’s book.

Writing and Speaking The development of these two skills is carefully guided and always based on the content of a text, making use of a variety of activities and strategies.

Here are a few examples of cognates: • actually is similar to Spanish actualmente; however, actualmente is better translated with e.g. currently, as actually actually means really.

• embarrassed is not the same as embarazada. A translation for embarrassed could be avergonzado.

• realize should not be confused with Spanish realizar.

• approve is sometimes confused with aprobar:"Teacher, did I approve the exam?" aprobar means pass as in 'pass an exam', whereas approve means to agree to something.

• lecture is not the same as lectura. A lecture is a talk about a particular topic. A translation for lectura could be reading.

• apartment in Spanish is departamento; department is also departamento. Therefore it is understandable that speakers of Spanish frequently use department when referring to an apartment.

• Spanish speakers often confuse by and for in passive voice. The reason is that they use por and that looks and sounds like for.

• another 'false friend' is try with Spanish tratar, as in this sentence:"the movies tries with the

Grammar New Action deals with grammar in two ways to make it more meaningful and purposeful for students: a. Structures that are essential to the understanding of oral or written texts are presented and practised in a very controlled way. The learning of the structures is not an aim in itself, but it is important for the reading or listening comprehension task(s). b. Structures that the students will need to carry out the final task are also presented, as tools to help students achieve an objective.

Vocabulary The active vocabulary in each unit is the vocabulary the students need to carry out the final task. There is development of students’ passive vocabulary through a rich variety of lexis in the texts. There are specific vocabulary sections and practice activities.

Students are trained to develop effective strategies for learning vocabulary and for keeping clear vocabulary records. There should be systematic use

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Teachers should encourage students to analyse their learning process, making them think about their learning, what problems they have and how they could improve their performance, so that they can take the appropriate steps to optimize their learning.

problems of a strange man," or:"in business, you have to try with people." Again, the confusion is understandable. In Spanish you would use tratar in both cases; however, in English you might consider using is about and deal with respectively.

• Politics/ Politician: When referring to the authorities, speakers of Spanish normally confuse Spanish politico(s) with English politics. A politician is a person who has a job in politics.

Politician = politico. Politics refer to, say, the regulation of a country.

• Notice: library = biblioteca bookstore = libreria bookcase = librero • The word familiar exists both in English and Spanish; however, the meaning is completely different. Familiar in Spanish refers to a member of your family (in English you would use the word relative(s)). It's a noun. Familiar in English is an adjective and it means that you know something about something eg: Are you familiar with Shakespeare's work?

• The Spanish word cientifico is both noun (profession) and adjective. Therefore students often use the word scientific to refer to the person: He is a famous scientific.However, scientist should be used to refer to the person:He is a famous scientist.

• Parents only refers to father and mother.Parientes, on the other hand, refers to our extended family, cousins, uncles, aunts etc.

Therefore, parientes is relatives in English.

The following aspects of learner training are presented: Unit 1. Reading Strategies; Unit 2.

Working in groups; Unit 3. Using dictionaries, Unit 4: Learning new words; Unit 5: Following instructions for the use of computers; Unit 6: Guessing the meaning of unknown words; Unit 7: Listening skills; Unit 8: Preparing for tests.

Teachers should encourage students to analyse their learning process, making them think about their learning, what problems they have and how they could improve their performance, so that they can take the appropriate steps to optimize their learning.

Mixed ability New Action caters for mixed-ability classes in a variety of ways. The teacher needs to develop techniques which allow students of all levels to benefit from the lesson. Individual feedback is advisable in any class, but in a mixed-ability class, this attention to detail can increase student satisfaction. The teacher should always try to make some mental, if not written, notes about each student in such classes. As a course progresses and opportunities arise, the teacher should congratulate an individual student on his/her improvements and make tactful suggestions on areas to work on. A few sentences during general monitoring are better than nothing. It shows that the teacher is aware of individual needs of students.

Learner training

Learning styles

Learner training is about developing students' awareness of how they learn and how they develop their learning strategies so that they become more effective and independent learners.

Research and teaching experience have shown that students are better motivated and learn more when their different intelligences and learning styles are taken into account in the teaching and learning process. New Action has considered these important facts and it comprises different kinds of activities to suit the students’ needs in a class.

In New Action students should be trained to keep tidy notes of their activities in class, of any extra work done, of tests, quizzes, homework, handouts and vocabulary records. This will provide a valuable, ongoing record of their work which will help them when they study at home or when they revise for tests. Each unit introduces a particular aspect of learner training, or a learning strategy as part of the preparation for Take Action. These aspects are always integrated into whatever the students are doing.

It is important to point out that as there are different personalities, there are also different learning styles in a classroom: - Visual . They need visuals in the classroom. For example, wall displays posters, realia, flash cards, graphic organizers etc.

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behaviour, or unwillingness on the students’ part to do the different tasks they are assigned. The topics in New Action have been carefully selected since it is known that the choice of an appealing content for adolescents has an essential influence over success or failure.

- Auditory. They learn better by listening to audio tapes and videos and songs. They like working in pairs and small groups.

- Kinesthetic . They learn through physical activities, competitions, board games, role plays etc.

- Tactile . This type of learner likes board and card games, demonstrations, projects, role plays etc.

While-listening/reading activities are motivating for them. For example, students can be asked to fill in a table while listening to a talk, or to label a diagram while reading.

Discipline One of the reasons for bad discipline is usually a student's inability to cope with the tasks. The noisiest students will demonstrate their frustration by loud outbursts, disruptive behaviour, while the rest of the class may remain passive.

To avoid discipline problems, three preventative strategies are suggested: - Careful planning. When a class is carefully planned students realize there is a feeling of purpose which keep their attention on the task in hand.

- Clear instructions. Instructions in a class are crucial. They must be given very clearly, and assertively so that students know what to do.

Classroom managment Clasroom management has to do with methods used by the teacher in order to establish harmonious class organization and discipline.

The teacher A classroom where learning takes place is a pleasant environment; the teacher is enthusiastic and active and encourages student participation.

The English class

In most cases the teacher is the only direct contact the students have with English. It is therefore important that she/he tries to communicate with the students in English as much and as often as possible. Some students may not be used to this, and teachers should explain, in Spanish, that they may find it difficult to understand at first, but it will gradually get easier. Teachers can also use gestures or mime to help understanding. Instructions for activities should be given as clearly and as simply as possible, through demonstration and examples. If it is clear that many students have not understood, the teacher can ask a stronger student to translate for the class. • The responsibility for building a positive learning atmosphere lies not only in the good relationship the teacher and her /his students develop, but also in the one the students have among themselves. New Action helps the teacher on this task through a number of carefully designed exercises, very clear tasks, and opportunities for the students to check and evaluate their own work.

The main objective of the English class in New Action is the development of reading and listening comprehension skills, while the productive skills have a secondary role, so the teacher may allow students to use Spanish to show understanding of some of the reading and listening texts. Students must be encouraged to use English whenever possible, and the teacher must provide patterns and clear examples for them to follow. The final product of the Take Action section must be in English, but the groupwork and the discussions leading to it may be done in Spanish.

Large clases Large mixed-ability classes have to be faced every day by teachers, who instinctively feel that they could do a better job in a smaller class. Grouping is one technique that has been used to reduce the negative effects of large classes.

When the class is divided into smaller units, many learning activities can be undertaken that would not otherwise be feasible in a large class, particularly those of a communicative nature.

All this implies a different role for the teacher. The teacher must not become less active in the classroom, but rather less the center of activity. A teacher who is monitoring, encouraging, and participating in different classroom groups will be

The students Teenage students are going through a difficult process of development in their lives, so the teacher might face discipline problems, disruptive

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even more active than the ‘traditional’ teacher. The teacher’s role is crucial in determining the rate of language acquisition and learning in the classroom.

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

significantly and they start to feel more responsible for their own progress. As a result, they acquire greater and more intrinsic motivation for learning.

In New Action, assessment is mainly an ongoing process, ie what the teacher does continuously to see how far a student is making progress in line with the objectives. This kind of assessment is very important since the teacher uses the information gained to help students by building it into his /her teaching, or giving them specific help. As a result, students benefit immediately from the results of the assessment.

In New Action, there is also overall assessment, which happens only periodically, eg at the end of a unit, or at the end of the year. The teacher shuld make use of both forms of assessment since one complements the other.

Pairwork and groupwork As it was said before, one of the ways of giving students a lot of the time they require to practise a language in the classroom is by dividing the class into groups or pairs. Grouping helps teachers to individualise or match their teaching to individual learners. In implementing grouping, several aspects should be taken into account, such as the teaching context, the teaching content and the individual learner.

Grouping provides opportunities for peer interpretation and sharing of experiences and insights. It may also help a teacher to accommodate learner differences by varying student roles and varying the types of student involvement. Thus, teachers should think of grouping as a way to appreciate all the unique individuals that they may have the opportunity to meet and teach.

Teachers must bear in mind that this type of work encourages students to share their skills and knowledge, and learn from each other. It also increases students’ involvement and active participation, and develops positive attitudes. It is important to share with the students the importance of these activities which will give them an opportunity to learn the social and communicative skills required to work with other people. The teacher should take an active role in group and pair formation, so that the students do not always work with the same people, to take full advantage of the variety of learning styles and abilities. Students should assume different roles each time (co-ordinator, secretary, researcher, presenter, artist, etc).

Student self-assessment In New Action, self-assessment is carried out at regular intervals so that students have the opportunity to think about what progress they are making and what their problems are. Selfassessment can help students to become more efficient as learners, to be aware of their own weaknesses and problems and then to try to do something about them.

As well as making students feel more responsible for their own learning, the process of assessing themselves and their classmates (peer assessment) helps them to learn and remember.

In New Action, students assess the following aspects: their learning, their participation, their performance, the work they produce. This is done more formally through Reflections – students are asked to reflect on what they have learnt, how well they performed and the difficulties they encountered. Many students may be new to the process and at the start teachers will need to give guidance. All the tasks in the Learning File can be used for assessment, to be corrected by the teacher or by the students themselves.

In the Check your Progress section, students check themselves so as to become aware to what extent they have progressed.

Assessment Assessment is one of the most valuable sources of information about what is happening in the classroom. It has traditionally been the exclusive domain of the teacher, but it is possible to complement and improve the teacher’s judgements by asking students to participate in the process. The involvement of the students in the process make their attitudes towards their own learning change

Teacher assessment Teacher assessment combines formative and summative instruments. A mark should be given to each of the four components below. The final mark should be the average of these four marks:

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1 Classwork Taking into account: general attitude, participation, co-operation with classmates and work carried out.

Too much correction might frustrate learners and raise their affective filtres. This means that they build an imaginary wall that is placed between them and language input. If the filter is on, the learner is blocking out input. The filter turns on when anxiety is high, self-esteem is low, or motivation is low. Hence, low anxiety classes are better for language acquisition.

On the other hand, too little correction might result in a habit of speech.This happens especially when the error does not interfere with communication, and hence, the speaker does not get corrective feedback.

Students will acquire most language naturally, and they should be exposed to meaningful, comprehensible input from the beginning. When there is transfer from Spanish, it is approriate to offer some corrective feedback and study some linguistic forms, although this focus does not have to involve explicit explanations of language grammar and rules.

2 Learning File These tasks can be used for homework and marked by the teacher or the students themselves. The Reflections sections can also be used in this way, and should be taken into account when averaging the final marks.

3 Take Action Aspects to take into account for the final mark are: • Group work: in group tasks, the whole group obtains the same mark. However, if someone in the group has made an extra effort in their contribution or made less effort than the others, this should be reflected in their mark. The mark should reflect the way in which the group worked: respect for others’ ideas, turn-taking, commitment (30%).

• Presentation: creativity, use of resources, tidiness, management (30%).

• Content/Interest: variety, reflecting the aim of the task, relation to reality, appropriate research (30%).

• Use of English: as the production of written and oral English is not the main objective in these tasks, it should represent only a small percentage of the final mark (10%).

The Internet in the language classroom Nowadays, in the era of the information revolution and the widespread use of the Internet in almost all spheres of life, it seems that using computer technology in the teaching process is more and more accepted and widespread.

The Internet can serve as a teaching medium, a rich resource of materials of any kind (texts, pictures, sounds, music and films), and teachers may use these as a basis for their lessons instead of texts from the coursebook only. In this way, Internetassisted lessons may supplement teaching by adding an additional dimension to the classroom.

Students can use Web resources to gather information on various topics or prepare to present a project.

The Internet gives great possibilities for students' individual work, allowing them to work at their own pace, on the materials they choose themselves, giving them variety and choice and offering an attractive and interactive learning environment. This is largely achieved by the use of communication tools such as email, chat or discussion groups. Due to these widely accessible and inexpensive tools, any student can communicate with people from different parts of the world.

Test (formal-assessment) New Action includes a progress test for each unit.

These tests assess listening and reading comprehension, as well as vocabulary. They should be given to students at the end of each unit.

There are a number of reasons why teachers should test their students, but this process should be seen as a complement to other forms of assessment, such as informal observation and self-assessment.

Error correction New Action provides the teacher with a list of the most common errors students make, but the teacher must be very careful as to when and how correct errors.

Some researchers feel there is no need to correct errors at all, as errors will auto correct. However, there are also some researchers who think that error correction is necessary. Among those who think it is necessary, there are those who say 'get it right from the beginning' to those who only care if they 'get it right in the end.'

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• URLs of web sites change all the time so try the

How useful is the Internet in the classroom?

links yourself first.

• students go online reading, listening, writing or

Websites made available to students and teachers:

speaking.

• grammatical structures or get more fluency in reading or listening comprehension.

• the potential of communication tools maybe exploited through email, chat, discussion groups, videoconferencing, activities demanding collaboration can be developed.

• Internet-assisted instruction fosters learner independence.

• individual students find partners and can write email letters to them.

• collaborative work between schools can be developed.

www.link2english.com (Mary Glasgow Magazines) www.onestopenglish.com (MacMillan\Heinemann) www.holidays.net (a website devoted to information about various celebrations and religious holidays) www.geocities.com (pages with information about various countries) www.members.tripod.com/~towerofenglish) http://esl.about.com (part of the About.com portal, devoted to ESL problems and activities) www.eslcafe.com www.longman-elt.com (Pearson Education) www.enciclopedia-sm.com/youandinternet.asp Some advice on how to use the Internet with your students (Spanish) http://www.cln.org/int_projects.html The sites here will aid teachers who are looking for Internet project for their classes.

Information collection and analysis The use of the Internet allows students to practise and develop Web searching techniques, as well as analyse and critically evaluate online sources. It is important to make sure that students not only search for and find required information, but also understand the materials and use their own words to paraphrase the websites. In this way, students need to use all their learning skills and favourite techniques to collect, organise and present the information found on the Web. Web searches help students develop analysis and synthesis skills, as well as stimulate them to think critically.

Students should be taught how to evaluate sources and discriminate between good and bad ones, and they should be given constant guidance so that they are not overwhelmed by a multitude of resources.

Course components 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 List of Words, a List of Cognates, a list of False Cognates, and a bibliography for students.

The Student’s Book contains 8 units, each one based on a different theme: Unit 1: What about me?, Unit 2: Teenagers, fashion, and family, Unit 3: My friends, Unit 4: My country, Unit 5: My world, Unit 6: Other people and cultures, Unit 7: The Universe, Unit 8: The future.

The last part of each unit is Check your progress, which is an integral part of the course. The Answer Key is in the Teacher’s Book and may be either handed out to the students for them to correct their own work or that of their classmates (peer correction), or the teacher can copy the answers on the board.

Some tips on how to develop Internet-safe lessons • Never start lessons by having students only use search engines.

• Require students to find very specific information, not just surf.

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

• Don't send the entire class to the same site at the same time.

• When possible, try to preview sites before students visit them.

Learning Focus Each unit introduces a particular aspect of learner training, or a learning strategy, either in the section called Learning Focus, or as part of all the work done in the unit, or as part of the preparation for Take

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Unit structure

Action. These aspects are always integrated into whatever the students are doing. For example, the strategy for guessing the meaning of unknown words, which appears in Unit 6, is practised using the text on the same page New Action offers optional activities for fast-finishers or stronger students.

The units are structured in the following way: • Each unit begins with a list of unit aims and a description of the final task : Take Action. This activity can be done in pairs, groups and even individually. Students can put what they have learnt into practical and enjoyable use.

• The tasks in each unit are indicated by the following headings: Reading, Listening, Writing, Speaking, Conversation, Personal Link, Cultural Link, Science Link and Chilean Link • Synthesis . This section shows students a summary of what they have learnt in the unit and it allows them to put into practice the cognitive operation of remembering.

• The final page in each unit is Check your progress, where students check and assess what they have learnt in the unit.

Choice of tasks The book includes a great number of varied activities. The teacher should choose the ones which are more appropriate for his/her group, depending on their general level. He/she may decide to give one activity to fast learners and a different one to slower learners. The important thing for the teacher to bear in mind is the final objective of each unit, and how the different students are advancing towards it.

Optional and Extension tasks Several tasks include an extra part for students who finish before the rest of the class There are Extension activities in some of the Learning File pages of the Student’s Book for fast finishers. It is highly motivating when students who finish first, know what else to do. The activity could be as simple as learning new vocabulary.

Consolidation units These units will give the teacher a very clear picture of their students’ progress and at the same time students become aware of what they have learnt.

They are two: Consolidation 1, after unit 4, and Consolidation 2, after unit 8.

They are about the topics already seen and discussed in class and include listening, reading, writing and speaking activities. The topics can be expanded to foster creativity and reflection. There are also some fun activities like puzzles and games.

Educational content New Action aims to educate teenagers in a broad sense, as well as help them learn English. The thematic content covers a wide range of topics related to the arts and sciences. Cross-curricular topics such as sexual and racial equality, health, environment, etc, appear explicitly throughout the course. Through guided questions and simple discussions, students are encouraged to reflect and hold opinions on broader social issues concerning their lives and the world around them.

Cultural differences are also highlighted at relevant points in the course. Aspects of English-speaking countries, such as information related to school life and school subjects, historical and geographical facts, cultural heritage and teenage lifestyles, are meant to raise students’ awareness of the target culture, and develop a richer perspective of their own culture.

Timing There are 10 units in the book. Two of them are Consolidation units, and it is estimated that students with three hours of English a week will cover 4 units each term. Optional activities are indicated as well as activities which can be omitted if teachers are short of time. However, teachers are strongly advised to keep a fast pace whenever possible, to bear in mind the aims of the course, and not be side-tracked by a minor grammatical point, or by unnecessary emphasis on productive skills.

Teacher´s Book

Links

This component includes: • An introduction with a description of the course and the course components, the methodology used and suggestions for classroom management.

• background notes for the teacher related to the

New Action provides students with insights into important cross-cultural and intercultural topics in each unit. Students are involved in reflecting not only on the reality of English-speaking countries, but also on the Latin American and Chilean context, and / or on their own reality.

11

information content of the different texts.

• Detailed teaching notes for every unit, with indications of when to do exercises in the Learning File section provided in this guide.

• Answers for all the tasks in the Student’s Book, the Learning File and the tests.

• The transcription of the tape.

• Extra help with vocabulary.

• Learning File Section. Additional exercises for fast finishers or for reinforcement.

• One Progress Test per Unit.

• One Final Test.

Cassette The cassette includes all material for tasks indicated with a cassette symbol, including Listening and Speaking, and the Listening test material. There is also a reading text per unit recorded in case the teacher wants to use this material for listening activities.

So m e b a s i c t e a c h i n g reminders • Start every lesson in a way that focuses everyone’s attention, e.g. with books closed, write the topic of the lesson on the board.

• Ask some questions about the topic.

• Show students a picture/poster of something related to the lesson.

• Ask who can remember what they did the previous lesson. Students should not open their books until everyone is paying attention.

• Introduce some activities while students have their books closed, e.g. ask students what they know about the subject of the activity. This creates an expectation and prepares them for what is to come.

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

• Ask students their opinion.

• Don’t presume that if one student says they understand, everyone else does.

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

• Don’t ask students to explain difficult things, such as definitions of words in English.

• Don’t interrupt students during pair/group speaking activities to correct their English. It is better to note the main, common mistakes, put 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 to the teacher.

• Give praise and encouragement, especially to the 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!

12

I n tr o d u c i n g Ne w Ac t i o n to y o u r s tu de n ts

4 Match these icons with what they represent. Find examples in the book:

Before starting Unit 1, introduce students to the course, the components and method. Explain that at the end of each unit they will do a project, usually in groups, in which they will work together to produce something in English, e.g., a poster. Point out that the work they do during the unit will help them prepare this project.

Cultural Link, e.g.: page 9

LEARNING FOCUS FOCUS

Learning Focus, e.g.: page 35

Intr oducing Student´s Book

Optional, e.g.: page 10

Ask students to look at pages 4 and 5 of their book: Discover New Action plus These are designed to help them get acquainted with the book. Do the activities one by one, checking answers once they have finished.

Science Link, e.g.: page 48

Chilean Link, e.g.: page 75

1 a. How many units are there? 8. b What is there at the beginning of each unit? In this unit you will..., At the end of this unit you will... . c What is there at the end of each unit? Check your progress.

Personal Link, e.g.: page 38

Listening, e.g.: page 30

2 b. There are three lists of words. What are they?

Wordlist, Cognates, False Cognates. How are they different? Wordlist: mini English–Spanish dictionary; Cognates: words that are similar to Spanish in spelling and meaning; false cognates: words that are similar to Spanish in spelling, but different in meaning.

Bibliography Both the Teacher’s book and the Student’s Book offer suggestions of materials that can be used for reference. Some of these materials can be found in the Centro de Recursos de Aprendizaje (CRA) in each school.

3 The main activities in New Action plus are reading and listening.

Web Links

a. Look at page 48. What’s the name of the reading text? Everybody loves him.

As the use of the Internet is suggested regularly for the development of tasks, a list of useful and reliable web links is provided both in the Teacher’s and in the Student’s Book. However, we suggest teachers (and parents) should always check if the websites have got the right content before the students have access to them.

b. The activities you will do are divided into three groups. What are they? Before reading, Reading, After reading. c. Look at page 37. What’s the name of the listening text? Working with food. d. Are there any different types of activites too?

Yes, Before listening, Listening, After Listening.

13

C o n t e n t s Final Task W h at about me?

· A game: ‘Guess who?’.

Unit 1 6

Tee nager, fash io n and family

Unit 2

· A guide to understanding parents and teenagers.

18

My friends

Unit 3 Unit 4

· Understand more about yourself. about adolescence. · Compare boys and girls. · Discuss characteristics of adolescence. · Learn words related to feelings and · Learn ways of developing your listening relationships. skills. · Read about and listen to people talking · Recognise and find cognates. · Read about people talking about family relationships. · Learn about cognates and false cognates. · Read about children’s rights. · Compare activities and attitudes of different generations.

· A quiz: How well do you know your best friend?

· Listen to the story of a ‘loser’. · Read about and write your own description of a party. · Listen to rights and responsibilities in friendship. · Read about concept of ‘global

· An information sheet: Our town.

· Read about different aspects of Chilean culture. · Listen to proposed changes for the school holiday system. · Read descriptions of Chile.

30

My cou ntr y

M a i n Ta s k s

42

· Listen to and work with the lyrics of a song. · Read about and discuss ways of

Consolidation 1

· Read about different youth groups. · Read about ways of improving parentschildren relationships. · Listen to the importance of really listening to people. · Recognise and find cognates. teenagers’. · Listen to stages at the beginning of a relationship. · Read about the problem of bullying. · Listen to a poem about friendship. · Recognise and find cognates. · Listen to a description of a Chilean radio programme. · Listen to somebody giving recipes for Chilean food. · Recognise and find cognates. earning and spending pocket money. · Read about and discuss embarrassing experiences.

54

My world

Unit 5 60

Ot her peo ple and cul t ur es

Unit 6

· An information leaflet: A human rights organization OR Preparing for exams.

Unit 7

the environment. · Read about healthy and unhealthy ways of improving your appearance. · Read about human rights problems and organizations. · Listen to ways of improving your learning. · Recognise and find cognates.

· A poster: Come and visit some Chilean ‘wonders’.

· Read about different cultures and · Listen to descriptions of some modern cultural manifestations. monuments and buildings. · Read about some of the Wonders of the · Listen to the work of some women Ancient World.

Nobel Prize winners. · Listen to some ‘mysteries’ that have · Recognise and find cognates. become a part of some cultures.

· A poster exhibition: Our solar system.

· Listen to some stories connected with natural and supernatural phenomena. · Read about our solar system. · Read about the relationship between

· A personal commitment to improve the world.

· Read about some interesting scientific · Listen to ways of improving our world. developments. · Recognise and find cognates. · Listen to predictions for the future in different areas. · Read about career prospects.

72

The u ni vers e

· Read about the importance of good actions and a positive atittude. · Listen to a song and add your own three lines to it. · Write a personal ending for a song and a poem. · Listen to ways of protecting yourself and

science and science fiction. · Recognise and find cognates.

84

The fut ur e

Unit 8 96

Consolidation 2

· Read about and discuss humour. · Listen to and discuss the work of an environmental organization.

108 Wordlist p. 114

Cognates p. 116

False cognates p. 117

La n g u a g e

Vo c a b u l a r y

Learning Focus

· Comparison of adjectives. · Present Simple. · Present Perfect Simple.

· Physical and psychological characteristics. · Fashion. · Love relationships.

· Developing your listening skills. · Learning to be an independent learner.

· Simple past. · Suggestions using the Imperative. · Give advice: Should/shouldn’t.

· Housework. · Family members. · Hairstyles. · Youth culture. · Clothes.

· Cognates and false cognates. · Learning to learn.

· Past Simple. · Present Simple: Aff. Int: Neg. sentences.

· Friendship. · Stages in a relationship. · Failure and success. · Parties. · Bullies.

· Identifying and making use of cognates to understand texts. · Learning to learn.

· The imperative. · Revision of verb tense. · The imperative (for recipes).

· Food and ways of cooking. · Chilean cooking. · Telescope. · The Condor.

· Developing techniques for reading, listening, speaking and writing.

· Collocations. · Past tense. · Compound words.

· Computers. · Expenses. · Verbs of movement.

· Learning to be an independent learner.

· Use of should to make suggestions. · Word categories.

· Beautiful things and colours. · Human rights. · Learning activities. · Feelings. · Physical Appearance.

· Developing techniques for different skills.

· Giving, agreeing and disagreeing with opinions. · Comparative and superlative of adjectives.

· Monuments. · Buildings. · Natural attractions. · Famous people. · Wonders of the world.

· Techniques for listening, reading, writing and speaking.

· Different verb forms and their collocation. · Simple present. · Simple past. · Superlative.

· Characteristics of planets. · The Bermuda Triangle.

· Learning to be an independent learner.

· Simple present. · Simple past. · The future: will/won’t.

· Jobs and professions. · Scientific and technological developments. · Skiing. · Occupations.

· Identifying arguments for and against something. · Becoming and independent learner.

· Making suggestions: can, should, have, ought, need. · Word formation.

· Verbs used to make suggestions.

· Becoming an independent learner.

Irregular verbs p. 118

Prefixes and suffixes p. 120

Extra readings p. 121

Bibliography p. 127

Di s c ov e r y o u r b o o k Welcome to New Action, the English book designed to meet your needs and help you learn not only English, but other things through English.

Find the answers to these questions: • How many units are there in New Action?

• What is there at the beginning of each unit?

• What is there at the end of each unit?

76

Consolidation Units.

These units will help you reinforce what you studied in the previous units.

They also include some fun activities like puzzles and games!

16

The main activities in New Action Plus are Reading and Listening.

Look at page 36.

What’s the name of the listening text?

Are there any different types of activities too?

Look at pages 12 and 13.

What’s the name of the reading text?

The activities you will do are divided in three groups.

What are they?

There are three lists of words. What are they? How are they different?

Match these icons with what they represent. Find examples of each type of activity in the book.

Cultural Link Example: page

9

Science Link Example: page

48

Chilean Link Example: page

75

Personal Link Example: page

38

Optional Example: page

10

Group Work G W Example: page

50

Optional

A special message for you:

Dear Student, .

Best of luck in your Primero Año Medio you We sincerely hope our book will help in many aspects.

Enjoy it!

The authors

P W Pair Work

17

Example: page

67

Listening Example: page

30

What about me?

Unit 1 In this unit you will:

At the end of the unit you will:

mo re ab ou t yo ur se lf. ls. ● Co mp are bo ys an d gir fee lin gs an d re lat ion sh ip s. ● Le ar n wo rd s re lat ed to to pe op le ta lki ng ab ou t ● Re ad ab ou t an d lis te n ad ole sc en ce . of ad ole sc en ce . ● Di sc us s ch ar ac te ris tic s ing yo ur lis te nin g sk ill. ● Le ar n wa ys of de ve lop

● Un de rst an d

Page 6

● Play “Guess

who” and realize how much you know yourself and your classmates.

Answers 1. breast; 2. sweat; 3. behaviour; 4. male; 5. female; 6. rise.

Reading

Understanding adolesc enc e

Reading Read the instructions with the class, emphasise the importance of concentrating on the task.

Before reading

GW

Students read the text and check if the highlighted words match the correct meaning.

Discuss with the students the title of the unit, and some ideas connected with the word ‘adolescence’.

Ask students to read the information in the chart and then read the text again to complete it. Point out that under causes they may also include consequences or result.

Possible answers Teenager – difficult - no communication - parents don´t understand -different likes – lonely – changes not a child anymore - not an adult yet, etc.

PW

Physical changes First Second Third Fourth

Ask students to discuss their ideas about adolescence and to classify them under the headings in the chart.

Remind students to find the cognates in the text.

Possible answers Physical changes Physical changes Boys: facial hair Girls: breast growth

Mood

Attitude

Changeable Aggresive Moddy Indiferent Badtempered Difficult Bored

Feelings Lonely Bored Scared Sad Confused

Explain to students that they must look at the highlighted words in the text . Ask them to match each word with the corresponding definition. They do not need to read the text at this stage.

18

Characteristics Very rapid growth Maturation of primary sex characteristics Development of secondary male and famale characteristics Body composition

Causes/Result Rise of sex hormones Rise of sex hormones (although not mentioned explicitly in the text) Breast developement.

Growth of facial and pubic hair.

Changes in the oil, sweat.

More muscles and fat, at different rates in boys and girls.

Listening Students read the statements and correct the ones that do not correspond to the text.

1

Play the tape once through for students to check if their ideas are mentioned.

Answers Students may be familiar with the Venn diagram, but still clarify how it works by reading the instructions with them very carefully.

Read the statements quickly with the class and ask them to guess who says what, writing the name at the beginning of the line, in pencil. If you want, they may write numbers 1 - 12 in their notebooks and complete the tasks there. Play the tape once or twice and then check and correct.

After reading Students may be familiar with the Venn diagram, but

P W still clarify how it works by reading the instructions

Answers 2. George 3. George 4. George 5. Nicola 6. Nicola 7.

Nicola 8. George 9. George 10. Nicola 11. George 12.

Nicola.

with them very carefully.

Answers They will vary according to what students included in their discussions.

Ask students to read the statements again and either guess or try to remember who each one refers to, boys or girls? Again they write their answers in pencils. Play the tape again, then check and correct.

Speaking

M y opinion

Answers 2. boys 3. boys 4. boys 5. girls 6. girls 7. girls 8. boys 9. boys 10. boys 11. girls 12. boys.

Ask students to work in pairs for a few minutes, comparing the ideas they wrote down. Check and correct by asking them to add some of their ideas to those on the board.

Students check if they answers were right.

After listening

Writing

Individually, students read the statements again to

Ask students to complete the summary of the article.

G W decide what they agree or disagree with. Then they

P W Check orally.

copy the three differences they most agree with, get into groups and share their ideas.

Answers 1. growth of muscles and fat – primary sex characteristics - secondary male and female characteristics – oil and sweat.

2. irratibility – depression –aggression – impulsiveness.

First read the words in the box and the sentences with the students. Then ask them to fill in the blanks.

Check orally.

Answers 1. better 2. taller 3. more seriously 4. faster 5. stronger 6. more competitive

3. interaction – about themselves.

Page 8

Listening

Bo ys will be bo ys

Tapescript

Before listening

Nicola: “I wish boys didn’t try to be funny all the time.

They can’t take anything seriously. It really is one of the most irritating things about them. People say it’s because girls are more mature than boys and I agree - they’re always behaving like little kids. They make jokes to try and be amusing but they’re often not funny at all. And another thing, they’re much noisier than girls. They’re always shouting and they also think they know everything. If you get something wrong in class, they go on about it for ages and they tease you. Girls are much more supportive than boys.”

A: Nicola, 13

As linguistic preparation, ask students to do this activity using dictionaries. If dictionaries are not available, ask them to guess and then check.

Answers 1-b; 2-c; 3-a Encourage pairs to find two differences and two

P W similarities between the sexes showing respect for both, trying not to think that one is better than the other.

19

After reading

B: George, 14 George: “I think boys can take criticism much more easily than girls can. I also think they’re more confident than girls.

Girls don’t always listen to other people’s opinions and they won’t accept that they get sometimes things wrong, but I think boys have no problem in admitting they’re not perfect. In my opinion, we can do more things. OK, I admit we are more competitive than girls. That’s why we’re better at sports than girls. It’s more important for us to win as well. We’re better leaders too, I think”.

Encourage students to assume a positive, mature

G W attitude towards the equality of sexes in some aspects, and the positive aspects of differences in others. Do some sentences with the whole class first, then ask them to write a few more in their groups.

Ask some students to write some of their sentences on the board.

As a follow up to the previous activity, ask students

G W to discuss the question in their group and write one Page 9

sentence to summarise their ideas. Walk around the class correcting their sentences, then ask them to exchange them with another group. Ask some students to write some of the sentences on the board.

Reading

A r e men fr om Mars and w omen fr om V en us?

Page 10

Listening

Before Reading

PW

A poem? “ A s y ou gr o w up ”

and Read the title of the text with students.

Then ask them to discuss its meaning in pairs and make some notes.

Before listening Encourage students to think of a variety of things they may have learnt, especially in connection with their development as human beings.

Remind students to find the cognates in the text.

Reading Students read the text quickly to check and correct their notes.

As linguistic preparation for the listening, ask students to match the words in box A with their meaning in box B. They may use dictionaries if they have them or just try to guess and then check with you.

Read the sentences with the class and then ask them to match the sentences with the paragraph they summarize. Check orally.

Answers Endure= resistir Owning= ser dueño/a Worth= valor, mérito Ground= suelo Soul= alma

Answers 1. Paragraph 3; 2. Paragraph 1; 3. Paragraph 5; 4.

Paragraph 2; 5. Paragraph 4.

Read the sentences with the class and then ask students to complete them, in pairs. Ask some students to write the completed sentences on the board.

Answers 1. more dangerously

-

more safely

2. men

-

Earth

3. failure

-

lost love

Ask students to put the letters in order to form the word as a further way to introduce the topic of the poem. The word is LEARN. Listening Ask students to listen to the poem concentrating only on the word LEARN to count how many times it appears.

4. communication styles - vulnerability to depression values 5. love gender

– failure

– human

Answers Four times

-

Read the alternatives aloud to the class and help with any vocabulary problems, then play the tape again, once or twice if necessary.

20

1

Answers 1 There is a difference between holding a hand and owning a soul.

2 Love doesn´t mean depending.

3 Company doesn´t mean security.

4 Relationships aren´t contracts.

5 Presents aren´t promises.

6 Build on today because tomorrow is uncertain.

7 Plant your own garden.

8 Decorate your own soul instead of waiting for someone to bring you flowers.

9 You really can endure.

10 You are strong and you really do have worth.

That relationships Aren’t contracts, And presents aren’t promises.

You will learn to build on today Because tomorrow’s ground Is too uncertain for plans. ...So plant your own garden, And decorate your own soul Instead of waiting for someone To bring you flowers.

You will learn that you really can endure, That you are strong and you really do have worth.

Optional If your class is good, keen and interested, ask them to listen to the poem again and try to complete the lines of the poem.

Alternatively, you may ask the students to write sentences 1 10 from the previous exercise on the board, and provide the rest of the poem yourself, either writing it or dictating it to the class.

LEARNING FOCUS Developing your listening skills (1) The purpose of the activity is to help students reflect on the process of listening. They should work mainly without your intervention, but help and guide when necessary.

Answers a. Before listening – Listening – After listening. b. Activity a: (Activation of ) previous knowledge, personal involvement, motivation: Activity b: Linguistic preparation/vocabulary; Activity c: (Further) motivation and preparation for the listening activity. c. Activity a: First listening with one specific purpose: listen for one word only; Activity b: Second listening to discriminate between two alternatives; Listen for more information with the suport of the two alternatives given; Activity c: Optional, depending on the class.

Using the information already available, try to complete the poem. a. and b.To draw conclusions, to include personal opinions and contributions. c.They all guided and helped to listen with a purpose. Ideally, the same strategies should be applied to any listening activity.

Answers See tapescript.

After listening Encourage personal opinion, and explain that there are no wrong answers, only different interpretations.

Ask some students to write their sentences on the board.

Ask students to read the lines of the poem they have and choose the idea(s) they find most important or most meaningful for their own reality, and underline it / them.

Tell students to copy the lines in their notebook in special handwriting and style, add an attractive illustration and show it in their group. They can find similarities and differences in their choice of ideas.

Page 11

Listening

F ir ed fr om Rolls Ro y c e for danger ous hair

Tapescript As you grow up You will learn the difference between Holding a hand and owning a soul.

That love Doesn’t mean depending, And company Doesn’t mean security.

You will learn

Before listening Ask students to read the title of the lesson, look at the picture and answer the questions using the information from these clues. Ask them to make simple notes.

21

standing near Peter Mortiboy.

Mortiboy said he made his black hair into long spikes with glue and denied that the spikes were dangerous. He added that the only problem he had was sleeping.

Read the words on the list with the class and then ask them to label the items in the picture, in pencil.

Listening Tell students that the first time they listen, they only have to check if they were right about the boy’s job.

Play the tape once through.

LEARNING FOCUS Developing your listening skills (2)

Answers He is a technician.

a. Vocabulary and illustrations. b. Alternatives to choose from. c. Yes (hopefully).

Read the words on the list again with the class and then tell them to number the items in the order they are mentioned. Let them know that there is an extra item not on the list, and that not all the items on the list are mentioned. Play the tape again.

Preparation for Take Action.

Ask students to check what the project for this unit is, and ask them to begin writing a draft of the description of their physical appearance. They may use some of the words and expressions that were used in the description of Peter Mortiboy. This must be individual work.

Answers 1. spikes; 2. earrings; 3. metal collar; 4. steel bands; 5. studs. Piercings and tatoos are not mentioned.

Page 12

Read the sentences with the class and then play the tape again for them to tick the correct information.

Reading

Answers 1. in a factory 2. 18 earring 3. wearing spikes.

Is he / she y our soulmat e?

Before reading

After listening

Students look at the quiz and comment on the type of text it is, in what Chilean magazines they can find similar ones, who likes doing them more, boys or girls, etc. Then ask them to scan the text, find the expressions and try to guess their meaning.

Ask students to summarise the story, orally. Then ask them to say whether they agree with the manager’s decision, giving reasons. Accept the use of Spanish, if necessary.

Writing

Answers *(have, get) butterflies in your stomach = feel nervous about doing something (like seeing that person). *(have) a crush on somebody = think that you are in love with that person. *sassy (informal, American English) = smart, trendy, streetwise, cool.

Ask students to use the information they collected to complete this simple summary of the story.

Answers Rolls Royce;

fired; wearing; spikes; dangerous.

Tapescript

Ask students to define a soulmate in their own words. Then ask them to fill in the missing letters and get the definition in the book.

The famous car factory, Rolls Royce, fired an 18-year-old punk rocker, because they said the 10-cm spikes of his hairstyle were a danger to other employees.

Peter Mortiboy’s unusual appearance included 18 earrings, a metal collar around his neck, steel bands around his arms and a stud through his nose. Management warned Mortiboy several times that his appearance were not acceptable by company standards.

Rolls Royce dismissed him from his job as a technician when he began wearing spikes last June. ‘His hairstyle was dangerous,’ Howard Parry, training manager, told the court. The company felt that someone could be injured by

Answers It is just the right person for you.

Remind students to find the cognates in the text.

Reading Check that students know how to proceed when answering this type of quiz, following the arrows depending on your yes / no answer. Give them time

22

to answer the quiz and find their answers, and comment on the results in their groups.

Now ask students to read the text again, this time to do some vocabulary work. Ask them to read the expressions and the meanings in the box, and then to read the text to find them and try to match them.

Page 14

1

Listening

I c an see clearly no w

Answers 1. swoon = faint, fall down (feel dizzy) 2. Argument = strong conversation (angry words) 3. Hang around = go out with (do things with, meet) 4. On your own = by yourself (alone) 5. Appealing = attractive 6. Righ away = immediately 7. Open up = show yourself (your feelings)

Before listening Draw students’ attention to the illustration and

P W brainstorm weather words they know: sunny, cloudy, rainy, windy, stormy, cold, hot, warm. Then invite them to discuss with a partner how they feel in the different types of weather.

Ask students to read the words of the song quickly and imagine what kind of song it is and how the singer feels. If necessary, draw their attention to some specific lines: 1, 4, 7, 8, 9, 10.

After reading Ask students to give reasons why they agree or disagree with their results in the quiz.

Listening Play the song through once, just for students to check their predictions about the type of song and the singer’s feelings and mood.

LANGUAGE FOCUS

The Present Perfect Tense.

Ask students to read the words of the song again and try to fill in the blanks with the words they think could be correct. Ask them to do this in pencil, or in their notebooks. Tell them that in some cases two words are needed. Play the tape again. Students check and complete the words.

The students should work in groups, trying to find the answers themselves. Help if necessary only.

Answers Have your ever dedicated a song to him/her on the radio?

Have you been out more in groups than on actual dates?

Have you ever had a conversation where he/she finished your sentence?

Have you ever been in a serious argument with him/her?

Have you ever worn something because you thought he/she would like it?

Have you ever written him/her a love note?

Have you ever danced with him/her?

Answers 1. has gone 2. clouds 3. has gone 4. have disappeared 5. sunshiny 6. blue After listening Ask students to discuss the questions with a partner, using the weather expressions they know, and the words to describe feelings in the box below.

A past participle: dedicated, been, had, worn, written, danced, etc.

To ask about an action, without indicating exact past time, as opposed to Did you dance with him/her last Saturday?

Brainstorm other past participles they can use in their questions: eaten, read, been to (a place), sent, invited, gone out with, drunk, bought, sold, etc. Then ask them to interview each other in pairs and to report to the class later, saying:.........has/has never/hasn´t...........

Working in pairs or small groups, students describe two situations and their feelings and emotions in both cases.

If the students liked the song, and if it is appropriate, play the song again and invite students to sing along.

23

Answers 1 It’s very common nowadays to see someone with a tattoo, or a ring in their, ear, nose or eyebrow.

2 A tattoo is any mark under the skin by pricking the skin with a sharp instrument, making little holes and lines in the skin and then add colour to fill out the design.

3 Tattooing goes back to the ancient Egyptians, the Japanese and American Indians. Today, it is used by Maoris in New Zealand 4 Some middle-aged people have body piercing on some ‘hidden’ parts of the body, so they can still be business people, wearing expensive clothes.

Tapescript I can see clearly now the rain has gone.

I can see all obstacles in my way Gone are the dark clouds that had me blind It’s gonna be a bright, bright, bright, bright sunshiny day It’s gonna be a bright, bright, bright, bright sunshiny day I think I can make it now the pain has gone.

All of the bad feelings have disappeared.

Here is the rainbow I’ve been prayin’ for It’s gonna be a bright, bright, bright, bright, sunshiny day Look all around, there’s nothing but blue skies Look straight ahead, nothin’ but blue skies.

Tapescript

Preparation for Take Action.

Interviewer: Nowadays it’s very common to see someone with a tattoo, or a ring in their ear or nose - or even their eyebrow. This is becoming more and more common. With us today is John Crabbe, who’s just completed a book on tattooing and body piercing. Tell me, what exactly is a tattoo?

John: Well, a tattoo is any mark under the skin by pricking the skin with a sharp instrument, making little holes and lines in the skin and then add colour to fill out the design.

Interviewer: And where does tattooing come from?

John: Well originally, tattooing was part of religious ceremonies in some cultures, so it goes back at least to the ancient Egyptians. The Japanese and American Indians used them too, for different purposes.

Interviewer: Does that kind of thing still happen in some cultures?

John: Well, Maoris in New Zealand still tattoo their faces.

So yes, you do come across it.

Interviewer: How do you explain the fashion for tattooing and body piercing nowadays?

John: Body piercing in the modern world began in the 70s in California and it became more popular with punk youngsters, who chose to express their rejection of conservative behaviour by piercing their noses, ears or eyebrows.

Interviewer: Is it only a teenage trend or does it go deeper?

John: Well, even middle-aged people like body piercing, but they have them on some ‘hidden’ parts of the body.

Interviewer: But why hidden?

John: I think because they used to be rebels when they were younger, so now they can still be business people, wearing formal clothes. That’s basically the reason, but there are others.

Ask students to check the second task in the project: a description of their personality, likes, interests, etc. Give them some time to write a draft of this part of the task.

Remind them that this is individual work. Help with vocabulary, if necessary. For the next class, ask them to bring a nice piece of paper and coloured pens or pencils, cut-outs, stickers, etc.

Page 15

Listening

T att oing Before listening Students match the words in the box with the corresponding picture.

Answers Tatto: 1, 2; tribe: 2, 4; fashion: 1, 2; skin: 1, 2; colourful: 1, 2, 3; attractive: students’ personal opinion; decorate: 1,2,3,4; pierce: 4; painful: 1,2,4; fashionabe: 1, 3; traditional: 2, 4; ugly: students’ personal opinion.

Students answer according to what they think is correct and make notes.

Listening Students listen to the tape and check their notes.

Ask students to listen again and tick the best alternative.

After listening Students talk about the reasons why people have

Answers 1-c, 2-b; 3-a; 4-b; 5-c; 6-b.

P W tattoos or piercings.

Students discuss how common piercing is in Chile.

Students listen to the tape again and complete the sentences.

PW

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1

Page 16

Take action

✪ Guess

Who✪

Tell students that they will now finish and complete the composition describing themselves. Ask them to use the drafts they made of their descriptions, and make a nice clean copy on the paper they brought, adding artwork. Remind them not to write their names and to try and disguise their handwriting. If available, they may use computers to write their work.

Once they have finished, ask them to fold their sheets of paper and give them to you. Shuffle them and distribute them at random around the class.

Ask students to read the compositions they have received and try to guess who the person is. Use the class list to check the people who were / were not recognised from the descriptions, and appoint a secretary to keep a record on the board.

Number of students recognised: ..........................

Number of girls / boys recognised: ....................

Number of students not recognised: ...................

Number of students mistakenly identified: ........

Synthesis Read through the table with your students and answer all the questions they may have.

Page 17 (photocopiable)

Check your progress

(photocopiable)

1. She liked teasing her teachers, walked down the halls listening to music didn’t have a good relationship with her classmates.

2. She had problems and struggled to fit in with her peers.

1. fair – unfair; 2. noisy – quiet; 3. impatient – patient; 4. cheap – expensive; 5. large – small; 6. interesting – boring; 7. ambitious – unambitious.

1. boring; 2. small; 3. ambitious; 4. interesting; 5. expensive; 6. noisy; 7. impatient; 8. unfair; 10. cheap.

Students add up their scores and realise how much they have progressed in this unit.

SELF-EVALUATION Students reflect on their strengths and weaknesses. Show interest in their comments.

25

U n i t 21 In this unit you will:

Teenagers, fashion and family At the end of the unit you will: ● Prepare

a guide to help parents and teenagers to get on better.

ily ab ou t pe op le ta lki ng ab ou t fam re lat ion sh ip s. an d fal se co gn at es . ● Le ar n ab ou t co gn at es rig ht s. ● Re ad ab ou t ch ild re n’s at tit ud es of dif fer en t ● Co mp are ac tiv iti es an d ge ne ra tio ns . ut h gr ou ps . ● Re ad ab ou t dif fer en t yo pr ov ing pa re nt s-c hil dr en ● Re ad ab ou t wa ys of im re lat ion sh ip s. e of re all y lis te nin g to ● Lis te n to th e im po rta nc pe op le. gn at es ● Re co gn ise an d fin d co

● Re ad

MISMA FOTO DEL TEXTO DEL ESTUDIANTE

Answers

Page 18

Problem Housework

Reading

A modern Cinder ella

Party Transportation

Before reading Draw students’ attention to the title of the text and the illustration. Ask them what they know about the fairy tale. Then ask them to work in pairs to make some notes about Cinderella’s problems.

With the help of the students, write a list of the characters in the fairy tale, trying to elicit stepmother, stepsister, fairy godmother (F.G.)

F.G´s suggestion Speak to stepsisters, tell them she is tired, tell them they should do some housework too, say “No” when they give her more work Find something at F.G´s sister´s clothes store.

Clothes for the party Telephone the Prince. F.G. can lend her her car.

Read the statements with the class and then ask students to tick the correct ones.

Answers 2. F.G. can lend her a car; 3. She needs clothes to go to a party.

Remind students to find the cognates in the text.

Reading Ask students to read the letter quickly to check whether the problems they listed are mentioned. Tell them to write them in the letter.

After reading Read the words in the box with the students and then ask them to cross out those that do not refer to housework.

Ask students to read the letter again, more slowly, and complete the table in their notebook. Copy the table on the board for correction.

Answers Ironing; mopping; dusting; cooking; vacuuming; laundry; doing the dishes; shopping; tidying; washing.

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Page 20 Encourage students to find different ways to group the words.

2

Reading

Answers Place where the work is done; with/without special implements; with/without electrical appliances; with/without electrical applicances; quiet/ noisy, etc.

Childr en ’ s rights Before reading Ask students to read the title of the text and try to guess what the text they are going to read is about.

Then ask them to scan the text to find the words and try to find their synonyms.

Elicit some more examples and write them on the board. Then ask students to follow those model sentences to write about the housework they do.

Check by walking around the class.

Answers Grant (vb)= concede; attainable = realizable; harmful = damaging; compulsory = obligatory; involvement = participation.

Students copy examples of should/shouldn’t from the letter in their notebooks.

Answers You should speak to your stepsisters about the housework.; They should do some housework too.; You should say “no”.; You should thelephone the Prince.; You shouldn’t go by bus.; You should go by car.

Discuss with the class different types of rights:

G W citizen’s, women, minorities, workers, etc., and then

ask them to work in pairs to make lists of the rights they think they have as children.

Family tree contest

Remind students to find the cognates in the text.

1. Ask students to work in groups brainstorming all the vocabulary they know to name family members.

2. Explain that they should work individually to draw an actual tree to represent their family, using the trunk, the branches, the leaves and the fruit, if they want to, to indicate the different relationships.

3. Working in pairs or small groups, students describe and explain their family tree.

Reading First ask students to read the text quickly and find out if the rights they listed are mentioned.

Now ask students to read the text again more carefully to match the paragraphs and the headings.

Check orally.

LANGUAJE FOCUS

Answers Paragraph 1: Definition of child; 2. Name & Nationality; 3. Free expresion of opinion; 4. Health care; 5.

Education; 6. Narcotics; 7. Torture, Capital Punishment and Deprivation of Liberty.

False cognates Remember that these activities are meant to help students’ reflection and to promote their independent learning, so help, guide and check, but do not take an active part.

Answers Advice = consejo, not aviso.

Brave = valiente, not bravo (Like perro bravo) Date = fecha, not dato Library = biblioteca, not libreria.

Parents = padres, not parientes Suggestion = sugerencia, not sugestión.

After Reading Students, in groups, discuss the rights mentioned in

G W the text and find the ones they most agree with.

Give students about a week to find out what rights Chilean children have by law. Refer them to the library or the corresponding local organizations. Ask them to share the information with the rest of the class.

Giving advice Students read the rules for should / shouldn’t, read the examples, and complete the exercise.

Answers You shouldn’t watch so much TV. You should study all the lessons You shouldn’t go to the pop concert tonight.

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Answers

Preparation for Take Action.

1. Check with students what the project for this unit consists of.

2. Divide the class into two big groups and tell them that one half will be in charge of preparing the guideline for parents, and the other half will be in charge of the guideline for teenagers. Then form small groups of five or six students to begin working together.

3. Ask students to get ideas from this unit to begin writing the draft for their guidelines. Remind them of the two ways to give advice they have seen: use of imperatives and of should.

types of parties other gatherings time

dancing music

food

Page 21

Listening

drink

Int er view with a mother

parent´s participation

Frank’s parents Formal and casual To go to the movies Formal: 8 o´clock sharp.

Casual: around 7Until 12 –12:30. Lights on. Could talk Rock n´roll. Twist, ballads.

From records, not the radio Casual: cakes, pies, peanuts, cheese, crackers.

Formal: buffet.

Only soft drink: sodas and fruit juice.

Going in and out serving the food and drinks.

After listening

Before listening

In their groups, students discuss their parties and

Tell students to try to guess the meaning of the words and expressions by association with what they already know.

G W complete the third column of the table.

In pairs, students prepare a dialogue based on the

Answers Smart clothes = elegant, pretty clothes; Seven o’clock sharp = not one minute after 7;

P W prompts given. They write the dialogue in their notebooks and then act it out.

Answers Dad, can I go to the rock concert?

No, you can’t. You must study.

Dad, please...

You are too young.

Everybody is going!

You are wrong. Pablo isn’t going.

It’s not fair!

You can go next year, when you are older. I promise.

Banned = prohibited; Cradle song = song you sing to babies in their beds (cradles). b. Go through the table with the class. If necessary, explain the word gathering = group of people meeting with a purpose. Then ask them to fill in the first column of the table with their ideas. If they do not know, they may try to guess.

Listening

Optional Ask students to get into pairs to compare their parents’ and their parties. You may write the verbs on the board, and write a model sentence for them to use: In my parents’ parties they .................................. . In our parties we ........................................................... .

Explain that they are going to listen to a conversation between Frank, a teenager of about their age, and his mother, and that they will be talking about parties in the mother’s adolescence. As they listen, they must check their notes and tick the information that is similar to their notes in the first column of the table. If necessary, play the tape twice.

Ask students to transfer the information they marked with a tick to the second column of the table (Frank’s parents). Then tell them to listen to the conversation again and add any other information about Frank’s parents’ parties.

28

2 Students don’t need to know what years the people in the pictures are associated with, but just to guess.

Tapescript Frank: Did you and dad hang around anywhere when you were young?

Alice: Of course we did, and we had a great time!

Frank:Why? Alice: We had these formal and casual parties...yet they would start earlier than yours...and these gatherings...we would go to the movies...

Frank: At what time did they start? At ten? (ironically) Alice: No, if it were a formal one, it would begin at eight sharp. But if it were a casual one, it would start around seven.

Frank: Oh gosh! That sounds so boring!

Alice: No, I told you we had a great time and we would really dance, until twelve or even half past twelve. All we did was dancing and dancing, of course we talked while we danced ‘cause lights were on so you could see your partner’s face.

Frank: Lights on! And everybody, your parents and all staring at you?

Alice: Well, it doesn’t mean they would stand there all night, but they were going in and out serving the food and drinks.

Frank: Did you eat? Were there any snacks or drinks?

Alice: At your age, we would only have soft drinks like sodas and these great fruit juices...

Frank: Fruit!

Alice: Yeah, and cakes and pies, peanuts, cheese, crackers with different dipping...well, it all depended, again.

Frank: How’s that?

Alice: If it was formal, it could be at a club, or at home but well organized, with a buffet and all, and we had to wear smart clothes...

Frank: I can’t believe it! Did you dance cradle songs?

Alice: Rock and roll, twist, ballads... but only from records, not from the radio. Ah! When rock ‘n roll appeared, your granny and grandpa thought it was evil. Imagine, girls twisting their bodies and boys holding their waists! That was too much for them!

Frank: Ah! So they also banned your music!

Alice: Somehow, it will always happen ‘cause music is always changing...

Ask students to read the headings in the text and match them with the photos.

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

Remind students to find the cognates in the text.

Reading Now ask students to read the texts and check and correct their notes.

Ask students to read the text again and underline the names of singers or groups mentioned.

Answers The Beatles, Sex Pistols.

Ask students to read the text more carefully now and find the information to complete the chart.

Youth group Years Hippies

Clothes

60´s and 70´s Indian style

Clothes Rock, about

silo dresses,

peace and

long hair,

love

flowers in their hair.

Punks

Mid 1970´s

Ripped T-

Punk rock

shirts, Doc Marten boots, leather jackets.

Ravers

Late 1980´s

Casual,

Acid or

comfortable techno After reading

Page 22

Promote a general discussion of the presence of these youth groups in Chile, comparing them with the description in the text.

Reading

Y outh cultur e

Students complete the text with words from the box.

Before reading Invite students to look at the photos and make notes

Answers (1) cultural; (2) urban); (3) youth; (4) around; (5) graffiti art; (6) synonym.

G W of the type of young people they represent. You may want to assign different pictures to different groups, and then share the notes with the whole class.

29

Vocabulary

good-looking. People always turn and look at him when he walks down the street.

David is a really good friend. He’s got very short, brown hair and brown eyes. He’s good fun and we laugh a lot. In the photo he’s wearing a red top and black jeans.

Laura’s got long, hair hair and blue eyes. She likes wearing fashionable clothes and she loves going to parties with her friends. Here she’s wearing a blue top and white shorts and she’s got black shoes on. I think she looks really great!

O pposit es Ask students to try and do the exercise without going back to the text; then find the words in the text to check and complete.

Answers a. 1 unusual (Hippies ); 2 quiet (Hippies); 3 hate (punks); 4. boring 5.empty (Ravers); 6. casual (Ravers)

Page 27

Listening

Ho w t o deal with par ents who hat e y our m usic

Page 26

Vocabulary

Hairst yles

Before listening Students study the words for hairstyle first and use them to describe the people in the photogaphs.

Ask students to get into groups and discuss the

G W questions in exercises a, b and c, making notes of their ideas.

Now they describe the hairstyle of people they know.

Listening Tell students that they are going to listen to somebody giving advice to teenagers whose parents hate their music. The first time they only have to listen and count the number of tips given.

Listening

Guess who!

Answers Seven

Students listen to the tape and answer the question..

Answers Emilly, 7; Paul, 5; David, 9; Laura, 1.

Tell students that they will listen to the tips again.

This time, they have to check if any of their ideas are mentioned.

Students listen again for the clothes mentioned.

Go through the questions with the class and play the tape again for students to find the answer to the questions.

Answers Emily: Shirt, jeans, trainers, hat.

Paul: blue jeans, (grey) jumper, checked waistcoat.

David: red top, black jeans.

Laura: blue top, white shorts, black shoes.

Answers 1. Music, lyrics and the artists in general ; 2. Their parents were probably uncomfortable with Elvis, the Rolling Stones and the Beatles. Music has always been the voice of rebellion; 3. Tell them you understand right from wrong and do not let lyrics influence your good judgement.

Tapescript Caroline: I’ve got four really good friends and they all look very different from each other. You can see them in the photos here.

That’s Emily. She’s got straight, fair hair and blue eyes, and she’s quite tall and thin. She likes casual clothes and she usually wears a shirt, jeans and trainers. She says she feels comfortable like that. Look, she’s wearing a hat in the photo.

Then there’s Paul. He’s got straight hair. It’s dark brown, like his eyes. He likes wearing very smart clothes when he goes to clubs. Here you can see he’s wearing blue jeans with a grey jumper and a checked waistcoat. I think he’s really

After listening Check that the students know the words and expressions in the box. Go through the gapped sentences with them and encourage them to try and fill in the blanks before listening to the tape again. (If necessary, explain the expression abide by their rules, although they should be able to guess the meaning from the context: do what they say). Then play the tape once more.

30

Answers 1. It´s important to explain to your parents exactly what it is that you like about your favourite CD. 2. Ask them to listen to the music with you. They may hear that it´s not as bad as they may think. 3.Settle for only buying edited CDs that play the same version you hear on the radio. 4. Accept the fact that as long as you live in their house, you must abide by their rules.

Page 26

2

Reading

Changing st yles Take this opportunity to get students to identify some textual clues about different types of text.

Draw their attention to the sub-titles in the text, and the language used there. They should be able to identify this text as instructive, because of the use of imperatives, that tell people what to do or not to do.

Students complete the ‘tips’ with words from the box.

Then, in groups, students discuss if the tips are a good idea, and comment which ones they have tried, which ones have worked / haven’t worked, etc.

Remind students to find the cognartes in the text.

Answers 1. parents – like – CD 2. listen – music – bad – think 3. buying – CDs - version – radio 4. fact – live – house - rules

Reading Explain that the instructive text they are going to read is directed to parents, to help them get on better with their teenage children. Go through the instructions for the activity with the class and then ask them to read the text quickly to match the paragraph with the main idea.

In their groups, students brainstorm other possible tips and choose the one they find best. Ask the groups to write their tips on the board.

Answers 1. The guiding role of parents. Paragraph 2; 2.Trying to understand the teenager., Paragraph 3; 3. Changes in adolescence., Paragraph 1.

Students try to add one more tip of their own.

Tapescript

Read the sentences and the alternatives with the class and then ask them to read the text again.

Do you often hear “not in my house!” from your parents when it comes to your favourite music? Here are some tips for talking to parents about music: 1 Ask your parents for a time to sit down and talk about music, lyrics and the artists in general.

2 Explain to your parents exactly what it is that you like about your favourite CD. 3 Remind them that their parents were probably uncomfortable with Elvis, the Rolling Stones and the Beatles. Music has always been the voice of rebellion.

4 Ask them to listen to the music with you. You might win your case if they can hear that it’s not as bad as they may think.

5 Reassure your parents that you understand right from wrong and do not let lyrics influence your good judgement.

6 Compromise. Settle for only buying edited CDs that play the same version you hear on the radio.

7 Accept the fact that as long as you live in their house, you must abide by their rules.

Answers 1. find out who they are; 2.guide them; 3. interest

Go through the sentences with the class and then tell them to read the text once more and complete the sentences.

Answers 1. Teens eplore their identity through changes (of appearance, ideas, peer groups, music, etc.); 2. from a secure sense of self.; 3. Parents should spend more time with their teens to talk and learn about him/her.

After reading Elicit from the class three or four characteristics of teenagers mentioned in this text and write them on the board: Lots of changes: appearance, music, friends, ideas. / Need for independence / New own ideas. Ask them to discuss in their groups which of the characteristics they can identify in themselves, and to try and provide further information and opinions about it.

Preparation for Take Action.

1 Remind students of the project for this unit.

2 Get them to get into the groups that were formed to work on the project, and suggest they take some ideas from this unit to add to their drafts.

31

LANGUAJE FOCUS

Ask students to write, on the board, suitable verbs they might use for their tip.

True cognates

Example. Be ..................... , Listen ....................., Accept....................., etc. Elicit more verbs from students.

Refer students to previous Language Focus exercises where they dealt with false cognates. Then let them complete this activity on their own.

Answers Cognates: irrational, turn, accept, problem.

False cognates: advice (=consejo, not aviso)

Preparation for Take Action.

1. Remind students of the project for this unit.

2. Get them to get into the groups that were formed to work on the project, and suggest they take some ideas from this unit to add to their drafts.

Preparation for Take Action.

1. Remind students of the project for this unit.

2. Get them to get into the groups that were formed to work on the project, and suggest they take some ideas from this unit to add to their drafts.

Page 27

Listening

Page 28

P lease list en

Take action

✪ De a l i n g

Before listening Read the questions with the class. Then ask them to discuss them in groups and make some notes.

w i t h d i f f i c u l t p a r e n ts / t e e n a g e r s ✪

Ask students to work together making the final version of their guide. Check and correct language by walking around the groups.

Possible answers To really try to understand them. To make them feel you care. 2.We try to give advice, we don´t really listen, but just want to speak.

Ask students to discuss and agree on a way of making their guide as attractive as possible. Give them two or three days to put these ideas into practice.

Tell students to display their guide around the classroom.

Elicit some ideas from the class and write them on the board. Then give the groups a few more minutes to add some ideas to their notes.

Synthesis

Listening

Read through the table with your students and answer all the questions they may have.

Students listen to the girl talking about her need to be listened to and check if she mentions any of the points in their notes.

Page 19 (photocopiable)

Check your progress

Students listen again and complete the sentences with words from the box.

(photocopiable)

Students do this page on their own. Listen to them and show concern if they ask you some questions.

Answers 1.advice – feel; 2. solve; 3. irrational - behind; 4. prayer – listens - yourself; 5. talk - turn - listen.

a. 1. clothes; 2. go out without a jacket / look cool; 3. clothes / expensive; 4. clothes / warmer / trendy; 5. brand / cost. a. 1. skirt; 2. jeans; 3. shirt ; 4. T-shirt; 5. trousers; 6. dress; 7. suit; 8. jumper; 9. jacket; 10. trainers; 11. shoes; 12. boots; 13. sweater; 14. blouse; 15. socks; 16. hat.

After listening Ask students to answer the questions in the before listening activities again, this time using the information they collected from the text.

SELF-EVALUATION

Students listen again and complete the sentences with words from the box.

Students reflect on their strengths and weaknesses. Show interest in their comments.

32

My Friends

U n i t 31 In this unit you will:

At the end of the unit you will: ● Prepare

and answer a quiz to find out how well you know your best friend.

‘lo se r’ ow n de sc rip tio n of a

● Lis te n to th e sto ry of a yo ur ● Re ad ab ou t an d wr ite

pa rty . ili tie s in fri en ds hip . sib on sp re d an s ht rig to n te ● Lis t of ‘gl ob al te en ag er s’. ● Re ad ab ou t th e co nc ep g of a re lat ion sh ip. nin gin be e th at s ge sta to n te ● Lis of bu lly ing . ● Re ad ab ou t th e pr ob lem t fri en ds hip . ● Lis te n to a po em ab ou gn at es . ● Re co gn ise an d fin d co

Page 30

Answers 1. Subjects at school: ....(physics, Latin, Algebra and English); 2. Sports: ........(school’s golf team, not very good at it); 3. Girlfriends: .........(never asked a girl to go out); 4. Main interest: ...........(drawing); 5. Walt Disney Studios: .........(he wrote a letter, sent some samples suggesting a cartoon character); 6 Final outcome: ...........(he was rejected).

Listening

Spark y Before listening Ask students to look at the illustration and ask them 1 What’s the boy’s name? (Charlie Brown) 2 What’s the cartoon called?

(Peanuts)

Ask them to listen to the text once more and number the following sentences in the order they appear in the story.

Tell them the main character of this famous cartoon

P W represents a typical ‘loser’, ask them to work in pairs

Answers 2; 1; 3; 5; 4.

and circle the words in the box that are related to this characteristic. Invite them to use the dictionary for those words they don’t know.

After listening

Answers Afraid; awkward; dislik(ed); fail(ed); lunk(ed); ke(d); lost; reject(ed); shy; turn(ed); down.

GW

Listening Ask them to listen to Sparky’s story and to copy the words from the box above in their notebooks as they hear them.

Ask students to form groups and answer these questions 1 Was Sparky really a ‘loser’?

2 How can you relate Sparky’s story to your own experience or to somebody you know?

To finish, ask the to find the words related to failure or success in the letter box. The words go in all directions.

Play the text again and ask them to find as much information as possible about the following points.

33

Page 32

Reading

P ar t y time Before reading Ask students to look at the illustrations. Ask them if they share the teenager’s situation.

Tell them they are going to read a letter describing a party. Ask them what kind of information they would expect to find. They have to make notes like this: Place: ... (local disco) ............... time: ........ (from 9.00 till after midnight) ............

Remind students to find the cognates in the text.

Tapescript

Reading

For Sparky, school was all but impossible, failing every subject in the eighth grade: physics, Latin, algebra and English. He didn’t do much better in sports. Although he did manage to make the school’s golf team, he promptly lost the only important match of the season.

Ask them to read the letter and complete their notes.

Ask them to read the letter again and answer the questions

Sparky was awkward socially. He was not actually disliked by the other students; no one cared that much. Sparky never once asked a girl to go out in high school. He was too afraid of being turned down.

Answers 1. a party to celebrate the end of exams.; 2. at the localdisco called “Black and Red”.; 3. about 60.; 4. after midnight.

Sparky was a loser. He, his classmates...everyone knew it.

So he rolled with it. Sparky had made up his mind early in life that if things were meant to work out, they would.

Optional Ask them to read the letter once more and to make notes of the language used in each of the parts of the letter.

One thing was important to Sparky - drawing. He was proud of his artwork. Of course, no one else appreciated it.

In high school, he submitted some cartoons to the editors of the yearbook. They were all turned down. But he was so convinced of his ability that he decided to become a professional artist.

Example: Opening: Dear ..................... . Why you are writing: You wanted me to describe a..

Number of people: There were about Description of the clothes: Everybody was wearing What they did at first: People just sat,..

What happened later After a while the DJ put some music An Anecdote: The history teacher danced The time the party finished: most people left about...

What the party was like: it was a great party Closing : that’s all for now

After high school, he wrote a letter to Walt Disney Studios.

He sent some samples of his artwork, suggesting a cartoon character. Sparky drew the proposed cartoon. Finally, Disney Studios rejected him ... rejected, once again.

So, Sparky decided to write his own autobiography in cartoons, describing his childhood self - a little boy loser.

The cartoon character that soon became famous worldwide was Charlie Brown, from ‘ Peanuts’ and his creator, Charles Schultz.

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After reading

After Listening

Inform them that now they are going to write a

3

Ask students to read the paragraph they completed and find rights and responsibilities in friendship.

Write them in the table.

Rights: To choose our friends; To share; To be honest; To be respected.

Responsibilities: To trust them; To be trustworthy; Not to be mean; To respect.

P W letter describing a birthday party to a penfriend in another country. Before they begin, ask them to think of a party they went to and discuss these points with a partner and to make notes of their ideas, using as a guide the following words: Guests; reason for the party; presents; food; drink; clothes; activities; music; other.

Ask students to discuss the rights and responsibilities with their partner and add two or three more to the table.

Then, ask them to write their letters using Helen’s letter as a model.

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LANGUAJE FOCUS

Listening Students find the cognates and write them in their notebooks.

Answers Personal – respect – honest – decisions – return – responsability – based.

O ur rights with friends Before listening Ask students to match the words in box A with their meaning in box B.

Tapescript

Answers Betray = traicionar; Choice = elección; Choose = elegir; Mean = malvado (a); Trust = confianza; Trustworthy =digno/a de confianza.

We all have the right and the privilege to have friends. We can choose our friends based on our own likes and dislikes.

We don’t have to like the same people everyone else likes, or not like someone because they aren’t in our “group.”

Friendship is a personal thing.

Ask them to read the title of this lesson and the words in the boxes, and answer the questions.

Students predict what the text will be about.

We can ask from our friends that they be trustworthy. If we share something with them and ask them not to tell everyone, we can expect that they will keep it just between us. We will give them the same right. If they don’t, they have betrayed our trust and our friendship.

Listening Ask students to listen to the text. They check and correct their predictions.

It is okay to be honest with our friends. If they do something that hurts us or concerns us, we can talk to them about it. We will be open to their being honest also.

This does not mean it is okay to be mean to each other, just that we talk honestly about our feelings.

Play the tape again and ask them to fill in the blanks with words from box A above.

Answers We can ....choose.................. our friends because friendship is a personal thing . Our friends must be .......thrustworthy....................., so if we share something with them and ask them not to tell everyone, they will keep it between us. If they don’t, they have ......betrayed........... our ......trust........... and our friendship.

It is okay to be honest with our friends, but not to be .......mean................... to each other.

Also, we have the right to be respected for the decisions and .....choices.................. we make.

We have the right to be respected for the decisions we make. Some of our friends may not understand the choices we make, but they are our choices. In return, we take responsibility for them.

Preparation for Take Action.

1. Check with students what the project for this unit consists of.

2. Braintorm things that are important to know about best friends. Students copy the list in their notebooks.

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Page 34

Page 35

Reading

Speaking

T eenagers of the w orld unit e!

About ourselv es

Before reading

Go through the questions with the class, changing them orally. Then ask students to write them in their notebooks.

Answers 3 – 7 they must change they for you.

Ask students if they have ever heard the concept ‘global’ and what the concept ‘a global teenager’ means.

Ask them to look at the photographs and answer the questions with a partner. Ask them to make some notes and NOT TO READ THE TEXT YET!

Students ask and answer the questions, in pairs.

PW Remind students to find the cognates in the text.

LANGUAJE FOCUS Answers Betray = traicionar; Choice = elección; Choose = elegir; Mean = malvado (a); Trust = confianza; Trustworthy =digno/a de confianza.

Students read the learning focus and reflect on their work in groups.

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Reading

Listening

Now ask them to read the text and check, correct and complete their notes.

Romeo and Juliet

Answers 1. Tracksuits, trainers, jeans, T- shirts.; 2. Listening to music, watching videos, using the computer, surfing the Internet.; 3. Pop; 4. Their languages and English.; 5. At school on the internet.; 6. MTV.; 7. Yes.

Before listening Discuss the questions with the whole class.

PW Ask students to read the instructions and do the activity.

Students copy the sentences that give them the idea of ‘global’.

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

Ask them to match the following sentences to the paragraph in the text they best summarize.

Listening

Answers 1. paragraph 4; 2. paragraph 1; 3. paragraph 5; 4. paragraph 2; 5. paragraph 3; 6. paragraph 1; 7. paragraph 6.

Students listen to the tape and copy the words from activity ‘b’ in the order they hear them. Read the words aloud before playing the tape.

Answers 1 stage; 2 blush; 3 head; 4 fade

After reading In groups, students discuss wheter they cosider

G W themselves ‘global teenagers’ or not. They give reasons.

Read the gapped paragraphs with the class and play the tape again.

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3

Answers First stage: 1. sees/likes; 2. closer/beats/blushes/little; 3.

Juliet/feelings.

Second stage: 4. braing/thinks/good; 5. more/attracted.

Third stage: 6. head/blind.

Fourth stage: 7. bodies/ chemichal/ fade; 8. together/mind; 9. warm/dependant/without; 10. love.

Then they enter the fourth stage - the make or break stage.

If their bodies are not still producing the right chemicals, their love may fade. Endorphins keep them together: they calm the mind and reduce anxiety. But now they feel warm and safe, dependent on each other. They can’t live without each other. It’s true love at last.

Preparation for Take Action.

1. Working in groups, students use the list of important things to know about a best friend to write the corresponding questions. Help and correct by walking around the groups..

2. Ask students to bring nice paper, colour pens, pencils, stickers, etc., to prepare the quizes the following class.

After listening Give students some time to mark the expressions.

Then check orally.

Answers ...(+) ... arrange to meet .....(+)..... be close to ....(+)..... be crazy about .....(+)... be in love with ...(-) .... break up with .....(-).... fall out with ....(+).... fancy .....(-).... get divorced from ....(+)..... get on with ....(-).... go off ....(+).... go out with ....(+).... have a date with .....(-).... have a row with ....(+)...make friends with .....().... separate from

Page 37

Reading

Beating the bullies Before reading Ask students to use a dictionary to look up the meaning of the different words in a dictionary.

Give students enough time to write some sentences using the expressions from the previous exercise.

Ask some of them to write a few on the board.

Answers target = objetivo, el blanco de; bully(v)= intimidar; bully (n) matón; befriend(ed) = hacerse amigo(a) de; threats = amenazas; threaten(v) = amenazar; witness= testigo; behaviour = comportamiento.

Tapescript Human beings are more interested in love than in anything else. But what exactly happens when people fall in love?

Well, scientists have been studying the phenomenon of love and it seems that love is a less romantic business than we thought.

Take a man who walks into a room. Let’s call him Romeo.

The first stage of falling in love is when he sees the woman.

We’ll call her Juliet. Why does Romeo find Juliet more attractive than all the other women in the room? He likes the size and shape of her face, and so does she: she likes his straight figure and the fact that his face isn’t too masculine.

As Romeo gets closer, his heart beats faster. He blushes slightly and sweats a little. His hair begins to shine more brightly because of the oil his head produces.

For love to develop, both the man and the woman must have similar feelings. Romeo thinks that Juliet is the most important person in the world and she feels the same way about him.

Now Romeo reaches the second stage. His brain releases a substance called dopamine every time he thinks of Juliet, and this makes him feel good. He feels more and more attracted to Juliet.

One Saturday, Romeo and Juliet go out and they reach the third stage of falling in love. By now they are head over heels in love with each other. They become blind to each other’s faults.

Students predict what the story is about and make notes.

Remind students to find the cognates in the text.

Reading Students read the text quickly to check their predictions.

Ask students to read the text again more carefully to find the information. Then write the answers on the board.

Answers 1. attractive, intelligent, fifteen-year-old girl nothing special about her.

2. She is the victim of bullying at school.

3. Talked to the teachers with no results.

4. Physical attacks, insults, threats.

5. No satisfactory relationships, may use violence as adults, get into trouble with the police.

6. Bullied at home, learnt the power of bullying

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After reading The best of friends, Will always share, Your secret dreams, Because they care.

You may divide the class into two groups and assign G W one question to each group. Later they exchange answers.

Pages 38

The best of friends, Worth more than gold, Give all the love, A heart can hold.

Listening

The best of friends

Pages 39

Before listening

Reading Students make lists of characteristics of a best friend.

A t eenage bedr oom

PW Read the words aloud and then ask students to put them in pairs.

Answers Care-share; down-frown; gold-hold; hand-understand.

Before reading Students look at the picture and answer the

P W questions about John’s room.

Listening

Answers 1. He’s very tidy; 2. toy animals, cars; 3. Yes, he is.

Ask students to read the instructions carefully. Play the tape with pauses.

Answers 1. frown – down; 2. understand – hand; 3. share – care; 4. gold – hold.

Remind students to find the cognates in the text.

Reading Students read the text and check their answers.

Play the tape stopping after each line for students to repeat.

Students read the text again and complete the sentences.

Play the tape through and encourage students to read the poem together with the tape.

Answers 1. tidy; 2. watching TV, collecting cristal animals, listening to classical music; 3. on sports – watch football on TV; 4. hobbies, listening to classical music, learning about painting and painters.

After listening Ask the students to read the instructions and give them time to memorize the poem.

After reading Students say the poem aloud in their group.

Students use sentences 1 to 4 from exercise “b” to write about themselves

Invite students to say the poem aloud in front of the class

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Take action

Tapescript

✪ Qu i z :

How well do you know your best friend?✪

The best of friends, Can change a frown, Into a smile, When you feel down.

Give the groups time to prepare nice copies of their quizes, including spaces for the answers.

The best of friends, Will understand.

Your little trials, And lend a hand.

Groups exchange quizes and answer them honestly.

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Students evaluate and make comments on their results.

3 Synthesis Read through the table with your students and answer all the questions they may have.

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Check your progress

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Answers a. 1-a; 2-b; 3-c; 4-c. b. 1. proud; 2. afraid; 3. embarrassed; 4. jealous; 5. upset. c. 1. celebrations; 2. environmental; 3. encouraging; 4.influential; 5. popularity; 6. usually; 7. attractive; 8. loser.

SELF-EVALUATION Students reflect on their strengths and weaknesses. Show interest in their comments

39

My country

U n i t 41 In this unit you will:

At the end of the unit you will:

of Ch ile an cu ltu re . cts pe as t en fer dif t ou ab ad Re ● fo r th e sc ho ol ho lid ay s ge an ch ed os op pr to n te Lis ● sy ste m. ile . ● Re ad de sc rip tio ns of Ch of a Ch ile an ra dio ● Lis te n to a de sc rip tio n pr og ra mm e. ing re cip es fo r Ch ile an ● Lis te n to so me bo dy giv fo od . gn at es . ● Re co gn ise an d fin d co

● Prepare

an information sheet of your town.

Answers Playing is important for kids because they could do better at shcool and because game use skills such as observation and information gathering it is also important because you learn to take turns, to cooperate with others.

Page 42

Reading

W h y playing is impor tant for k ids

Ask them to find words in the text or in the missing sentences which have a similar meaning to these definitions. The first letter is given to help them

Before reading

Answers 1. catch; 2. tradition; 3.centuries; 4.evidence; 5. research

Ask students to read the statements and mark with a tick those they agree with.

Remind students to find the cognates.

After reading

Reading Ask students to discuss the question in groups of Ask students to read the text and find out if the writer agrees with the same statements as them.

G W three or four. Tell them to use some ideas from the text and their own ideas to support their answer.

Ask students to read the text again and place the sentences which have been removed from the text.

Tell them it is important to read the words that go before and after the blank space to see if they match the sentences they have to insert.

GW

Ask them to answer the questions in their group.

1 What are breaks like in your school?

2 What do children normally do during the break?

Students write three sentences to summarise the text.

Answers 1-B; 2-C; 3-E; 4-D; 5-F; 6-A Ask them to read the text once more and find three reasons that show that playing is important for kids.

Ask them to complete the paragraph.

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4

Page 44

Tapescript

Listening

The head master of a very prestigious school of our city thinks that if the summer break were shorter, children would do much better at school.

“Imagine how you would feel,” he told parents at the opening ceremony of the school year, “if you had two months off work. You would spend a lot of time trying to get used to being back at work. This is exactly what we ask children to do during the long summer holidays”.

“If you ask teachers, they will tell you that when the kids get back from their summer break, they don’t just carry on from where they stopped in December. They have to do the same things again. If the summer holidays were shorter, this would not happen. My proposal suggests a system based on five terms a year. This means children will have lots of breaks with plenty of opportunities to relax during the year.”

“If we didn’t have these long summer holidays, we would do much better in our schools, so we think it’s time for a change”.

L ong summer br eak Before listening Ask students if they agree with the statements. They make a list of advantages and disadvantages of such a statement in their notebooks.

In groups, students look at the pictures and describe both situations. They write some sentences.

Listening Students listen to the tape and copy the right alternative in their notebooks.

Answers 1. a school headmaster; 2. shorter summer breaks.

Page 45 Play the tape again and ask them to complete the sentences with as many words as necessary.

Reading

Chile , m y c ountr y

Answers 1. After two months off work, people need a lot of time to get used to being back at work .

2. He suggests a system based on 5 terms a year, so children can have lots of breaks and opportunities to relax during the year.

3. He thinks if we didn’t have long Summer holidays, we would do much better in our schools.

Before reading Ask students to read the title of the lesson. Invite them to make a list of the information they expect to find in the text.

Students look at the photographs of Chile and talk about them in pairs.

Ask them to exchange books with a partner and check his / her answers to exercises b. and c. while they listen to the text once more.

* Remind students to find the cognates in the text.

Reading

After listening

Now, ask them to read the text and check what they wrote.

Now, using the information they collected ask them to complete a summary of the text in their notebook.

Students copy the idea that is false according to the text. They write in their noteboks.

Possible answers (accept slight variations) The headmaster is proposing shorter Summer holidays.

He thinks this is a good idea because children cas do better at school and because they can have more breaks during the year.

Answers 3 Students complete the sentence according to the text.

Answers 1

Students write three facts they found the most interesting in the text.

41

After reading Work with a partner and answer the questions. Then act out the conversation. Students can invent the answers.

Students complete the text with words from the box.

Answers portion – Mediterranean – fertile – populous – political.

Ask students to use the information they collected to complete a summary of the text.

Answers (accep others) “Rumpi” is an accentric radio host... His programme is called “The sentimental Teaser”. People tell him their problems and inner thoughts and he tries to help them. In 1999, the film became Chile´s most prized and most viewed filn in Chilean history. It won eighteen awards.

Students choose a city in the North of Chile. They copy the table and complete the information in their notebooks.

Preparation for Take Action.

1. Ask students to check what the project for this unit consists of.

2. Tell them to copy the labels used in the general description of Chile and ask them to star thinking which area they would like to concentrate on in the description of their town. or city or village or neighbourhood.

Ask students to imagine they are a journalists and are interviewing ‘Rumpi’. They must write two questions they would like to ask him.

Page 46

Tapescript

Listening

help them. With an eccentric and unique style, full of irreverent strong expressions, he has created a kind of complicity with the audience that has been with him from the beginning.

‘Rumpi’ is an eccentric young radio host whose call-in program, “El Chacotero Sentimental”, has been the rage throughout Chile: the whole country wants to hear the tales of torrid love affairs, family secrets and events taking place in unusual circumstances told by his callers.

Rumpi’s programme is considered a pioneer in its style, since it was absolutely new to invite Chileans to share their intimacy, and he has managed to create interesting new terms to talk about it. The Sentimental Teaser was the first radio program in Chile to speak openly and from the guts about love problems in relationships, which he graded from 1 to 3 according to the level of their intensity. If you are part of the loyal audience, you can easily and immediately understand the meaning of questions like: “Your relationship was on what level? Or “What level did you reach with this person?”

Since this radio talk-show was so successful, in 1999 “The Sentimental Teaser” became Chile’s most prized and certainly most viewed film in Chilean history, winning 18 national and international awards. Called the same way as the radio programme and based on true stories derived from calls received on it, it shows the truth about our society and culture.

The sentimental t easer Before listening

GW

Ask students to discuss the questions in groups of three or four and make some notes.

Ask them what the meaning of the title of this lesson is and what it refers to. Ask them also to make some notes.

Listening Play the listening text and ask students to answer the questions They choose the right alternative.

Answers 1. b ; 2. a; Students listen again and complete the sentences with words from the box.

Answers 1. complicity; 2. first; 3. reach.; After listening Students complete the questions with the correct word.

Preparation for Take Action.

Answers Why do you use those irreverent expressions in your programme?

How many awards have you won?

What kind of programme is ‘The sentimental teaser’?

When did you start inviting Chileans to share their intimacy? Last year?

Tell students that by now they must have chosen the aspect of their town they are going to describe.Forms groups so as to cover as many aspects as possible in each group. Each group must produce a complete information sheet. Tell students to gather information about the aspect each of them is going to deal with. Students must

42

4

get together and decide who is going to do the artwork, who is going to get materials from which sources, who will write / type the final information sheet, etc.

Tell them that they must bring a draft of their work the following class.

out if they have any of Parra’s books. Ask students to copy one poem and bring it to the class. Students put it on the bulletin board.

Preparation for Take Action.

Page 47

Collect students drafts of their work. Give it back, with corrections and suggestions as soon as possible.

Reading

Page 48

A gr eat pioneer

Reading

A star is born

Ask students to look at the picture and answer the questions with a partner.

Before reading

Ask them to read the title of the lesson. Then ask them why they think this man can be considered a great pioneer. Students make some notes in their notebooks.

Ask students to look at the picture and ask then: What is it? What is it used for? Tell them to make notes.

* Remind students to find the cognates in the text.

Reading

Students list the places in Chile where they can see the sky very clearly.

Ask students to read this important man’s biographical information and check their notes.

Answers Normally in the North of Chile. La Serena, Vicuña, Atacama.

Sudents read the biographical information again and complete the factfile in their notebooks.

Students make a list of the cognates they find in

Answers Name: Nicanor Parra.

Date of birth: 1914 Place of birth: Near Chillán Family: very large and poor family of artists.

Profession: teacher of mathematics and physics.

Books published: more tham 25.

Characteristics of his work: simple, collaquial, houmorous, irreverent style.

Other interesting information: he has been nominated for the Nobel Prize many times.

P W the text and chech their lists in pairs.

Ask them to match the words and phrases in list A with their definitions in list B. Answers 1-g; 2-h; 3-f; 4-a; 5-b; 6-c; 7-e; 8-d.

Reading

Ask students to read the text and check their notes.

Now ask students to read the poem. Ask them to choose the sentence that best summarizes the main idea.

Students read the text again and find words from list A above and check the definitions.

Answers To improve the white page.

Ask them to read the text again and choose the most suitable heading from the list A-F for each part 1-5 of the article. There is one extra heading which you do not need to use.

After Reading

Ask students to work in pairs or groups and:

Answers 1.-d; 2. e; 3. a; 4. b; 5. c.

Find out if any of the physics teachers at their school was Parra’s student.

Check that students understand the questions. Then ask them to read the text once more and answer the questions.

Invite the class to go and visit the school library or a library or bookshop in your area and find

43

Answers 1. In the Atacama Dessert; 2. (possible answers) The VLT in Chile is the largest in the world.; the VLT can record light from the faintest and most remote objects in the universe; astronomers will be able to see the birth of stars; the VLT gives astronomers detailed views of events that took place in the earliest days of the cosmos.

2 tablespoonfuls lard or oil ......

1/4 cup of milk 1 1/2 cup of chopped onion 2 1 tablespoonful of paprika 2 1 lb, about 2 cups of beans 2 2 grated garlic cloves 2 2 1/2 quarts water 2 Listening

After reading

Ask students to listen to the first recipe and check that they have the right ingredients.

Ask students to find the following information in the library or on the Internet.

Students listen to the second recipe and check that they have the right ingredients.

Answers Students contribution

Now, play the tape and ask students to listen to the first recipe and put the steps in the right order.

Set this activity as homework. Students must collect information about the telescope nearest to their area: The information required is location, description, amazing facts about it, people who work with it, etc. Display their answers on the bulletin board in the classroom.

Answers 1. Mash pumpkin with butter; 2. Cool; 3. Add cold water, milk and flour; 4. knead, stretch and cut; 5.

Pierce through; 6. Fry in deep hot fat or oil; 7. Dust with sugar or dip in syrup

Background information at : http://www.astro.princeton.edu/~stephens/telescopes/

Ask them to listen to the second recipe and put the steps in the right order.

Page 50

Answers 6 – 3 –5 – 4 - 7 – 2 – 1.

Listening

Summer and wint er : D elicious!

After listening Invite students to show these two recipes at home and ask the people who cook in their houses if they agree with the ingredients and the way to prepare these dishes given here.

Before listening Tell students they are going to listen to somebody

G W giving two Chilean recipes. Ask them to discuss these questions in groups of three or four.

Ask them to copy three of the verbs that appear in the recipe and add two different ingredients to each.

Answers 1 Sopaipillas 2 Summer beans Chilean style (porotos granados)......

Example: Boil ... milk, water,soup, etc.

Tapescript GW

Ask them to work in groups and read the names of the ingredients for each recipe that have got mixed up. Ask them to separate them. Tell them to write number 1 next to the ingredients for recipe 1, and number 2 next to the ingredients for recipe 2.

Sopaipillas Ingredients: 1 cup boiled, mashed, winter pumpkin 1/3 a butter stick or the same amount of lard

Answers All purpose flour with 1/2 teaspoonful baking powder1 1/4 cup water from pumpkin with 1 teaspoonful salt 2 1/3 butter stick or he same amount of lard 1.

1/2 a teaspoonful hot pepper or a dash of cayenne 2 1 cup boiled, mashed, winter pumpkin 1 2 cups diced sweet yellow pumpkin 2 2 cups fresh or frozen corn kernels 2

1/4 cup water from pumpkin with 1 teaspoonful salt 1/4 cup milk All purpose flour with 1/2 teaspoonful baking powder

Preparation: • Mash hot pumpkin with butter. Cool. Add cold water

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4

Reading

mixed with milk and enough flour to make soft dough.

Knead, stretch and cut with a large cup. Pierce through with a fork to avoid swelling.

Students check whether the facts they listed about the condor are mentioned in the text.

• Fry in deep hot fat or oil, turning once. If wanted sweet, dust with sugar or dip in hot molasses syrup. Peasants eat them instead of bread.

Students read the text again and copy complete the table with information about the condor.

Answers Habitat: The highest mountains of the Andes from Venezuela and Colombia to Tierra del Fuego; the coastal areas of Perú, north of Chile and the extreme south of the continent. Size: Between 1.0 and 1.20 metres from head to tail; wing span: 3 metres.

Flying abilities: Excellent flyer, can make endless glides. Feeding habits: It feeds mainly on carrion, but it sometimes chooses newborn or dying animals.

Ancient beliefs: Peasants and muleteers used to kill them because they thought they ate their cows, sheep and goats.

Chilean - Style Beans Ingredients (to serve 6) 1 lb, about 2 cups burro (gray) beans, but any other may do 2 cups diced sweet yellow pumpkin 2 cups fresh or frozen corn kernels 2 1/2 quarts water 2 tablespoonfuls lard or oil 1/2 cup chopped onion

After reading

1 pimiento, sliced in 6 1/2 a teaspoonful hot pepper or a dash of cayenne (optional)

Students find out where they can find condors.

GW

2 grated garlic cloves

Ask students to find out if the condor is an indagered

1 tablespoonful paprika

G W species and what is being done to protected and how many there are in Chile.

Preparation: • Wash beans and soak in water overnight. Boil until cooked.

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Take action

• Fry onion and pepper in oil, add garlic and remove from fire. Mix in paprika. Pour into beans with pumpkin and corn, season with salt and cook for another half an hour.

When fresh corn is not available during winter and spring, ground maize which is first parboiled on the cob, is used (chuchoca). With it soups are thickened without becoming mushy. Polenta or even semola might replace it. Use only1/4 of a cup dissolved in cold water or broth.

1. Ask students to put together all the elements they have gathered. They have to organize their presentation in one hour, so as to devote the rest of the class to reading the other information sheets.

Synthesis Read through the table with your students and answer all the questions they may have.

This same dish is done in the summer with ripe beans on the pod and plenty of basil leaves. It is known in Chile as “porotos granados”, or “desgranados” in Argentina.

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Check your progress

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Page 51

Answers a. 1. comparisons; 2. children; 3. generation; 4. education; 5. harder; 6. disagree; 7. revising; 8. examinations; 9. exaggeration; 10; forgetting; 11. misbehave. b. 1. have; 2. feel; 3. tend; 4. are; 5. do; 6. is; 7. fail; 8. make; 9. increases; 10. turns.

Reading

A national symbol Before reading Students write down three facts they know about the condor.

Remind students to find the cognates in the text.

45

Consolidation 1 Page 54

I just turn around and you’re by my side.

Starlight, make everything all right Starlight, star bright, first star I see tonight Starlight, yeah.

Listening

L uck y Star

Ask students to read the gapped verses and then play the last part of the song for them to fill in the blanks.

Before listening Ask students to share any information they have about Madonna.

Answers 1 shine; 2 body; 3 make; 4 right; 5 lucky; 6 star; 7 far.

Ask students to read the name of the text they are going to listen to, explain, if necessary, that it is the name of a song, and ask them to write down five words they would expect to hear in a song with that title.

After listening Students copy the song in their notebooks, with no gaps and with the verses in order.

If students liked the song, ask them to sing along with the tape.

Listening Play the tape once through for students to check their list of words.

Tapescript Read the words in the box aloud once or twice, and then ask students to put them into rhyming pairs.

Once they have finished, play the tape again for them to tick the words they hear and delete those they don’t hear.

You must be my lucky star ‘Cause you shine on me wherever you are I just think of you and I start to glow And I need your light And, baby, you know

Answers Bright - ligt; cost - lost; dark - park;;Far - star; glow know; guide - side; may; stay.

CHORUS: Starlight, star bright, first star I see tonight Starlight, make everything all right Starlight, star bright, first star I see tonight Starlight, yeah.

You must be my lucky star ‘Cause you make the darkness seem so far And when I’m lost you’ll be my guide I just turn around and you’re by my side.

Read the sentences with the whole class. Then ask students to listen to the song again and correct them. Let them know there is one mistake on each line.

Answers You may be my lucky star (must) Cause you shine on me whoever you are (wherever) I just think of you and I run to glow (start) And I need your night (light) And, baby you go (know)

CHORUS BRIDGE: Come on, shine your heavenly body tonight ‘Cause I know you’re gonna make everything all right You may be my lucky star But I’m the luckiest by far

Read the words of the chorus with the whole class and ask them to number the lines in the order they hear them.

Answers Chorus: And when I’m lost you’ll be my guide You must be my lucky star Starlight, star bright, first star I see tonight ‘Cause you make the darkness seem so far

8 2 3 (1) 4

7 5 1 (3) 6

46

1

Reading

Page 54

Students read about 4 teenagers and copy the items each of them spend their money on, in their notebooks.

LANGUAJE FOCUS

Compound nouns

Answers

The students should work in groups, trying to find the answers themselves. Help if necessary only.

Topic Bycicle Clothes Comics Food Hobbies Lessons Music Study

Encourage students to copy this information in a special section of their notebook, so that they can use it as a vocabulary notebook, and write down new compounds as they come across them.

You

Roger

Paula ✓

Katy

Andy

✓ ✓ ✓

✓ ✓ ✓

✓

Students complete the text using the words in the box to make appropriate compound nouns.

Ask students to read the statements and then the texts again to write the corresponding name. Help them notice that they have to use each name only once, and that there is a statement which they do not need to use.

Answers 1. postcards; 2. post office; 3. postman; 4. writing paper; 5. human race; 6. penfriends; 7. personal computer; 8. electronic mail; 9. email address; 10. telephone numbers.

Answers 1. Andy; 2. Paula; 3. Kathy; 4. x; 5. Roger.

LANGUAJE FOCUS Tell students to read the definitions and then find the corresponding word in the text indicated in brackets.

Collocation The students should work in groups, trying to find the answers themselves. Help if necessary only.

Answers Abroad: not from your own country.

Spare part: a new part for a vehicle or machine that is used to replace a part that is damaged or broken.

Waste: to use money in a way that is not useful or sensible.

Swap: to exchange something with someone.

Answers a. click on an icon/a menu; download a file; explore the Internet; surf the web. b. 1. surfing; 2. explore the Internet; 3. download; 4. click on.

After reading Page 56 Ask students to discuss the questions in their groups.

Reading

G W Ask for a report on the conclusions.

Page 58

S aving and spending money

LANGUAJE FOCUS

Before reading

Word fields

Go through the lists with the students and give them some time to match them.

The students should work in groups, trying to find the answers themselves. Help if necessary only.

Answers a. Verbs that indicate movement; crawl, creep; Verbs that indicate ways of having something in your hand: carry, catch, grab, hold. b. 1. grab; 2. hold; 3. catch; 4. carry; 5. crawl; 6. creep. c. 1. creeped; 2. cought/creep; 3. carry; 4. crawled; 5. hold; 6. catch.

Answers 1. get hol of = abtain 2. save up for = keep money to use it later 3. set up = arrange, organise, start something Students copy the chart in their notebooks. Read the items in the chart with the class and then ask them to tick the items in the first column (You) to show what they spend their money on.

47

Reading

LANGUAJE FOCUS

Students read the texts quickly and match the pictures with the texts.

Categories of words (parts of speech)

Answers a. Pastsy; b. Harry; c. Dave

The students should work in groups, trying to find the answers themselves. Help if necessary only.

Ask the students to read the texts again, more carefully and write the names of the people.

Answers Harry, Patsy; Dave; Harry

Answers 1. noun; 2. verb; 3. verb; 4. noun; 5. verb; 6. noun

Students complete and answer the questions.

1. Why did Harry’s friends laugh at him? Because he tripped and fell on his face.

2. Why was Patsy angry at her sister? Because she called the neighbours for help.

3. Why was Dave embarrassed at his father’s behaviour? Because he started acting like a monkey in front of a group of tourists.

4. What was Harry celebrating? He’s fourteenth birthday.

Answers 1. searching; 2. sailed; 3. climb; 4. sign; 5. search; 6. signing.

Page 59

Reading

After Reading

Ho w Embarr asing

Read the questions with the class and give them a few minutes to discuss.

Before reading Read the questions with the class and give them a few minutes to discuss the answers.

Ask students to read the questions and answer them in connection with each of the illustrations.

Read the words and the definitions with the class and ask them to work out the meanings. They may use a dictionary or just guess.

Answers A: Clunsy Grunt Rescue Stare Stuck B: Moving awkwardly and with a tendency to break things.

To make short sounds in a low rough voice.

Save form danger or harm.

Lo look at somebody or something fixedly.

Fixed in one position, unable to move.

48

My world

Unit 5 In this unit you will:

ac tio ns an d a ab ou t th e im po rta nc e of go od po sit ive at itt ud e. d yo ur ow n th re e lin es to ● Lis te n to a so ng an d ad it. g fo r a so ng an d a po em . ● Wr ite a pe rso na l en din ec tin g yo ur se lf an d th e ● Lis te n to wa ys of pr ot en vir on me nt . d un he alt hy wa ys of ● Re ad ab ou t he alt hy an im pr ov ing yo ur ap pe ar an ce . ht s pr ob lem s an d ● Re ad ab ou t hu ma n rig or ga niz at ion s. ov ing yo ur lea rn ing . ● Lis te n to wa ys of im pr gn at es . ● Re co gn ise an d fin d co

● Re ad

At the end of the unit you will: ● Prepare

a leaflet on one of these topics: A human rights organizations OR preparing for your English exams.

Page 60

Reading

Go through the words in the box again and tell students to use them to fill in the blanks, remembering the matching of rhyming pairs they did. Teach the words doom = bad end; and hunch = a feeling that something is going to happen.

Smile Before reading

Answers Letter hunch

This is just a nice way of introducing the topic, so give students only a minute to write the number in their notebooks.

eat

doom

warm

Check that students know what a chain of good actions is and how this is expressed in the poem. Go through the flow chart with them and then give them time to complete it.

Help with vocabulary students may need: tell a joke, say something nice, give a present, help with something, etc.

Read the words aloud and ask students to repeat after you. Then tell them to form pairs of rhyming words.

Answers A girl smiled to a sad stranger The stranger wrote a thank you letter to a friend

Answers Better – letter; doom-room; eat-street; hunch-lunch; storm-warm

The friend left a large tip at a restaurant The waitress bet the whole thing on a hunch

Remind students to find the cognates in the text.

She gave part to a man in the street The man picked up a shivering dog and took him home

Reading Ask students to read the text quickly only to check if there are any coincidences with their reasons for smiling yesterday.

The dog was very grateful to be out of the storm

49

After listening Try and get students to create different happy endings to the story, and add them to the poem and the flow chart. Help them find words to match with fire in the last line, or two rhyming words to end each line invented by them.

This is a very personal connection between the song and the students. Let them express themselves freely in their drawings and in their lines of the song, as long as they follow the pattern provided. Invite them to share their drawings and lines with the rest of the class if they want to.

After Reading You may decide to leave out this activity or give it for homework so as not to break the mood of the poem, and move on to activity b.

Also, if the students like the song, play the tape again and ask them to sing along. If some of them are willing, ask them to sing their own verses at the end or instead of the tape.

Answers Sorrowful – happy; pleased – angry; large- small; dingy – clean; doom – fortune.

Tapescript Although the three sentences reflect a part of the poem, number 3 best summarises the general idea.

I see trees of green , and roses too.

I see the bloom for me and you.

And I think to myself, what a wonderful world.

Page 62

Listening

I see skies of blue and flowers of white.

Teh bright blessed day, the dark sacred night And I think to myself, what a wonderful world.

W hat a w onder ful w orld

The colours of the rainbow , so pretty in the sky Are also on the faces of people going by.

Before listening Ask students to write the names of as many of the things in the picture as possible. Help with any words they don’t know. Ask them to write the names in their notebooks.

I see friends shaking hands, saying ‘How do you do?’

They’re really saying ‘I love you’.

I hear babies crying, I watch them grow They’ll learn much more than I’ll ever know Yes, I think to myself, what a wonderful world.

Encourage students to include a variety of colours.

Ask them to write the colours in their notebooks.

Allow them to use dictionaries for these two activities.

Page 63

Listening

Listening Students listen to the song and mark with a tick the names of things they hear that are on their list.

En vir onment and pollution

Students listen to the song again and mark with a tick the colours they hear that are on their list.

Before listening Play the tape one extra time for students to check and complete their lists of colours and things.

Ask students to read the title of the text, look at the pictures and establish the connection (All the pictures represent dangerous environmental situations) Then go through the words and definitions in lists A and B and ask students to do the activity.

Answers Colours: Green, blue, white. Things: Roses, skies, flowers, rainbow, faces, people, babies.

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

Finally, play the tape once more for students to fill in the blanks with the words in their lists.

Answers See tapescript.

You may help students with some ideas: a doctor warning of the dangers, an environmentalist talking about the risks, etc.

50

5

Listening

Speaker 4: Many people don’t realize that not all the ozone is the same. There is in fact both good and bad ozone. The good ozone surrounds our earth, from fifteen to thirty-five kilometres above its surface. It’s like a filter, preventing most of the sun’s dangerous rays from reaching the earth. Bad ozone, on the other hand, is found at ground level and it comes from sources such as car exhaust.

Play the tape once through for students to listen and check their predictions.

Go through the sentences with the class and then play the tape again for them to decide who says what.

Page 64

Answers 1. Speaker 2; 2. Speaker 3; 3. Speaker 2; 5. Speaker 4; 5.Speaker 3; 6. Speaker 1.

Reading

Impr o v e y our appear anc e , but don ’ t do y ourself harm

After Listening

LANGUAJE FOCUS Students should work mainly on their own, analising language and drawing conclusions. Help only if necessary.

Before reading Go through the words and expressions with the class and then ask students to do the matchings exercise.

Answers Diets – eating disorders; hair dying – hair loss; plastic sugery – mortal risk; sun bathing – skin cancer; tattoos – serious diseases.

Answers A 1 We should…………; 2 Make suggestions.

Students should follow the pattern of the sentences used as example. (2, 3, 5) Ask some of them to write their sentences on the board.

Now ask students to match the activities mentioned in activity ‘a’ and the illustrations and text.

Answers Sunbathing; hair dying; tattoos.

Tapescript

Reading

Speaker 1: We had a lesson at school about the...er...I can’t remember what you call it now - oh, yes, it was about the damage to the ozone layer. The teacher said we’ve got to do something about it because the hole’s getting bigger and bigger every year. She told us to be careful in the summer when we go out and wear a cap and long sleeves. .

Speaker 2: Yes, I do think it’s a serious problem. Cases of skin cancer have certainly increased. If we’re going to stop the damage to the ozone layer we should cut down on the use of things like aerosols. I myself stopped using aerosol sprays. We should stop using products with chemicals that damage the ozone layer. If we don’t do so, they say that by 2010 the hole in the ozone layer will be as big as a country like Canada.

Suggest students read only the first sentence of each text to check their predictions.

Read the instructions and the headings before asking students to choose a suitable heading.

Answers C-3; D-5; E-4; F-2; G-1 Read the gapped sentences with the class and then ask students to read the text once more and complete the sentences.

Answers 1. Sunbathing and using sunbeds can give you skin cancer. To get a nice tan, use some self-tanning crean/lotion.

2. Changing the colour of your hair too often can seriously damage your hair.

3. Tatoos present serious problems: one is how to get rid of it later, and the other is the danger of getting a serious disease.

4. To look good you need three things; a good night´s sleep, a good diet and exwercise.

Speaker 3: It’s easy to protect yourself against the harmful effects of the sun’s rays. Here are a few simple suggestions.

First of all, you should never stay in the sun for long periods of time without protection. You should wear at least a sunhat, a T-shirt and shorts, and you should put on sun cream every two hours when you’re outside. You should pay special attention to exposed parts of your body. Wear sunglasses, even on a cloudy day.

51

After reading

LANGUAJE FOCUS

You may let students choose one of the damaging activities, or you may assign one to each group. Give them a little time to prepare their sentences and then ask them to write them on the board.

Word Categories Give students some other examples of nouns, adjectives and verbs to make sure they understand the three different categories, and then let them work on their own. Check their work walking around the classroom.

Answers Noun Adjective Verb Organization Organized Organize Freedom Free Free Admiration/ Admirer Admiring Admire Leader Leading Lead

Go through the examples with the class, making sure they remember how to use the imperatives, affirmative and negative, and should to write their beauty tips. If you have boys in the class, you may want to ask them to concentrate on health tips.

Page 66

Reading

Human rights Before reading

1. organized; 2. leader/admirers; 3. freedom Read the questions with the class and then give students some time to answer them in groups, making notes of their ideas.

You can find information about International human rights organizations here: http://www.hrweb.org/resource.html Example: Amnesty International, The Global Alliance against Traffic of Women. ISIS International and Sexual Harassment in Chile.

Page 67

Listening

A mnest y Int ernational Before listening Students match the descriptions and the logos.

Remind students to find the cognates in the text.

Answers 1. Ammesty International; 2. WWF; 3. Friends of the earth.

Reading Students read the text quickly and check their notes.

They must make a list of the human rights problems mentioned.

Students answer the questions in their groups, putting together as much as they know about the organization. Do not give them the answers yet, just let them pool their knowledge.

Answers Slavery, servitude, torture, arbitrary arrest, exile, Students read the text again and correct the sentences in their notebooks.

Background information.

Answers 1. Parents have the right to choose their children education.

2. Everyone has the right to be free.

3. Everyone can change their nationality.

4. We can’t be subjected to torture and exile.

5. Education must promote peace among nations.

Ammesty International was founded by Peter Benenson in 1961 to defend people who had been imprisoned for their beliefs and to fight other violations of human rights in countries all over the world. Amnesty International has saved many lives and earned freedom for many people. It was awarded the Nobel Peace Prize in 1977. It is an organization that depends on the subscriptions of its members, not on government subsidies.

After reading

GW

Answers The logo or symbol of Amnesty International is a light candle surrounded by barbed wire, symbolizing a light in the darkness for prisoners of conscience.

This after reading activity is practically a little project.

Help students choose the human right they want to work with, refer them to places where they can find information, and give them about a week to prepare their posters.

52

5

Listening

We give the reports on specific cases to the newspapers and TV, thus the lives of hundreds of prisoners have been saved. We also try to stop the torture of prisoners, of course.

Interviewer: Right. How does Amnesty manage to survive?

John Turner: Amnesty receives no official support. We receive no money from governments. We depend on the subscriptions from our members. Members may also ‘adopt’ a prisoner of conscience. Then they have a special relationship with that prisoner.

Play the tape once through for students to check their notes.

Go through the exercise with the class before playing the tape again for students to listen and find the information. You may need to pause the tape to give students time to write the information.

Answers 1. Peter Benenson; Lawyer; English.

2. 1961/Portugal; students/seven years/freedom 3. Nobel Peace Prize/1977. More than one million; 160 lighted candle/fence/ light/darkness/prisoners of conscience.

Publicity/newspapers/television.

A prisoner of conscience.

Preparation for Take Action.

1. Ask students to check what the project for this unit is.

2. Make them notice that they can choose between two projects: The one on a human rights organization requires more work, as the students who choose it will have to get a lot of information. On the other hand, most of it will be ready to use, and there will be plenty of sources of information, with leaflets, brochures, illustrations, lots of web pages, etc. The project on exam preparation requires less work outside the classroom, but students will have to think very hard about what to include, what tips to give for each of the abilities and contents in the lessons, etc.

After listening Read the statements with the class and then let

P W them work on their own ranking the problems in order of importance from their point of view.

Encourage them to give reasons for their decisions, in English or in Spanish.

3. Once they have understood the characteristics of each project, give them a few minutes to choose. Let them know that from the point of view of marks and evaluation, each project is equally important.

Tapescript Interviewer: John Turner welcome. Can I begin by asking how Amnesty International began? Who were the founders of the organization?

John Turner: Well, it was because of something that happened back in 1961 to Peter Benenson, a London lawyer who later went on to become the founder of the organization. Peter read an article about two students who’d been arrested in a café in Portugal and imprisoned for seven years for talking about freedom.

Benenson felt so angry that he wrote an article for the “Observer”, reminding the world about freedom of speech in a peaceful manner. He made a plea for amnesty to be granted to these people - in other words, that they should be set free.

Interviewer: So this was the beginning of prisoners of conscience.

John Turner: That’s right. And the article Peter wrote, which was called ‘Forgotten Prisoners’, later grew into Amnesty International.

Interviewer: Did it take long for the organization to grow?

John Turner: Well, since 1962, Amnesty International has been fighting for prisoners of conscience to be set free. In 1977 it was awarded the Nobel Peace Prize for its work in human rights. Today, we have more than one million members in 160 countries. Our logo is a lighted candle surrounded by a barbed-wire fence, symbolizing a light in the darkness for prisoners of conscience.

Interviewer: How does Amnesty manage to free someone who’s in prison?

John Turner: Thanks to the publicity of our annual reports.

4. Students doing the project on a human rights organization may use the lesson on Amnesty International for ideas and format for their leaflet.

5. Students doing the project on tips for exams, may use the next lesson for ideas.

6. Start work on the projects immediately, and set deadlines for the presentation of drafts (not more that a week) and final work (not more than another week). Give any help needed in terms of sources of information.

Page 68

Listening

Little b y little Before listening Tell students that they will listen to somebody giving advice on how to do better in exams. To begin with, they will check some words that can be helpful for the listening activities. Ask them to do the exercise and then check orally.

1. after - before; 2. always - never; 3. can - can’t; 4. enjoyable - boring; 5. failure - success; 6. good - bad; 7. negative - positive; 8. start - finish; 9. useless - useful.

53

If necessary, explain the meaning of beat = to deal succesfully with a problem, to defeat (Spanish derrotar), and the meaning of blues (which musically-minded students may be familiar with) = feeling of sadness. Ask students what they expect to find if somebody says: Maybe there’s a way to beat the exams blues.

Tapescript English exams - two words no student likes to hear. They can mean hard work, nerves while anxiously waiting for results, success or failure. But maybe there’s a way to beat the exam blues. Listen to this: First of all, you must set out with a positive attitude towards studying. If you think you will fail, the chances are you will. You have to make the decision to be successful it’s in your hands, nobody else can do it for you.

Secondly, if you are interested in a good grade you will have to do much more than just attend classes and hand in your homework in a half-hearted way. Long before the examination, you should get into the habit of reading something in English just for the fun of it. You should start with simplified readers and then go on to magazine articles. After a while, you will be able to understand basic messages.

You could also try writing down the words of songs in English and learning verses by heart. Listening to songs is not only enjoyable but unforgettable because of the melody. Singing to yourself while you’re doing something else will help you revise your grammar and vocabulary.

Remember to use a highlighter pen to pick out the main ideas in a text - this will help you recall vocabulary more easily later.

Another thing you can do to help your memory is to take notes while you’re reading; writing things down can help you remember things more easily. Experts say the middle part of a text is the point where we tend to forget more easily, so pay particular attention to this part of a text, reading and re-reading carefully if necessary.

A technique which will help you revise and recall information more easily is to write down useful phrases or rules on small cards. Carry the cards with you so you can revise at odd moments of the day.

Finally, and above all, remember to think positive: don’t say ‘I can never do it’, say: ‘I can, I will’.

Answers Somebody will give advice on how to do better in exams, or feel less nervous, or learn better, etc.

Ask students to write down three suggestions, from their own experience.

Listening Play the tape once through and ask students to check if their tips are mentioned.

Read the sentences once with the students and draw their attention to the special warning about some of the ideas being mentioned more than once. Play the tape again once or twice.

Answers 1./8. Importance of positive attitude; 6. Making notes; 4. Picking out main ideas; 7. Preparing small cards; 2. Reading for fun; 5. Recalling vocabulary; 3. Using songs.

Give students a few minutes to choose the three points they will concentrate on. Play the tape once more. Afterwards, ask students to exchange information with other classmates, so that they all have some extra information on each idea.

Answers See tapescript.

Page 69

After listening

Reading

Ask the groups to share and compare all the information they have collected.

20th C entur y O lympic her oes

Using all the information, students write five tips for learning better / doing better at exams.

Before reading

Students complete the sentences with words from the box.

1. 1. make 2. successful.

2. 1. should 2. reading.

3. 1. take 2. while.

4. 1. write 2. down.

Students, in groups, make a list of some Olympic

G W competitions.

Now they make a list of famous Olympic champions

G W and try to match them with the competitions.

Groups compare their lists.

Reading Students read the text quickly and check their lists.

Ask students to read the article again. They match the sentences with the years in the box.

54

Answers 1. 1984; 2. 1996; 3. 1980; 4. 1992; 5. 1988; 6. 1980.

5

Synthesis

Read through the table with your students and answer all the questions they may have.

Students read the article and complete the table.

Page 71 (photocopiable) Champion Event Carl Lewis Athletics Carl Lewis Carl Lewis

City Year Information Los Angeles 1984 4 gold medals Athletics Los Angeles 1988 4 gold medals Athletics Atlanta 1996 9th gold medal Athletics Seoul 1988 won 100, 200m Athletics Seoul 1988 won long jump Athletics Seoul 1988 Lost medal (drugs) Gymnastics Barcelona 1992 Four golds

Florence Griffith Jackie Griffith Ben Johnson Vitaly Scherbo Melissanidis Gymnastics Atlanta

Lilia Gymnastics Atlanta Podkopayeva Coe and Athletics Moscow Ovett Kristina Pool Seoul Egerszegi Kristin Otto Pool

Seoul

Check your progress

Answers astronaut. b. 1. information; 2. eruption; 3. destruction; 4. organization; 5. suggestion; 6. production.

1. organization; 2. destruction; 3. eruption; 4. information.

1996 Floor exercises 1996 Won woman’s event 1980 3 medals 1988 Five golds, last in Barcelona.

1988 6 gold (team)

After reading Students find information of some Chilean sports people in The Olympic Games.

Students copy the information in a table using the same labels as ‘c’ above.

Preparation for Take Action.

1. Students must present their drafts for correction and start work on the artwork of their leaflets. This must be done outside class time. Copies of the brochures must be made for all the students in the class.

Page 70

Take action

✪ An

i n f o r m a t i o n Le a f l e t

(photocopiable)

✪

By now, students are ready with their projects.

1 Ask them to distribute their leaflets to their classmates.

Allow time for students to read their classmates’ work carefully.

55

Other people and cultures

Unit 6 In this unit you will: ltu re s an d cu ltu ra l ● Re ad ab ou t dif fer en t cu ma nif es ta tio ns . e Wo nd er s of th e An cie nt ● Re ad ab ou t so me of th Wo rld . s’ th at ha ve be co me a pa rt ● Lis te n to so me ‘m ys te rie of so me cu ltu re s. of so me mo de rn mo nu me nt s ● Lis te n to de sc rip tio ns an d bu ild ing s. me wo me n No be l Pr ize ● Lis te n to th e wo rk of so wi nn er s. gn at es . ● Re co gn ise an d fin d co

At the end of the unit you will: ● Prepare

and present a poster to motivate tourists to visit some Chilean ‘wonders’.

Answers 1. F; 2. E; 3. C; 4. D; 5. B; 6. A; 7. H; G. is not used.

Page 72

Reading

Remind students of the title of this text, and ask them to read the instructions. Ask them what they will do now (Find arguments to decide if Columbus was a hero or a villain).

C olumbus: her o or villain?

Before reading

Answers Columbus´s positive points Discovered America Introduced the arts, law and religion He was always warnin his officers to treat the Indians well He seemed genuimely moved by the veauty of the native culture

Discuss with the class the possible reasons for the title of the text. Accept all suggestions. Go through the questions in the quiz with the class and then ask students to do it, working individually. Check answers..

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

Culumbus´s negative points Responsible for the introduction of slavery Rsponsible for the destruction of native American culture He imposed terrible punhsments on the Indians.

He had a very strong desire for riches

Remind students to find the cognates in the text.

Reading Students read the text quickly and check their answers to the quiz.

After Reading

Draw students’ attention to the little white rectangles in the text, and explain that some sentences have been removed from the text. Go through the sentences with the class and then ask students to read the text carefully to find where the sentences go. They must write the corresponding letter in their notebooks.

Go through the definitions with the class and then ask them to find the words.

Answers 1s sail; 2s slaves; 3s crew; 4. voyages.

Students answer the question using the information in the table, and other information in the text. Accept all opinions.

56

6

After listening

Page 74

Listening

Write the expressions students may use on the

G W board. Let them discuss for a few minutes and then

The Mar y C elest e

ask for a report on the explanation most of them gave.

Before listening

Tapescript On a calm afternoon on 5 December 1872 the English ship Dei Gratia was sailing in the Atlantic when it sighted another ship that seemed to be out of control. Captain Morehouse of the Dei Gratia signaled the mysterious vessel but got no answer. It was two hours before Morehouse was able to get close enough to read the name of the ship. It was the Mary Celeste.

Morehouse knew this American ship and its captain, Benjamin Briggs. Less than a month before, both ships had been loading cargo in New York. The Mary Celeste had set sail for Genoa with a cargo of alcohol on 5 November, ten days before the Dei Gratia had sailed for Gibraltar. Now, a month later, she was drifting in the mid-Atlantic with no sign of life. Captain Morehouse sent three men to investigate, led by Oliver Deveau, a man of great physical strength and courage.

As they climbed aboard, they saw the ship’s decks were deserted. They searched below the decks and found not a living soul aboard the ship. It seemed Captain Briggs had given the order to abandon the ship. There was a great deal of water below deck, and two sails had been blown away. Yet the ship seemed in good shape and was in no danger of sinking. Then why had the crew abandoned her?

Ask students to look at the illustration, read the question and answer it, making some notes. If nobody has heard about it, give them some background information and explain they are going to find out more about it in the listening activities.

Answers Anything along these lines: The Mary Celeste was found abandoned at sea in 1872. The crew disappeared withou a trace, leaving no indication as to why they had left the ship. The disappearance of the crew from an undamaged ship remains one the most famous maritime mysteries.

Students look at the picture and say what they think about the ship.

Listening Play the tape once through for students to check their notes.

Read the questions with the class and then play the tape again for students to find the answers. Note that the pronoun ‘she’ is normally used to refer to ships as they are traditionally female.

Writing

Answers 1. In the Atlantic; 2. It seemed out of control; 3. In New York; 4. It seemed in good shape and was in no danger of sinking.

A m yst er y Ask students to read the instructions for this mini-project.

Suggest they ask the history teachers for names of similar mysteries, and then start looking for information. Assign two or three days for them to collect the information and prepare the table with illustrations.

Ask students to read the instructions and go through the gapped text with them. Explain sighting = occasion when something is seen.

Page 75

Answers 1. Date: 5 December 1872; Ship: Dei Gratia; Place: The Atlantic; Captain´s name: Captain Morehouse.

2. Captain´s name: Benjamin Briggs; Latest port of sail: New York; Destination: Genoa; Cargo: Alcohol; Date: 5 November 1872.

3. Visual information: the mid-Atlantic/sign of life 4. Team: threen men/ Oliver: Deveau´s characteristics; great physical strength/courage.

5. People: Nobody: The ship: water/two sails/danger/sinking.

Listening

F amous mon uments Background information.

The Guggenheim museum Bilbao: http://www.guggenheim-bilbao.es/ingles/home.htm The Statue of Liberty: http://www.nps.gov/stli/prod02.htm Disneyland Paris: http://www.disneylandparis.com/index2.htm The leaning tower of Pisa: http://torre.duomo.pisa.it/ The Eiffel tower: http://www.tour-eiffel.fr/teiffel/uk/

57

Before listening

Narrator 2: The first thing that strikes you about it is its size: it’s absolutely huge. It dominates the city from the island in the harbour area. I think someone said it was 151 feet tall, which is about 46 metres - now that’s pretty big for a statue. You can see it from miles away, it’s amazing.

Anyway, the important thing is, it’s a really impressive symbol of freedom and American independence.

Narrator 3: When I looked around I realized I was standing in one of the most beautiful squares in the world. It’s a pity you can’t go up the tower anymore. It was closed sometime ago because they were afraid it would collapse. It would be a great shame, because it’s been there since the thirteenth century. When I first saw it, I was impressed by the angle - it really does look ready to fall - you see, the architect made a mistake and his foundations weren’t deep enough. It’s one of the finest sites in Italy. It would be terrible if it collapsed.

Narrator 4: Well, as an engineer myself, I find the tower a very impressive achievement. It is amazing that when it was being built in 1889, it was greeted with howls of protest. I think it looks a bit like a huge iron finger pointing up at the sky. You can climb up it, but if you’re really lazy like me you take the lift, and from the top, you get a panoramic view of the whole city.

Narrator 5: It’s the most incredible building I have ever seen. It does look strange, right in the middle of a modern city. Someone said it looks like a huge soufflé; others say it’s like a ship or even a cauliflower. It was finished in 1997. This amazing museum was designed by an American architect, Frank Gehry.

Explain that the listening activity is going to be about these famous modern monuments. Students label the illustrations.

Answers (from left to right) Statue of liberty; The Guggenheim Museum, Bilbao; The Leaning Tower of Pisa; The Eiffel Tower; Disneyland Paris.

Listening Ask students to read the instructions and then play the tape. Remind them that they do not need to listen for details, only try to identify which place the speakers are talking about.

Answers 1. Disneyland Paris; 2. The Statue of Liberty; 3. The Leaning Tower of Pisa; 4. The Eiffel Tower; 5. The Guggenheim Museum., Bilbao.

Explain that this exercise requires more careful listening. Check if students understand the incomplete sentences and the task.

Answers 1. The Leaning Tower of Pisa; 2. The Eiffel Tower; 3.

Statue of Liberty; 4. Guggenheim Museum Bilbao; 5. Disneyland Paris.

Preparation for Take Action.

1. Ask students to check what the project for this unit is.

Students make their choice. Play the tape again for them to write down the extra details.

2. Ask them to devote two or three days to adding more information and details to the list of Chilean wonders they prepared at the end of the lesson. They should copy the table, think of three more places, and fill in the table with information about them.

After listening Allow students to move a little around the class so that they can collect extra information about the five places.

Page 76

Answers See tapescript.

Reading

W onders of the w orld

Depending on where in Chile you are, you may decide to concentrate on the area, city, region, or the whole country. Ask for students’ opinion about this issue. Display the tables around the classroom.

Before reading Ask students to read the title of the text and elicit any information they know about them. The questions may help them. Do not give them any information at this stage, as they will be getting most of it from the texts. Check that they know Zeus and Artemis are ancient Greek gods.

Tapescript Narrator 1: It was the most amazing holiday I’ve ever had.

What I really enjoyed more than anything was the pirate ship. It was incredibly real. But there are so many different things you can do - you can go on a journey into outer space, just by pressing a few buttons and putting on some special headphones. I’ll also remember the haunted house and - oh yes - the three-dimensional cinema. Everything felt so real. I’d love to go again.

Background information.

The Seven Wonders of the World were great works of art and architecture regarded by ancient Greek and Roman observers as the most extraordinary structures of

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Description Not really a lighthouse Large, rich, beautifully decorated Very big; could be seen from miles away Made of gold and ivory. Made by Pheidias Impressive

antiquity. They were the Pyramids of Egypt, the Hanging Gardens of Babilon, the Statue of Zeus at Olympia, the Temple of Artemis at Ephesus, the Mausoleum of Halicarnassus, the Colossus of Rhodes and the Pharos of Alexandria in Egypt Students look at the pictures and label the ones they recognize

6

Purpose A giant advertisement for Alexandria Worship Artemis Celebrate the defeat of the Macedonians, giant advertisement for the city.

Celebrate the Olympic Games Tomb for Musulus.

Answers 1. The Colossus of Rhodes; 2. The Mausoleum at Halicarnasus; 3. The statue of Zeus at Olympia; 4.The Pharos of Alexandria; 5. The Temple of Artemis at Ephesus.

After reading

Students discuss the question in pairs. Ask the class for answers, but do not give any further information except the right answer.

This can be a class or a group discussion. Encourage students to give their reasons.

Answers The Parthenon is not one of the Seven Wonders of the World.

Students, in pairs, give their opinion about the

P W different buildings and make conversations. Help them if necessary: What do you think about...?

Reading This is a skimming exercise, and students will have to read the text quickly to decide which monuments are being described.

Page 78

Reading

Answers A. The Pharos of Alexandria; B. The Temple of Artemis al Ephesus; C. The Colossus of Rhodes; D. The Statue of Zeus at Olympia; E. The Mausoleum of Halicarnassus.

Magic cir cles Before reading

This time students must read more carefully to find the specific information required.

Ask students to work in groups and discuss what they see in the pictures and what they know about it.

Answers Name The Pharos of Alexandria The Temple of Artemis The Colossus The state of Zeus The Mousoleum

Students match the words in column A with the words in colum B. Ask they think they will appear in the text.

Answers crop circles; outer space; newspaper reporter; southern England; less enthusiastic; flying saucer; scientific magazine.

Location Alexandria (Egypt) Ephesus Rhodes Olympus Halicarnassus

Remind students to find the cognates.

Date 280 BC No information Built between 294 and 282 BC. Pulled down in 654 AD Destroyed in a fire in the fifth century AD 353 BC

Reading Tell students that they have to read the text carefully to find the answer to the questions. Tell them to make a note of the paragraph where they find the information to help their classmates.

59

Answers 1. Bower: Douglas Bower is an artist who made crop cricles around southem England Brough: Graham Brough is a newspaper reporter.

Chorley: David Chorley is an artist who made crop circles around southern England Delgado: Pat Delgado is someone who investigates crop circles and writes about them.

2. A crop cricle is a large, circular pattern which has been turning up mysteriosly in cornfields in southern England.

A UFO is an unidentified flying object.

Nature: A serious scientific magazine.

Page 80

Listening

Nobel w omen Before listening Direct students’ attention to the photos and ask them to tell you what these women have in common.

Answers They all won the Peace Nobel Prize.

Explain that five sentences have been removed from the text. Direct students’ attention to the gaps in the text. Read through the sentences with the class and tell them to look at the words just before and after the gaps to see if the sentences fit.

Tell students to work in pairs trying to fill in the table with what they know about the women (or try to guess). They must copy the table in their notebooks.

Listening G W

Answers 1. C; 2. D; 3. B; 4. E; 4. A.

Play the tape once through for students to check the information they wrote in the table.

After reading Name • Aung San Suu Kyi • Rogoberta Menchú • Mother Teresa

Ask students to read the instructions carefully. Then in pairs they try to number the events in the order they happened. They may go back to the text to check or correct information.

Nationalty • Burmese • Mayan Indian from Guatemala • Albanian (not in the text)

Answers 4 -1 –3 –5 – 2

Read the questions with the class and then give

Year awarded Nobel prize • 1991 • 1992 • 1979

G W students some time to discuss them in groups. Ask for a report after a few minutes.

Students complete the interview with Mr. Delgado and practise reading it.

Main area of work • Democracy • Justive and the rights of the native people of Guatemala • The poorest of the poor.

Answers 1. What’s your job? / What do you do?

2. Are you (Mexican)?

3. How long have you been investigating / investigated the circles?

4. Where were your discoveries published?

Other interesting information • Her father, the national leader was assassinated when she was two. She couldn´t receive the Nobel Pize herself because she was in prison.

• Soldiers mudered her mother and brother. She suffered a lot, but didn´t turn to violence.

• Worked in India all her life. Frounded the order of the Missionaries of Charity

Students act out the interview.

PW

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6 everything she and her people had suffered, Menchú did not turn to violence, but to peaceful political and social work for her people, which is the reason why she received the prize.

Narrator 3: C. Mother Teresa.

At the age of 12, Agnes Bojaxhiu decided she wanted to help the poor. A few years later she decided to go to work in India where, at the age of 18, she started to teach in a girls’ school in Calcutta. After 16 years, she went to work in the Calcutta slums. There she started a new order, the Missionaries of Charity, which aimed to help the poorest of the poor. Awarding her the Peace Prize in 1979, the committee stated: ‘She promotes peace in the most basic way, by fighting for human dignity in everyone.’ The world knows her as Mother Teresa.

Play the tape again so that students can add information to their table.

Go through the sentences with the class and play the tape again for students to write the name of the prize winners.

Answers 1. Rigoberta Menchú; 2. Mother Theresa; 3. Aung San Suu Kyi; 4. Mother Theresa; 5. Aung San Suu Kyi; 6. Mother Theresa.

After listening Ask students to read the instructions and then work in groups to make up their list of Chilean Nobel Prize candidates.

Preparation for Take Action.

Ask students to complete their lists of names indicating the prize these people should receive.

They give reasons for their answers.

1. Form groups of four or five students.

2 . Ask each group to select three places from the table they prepared, and start collecting the material they will need for their poster: cardboard, paper, colour markers, pens and pencils, postcards, photos, etc. about the three places they selected.

3. Ask students to write drafts of the texts they will include in their posters. Invite them to examine all the previous units in the book to get ideas. They must bring all the materials for their posters the following class.

Students study their notes and choose one candidate – through a vote if necessary.

Students read the frame for the letter they will write to the newspapers proposing the name of the candidate and stating the reasons they listed.

Tapescript

Page 81

Narrator 1 : The Nobel Peace Prize, which was founded in 1901 by Alfred Nobel, a Swedish chemist and industrialist, has been awarded to nine women. These are three of the most famous...

Narrator 2: A. Aung San Suu Kyi Aung San Suu Kyi was born in 1945 in Burma. Her father, who was the national leader, was assassinated when she was only two years old. He had fought for the freedom of the Burmese people. He, inspired Aung San Suu Kyi to continue to struggle for democracy.

When she was awarded the Nobel Peace Prize in 1991, she was in prison in Burma. Her husband and two sons went to the ceremony since she could not go. The chairperson of the peace committee explained why she had been given the award: ‘In the good fight for peace we depend on people who set examples, people who can symbolize what we are fighting for. Aung San Suu Kyi is just such a person who has fought for democracy, respect of human rights and non-violence.’

Narrator 2: B. Rigoberta Menchú In 1992, the Peace Prize went to Rigoberta Menchú, a Mayan Indian of Guatemala. Like her father, Menchú has fought for justice and the rights of the native people of her country.

In ‘I, Rigoberta, An Indian Woman in Guatemala’ which is her autobiography, Menchú tells some tragic stories. For example, soldiers murdered her mother and brother because they had criticized the rich landowners. Despite

Reading

A n ancient civilization in our c ontinent Before reading Students look at the pictures and say (or guess) what ancient civilization they are going to read about.

Answers The Maya

Students talk about the Maya civilization and make some notes in their notebooks.

Remind students to find the cognates in the text.

Reading Students read the article and check their notes.

Students read the article again and complete the text with the phrases in the box.

61

Answers 1. are considered; 2. can be seen; 3. was invented; 4. were built; 5. have been compared; 6. is still produced.

Students choose the most suitable heading for each part of the text.

Answers 1. a; 2. d; 3. e; 4. b; 5. c.

After reading Students choose another ancient civilization from our continent and write a short composition about them. They answer the questions to guide they writing.

Page 82

Take action

✪ Chilean

wonders

✪

1 Collect and correct the drafts the students have prepared while they make the poster. Give out the corrected texts and ask students to add these texts to their posters.

2 Display the posters around the classroom.

Synthesis Read through the table with your students and answer all the questions they may have.

Page 83 (photocopiable)

Check your progress

(photocopiable)

Answers a. 1. has; 2. not; 3. that; 4. also; 5. on; 6. whose; 7. him; 8. of; 9. in; 10. to. b. good – better - best bad – worse – worst far – further – furthest c. enjoy – enjoyment; collect – collection; perform – performance; communicate – communication; profess – profession; move – movement; compete – competition; admire – admiration; educate – education; pollute – pollution.

62

The universe

Unit 7

At the end of the unit you will:

In this unit you will: d rie s co nn ec te d wi th na tu ra l an

to so me sto su pe rn at ur al ph en om en a. ste m. ● Re ad ab ou t ou r so lar sy sh ip be tw ee n sc ien ce an d ● Re ad ab ou t th e re lat ion

● Lis te n

● Prepare

a poster exhibition of all the planets of our solar system.

sc ien ce fic tio n. gn at es ● Re co gn ise an d fin d co

Pages 84 Ask students to read the examples again. Ask them if

Listening

G W they give them an idea of what the text is about.

Students make some notes

The Berm uda T riangle

Ask them to read the examples once more and put them in the order they think they will appear in the text. Tell them they must write the numbers in their notebooks.

Some activities connected with the Bermuda Triangle: http://www.gma.org/Tidings/myths/bermuda.html Before listening

Listening

Ask students to look at the verbs in the box. Tell them they are going to appear in the text they are going to listen to. Ask them to check their meaning and notice their collocation.

Answers

Ask students to listen to the text and check their notes.

Verb forms

Example

Disappear Disappeared Disappeared Disappearing Ships mysteriously disappear. (1) Find

Found

Found

Found

The ship was found floating (4)

Float

Floated

Floated

Floated

Perhaps the ship floated ashore (6)

Give back Gave back

Given back

Giving back

They are never given back (2)

Go

Gone

Going

They decided to go for a swim (5)

Went

No explanation for what caused the submarine to go down (8) Lose

Lost

Lost

Losing

The seaplane too was lost (10) They had lost six planes (11)

‘Recover

Recovered

Recovered

Recovering

Sometimes they are recovered (3)

Return

Retumed

Returned

Returning

The fligh never returned (9)

sink

Sank

sunk

Sinking

Ships aren`t the only things that sink (7)

63

floating in the water but there were no signs of the crew.

Several experts suggest that the crew of the “Connemara” might have decided to go for a swim and when they were in the water they somehow sank and the ship floated ashore. Although this story is unlikely to have happened this way, it is possible.

Play the tape again and ask students to check the order of the examples above.

Students listen to the text once again and complete the factfile.

Answers Location of Bermuda triangle: between the Bermudas, Puerto Rico and the coast of Florida.

Reason for fame: there are about 100 sunk or missing ships in te Bermuda triangle every year.

Example 1.

Means of transport: Ship Name: Commemara Date: 4 Sept. 1955 Description of problem: ship found floating in the water with no crew.

Possible explanation: crew went for a swin and sunk.

Example 2 Means of transport: submarine Name: Scorpio Date: May 1968...

Description of problem: Submarine sunk with 99 men.

Posible explanation: no logic explanation.

Example 3 Means of transport: 6 planes Name: Torpedo bombers.

Date: Dec. 1945.

Description of problem: planes lost Possible explanation: we will never know what happened.

But ships aren’t the only things that sink in this area. In May 1968 a US atomic submarine called the “Scorpion” sank with a crew of 99 men. There seems to be no logic explanation for what caused the submarine to go down.

Even though there are explanations for some of the sunken ships and there are scientists coming up with new theories all the time, there is one event that has never been really explained and still remains a mystery: Flight N° 19!

In December 1945 a squadron of five US Navy torpedo bombers took off on a practice flight and never returned.

Shortly after that, a seaplane was sent from Ft. Lauderdale to search for the missing bombers and that plane too was lost. In the matter of a couple of hours the US had lost six planes and they had no idea what had happened. It is said that shortly before the Tower lost contact with the bombers, they were informed that a search plane would come after them. At that moment the bombers sent their last message: “No, don’t come after us, they look so...”

What they meant by ‘they’, we will never know. Just like we will never know what happened to the six planes.

Pages 86

Reading

After listening

our t wirling t wink ling stars

Ask students to discuss in their groups who said the

G W sentence, and work out a possible explanation.

Before reading

Answers The pilots on the planes of flihgt 19. There is no explanation; accept students’ ideas.

In groups, students check how much they know

G W about the solar system and about the planets. Ask them to make some notes.

1. Our solar system and the planets in it.

2. Some special characteristics of each planet.

Ask students to choose one of the three cases mentioned in the text. Ask them to use all the information they have collected to write about it.

Remind students to find the cognates in the text.

Reading

Tapescript Ask students to scan the information in the text and the tables and check their notes. Tell them that the picture can also help them.

The Bermuda Triangle is an area in the shape of a triangle covering the area between the Bermudas, Puerto Rico and the coast of Florida. It is famous because there are about 100 sunk or missing ships in the Bermuda Triangle every year. Whole ships mysteriously disappear and are never given back.

Answers a. – Pluto; b. – Earth; c. – Jupiter; d. – Uranus; e. – Mars; f. – Mercury; g. – Venus; h. – Saturn; i. – Neptune.

Sometimes the ships are recovered, but not the people who were on the ship. This was the case of a ship called “Connemara 4” in September 1955. The ship was found

64

Pages 88 Draw students’ attention to Table 1 and ask them to read the instructions for the task. Ask them what they have to notice to do the task (diametre in kilometres). Give them a few minutes to work out the answer.

7

Listening

Abduc t ed a lifetime

Answers Biggest -----------> Smallest Jupiter - Saturn – Uranus – Neptune – Earht – Venus – Mars – Mercury -Pluto.

Before listening Ask students to answer the questions with a partner.

Answers 1. Taken away by force; 2. UFOs, beings from other planets.

Go through the table with the class, helping with any unknown vocabulary. You may want to bring books and encyclopedias to the class, or get an Internet connection for students to work out the answer. You may also send them to talk to the other teachers in the school to get the information. Alternatively, you can set this task as homework and let students find the answers on their own.

Solar system at: http://www.solarviews.com/eng/homepage.htm

b. Ask them to look at the illustration and predict the content of the text they are going to listen to. c. In their notebooks, students copy the words from the box that they expect to hear.

Listening Play the tape and ask them to check the words they copied in their notebooks.

After reading

Ask them to listen to the text again and match the ages in list A with the event in list B.

Ask students to choose one interesting characteristic of each planet and write one sentence about each.

Encourage them to choose different ones and share and compare their sentences later. Give them a few minutes and then ask them to share.

Answers

A a 2 years old

Preparation for Take Action.

b 3 year old

1. Check with the class what the project for this unit consists of.

B c used to ride horses at night a used to disappear in the middle of the night d had no idea

c Between the ages of 9 and 11 where he had been b could see someone d 15 year old could nobody else could see. see

2. Distribute the planets to the different groups, at random. You may choose to give groups already formed pieces of paper wth the names of the planets, or give a piece of paper to each student, and then ask them to get together according to the name of the planet they received.

Ask students to read the instructions and go through the alternatives with them. Then play the tape.

3. Give students some time to check the kind of information they have to collect, the help they need to get, and the different types of tasks they have to carry out. They must distribute the tasks among the group.

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

4. Set a deadline for the presentation of a draft of the project (about a week later).

After listening At the end of his story, the young man says: “To this day, it is a mystery”. Ask students to try to explain the mystery.

Students imagine they can talk to the young man (YM) and they ask him some questions.

65

Answers You: How old were when you sau “fanny man”?

YM: I was three years old.

You: What did the psychaiatrist say about the test results.

YM: He said I hadn’t been honest with my answers...

Pages 89

Reading

S cienc e -f ac tion Before reading

Tapescript Ask students to read the title of the magazine article, to look at the pictures and answer the questions.

Instruct them to make some notes.

I grew up with my mother repeating certain anecdotes about my childhood to the whole family. One is that when I was two years old, I used to disappear in the middle of the night. My parents put in six locks on the front door and locked all the windows, but nothing worked. No matter how early they woke up, I would be found many blocks away, naked, hugging my teddy bear, happy as could be in the middle of a cow pasture. One time a woman had found me there at six a.m. and brought me to the police. After that, I would not sleep at night, but laughed and talked in my bed for hours.

At the age of three, I would see someone no one else could see, who I called the “ funny man “, and could not understand why no one else could see him. Between the ages of nine and eleven, I used to sneak out of the house at night and go to a nearby field, where I would mount and ride bareback the horses that were there. I don’t remember anything bad happening those times.

When I was fifteen, I had a day that was truly bizarre. I had been in a strange mood, like ‘emotionally stoned’. I was listless and tired, empty of all thought. I did not attend my afternoon classes, but found myself at home in the evening, traumatized and weeping, afraid of everything around me. I had no idea where I’d been or how I got home.

My parents immediately took me to a psychiatric hospital, where I underwent a full battery of tests. The psychiatrist there claimed the results were unreliable, and accused me of not being honest with my answers-which was not true!

In any case, more tests were done, and those too, were inconclusive.

I continued to see a psychiatrist afterwards, and was put on anti-depressants for a while, but my problems seemed to be over. No one but I seemed interested in finding out what had happened that afternoon. I questioned all my friends, but no one had seen me that afternoon. To this day, it is a mystery.

Answers It is a word game, combining “science-fiction”, the kind of writing that describes events in the future or in other parts of the universe, and “fact”, something you think it is true or correct.

Remind students to find the cognates in the text.

Reading Ask students to read the article and check their notes.

Tell students to read the instructions, then read the headings with them. Give them some time to do the task, then check orally.

Answers 1.-C; 2.-E; 3.-B; 4.-A; 5.-F. Invite students to explain what the statement means.

Ask them to read the article again, find the name of two films the writer mentions, and find out how they support the statement.

Answers Films: “Star Trek”and “Back to the Future”.

Some of the things these films showed as futuristic are already hapening, so “science is imitating art”.

Normally, it is the other way around: art imitates, reflects what is happening.

Ask them to find references to other futuristic films

G W and discuss in groups what those films show.

Preparation for Take Action.

Answers Star Wars, other Star Trek episodes. What they show could be a reality in the near future.

1. Remind students of their tasks, and ask them to bring their drafts the following class.

After reading Students work in groups to make a list of four

G W futuristic films or TV series that they have seen. You may also do this as a whole class activity, and ask students to write the names of the films on the board.

66

7

Answers A People involved: Angela and John Hunter Place: The Andes, Chile Activity: honeymoon/skiing/taking photos Weather: bright sunshine Strange events, feelings, sensations, colour: a rush of air, a blue skier, the words “I´ve been waiting for you for six moons”, a blue light that lit up the forest.

Ending: Angela disappeared, and 20 years later, John is still waiting for her.

Ask the groups to find four fantasies presented in the films that have become or are in the process of becoming a reality. Elicit some examples from the class and then give the groups a few minutes to work on their own. Check orally.

Pages 90

Listening

L ost in the mountains

Ask students to use all the information collected to try and retell the story.

Before listening

Tapescript

Ask students the question and write their answers on the board. Ex. Skiing, rock climbing, climbing.

It was a day of bright sunshine and Angela and John Hunter were skiing in the mountains of Los Andes, Chile.

They had got married just the day before and had flown to Latin America for their honeymoon.

The skiing conditions were perfect, but they decided to stop to admire the view and take some photos. They had taken off their skiis and had started taking photos when Angela suddenly noticed another skier, dressed all in blue, coming down the mountain towards them. He was completely out of control.

Angela tried to get out of the way, but could not move fast without her skis. The next thing she felt was a rush of air and a sensation of the blue skier passing right through her.

Immediately afterwards, the skier disappeared from view.

Angela found she could not move. She looked round her, but John was nowhere to be seen. Then in the distance through the trees, she saw the blue skier and called out to him. He called back and she felt another rush of air pass through her body. The sky seemed suddenly black, but behind her a bright blue light lit up the forest. ‘Come with me,’ he called again. ‘I have waited six moons for you.’

Angela has never been seen again. And now, 20 years later, John is still in the mountains of Los Andes, Chile, waiting for the return of the blue skier and the only woman he has ever loved.

Check they know the meaning of these words and expressions: • honeymoon = a holiday taken by two people who have just got married • a rush of air = sudden fast movement of air • through = from one side of something to the other.

Listening Ask students to read the instructions and then go through the alternatives with them. Play the first half of the tape. Check orally. Ask for a summary of the story so far, using the information collected, in Spanish if necessary.

Answers 1. c; 2. a; 3. b; 4. a; 5. c; 6. a.

Summary: Angela and John were on their honeymoon in the Andes. They went skiing, it was a summy day, and stopped to take photos. Suddenly, Angela saw a person.

Go through the sentences with the class. Play the second part of the story and ask students to complete them.

Pages 91

Reading

Answers 1. rush of air/blue skier/through her 2. move fast/John/to be seen 3. black/light/sky 4. with me/six moons for you 5. been seen/20/still waiting/woman/loved.

Natur al or supernatur al?

Before reading In their groups, students find examples of stories

G W they have heard lately that can be classified either as

After listening

‘natural’ or ‘supernatural’. They can do this in Spanish.

Ask students to put together all the information they have to complete the notes. Play the tape again if necessary.

Ask them to read the instructions for the activity and write their predictions in their notebooks.

Remind students to find the cognates in the text.

67

Reading Students match the headings to the paragraphs.

Ask students to scan the stories and check their predictions.

Answers A.-5; B.-2; C.-4; D.-7; E.-6; F.-3; G.-1

Students read the instructions and do the task.

Check orally.

Students read the instructions and then do the

Answers a. Mekong River, near Nongkai, Thailand. b. Pascaguola River, Mississippi. (USA) c. Camigliano, Italy d. Belgium

P W activity in pairs.

Answers 1. Spinning on its axis and moving through space.

2. Gigantic spinning cloud of dust and gas; gravity pulled the cloud into a flat wheel, then it pulled the cloud of dust and gas together, in the centre of the cloud. It formed a lump that grew, together with its gravity, then it squeezed into a round ball, because the pull of gravity was the same in all directions.

3. Gravity pulled bits of gas dust together forming other balls further out in the gigantic cloud of dust and gas.

Go through the sentences with the class. Remind

P W them that ‘crime’ is not only a murder, but anything that is illegal. Warn them that , in some cases, more than one answer is required. Give them some time to work in pairs. Ask some students to write the answers on the board.

Answers 2. – a, c; 3. –b, d; 4.-b; 5.-c; 6.-c, d.

After reading Ask students to work in groups and make four

After reading

GW

G W simple drawings to represent how the sun was born.

Ask students to compare their drawings with other groups, to choose the best and display them around the classroom.

Ask groups of students to choose one of the stories and try to retell it, in simple English. Help and correct walking around the class.

Preparation for Take Action.

Ask them if they know of any stories similar to these

G W that have happened in Chile. Spanish is acceptable

1. Check and correct students´drafts of their projects. Tell them to birng their factfiles ready the following class, and to bring materials to prepare their posters.

here.

Pages 92

Reading

Pages 93

The Thir d Rock

Listening

A r e ‘ they ’ c oming?

Before reading

Before listening

Ask students to read the title of the lesson. Ask them

G W to try and answer the questions, and make some

In groups, students discuss what “they” refers to in the title of the lesson.

notes.

Answers The earth, because it is the third planet in our solar system, form the sun outwards.

Ask students to say waht UFO stands for.

Answers Unidentified Flying Object.

Ask students to answer the question with a partner, and make some notes.

Listening

Remind students to find the cognates in the text.

Students listen to the first part of the text and check their notes.

Reading

Students listen to the first part of the text again and complete the answers to the questions.

Ask them to read the text quickly and check their answers.

68

Answers 1. ‘2001: A Space Odyssey’; 2. Mars and the Martians.

Page 95 (photocopiable)

Check your progress

(photocopiable)

Answers a. 4, 8, 1, 6, 5, 3, 7, 2. b. 1. spacecraft, spoaceship, ship. 2. To cool the electronic systems. c. (1) foolish; (2) scientist; (3) mysterious.

Students listen to the second part of the text and choose the best alternative to fill each blank.

Answers 1 - B; 2 - A; 3 - A; 4 - B; 5 - B; 6 - B; 7 - B; 8 - A; 9 - B; 10 - A; 11 - B; 12 - A; 13 - A; 14 - B

Self-evaluation

After listening

Students reflect on their strengths and weaknesses. Show interest in their comments.

Students complete the sentence with their own opinions.

Tapescript I have been reading science fiction stories for many years now and I have just finished "2001: A Space Odyssey" by Arthur C. Clarke. I have always found their predictions about the future interesting but most of the predictions made by writers of science fiction have never come true.

Novelists have written thousands of stories about Martians and though we have already landed spacecraft on Mars, no-one has ever visited Mars. I have never seen a Martian in my back garden or anywhere else, although I have been waiting for them ever since I was a girl.

However, every now and again evidence turns up that we are not alone in the universe. We often read stories in the newspapers about strange events which science cannot explain. Unidentified flying objects appear mysteriously in the sky and are often spotted by the pilot or the passengers in an airplane or by someone digging in their garden.

Lights form strange patterns in the sky which, experts say, humans could not have created on their own.

Some people say they have been kidnapped by alien beings and then brought back again. The police rarely investigate such stories because they do not take them seriously. Why should they?

Pages 95

Take action

✪ Our

7

solar sy stem

✪

1. Give students some time to prepare their posters, putting together the factfiles and the illustrations for each planet.

2. Assign places in the classroom for students to display their posters, putting them in the order the planets spin around the sun.

Synthesis Read through the table with your students and answer all the questions they may have.

69

The future

Unit 8 In this unit you will:

At the end of the unit you will: ● Commit

yourself to make a positive contribution to the future.

ic ab ou t so me int er es tin g sc ien tif de ve lop me nt s. r th e fu tu re in dif fer en t ● Lis te n to pr ed ict ion s fo are as . pe cts . ● Re ad ab ou t ca re er pr os ov ing ou r wo rld . ● Lis te n to wa ys of im pr gn at es . ● Re co gn ise an d fin d co

● Re ad

Pages 96 Ask students to predict what the article they are going to read is about.

Reading

C ool scienc e

Remind students to find the cognates in the text.

Reading

Before reading

Ask them to scan the text and check their predictions.

Ask students to write down three names of frozen

G W food they can find in supermarkets, write some

Now, ask them to read the text more slowly, in order tofind the words they worked with in exercise b. Ask them to be careful, as the verbs may be in a different form! Ask them if knowing the meaning of these words helps them understand the text better.

answers on the board.

1. frozen food = food preserved at freezing temperature (0º Celsius or below) 1. To preserve it in good conditons for a long time.

3. Cryogenics is the study of how to get to low temperatures and of how materials behave when they get there. Besides the familiar temperature scales of Farenheit and Celsius (Centigrade), cryogenicists use other temperature scales, the Kelvin and Rankine temperature scales.

Go through the questions and the alternatives with the whole class, then give them some time to do the activity. Check orally.

Answers 1.-c; 2.-c; 3.-c; 4.-c; 5.-b

Ask them to match the words in list A with their meaning in list B. Answers officially say something that must not Ban be done

After reading Ask students to complete the summary of the text.

They may read it again if necessary.

Answers Clarence Birdseye started the industry of frozen food.

From that, a nwe science has developed; deep freezing or cryogenics, it is being used to preserve people´s bodies after they are dead. The problem is that at hte moment, the body can´t be kept. In good condition, but the science of cloning may help solve it.

Damage mislead harm, bad effect make someone believe that is not true Queue up

form a line of people to wait for something

Store

Put things away and keep them until they are needed

Thaw

unfreeze Invite students to discuss the answers to the

G W questions in groups and report their conclusions to the class.

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Ask students to read the instructions and then go through the statements with the whole class. Then play the tape again.

Listening

Br av e new w orld

Answers 1. False; 2. True; 3. False; 4. True; 5. True; 6. False; 7.

False.

Before listening

After listening

Inform students that the title of this text is the same as a famous book by Aldous Huxley. Have they heard of it? What is the text about?

Ask students to read the instructions and elicit some

P W examples. Write them on the board. Then ask

Background information.

students to do the activity in pairs.

The novel is set six hundred years in the future. The world has submitted to domination by World Controllers, whose primary goal is to ensure the stability and happiness of society. Thus the underlying principle of the regime is utilitarianism, or maximizing the overall happiness of the society. The novel begins at the Central London Hatchery and Conditioning Center, a production factory for human beings. A group of students is being given a tour of the facilities by the Director.

Ask them to discuss their own ideas for the future of transport, shopping and food. Check orally.

Tapescript Student 1: I’d like to ask you if we’re going to have work when we leave school, because I’ve heard that in twenty years’ time unemployment will be getting worse.

Futurologist: Yes, of course, there’ll be work in the future, but it’ll be of a different kind. In the past, you know, most people used to go out to work every day by bus or car and it took them a long time to get through the traffic. Well, nowadays more and more people are working from home using their computers - this is called telecommuting - and we’ll be seeing more and more people working from home in the future. People will be working fewer hours as well.

Next question?

Student 2: Are we going to get healthier - I read somewhere that we are all going to get fatter. Is that true?

Futurologist: It’s a good question. One disadvantage of working less, and working from home, is that people are getting less exercise. They’re spending a lot of time sitting in front of the computer, and this is making them overweight. Perhaps by the year 2020 we will have found a simple, safe solution to weight control. The pills that have been available up to now have on the whole been harmful to health. We’ll have to wait and see, won’t we? As far as health in general is concerned, we will all have a personal gene card - just like we have a personal identity card now.

This personal genetic identity card will contain all the important genetic information about you from the moment you were born. If you’ve got a health problem, you’ll go to the doctor and show them your gene card.

Then they’ll tell you what treatment is best for you, using the information on your card.

Student 3: Are there still going to be newspapers and books?

Futurologist: I think we can expect big changes in the media - TV screens will get bigger and bigger, and electronic cinema or e-cinema will have become a part of our everyday life. As for newspapers, well, ecologically speaking, they’re bad news! We can’t really afford to cut down any more trees, can we? One practical solution might be an electronic newspaper about the size of an A4 sheet of

* If students want to know more about the novel, encourage them to read the book!

Ask students to make groups; their task is to discuss

G W a definition of some concepts and make notes. Do not give feedback on their answers yet, as they will check their answers when listening.

Now students answer the questions and make notes.

Possible answers 1. You no longer have to deal with traffic or commuting. Most people find the extra 30 - 45 minutes great for spending extra time with their kids, taking a walk or catching up on their work; Others benefit as well by having less traffic and pollution to deal with. Less pollution and less gasoline usage is good for everyone especially our earth., etc. 2. A gene card is a database of human genes, their products and their involvement in diseases. It offers concise information about the functions of all human genes. 3.

The good wood disappears; it’s an ecological disaster; the forest disappears.

Listening Tell students they will listen to some young people asking a scientist about the future. Ask them to check their predictions and their notes.

Ask students to read the instructions and listen to the interview again.

Answers 3 - 2 - 4 -1

71

Answers Name: Applicant 1: Mr Riley.

Applicant 2; Elliot Smithe.

paper. It’ll be made of plastic and it’ll have a tiny microchip inside, holding a huge amount of information. It’ll be much cleaner too. Wherever you are, when you want to read ‘The Times’ or your favourite comic or sports magazine, you’ll just take out your little plastic folder, press the chip and read. When you finish, you’ll just close your bit of plastic and put it back into your pocket. So it looks as if we’ll be cutting down fewer trees in the future - which I think is good news for the trees, don’t you? One last question.

Student 4: Will there still be schools?

Futurologist: Well, we’re already seeing more and more virtual classrooms where computers link learners and teachers from all over the world. I think we’ll be seeing more and more of this on-line education in future. Yes, I definitely think there won’t be any conventional schools at all. There’ll simply be more ways of studying, whether you’re learning at home or in a class. Thank you.

Job: Applicant 1: Supermarket manager Applicant 2: Leader for Summer Camp Appearance: Applicant 1: Smartly dressed Applicant 2: Information not available Attitude: Applicant 1: Showed not interest.

Applicant 2: Positive.

Qualifications: Applicant 1: Information not available.

Applicant 2: English, sports, attended summer camps.

Pages 99

Reading

Previous experience: Applicant 1: information not available. Applicant 2: Attended several camps, understands kind of work they do.

The rights and wr ongs when look ing for a job

Interests: Applicant 1: Listening to music, smoking.

Applicant 2: Languages, swimming, basketball.

Before reading Brainstorm some ideas with the whole class and write them on the board. Then ask students to complete the lists with their own ideas.

Personal qualities: Applicant 1: Impolite, rude Applicant 2: Friendly, especially with children.

Ask them to read the instructions and the example and make another list.

Ask some students to write their inferences on the board.

Remind students to find the cognates in the text.

Reading

After reading

Ask students to read the text and fine any information connected to the points in their lists.

Ask students to read and discuss the questions in groups and get ready to report their conclusions to the class.

Ask students to read the headings in the table and to give some examples from the text. Then ask them to copy the table in their notebooks, read the text again and complete the table.

Students work out the job interview and then act it

G W out.

Answers A: What’s your name please? / What was your last job? / Can you speak English?

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Sell medicine to people who are sick.

Occupation/profession: Nurses; Description: Take care of sick and injured people Occupation/profession: Computer, teller, office machine repairers; Description: Take care of computers and office machines.

Occupation/profession: Recreational therapists; Description: Help people who are sick or hurt get active again.

Occupation/profession: City planners, Description: Show the best way to use the land in cities and neighbourhoods.

Occupation/profession: Reporters; Description: Gather information and write stories.

Occupation/profession: Librarians; Description: Help peple find books and information.

Occupation/profession: Writers; Description: Write stories, books, articles, etc.

Occupation/profession: Editors; Description: Tell writers what to write.

Occupation/profession: Engineers; Description: Use science and maths to solve practical problems.

Occupation/profession: Accountants; Description: Keep track of a company´s money.

Occupation/profession: Managers; Description: Look at the accountant´s reports to see how companies are doing.

Occupation/profession: Architects; Description: Design houses and buildings.

Occupation/profession: Computer Scientists; Description: Design computers.

Occupation/profession: Mechanics; Description: Fix machines, equipment, instruments.

Occupation/profession: Disk Jockeys; Description: Play music on the radio.

Occupation/profession: Lawyers; Description: Tell people and companies what they can and cannot do under the law.

Listening

C ar eer information Before listening Give students a few minutes to read and work out the instructions. You may want to ask them to copy the table in their notebooks. Then announce they have one minute to write the jobs and professions they can remember. Time it strictly (one minute).

Give students time to exchange and complete their lists.

The same as in ‘a’ but writing a short sentence about the job. This is not a competition now, so allow students to take more time to do this activity.

Listening Ask students to read the instructions. Remind them that in the first listening they have to concentrate only on the list of jobs (first column). Then give them time to correct and tidy up their lists.

Answers See table below.

Tell students that you will play the tape again for them to complete the list of jobs. Give them some time to correct and tidy up their lists, adding their descriptions of the jobs they added to the list.

Answers See table below.

GW

Organize the groups, ideally in groups of three (or six) and ask them to read the instructions. Let them decide how they distribute the jobs they will pay more attention to. Play the tape again for them to correct and complete their descriptions. At the end, students share the definitions so that they all have all the definitions.

Answers Occupation/profession: Photographers; Description: Take pictures of people, places or things.

Occupation/profession: Cartoonist; Description: A type of artist who draws and is a storyteller.

Occupation/profession: Pharmacists; Description:

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After listening

Engineers use science and maths to solve practical problems

Using the information in the table ask students to

Accountants keep track of a company's money.

P W talk about two jobs that they would not like to do in

PW

the future.

Example: I would not like to be a ....................... because they ............................ and I .................... .

Managers look at the accountants' reports to see how well their companies are doing.

Using the information in the table ask them to talk about two jobs that they would love to do in the future.

Example: I would really like to be a ................... because they .......................... and I .................... .

Computer scientists design computers. They also find new uses for them.

Architects design houses and buildings.

Mechanics fix machines, equipment, and instruments.

Pages 101

Reading

Tapescript Photographers. We take pictures of people, places, or things. We take pictures to sell products, entertain people, report the news, or bring back memories.

V ision of the futur e

A cartoonist is a type of artist. This type of artist is also a storyteller. Along with a drawing, these artists may provide a caption. Cartoons are often funny, but not always.

Before reading Ask students to look at the photos and write the names of the films in their notebooks.

Disk jockeys, sometimes called "deejays," play music on the radio. They choose the songs that are played and tell about them. They also sometimes talk about the news, sports, and weather

Students discuss what the three films have in common and they make some notes.

Remind students to find the cognates in the text.

Pharmacists sell medicine to people who are sick when a doctor says that they need it. They tell people how to use the medicine correctly. They warn doctors if they have asked their patients to take any medicine that might hurt them.

Reading Students read the texts quickly and check their notes and the correct spelling of the names of the films.

Nurses take care of sick and injured people.

Answers Names of the films: Star Trek; Star Wars Episode I: The Phantom Menace; Bladerunner.

Computer, automated teller, and office machine repairers take care of computers and other office machines.

Recreational therapists help people who are sick or hurt get active again.

Ask students to read the instructions and the sentences. Then ask them to read the texts again to do the matching exercise.

People and companies hire lawyers to tell them what they can and cannot do under the law.

City planners show the best way to use the land in cities and neighbourhoods. They report on the best location for houses, stores, and parks.

Answers 1-A; 2-A; 3-C; 4-A/B; 5-C; 6-B.

Reporters gather information and write stories. The stories appear in newspapers and magazines or on television and radio.

After reading

Librarians help people find facts. They organize information and help people locate books and other items.

P W in pairs and then report to the class.

Ask students to discuss the answers to the questions

Writers write stories, or they write about things that really happened. They write books, and they write articles for magazines or journals, newspapers, and for radio and television.

Editors tell writers what to write about and take the necessary decisions to fit the needs of the public.

74

Answers For: important research; the progress of science .

Against: cloning might lead to a nightmare word.

Page 102

Reading

Cloning: F utur e per fec t?

After Reading Ask students to read the instructions and the definitions, and to read the text again if it is necessary. Check orally.

Before reading Ask students to look at the pictures and discuss the

Answers 1. scene; 2. calves; 3. debate; 4. announcement; 5. provoked; 6. ban; 7. progress.

P W answer to the question with a partner. Check orally.

Background information.

One of the most noted advancements in Genetic issues occurred when "Dolly" the sheep was born on February 24, 1997 in Edinburgh Scotland. She was cloned from a cell of another sheep. Prior to her birth scientists thought mammals could not be successfully cloned and/or survive. On April 23, 1998 Dolly gave birth to a daughter named "Bonnie". This birth proved that Dolly was not just a successful living clone when she was born, but that she succeeded in growing and maturing to the adult stage.

Ask students to add two more arguments for and against cloning in their notebooks.

Pages 104

Listening

Moments

Many debate whether cloning should be allowed in humans or even in animals. Some propose this reproduction method will cause sports teams to use cloned superstars. Others suggest cloning will eliminate disease and hereditary disorders from Earth's species

Before listening Inform students that they are going to listen to a beautiful poem by Jorge Luis Borges. Ask them what they know about this famous poet.

Background information.

Ask students to read the statements and decide whether they are true (T) or false (F). There are no right or wrong answers at the moment; they are just being invited to guess.

Argentinian poet, essayist, and short-story writer, whose tales of fantasy and dreamworlds are classics of the 20thcentury world literature. Borges (1899-1986) was profoundly influenced by European culture, English literature, and such thinkers as Berkeley, who argued that there is no material substance; the sensible world consists only of ideas, which exists for so long as they are perceived. Most of Borges's tales embrace universal themes - the often recurring circular labyrinth can be seen as a metaphor of life or a riddle which theme is time.

Although Borges's name was mentioned in speculations about Nobel Prize, Borges never became a Nobel Laureate.

Remind students to find the cognates in the text.

PW Reading Ask students to read the text quickly and check their answers.

Answers 1. False; 2. True; 3. True Ask students to read the instructions and the statements before reading again to choose the most suitable heading (A - G) for each paragraph (1 - 6).

Warn them that there is one extra heading which they do not need to use.

Answers Pragraph 1-B Pragraph 3-G Pragraph 5-C

8

Tell them that the first part of the poem says: “If I could live my life again�. Ask them to say what they think the poem is about.

Students predict how the poem continues:

Paragraph Paragraph Paragraph

If I could live my life again

2-F 4-E 6-A

Next time, I ......... ......... ......... ......... ........ ........ .

Ask students to read the instructions, making sure they understand what for and against mean. They may two lists in their notebooks.

75

Listening

I would contemplate more (34) evenings. and I would play with more (35) children.

If I could have another (36) life ahead...

But I am 85 years old you see, and I know that I am dying.

Play the first lines of the poem for students to check their predictions.

Ask students to read the instructions, the verbs in the box, and the first eleven lines of the poem. Play the tape again and ask them to listen and fill in the blanks using the verbs in the box.; tell them that some of them may be used more than once, and they may be used in different forms. Remind students that they must write in their notebooks.

Check orally.

Ask students to read the words in the box and the rest of the poem. Then play the tape again.

After listening Students talk about the nices things the poet would like to do if he could live again.

Answers If I could live my life again, next time, I would try to make more mistakes.

I would not (1) try to (2) be so perfect, I would (3) relax more.

I would (4) be sillier than I have (5) been I would (6) take fewer thing seriously.

I would (7) be less fastidious.

I would (8) take more risks.

I would (9) take more trips, (10) contemplate more evenings, (11) climb more mountains, and (12) swim more rivers...

I would (13) go to more places where I (14) have not (15) been, (16) eat more ice cream and fewer beans.

I would (17) have more real problems and less imaginary ones.

Students make some resolutions about the things they would and wouldn’t like to do in the future.

Tapescript If I could live my life again, next time, I would try to make more mistakes.

I would not try to be so perfect, I would relax more.

I would be sillier than I have been.

I would take fewer things seriously.

I would be less fastidious.

I would accept more risks, I would take more trips, contemplate more evenings, climb more mountains, and swim more rivers...

I would go to more places where I have not been, Eat more ice cream and fewer beans.

I would have more real problems and less imaginary ones.

I was one of those people who lived sensibly and meticulously every minute of their life.

Of course I have had moments of happiness.

But if I could go back in time, I would try to have good moments only, and not waste precious time.

I was someone who never went anywhere without a thermometer, a hot water bottle, an umbrella and a parachute.

If I could live again, I would travel more frivolously.

If I could live again, I would begin to walk barefoot at the beginning of the spring, and I would continue to do so until the end of autumn.

I would ride more merry-go-rounds, I would contemplate more evenings and I would play with more children.

If I could have another life ahead...

But I am 85 years old you see, and I know that I am dying.

Ask students to read the words in the box and the rest of the poem. Then play the tape again.

Answers I was one of those (18) people who lived sensibly and meticulously every (19) day of their (20) life.

Of course I have had moments of (21) happiness But if I could go back in (22) time, I would try to have good (23) moments only, and not waste precious (24) time.

I was someone who never went anywhere without a (25) thermometer, a hot water (26) bag, an (27) umbrella and a (28) parachute.

If I could live again, I would travel more frivolously.

If I could live again, I would begin to walk barefoot at the (29) beginning of the (30) spring, and I would continue to do so until the (31) end of (32) autumn I would ride more (33) merry-go-rounds,

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Pages 105

Reading

Take action

T eenagers look at the futur e

✪ My

p e r s o n a l c o m m i tm e n t ✪

1. Go through the instructions for the project with the class, and follow the instructions one by one. Encourage students to be honest and committed to what they are going to write. Help them with vocabulary, or guide them to the appropriate parts of the unit where they can get ideas, but mainly they should work on their own.

Before reading Students look at the pictures and answer the

P W question.

Answers About the job they will have in the future.

PW

8

Page 106

2. Make sure nobody is forced to show their resolutions and promises if they do not want to.

Synthesis

Ask students to make a list of other aspects of the future teenagers are worried about.

Read through the table with your students and answer all the questions they may have.

Possible answers: Job Will they have a job? /More than one?; Studies: Will they go to university? / Will their parents able to afford to pay it?; Family: Will they have children? / Will they marry?, etc.

Page 107 (photocopiable)

Check your progress

(photocopiable)

Answers a. 1. of; 2. about; 3. with; 4. for; 5. of; 6. of; 7 at; 8. in; 9. to; 10. of; 11. to; 12. with. b. 1- C; 2- B; 3- A; 4-A; 5 – B; 6- C; 7- A; 8 –B; 9- C; 10- A; 11- B; 12 – A; 13 –B; 14- C; 15- C; 16- B; 17 –A; 18 – C; 19 – A; 20- C.

Remind students to find the cognates in the text.

Reading Students read the text and check their notes.

Self-evaluation

Students read the text again and answer the questions.

1. It will be the only way to earn enough money.

2. None of them mention technological advances.

Students reflect on their strengths and weaknesses. Show interest in their comments.

After reading Students look at the photographs and copy and complete each bubble in their notebooks with the topics they worry about in connection with their future. * Find out if girls and boys have the same concerns.

Students complete the sentences with their own concerns about their life in ten years’ time.

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Co n solidatio n 2 Pages 108

prevention of genetically modified organisms being released into nature. An end to the nuclear threat and nuclear contamination. The promotion of sustainable development and trade.

Other: Their ships are an important part of all their campaign work, 2.8 million supporters worldwide.

As this is the last Consolidation unit, students should be able to work mainly on their own. The teacher’s role should be as monitor, time-keeper and assistant when needed.

Listening After listening

Gr eenpeac e

Share and compare the information you collected

G W with the people in your group.

Before listening

GW

Students use the information they collected to complete the sentences about the organization.

1. Greenpeace is present in fourty countries in several continents.

2. It accept donations from individuals and foundations, but not from governments .

3. Its campaigns began in 1971, when they sailed in a small boat to a place near Alaska to protest against underground nuclear tests. .

4. They now have a tradition of ‘bearing witness’ in a non-violent manner, using research, lobbying, and high-profile, non- violent conflict .

5. They organise public campaigns for the environment.

In their groups, students brainstorm everything they know about Greenpeace.

Students organize their ideas using the headings provided.

Listening Tell students to listen and check their notes.

Students listen to the tape three time more. Each time they concentrate on two of the headings and try and get more information. They complete the table in their notebooks. Accept short answers that include the information.

Tapescript

Answers Greenpeace Description: A mon-profit organization, with a presence in 40 countries across Europe, the Americas.

Asia and the Pacific.

Funding: Relies on contributions from individual supporters and foundation grants. Does not accept donations from governments or corporations.

History: Campaigning against environmental degradation since 1971 when a small boat of volunteers and journalists sailed into Amchitka, an area north of Alaska where the US Government was conducting underground nuclear tests.

Policies: Promotes open, informed debate about society´s environmental choices. Uses research, lobbying, and quiet diplomacy to pursue goals, a well as high-profile, non-violent conflict to raise the level and quality of public debate. “Bears Witness” in a nonviolent manner. Defends the environment wherever it is threatened.

Campaigns: Focuses on the most crucial worldwide threats to the planet´s bio diversity. An end to policies that bring about climate change. The protection of oceans and ancient forests. An end to the killing of whales. The elimination of toxic chemicals. The

Greenpeace exists because this fragile earth deserves a voice. It needs solutions to environmental problems. It needs action so that those solutions are adopted. It needs change, to defend the environment wherever it is threatened.

Greenpeace is a non-profit organization, with a presence in 40 countries across Europe, the Americas, Asia and the Pacific.

To maintain its independence, Greenpeace does not accept donations from governments or corporations but relies on contributions from individual supporters and foundation grants to make sure there is a future for all of us.

As a global organization, Greenpeace focuses on the most crucial worldwide threats to our planet’s bio diversity and environment.

Greenpeace has been campaigning against environmental degradation since 1971 when a small boat of volunteers and journalists sailed into Amchitka, an area north of Alaska where the US Government was conducting underground nuclear tests. This tradition of ‘bearing witness’ in a non-violent manner continues today, and our ships are an important part of all our campaign work.

In pursuing our mission, we have no permanent allies or enemies. We promote open, informed debate about society’s environmental choices. We use research, lobbying,

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2 and quiet diplomacy to pursue our goals, as well as highprofile, non-violent conflict to raise the level and quality of public debate.

And we believe that the struggle to preserve the future of our planet is not about us. It’s about you. Greenpeace speaks for 2.8 million supporters worldwide, and encourages many millions more than that to take action every day.

Greenpeace organises public campaigns for: • An end to policies that bring about climate change.

• The protection of oceans and ancient forests.

• An end to the killing of whales • The elimination of toxic chemicals.

• The prevention of genetically modified organisms being released into nature.

• And an end to the nuclear threat and nuclear contamination, among others.

• The promotion of sustainable development and trade.

Greenpeace will always do everything it can to protect our world and the creatures we share it with.

Greenpeace needs volunteers to help us fight to save our planet!

Students follow the model of the letter to write their own formal letter to an organization of their choice.

Help with language, and remind them to follow the model closely.

Pages 110

Reading

Humour is an int ernational langu age Before reading Draw students’ attention to the title of the text and the picture as clues to answer the questions and to make good notes of their answers.

Possible answers 1. Colleagues/Passengers at a hotel 2. Restaurant/Cafe/Hotel 3. Having breakfast

Pages 109

Writing

L ett er

Ask students to discuss the question in their groups and report to the class, orally.

The advertisement. Draw students’ attention to the advertisement to answer the questions.

Remind students to find the cognates in the text.

Answers 1. Volunteers/Write to Greenpeace to get more information.

2. Somebody who is interested in joining the organization, and wants to get more information.

Reading Students read the text quickly to check, complete and correct their notes.

Answers 1. John Smith, an English teacher; Madame Pompidou, a French colleague.

2. In Paris/at a conference/in a hotel.

3. Having breakfast.

A formal letter. Ask students to read the instructions and check if they understand what the features (1 - 6) are.

Answers 1. reason for writing – B; 2. further questions or requests – F; 3. signing off – I; 4. questions or request (s) – C / D; 5. solutation – A; 6. closing remarks – G/H; 7. personal information – E.

Ask students to read the instructions and the sentences. Help with any unknown vocabulary.

Answers 1-E; 2-B; 3-D; 4-C; 5-A.

Students write the correct order of the features of a letter.

Encourage students to go back to the text to check the information and the language used.

Answers 1. Salutation; 2. Reason(s) for writing; 3. Questions or requests; 4. Further questions or requests; 5.

Personal information; 6. Further questions; 7. Closing remarks and signing off.

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Answers 2. The conference was held at a very nice restaurant and one morning, at breakfast, he sat with a very polite, sweet and charming French colleague.

3. Whem the lady said to him “Bon apétit” he didn´t understand, but replied “John Smith”.

6. The lady replied “John Smith” 1. John Smith, and English teacher, was attending a conference in Paris.

5. The next day, he sat with the French lady again and before starting to eat he said “Bon apétit”.

4. John´s friends explained to him that the French expression “Bon apétit” meant “Enjoy your meal”.

Page 112

LEARNING FOCUS

The importance of context You may decide to use this exercise as a totally independent activity for students, in which case you help the pairs or groups with the instructions and with feedback, or you may want to work with them as a whole class.

If you decide to let them work independently, give students a time limit and agree on the way they are going to show their work: Reporting orally, a separate piece of paper with their answers, other suggestions from the class.

If you decide to work with the whole class, follow the steps in the student’s book one by one with the same procedure: Students read the instructions, teacher helps with vocabulary, students do the task, teacher checks orally.

Answers e. 1. travel; 2. everyone; 3. tell; 4. say; 5. get; 6. feel; 7. help; 8. fight; 9. of; 10. won; 11. locking; 12. watch.

Ask students to read the instructions and the definitions, and give them some time to find the words. Check orally.

Answers 1. attended; 2. staff; 3. colleague; 4. determined; 5. nodded.

After Reading Encourage discussion of the questions in groups and then ask students to summarize their conclusions to the rest of the class.

g. Grammar: 3, 4, 6 Collocation: 5, 9, 10, 12 Meaning: 1, 2, 7, 8, 11

Answers a. French people are charming and polite; English people do not learn foreing languages, are boring and not very polite. b Other examples: French people are very good cooks; Italian people speak very loudly; Spanish people are very bad at languages, Swiss people are very organized,etc. c. Students´own ideas.

Page 112

LANGUAGE FOCUS

Word formation Answers a. 1. global; 2. information; 3. situation; 4. pollution; 5. dangerous; 6. international; 7. possibility; 8. recycle; 9. natural; 10. obligation; 11. protection.

Students write about three other nationaties expressing sterotyped idea.

Students talk about different sterotyped ideas about

G W Chilean people.

Verbs used to make suggestions Answers a. 1. can; 2. should; 3. can; 4. can; 5. should; 6. ought; 7. should; 8. have; 9. should; 10. need.

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Common errors The following is a list of errors many learners make in connection with some of the contents you are learning. Make sure you do not make them! into your head.

• Present continuous: I’m wearing a uniform. (NOT: I wearing a uniform). What are you wearing? (NOT: What you wearing?) They are not wearing trainers. (NOT: They not wearing trainers.)

Unit 1 • Making comparisons: Boys are better at sports. (NOT: Boys are gooder/ more good at sports). Girls talk faster (NOT: More fast) • Listening: Get some ideas about what you are going to listen to before listening; then try to understand the general idea or get specific information. DO NOT try to understand every single word. Do the different stages in the listening activities paying attention to the purpose of each, as each stage helps to understand better. Make use of clues like illustrations, other graphic devices, previous knowledge.

• Present simple: Teenagers don’t understand their changes. (NOT: Teenagers not understand). Our behaviour shows irritability. (NOT: Our behaviour show irritability). Does he make you laugh? (NOT: Makes he you laugh?, or Does he makes you laugh?)

• Past simple: The boy worked for Rolls Royce. (NOT: The boy work). He didn’t have tatoos. (NOT: He not have, or He not had, or He didn’t had). Did the manager accept this? (NOT: The manager accepted? Or Did the manager accepted?)

• Present Perfect: Have you ever written a love note? (NOT: Have you ever write a love note; NOT: Have you ever written a love note last year?)

Unit 4 • Imperatives: Fry in hot oil. (NOT: You fry in hot oil). Don’t mix with the other ingredients (NOT: Not mix with the other ingredients) • Reading: Get some ideas about what you are going to read before reading; then try to understand the general idea or get specific information. DO NOT try to understand every single word.

Unit 5 • Collocations: When you learn new words, check whether they have a common collocation that is always repeated, and learn it together with the word. For example, the word disease is normally accompanied by the adjectives serious, painful.

• Word categories: When you learn new words, check whether they are nouns, verbs, adjectives. Check if the same word, or with a slight difference of spelling or with a suffix or preffix can belong to another category.

Unit 2

Unit 6

• False cognates: When you see a word that is very similar to Spanish, check the context, the other words near it, the general idea of the sentence to confirm that it is really the same as Spanish.

• True cognates: There are many of them in all the texts you read or listen to. Make use of them to understand the texts once you have checked they are not false cognates.

• Vocabulary: Learn words with the help of some graphic devices, diagrams, drawings, mental images. DO NOT try to memorise just the word. Always check the context: Where in the sentence is the word, what other words are with it.

• Opinions, agreeing, disagreeing. Introduce your opinions in a polite way. I think that ...; In my opinion, ....; I agree with you; I don’t agree with you.

Unit 7 • Using previous knowledge and predictions: Before listening, and before reading, try to have an idea of the vocabulary and ideas that may appear in the text. Then read or listen to try and check those predictions. DO NOT start reading or listening on an empty mind.

Unit 8

Unit 3

• Talking about predictions: In the future, classrooms will be different. (Classrooms be different / are different) Will we go to schools? (NOT: We will go to schools?). People will not eat meat. (NOT: People not eat meat)

• Vocabulary: Try to learn words in groups of similar words, classifying them according to certain criteria, like words for succes and failure; words for loving and not loving any more, etc. NOT in isolation.

• Letter writing: Follow a clear pattern that you should plan before writing. DO NOT write just as ideas come

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Alejandra Morel Cintolesi Gloria Caro Opazo

New Action edicionescalycanto

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2006

IN GL ÉS

New Action

1º medio

GUÍA DIDÁCTICA PARA EL PROFESOR

2006

GUÍA DIDÁCTICA PARA EL PROFESOR

edicionescalycanto

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN AÑO 2006

º 1

medio