Docente 1ø Medio

TEACHERS BOOK
Lina Alvarado Jantus
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

PROHIBIDA SU COMERCIALIZACIN
TEACHERS BOOK
English
M edio
TEENS CLUB
Teacher of English
Instituto Profesional Chileno-Britnico
CONTENTS
PLAN OF THE BOOK ................................................................. 4
DESCRIPTION OF THE COURSE ............................................... 6
Students Book ..................................................................... 6
CD - ROM .............................................................................. 6
Teachers Book ..................................................................... 6
Reading Booklet ....................................................................7
Workbook .............................................................................7
TEENS CLUB METHODOLOGY.................................................. 8
Learning strategies ...............................................................8
Skills development ................................................................8
Communicative skills ............................................................8
Language structure ...............................................................8
Vocabulary ............................................................................9
Learning styles ......................................................................9
Large classes .........................................................................9
Pairwork and groupwork ......................................................9
Assessment ...........................................................................9
Self-assessment ....................................................................9
Photocopiable Evaluation Instruments .................................9
Avoid this mistake! ...............................................................9
COMMON EUROPEAN FRAMEWORK OF REFERENCE
FOR LANGUAGES ....................................................................10
TEACHING STRATEGIES FOR SKILLS DEVELOPMENT ...... 11
Reading comprehension strategies .....................................11
Listening and Speaking Strategies ......................................12
Writing strategies ...............................................................13
INTEGRATING THE FOUR SKILLS IN THE ENGLISH
CLASSROOM ..........................................................................14
Using literature in the language classroom .........................14
UNIT 1: TEEN LIFE ................................................................. 18

Extra Test ................................................................................ 32
Answers to Extra Test .............................................................. 34
UNIT 2: TECHNOLOGY AND INVENTIONS .......................... 36
Extra Test ................................................................................ 51
UNIT 3: MUSIC AND LITERATURE ........................................ 56
Extra Test ................................................................................ 73
UNIT 4: BODY AND MIND .................................................... 78
Extra Test ................................................................................ 91
QUESTION BANK ...................................................................96
Unit 1: Teen life ...................................................................96
Unit 2: Technology and inventions ......................................97
Unit 3: Music and literature .................................................98
Unit 4: Body and mind ........................................................99
Answers to Question Bank.................................................100
WORKBOOK ANSWERS ........................................................102
Unit 1: Teen life .................................................................102
Unit 2: Technology and inventions ....................................102
Unit 3: Music and literature ...............................................103
Unit 4: Body and mind ......................................................104
THEMATIC INDEX .................................................................105
BIBLIOGRAPHY ....................................................................106
Additional bibliography ...................................................107
Web pages ........................................................................107
Additional audiovisual resources.......................................107
THE SOUNDS OF ENGLISH .....................................................15

CLASSROOM LANGUAGE .......................................................16
ORIENTATIONS TO DEVELOP CRITICAL THINKING ...........17
PLAN OF THE BOOK
UNIT
UNIT
TEEN LIFE
6 - 27
TECHNOLOGY AND
INVENTIONS
28 - 51
Getting Ready ..................................................................6

BEFORE YOU START ....................................................8
Lesson 1: Teenage talk ............................................. 10
Listening:
An interview ................................................................... 11
Language Spot:
The Present Progressive for future plans ............. 12
Oral Practice:
A short interview .......................................................... 13
Reading and writing:
Two posts in a chat forum ......................................... 13
Lesson 2: Typical teenagers .................................. 16
Reading:
Teen poems .................................................................... 17
Language Spot:
Addition, alternative and contrast ......................... 19
Listening and Speaking:
Teen poems .................................................................... 20
Writing:
A short poem ................................................................. 20
Take Action!:
A poetic description .................................................... 21
YOUR ENGLISH IN ACTION ................................... 22
UNIT CHECK ................................................................. 24
PROJECT......................................................................... 27
Getting Ready ............................................................... 28

BEFORE YOU START ................................................. 30
Lesson 1: Technology Update .............................. 32
Listening:
A piece of news ............................................................. 33
Language Spot:
Linking Words ................................................................ 34
Oral Practice:
A short description ...................................................... 35
A short story extract: The Bicentennial Man....... 37
Lesson 2: Popular teenage inventions ............. 38
Reading:
Information about two teen inventors ................. 39
Language Spot:
Expressing reasons ...................................................... 41
A dialog expressing opinions................................... 43
Writing:
A description of a new device.................................. 44
Take Action!:
An original invention .................................................. 45
UNIT CHECK ................................................................. 48
PROJECT......................................................................... 51
COMMUNICATIVE TASKS FILE ............................100
THEMATIC INDEX ....................................................... 104
UNIT
UNIT
MUSIC AND
LITERATURE
BODY AND MIND
52 - 77
78 - 99
Getting Ready ............................................................... 52

BEFORE YOU START ................................................. 54
Lesson 1: New Stars................................................... 56
Listening:
A TV show........................................................................ 57
Language Spot:
Expressing quantity ..................................................... 59
Oral Practice:
A dialog about necessities and obligations ........ 60
Song lyrics ....................................................................... 60
Lesson 2: We want you to read! ........................... 64
Reading:
A novel extract: The Wonderful Wizard of Oz ..... 66
Language Spot:
The Passive Voice .......................................................... 68
A dialog about the content of a story ................... 70
Writing:
A book review ................................................................ 70
Take Action!:
A chat with a star .......................................................... 71
UNIT CHECK ................................................................. 74
PROJECT......................................................................... 77
Getting Ready ............................................................... 78

BEFORE YOU START ................................................. 80
Lesson 1: You can beat them! ............................... 82
Listening:
An oral presentation.................................................... 83
Language Spot:
Expressing possibilities (may / might) .................. 84
Oral Practice:
A dialog about bullying ............................................. 86
A personal story about bullying ............................. 86
Lesson 2: Why am I in such a bad mood? ........ 88
Reading:
Letters to an advice column ..................................... 89
Language Spot:
Giving advice and recommendation (should /
shouldnt / ought to) ................................................... 91
Expressing advice and suggestions ....................... 92
Writing:
A letter to an advice column .................................... 93
UNIT CHECK ................................................................. 96
PROJECT......................................................................... 99
LANGUAGE REFERENCE ............ 105
VOCABULARY ................................ 107
BIBLIOGRAPHY.............................. 109
DESCRIPTION OF THE COURSE

Teens Club has been written for teenagers in their first year of
secondary school.
The main objective of Teens Club is to appeal to teenagers by
providing them with materials related with their own reality.
The different topics in Teens Club have been selected to give
students the opportunity for cross-curricular and cross-cultural
work so that they can learn about life and the world at the same
time as they learn English.
Through guided questions and simple discussions, students are
encouraged to express and hold their opinions on issues that
concern their lives and the world around them.
As it is important for students to learn how to learn, Teens
Club has been designed especially to provide students with
opportunities to experiment, use their learning styles and
develop a variety of language learning strategies which will suit
each of them.
COURSE COMPONENTS
Teens Club consists of a Students Book, a Workbook, a Reading
Booklet, a Teachers Book and a CD-ROM.
Students Book
The Students Book is divided into 4 units, each one based on a
different topic:
Unit 1: Teen life
Unit 2: Technology and inventions
Unit 3: Music and literature
Unit 4: Body and mind
Each unit has lessons that integrate the four skills. In different
parts of a lesson, a Useful ExpressionsSpot can be found, which
presents commonly used expressionsthat students can employ in
dialogs and conversations and there is also a Strategy Spot to help
students comprehend and use the language. Together with this, a
Lets Check section can be found to allow students evaluate their
progress on a particular aspect of the lesson. At the same time,
this section provides information to the teacher about any points
with which most of the students have problems.
At the end of each unit, there are three additional sections:
Unit Check. It is a final test which covers the four skills and the
language studied. It helps students revise contents and evaluate
their performance through the whole unit.
Project. It gives students the opportunity to apply what they

have learned throughout the unit and integrate it with other
school subjects.
Real Life Spots. They allow students to make connections
between the topic of the lesson and the real world, and may
bring a bit of humor to the class. They also provide them with
useful additional information. Teachers should encourage
students to make the most of these spots and search for further
information or connections with the topics on their own. Finally,
students can practice oral communication using a special bank of
communicative activities which they will find in the final pages
of the book:
Communicative Tasks File. This section is meant to make students
practice the vocabulary of the unit and some useful expressions
and to improve their fluency through simple picture description.
Teens Club also includes a Game Spot section in some of the
lessons. Games are highly motivating, since they are amusing
and, at the same time, challenging for students; they provide
an opportunity to use language in real contexts, and they also
encourage and increase cooperation.
CD-ROM
The CD-ROM includes all the material for the listening tasks in the
lessons, the oral practice exercises, the reading texts (including the
Reading Booklet), and the reading and listening components of all
the tests (Unit Check and Extra Tests).
1 This is the icon used in the Students Book to indicate that
recorded material is used.

1 This is the icon used in the Teachers Book to indicate that
recorded material is used; it includes the corresponding

track number.
Teachers Book
This component offers teachers support in several different ways:
An introduction with a description of the course, the
methodology of the text, suggestions for classroom
management, general methodological suggestions for the
activities, description of the course components.
Information on the advantages of using literature in the teaching
of English as a second language.
Classroom language (which can also be found in the CD).
Indications of estimated time, materials and evaluations for
each lesson.
Step-by-step lesson plans and suggestions, including ideas to

start each lesson, as well as follow-up activities and suggestions
for homework.
Background information related to the information provided
in the different texts, to help the teacher deal with possible
questions from the students.
A section called Error Alert!, which provides information about
mistakes students are likely to make, and additional exercises to
practice specific points. They are shown in the Teachers Book as
part of the guidelines for the activities in which they may occur.
Photocopiable observation and evaluation sheets for the teacher
and students.
The answers to all the activities in the Students Book,
Workbook, and tests.
Full transcripts of the recorded material: listening texts, oral
practice activities, listening tests.
One extra test per unit.
A complete bibliography for the teacher.
Classification of the activities in the lessons according to their
level of difficulty, indicated with the following icons:
+ Low
++ Medium
+++ High
Icons to indicate the language ability to be developed
A Question Bank, supporting material for the teacher, to clarify
and encourage reflection and discussion, exercise, monitor,
and reinforce the students learning process.
Reading Booklet
Extra reading texts are presented in a beautiful booklet, to
encourage students to read at home or outside of the classroom.
The booklet also includes open questions for each text, as a
means of developing critical thinking. It can be also be used as
complementary reading during the class.
Workbook
This includes a selection of exercises divided by unit and lesson,
designed for language practice, so that the student will develop
problem-solving skills.
Icons used in the Students Book:
READING
AND WRITING
A short section with extra practice focused on reading

comprehension and writing skills.
LISTENING AND SPEAKING
A short section with extra practice focused on listening and

speaking skills.
ORAL PRACTICE
Activities based on a listening text, aimed at practicing oral

skills, pronunciation, fluency and intonation.
FAST LEARNERS
Activities for faster students. They can also be used with all
students, if the circumstances allow it.
REAL
LIFE
SPOT
Interesting bits of information on the topics of the lesson.

GAME
SPOT
Section designed to motivate you with different games.

LETS CHECK
These short evaluation activities allow you to analyze your
performance. You complete the tasks within a time limit and
check your points.
Key
Word
Spot
Special glossary that helps you with the key words in the text
you are going to read or listen to.
Useful Expressions Spot
Commonly used expressions that students can use in dialogs

and conversations.
Strategy
Spot
Strategies that help you comprehend and use the language.

TAKE ACTION!
Hands-on activities to consolidate the contents covered in the unit.
LETS READ!
This icon indicates the connection of an activity with complementary
work on the Reading Booklet.
TEENS CLUB METHODOLOGY

Teens Club helps students develop language learning skills to
carry out tasks related to the content. In every lesson, there are
tasks which consolidate the linguistic and thematic content.
Learning strategies
In the field of language learning, there has been a change of
paradigm over time: from the early focus on the product of
language learning (linguistic or sociolinguistic competence) to
a greater emphasis on the processes and the characteristics of
language learning strategies. These learning strategies have
been defined as those specific actions, behaviors, steps, or
techniques that students (often intentionally) use to improve
their progress in developing language skills, and that can
facilitate the internalization, storage, retrieval, or use of the new
language. Training students to use these strategies properly can
help them become better language learners.
Along the same line, research evidence has shown that
whether it is a specific conversation, reading, writing, or other
class, students need to constantly monitor and evaluate the
strategies they develop and use; and they need to be aware
of the nature, function and importance of such strategies
(Graham, 1997, p. 169).
One way to foster strategy use in the classroom is to consider
them in the lessons. For this purpose, Teens 1 has incorporated
various ways in which students can learn the language by
modeling, practicing or presenting different strategies, in order
to appeal to a variety of learning styles. These are presented in
the Strategy Spot boxes, which highlight specific strategies and
guide students to use them for developing different skills and
tasks. For detailed information about learning strategies, see
Appendix Teaching Strategies for Skills Development on Page 11.
Skills development
At the beginning of each unit, the book presents activities aimed
at activating previous knowledge (sections Getting Ready and
Before you start). The purpose of these sections is that students
can know what information they need in order to face the
new contents successfully, and also to activate the knowledge
previously acquired, and practice it through interesting activities
related to the contents that will be covered.
The methodology adopted through the lessons is a three-phase
approach consisting of before, while and after listening and

reading activities.
The Before Reading / Listening activities provide a setting,
motivation and linguistic preparation; they activate previous
knowledge about the topic of the lesson, motivate students
to read or listen and encourage them to predict and anticipate
information.
The Reading / Listening activities focus students attention
and instruct them on how to look for specific information, find
clues and discriminate between essential and non-essential
information.
The After Reading / Listening activities connect the text with the
students own reality, provide them with practice on specific
grammar points and help them develop writing and speaking skills.
Communicative skills
Most students evaluate their own language ability based on how
well they can speak. Speaking activities are present in Teens Club
right from the start, and they are integrated with the other skills
to encourage communication. Even in the first stages of learning,
with only a limited knowledge of vocabulary and structures,
students want and are able to communicate. The speaking tasks
give students an additional opportunity to use new language in
the context of a real life task, carried out in pairs or in groups, and
following models provided.
Writing is approached as a process, so as to make students aware
of the steps that need to be taken when writing, such as making
lists, drafting, and discriminating between main and secondary
ideas. The activities are also an integral part of each lesson, with
a variety of tasks students must accomplish during the class or as
homework, with varying degrees of support and guidance.
Language structure
In Teens Club, grammar is approached in a clearly structured, yet
meaningful way. Students are presented with an inductive task
in a section called Language Spot, in which they have to figure
out how the structure works in English, discovering both the use
and the form. Then, they complete controlled practice exercises,
where they apply the target structure in communicative
situations.
Vocabulary
The key vocabulary in each lesson is presented in the Key Word
Spot. There are vocabulary activities through which students
develop effective strategies for learning and keeping vocabulary
records. A systematic use of dictionaries is encouraged.
Learning styles
Learning styles is about developing students awareness of
how they learn and how they develop their learning strategies,
to become more effective and independent learners. Teachers
should encourage students to analyze their learning process,
making them think about the problems they have faced and
how they could improve their performance. This is continuously
supported throughout Teens Clubs units and lessons.
Large classes
Large mixed-ability classes are a reality teachers have to face
every day. Grouping is one technique that is used to reduce
the negative effects of this situation. When the class is divided
into smaller units, many learning activities can be undertaken.
This implies a different role for the teacher; this does not mean
that he / she will become less active in the classroom, but that
he / she will not be the center of the activities. Teachers who
monitor, encourage and participate in different classroom
groups are even more active than traditional teachers.
By re-organizing the classroom to allow more opportunities for
communicative interactions and activities, students will be in a
better position to practice and acquire the foreign language.
Pairwork and groupwork

One of the ways of giving students the time they require to
practice a language in class is by forming groups or pairs.
This helps teachers to individualize their learners, provides
opportunities for sharing experiences, and it may also help
teachers to accommodate learner differences by varying
student roles.
Teachers must bear in mind that this type of work encourages
students to share their skills and knowledge, and to learn from
each other. It also increases students involvement, active
participation, and a positive attitude.
reinforce social and communicative skills required to work with

other people.
The teacher should take an active role in group and pair
formation, and students should take different roles each time.
Assessment
In Teens Club, self-assessment takes place in each lesson.
This is done through the Lets Check and Unit Check sections,
where students evaluate themselves to become aware of their
progress, and in the Project section, where they analyze their
performance and make decisions concerning steps they can take
to improve.
Self-assessment
In Teens Club, self-assessment takes place in each lesson, so that
students have the opportunity to reflect on their progress and
their main problems. This type of assessment helps students to
become more efficient learners, as well as make them feel more
responsible for their own learning.
This is done through the Lets Check and Unit Check sections,
where students evaluate themselves to become aware of their
progress.
Photocopiable Evaluation Instruments

The Teachers Book offers a selection of rubrics and evaluation
sheets that the teacher can use in different situations, with
different purposes and with different students. The labels and
criteria can be adapted to the class situation, the topics covered,
the number of students, etc. They can be used by the teacher
to evaluate students, or by students to evaluate themselves
and / or their peers. The teacher may use the results of these
evaluation instances as part of the final mark of students, as
long as they are informed of the system applied.
Avoid this mistake!

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

these activities, because they give them an opportunity to
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

The restructured version of the Common European Framework
of reference for language learning, teaching and assessment
represents the latest stage in a process which has been actively
pursued since 1971 and owes much to the collaboration of many
members of the teaching profession across Europe and beyond.
The Common European Framework of Reference for Languages
(abbreviated as CEFR or CEF) is a standard, international scale of
levels for language learning.
One of the aims of the Framework is to help describe the
CEF band
C
Proficient
user
B
Independent
user
A
Basic
user
CEF level
hours
levels of proficiency required by existing standards, tests and

examinations in order to facilitate comparisons between
different systems of qualifications. For this purpose the
Common Reference Levels have been developed. Ideally a
scale of reference levels in a common framework should meet
the following criteria. The table below shows the three bands
and six levels of the CEF, together with the approximate hours
required to achieve each level and what a person is able to do
with the language at each level.
level descriptor (ability at this level)
C2
Mastery or
Proficiency
C1
Effective
Operational
Proficiency or
Advanced
800
B2
Vantage
or Upper
Intermediate
600
Can understand the main ideas of complex text on both concrete and abstract topics, including
technical discussions in his/her field of specialization.
Can interact with a degree of fluency and spontaneity that makes regular interaction with native
speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and disadvantages of various options.
B1
Threshold or
Intermediate
400
Can understand the main points of clear standard input on familiar matters regularly encountered in
work, school, leisure, etc.
Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
Can produce simple connected text on topics which are familiar or of personal interest.
Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and
explanations for opinions and plans.
*A2 Way-stage or
Elementary
200
Can understand sentences and frequently used expressions related to areas of most immediate
relevance (e.g. very basic personal and family information, shopping, local geography, employment).
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate environment and matters in
areas of immediate need.
*A1 Breakthrough
or Beginner
1000+
Can understand with ease virtually everything heard or read.

Can summarize information from different spoken and written sources, reconstructing arguments and
accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of
meaning even in the most complex situations.
Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
Can express him/herself fluently and spontaneously without much obvious searching for expressions.
Can use language flexibly and effectively for social, academic and professional purposes.
Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organizational patterns, connectors and cohesive devices.
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction
of needs of a concrete type.
Can introduce him/herself and others and can ask and answer questions about personal details such as
where he/she lives, people he/she knows and things he/she has.
Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
* The levels A2 and B1 correspond to the target levels for 8th grade and 12th grade in the national Curriculum.
Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for Languages: learning, teaching, assessment.
Cambridge University Press.
10
TEACHING STRATEGIES FOR SKILLS DEVELOPMENT
While reading
Evaluate predictions and revise them as needed.
Connect the meaning of one sentence to the meaning of another; use
background knowledge to try to clarify the meanings of words and
phrases.
Interact with the text; ask questions about its content and reflecting on
its ideas.
Focus the attention on the reading goals.
Reread a passage before going on.
Summarize the content of a passage as they read it.
Make inferences as they read.
Create mental images, or visualize a setting, event, or character to help
understand a passage in a text.
Monitor comprehension as they read.
Rephrase a passage in their own words.
Look up the meanings of difficult words.
After reading
Think about, or reflect on what they read.
Mentally summarize major points or events in the text.
Go to other sources to find additional information about the topic of the
reading.
Talk with a classmate about which strategies they used and why they
used them.
Making
connections
Preview the text by looking at the title, headings, and images.

Recall prior knowledge; think about what they already know about the
topic of the text.
Set goals for their reading. Note the structure, or organization of the text,
and create a mental overview or outline of the text to help decide whether
it is relevant to their goals.
Predict what the text will be about by using prior knowledge.
Predicting
Before reading
What do you think will happen next?

Based on the material youve looked over before reading, what
can you predict
What does this title / heading / picture make you think?
Although the author hasnt told it, what do you think about
Questioning
Strategies can help students become better readers if they

use different strategies before, during, and after reading,
use strategies whenever they read
think about how strategies can help them
Does this remind you of something?

Has this ever happened to you?
Do you know someone like him / her?
Are you like this character?
What do you already know that will help understand what
youre reading?
Does this information confirm or conflict with what youve read
in other sources?
What is the author saying?

Why is that happening?
Why did this character?
Is this important?
How does this information connect with what you have already
read?
Monitoring
Comprehension strategies are conscious plans or procedures

that are under the control of a reader, who makes decisions
about which strategies to use and when to use them to get
meaning from text.
The following chart shows examples of questions teachers can

use to help students develop reading comprehension strategies
while they read.
Is this making sense?

Whats going on here?
What have you learned?
Do you need to reread?
What does this word mean?
What text clues help you fill in missing information?
Visualizing Summarizing
Reading comprehension strategies
This story is mainly about

How is the story organized?
The authors most important ideas were
How does the text organization help you?
What are the key words?
What are the pictures/scenes in your mind?
What do you hear / taste / smell or feel?
What do the characters, the setting, and the events of the story
look like in your mind?
Can you picture this new information?
Adapted from: Capistrano Unified School District. (2003). Student Reading

Comprehension Strategies. Retrieved from: http://www.readinglady.com/mosaic/
tools/Student%20Reading%20Comprehension%20Strategies%20explanation%20
from%20Leslie.pdf
11
Listening and Speaking Strategies

Listening strategies are techniques or activities that contribute
directly to the comprehension.
In the Pre-listening stage, students need to understand how
to recognize the purpose of the listening message, and make
connections about the topic or tone to tune in as preparation
for processing the information. Teachers can use directions,
vocabulary competition, film watching, or description of
drawing sketches to tune their brain in the second langue
listening.
On the other hand. The teaching of speaking involves more than

just providing them with speaking fluency practice. Teachers
need to focus on skills and strategies that will help students
negotiate meaning and communicate effectively with other
people.
These strategies help all students improve their language
development in a supportive, encouraging way.
Model language by saying aloud and writing the ideas and
concepts youre teaching.
Have students retell stories aloud.
In the While listening part, the teaching task will mainly

focus on note taking skills. EFL learners need to be taught and
encouraged to actively think about what theyre listening to.
In order to teach EFL learners to think when listening, focusing
on note-taking skills is a good way of helping learners to
concentrate and to look for clues in what theyre listening to.
Teach choral speaking and reading
After listening, students need to act upon what they have

heard to expand their thinking.
Correct content, not grammar. To model proper grammar and

syntax, restate or rephrase students questions or statements.
Here are examples of strategies to help develop students

listening comprehension.
When asking questions, give choices for the answer.
Before listening
Think of what they already know about the topic of the recording.
Anticipate what will come.
Evaluate which listening strategies will serve best in the particular
situation.
Predict what the speaker(s) might say.
While listening
Figure out the purpose for listening.
Listen carefully to the speaker.
Attend to the parts of the listening input that are relevant to the
identified purpose and ignore the rest.
Listen for more information that the speaker tells about an idea.
After listening
Think about what they have listened.
Monitor their comprehension and the effectiveness of the selected
strategies.
Evaluate if they they achieved the listening comprehension goals.
Evaluate if the combination of listening strategies selected was effective.
12
Sing or read songs. Children can bring in a favorite song to

perform alone or as a group, but make sure you have heard the
song first and can approve it.
Have students read and perform Readers Theater scripts.
Encourage students to describe, summarize, define, contrast,

and compare by modeling. Be sure to show and not just tell
when teaching a new concept, idea, or vocabulary.
Writing strategies
For a second language learner, writing is an extension of
listening and speaking. Therefore, students must be provided
opportunities to build, extend, and refine oral language in order
to improve written output.
Step
Actions
Tips and instructions
1. Prewriting
Prewriting is forming
ideas and planning
how to present
information. This is the
planning phase of the
writing process, when
writers brainstorm,
research, gather and
outline ideas, often
using diagrams for
mapping out their
thoughts.
Use brainstorming or create a

graphic organizer.
Observe, imagine, interview.
Gather the information.
2. Drafting
Drafting is creating
the first version of a
paragraph. This step
turns prewriting ideas
into sentences. Writers
create their initial
composition by writing
down all the ideas in
an organized way.
Use three or more important

ideas from the prewriting
and add specific, interesting
details.
Develop complete sentences.
Add supporting details.
Dont worry about making
mistakes just get your
ideas down on paper.
3. Revising
Revising is changing,
Read carefully to make sure
taking out, or adding
the wording is clear and
words to make
complete.
meaning more clear.
Ask yourself:
The goal of this phase
Is my message clear?
of the writing process is Did I include enough
to improve the draft.
information?
Did I accomplish my purpose?
4. Editing
Editing is correcting
spelling, punctuation,
and grammar errors.
At this point in the
writing process, writers
proofread and correct
errors in grammar and
mechanics, and edit
to improve style and
clarity.
Read it aloud to yourself.

Ask a friend/ peer to listen to
your work.
Use a checklist to check
capitalization, punctuation
and spelling.
Have another writers
feedback.
5. Publishing
Publishing is making
a final copy. In this
last step of the writing
process, the final
writing is shared with
the audience.
Submit to the teacher/ peers

/editors / etc.
Send it to interested /
individual groups.
Display it in your
A great deal of research on writing highlights the fact that this

skill is rarely done in isolation, but is virtually always done in
response to source texts (Cumming, Kantor, Powers, Santos,
& Taylor, 2000; Hale et al., 1996; Hamp-Lyons & Kroll, 1996;
Horowitz, 1991; Leki & Carson, 1997; Weigle, 2002).
That is, students are rarely asked to write essays based solely on
their background knowledge; before they write on a given topic
they are expected to read, discuss, and think critically about that
topic and the type of text they are expected to produce.
Currently there is general agreement that reading and writing
are both fundamental cognitive processes that depend upon
cognitive activities such as selecting important information,
organizing and retrieving information, summarizing or
consolidating information, and so forth. Thus, instruction in
reading and writing becomes an important aspect of enhancing
students skills.
Recently, writing instruction has moved from a product
orientation to a process orientation that stresses response
during writers planning, drafting, revising, editing and
publishing.
Fundamental to this process is writing for real purposes
and audiences, students sharing of ideas and written
work, students ownership of their topics, frequent writing
opportunities, and opportunities for extended writing.
It is also important for students to view their own writing
published, informally or formally. This provides them with a
purpose to planning their texts, as well as purposes for drafting
and revising (since their work will be public, they experience
the need to shape the work to best represent their own goals).
The writing process involves a series of steps to follow in
producing a finished piece of writing. Every writer follows his or
her own writing process. Here are the five steps in the Writing
Process and some useful tips and instructions to use with your
students.
Adapted from: The 5-Step Writing Process: From Brainstorming to Publishing. (n.d.)
Retrieved from: http://www.liferichpublishing.com/AuthorResources/General/5Step-Writing-Process.aspx#sthash.1xrD4Dgq.dpuf
13
INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM

Skills integration generally refers to linking the traditional four
skills of language learning: reading, writing, listening, and
speaking in the context of a lesson. An integrating approach
for the development of communicative skills in the classroom
is highly recommended for acquisition because, as skills are
integrated in the classroom, the relevant knowledge of the foreign
language is taught in a coherent, meaningful way.
In everyday life, there are many situations in which we use more
than one language skill. For this reason, integration is concerned
with realistic communication. When teachers integrate skills in a
lesson, they are able to teach the foreign language at a discourse
level. At this level, language is presented to students through
texts which are whole units of communication (either spoken
or written) rather than separated segments or parts they must
analyze in isolation.
Skills integration allows students to process language by:
contextualizing, interpreting, exploring, analyzing, experiencing,
challenging, confronting, assimilating, practicing and sharing
the new information. In addition, an integrating approach has a
positive impact on the classroom atmosphere, creating a relaxed
environment and fostering motivation and active engagement.
Forms of integration
There are two general forms to integrate skills in the classroom:
Simple integration. It is the easiest form of integration. In this
type of lesson, a receptive language skill serves as a model for a
productive language skill.
Example: A reading activity which provides a model for a writing
task, a listening comprehension activity which guides students to
oral production.
Complex integration. In this form of integration, skills are
integrated around a theme. The specific distribution of skills
integration in the lesson will depend on the target topic.
Example: A pre-reading discussion of the topic to activate
schemata, followed by listening to a series of informative
statements about the topic or passage to be read. While reading,
teacher focuses the lesson on a certain reading strategy (for
instance, scanning). After reading, students react by writing a
paraphrase of a section of the reading passage and making a
comment.
Adapted from: Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to
Language Pedagogy2nd Ed., New York: Pearson Education.
14
Using literature in the language classroom

When students are faced with reading literature, an extensive
list of reading sub-skills are applied:
deducing meaning and use of unfamiliar words;
understanding explicitly stated information;
understanding information which is not explicitly stated;
understanding conceptual meaning;
understanding relations between the parts of a text through
lexical cohesion devices;
understanding cohesion between the parts of a text through
grammatical cohesion devices;
interpreting text by going outside of it.
The methodological implications of the use of literature in the
language classroom are:
EFL classroom strategies such as cloze, rewriting, prediction
activities, role playing are adapted and adopted to teach
literary texts in the language lesson;
text manipulation (e.g., rearrangement and dramatization);
two-way channel of teacher-student communication and pair/
group work, in order to achieve more self-sufficiency.
literature favors students development of creative and
interpretative skills.
The following is a three-stage framework proposed as a working
model for the presentation of literary texts in the language
classroom:
Framing (thematic preparation): turning students attention
to the content or theme of the text. Also, it will focus on
distinguishing prose from poetry.
Focusing (engaging): the designed activities which lead them
to understand the text and to interpret it for the purposes in
hand.
Diverging (moving on): leading students into parallel activities
of various kinds, e.g., role play, transfer to other text-types,
creative writing, etc.
Adapted from: Mirzaei, A., & Domakani, M. R. (2008). The Theory and Practice of
Bringing Literature into the EFL Classroom.
THE SOUNDS OF ENGLISH

The consonants in the table are the consonant phonemes of
British and American English.
Consonant sounds
/p/
/b/
/t/
/d/
/k/
/g/
/f/
/v/
//
//
/s/
/z/
//
//
/h/
/t/
/d/
/m/
/n/
//
/l/
/r/
/j/
/w/
put, supper, lip

bit, ruby, pub
two, letter, cat
deep, ladder, read
can, lucky, sick
gate, tiger, dog
fine, coffee, leaf
van, over, move
think, both
the, brother, smooth
soup, fussy, less
zoo, busy, use
show, washing, cash
leisure, vision
home, ahead
chair, nature, watch
jump, pigeon, bridge
man, drummer, comb
no, runner, pin
young, singer
let, silly, fall
run, carry
you, yes
woman, way
The vowels in the table above are the vowel phonemes British
English. All long vowels are followed by colons /:/. Most of the
differences between British and American English are to do
with the quality and length of the vowels. The most significant
differences are explained in the foot notes.
Vowel sounds
/:/
//
/e/
//
/:/
//
/:/
//
/:/
//
Br// Am//
//
eat, sleep
silly, baby, it, swim
edge, lead
apple, man
father, calm, *1cant, *2car
*3
odd, want
or*4, daughter, more
put, full
shoe, suit
under, enough, butter
earn, bird, occur
above, support, possible, Africa, mother
*1
In American English, this is pronounced with vowel //.

Before /nt/ /f/ /s/, as in cant, half, grass, bath.
*2
In American English, the r after a vowel is pronounced.
*3
This vowel is not found in American English. Instead it is

pronounced as //.
*4
In American English, the r after a vowel is pronounced.
/e/
/a/
//
//
ache, pay
Im, right
oil, noise
ear, here
air, dare
pure, tour
out, cow
own, coat
* In American English, the final r is typically pronounced.

Adapted from: Yule, G. (2010). The Study of Language, Fourth Edition. New York:
Cambridge University Press.
15
CLASSROOM LANGUAGE
1 Greetings
Good morning. / Good afternoon. / Hello. / Hi.

Good bye. / See you tomorrow. / See you later.
Have a nice weekend. / Enjoy your holiday.
2 Moods and feelings
A: How are you today?

B: Im fine. / Im great. / OK. / Very well, thank you. / Im not
very well. / I have a problem. / Im feeling down. / Im sad.
3 Asking for clarification
Can you repeat that, please?

Can you say that again, please?
Sorry. Im afraid I didnt understand.
Can you help me with this exercise, please?
4 Encouragement
Well done! / Good! / Excellent! / Good work! / Congratulations!

Do it more carefully. / Say it again. / Try to correct that, please.
Not too bad. / Youll do better next time. / Keep trying!
5 The date
A: What day is it today?

B: Its Monday. / Its Tuesday. / Its Wednesday. / Its Thursday. /
Its Friday. / Its Saturday. / Its Sunday.
A: Whats the date today?
B: Its (Monday) March 9th. / Its (Monday) 9th March.
6 The weather
A: Whats the weather like today?

B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its nice and
warm. / Its nice and cool. / Its raining. / Its snowing.
7 The time
A: Whats the time? / What time is it?

B: Its one oclock. / Its two oclock. / Its three oclock. / Its ten
oclock. / Its twelve oclock.
B: Its quarter past nine. / Its half past ten. / Its five past
eleven. / Its ten past twelve. / Its twenty past one. / Its
twenty five past two.
B: Its quarter to eight. / Its twenty five to nine. / Its twenty to
ten. / Its ten to three. / Its five to four.
16
8 Some commands and instructions
Answer the questions.

Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Complete the paragraph.
Copy the instructions.
Discuss the ideas in your group.
Do Exercise 1.
Do not write in your book.
Fill in the blanks.
Find examples in the text.
Find the cognates in the text.
Listen to the recording.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make some notes.
Match the pictures.
Name three activities.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you.
Work in groups of four.
Work with your partner.
Write the sentences.
9 Turn taking and permission
Can I talk to you after the class?

Excuse me, can I say something?
Excuse me; can I leave the room for a minute?
May I go to the bathroom?
Its your turn.
Sorry, its my turn.
ORIENTATIONS TO DEVELOP CRITICAL THINKING

Recent research has shown that, in general, students who develop critical thinking skills are more able to achieve better marks, become
less dependent, create knowledge, evaluate, and change the structures in society.
Teachers questions constitute a central aspect to develop students critical thinking. These are examples of questions and tasks that
consider the different levels of thinking proposed in the New Blooms Taxonomy (Anderson et al., 2001).
Skill
Remembering
Understanding
Apply
Analyze
Evaluate
Create
Key words
Questions
Examples of tasks
Remember, repeat, identify match, What / How / Where is?

reproduce
When / How did happen?
How would you explain / describe?
How would you show?
Who / what were the main?
What are the ?
What is the definition of?
Describe, explain, paraphrase, give How would you classify?
examples, infer, interpret, predict, How would you compare / contrast?
summarize
How would you rephrase the meaning of?
What is the main idea of?
What can you say about?
How would you summarize?
Demonstrate, dramatize, illustrate, How would you use?
show, use
What examples can you give
How would you solve the?
What have you learned about?
What would result if?
Compare, contrast, critique,
What are the parts / characteristics of?
discriminate, show in a diagram,
Why do you think?
select
What is the theme?
What conclusions can you draw?
How would you classify?
What evidence can you find?
What is the relationship between?
Discuss, justify, evaluate, monitor, What is your opinion of?
check, confirm
What would you recommend?
How would you rate / evaluate?
How would you support the view?
Answer questions
Discriminate between true and false
information
Name
Recite a poem
Design, create, elaborate,

generate, plan
Write an article about

Write a song
Dramatize
How would you improve?

What would happen if?
What alternative can you propose?
How could you change the plot / plan?
What can you predict?
Classify the
Elaborate a list of the main ideas
Compare two characters of the
story.
Read a paragraph.
Check and correct a text written by
a classmate.
Read and identify authors points of

view about global problems.
Determine the characters
motivation in a story.
Evaluate the arguments in favor /

against
Justify the idea that
17
UNIT
TEEN LIFE
In this unit you will:
read posts of a Student Forum chat.
read poems.
listen to an interview.
listen to poems.
You will learn how to:
Reading
identify cognates.
find general and specific information.
infer meaning of words in context.
locate and match information.
Listening
discriminate between correct and incorrect
information.
identify correct sequence.
differentiate sounds.
identify collocations.
Speaking
exchange information about personal interests
and preferences.
recite a poem about teen life.
Development Preparation for the unit: two hours

Lesson 1: six hours
Lesson 2: six hours
Consolidation and evaluation activities: four hours
Writing
write a personal introduction to a forum chat.
complete a poem.
Language
use linking words.
use the Present Progressive for future plans.
You will also:
develop respect for and acceptance of age, and
social and cultural diversity.
assess the importance of English as an
international communication tool.
Workbook: two hours

Reading booklet: two hours
Extra test: two hours
Didactic
resources
Complementary material such as articles from magazines, and Student Forum chats.
Pictures of teenagers provided by the teacher and students, to illustrate the diversity of teenage cultures
Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.
Methodological Teachers should prepare the lessons beforehand, considering that a thorough prior preparation allows them to think of and apply some
suggestions
useful ideas. It is their chance to make the class entertaining, and to successfully involve students in the learning process.
Teachers are advised to use a variety of resources throughout the book.
Evaluation
18
Types of Evaluation
Indicators
Continuous / Informal Students complete reading and listening activities, take part in conversations, and produce written texts.
Unit Check
Reading: Students find specific information and discriminate between correct and incorrect information.
Listening: Students find specific information, discriminate between correct and incorrect information and
identify sequence of information.
Language: Students use the Simple Present tense to express routine and the Present Progressive tense to
express future plans.
Speaking: Students exchange information about routines.
Writing: Students write and reply to e-mails.
Project
Students consolidate their learning through the whole unit.
Extra Test
Listening: Students identify specific information and discriminate between correct and incorrect information.
Language: Students use the Simple Present tense to express routine and the Present Progressive tense to
express future plans.
Writing: Students write a short paragraph describing their best friend.
Speaking: Students imitate an interview and exchange information about routines, interests, and favorite activities.
UNIT 1
TEEN LIFE
PAGE 6
GETTING READY
1 Introduce the topic of the unit, reading the
title aloud. Then, invite some students to

read what the young people, on Page 7, say
about being a teenager, and ask them if they
agree with them. Invite students to work in
groups, and talk about what being a
teenager means to them. Encourage them
to make some notes and come to an
agreement. Then, ask one member of each
group to share their comments with the rest
of the class. First, ask students to copy the
chart into their notebooks. Then, motivate
them to interview six of their classmates
about their interests and preferences, in
order to complete the chart. Elicit students
ideas about graphs, and then explain that
they will have to present the results for each
item in a graph. You may also give one
example on the board.
PAGE 8
BEFORE YOU START
Explain the students that these activities are
meant to revise and activate previous
knowledge, necessary to understand the content
of the unit.
LESSON 1
TEENAGE TALK
Before starting this unit, you need to know:

Future Will / Going to.
1 Students read the dialog about predictions

for the year 2050 ignoring the gaps and
complete it with the affirmative or negative
future form of the verbs in the boxes,
according to their ideas.
Answers
A: Can you imagine how life will be in the year 2050?

B: I think there will be security cameras everywhere and
cars will fly. Everyone will have mobile phones, even
young children. What about you? What do you think?
A: I think people will travel by spaceship and we will
have vacations in space!
B: Wow! That sounds great!
2 Students write their own predictions for
the year 2050 in their notebooks. Give them

some time to practice saying their
predictions aloud and encourage them to
share them with a partner.
3 Students read the diaries and write two

questions they can make about the
information in them.
4 Give students some time to ask and answer

the questions they created.
5 Motivate students to follow the model in
Exercise 3 and write a dialog about their

plans for next weekend. Ask them to work
with a partner and have a conversation
about their plans.
PAGE 9
LESSON 2
TYPICAL TEENAGERS

Different types of texts.
1 Draw students attention to the pictures that
show different types of texts. Help them

identify the type of each text by looking at
their features: organization, visual aids,
elements, etc. After that, tell them they have
to match the different texts with their
corresponding names above.
Background information
Examples of literary texts include: short stories,
poems, novels, plays, song lyrics, etc.
Each of them is organized in a different way, and
is supported by different textual aids, such as
speech bubbles (in case of comics), illustrations,
rhyme, etc.
Prose is a form of language which applies
ordinary grammatical structure and natural flow
of speech rather than rhythmic structure (as in
traditional poetry).
A poem is a piece of writing in which the words
are arranged in separate lines, often ending in
rhyme, and are chosen for their sound and for
the images and ideas they suggest.
19
A play (or drama) is a piece of writing that is

intended to be acted in a theater or on radio
or television.
A comic strip is a short series of funny drawings
with a small amount of writing.
Source: http://dictionary.cambridge.org/dictionary/
Answers
a. 4. b. 1. c. 3. d. 2.
2 Elicit students ideas about characteristics of

different types of texts.
Talk to students about different literary
genres and how they can be distinguished.
Ask them if they like reading/writing poems,
if they ever read comics (which ones), if
they have seen a theater/movie script, etc.
Ask them to discuss the differences of the
genres presented in the exercise.
Elements that could help to identify the type
of the texts in Exercise 1 are: the speech
bubbles and the illustrations in the case of
the comic strip, the elements that can be
seen in the drama script (narrator,
characters), the stanzas and verses of the
poem, and the length of the piece of prose.
PAGE 10
LESSON 1
TEENAGE TALK
6 class hours.
Objectives Listen, and identify main ideas and specific information

in a street interview about teen life.
Read two posts in a Student Forum chat on the Internet.
Exchange information about personal interests and
preferences.
Write a personal introduction to a forum chat.
Use the Present Progressive to express future plans.
Materials CD, Tracks 10, 11, 12.
Reading booklet, p. 4.
Your English in Action, Students Book, p. 22, Ex. 1, 2.
Workbook, pp. 2, 3, 4, 5.
Evaluation Lets Check, Students Book, p. 14.
20
Strategy
Spot
Before listening, raise your students interest by

talking about what it is to be a teenager. Ask them
to continue discussing this in pairs or groups of
three. They will have enough ideas to make the
list of questions.
1 + Ask students to read the text ignoring the

gaps. Then, explain to them that they have
to circle the words that they think best fits
each context. Tell them to pay special
attention to the information preceding and
following each gap.
Answers
videogames; fashion; sports; music parties.
2 ++ Now, in pairs, tell students they have to

make a list of other words related to
teenagers. Write the words on the board
and check orally.
3 +++ Draw students attention to the photos
above and ask them to answer the

questions in their groups. Invite one member
of each group to share their answers with
the rest of their classmates. Check around.
4 +++ Have students read the words in the
LISTENING
Time
BEFORE LISTENING
UNIT 1
Key Word Spot, taken from the listening

text, and then identify their meanings in the
list. Allow them to use bilingual or
monolingual dictionaries if necessary.
Once you are sure your students have
understood the meaning, ask them to get in
pairs and categorize the words as emotional
states or materials. Tell them they need to
explain their answers giving examples. To
guide them in this activity, you can give
them the following model on the board: We
think look forward is an emotional state
because we can use this expression in a
sentence like Im looking forward to
hearing from you.
Answers
a. fed up; b. look forward to; c. fleece
TEEN LIFE
PAGE 11
LISTENING
5 +
10 Tell students that they are going to

listen to an interview with a typical teenager.
Explain that, this first time, they dont need
to pay attention to details. They must only
get the general content to check their
predictions in Exercise 3.
Answers
a. Yes, he does.
b. Hes from Chicago, in the USA.
c. He likes skateboarding, playing the guitar and
listening to music.
d. He cares about the environment.
Strategy
Spot
This strategy will help your students improve their

pronunciation. Once they have finished, have a
couple of students say the words aloud for all the
class to hear.
6 ++
10 Ask students to listen to the

interview once more and identify the correct
alternative for each sentence.
Answers
a. friends; b. The Amazing Life of Birds; c. older;
d. homework; e. one week.
7 ++
10 Play the recording again. Ask

students to listen and match column A with
column B. Then, encourage them to find the
correct picture for each collocation.
Additional information
A collocation is two or more words that often go
together. These combinations just sound right
to native English speakers, who use them all the
time. On the other hand, other combinations
may be unnatural and just sound wrong.
8 +++
10 Play the recording again. This

time, students must listen and answer the
questions.
Answers
a. He lives in the suburbs of Chicago. b. Skateboarding,
play the drums, listen to music, go to clubs. c. History,
Spanish and computer science. d. Answers will vary.
TRANSCRIPT
10
Interviewer: Danny Evans is 16 and lives in a suburb of Chicago.

Danny, what do you usually do on weekends?
Danny:
I always go skateboarding and I play the drums.
I also often listen to music with my friends and
we go to clubs every Saturday night.
Interviewer: How often do you go to the movies?
Danny:
Once or twice a month.
Interviewer: What are you reading right now?
Danny:
A great book called The Amazing Life of Birds, by
Gary Paulsen.
Interviewer: What are your favorite subjects at school?
Danny:
History, Spanish, and computer science.
Interviewer: What do you and your friends talk about?
Danny:
Girls, sports, and music.
Interviewer: Do you have a girlfriend?
Danny:
No; all the girls like older boys, because they
have cars, and jobs, and money.
Anyway, Im not looking for a girlfriend.
Interviewer: What are you wearing today?
Danny:
Im wearing a fleece jacket, jeans, and sneakers.
Interviewer: How are you feeling?
Danny:
Im fed up with homework.
Interviewer: What are you doing on your next vacation?
Danny:
Im spending a week with my cousins in the
country. I cant wait!
Interviewer: What kind of things do you really care about?
Danny:
I think the environment is really important. We
must stop the destruction of our planet!
Examples:
Do homework; make the bed; give a
presentation; pay attention; have a bath; have a
drink; have lunch; do a favor; do the shopping;
make money; break the law; take a chance;
catch a bus, etc.
21
PAGE 12
LANGUAGE SPOT
The Present Progressive for Future Plans
This section is designed to help students revise

or discover a particular grammar structure or an
interesting item of vocabulary related to the text.
The activities are meant to promote
independent learning, so help, guide and check
the students, but do not enunciate the answers.
1. Students have to read the questions and
answers from the interview, carefully.
2. Help them identify which exchange talks
about an event that is happening now and
which exchange talks about future plans.
Answers:
a.- a.; b. b.; c. ii.
3. Now students must copy and complete the
general rule in their notebook.
Answers:
We use the Present Progressive to talk
about temporary events and about what is
happening now.
We can also use the Present Progressive to
talk about future plans and arrangements.
4. Invite your students to guess what other
plans Danny may have, and write
sentences in their notebooks. Check their
answers orally and on the board.
Answers: Will vary. Accept any coherent
ideas, such as: Danny is visiting his family
on Saturday; Danny is riding a horse
tomorrow morning; Danny is doing sports
on the weekend, etc.
9 + Refer students to the LANGUAGE SPOT
so they can complete the dialogs with the

right form of the verbs in the Simple Present
or the Present Continuous and their own
ideas.
22
UNIT 1
AVOID THIS MISTAKE!

Present Progressive: Im wearing a uniform / He is
reading
a book (NOT: I wearing a uniform / He reading a book)
Additional exercise
Use the prompts to write sentences in the
Present Progressive tense.
a. Anna / cook / the meal.
b. Bill / play / chess / his friends.
c. Diana / sleep / her best friends house.
d. Nick and Jill / swim / the pool.
e. Bob / read / a novel.
f. Jim and Sheila / have / dinner.
g. My parents / watch / a movie.
h. Ann / help / her mother.
i. The plane / take off.
j. Tina and Margaret / travel / around the world.
For more information on AVOID THIS MISTAKE!,
see Page 11 of the Introduction.
PAGE 13
ORAL PRACTICE
10 ++
11 Ask your students to complete the

dialogs with their own ideas. Refer them to
the Useful Expressions Spot and encourage
them to include these phrases. Then, ask
them to listen to the recording and compare
the conversation with their own dialogs.
TRANSCRIPT
Interviewer:
Leonor:
Interviewer:
Leonor:
Interviewer:
Leonor:
Interviewer:
Leonor:
Interviewer:
Leonor:
11
How often do you go to the movies?

Once or twice a month.
What are you reading right now?
A great book called The Golden Compass.
What are your favorite subjects at school?
Drama, Spanish, and computer science.
What do you and your friends talk about?
Sports and music.
What are you doing next weekend?
We are playing volleyball and going to a
birthday party.
TEEN LIFE
TRANSCRIPT
Students look at the commonly used expressions

and include them in their dialogs.
Jay Star:
11 +++ Ask students to role-play the dialog
they created in the previous exercise. You

can give them some time to practice before
they act out their conversations.
READING AND WRITING

12 ++
12 Before doing the exercise, explain

the task clearly. Make sure that all students
understand what they are expected to do.
Explain that writing tasks consist of a
process which involves careful planning,
drafting, revising and editing, before writing
the final version.
It is important that students realize that,
regardless the type of text they are required
to write, these steps have to be carefully
followed for the sake of the final product.
Make students read and analyze the two
forum posts and then ask them to extract
the information to complete the first rows of
the table.
Answers
Name
City
School
Likes
Jay Star Boston Saint Joseph Music; playing the guitar
Brummie
Sports; chatting on the
Chicago Benton Harbor
Bex
Internet
LETS READ!
Motivate students to read the posts on Page 4 of the
reading booklet, and then compare them with the ones
they read. Encourage students to answer the questions
that will help them understand the texts.
12
Hey! Im new to the forum - So yeah, Im a

student in Boston from Saint Josephs; love
music and play the guitar and the drums. Im
gigging this Saturday at Fenneys. Whats up?
Brummie Bex: Hi everyone! My name is Bex; just finished my
first year at Benton Harbor Secondary School.
Originally from Chicago. In my free time, I
play sports and chat on the Internet with
people from all over the world. Next weekend,
Im camping on the beach with my friends for
two nights. If anyone wants to know anything
else, feel free to ask!
PAGE 14
13 + Organizing. Tell students they are going

to write a post in a student forum chat.
Explain to them that, in order to plan their
writing, they have to complete the last row
of the chart with their personal information.
14 ++ Drafting. Have students use the
information in the chart to write a post in a

student forum chat in their notebook.
Encourage them to invent a username,
introduce themselves and include the
suggested points.
15 +++ Writing. Ask students to write a final

version of their post on a sheet of paper.
16 +++ Editing. Motivate students to
exchange their compositions with their

partner and to use the Editing Checklist to
check for mistakes.
More!
You can encourage students to introduce
themselves on an Internet forum and participate
in a conversation with students around the world.
Check www.interpals.net for ideas.
LETS CHECK
17 The purpose of this section is to allow
students to check their progress and to

provide the teacher with information about
23
any points that most students may have

problems with. Make sure they understand
what they are expected to do, and give
them enough time to answer individually.
Then, check on the board to allow students
to correct their work and assign a mark
according to the scale.
PAGE 15
FAST LEARNERS
Play the Dont Answer Back game
This game guarantees confusion and lots of

laughter in the classroom (perfect for teenagers!).
a. Ask students to write down questions like
those in the interview and in Exercise 10.
b. Form groups of six students and sit them in a
circle.
c. d.e. Write a question on the board.
Example: Whats your name?
Explain that the aim for each student is to give
the answer to the question asked to the
student before. To help explain this, get a
student to ask you a question (ex: Do you
have a sister?), dont answer this question but
tell your name (answering the question written
on the board).
f. g. Start the game. Each player has 3 lives. If
he/she doesnt answer the correct question,
or he/she hesitates for too long, he /she loses
a life. The winner/s is / are the player/s with
most lives at the end of the time limit.
REAL LIFE
SPOT
Give students some time to describe the

illustration. Then, explain to them that the
illustration shows a father and a teenage son
talking about their plans for the weekend. Ask
them to discuss their own experiences at home
about this particular situation. Finally, have them
work in groups and encourage them to create a
conversation about weekend plans between a
parent and a child. Motivate them to use their
own ideas and to role-play the dialog in front of
the class.
24
UNIT 1
PAGE 16
LESSON 2
READING
Time
TYPICAL TEENAGERS
6 class hours.
Objectives Read, listen, and identify main ideas and specific

information in two poems about teens characteristics.
Recite poems.
Write a short poem about life as a teenager.
Use linking words to connect ideas.
Materials CD, Tracks 13, 14, 15, 16, 17, 18.
Reading booklet, p. 3.
Your English in Action, Students Book, pp. 22, 23, Ex. 3 ,4
Workbook, pp. 6 - 9.
Evaluation Lets Check, Students Book, p. 20.
BEFORE READING
1 + Ask your students to look up the words in
the boxes the dictionary and take notes of
their meaning. Then, have them look at the
pictures in Exercise 2. Motivate them to
describe the pictures using the appropriate
words from the boxes.
2 ++ Ask students to discuss the questions,

in pairs. Check orally and on the board.
Encourage discussion.
Strategy
Spot
This strategy helps your students approach the

poems by anticipating the emotional content they
can infer from the titles.
PAGE 17
3 ++ Ask students to discuss the questions
with their partners. Encourage them to

identify the source of the conflict with their
parents and to find solutions. Check fluency
and coherence.
4 ++ Explain to your students that they are
going to read two poems written by

teenagers. Encourage students to guess
what teenagers usually write about. Do not
check answers at this point.
TEEN LIFE
5 +++ Have students look up the words in
the Key Word Spot in the dictionary and

look up their meaning in a dictionary. Ask
them: Are they nouns, adjectives, verbs or
adverbs? Finally, tell them to find the parts
of the poems in which the words are
mentioned and encourage them to re-write
the sentences replacing the words by their
synonyms.
Answers
folks: members of your family, especially your parents.

fume: to be very angry about something.
mean: angry.
swear: to use rude or offensive language.
unfair: unjust.
utterly: totally, very.
Strategy
Spot
Use this after-reading strategy to consolidate

students comprehension of the poems. When
working with literary texts, especially with poems,
visualization is a useful strategy as it appeals to
the construction of images and the decoding of
feelings expressed by the poet.
Ask your students to go back to the poems,to
read them one more time and close their eyes.
Tell them to focus on the situations that the poems
describe. You can assign this activity as pair
discussion or you can also ask students to work
individually. Suggest note taking and motivate
them to share their images and impressions with
the rest of the class, in order to identify similarities
and differences.
PAGE 18
READING
6 +
13 Ask students to read and check their

predictions in Exercise 4.
7 ++ Make students read the first poem
carefully again and identify the comments in

the list that are mentioned. Have students
note that language and vocabulary may be
changed, but the meaning of each
statement is what matters.
Answers
a., d., f.
8 +++ Motivate students to read the first
poem once more and find phrases or

sentences to describe each picture. Ask
them to write the phrases in their books.
Possible answers
Picture 1: Talking to a friend / They talk for hours on end.

Picture 2: Sending them a text,
Picture 3: Their music cracks the ceiling
Picture 4: Theyll leave their room a mess, And give
cleaning it a miss
Picture 5: Happy, sad, sleepy, mean / And more time in
their room.
Picture 6: Talking to a friend / They talk for hours on end.
9 +++ Students read the poem Getting
Older again. Invite them to identify the

stanza in which the ideas in the list (a d)
are mentioned. At this point, you may need
to make sure students can identify the
different parts of a poem clearly.
Answers
a. 7, b. 9, c. 2, d. 3
Parts of poems
canto: a section of a long poem
couplet: two lines of poetry that are next to each
other
foot: a section of a line of poetry that consists of
one syllable (=part of a word) that you
emphasize when speaking and one or more
syllables that you do not emphasize
heroic couplet: two lines of poetry that rhyme
and use iambic pentameter
hexameter: a line of poetry that has six metrical
feet
iamb: a unit of rhythm in poetry, consisting of
one short or weak beat followed by one long or
strong beat, for example in the word mistake
pentameter: a line of poetry with five strong
beats
quatrain: a group of four lines in a poem
refrain: a group of lines in a poem or a song that
are repeated regularly
25
stanza: a section of a poem consisting of a

group of lines that form a unit in a pattern that is
repeated through the whole poem
verse: a group of words or sentences that form
one section of a poem or song
Source: http://www.macmillandictionary.com/
thesaurus-category/british/Parts-of-poems
LETS READ!
Invite students to read more poems, on Page 3 of the
reading booklet. Ask them to compare all the poems they
read, paying special attention to: topic, mood, structure,
vocabulary, length, etc. Encourage some of the students
to share their findings with the rest of the class.
PAGE 19
10 ++ In pairs, students create a conversation
in which they give their own opinions about

the poems and write it in their notebook.
Then, give students time to practice their
dialog and say it out loud. Draw their
attention to the Useful Expressions Spot and
encourage them to express their ideas using
these phrases.
Students use these expressions to express their

opinions about the poem.
Strategy
Spot
Ask your students to choose a particular idea or

statement in the poems. Have them discuss why
this part of the poem has called their attention and
why.
26
UNIT 1
LANGUAGE SPOT
Addition, alternative and contrast
This section is designed to help students

revise or discover a particular grammar
structure or an interesting item of vocabulary
related to the text.
1. Students revise the examples from the
poem, paying special attention to the words
in bold.
2. Students identify:
a. the word that introduces an additional idea
b. the word that introduces an alternative idea
c. what concept the word but introduces
Answers:
a. and b. or c. a contrast
3. Now, students copy and complete the
general rules in their notebooks.
Answers:
We use but when we want to express a
contrast between two ideas.
We use and when we want to express
additional ideas.
We use or when we want to express
alternative ideas.
4. Ask students to copy all the sentences from
the poems that include the words in the
Language Spot, and to identify what they
express.
Answers:
Poem 1:
Theyll leave their room a mess and give
cleaning it a miss, (addition)
They think their folks are ancient, and
utterly unfair (addition)
Poem 2:
When you cannot find your pencil and your
purse has gone astray. (addition)
When the morning comes too quickly and
you just cant cope with rush; (addition)
When everyone is shouting and youd
rather have some hush. (addition)
For this happens we are told, but no, this
isnt how it is. (contrast)
TEEN LIFE
More!
Faster students may do the same activity with
the poems in the reading booklet.
11 + Refer students to the LANGUAGE SPOT

to combine the pairs of sentences. Invite
some students to write their sentences on
the board to check the exercise.
Answers
a. Teenagers sleep a lot but they are always sleepy,
anyway.
b. Teenagers dont talk with their parents but they talk a
lot with their friends.
c. Teenagers like music and sports.
d. Teenagers like to be with friends or to spend a lot of
time in their rooms.
PAGE 20
12 +++
13 Play the recording several times.

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

them react to what they have listened to, by
summarizing the main message in the poems.
Also, motivate them to indicate if they agree with
what the poets express.
LETS CHECK

what they are expected to do and give them
enough time to answer individually.
WRITING
Tell the students that, in this section, they will write
a poem like the ones they read during the lesson.
Before starting, explain to them that writing
activities always entail a process that includes:
careful planning, drafting, editing, and publishing.
You may need to share some additional
information with them.
Some tips on writing a poem:
A poem might start with just a line or two that
seems to come out of nowhere.
Emotions are what make poems.
Its important to have in mind what is wanted to
achieve with the poem, e.g. expressing love,
commemorating an event, or just completing
a task.
Its hard to build a poem using only
abstractions. The key is to replace or enhance
abstractions with concrete images, things that
can be appreciated with the senses: a rose, a
shark, or a crackling fire, for example.
Powerful poetry not only uses concrete images;
it also describes them vividly, so that the reader
can identify with their own experience.
The most well -known poetic device is rhyme.
Rhyme can add suspense, enhance meaning,
or make the poem more cohesive.
Other poetic devices include meter, metaphor,
assonance, alliteration, and repetition.
A lot of spoken English is based on iambic
pentameter, in which speech follows an
alternating pattern of stressed and unstressed
syllables for a total of 10 syllables. A lot of
poetry written in iambic pentameter, such as
that of Shakespeare, begins with an unstressed,
one-syllable word such as an or the to start
the alternating pattern.
14 ++ Read the words in the boxes with the
class, and check that students understand

their meaning. Ask them to use the words to
complete the verses of the poem below.
afraid = feeling fear / temeroso/a; ashamed
= feeling shame or embarrassment /
avergonzado/a; blunt = very direct / muy
franco/a; bold = brave and confident /
27
audaz; brave = courageous / valiente;

loud = making a lot of noise / bullicioso/a;
quiet = tending not to talk very much /
callado/a; shy = nervous or embarrassed
about meeting and speaking to other people
/ tmido/a.
Answers
18 +++ Editing. Motivate students to
exchange their drafts and check for

mistakes using the Editing checklist.
19 +++ Writing. Ask students to write the

final version of their poem on a piece of
paper.
Bold, loud, blunt, brave, shy, quiet, ashamed, afraid.
PAGE 21
15 ++ Now, tell students to think about feelings,

ideas or actions related with teenagers.
Ask them to complete the poem and then,
share their work with their groups.
If you want, you can provide the original
poem, for students to compare to their
versions.
Answers
I AM
James Born
I am love in the face of hate,

I am kindness in the face of ridicule,
I am strength in the face of adversity,
I am patience in the face of the mule.
I will not run away from fear,
I will not run and hide.
I am bravery, I am pride,
I will make a difference in this world, big or small.
That is my promise to me, my promise to all.
Strategy
Spot
Make sure your students follow the steps stated in

this section. This will help them whenever they
need to create a piece of writing. If necessary,
model an example on the board with their help.
16 + Organizing. Introduce the task and draw

students attention to the Strategy Spot.
17 ++ Drafting. Encourage students to follow
the example in Exercise 15 and write a draft

of their poem in their notebook. Make sure
they use connectors such as, and, but,
and or.
28
UNIT 1
TAKE ACTION!
Explain to the students that the task to be
completed is a poetic description of a typical
teenager. Read the instructions aloud and
make sure everybody understands them.
Invite them to work in pairs and revise all the
poems in the lesson again, including those in
the reading booklet.
Before starting to write, recommend students
to think on the topic they are writing about
and who the intended audience is.
PAGE 22
YOUR ENGLISH IN ACTION
You can assign the activities in this section at the

end of each lesson, or as homework. You can
also assign extra mark to these activities if
needed.
1 Tell students to search for information about

someone that has a very unusual life, and
then, ask them to reflect on their similarities
and differences. Ask them to write a list of
their characteristics and share them with
their partner. Encourage discussion and
promote acceptance of different ideas and
respect. Check orally.
2 Explain to students that they must write a
full interview using the prompts given. They

must write it on a separate piece of paper.
Then, ask them to role play it with their
partners in front of the class. Check fluency
and pronunciation.
TEEN LIFE
More!
You can also ask them to do this task in pairs
and then to role play the interview in
front of the class.
Answers
A: What do you generally do on Friday evenings?
B: I usually go to the movies.
A: How are you feeling right now?
B: Im tired. I have so much homework.
A: What are your favorite subjects at school?
B: I like Spanish and Math.
A: What are you doing next weekend?
B: I am doing sports and going to a disco with my friends.
A: What are you wearing today?
B: Im wearing jeans, sneakers, and a fleece jacket.
A: What do you like to do with your friends?
B: I like to go skating, going to parties and doing sports.
14 Students must read the interview

about this very extreme new fashion, and
then complete the paragraph below and
answer the questions. When they finish,
play the recording and ask them to check
their answers.
Sonia:
My best friend started to dress like this and I

thought she looked really cool.
Interviewer: What do your parents think?
Sonia:
My mother thinks it is awful. She doesnt like
the way I look or dress.
Interviewer: Do you spend a lot of money on your clothes?
Sonia:
Yes. I love shopping for clothes and makeup,
and I spend a lot of money at the hairdressers,
so I have a weekend job in a supermarket.
PAGE 23
4 Motivate students to answer the quiz, so
that they can find out if they are typical

teenagers. Tell them to answer it and
calculate the scores.
Then, ask them to compare their results with
their classmates, and elicit their comments.
5 Ask students to compare their results with
their partners and then answer the

questions. Encourage discussion and
promote respect to other students opinions.
Check orally.
Answers
Sonias favorite clothes and accessories are pink miniskirts, pink tops, platform boots, false eyelashes, glitter
and pink lipstick.
She likes them because she thinks she looks really cool,
but her mother doesnt like the way she looks or dresses.
To get money to buy her clothes and accessories she has
a weekend job in a supermarket.
TRANSCRIPT
Interviewer: How old are you, Sonia?
Sonia:
Im 15 years old.
Interviewer: I understand you are a ganguro girl; what
does that name mean?
Sonia:
It means black face girl because I have a very
dark suntan.
Interviewer: Can you describe what you are wearing?
Sonia:
Im wearing a pink miniskirt with a pink tank
top and knee-high suede platform boots. I am
wearing false eyelashes, white eye shadow,
some glitter on my cheeks and pink lipstick.
Interviewer: Why did you start dressing like this?
PAGE 24
UNIT CHECK
Explain to students that the purpose of this section

is to help them revise the contents and evaluate
Read the instructions and make sure all the
students understand what they are expected to do
in each activity. Encourage them to give honest
answers, in order to detect their strengths and
weaknesses.
Check students results and revise any points in
which most of them may have problems with.
Answers
READING - TWO CULTURES
15
1 Answers will vary.
29
PAGE 25
2 a. True. b. False. c. True. d. False. e. False.

3 Answer will vary
TRANSCRIPT
15
Bao-yu: Hi! My name is Bao-Yu. I want to make friends with

people all over the world. I live in Shangai, in the
east of China. Im 15 years old and I live with my
parents. I dont have any brothers or sisters.
On school days, I always get up at 6 a.m. I take the
subway to school and usually meet my friends on
the train. We have six classes a day.
After school, I often go to my sports club, where
I do judo and play baseball and tennis. When I
get home, I do two hours of homework and then I
usually watch TV. I also like reading.
On the weekend, I meet my friends and I go
shopping. Sometimes we go to the park and play
baseball. Tell me about you! What is your life like?
Kenny: Hi, Bao-Yu! My name is Kenny. I am fourteen years
old and I live in Seattle, in the USA. Wow, your life
is really different to mine. I always get up at 7 in
the morning on weekdays. I have eight classes a
day. I like to play basketball, video games and see
my friends. What about music? Whos your favorite
singer? I really like rap music - Snoop Dogg is my
favorite singer.
LISTENING - DIAMOND LAMOURS LIFE
16 a. False. b. False. c. False. d. False.

e. True.
16 a. fourteen. b. meets. c. Jake.

d. excited. e. world.
TRANSCRIPT
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
Interviewer:
Diamond:
16
Hi, Diamond. Can I ask you a few questions?

Sure.
How old are you?
Im fourteen.
Where do you live?
In Lansing, Michigan.
What do you usually do on weekends?
I meet my friends downtown, we go window
shopping, and have a soda or an ice cream. And
I often go to parties on Saturday night, not to
discos, but to friends houses.
How often do you go to the movies?
About once a month.
What are you reading right now?
Nothing right now, because Im studying for
several tests.
What are your favorite school subjects?
Spanish, history, and art.
What do you and your friends talk about?
Clothes, TV, and boys.
Do you have a boyfriend?
Yes. Hes called Jake and hes 16.
What are you wearing today?
A blue top, a denim skirt, and boots.
How are you feeling?
Excited, because Im 15 tomorrow.
What are you doing next Saturday night?
I have my birthday party!
What do you care about?
Politics. I want to change the world!
What do you worry about?
I get really nervous about exams.
What are your plans for next week?
Im studying for all my exams.
PAGE 26
16 1 d. 2 a. 3 c. 4 b. 5 e.
LANGUAGE
7 Answers will vary.

8 What people think of them. Teens dont
want their identity to be viewed in a negative

light. Unfortunately, this dark light often
means many admirable qualities, like
30
UNIT 1
TEEN LIFE
making good grades or playing the viola in

the school orchestra.
Grades. Believe it or not, most teens worry
about grades. Good grades are a sign of
well-being, and even though teacher
approval may not be as cool as peer
approval, its important.
Family difficulties. Most teens may seem
indifferent to their families, but this attitude
does not necessarily reflect how they really
feel. If theres trouble at home emotional or
financial teens can be particularly sensitive
to this.
SPEAKING
9 Students use the prompts to create two
questions about future plans. You can assign

a mark according to these criteria.
Task
Appropriate
questions
and answers
to exchange
personal
information.
Mostly
appropriate
questions
and answers
to exchange
personal
information.
A few
questions
and answers
to exchange
personal
information.
Very poor
questions
and answers
to exchange
personal
information.
Score Language Score Interaction Score

3
Practically no
language
mistakes.
Fluid
interaction,
good
pronunciation,
no hesitation.
Very few
language
mistakes.
Fluid
interaction,
some
pronunciation
mistakes, some
hesitation.
Some
language
mistakes.
A lot of
language
mistakes.
Fluid
interaction,
some
pronunciation
mistakes, some
hesitation.
Interaction
affected by
pronunciation
mistakes and a
lot of hesitation.
Your
Score
PAGE 27
PROJECT
The purpose of this section is that students apply

what they have learned in the unit and integrate
it with other school subjects. Make sure they
read the instructions carefully and understand
what they are supposed to do. Give them
enough time to do the project and to present it to
the class.
Ask students to go to the Communicative Tasks
File section at the end of the book and do a
picture description of two generations of
teenagers having fun. This will allow them to
practice the vocabulary of the unit and to
improve their fluency. Go around the classroom
checking their work.
COMMUNICATIVE TASK FILE
Have students go to the Communicative Tasks

File section at the end of the book. Encourage
them to work in pairs and take turns to describe
the different inventions. Motivate them to use the
expressions as they speak and identify the
characteristics of the inventions. Then, ask
students to choose one invention, take notes of
some ideas and give a mini presentation about it.
31
EXTRA TEST UNIT 1

READING - THE STUDENTS MAIL
17
Dear friends: Hi! Im Dora. Im 14 and I study at Liceo Superior in Necochea, Argentina. I like chatting with students all around the world to learn
more about their culture and way of life. I also like listening to music and reading. At this moment, Im reading a very interesting novel, World
Without End.
Please write to me! I can write in English and, of course, in Spanish!
Hello! Im Gabriel. Im 15 and Im from Porto Alegre, in Brazil. Im interested in all sports, especially soccer, and I love video games and
computers. I would like to have cyber friends from different parts of the world, so I hope someone writes to me.
Hello friends! My name is Enzo and Im a student at a secondary school in Quito, Ecuador. Im 14. I go to school five days a week in the afternoon.
I start lessons at 1 p.m. and return home at 6 p.m. I want to have friends from other countries.
I have many hobbies, I like playing sports, going to the movies and having fun with my friends. I also love music I play the drums in my school
band and sometimes I sing!
Hi! Im Rachel, Its good to meet you. Im from Denver, Colorado, in the USA. Im 16 years old and I like to play tennis and basketball. I also like to
write poems and listening to music. I would like to get cyber friends from abroad.
Please write to me, I am waiting for your mails!
1 Take a look at the texts. What are the students doing?
a.
b.
c.
d.
1 pts.
Asking for advice

Introducing themselves
Talking about their families
Telling a story
5 pts.
a.
b.
c.
d.
e.
Why do the students write the posts?

Do they have similar interests and lives?
Who is the oldest?
Who is the youngest?
Which continents are they from?
3 Read the texts once more and complete this chart.

Name
PHOTOCOPIABLE MATERIAL
TEENS CLUB 1 MEDIO
2 Read the texts again and answer these questions.
32
UNIT 1
Country
4 pts.
Interests
TEEN LIFE
LISTENING - TEENAGERS IN THE STREET

4
18 Listen to the recording. What is the person who asks the questions doing?
1 pt.
a. Doing a survey.
b. Interviewing people.
c. Reading a piece of news.
18 Listen to the recording again. Are these statements true (T) or false (F)?
The teens are students at an Elementary School.

They usually study on weekends.
The boy likes going to the cinema.
The girl is reading a novel.
The boy is looking for a girlfriend.
18 Listen to the recording again and choose the best alternative.

a.
b.
c.
d.
4 pts.
On Saturdays, I usually go shopping / do the shopping.

I play basketball / baseball. Im on the school team.
I prefer to rent DVDs / CDs and stay at home.
Many / most girls like older boys.
LANGUAGE
5 pts.
7 Choose the right form for each sentence.

a.
b.
c.
d.
e.
f.
g.
h.
i.
Gregory cant talk to you now; he has / is having a shower.

I wash / am washing my clothes every Thursday.
They are playing / play tennis on Wednesdays.
Dont talk to me! I watch / am watching this movie.
Astronauts do / are doing experiments every morning.
She is taking / takes the dog for a walk every afternoon.
I dont like / am not liking Leonardo DiCaprio.
We are having / have lunch at 1.00 on Sundays.
My mother bakes / is baking a cake for my fathers birthday.
SPEAKING
8 In pairs, role play an interview like the one in the recording. Exchange information
5 pts.
about routines, interests and favorite activities.
WRITING
9 Use the information in Exercise 8 to write a short paragraph describing your best
friends interests and favorite activities.
0 - 12
Keep trying!
13 - 21
Good!
22 - 29
Very good!
5 pts.
35 pts.
TOTAL
30 - 35
Excellent!
33
TEENS CLUB 1 MEDIO
a.
b.
c.
d.
e.
5 pts.
ANSWERS TO EXTRA TEST UNIT 1
READING - STUDENTS MAILS
1 b.
2 a. Because they want to have friends from
all over the world.
b. Yes, they do.
c. Rachel is the oldest.
d. Enzo is the youngest.
e. Theyre from North / South America.
Name
Dora
Ariel
Enzo
Rachel
TRANSCRIPT
Country
Argentina
Brazil
Ecuador
The USA
Interests
Listening to music, reading
Video games, computers
Movies, music
Sports, writing, music
17
Dora:
Dear friends:
Hi! Im Dora. Im 14 and I study at Liceo Superior
in Necochea, Argentina. I also like chatting with
students from all around the world, to learn more
about their culture and way of life. I also like
listening to music and reading. At this moment, Im
reading a very interesting novel, World Without
End. Please write to me! I can write in English and,
of course, in Spanish!
Gabriel: Hello! Im Gabriel. Im 15 and Im from Porto
Alegre, in Brazil. Im interested in all sports,
especially soccer, and I love video games and
computers. I would like to have cyber
friends from different parts of the world, so I hope
someone writes to me.
Enzo:
Hello, friends! My name is Enzo and Im a student
at a secondary school in Quito, Ecuador. Im 14. I go
to school five days a week in the afternoon. I start
lessons at 1 p.m. and return home at 6 p.m. I want
to have friends from other countries. I have many
hobbies, I like playing sports, going to the movies,
and having fun with my friends. I also love music
I play the drums in my school band and sometimes
I sing!
34
UNIT 1
Rachel: Hi! Im Rachel, Its good to meet you. Im from

Denver, Colorado, in the USA. Im 16 years
old and I like to play tennis and basketball. I also
like writing poems and listening to music. I would
like to get cyber friends from abroad. Please write
to me, Ill be waiting for your messages
LISTENING - TEENAGERS IN THE STREET
18 a.
18 a. False. b. False. c. False. d. True.

e. False.
18 a. go. b. baseball. c. DVDs. d. Most
TRANSCRIPT
18
Interviewer: Excuse me. Can I ask you a few questions? Im

doing a survey for a new teens magazine.
Teenagers: Sure!
Interviewer: Are you students?
Boy:
Yes, at Brentwood High School.
Interviewer: What do you usually do on weekends?
Girl:
On Saturdays, I usually go shopping and then I
like to visit friends or go to parties.
Boy:
I play baseball. Im on the school team. On
Saturday nights, I meet my friends and
we usually go to parties.
Interviewer: How often do you go to the cinema?
Girl:
Very often; about two or three times a month.
Interviewer: What about you?
Boy:
I never go to the cinema. I prefer to rent DVDs
and stay at home.
Interviewer: What are you reading right now?
Girl:
Im reading the latest Harry Potter novel.
Interviewer: What do you and your friends talk about?
Girl:
We talk about clothes and music, TV programs,
and boys, of course!
Boy:
We always talk about sports, sports, and sports.
Interviewer: Would you like to have a girlfriend?
Boy:
Id like to, but most girls like older boys. Well
have to wait!
Interviewer: Thank you very much. Here, have a copy of the
first issue of our magazine.
TEEN LIFE
LANGUAGE
WRITING
18 a. is having. b. wash. c. play. d. am

watching. e. do. f. takes. g. dont like.
h. have. i. is baking.
SPEAKING
8 In pairs, students role-play a survey and
exchange personal information. You can

assign a mark according to these criteria:
Task
Appropriate
questions
and answers
to exchange
personal
information.
Mostly
appropriate
questions
and answers
to exchange
personal
information.
A few
questions
and answers
to exchange
personal
information.
Very poor
questions
and answers
to exchange
personal
information.

3
Practically no
language
mistakes.
Fluid
interaction,
good
pronunciation,
no hesitation.
Very few
language
mistakes.
Fluid
interaction,
some
pronunciation
mistakes, some
hesitation.
Some
language
mistakes.
A lot of
language
mistakes.
Fluid
interaction,
some
pronunciation
mistakes, some
hesitation.
Interaction
affected by
pronunciation
mistakes and a
lot of hesitation.
Your
Score
9 Students use the information from
Exercise 8 to write a paragraph about their

partners interests and favorite activities. You
can assign a mark according to these criteria:
Task
Wrote the
reply and
provided all
the required
information.
Wrote the
reply and
provided
most of the
required
information.
Wrote the
reply and
provided
some of the
required
information.
Tried to
write the
reply but
provided
very few of
the required
information.
Score Language Score
Product
Score
Practically no
grammar or
vocabulary
mistakes.
Correct spelling
and format.
Very few
grammar or
vocabulary
mistakes.
A few spelling
mistakes and
slightly incorrect
format.
Some
grammar or
vocabulary
mistakes.
Several spelling
mistakes and
rather incorrect
format.
A lot of
grammar or
vocabulary
mistakes.
A lot of spelling
mistakes and
incorrect
format.
Your
Score
35
UNIT
TECHNOLOGY AND
INVENTIONS
read information from webpages.
listen to a conversation.
listen to a radio program extract about
technology.
Reading
identify the sequence of events.
identify the type of text.
Listening
information.
relate speakers and speech.
discriminate sounds and words.
identify sequence.
Speaking
describe a technological device.
exchange opinions about inventions and
technology.
Writing
complete a paragraph about a new invention.
Language
use linking words.
use relative clauses with because.
You will also:
assess and appreciate the role of technology in
everyday life.
develop respect for and acceptance of other
peoples opinions.
Development Lesson 1: six hours

Lesson 2: six hours
Workbook: two hours
Didactic
Complementary material such as articles magazines, Student Forum chats.
resources
Pictures of teenagers provided by the teacher and by students to illustrate the diversity of teenage cultures.
Supporting material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.
Methodological Teachers should prepare the lessons beforehand, considering that thorough prior preparation allows them to think of and apply some
suggestions
useful ideas. It is their chance to make the class entertaining and to involve students in the learning process.
Evaluation
36
Types of Evaluation
Indicators
Unit Check
Reading: Students find specific information and extract it from the text.
Listening: Students find specific information, discriminate between correct and incorrect information and
identify sequence of information.
Language: Students use linking words to connect their ideas.
Speaking: Students exchange information about an imaginary invention.
Writing: Students write a short description of a gadget they use in their everyday life.
Project
Students consolidate their learning during the unit.
Extra Test
Reading: Students find specific information in an article.
Listening: Students identify speakers and discriminate between correct and incorrect information in
a recording.
Language: Students use linking words to connect ideas.
Writing: Students write a short description of an imaginary invention.
Speaking: Students describe an everyday object to a partner.
UNIT 2
TECHNOLOGY AND INVENTIONS
PAGE 28
GETTING READY
1 This activity aims at setting the context for
the topic of the unit. Ask students to look at

the pictures on Page 29, and then identify
the names of the inventions in the boxes.
Check that they all identify and know the
names of the gadgets in English, so that
they can easily find them in the pictures.
Answers
CD or DVD player / remote control; bicycles; cellular

phone; microwave oven; jet plane; personal computer;
digital camera; credit card; calculator.
2 In their notebook, tell students to copy and
complete the chart, writing the name of the

invention in the correct column. Warn them
that some inventions can go in both
columns. You can check the exercise asking
a student to copy and complete the chart on
the board, or telling them to share their
answers aloud.
Answers
Work / Study
calculator
cellular phone
computer
camera
jet plane
microwave oven
Leisure (Free time)

cellular phone
computer
credit card
DVD
bicycle
camera
jet plane
3 Ask students to answer the questions, in
pairs. Encourage discussion. Check orally.
PAGE 30
BEFORE YOU START
Explain to students that the following activities

are meant to revise and activate previous
knowledge, necessary to understand the content
of the unit.
LESSON 1
TECHNOLOGY UPDATE

Vocabulary related to inventions and technology
Linking words and, but, so
1 Ask students to read the descriptions (a - c)
carefully, and then identify the corresponding

picture.
Answers
a. ii. b. iii. c. i.
2 Students complete the dialog with the right
connector. Before starting the activity, make

sure that they understand the meaning and
function of each connector (and but so).
Answers
Phil:
My Dad got me free tickets for the concert so Im

definitely going. Who wants to join me?
Sheila: Seriously? Wow! Thats great! I want to go with
you but oops! No. Wait! I cant. Ive got a math
test and a lot to study. What a pity!
Devin: Thats awesome, Phil! Im joining you. I wont have
more opportunities like this so Im going with you.
Its my favorite band!
Phil: Sheila, lets do something. Im good at math so I
can help you today after school. I would really love
to go with you and Devin. What do you say?
Sheila: Thanks, Phil! Youre the best!
3 Motivate students to practice and role-play
the conversation in Exercise 2. Monitor and

guide when necessary.
A connector is a word that is used to join words
or sentences.
And is used as a conjunction when the words or
phrases are of equal importance and both
conditions exist. Example: Tom and Harry
play hockey.
But is used to show a contradiction between two
phrases. That is to say, the first phrase leads to
expect a certain event and the second phrase
tells a contradictory outcome. Example: He ran,
but he missed the bus.
So is used to express result. Example: I was
tired so I went to bed.
37
PAGE 31
2 ++ Invite students to make a list of
POPULAR TEENAGE
INVENTIONS
LESSON 2

How to refer to actions in the past.
1 Ask your students to work in pairs and take

turns to describe the pictures using the
expressions in the boxes and the Past
Simple tense. Then, have them work
individually and write a paragraph about
three pictures. Remind them to use the
expressions and the Past Simple tense.
PAGE 32
LESSON 1
LISTENING
Time
TECHNOLOGY UPDATE
inventions they would like to have to improve

their everyday lives. Encourage them to
discuss with their partners and compare their
lists. Check orally and promote respect
towards others opinions best and most
useful idea for the future.
3 ++ Invite students to look at the pictures of
some new gadgets and then match them

with their names. Do not check at this stage.
4 +++ Once they have chosen the names,
brainstorm the uses students would give to

each gadget. You can draw a chart on the
board and take notes of the students ideas.
Then, ask them to copy sentences a c into
their notebooks and then complete them
with the name of the corresponding gadget,
according to the function they think they
have. Do not check at this stage.
6 class hours.
Objectives Listen to a radio program, and identify main ideas and

specific information about technological devices.
Read a piece of literature related to the topic of the lesson.
Describe a technological device.
Write a short description of the protagonist of the story.
Use linking words to connect ideas.
Materials CD, Tracks 19, 20, 21
Your English in Action, Students Book, p. 46, Ex. 1, 2
Workbook, pp. 10, 11, 12, 13
Evaluation Embedded evaluation, any of the activities in the After
Listening section.
Lets Check, Students Book, p. 37
BEFORE LISTENING
1 + Invite students to work in groups. Ask
them to think about possible inventions that

do not exist yet, but they think they need and
will exist in the future. Check on the board.
PAGE 33
5 ++ Ask students to look at the boxes and

say which words are related to the
inventions mentioned before. Encourage
discussion. Check orally.
LISTENING
6 +
19 Play the recording to allow students

to check their predictions in Exercises 3 and
4. Instruct them on how to focus on the
general information that will give them the
clues to identify the name and function of
each gadget.
Answers
3. a. C - pen - picture 5; b. TIVO - picture 2; c. Thought

remote control - picture 4.
4. a. Tivo b. C-Pen c. Thought - Remote Control
5. action, gadget, machine, pen, portable, system,
technology, control, TV, scanner.
7 ++

recording again, and number the gadgets as
they are mentioned.
38
UNIT 2
Answers
a. 2; b. 3; c. 1
8 +++

recording again and decide which of the
statements are true and which are false.
This time, they have to concentrate on
details to identify the incorrect information
that each sentence may contain.
An alternative exercise could be to ask
students to predict the answers and then
check with the recording.
Answers
a. False. (With TiVo you can see action as it happens

in motion).
b. True.
c. False. (The C-pen looks like a highlighter pen, but it is
a small portable scanner).
d. False. (The C-pen can store up to 3,000 pages of text).
e. True.
f. True.
Strategy
Spot
Have your students read the questions first so

they can anticipate what to expect and be better
prepared to answer.
Extra!
Additionally, you can ask students to correct the
false sentences in Exercise 7.
9 +++

recording again answer the questions.
Encourage them to discuss and compare
them with their partners.
Answers
a. sports lovers b. The Thought Remote Control can be
controlled only with the mind. c. The scanner.
Extra!
Again, you can transform this exercise and ask
students to write the name they think is correct
and then check with the recording.
In that case, ask them to give reasons for
their choices.
Example:
a. TiVo is paradise for sports lovers because
people who watch sports events on TV like to
replay or see things in slow motion.
b. Thought Remote Control understands what
you think; it can understand peoples thoughts.
c. etc...
TRANSCRIPT
19
Presenter: And now, Jim Mc Bride, in our section Technology

update. What do you have for us today, Jim?
Jim:
I have three gadgets that will surprise you. The
first is Tivo. Tivo is a remote control system that
allows you to interact with live TV.
Presenter: Interact with TV? Explain that, please.
Jim:
When watching TV, you can pause, replay, or
see all the action, as it happens, in slow motion.
When you go back to normal viewing, the TV will
continue from the point where you left off.
Presenter: It sounds like paradise for sports lovers! What else
do you have?
Jim:
The second gadget today is the C-pen pocket
scanner. With it, you will never have to search the
streets for a photocopy store again.
Presenter: Do you mean it is like a portable photocopier
machine?
Jim:
Exactly. Although it looks like a highlighter pen,
it is a small portable scanner that can read and
memorize a text line-by-line and then transfer
it directly to your PC. Besides, it can store up to
3,000 pages of text.
Presenter: Wow! And what is the last gadget for today?
Jim:
How would you like a computer that understands
your thoughts and acts upon them?
Presenter: I cant even imagine that although I know it
is possible.
Jim:
Believe it or not, it is. With this device, you dont
need a mouse or a keyboard; you just think of the
command that you want to give the computer
and the cursor moves where you want it to.
Presenter: This is the ideal gadget for people who are
physically disadvantaged. For example, (fade)
39
PAGE 34
LANGUAGE SPOT
Linking words
This section is designed to help students revise

or discover a particular grammar structure or an
interesting item of vocabulary related to the text.
independent learning, so help, guide and check
the students, but do not enunciate the answers.
1. Students read the sentences. Draw their
attention to the words in bold.
2. Tell students to identify what the words in
bold express, and choose an alternative from
the list. To do this task, it is very important
that they can first identify the two parts in
each sentence and then decide what
they express.
Answers: a. contrast
3. Once they have checked the answer,
students copy and complete the rule in their
notebooks. Linking words like although,
however, while and though indicate a
relationship of contrast between ideas.
Although and though are generally placed at
the beginning of a supporting idea.
However goes at the beginning of the second
sentence and is followed by a comma.
While is placed either at the beginning or in
the middle of two main clauses expressing
contrasting ideas.
Answers
a. Although / though they all indicate contrast, they are
different types of words.
b. They are different types of words, while they all
indicate contrast.
c. They are all different types of words. However, they
all indicate contrast.
10 ++ Refer students to the LANGUAGE
SPOT to write sentences using the linking

words provided, following the example. Invite
some of them to write their sentences on the
board to check the answers.
Answers
Answers will vary.
PAGE 35
ORAL PRACTICE
11 +++
20 Have your students listen and

complete the description of an invention.
Then, tell them to use the text as a model to
write their own description of an invention
that calls their attention in their notebook.
Make sure they look at the Useful
Expressions Spot and include the
expressions in their description.
Answers
gadget, allows, listen, has, portable, bag, conversations.
TRANSCRIPT
ERROR ALERT
Linking words are extremely important since they
indicate the relationship between ideas. Connectors
can be grouped according to meaning.
For example, while, however, and although all indicate
contrast or qualification. However, they are different
types of words, and require different punctuation.
Additional exercise
Relate these two sentences using although /
though, while, and however.
They all indicate contrast. They are different
types of words.
40
UNIT 2
20
Speaker: This gadget is called CyberBug. It allows you to

listen to peoples conversations. It has a microphone
and an amplifier, and a small headphone. Besides,
it is very cheap and portable. You can put it in your
bag and take it to work or even to the gym! With
it, you can hear conversations between people
although they are up to 50 meters away!
12 +++ Motivate your students to practice
saying their description individually to finally

present them to the class.
Extra!
You can also use this recording for shadow
reading. Ask students to listen and read the
description aloud, trying to imitate the speed and
rhythm of the speakers on the recording.
Studies suggest that shadow-reading effectively
promotes meaningful imitation and internalization
of L2 examples, aiding text comprehension and
retention.
Some of the most salient reasons for shadowreading to be useful are the following:
It offers repeated opportunities for hearing,
articulating, understanding, and internalizing L2
segments.
It provides affordances for mutual assistance,
as partners have the opportunity to monitor
each others production, make corrections if
necessary, and help each other understand and
produce text.
It promotes intelligent, transformative imitation
of L2 material.
It allows the students to engage in imitation
(particularly during low voice and silent
repetition), a process which might contribute
to internalization.
13 ++ The objective of this activity is to
provide students with the necessary

vocabulary support they need to understand
the literary text they are going to read on
Page 36. To do so, some parts of the text
have been taken out and presented in three
boxes. In each box, the expressions that
can present difficulty have been marked in
bold in such a way students can deduce
their meaning using the context as a clue.
Ask students to read and match the
paragraphs (I III) and the definitions of the
expressions in bold ( i iii). Check answers
orally and make sure students understand
the expressions as well as the message
expressed in each paragraph.
Answers
I ii; II iii; III i.
PAGE 37
READING AND WRITING

Strategy
21
Spot
This strategy will help your students maximize

their understanding of the text. At the same time,
it will prepare them for the writing assignment.
The second point will also encourage them to
apply new vocabulary using a model that they
have to adapt.
Literary texts, especially short stories, are
valuable sources for language teaching.
Literary texts contain culturally-rooted language,
which is purposefully patterned and
representational, which actively promotes a
process of interpretation and encourages a
pleasurable interaction with negotiation of its
meanings. (Carter and McRae,1996). Imagination
is a vital source for language learning that should
be developed. Through imaginative interaction
with the text, learners learn to read, infer, and
think creatively.
They can become more aware of the target
language and better readers. Through reading
stories, students can discover more about the
world and foreign cultures, and exercise their
imagination freely.
14 ++ Explain to the students that they are
going to read an extract of a famous science

fiction story written by Isaac Asimov, and
then answer some questions about it.
Before starting the activity, elicit students
background information about the genre and
the author.
Answers
a. ii..; b. No, he is a robot.; c. He is a psychologist of

robots, and helps their owners understand the robots
behavior. d. He is a robot and he produces works of art.
41
The Bicentennial Man is a novelette in the Robot
series by Isaac Asimov. It was awarded the Hugo
Award and the Nebula Award for best science
fiction novelette of 1976.
The story formed the basis of the novel The
Positronic Man (1993), co-written with Robert
Silverberg.
In the first scene of the story a character named
Andrew Martin seeks out a robotic surgeon to
perform an ultimately fatal operation: altering his
positronic brain so that it will decay with time. He
has the operation arranged so that he will live to
be 200. When he goes before the World
Legislature, he reveals his sacrifice, moving them
to declare him a man. The World President signs
the law on Andrews two-hundredth birthday,
declaring him a bicentennial man. As Andrew lies
on his deathbed, he tries to hold onto the thought
of his humanity, but as his consciousness fades
his last thought is of Little Miss.
The story then jumps to 200 years in the past,
when NDR (his serial number forgotten) is brought
to the home of Gerald Martin (referred to as Sir)
as a robot butler. Little Miss (Sirs daughter)
names him Andrew. Later, Little Miss asks Andrew
to carve a pendant out of wood. She shows it to
her father, who initially does not believe a robot
could carve so skillfully. Sir has Andrew carve
more things, and even read books on woodwork.
Sir takes Andrew to U.S. Robotics and Mechanical
Men, Inc. to ask what the source of his creativity
is, but they have no good explanation.
Isaac Asimov (January 2, 1920 April 6, 1992)
was an American author and professor of
biochemistry at Boston University, best known for
his works of science fiction and for his popular
science books. Asimov was one of the most
prolific writers of all time, having written or edited
more than 500 books and an estimated 90,000
letters and postcards.
Asimov is widely considered a master of hard
science fiction and, along with Robert A. Heinlein
and Arthur C. Clarke, he was considered one of
the Big Three science fiction writers during his
lifetime. Asimovs most famous work is the
Foundation Series; his other major series are the
Galactic Empire series and the Robot series. He
42
UNIT 2
wrote hundreds of short stories, including the

social science fiction Nightfall, which in 1964 was
voted by the Science Fiction Writers of America
the best short science fiction story of all time.
Asimov wrote the Lucky Starr series of juvenile
science-fiction novels using the pen name Paul
French.
Science fiction is a genre of fiction with
imaginative content, such as settings in the future,
futuristic science and technology, space travel,
parallel universes, aliens, and paranormal abilities.
The genre has been used by authors as a device
to discuss philosophical ideas such as identity,
desire, morality, and social structure.
Science fiction is based on writing rationally about
alternative possible worlds or futures. It is similar
to, but differs from fantasy in that, within the
context of the story, its imaginary elements are
largely possible within scientifically established or
scientifically postulated laws of nature (though
some elements in a story might still be pure
imaginative speculation).
Science fiction elements include:
A time setting in the future, in alternative
timelines, or in a historical past that contradicts
known facts of history or the archaeological
record.
A spatial setting or scenes in outer space (e.g.
spaceflight), on other worlds, or on subterranean
earth.
Characters that include aliens, mutants,
androids, or humanoid robots and other types of
characters arising from a future human evolution.
Futuristic technology such as ray guns,
teleportation machines, and humanoid
computers.
Scientific principles that are new or that
contradict accepted laws of nature, for example
time travel, wormholes, or faster-than-light travel
or communication.
New and different political or social systems, e.g.
dystopian, post-scarcity, or post-apocalyptic.
Paranormal abilities such as mind control,
telepathy, telekinesis, and teleportation.
Other universes or dimensions and travel
between them.
Taken from: Seiler, E. (n.d.) Isaac Asimov Home Page.
Retrieved July 9, 2013, from: http://www.
asimovonline.com/asimov_home_page.html
to write a short description of Andrew.

Motivate them to plan their writing, following
the tips in the Strategy Spot.
16 ++ Drafting. Ask students to use their
notes to write a draft of their description of

Andrew in their notebook.
17 +++ Editing. Encourage them to
exchange their drafts with their partner and

check for mistakes.
18 +++ Writing. Have students write the final
version of their description in their notebook.
LETS CHECK
Start a general conversation about the role and

development of technology in recent years, and
how it has changed or affected our everyday life.
At this stage, you may accept Spanish, as the
objective of the activity is to involve the students
in the topic of the lesson.
1 + Ask students to choose, in pairs, a few
recent inventions that they feel have

changed their lives, and then to tell their
classmates about them. Tell them to think of
what they can find in their houses, for
example. Check orally.
2 ++ Ask students to look at the pictures and

any points that most students have
problems with.
PAGE 38
LESSON 2
then answer which of the inventions they

think was invented or conceived by teens.
Elicit their answers, also telling them to
speculate about the reasons and
circumstances in which the inventors
created each object.
Answers
The three inventions were invented by teenagers.
Strategy
READING
POPULAR TEENAGE INVENTIONS

Time
BEFORE READING
6 class hours.

information about teenage inventions on a website.
Listen to a conversation related to the topic of the lesson.
Exchange opinions about new inventions, giving reasons
to support them.
Write a short description of an everyday gadget or device.
Use because to express reasons.
Materials CD, Tracks 22, 23.
Reading Booklet, There will come soft rains, p. 6, 7.
Workbook, pp. 14, 15, 16, 17.
Evaluation Embedded evaluation, any of the activities in the After
Reading section.
Lets Check, Students Book, p. 44.
Spot
Ask your students to predict the main points of a

text like the one on Page 39 (invention, inventor,
reason for inventing it, projections, etc.). This will
prepare them for identifying different kinds of texts.
The inventors mentioned in the introduction of
the article are: Chester Greenwood (18581937), who, tired of cold ears while ice skating,
invented earmuffs at age 15; Philo T.
Farnsworth (1906-1971), who invented a
prototype for a working television at age 14 and
later built one; and Blaise Pascal (1623-1662),
who was 19 when he began work on what
became the Pascaline, the first business
machine and second mechanical calculator.
Adapted from: Fascinating facts about the invention
of Earmuffs by Chester Greenwood in 1873. (n.d.)
Retrieved February 16, 2013, from http://www.
ideafinder.com/history/inventions/earmuff.htm
43
Fascinating facts about the invention of the television

by Philo T. Farnsworth in 1927.(n.d.) Retrieved
February 15, 2013, from: http://www.ideafinder.com/
history/inventions/television.htm
Redin, J. (n.d.) A Brief History of Mechanical
Calculators. Retrieved February 14, 2013, from: http://
www.xnumber.com/xnumber/mechanical3.htm
3 +++ Explain to your students that they are
going to read about two young inventors,

whose creativity is making life a little easier
for others. Ask them to have a look at the
pictures and then choose the correct name
for each invention. You can guide the
exercise by asking students to describe
what they see in the pictures and what they
think the object is useful for. Once they have
identified the inventions, they can choose a
name for each from the list. Do not check
their answers at this stage.
4 ++ Tell students to study the words in the
Key Word Spot and then look them up in a

dictionary. Once your students have become
familiar with the words, ask them to look at
the title of the text on Page 39 and the
pictures. Then, motivate them to work in
groups and anticipate the ways in which the
words are related to the ideas in the text.
Encourage them to write sentences like the
following: We think the boy invented
something that is a useful tool / We think
both inventors launched their ideas in very
creative ways, etc.
Answers
Clap: to hit your open hands together several times to
show that you approve of or have enjoyed something.
(aplaudir)
Skill: a particular ability or type of ability. (habilidad,
capacidad)
Tool: an instrument that you hold in your hand and use
for making or repairing things. (herramienta)
Launch: to start an activity, especially an organized one.
(lanzar, comenzar)
5 +++ Tell students to identify the cognates
in the text, and then choose the alternatives

they think are correct. Again, reinforce the
idea that cognates are very useful to help
set the context for the reading
comprehension tasks.
You may also ask students to anticipate a list
of cognates they think they will find according
to the topic of the lesson, and then check
their predictions skimming the text.
Cognates:
I.: invent, electronic, music, ideas, company,
manufactures, inventions, prototype, model,
final, product, patent, invention.
II.: animal, memorize, programming, problem,
site, final, product, memorization, enter, data,
vocabulary, history, science, information,
generates, test, program, inventors, invent.
PAGE 39
READING
22
6 + Ask students to read the text quickly and
check their predictions in Exercises 3 and 5.
Answers
3., 1. d. Quizlet, 2. b. Hands on hand-clap game, 5. c.; d.
Strategy
Spot
Remind your students that, in order to identify the

main ideas in a text, they should focus on the
paragraphs and get at least one sentence or idea
from each.
PAGE 40
7 ++ Tell students to read the text again, this

time more carefully, and choose the best
alternative to complete the sentences. Ask
them to note the words in the text that help
them decide on their answers, and check
the exercise orally.
Answers
a.- ii.; b. i.; c. iii.; d. ii.; e. ii.
44
UNIT 2
8 ++ Now, students read the text again to
identify the correct sequence of events for

each invention. It may be a good idea to
read the sentences aloud and tell students
to decide the logical order of the events.
They can write the sequences on the board
and then check reading the text.
Answers
a.: iv.; i.; ii.; v.; iii.. b.: iv.; iii.; ii.; i.
Extra!
Ask students to identify and extract the
sentences in the text that illustrate the sequence
of events described in the exercise.
LETS READ!
Motivate students to read the extract of the short story on
Page 6 of the reading booklet, and identify the connection
with the topic of the unit. Encourage students to answer
the questions that will help them understand the texts.
There Will Come Soft Rains is a short story by
science fiction author Ray Bradbury which was first
published on May 6,1950. Later that same year,
the story was included in Bradburys The Martian
Chronicles (1950).
The story begins by introducing the reader to a
computer-controlled house that cooks, cleans, and
takes care of virtually every need that a well-to-do
United States family could be assumed to have.
The reader enters the text on the morning of
August 4, 2026, and follows the house through
some of the daily tasks that it performs as it
prepares its inhabitants for a day of work and
school. At first it is not apparent that anything is
wrong, but eventually it becomes clear that the
residents of the house are not present and that the
house is empty. While no direct explanation of the
nonexistence of the family is produced, the
silhouettes of a woman, a man, two children, and
their play ball are described as having been burnt
into one side of the house, implying that they were
all incinerated at the same time by radiation from a
nuclear weapon or meltdown.
The house is described as standing amidst the
ruins of a city; the leveled urban area is described
briefly as emitting a radioactive glow. The only
thing left standing is the house, which

continues to perform its duties unaware that the
family is gone. At one point, further insight into the
demise of the family is given when a tape recorder
within the house recites a poem by Sara Teasdale
called There Will Come Soft Rains. The poem
describes how the Earths other living things, and
implicitly nature as a whole, are unaffected by an
event of human extinction that has occurred as the
result of an unnamed disaster.
Ray Douglas Bradbury (August 22, 1920 June 5,
2012) was an American fantasy, science fiction,
horror and mystery fiction writer. Best known for
his dystopian novel Fahrenheit 451 (1953) and for
the science fiction and horror stories gathered
together as The Martian Chronicles (1950) and
The Illustrated Man (1951), Bradbury was one of
the most celebrated 20th-century American writers.
Many of Bradburys works have been adapted into
comic books, television shows and films.
Taken from: About Ray Bradbury. (n.d.) Retrieved July
9, 2013, from: http://www.raybradbury.com/about.html
PAGE 41
9 +++ Tell students to read the text once
more and then answer the questions in their

notebooks. Then, motivate them to create
two more questions on their own. Check
orally and motivate them to compare their
questions and answers with the rest of the
class.
a.
b.
c.
d.
Answers
It stands for By Kids for Kids. Its an acronym.
It is a model of the final product.
You can enter vocabulary words, history dates,
science facts.
To look at everyday life and invent something to
improve it.
An acronym is a word formed from the first initials
of several words. Newsgroups, chat rooms, and
e-mail have spawned a rich set of acronyms and
abbreviations for common phrases. An acronym
is pronounced as if it were a word rather than just
a series of individual letters.
45
AVOID THIS MISTAKE!

1. Identify the words that formed these acronyms.
a. ASAP, b. BTW, c. FWIW, d. FYI, e. IMO, f. LOL,
g. TIA
Answers
a. As Soon As Possible; b. By The Way; c. For What
Its Worth; d. For Your Information; e. In My Opinion;
f. Laughing Out Loud; g. Thanks In Advance
2. Write a list of acronyms that are familiar and used in
everyday life.
Possible answers
UNICEF, ANFP, UNESCO,CD, DVD, MP3, laser, sonar,
PSU, etc.
PAGE 42
11 ++ Using the information from the
Language Spot and the visual clues in the

pictures, students join the sentences. Ask
them to use the connector because to link
the sentences orally, taking turns with a
partner. Then, have them write the
sentences in their notebook.
a.
b.
c.
LANGUAGE SPOT
10 Motivate students to reflect about the text
they have read, talking about the motives

and circumstances in which both inventors
created their objects. Then invite them to
share their comments with their classmates.
Encourage students to express and listen to
everybodys opinions with respect.
Strategy
Because
1. Students revise the sentences from the text

and other examples paying special attention
to the word in bold. Tell them to compare
the sentences and find the similarities
among them.
2. Now, students analyze each sentence and
answer the questions. If necessary, analyze
each alternative aloud and make sure they
understand the differences clearly.
Answers:
2. a. A reason.
UNIT 2
e.
f.
PAGE 43
Spot
This strategy encourages students to apply critical

thinking. They will not only read about inventions,
but also analyze if they are truly useful. Let them
discuss this as long as it takes. If time, they could
even start a debate.
46
d.
Answers
The children cant go to the beach because its raining. /
Because its raining, the children cant go to the beach.
Pauls car didnt start because it broke down. /
Because it broke down, Pauls car didnt start.
My sister got up very early because she has to study. /
Because she has to study, my sister got up very early.
I cant eat that sandwich because its too big. / Because
its too big, I cant eat that sandwich.
Sarah is sleepy because she went to bed late. / Because
she went to bed late, Sarah is sleepy.
My father will arrive late to work because he missed the
bus. / Because he missed the bus, my father will arrive
late to work.
12 +++ Faster students complete the five
sentences in their notebooks using the

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

Strategy
Spot
Students will not only compare ideas, but also

express their opinion. Invite some of your students
to say why they agree or disagree with the people
in the conversation.
13 +
23 Motivate students to work in pairs and

use the information from the texts on Page 39
to complete the dialog with their own ideas.
Invite students to listen to the recording and
check their answers. Explain that they have
to check the general meaning, as there is not
one single correct answer.
TRANSCRIPT
23
A: Which of the two inventions do you like the most?

B: I like the clap game.
A: Why?
B: Because I think its very useful for children who dont have
friends to play with. Do you agree?
A: No. I think the other one is better.
B: Why do you say that?
A: Well, because, in my opinion, it really helps you to study
and revise for tests.
WRITING
18 + Organizing. Introduce the task and
encourage students to use the Strategy spot

to plan their writing.17
19 ++ Drafting. Ask students to write a draft
of their description in their notebook. Make

sure they use because to introduce reasons.
Have them follow the steps (a - c). 19
20 +++ Editing. Have them use the Editing

Checklist to check their work for mistakes.
21 +++ Writing. Ask students to write a final

version on a sheet of paper and exchange
their description with their partners.
PAGE 45
REAL LIFE
14 +++ Make students practice the dialog
in pairs, taking turns to play both roles.

Encourage them to role play their dialogs in
front of their classmates.
15 Have students choose one of the inventions
and create a dialog of their own, following

the example in Exercise 13. Remind them to
use the phrases in the Useful Phrases Spot
in their conversation.
Students use these expressions in their dialog in

order to express their preferences
PAGE 44
LETS CHECK
16 17 Make sure they understand what they
are expected to do and give them enough

time to answer individually. Then, check on
the board to allow students to correct their
work and assign themselves a mark,
SPOT
This section is intended to allow students to make

connections between the topic of the lesson and
real life, and, at the same time, provide additional
information that may be useful for them.
Make sure you give them enough time to read,
and then elicit their comments.
TAKE ACTION!
The activities in this section are meant to
provide students with the opportunity to
synthesize, consolidate and revise what they
have learned in the unit. They allow them to
reflect on their achievements.
completed is a short paragraph about an
inventor and an original invention. Read the
instructions aloud and make sure they all
understand what they are being asked to do.
Suggest them to use the texts on Page 39 as
a model and, if possible, to add some visual
material (pictures, drawings, a sketch).
Set a date for the presentations.
You can use the Oral Presentation Rubric to
evaluate students performance.
47
PAGE 46
This section provides additional exercises that

represent a good opportunity for students to
consolidate topics and language structures of the
lessons. You can assign these activities at the
end of each lesson, or as homework and give
them an extra mark.
1 Students must look for information about the

inventions in the box and then complete the
fact file in their notebooks.
Possible answers
Name of invention: Bicycle.
Name of inventor: Kirkpatrick MacMillan.
Place: Scotland. Year: 1839
Name of invention: Bikini.
Name of inventor: Louis Reard
Place: France Year: 1949.
Additional information: It took its name from the Bikini
islands.
Name of invention: Glasses.
Name of inventor: Galileo.
Place: Italy. Year: 1609.
Additional information: Galileo used them first to
observe the universe, and that was the beginning of
Astronomy.
Name of invention: Kites.
Name of inventor: Unknown.
Place: China. Year: 2800 BC.
Additional information: After its appearance in China,
the kite migrated to Japan, Korea, Thailand, Burma
(Myanmar), India, Arabia and North Africa.
Name of invention: Telescope.
Name of inventor: Hans Lippershey.
Place: Netherlands. Year: 1608.
Additional information: Niccolo Zucchi is credited with
constructing the first reflecting telescope in 1616. In
1668, Isaac Newton designed and improved the reflecting
telescope that bears his name, the Newtonian reflector.
48
UNIT 2
Possible answers
Name of invention: Umbrella.
Name of inventor: Unknown.
Place: Ancient Egypt. Year: Unknown.
Additional information: In Egypt, the parasol is found
in various shapes. In some instances, it is depicted as a
faellum, a fan of palm leaves or colored feathers fixed
on a long handle, resembling those now carried behind
the Pope in processions.
2 Read the instructions aloud and make sure
all students understand what they are

expected to do. Once they have completed
the task, invite them to share their work with
their classmates and make them choose the
best invention. Display the sketches in a
visible place in the classroom.
3 Ask students to look at the example and
create a puzzle with the words in the boxes.

Encourage them to show their puzzles to
the rest of the class.
4 To complete this task, students have to look
for information in books, encyclopedias, the

Internet, etc. and then complete the timeline
for the most important 20th century inventions.
Draw the timeline on the board for students
to correct their work.
Answers
1900 - automobile; 1901 - vacuum cleaner;
1902 - electric typewriter; 1903 - airplane;
1911 - refrigerator; 1920 - credit card; 1927 - television;
1956 correction pen; 1973 - Internet;
1980 - CD; 1983 - cell phone; 1986 - MP3 player
The students must choose one of the inventions from
the time line in Exercise 3 and look for information about
its inventor to write his / her biography. Ask them to
prepare an oral presentation to share their work with
their classmates.|
5 Students read the text ignoring the gaps and

then circle the best option to complete the
paragraph.
Answers
because; Although; While ; However.
Can Cant
The garbage
eater
PAGE 48
UNIT CHECK
The human
robot
Explain to students that the purpose of this

section is to help them revise the contents and
evaluate their performance throughout the unit.
students understand what they are expected to
do in each activity. Encourage them to give
honest answers in order to detect their strengths
and weaknesses.
Check students results and revise any points in
which most of them may have problems with.
TRANSCRIPT
Teacher:
Michael:
Teacher:
Michael:
1 c.
2 a. They require pieces of trash and
Teacher:
Michael:
3 a. His garage.
b. The glove.
c. Six hours every weekend.
d. An electric boat powered by solar panels.
PAGE 49
4 a. ii, b. ii, c. ii., d. ii, e. i.

LISTENING THE GARBAGE EATER AND THE
HUMAN ROBOT
25 a.
25 a. 2,000; b. five; c. work; d. made
25
change garbage into a human or an

animal.
clean the house.
help with homework.
25 b. e. a. d. f. c.
24
drugstore supplies.
b. He has designed bunkers, tree houses,
robots and caffeinated cereal.
c. He thinks it is a constructive activity.
d. By playing video games.
change garbage into drugs or alcohol.
PAGE 50
Answers
READING THE LIFE OF A TEEN INVENTOR
Teacher:
Lydia:
Teacher:
Lydia:
25
So, Michael, what can you tell us about your sketch?

The Garbage Eater-2000 is an easier way to recycle.
How does it work?
First, you decide how many pieces you need the
eater to suck up. Then, you type in what you want
the garbage to turn into. Next, hammers inside
the machine pound the garbage 2,000 times in
five minutes and two rods melt the garbage at a
temperature of 2,000 degrees. Now, the machine
reshapes the garbage into the shape you wanted,
and it also spray paints it and forms the texture on
the outside. Finally, the object wanted is produced.
Any special rules for the Garbage Eater-2000?
The Garbage-Eater 2000 cant change garbage into
human or animal and it cant change garbage into
drugs or alcohol. You cant type in any swear words
or foul language, or suck in any item that is not
garbage; it may cause the machine to break down.
Thanks, Michael. Lydia, tell us about your work.
This is a robot that looks just like a real human being.
I made one that looks just like me.
Why do you think its a useful device?
Think of all the possible actions that this human-sized
robot can do! It can help you with your homework,
do your chores, and even clean your house for you.
Besides, it looks very real. It is coated with paint, and
made out of old parts of toys, cars, and more!
49
LANGUAGE
PAGE 51
9 a. Because it was raining, the match
was postponed.
b. Glenda is a clever student. However, she
didnt receive a scholarship.
c. All the shops are closed because its a
holiday.
d. The new student is very good at
grammar. Besides, she is very good at
writing.
e. My sister has blue eyes, while my eyes
are brown.
SPEAKING
Task
Interaction
Score
Appropriate
exchange of
information about
an invention.
Practically
no language
mistakes.
Fluid interaction,
good
pronunciation, no
hesitation.
Mostly appropriate
exchange of
information about
an invention.
Very few
language
mistakes.
A few
questions and
answers to exchange
information about
an invention.
Very poor questions
and answers to
exchange
information about
an invention.
Some
language
mistakes.
A lot of
language
mistakes.
Fluid interaction, a
few pronunciation
mistakes, a
minimum of
hesitation.
Fluid interaction,
some
pronunciation
mistakes, some
hesitation.
Interaction affected
by pronunciation
mistakes and a lot
of hesitation.
Your
Score
Score
Wrote the description

providing all the
required information.
Practically no
grammar or
vocabulary
mistakes.
Correct spelling
and format.

providing most of
the required
information.
but provided some of
the required
information.
Very poor description
without providing
the required
information.
Very few
grammar or
vocabulary
mistakes.
Some
grammar or
vocabulary
mistakes.
A lot of
grammar or
vocabulary
mistakes.
A few spelling
mistakes and
slightly incorrect
format.
Several spelling
mistakes and
rather incorrect
format.
A lot of spelling
mistakes and
incorrect format.
50
UNIT 2

File section at the end of the book and do a
picture description of different inventions. This will
allow them to practice the vocabulary of the unit
and to improve their fluency. Go around the
classroom checking their work.

them to work in pairs and take turns to describe
the pictures of two teenagers having fun.
Motivate them to use the expressions as they
speak and identify the similarities and
differences. Then, elicit students ideas as a
class and have groups report the similarities and
differences they found.
Product

what they have learned in the unit and integrate it
with other school subjects. Make sure they read
the instructions carefully and understand what
they are supposed to do. Give them enough time
to do the project and to present it to the class.
WRITING
Task
PROJECT
Your
Score
EXTRA TEST UNIT 2

READING
26
A new hybrid engine
Jacob Bagnell, an automotive

teacher who also taught Lowskis
father and older brother, donated
the lawn-mower motor for the
machine. He assisted Lowski in
bringing his idea to life and said
the young inventor worked hard to
apply complicated scientific
principles to his project.
The machine is simplistic in

appearance but performs a unique
function alternating between
four very different fuel sources
with the flip of a switch, all while
the motor is running. Gas is used
first because methanol, an
alcoholic substance similar to
ethanol, lacks the punch needed
to heat the engine for full ignition.
Lowski will demonstrate this
process to the judges at the
Inventors Showcase.
Lowski, 17, got the idea for

hydrogen energy while he was in
sixth grade, when he learned that
magnesium could combust water.
Lowski said hydrogen fuel may
provide U.S. motorists a means of
alternative energy for their
vehicles, without having to
eliminate the cars they love. The
public can start viewing the new
invention at 9 a.m., next Thursday.
The Awards ceremony starts at 6
p.m., and admission is free.
Adapted from: Desmond, D. (2008, May 10) Teen
inventor plans to unveil hybrid engine. U- T San Diego.
Retrieved January 15, 2013, from: http://www.
utsandiego.com/uniontrib/20080510/
news_1ez10engine.html
1 Read the text and answer these questions.

a.
b.
c.
d.
e.
TEENS CLUB 1 MEDIO
Constructed from an old lawnmower engine, the hybrid engine

runs on four different types of fuel:
gasoline, propane, methanol, and
hydrogen. I built this engine to
simply prove that its not difficult
to run any engine on many
different fuels, the inventor said.
The project started more than a

year ago, as part of an effort by
Santana High School, to find
methods of producing hydrogen
fuel.
5 pts.
When and where does Josh Lowski plan to show his new invention?
Where did he get the original engine from?
Why did he invent this new hybrid engine?
What does the machine do?
Who donated the materials for the invention?
51
Next week at the Inventors

Showcase in San Diego, Santana
High School senior Josh Lowski
plans to unveil an invention he
hopes will hold an answer to the
energy riddle.
2 Read the text again. Choose the best alternative to finish each sentence.
a. Josh Lowski is _________________________.
i. one of the youngest students in his school.
ii. one of the oldest students in his school.
iii. a university student.
b. The hybrid engine uses different types of fuel:_____________________.
i. gasoline, propane, methanol and hydrogen.
ii. gasoline, methanol and hydrogen.
iii. gasoline, propane, and hydrogen.
c. Methanol is very similar to__________________________________.
i. gasoline.
ii. ethanol.
iii. propane.
d. The project started because the inventor _______________________________.
i. was on vacation.
ii. found an old lawn mower.
iii. participated in a school project.
e. The public who want to see the new invention ____________________________.
i. have to pay a fee to enter the exhibition.
ii. dont need to pay to enter the exhibition.
iii. have to wait for the awards ceremony to see the invention.
10 pts.,
2 pts. each
LISTENING - TWO NEW GAMES

3
27 Listen to the recording. Who said these sentences, Speaker 1 or Speaker 2?

a. _______: A player catches the ball.
b. _______: All you need is a ball.
c. _______: The referee can also call timeouts.
d. _______: They have one more game.
e. _______: The teams rush to the ball.
27 Listen again and choose the correct alternative.
a. You start out with four / two people on the middle line.
b. There are three / thirteen privates, four / fourteen Snipers.
c. The game starts with two / four players in each team.
d. The quarters are ten / fifteen minutes long.
e. You have two / four timeouts in the game.
10 pts.,
2 pts. each
LANGUAGE
TEENS CLUB 1 MEDIO
5 pts.
52
5 Complete these sentences with though / although, however, or while.

a. I enjoy sailing; _____________, I dont have a boat.
b. Last summer, I went to the south,___________ my best friend went to the north.
c. _______________ I didnt understand a word, I kept smiling.
d. ______________ the traffic was bad, I arrived on time.
e. _____________I like cats, my brother is allergic.
UNIT 2
5 pts.
6 Complete these sentences using because and your own ideas.
5 pts.
a. _____________________, the children couldnt play outside.

b. The concert was cancelled __________________________.
c. I didnt get a good mark in the exam ___________________.
d. ______________________, the school is closed.
e. ______________________, we are moving to another house.
SPEAKING
7 Choose an everyday object and describe it to your partner but dont name it. Tell him/
her about its shape, its functions, its components, etc., so that your partner guesses
what the object is. Then change roles.
8 pts.
WRITING
8 Write a short description of an imaginary invention. Include information about its
name, where you got the idea, the materials you used to make it and why it is useful
in everyday life.
8 pts.
56 pts.
TOTAL
29 - 43
Very good!
44 - 56
Excellent!
TEENS CLUB 1 MEDIO
14 - 28
Good!
0 - 13
Keep trying!
53
The aim is to get the most goals by the end of

the fourth quarter. The quarters are ten minutes
long. You have four timeouts in the game. The
timeouts are one and a half minutes long. The
referee can also call timeouts.
READING
1 a. Next week at the Inventors Showcase in
San Diego.
b. He used an old lawn-mower engine.
c. To prove that its not difficult to run any
engine on many different fuels.
d. It performs a unique function alternating
between four very different fuel sources.
e. Jacob Bagnell donated the lawn-mower
motor for the machine.
2 a. ii.; b. i.; c. ii.; d. iii.; e. ii.
LISTENING
3
27 Speaker 1: a.; d., Speaker 2: b.; c.; e.
27 a. two; b. three, four; c. four; d. ten;

4
e. four
TRANSCRIPT
27
Speaker 1: War Ball is a game that combines football with

war. You start out with two people on the middle
line and then a player catches the ball and starts
running. There is a base instead of a touchdown
zone, so when a player gets a touchdown, they
are actually winning a war. All the other players
hide behind objects on the field. The positions are
General, Soldiers, Snipers, and Privates. There are
three Privates, four Snipers, five Soldiers, and one
General. The player who gets to 40 points in one
hour or who has the most points wins! If there is
a tie, then they have one more game. And all the
darts are foam, so they wont hurt if you get hit.
Speaker 2: This sport is a mix of two very popular sports:
football and soccer. All you need is a ball. The
objective of the game is to kick the ball into the
goal. There are ten people in a team. The game
starts with four players in each team on each
side, with the round ball in the center of the field.
The game starts and the teams rush to the ball.
54
UNIT 2
LANGUAGE
5 a. however. b. While. c. Though / Although.
d. Though / Although. e. While.
6 a. Will vary.
SPEAKING
Task
Interaction
Score
Appropriate
description of an
everyday object.
Practically 3
no language
mistakes.
Fluid interaction, 2
good
pronunciation, no
hesitation.
Mostly appropriate
description of an
everyday object.
Very few
language
mistakes.
A few
1
information to
describe an everyday
object.
Some
language
mistakes.
Very poor
0
information to
describe an everyday
object.
A lot of
language
mistakes.
Fluid interaction, a 2
few pronunciation
mistakes, a
minimum of
hesitation.
Fluid interaction, 1
some
pronunciation
mistakes, some
hesitation.
Interaction affected 0
by pronunciation
mistakes and a lot
of hesitation.
Your
Score
WRITING
Task
Wrote the
description providing
all the required
information.
Practically no
grammar or
vocabulary
mistakes.
Correct spelling
and format.
Wrote the
description providing
most of the required
information.
Wrote the
description but
provided some of
the required
information.
Very poor
description without
providing the
required
information.
Very few
grammar or
vocabulary
mistakes.
Some
grammar or
vocabulary
mistakes.
A few spelling
mistakes and
slightly incorrect
format.
Several spelling
mistakes and
rather incorrect
format.
A lot of
grammar or
vocabulary
mistakes.
A lot of spelling
mistakes and
incorrect format.
Your
Score
Notes
55
UNIT
MUSIC AND LITERATURE
read an extract from a novel
read lyrics
listen to a television program
listen to an extract from a story
Reading
distinguish general and specific information
information
identify the type of text
Listening
infer the mood of speakers
relate speakers and speech
discriminate sounds
Language
use quantifiers
use the Passive Voice
Speaking
express quantity
talk about books
Writing
write a book review
write the lyrics of a song
You will also:
assess and appreciate the value of music and
literature
develop respect for the role of music and
literature as means of communication

Lesson 2: six hours
Workbook: two hours
Didactic
Complementary material such as articles. magazines, Student Forum chats.
resources
Support material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.
Methodological Teachers should prepare the lessons beforehand considering that thorough prior preparation allows them to think of and apply some
suggestions
Evaluation
56
Types of Evaluation
Indicators
Unit Check
Reading: Students find specific information and extract it from the text.
Listening: Students identify the correct sequence of information and discriminate sounds.
Language: Students use quantifiers and the Passive Voice.
Speaking: Students exchange information about literature.
Writing: Students write a short book review.
Project
Extra Test
Reading: Students find specific information in a review.
Listening: Students identify specific information and discriminate between correct and incorrect
information in a recording.
Language: Students use the Passive Voice and quantifiers.
Writing: Students answer questions about an imaginary situation.
Speaking: Students exchange ideas about a piece of literature.
UNIT 3
PAGE 52
GETTING READY
1 In their groups, students have to write a list
of all the literary genres and music styles

they know. Then, ask them to complete the
chart in their notebooks and decide which
are their favorite ones.
Possible answers
Music styles: Rock, Pop, classical, Hip hop, Jazz, Afro,

Blues, etc.
Literary genres: Science fiction, Romance, comedy,
fantasy, horror, etc.
2 Invite the groups to display their charts on
the board, to compare their list with other

groups and to share new words. Then, tell
them to look up the meanings of the words
they do not know in an English-English
dictionary, and write a glossary related to
the topic of the unit in their notebooks.
Check individually, if possible, or in groups.
3 Invite students to imagine they are lost on an
island in the middle of the ocean. Tell them to

choose a book and a music album they
would like to have. In their groups, students
share their comments giving reasons for their
choices. Check orally, so that everybody in
the class can share their opinions.
PAGE 54
BEFORE YOU START
Explain to students that this section will contain

activities meant to revise and activate previous
knowledge that is necessary to understand the
content of the unit.
LESSON 1
NEW STARS

Vocabulary related to music and literature.
1 Ask students to solve the crossword puzzle
about music. Allow the use of an EnglishEnglish dictionary, only if it is strictly necessary.
Answers
Across: 2. (rhythm), 3. (music), 6. (solo)

Down: 1. (lyrics), 3. (musician), 4. (chorus), 5. (song)
2 Ask students to work in groups. Tell them to
complete the chart with names of bands and

singers they know. They can be from any
period of history. Allow the use of internet or
encyclopedias to retrieve information. Then,
check with the whole class, so that the
students can complement their work with
their partners.
PAGE 55
LESSON 2
WE WANT YOU TO READ

Refer to present actions performed by an agent in the present.
1 Ask students to work with a partner. Have
them write a list of radio and TV programs

related to music that they know in their
notebook. Then, motivate them to share their
list with other pairs.
2 Ask students to read the extracts of the
books in Exercise 1, and decide which book

they belong to. Encourage them to give
reasons for their choices. Check orally and
on the board.
Answers
a. Macbeth, b. Slow cooker recipes, c. Charles Dickens,
a life.
Eke, Vincent
Vincent Eke is a professional childrens book
writer, blogger and website developer. In addition
to Mamas Tales of Kanji - The Turtles Shell, his
debut early reader-grade fantasy adventure
storybook, he has also written another childrens
picture book in this series, The Golden Bird and
a new forthcoming series The Adventures of the
Lovejoys.
57
The Turtles Shell tells the story of Tobi, a smart

turtle who thinks he can get away with deceiving
his friends. He ends up learning a few shell
cracking lessons. This friendly easy-to-read book
shows children how our everyday actions and
decisions always have consequences. This story
also draws attention to the nuggets of wisdom
embedded in African cultural stories.
Adapted from: (2013) Vincent Eke Biography.

Retrieved July 31st, 2013, from: https://www.
smashwords.com/profile/view/vincenteke
Joe John Duran is CEO (chief executive officer)

and founding partner of one of the fastest
growing wealth counseling firms in the USA. His
passion is to empower people to make better
and more informed financial decisions. Joe
frequently provides commentary on TV and has
been profiled in several publications, including
the New York Times and Smart money.
The Money Code, published on December 20,
2012, is a modern tale of one persons journey to
uncover the five secrets to living his best
financial life.
Adapted from: (2012) Joe John Duran Biography.

Retrieved July 31st, 2013, from: http://www.
mymoneycode.com/
Linore Rose Burkard grew up in New York

where she graduated magna cum laude from the
City University of New York with a Bachelor of
Arts in English literature.
Before the Season Ends is the intriguing story of
Miss Ariana Forsythe, a young woman caught
between her love for a man who doesnt share
her faith and her resolution to marry only a fellow
believer in Christ.
Adapted from: (2008) Linore Rose Burkard web

page. Retrieved July 31st, 2013, from: http://www.
linoreburkard.com/
Claire Tomalin (1933, London) She worked in

publishing and journalism, becoming Literary
Editor of the New Statesman and later the
Sunday Times before devoting herself to writing
full time in the late 1980s.
In 1974 she won the first book award for the life
and death of Mary Wollstonecraft.
Charles Dickens, a life shows this famous
authors huge virtues as writer and human being,
58
UNIT 3
and also his failings. It is a comedy that turns to

tragedy as the very qualities that made him
great, his indomitable energy, boldness,
imagination, showmanship and enjoyment of
fame, finally destroyed him.
Adapted from: (2012) Claire Tomalin Web page.

Retrieved July 31st 2013, from: http://clairetomalin.co.uk/
William Shakespeare was born on April 23,

1564, in Stratford United Kingdom. Shakespeare,
often called the English national poet, is widely
considered the greatest dramatist of all time. He
wrote several comedies like The Merchant of
Venice and The Comedy of Errors, and tragedies
like Hamlet, Romeo and Juliet, and Macbeth.
William Shakespeare died on his birthday on
1616, though many scholars believe this is a
myth.
Macbeth is a play set in Scotland. It dramatizes
the corrosive psychological effects of Lord
Macbeth when he chooses evil as way to fulfill
his ambition of power, leading the country to a
civil war. In the end, he loses everything that
gives meaning and purpose to his life, before
losing his life itself. It is considered one of
Shakespeares darkest and most powerful
tragedies.
Adapted from: (2013) William Shakespeare.

Retrieved July 31st 2013, from: http://www.biography.
com/people/william-shakespeare9480323?page=3#death
PAGE 56
3 +++ Ask students to read the words in
the Key Word Spot, and then identify their

meanings in the list (a e). You may also
encourage them to get in groups and find
two related terms for each word. Then,
motivate them to explain in what way the
words are related. Elicit ideas such as the
following: The words TV and rating are
related to audience because the people who
watch TV are the audience. while rating is
the word used to quantify the audience.
LESSON 1
LISTENING
Time
NEW STARS
6 class hours.

in a conversation about a reality show.
Read lyrics of songs.
Describe a technological device.
Write verses of a song.
Use quantifiers to express quantity.
Workbook, pp. 18, 19, 20, 21.
Evaluation Embedded evaluation, any of the activities in the
Listening or After Listening section.
Lets Check, Students Book, p. 59
Answers
audience: c.; coach: b.; contestant: a.; fit: e.; pretend: d.
PAGE 57
LISTENING
4 +
28 Ask students to listen to the recording

and check their predictions in Exercise 2.
Remind your students that they dont need to
understand every single word. This first time,
they should concentrate on the general
meaning, just to check or correct their
predictions.
BEFORE LISTENING
Before starting the activities, draw the students
attention to the pictures on Page 56. Elicit
students ideas about what they see in them.
1 + Ask students to work in pairs and write a

list of radio and TV programs related to
music that they know, in the corresponding
box. Then, tell them to share the list with
other pairs. Invite some students to write
their lists on the board, and check.
Answers
They will vary, according to students own lists.
Strategy
Spot
With this strategy students will predict what they

are going to hear, raising interest in the topic as
they will want to compare their predictions to the
actual dialogs.
2 ++ Read the title of the lesson aloud and
brainstorm students ideas about what they

think it is. Write their ideas on the board, but
do not correct at this stage.
Answers
a.
5 +
28 Tell students to listen and identify

where the text was taken from. Tell them to
focus on all the elements of the recording,
not only the spoken text.
Answers
c.
Strategy
Spot
Through this strategy, students will realize that

there are other ways of identifying what a listening
extract is about (background sounds, for example).
6 ++
28 Students listen to the recording

again, this time to identify each speakers
job in the academy. Draw students attention
to the personal introduction of each speaker.
Answers
a. iii.; b. i.; c. ii.
59
PAGE 58
7 ++

recording again and answer the questions.
Check the answers orally and on the board.
Answers
a. People will learn to sing and compose. b. If they get
the lowest votes, they will leave the program. c. They
feel very good, they think its a great feeling.
AVOID THIS MISTAKE!

Pay special attention to the different pronunciation of
these sounds:
th / / and s /s/. Explain to students that, in English,
mispronunciation can change the meaning of a word.
Additional exercise
a. Read and repeat these pairs of words.
thick sick, think sink, mouth mouse,
path pass
b. Think of more examples and complete the chart.
/s/
sick
sink
mouse
pass
thick
think
mouth
path
60
UNIT 3
28 Tell students to copy the

sentences into their notebooks. As they
listen, they must write the name of the
speaker in the spaces provided. An optional
exercise could be to invite students to read
each sentence carefully, predict the
speakers, and then check with the recording.
You may guide students to predict correctly,
according to the content of each sentence.
(Example: the director is the person who is
in charge of talking about the rules and
general information; the voice coach talks
about singing; the songwriting coach talks
about lyrics and composing)
Answers
a. Adam; b. Spencer; c. Adam; d. Savannah; e. Spencer;
f. Savannah.
9 +++

recording once more, to match the answers
(i iv) with the questions (a d). Again, you
can change the order of the activity,
encouraging students to predict their
answers, and then check with the recording.
Answers
a. iii.; b. i.; c. iv.; d. ii.
TRANSCRIPT - NEW STARS 28
Answers
thunder
thief
thanks
thought
thin
through
math
8 +++
/s/
say
set
sang
so
some
sum
mass
Spencer:
Hello, everybody. Im Spencer, the Director. Id like to

welcome you and wish you the best during your time
with us. Here, you will learn to sing and compose, and
each week you will perform one of your own songs on a
TV show. The audience will vote for them on the phone.
If you get the lowest number of votes, you will leave the
program. You must obey our rules and attend all your
classes. All of our coaches are great and they will teach
you how to develop your talents. Any questions for
them?
Student 1: How long are we staying here for?
Spencer: You will spend many weeks at the New Stars Music
Academy. Three months in total.
Student 2: Thats not much time. How will you make stars out of us?
Savannah: Im Savannah, your voice coach. You have to know that

everyone here can sing and I think some of you can
really sing like a star. My job here is to help you make
the most of your voice, but you need to work hard.
Student 1: Mm, Id like to know how you get the music to fit the
lyrics. Is it an easy process?
Adam:
Hi, my names Adam and Im your songwriting coach.
Songwriting is cool, but only a few people can become
composers. You dont need to be a poet; the important
thing is to fit the words to the music. Most of our
contestants do it, and they love it when they finally get
to perform their own songs.
Spencer: Any more questions? Anyone? (fade)
Strategy
11 + Refer students to what they have
studied in the Language Spot. Ask them to

fill in the blanks with a quantifier from the list.
Answers
Anne: a lot of, many, much.
Malcom: a lot of, much, a few.
LETS CHECK

enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign a mark
Spot
Remind your students that in order to summarize,

they need to focus on the most important ideas.
Tell them to think: would this dialogue/text/script
change very much if I left this idea out of the
summary?
10 ++ In their groups, students answer the
questions and then share answers with

another group. Encourage the use of
English as much as possible, as for most
students, English classes are the only time
in which they can practice the language.
PAGE 59
Answers
Answers will vary.
PAGE 60
ORAL PRACTICE
13 ++
29 In pairs, ask students to complete

the dialog, using the clues in the boxes.
Then, play the recording and ask them to
check their answers.
LANGUAGE SPOT
Expressing quantity
Remind students that this section is designed

to help them revise or discover a particular
grammar structure or an interesting item of
vocabulary related to the text.
Always keep in mind that the activities are
meant to promote independent learning, so
help, guide and check, but do not tell them the
answers.
Answers:
2. b.
3. We use words such as much, many, some,
a few, to express quantity.
TRANSCRIPT
A:
B:
A:
B:
A:
B:
A:
B:
29
Hi! Can I ask you a few questions? Im new here, you see.
Sure! What do you need to know?
Well, Id like to know how long were going to stay here.
Well stay here for six weeks, and then well learn to sing
and compose.
How about the rules?
We must obey their rules and attend all the classes.
Tell me about our coaches.
They are great! They help us to develop our talents, but we
need to work hard.
61
14 ++
29 Tell students to listen to the

recording again. Then, they practice and
role play the dialog with a partner, in front of
the class.
Answers will vary
18 ++ Now students analyze the second lyrics

and compare them with the first one.
Students add these courtesy expressions to the

dialog in Exercise 14.
Answers
a. Yes. It has the same topic. b. No. c. Friends are a gift
of life. d. Someone you can count on.
READING AND WRITING
19 + Organizing. Ask students to work in
The writing process approach to teaching writing

is intended to focus less on the product and
more on the process and the writer. The
teachers main role is to assist the writer through
the steps in this process, which is roughly
divided into these stages:
Prewriting
Drafting
Revising
Editing
Publishing
15 + Explain to your students that the first stage
before starting the writing task is to observe

the texts on Page 61 and identify the type of
text and the main topic.
Elicit students ideas. Help them identify the
correct answers, and invite them to write three
ideas related to the topic they have chosen in
their notebook.
As homework, motivate students to get the
songs on the Internet, and listen to them
while they read the lyrics.
Answers
a. ii. b. Friends (friendship)
PAGE 62
16 + Invite students to read the lyrics, quickly,

17 ++ Tell students to read the first lyrics
again. Then, ask them to analyze them

carefully before answering questions a c.
62
Answers
UNIT 3
pairs. Introduce the task to them and have

them follow the steps (a - c) to organize
their writing.
20 ++ Drafting. Have students write a draft of
their songs verses in their notebook.

Remind them to use poetic devices. Tell
them they can use the songs on Page 61 as
a model.
21 +++ Editing. Motivate your students to
exchange their verses with other groups.

Check that their composition has a similar
style to that of the model songs on Page 61.
22 +++ Writing. Ask students to write the final

version of their verses on a piece of colored
cardboard and display it on a visible place of
their classroom. Finally, encourage them to
find a melody for their song.
PAGE 63
GAME
SPOT
Games create the motivation for learners of

English to get involved and participate actively in
the learning activities, bring the real world context
into the classroom, and enhance students use of
English in a flexible, communicative way.
Remember that games are used not only for mere
fun but, more importantly, for the useful practice
and review of language lessons. Thus, the
meaning of the language students listen to, read,
speak and write will be more vividly experienced
and, therefore, better remembered.
Read the instructions aloud and motivate the

students to apply the Truth Questionnaire to two of
their classmates.
23 With the information they collected when
applying the questionnaire, students must

write two short paragraphs about their
classmates answers.
Invite students to write their paragraphs on
a separate piece of paper, and read it to his
friends, not saying the names, so that they
guess who he is talking about.
PAGE 64
Strategy
Spot
This strategy will activate previous knowledge

your students may have about this famous story.
Allow them to talk about it, remember some of the
characters, etc. They may do this in pairs or
groups.
2 ++ Draw students attention to the people
in the pictures. Elicit their ideas about what

these people have in common. Make them
relate the title of the lesson to the pictures
and ask them to predict the general topic of
the lesson.
Answers
LESSON 2
They are all writers.

READING
Time
WE WANT YOU TO READ!

6 class hours.

information in a piece of literature.
Listen to a conversation about literature.
Exchange information about literature genres.
Write a short book review.
Use the Passive Voice.
Materials CD, Tracks 30, 31, 32.
Reading booklet, p. 8, 9.
Workbook, pp. 22, 23, 24, 25.
Reading or After Reading section.
BEFORE READING
1 + Invite students to carry out a mini-survey
within their groups. Tell them to ask and
answer the questions (a c), complete the
table, and compare their answers.
Extra!
Ask students to appoint one member of each
group to report the results of the survey in front of
the class. Take notes on the board and discover
students favorite book, writer and genre.
Isabel Allende: Chilean writer; she was born on
August 2, 1942. She worked as a journalist in
Chile from 1964 to 1974, and in Venezuela from
1975 to 1984.
As an author, she has published articles in
newspapers and magazines in America and
Europe, and taught literature at the University of
Virginia, Charlottesville, Montclair College, New
Jersey and University of California, Berkeley.
Her most important novels are:
- The House of the Spirits, (novel) 1982.
- Of Love and Shadows, (novel) 1984.
- Eva Luna, (novel) 1985.
- Stories of Eva Luna, (short stories) 1989.
- The Infinite Plan, (novel) 1991.
- Paula, (novel) 1994.
Kingdom of the Golden Dragon is a book
published in 2004. The second part of a trilogy, it
is the sequel to City of the Beasts. The novel is
about two youths, Alexander and Nadia, who are
on a quest for the legendary statue of a dragon
made of gold.
Adapted from: (2013) Isabel Allende web page.

Retrieved July 31st 2013, from: www.isabelallende.com
Marcela Paz is the pen name of Esther Huneus

de Claro who was born on February 28, 1902.
Along her career, Marcela Paz collaborated in Zig
Zag and El Peneca magazine, also in newspapers
like La Tercera, El Mercurio and La Nacin. She
63
belonged to the Writers Society of Chile and

obtained several awards, being one of the most
important the National Prize of Literature in 1982.
Her first book was Tiempo, papel y lpiz (1933)
and the most known was Papelucho (1947). She
died on June 12, 1985, in Santiago, Chile.
Papelucho is one of the most important series in
Chilean childrens literature. They are 12 books
written in first person as a diary, telling the
amazing stories of the character in his daily life.
One of the most famous books is The Secret
Diary of Papelucho and the Martian, which
became a movie in 2007.
Adapted from: Marcela Paz Biography. Retrieved
July31st 2013, from: http://www.escritores.cl/base.
php?f1=semblanzas/texto/paz.htm
Isaac Asimov was born in Petrovichi, Russia in

1920 and moved with his family to New York, in
1923. In 1935 he obtained a degree in chemistry.
After that, he obtained degrees in science, arts,
and philosophy but he devoted his professional
life to literature. He died on April 6, 1992, in New
York City.
Isaac Asimov has more than 500 titles published;
his science-fiction works became popular due to
the intelligent balance between his style, his literary
imagination and the technological and scientific
world. In one of his best known books I, Robot
(1950) Asimov set the three laws of robotics.
Adapted from: (2013) Isaac Asimov Biography.
Retrieved August 1st 2013, From: http://www.
biografiasyvidas.com/biografia/a/asimov.htm
Stephenie Meyer was born in Hartford,

Connecticut. She was a stay-at-home mother of
three sons but her life changed dramatically in
2003, when she finished her first novel Twilight.
Her older sister was the only one who knew
Stephenie had written a book, and encouraged
her to send it to various literacy agencies.
Twilight was one of the 2005s most talked
about novels and after few weeks of its debut
was at #5 on The New York Times best sellers
list. Twilight was also named top ten books for
young adults, and the best book of the year by
weekly publishers.
Adapted from: Stephenie Meyer Biography.

Retrieved August 1st 2013, from: http://www.
stepheniemeyer.com/
64
UNIT 3
John Ronald Reuen Tolkien was born on 1892;

he was a scholar of the English language
specializing in Old and Middle English. Professor
at Oxford University, he wrote a number of
stories, being the most known The Hobbit (1937)
and The Lord of the Rings (1954-1955), which
are set in the Middle Earth, a land inhabited by
Men, Elves, Dwarves, Trolls, Goblins and
Hobbits. Between 1925 and his death (1973) he
published a number of stories and articles that
were edited and published by his son Cristopher
Tolkien in The Book of Lost Tales.
The Lord of the Rings is a fantasy novel
published on July 29, 1954; the title refers to the
main antagonist, the dark lord Sauron, who
created a The One Ring to control other rings of
power as a weapon to control Middle-Earth. The
story begins in the Shire, a hobbit land where
Frodo inherit the ring from his cousin Bilbo, the
story lead them through the Middle-earth
following the course of the war of the ring.
Adapted from: (2013) J.R.R. Tolkien - Biography.

Retrieved August 1st 2013, From: http://www.
tolkiensociety.org/
J.K. Rowling was born in 1965 in England. She

started writing The Harry Potter series on a
serviette during a Manchester-to-London train
journey in 1990. During the next five years, she
wrote the plots for each book and started to write
her first novel, Harry Potter & The Philosophers
Stone, which was published in 1997.
Harry Potter is a series of seven fantasy novels
of a wizard and his friends at Hogwarts School of
Witchcraft and Wizardry. Harry, Ron, and
Hermione have to overcome the dark wizard
Voldemort, who wants to become immortal and
conquer the wizard world, destroying everyone,
especially Harry Potter.
Adapted from: (2012) J. K. Rowling Biography.

Retrieved August 1st 2013, from: http://www.jkrowling.
com/
Gabriel Garcia Mrquez was born on March 6,

1927, in Aracataca, Colombia. He grew up with
his grandparents, who marked his future literary
style with their stories. The legends and tales his
grandmother told him were the link to fantasy and
the stories his grandparents told him about the
Colombian Civil War were the connection between
history and reality. Garca Mrquez wrote several
novels and short stories, being the most important

A Hundred Years of Solitude (1967). He won the
Nobel Prize of Literature in 1982.
A Hundred Years of Solitude, is the story of the
origin, evolution, and destruction of Macondo, an
imaginary village, and the Buendias lineage.
Adapted from: (2013) Grabriel Garca Mrquez
Biography. Retrieved August 1st 2013, from: http://
www.biografiasyvidas.com/reportaje/garcia_marquez/
Alberto Fuguet: Alberto Fuguet was born in

Santiago, Chile, but he lived in Encino, California
until he was 13. In 1999, Time magazine called
Fuguet one of the 50 most important Latin
Americans for the next millennium. In 2003, he
was featured on the cover of the international
edition of Newsweek magazine to represent a
new generation of Latino writers.
Fuguets work is characterized by a United States
/ Chilean hybridity, with constant cross references
to the popular cultures of the two nations. In 1996
he co-edited (with Sergio
Gmez) the anthology McOndo, whose title
combined McDonalds with Macondo, the
fictional town created by Gabriel Garca Mrquez.
Fuguets other books are the short story
collections Sobredosis and Cortos; the novels
Mala onda, Por favor, Rebobinar, Tinta roja and
Las pelculas de mi vida; and the non-fiction
collection Primera parte.
Las pelculas de mi vida is a semiautobiographical novel about a Chilean
seismologist who grew up in California and later
returned to Chile. Its protagonist recounts his life
with references to movies he had watched.
Some of Fuguets works have been translated
into English and published in the United States.
3 ++ Now, draw students attention to the
text and illustrations on Page 66 of the

Students Book. Invite them to infer, from the
name and visuals, the literary genre of the
text. Take notes of the ideas on the board
and help them identify the correct answer. At
this point, you may need some background
information, to help your students identify
the characteristics of each genre.
Detective
Detective fiction has become almost
synonymous with mystery. These stories relate
the solving of a crime, usually one or more
murders, by a protagonist who may or may not
be a professional investigator. This large, popular
genre has many subgenres, reflecting differences
in tone, character, and it always contains criminal
and detective settings.
Horror
Horror fiction aims at evoking some combination
of fear, fascination, and revulsion in its readers.
This genre, like others, continues to develop,
recently moving away from stories with a
religious or supernatural basis to ones making
use of medical or psychological ideologies.
Science fiction
Science fiction is defined more by setting details
than by other story elements. Science fiction, by
definition, includes extrapolated or theoretical
future science and technology as a major
component, and is often set on other planets, in
outer space, or on a future version of Earth.
Within these setting details, however, the
conventions of almost any other genre may be
used, including comedy, action-adventure and
mystery. A sub-genre of science fiction is
alternate history where, for some specific reason,
the history of the novel deviates from the history
of our world. Both alternate history and science
fiction are often referred to, alongside fantasy
fiction, magical realism and some horror fiction,
under the umbrella term speculative fiction.
Romance
Romance is currently the largest and bestselling
fiction genre in North America. It has produced a
wide array of subgenres, the majority of which
feature the mutual attraction and love of a man
and a woman as the main plot, and have a
happy ending. This genre, much like fantasy
fiction, is broad enough in definition that it is
easily and commonly seen combined with other
genres, such as comedy, fantasy fiction, realistic
fiction, or action-adventure.
Play
A story meant to be performed in a theater
before an audience. Most plays are written in
dialog form and are divided into several acts.
65
Many include stage directions and instructions

for sets and costumes.
Comedy: A light-hearted play characterized by
humor and a happy ending.
Farce: A form of high-energy comedy that plays
on confusions and deceptions between
characters and features a convoluted and fast
paced plot. Farce often incorporates buffoonery,
slapstick, and stock characters to provoke
uproarious laughter. Molire was a master of
farce with such plays as The Imaginary Invalid.
Miracle play: A play from the Middle Ages
featuring saints or miraculous appearances by
the Virgin Mary.
Morality play: A play written in the fifteenth or
sixteenth centuries that presents an allegory of
the Christian struggle for salvation.
Mystery play: A short play based on a biblical
story. Mystery plays, popular in the Middle Ages,
were often presented in cycles, in which dozens
of plays were performed at different locations
throughout a city, and collectively presented the
most significant moments in the Bible.
Noh drama: A ritualized form of Japanese
drama that evolved in the 1300s involving masks
and slow, stylized movement.
Problem play: A play that confronts a
contemporary social problem, with the intent of
changing public opinion on the matter. Henrik
Ibsen popularized this form in plays such as
Hedda Gabler.
Tragedy: A serious play that ends unhappily for
the protagonist. Sophocles Antigone is one of
the best-known Greek tragedies.
Tragicomedy: A play such as Shakespeares A
Winters Tale that mixes elements of tragedy and
comedy.
One-act play: A play consisting of a single act,
without intermission and running, usually, less
than an hour. Edward Albees Zoo Story is a wellknown example.
Thriller
The genre Action Thriller is, on its surface, a
mixture of action and thriller content. To
understand what this genres name actually
means, however, we must analyze its
components. It features a down-to-earth plot, and
it frequently plays into peoples fears (e.g. the
film Alien is a thriller.). However, thriller has a
66
UNIT 3
greater tendency toward digression than action.

History
It is the study of the past, with special attention
to the written record of the activities of human
beings over time. Scholars who write about
history are called historians. It is a field of
research which uses a narrative to examine and
analyze the sequence of events, and it often
attempts to investigate objectively the patterns of
cause and effect that determine events.
Other narrative forms
Electronic literature is a literary genre consisting
of works which originate in digital environments.
Films, videos and broadcast soap operas have
carved out a niche which often parallels the
functionality of prose fiction.
Graphic novels and comic books present stories
told in a combination of sequential artwork,
dialog and text.
PAGE 65
4 ++ Ask students to look at the pictures of
the book covers and match them with their

corresponding names.
Answers
a. 1. b. 4. c. 2. d. 6. e. 3. f. 5.
Before starting the activities in this section, share
some background information with your students.
Frank Baum was born in New York in 1856. He
never achieved a high school degree; he spent
his early adulthood exploring his interest in acting
and writing for the stage. Frank Baum wrote one
of the most famous works of childrens literature,
The Wonderful Wizard of Oz.
The Wonderful Wizard of Oz (1900) is the story
of Dorothys quest to find her way back home to
Kansas in companion of a tin woodsman, a
scarecrow and a cowardly lion. They met and
walk down The Yellow Brick Road to see the
wizard, but he will help them only if they do him
a favor first, kill the wicked witch of the west.
Adapted from: (2013) Frank Baum Biography.

Retrieved August 1st 2013, from: http://www.
biography.com/people/frank-baum-9202328
READING
8 ++ Graphic organizers illustrate concepts
30
5 + Ask students to take a look at the text and
find the words in the Key Word Spot. The

idea is that they infer their meaning. Tell them
to read the whole sentence, since the context
should help them getting the meaning.
Encourage discussion and check orally and
on the board. You can give them a dictionary
definition after they have finished, so as to
compare and check their answers.
Key
Word
Spot
Dazzled: to be dazzled by someone or something

means to think that something is extremely good,
exciting and admirable.
Lead: to control a group of people, a country, or a
situation.
Marble: a type of hard stone, often with a pattern
of irregular lines going through it, that is used as a
building material and in statues.
Pane: a flat piece of glass used in a window or
door.
Screen: a flat surface in a theater, on a television,
or on a computer system on which pictures or
words are shown.
6 ++ Tell students to read the text again and
then number the events in the order they

happened in the story. You can also change
the order of the activities, asking students to
number the sentences (a f) in the first
place, and then check their answers while
they read.
Answers
b., d., e., c., f., a.
PAGE 67
and interrelationships among concepts in a

text. They can help readers focus on
concepts and how they are related to other
concepts. They can be used with narrative
texts as story maps and can help students
write well organized summaries of a story.
Encourage students to complete the
diagram without reading the text again, if
possible. If they do not feel confident, allow
them to do the task as they read.
Invite some students to write their answers
on the board, and check the answers.
Answers
a. The City of Oz. b. Not mentioned. c. Dorothy, her
friends, the guardian. Dorothy and her friends remained
in the Palace until they met Oz.
Extra!
Make students write two questions about the text
(different from questions a c in Exercise 7) on
a separate piece of paper. Invite them to
exchange papers with their partners and answer
them orally.
Strategy
Spot
Have students create their own questions. In this

way they will understand the text better. Get them
in pairs and have them ask each other the
questions they create.
LETS READ!
Motivate students to read the short story A real musician
on Pages 8 and 9 of the Reading Booklet and identify the
connection with the topic of the unit. Encourage students
to answer the questions that will help them understand
the texts.
7 ++ Make students read the text again and
9 +++ Have students complete the dialog
Answers
a. Dorothy and her friends.
b. Everything is green.
c. They seem to be happy, contented, and prosperous.
then answer the questions (a c).
with their own ideas. Then, motivate them to

add two more questions and say the dialog
aloud in their group. Remind them to use the
expressions in the Useful Expressions Spot.
Students use these expressions to justify their

opinions in Exercise 9.
67
PAGE 68
LANGUAGE SPOT
The Passive Voice
Remind students that this section is designed

to help them revise or discover a particular
grammar structure or an interesting item of
vocabulary related to the text.
Always keep in mind that the activities are
meant to promote independent learning, so
help, guide and check, but do not tell them
the answers.
Answers:
3. The Passive voice is used when the focus
is on the object. It is not important or not
known; however, who, or what is performing
the action.
AVOID THIS MISTAKE!
The Passive Voice is generally used when the subject
of the sentence is indefinite, general, or unimportant.
In the sentence: They mine coal in Pennsylvania, the
subject is so indefinite that it is not clear what they
means. It might mean the miners, the people, or the
companies.
These sentences are improved by putting the verb in
the Passive Voice.
Eg: Coal is mined in Pennsylvania.
The Passive Voice is also used when what is done
is more important than the doer of the action. The
Passive Voice is generally used when you want to
emphasize the receiver rather than the doer.
Additional exercise
Write these sentences in the Passive Voice. Add
by where necessary.
a. The children open the door all the time.
b. We set the table every night.
c. People paid a lot of money in taxes last year.
d. People wear white shoes in summer.
e. They open the books at the beginning of
the class.
f. You did not write the letter.
g. The company builds houses for poor people.
h. Did the police officers catch the thieves?
68
UNIT 3
a.
b.
c.
d.
e.
g.
h.
i.
Answers
The door is opened all the time (by the children).
The table is set every night.
A lot of money was paid in taxes last year.
White shoes are worn in summer.
The books are opened at the beginning of the class.
The letter was not written by you.
Houses for poor people are built by the company.
Were the thieves caught by the police officers?
10 ++ Ask students to read the text again and
follow the steps (a c) to write a short

paragraph with their ideas about what might
have happened next in the story. Explain to
them they have to write this paragraph in their
notebook. Make sure they include sentences
in Passive Voice and provide them with
examples on the board, if necessary. Check
orally and individually, if possible.
Extra!
Motivate students to choose some sentences
in the Active Voice from the text, and encourage
them to rewrite the sentences in the Passive Voice.
PAGE 69
11 ++ Make students complete the sentences
a d using the Passive Voice and the verbs

in brackets. Draw students attention to the
time expressions in each sentence, so that
they can identify the correct tense of the
verb to be in the passive structure.
Answers
a. are delivered. b. was found. c. are sold. d. was painted.
LETS CHECK
students to check their progress, and to

any points that most students have
enough time to answer individually. Then,
check on the board to allow students to
correct their work and assign themselves a
mark according to the scale.
Students complete the sentences with the

Passive Voice of the verbs in brackets.
Answers
a. were written. b. were drawn. c. is used.
d. are sold.
PAGE 70
13 ++
31 Students work in pairs and

complete the dialog using the expressions in
the boxes. Then play the recording and ask
them to check their answers. Tell students to
pay attention to intonation and pronunciation.
TRANSCRIPT
31
Mark: Hi, Sylvia! What are you reading?

Sylvia: The Wonderful Wizard of Oz. Have you read it?
Mark: Its the most amazing and incredible book Ive ever
read!
Sylvia: find it very interesting. The characters are
extraordinary.
Mark: Oh, yes. Dorothy is very, very intelligent.
Sylvia: And the places are beautifully described. I love fantasy
stories!
Mark: I like them too, but I prefer science-fiction.
Strategy
Spot
This is a very useful listening strategy. Encourage

your students to use it whenever they have a
listening exercise. It will help them remember the
sequence of the conversation, as well as some
details.
14 +++ Use the recording for shadow
reading. Let students listen to the dialog

again and ask them to read it at the
same time.
Then, invite students to practice the dialog in
pairs, changing the phrases in the boxes
with information that is true for them.
Encourage them to role play the new dialog
in front of their classmates.
WRITING
Text structure refers to how the information within
a written text is organized. Teaching students to
recognize common text structures can help them
monitor their comprehension and, therefore, their
elaboration.
15 ++ Ask students to have a look at the book
review on Page 70 and identify the different

sections of this type of text. At this point, you
may need to provide some background
information.
A book review is a form of literary criticism in
which a book is analyzed based on content,
style, and merit. It can be a primary source
opinion piece, summary review or scholarly
review. Books can be reviewed for printed
periodicals, magazines and newspapers, as
school work, or for book web sites on the
internet.
Micheal Morpurgo was born in 1943, in the
United Kingdom. He went to London University
to study English and French. After working in a
primary school, he decided to write the kind of
stories he used to tell his kids.
Kaspar, Prince of Cats is the story of Johnny, a
bell boy at Savoy hotel who carries all the
Countess Kandinskys things to her room. Pretty
soon, events will take Johnny and Kaspar all
around the world.
Adapted from: Michel Morpurgo Biography.

Retrieved August 1st 2013, from: http://
michaelmorpurgo.com/
Answers
a. Highlights. b. Protagonist. c. Author. d. Plot.
PAGE 71
16 ++ Make students have a look at the
review again, and then ask them to identify

the paragraphs where specific information is
mentioned, and the expressions used to
give opinions.
69
Answers
a. i. first paragraph. ii. last paragraph. iii. second
paragraph
Extra!
Ask students if the writer of the review expresses
a positive or negative opinion and make them
support their answers.
to write a review of a book they like. To plan

their writing, ask them to find information
about the points and write a list in their
notebook.
18 ++ Drafting. Ask students to write a draft of
their book review in their notebook.

Encourage them to use their notes and make
sure they follow the model on Page 70.
19 +++ Editing. Have students use the
Editing Checklist to check their work for

mistakes.
20 +++ Writing. Students write a final version
of their review on a separate sheet of paper.

Motivate them to add a picture of the books
cover, to illustrate it. Finally, encourage them
to exchange reviews with their classmates
or to upload their work on their class blog or
notice board.
Strategy
Spot
As a post-writing strategy, students should identify

their own personal patterns of errors.
PAGE 72
1 This section provides additional exercises that

consolidate topics and language structures of
the lessons. You can assign these activities at
the end of each lesson, or as homework, and
give them an extra mark.
In groups, students have to create a new
character for the story Alice in Wonderland.
Ask them to get in groups of four students,
read the text on Page 66 again, and think of a
new character for the story.
Then, they must write a full description of their
character, including physical descriptions and
details of his/her personality. Allow them to
draw the character, if they have enough time.
- Then, they must write a short paragraph,
explaining the role of this character in the
story. Check the descriptions aloud and
encourage them to compare the different
characters created by the whole class.
2 Tell students that they must imagine they are
participating in the New Stars TV show.

From there, they have to write an e-mail to a
friend or to their parents describing their
experiences at the academy. Explain to them
that they must include information about
duties, activities, the coaches and any other
interesting points. Check individually,
if possible.
3 Students must copy and complete the chart

TAKE ACTION!
completed is a short interview on an artist
they would like to chat with. Read the
instructions aloud and make sure they all
understand what they have to do.
Set a date for the presentations.
You can use the Oral Presentation Rubric to
evaluate students performance.
70
UNIT 3
about famous books in their notebooks. After

that, ask students if they would like to read
them, and ask them to organize them from 1
to 8, in order of priority. Then, encourage
them to explain their decision to their
partners. Check orally and on the board.
Name
Author
Harry Potter and the

J.K. Rowling
Goblet of Fire
Sandokan, The Tiger
Emilio Salgari
of Malaysia
Characters
Harry Potter, Hermione,
Prof. Dumbledore
Sandokan
Name
Author
20,000 Leagues
Jules Verne
Under the Sea
The Lord of the Rings J.R.R. Tolkien
Papelucho
Marcela Paz
Little Women
Louise M. Alcott
Narnia Chronicles
C.S. Lewis
PAGE 75
Characters
Answers
Captain Nemo
Lebolas, the Hobbit
Papelucho
Meg, Jo, Beth, Amy y
Laurie
Aslan, White Witch, Peter,
Susan, Edmund, Lucy
4 Students make a word map for music in
their notebooks. Encourage them to use not

only words from this unit, but to add as
many words as they know about the topic.
To finish up, ask students to draw a big
word map on a piece of cardboard, add
some illustrations and display it in a visible
place in the classroom.
5 Ask students to go back to their notes in
Exercise 1 and describe their characters to

their partner. Draw their attention to the
points they need to include in their report
and encourage them to mention them in
their description.
PAGE 74
UNIT CHECK

students understand what they are expected to do
in each activity. Encourage them to give honest
answers in order to detect their strengths and
weaknesses.
Check students results and revise any points that
most of them may have problems with.
READING - SPOTLIGHT ON BEVERLEY KNIGHT
33
1 a. She is a singer and a composer.
b. She started singing when she was a

teenager.
c. She takes her inspiration from events that
happen to her.
d. No, she doesnt.
e. She thinks Alicia Keys is a great artist.
2 a. British; b. two very important awards;

c. once a day.
3 a. the church; b. best artist, best album;
c. birthday party for a local radio station;

d. Nirvana, Coldplay; e. drama club, dance
classes.
LISTENING - DISCUSSING THE RULES
34
4 a. couldnt; b. months; c. TV; d. lowest;

e. feeling.
PAGE 76
5 b.; f; c.; a.; e.; d.

6 a. new; b. classes; c. coaches; d. sing.
TRANSCRIPT
34
A: Hi! Can I ask you a few questions? Im new here, and I couldnt
get to the meeting with the Director on time, you see.
B: What would you like to know?
A: Id like to know how long were going to stay here.
B: Well stay here for three months, more or less, if you dont
have to leave earlier.
A: Can you explain that, please?
B: Well, you know we are here to learn to sing and compose
and each week we will perform one of our own songs on a
TV show. The audience will vote for them by phone. If you
get the lowest number of votes, you will leave the program.
A: Are there any rules?
B: We must obey all the rules and attend all the classes.
A: I wonder how they will make music stars of us.
71
B: Let me tell you, our coaches are great! They will help us
to develop our talents, but we need to work hard. They
promised we will work together. We have to do that to stay
till the end.
A: What happens if we cant sing like stars?
B: I think everyone here can sing, and their job is just to help us
find our special voice.
A: For me, the most difficult thing is to get the music to fit the
lyrics.
B: Eddie, our songwriting coach, said that we dont need to be
poets. The important thing is to fit the words to the music,
and that most of the participants can do that. What else
would you like to know?
A: Oh, thats all, thanks! Im sure that even if I stay here for only
a week, performing my own songs will be a great feeling.
LANGUAGE
7 a. many. b. many. c. much. d. any.

8 a. The Eiffel Tower is situated in France.
b. The Harry Potter series is written by J.K.

Rowling.
c. 32 pieces are used in a game of chess.
d. Cold milk is served with tea in England.
WRITING
Task
Wrote the
review
providing all
the required
information.
Wrote the
review
providing
most of the
required
information.
Wrote the
review but
provided
some of the
required
information.
Very poor
review
without
providing
the required
information.
Product
Score
Practically no
grammar or
vocabulary
mistakes.
Correct spelling
and format.
Very few
grammar or
vocabulary
mistakes.
A few spelling
mistakes and
slightly incorrect
format.
Some
grammar or
vocabulary
mistakes.
Several spelling
mistakes and
rather incorrect
format.
A lot of
grammar or
vocabulary
mistakes.
A lot of spelling
mistakes and
incorrect
format.
Your
Score
PAGE 77
PROJECT
SPEAKING
Task
Appropriate
role-playing
of an
interview.
Practically no
language
mistakes.
Mostly
appropriate
role-playing
of an
interview.
Very few
language
mistakes.
A few
questions
and answers
to role-play
an interview.
Some
language
mistakes.
Very poor
questions
and answers
to role-play
an interview.
A lot of
language
mistakes.
72
UNIT 3
Fluid
interaction,
good
pronunciation,
no hesitation.
Fluid
interaction, a
few
pronunciation
mistakes, a
minimum of
hesitation.
Fluid
interaction,
some
pronunciation
mistakes, some
hesitation.
Interaction
affected by
pronunciation
mistakes and a
lot of hesitation.
Your
Score

Have students go to the Communicative Tasks

them to work in pairs and take turns to compare
the pictures using the expressions. Then, ask
students to write some questions about the ideas
that they discussed. Tell them to create a dialog
with their questions and answers and role-play it
in front of the class.
EXTRA TEST UNIT 3

READING - A BOOK REVIEW
35
The famous fives survival guide
Publication date
Out now.
Characters:
The Famous Five are back! This time we catch
up with a mystery back in 1959, with a lost
treasure - the Royal Dragon of Siam. Theres
Julian, whos very sensible, Dick, who likes
gadgets and huge bits of chocolate cake, Anne,
who prefers preparing picnics to getting dirty,
and George, short for Georgina, whos always
getting into scrapes. And of course, dont forget
Timmy the dog, whos got a brilliant knack for
helping the kids find vital clues.
Plot
Time for another adventure with lots of ginger
beer and plenty of fantastic scrapes! A
mysterious reporter turns up at Uncle Quentins
house asking about a shipwreck that happened
years ago - and in which a precious jewel had
been lost.
Of course, this sparks a huge adventure for the
Famous Five - with secret rooms, spooky towers,
a train drama, and dangerous camping.
1 Read the text and complete the fact file.
Great guides
This book is written through diary extracts from
the four kids, plus their drawings, photos, and
graphics of clues that they find on their exciting
adventure. And as well as the story, the book
includes useful advice on topics such as code
breaking, using a compass, building an escape
raft, first aid, camping, and much more. And its
left for you to actually solve the mystery yourself
by following the clues included in the book.
Highlights
Using the decoder to reveal the real message in
a long-lost letter is really cool, plus Georges
escape from capture is VERY dramatic. And, as
the book is written in the style of the Famous
Five, its quite funny!
Any weak bits?
Sometimes you cant decide whether to skip to
the next bit of the story to find out what is
happening or read the guides - but this is a good
thing really! This is a great book for boys and
girls. If you read the story, the adventure advice
will be something you can dip into again and
again.
5 pts.
Title
TEENS CLUB 1 MEDIO
Author
Its written by the Famous Five - who were
created by famous author Enid Blyton, back in
the 1940s!
Author
Date of publication
Time setting
Characters
73
2 Read the text again. Are these statements true (T) or false (F)?
a.
b.
c.
d.
e.
___ The plot is about finding a treasure.

___ George is a boy who is always getting into trouble.
___ The Famous Five are five kids.
___ The story gives the reader clues to solve the mystery.
___ The book includes two different kinds of texts.
3 Read the text once more. Answer these questions.

a.
b.
c.
d.
e.
5 pt.
Whats the name of the lost treasure?

How was the treasure lost?
Why is the dog important?
What is the most dramatic moment of the story?
Who is the story written for?
5 pts.
LISTENING
4
36 Listen to the recording. Write Y (yes) or N (no) next to each sentence.

a.
b.
c.
d.
e.
_____The recording is about a radio program.

_____ The premise of the program is to find a new movie star.
_____ The focus of the program is on the participants performance.
_____ There will be special coaches helping the participants.
_____ The program will also show the interaction among the coaches.
36 Listen to the recording again. Circle the correct alternative for each sentence.
36 Listen to the recording once more. Answer these questions.

a. What is the programs name? ___________
b. Is the contestants personal appearance important? ____________
c. How many coaches are there? ________________
d. Who is reporting the news? ______________
e. Where does the reporter work? ________________
TEENS CLUB 1 MEDIO
a. In recent months / years, TV talent shows have dominated prime time television.
b. The series is divided into three / free stages.
c. At the end of the 11-week / 10- week process, the winner is given a record deal
with Universal.
d. The role of the coaches / judges is to nurture the singers on their team, before
eventually selecting five to go through to the live shows, where the public can /
cant vote.
74
UNIT 3
5 pts.
5 pts.
5 pts.
LANGUAGE
5 pt.
7 Write the following sentences in the Passive Voice.

a. Meteorologists make the weather forecast every day.
b. Many people use social networks as a communication tool.
c. People buy a lot of things through the Internet nowadays.
d. We printed these books on recycled paper.
e. A famous architect designed this building.
8 Circle the correct option.

a.
b.
c.
d.
I havent got much / some time for people like him

Dont be discouraged! A few / many people have failed to run the marathon.
Hurry! We havent got some / much time.
All / a few the children in our street like to play soccer, but only all / a few can
enter the team.
5 pts.
WRITING
9 Imagine you are a famous music / TV star and you are chatting with a fan. Write the
answers to these questions.
a.
b.
c.
b.
e.
8 pts.
When and where did you start singing / acting?

What kind of music / movies / programs / plays do you like?
How difficult is it to write a song / perform in a play, movie, etc.?
Who are your idols?
Do you have any dreams or hopes for the future?
SPEAKING
an imaginary music / TV star.
8 pts.
56 pts.
TOTAL
14 - 27
Good!
28 - 41
Very good!
42 - 56
Excellent!
0 - 13
Keep trying!
TEENS CLUB 1 MEDIO
10 With your partner, use the information from Exercise 9 to role play an interview with
75
READING - A BOOK REVIEW
1 Name: The Famous Fives Survival Guide

Author: Enid Blyton
Date of publication: Out now
Time setting: 1959
Characters: Julian, Dick, Ann, Georgina,
Timmy
2 a. True; b. False; c. False; d. True; e. True

3 a. The Royal Dragon of Siam; b. In a
shipwreck; c. Because it helps the kids to

find vital clues; d. Georges escape from
capture; e. Its written for boys and girls.
LISTENING
36 a. N. b. N. c. Y. d. Y. e. Y.
36 a. years. b. three. c. 11-week.

d. coaches / can.
36 a. The Voice. b. No, it isnt. c. Four.

d. Fiona Bailey. e. The BBC.
TRANSCRIPT - THE VOICE SINGING CONTEST SHOW

GOES BACK TO BASICS
In recent years, TV talent shows have dominated prime
time television in various formats, but the BBC says its new
programme, The Voice UK, will offer a completely new approach.
The premise of the series is to find a pop star based solely
on their singing voice. The focus is on the contestants voices
rather than on what they look like.
The series is divided into three stages. At the end of the 11-week
process, the winner is given a record deal with Universal.
The role of the coaches is to nurture the singers on their team,
before eventually selecting five to go through to the live shows,
where the public can vote.
The show offers up the same stories that have been seen
before, but it is the chatter and jokes among the four coaches
that will, no doubt, be the main talking point of the show.
Fiona Bailey
Entertainment reporter, BBC News
76
UNIT 3
LANGUAGE
7 a. Weather forecasts are made by
meteorologists every day.

b. Social networks are used as a
communication tool.
c. Nowadays, a lot of things are bought
through the Internet.
d. These books were printed on recycled
paper.
e. This building was designed by a famous
architect.
8 a. much. b. many. c. much. d. all / a few

WRITING
9 Students imagine they are famous artists
chatting with fans on their website,

answering their questions. Encourage them
to provide complete answers to the fans
questions. You can assign points according
to these criteria.
Task
Product
Score
Student
answers all
the
questions.
Practically no
grammar or
vocabulary
mistakes.
Correct spelling
and format.
Student
answers
three or
four
questions.
Very few
grammar or
vocabulary
mistakes.
A few spelling
mistakes and
slightly
incorrect
format.
Student
answers
only one or
two
questions.
Some
grammar or
vocabulary
mistakes.
Several
spelling
mistakes and
rather incorrect
format.
Student
cant
answer the
questions.
A lot of
grammar or
vocabulary
mistakes.
A lot of
spelling
mistakes and
incorrect
format.
Your
Score
SPEAKING
Notes
10 In pairs, students ask and answer the
questions in Exercise 9. Make sure they

take turns to play the role of both speakers.
You can assign points according to
these criteria.
Task
Student can
ask and
answer all
the
questions.
Student can
ask and
answer
most of the
questions.

3
Practically no
language
mistakes.
Very few
language
mistakes.
Student can
ask and
answer a
few of the
questions.
Some
language
mistakes.
Student
cant ask
and answer
the
questions.
A lot of
language
mistakes.
Fluid
interaction,
good
pronunciation,
no hesitation.
Fluid
interaction, a
few
pronunciation
mistakes, a
minimum of
hesitation.
Fluid
interaction,
some
pronunciation
mistakes, some
hesitation.
Interaction
affected by
pronunciation
mistakes and a
lot of hesitation.
Your
Score
77
UNIT
BODY AND MIND
read a teens advice webpage
listen to a classroom conversation
listen to a radio interview
Reading
information
extract specific information from a text
distinguish main ideas in paragraphs
Listening
information
discriminate sounds
recognize the sequence of information
Language
use modal verbs to express advice and
recommendations
use modal verbs to talk about possible future
situations

Lesson 2: six hours
Speaking
express advice and recommendations
exchange information about teens problems
express future possibilities
Writing
write a short story about bullying
write a short paragraph about body image
You will also:
reflect on giving importance to our internal and
not only to our external appearance
reflect on the importance of worrying and
supporting friends who are in trouble
Workbook: two hours

Didactic
resources
Complementary material such as articles magazines and Student Forum chats.

Support material such as lists of adjectives, dictionaries, glossaries, definitions, printed handouts, library material, etc.
Methodological Teachers should prepare the lessons beforehand, considering that thorough prior preparation allows them to think of and apply some
suggestions
Evaluation
78
Types of Evaluation
Indicators
Unit Check
Listening: Students identify the correct sequence of information and extract specific information.
Language: Students use modal verbs to express future probability and recommendations.
Speaking: Students express future predictions.
Writing: Students write a reply to a letter offering advice.
Project
Extra Test
Reading: Students find specific information in a scientific article.
Listening: Students extract specific information and discriminate sounds.
Language: Students use modal verbs.
Writing: Students write a short paragraph about body image.
Speaking: Students offer advice and recommendations.
UNIT 4
BODY AND MIND
PAGE 78
GETTING READY
1 Tell students to look at the pictures on Page
79 and discuss which teenagers seem happy

and the possible reasons why. Check orally.
2 Ask students to discuss which teenagers
might have problems and what these

problems could be. After the discussion they
can write a list of the problems in their
notebook. Check orally and on the board.
3 Motivate students to work in pairs and
discuss what they would do in each situation.

Then, they can share their comments with
other classmates. Check orally.
PAGE 80
BEFORE YOU START
Answers
a.
b.
c.
d.
PAGE 81
LESSON 2
YOU CAN BEAT THEM!

Modal verbs to express possibility, permission, ability, obligation, or
prohibition.
WHY AM I IN SUCH A
BAD MOOD?

How to express possibility, prohibition and ability.
1 Ask students to match the sentences a - e
with the expressions i - v. Check on the

board, and make sure both sentences make
sense together.
Answers
a. ii. b. v. c. i. d. iv. e. iii.
2 Tell students to read the sentences and then

match them with the pictures. Then, ask
them to fill in the gaps with should or
shouldnt. Check orally and on the board.
You can also ask them if they like any of the
sports, so as to get them familiarized with
the topic of the unit.
Explain to students that this section will contain

activities meant to revise and activate previous
knowledge that is necessary to understand the
content of the unit.
LESSON 1
It is possible that it will rain.

It is possible that he will come home late today.
It is possible that it is very expensive.
It is possible that he is late.
a.
b.
c.
d.
Answers
mountain climbling ii. shouldnt.
running i. should ii. should.
wind-surfing i. shouldnt ii. should.
scuba diving i. shouldnt ii. should.
1 Ask students to complete the dialogs using
the affirmative or negative form of the verbs in

the boxes and their own ideas.
PAGE 82
LESSON 1
2 Have your students classify the modal verbs

they used in the dialog according to the
categories in the table.
3 Tell students to look at the pictures and
describe what it is possible to happen in

each case orally. Elicit their answers on the
board and check.
LISTENING
Time
YOU CAN BEAT THEM!

6 class hours.

in a classroom conversation about bullying.
Read a short story related to bullying.
Exchange ideas about bullying.
Write a short story based on a personal experience.
Use modal verbs to express future probability.
79
Materials
CD, Tracks 37, 38, 39.

Your English in Action, Students Book, p. 95, Ex. 2.
Workbook, pp. 26, 27, 28, 29.
Listening or After Listening section.
BEFORE LISTENING
1 ++ Ask students to discuss the questions
in small groups. Monitor and offer help if
necessary.
Bullying is the act of intentionally causing harm
to others, through verbal harassment, physical
assault, or other more subtle methods of
coercion such as manipulation. Although the UK
currently has no legal definition of bullying, some
US states have laws against it.
Bullying in school and the workplace is also
referred to as peer abuse.
In colloquial speech, bullying often describes a
form of harassment perpetrated by an abuser
who possesses more physical and / or social
power and dominance than the victim. The victim
of bullying is sometimes referred to as a target.
Many programs have been started to prevent
bullying at schools with promotional speakers.
Bullying can occur in any setting where human
beings interact with each other. This includes
school, church, the workplace, home and
neighborhoods. Bullying can exist between social
groups, social classes and even between countries.
Adapted from: Bullying. (n.d.) Retrieved August 13,

2013, from: http://www.bullying.org/
2 + Ask students to discuss and choose the
situations which they consider to be a form

of bullying. Then, ask them if they think they
have ever been involved in any of those
situations. Ask indirect questions about the
time they spend with their classmates, and
in which they are more likely to be bullied.
Eg. What do you do during your breaks at
school?, how do you interact with your
classmates? do you walk back home with
someone? etc. Encourage students to be
honest and straightforward. Be sympathetic,
in case they find it difficult to talk.
80
UNIT 4
Answers
All of the situations in the pictures are related to bullying.
PAGE 83
3 +++ Motivate students to work with a
partner and complete the text with words

from the boxes and their own ideas.
Strategy
Spot
Here, the context is set and interest is raised.

Encourage your students to give their opinions on
the subject. Ask them what is bullying for them
and if they have seen cases of it at school.
By doing this, it will be easier for your students to
identify the people in the listening and the reason
why they are talking.
4 + Tell students that they are going to listen

to a recording about bullying. Ask the
students to look at the picture and choose
the best answer about what the man is
doing. Do not check answers at this stage.
5 ++ Ask students to look up the meanings
of the words in the Key Word Spot. Then,

motivate them to find antonyms for the
words that have their opposite counterparts.
Answers
approach - to come near to somebody or something
beat - to get control of or defeat something
confident - feeling sure about your own ability
issue - an important topic or problem/worry
mess - a dirty or untidy state or a situation full of problems
LISTENING
6 +
37 Tell students to listen to the recording

Answers
b. He is offering advice.
7 ++

recording again and then choose the best
alternative in each sentence.
BODY AND MIND
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Answers
Tell us about being bullied Oliver.
When I was 15 I made a decision.
I think people realize it is a universal problem.
You may visit our web-page and see.
Have a look at our solutions.
The easiest thing to do is not talk about it.
They dont realize they upset you.
You should tell someone you trust instead.
It was a horrible experience.
I dont have any hard feelings towards them.
PAGE 84
8 ++
37 Tell students to listen again and

number the sentences in the order that they
hear them. Check on the board.
Answers
a., d., e., c., b.
9 +++
37 Tell students to listen again and

complete the summary of the conversation
with the words in the boxes.
Answers
businessman; advises; improve; name calling; two
minds about.
Strategy
Spot
This is a good instance for peer check. Encourage

your students to pay real attention to what their
classmates say. This will make them focus on
details and, perhaps, they will remember these
mistakes or details longer.
EXTRA!
Motivate students to correct the false sentences.
a.
b.
e.
f.
g.
h.
Answers
False. (He was bullied when he was a teen).
False. (Hes 23). c. True. d. True.
False. (He thinks people realize bullying is a universal
problem).
False. (Its better to talk about the problem).
True
False. (He doesnt have any hard feelings towards
them).
TRANSCRIPT 37
Teacher: Silence! Pay attention, please. Today we have
a very special visitor. When he was your age,
Oliver was bullied at school, but he turned his
life around and now, at 23, hes a successful
businessman and advises schools on how to
improve life for their pupils. As part of his
program, Oliver is here to tell us how he beat
the bullies and to answer your questions. Tell us
about being bullied, Oliver.
Oliver:
It happened over four or five years. There was a
lot of name calling. It was very bad. When I was
15, I made a decision. I changed schools and I
moved back a year so I could make a new start.
Teacher: Do you think people take the issue seriously
enough?
Oliver:
I think they do now. I think people realize it is a
universal problem.
Student 1: How does your program help?
Oliver:
We have got a lot of services for people who
are being bullied, but they dont always know
about them. You could visit our web-page and
see. There are really no right or wrong answers
because every case is different. Have a look at our
solutions - one might work for you.
Student 2: Whats your advice to people who are being bullied?
Oliver
The easiest thing to do is not talk about it and to
think its not a problem, but if something makes
you feel bad, you should talk about it; it may
help.Your friends might be messing about, or
joking, and they dont realize that they upset you.
If you feel confident about talking to the people
who have upset you, approach them, but if its
someone you dont like, you should tell someone
you trust instead. It might change your life.
Student 3: How do you look back at the time when you were
bullied?
Oliver:
Im in two minds about it. Its made my life what it
is and allowed me to talk to people on a big stage,
but at the same time, it was a horrible experience.
Student 1: How do you feel about the bullies now?
Oliver: Im not really bothered. I dont have any hard
feelings towards them.
81
LANGUAGE SPOT
May and might
This section is designed to help students

revise or discover a particular grammar
structure or an interesting item of vocabulary
related to the text.
independent learning, so help, guide and
check, but do not provide students with the
answers.
1. Tell the students to read the sentences from
the recording, paying special attention to the
words in bold.
2. Ask the students to think about what the
words in bold express and then to choose
an alternative.
Answers: c.
3. The students copy and complete the rule in
their notebooks.
Answers:
We use might and may to express that it is
a possibility that something will happen.
AVOID THIS MISTAKE!
Maybe is not the shorter form of may be.
Maybe is an adverb. We use the word to say that
something is possible or true, but we are not certain.
Example:
Maybe one day I will go to London.
I may next year go to London.
Additional exercise
Complete these sentences with may be or maybe.
a. ____________ I will go to the pool later today.
b. I ___________ the first person to do the tango
underwater.
c. It ___________ possible to touch your
kneecaps.
d. _____________ one day I will visit Paris.
e. You __________ the only person I like more
than Alf.
82
UNIT 4
f. I ______________able to fix your radiator with

chewing gum.
g. _____________ if you ask nice I will do it.
h. That __________ the longest race in
Rochester
i. I think that _______ if you ask your mother
she will tell you the truth.
j. __________ you can help me with my
homework.
Answers
a., d., e., c., b.
PAGE 85
10 ++ Ask students to complete the dialogs

using may or might, and their own ideas.
Tell them to follow the example. Check
orally.
a.
b.
c.
d.
e.
Answers
He may arrive on Sunday.
She might be at the cinema.
It may rain.
He might be American, British or Australian.
We may go to the disco.
LETS CHECK
students to check and revise their progress.

Give students them enough time to answer
individually. Then, check on the board and
assign a mark, according to the scale.
Finally, ask students to think about what
their life will be like in ten more years, and
make some predictions. Then, ask them to
use those ideas to write sentences.
PAGE 86
ORAL PRACTICE
12 ++ Tell students to work in pairs and
complete the dialog with the ideas in the

boxes. Check orally and on the board. Help
them with the meaning of the ideas in the
boxes, if necessary.
BODY AND MIND
Answers
A: Do you think people take this topic seriously?
B: I think people now realize that bullying is a very
important problem.
A: What do you do to help the people in trouble?
B: There is not only one answer, because every case
is different.
A: Whats your advice to people who are being bullied?
B: They shouldnt think its not a problem. They should
tell someone they trust. It might work.
38 Students listen to the recording and
check their answers. After this, motivate
students to role play the dialog in front of the
class. Check orally.
38
A: Do you think people take this topic seriously?

B: I think people now realize that bullying is a very important
problem.
A: What do you do to help people in trouble?
B: There is not only one answer because every case is different.
A: Whats your advice to people who are being bullied?
B: They shouldnt think its not a problem. They should tell
someone they trust; it might work.
READING AND WRITING
In more recent times, there has been a gradual
recovery of literature and its value for language
teaching. One advantage is that it helps to develop
the learners interpretive skills (Byrne, 1997).
14 ++
PAGE 87
15 ++ Based on the text they have read,
13 ++
TRANSCRIPT
a.
b.
c.
d.
e.
Answers
A personal experience with bullying.
One of the bullies.
Yes.
and
will vary. Accept any coherent idea as there are not
correct / incorrect answers.
39 Explain that they are going to read a

different type of text related to the same topic.
Invite students to read the short story and
then answer questions a e. You can also
use the CD to allow students to listen to the
recorded version of the story as they read.
motivate students to talk about their

personal experiences in pairs. Invite them to
take notes. Check orally.
16 + Organizing. Tell your students that they
are going to write a short story. Explain to

them that they have to use the information
in Exercise 15 in their story. Encourage
them to take notes of their ideas about the
beginning, development and end of their
story, on a separate sheet of paper.
17 ++ Drafting. Ask your students to use their

notes to write a draft of their story. Remind
them to express their ideas using full
sentences and connectors to put ideas
together. Allow the use of a dictionary, if
necessary.
18 +++ Editing. Ask students to check their

story using the Editing Checklist. Tell them
to pay special attention to organization, in
order to check if their ideas are in
chronological order.
19 +++ Writing. Tell students to write a final
version of their text. Motivate them to swap

stories with a partner, so that they can read
and check. Finally, collect your students
stories and create a class story book.
83
PAGE 88
LESSON 2
Strategy
READING
WHY AM I IN SUCH A BAD MOOD?
Time
6 class hours.
Objectives Listen, read and identify main ideas and specific

information in a teen problem page.
Listen to personal experiences.
Express advice and recommendations.
Write a letter to an advice column.
Use modal verbs to express advice and
recommendations.
Lets read, Reading Booklet p. 10.
Your English in Action, Students Book, p. 94, Ex. 1
Workbook, pp. 31, 32, 33.
Reading or After Reading section.
BEFORE READING
1 + Ask students to work in pairs, and list
typical reasons for teenage problems.

Invite them to look at the pictures in the book
to get some ideas! They can also mention
some ideas of their own. Check orally.
2 ++ Suggested pre - activity
Tell students to write a list of possible things

they could do if they had a problem.
Ask them to look at the list in the book and
discuss the alternatives. Then the students
can work individually to rank these
alternatives from 1 (the first option) to 5 (the
last option). After this, encourage them to
discuss with a partner, to explain the order.
3 ++ Ask students to have a look at the text
on Page 90 and find the main ideas in it.

When they have done this, ask them if they
can guess what problems are being
discussed. Do not correct answers at this
stage. Explain to students that what they are
doing is called skimming, and provide them
with a definition of this strategy, to make it
84
clearer. Skimming: Look over a text, usually

beginning and end of paragraphs, to get its
main idea.
UNIT 4
Spot
Students should always apply reading strategies

when they work with texts. Here, students have
to preview and skim the text to get an idea of
what they are going to read and also to
contextualize. This will prepare them to
understand the text better.
4 ++ Invite students to take a look at the text

again, and tell you what type of text it is,
what characteristics it has, and what its
purpose is. Check orally and on the board.
Answers
A blog about teen problems. It is a blog post with four
different cases. Its purpose is to look for advice.
5 +++ Tell students to look at the
expressions in the Key Word Spot and

identify any words they know. Motivate them
to find them in the text and match them with
their meaning in the list (a - f). Then, ask
students to work in groups and create a
question that can provide clues to
understand the meaning of each word. Elicit
questions such as the following: guilty - How
do you feel when you do something wrong?;
give up - What do you do when you are tired
of keeping on trying to do something hard?
Answers
a. mean b. guilty c. give up d. let down e. empty handed
f. Lose my grip
PAGE 89
READING
40
6 + Ask students to read the text on Page 90

Cognates
study - exams - concentrate - panic secretly - class - promised - including suffering - depressed bulimia nervosa family - disorders - appreciate - irritable -
BODY AND MIND
reason - minutes - emotional - difficult ignore - continues - promise - secret impossible - accept - nervous - regular routine - interrupt - problem suffer different - complex - emotions - conflict
professional - perfectionism - constant identity - accepted - excessive - important image - conflict - transition - confusion comfortable depressed
Answers
Problems that are discussed: study problems, eating
disorders, adolescence problems, love problems.
7 ++ Tell the students that they are now

ready to match the problems with the
appropriate piece of advice (a - e).
Answers
Abbie - II., Joe - I., Emma - III., Priscilla - IV.
8 ++ Ask students to copy the sentences into

their notebooks. Then, tell them to read the
text carefully and write the corresponding
name next to each sentence.
Answers
a. Abbie. b. Emma. c. Joe. d. Abbie. e. Priscilla. f. Joe.
Strategy
Spot
This strategy will help students identify the

answers to the questions. By circling the words, it
will be easier for them to organise their ideas.
9 +++ Have students read the text once
more. Explain to them they have to use the

diagram to summarize the problems and the
advice given in the forum. Encourage them
to include the expressions in Exercise 2 in
their summary, where possible.
LETS READ!
Motivate students to read the extract of the famous short
story All summer in a day, by Ray Bradbury, which
narrates an episode of bullying. Encourage them to
answer the questions meant to help them understand the
story and guide their reflection.
Ray Douglas Bradbury (August 22, 1920 June
5, 2012) was an American fantasy, science
fiction, horror and mystery fiction writer. Best
known for his dystopian novel Fahrenheit 451
(1953) and for the science fiction and horror
stories gathered together as The Martian
Chronicles (1950) and The Illustrated Man
(1951), Bradbury was one of the most celebrated
20th-century American writers. Many of Bradburys
works have been adapted into comic books,
television shows and films.
All Summer in a Day is a story about a class of
school children on Venus, which, in this story, is a
world of constant rainstorms, where the sun is
only visible for two hours every seven years.
One of the children, Margot, moved to Venus
from Earth five years earlier, and she is the only
one in her class to remember sunshine, since the
sun shone regularly on Earth. She describes the
sun as a penny, or like a fire in the stove, and
the other children, being too young ever to have
seen it themselves, refuse to believe her account
of it. Out of jealousy, she is bullied and ostracized
by the other students and finally locked in a
closet during the time the sun is due to come out.
As the sun is about to appear, their teacher
arrives to take the class outside to enjoy their
only hour of sunshine and, in their astonishment
and joy, they all forget about Margot. They run,
play, skip, jump, and prance about, savoring
every second of their newly found freedom.
Suddenly, a girl feels a raindrop on her face.
Thunder sounds, and they run back inside. One
of the children remembers Margot who is still
locked in the closet. They stand frozen, ashamed
for what they have done, unable to meet each
others glances.
The precious sun has come and gone and,
because of their despicable act, Margot has
missed it. They walk slowly and silently towards
the closet, and let her out.
PAGE 91
10 +++ Invite the students to work in small

groups and discuss the questions. It is a
good idea if you encourage them to take
notes, so that they can share their ideas
85
with the class afterwards. Refer students to

the episode in the short story they have
read, and ask them to share their opinions.
Strategy
Spot
Affirmative
Negative
You ought to clean the toaster.

You ought to stop smoking.
You had better drive more slowly.
Let your students express their thoughts freely.

Once they finish giving opinions, you may reach
a consensus.
They had better not be late.

Jim oughtnt to drink so much.
Answers
LANGUAGE SPOT
Affirmative
Giving advice and recommendations

independent learning, so help, guide and
check, but do not provide students with the
answers.
- You should calm down.

- Youd better tell your friends and family, so they dont
interrupt you.
- You should tell your family and seek for professional
help, urgently.
Additional exercise
Complete the chart with the affirmative or
negative form of these sentences.
86
UNIT 4
You oughtnt to clean the toaster.
You ought to stop smoking.
You oughtnt to continue smoking.
They had better be on time.
They had better not be late.
Jim ought to drink less.
Jim oughtnt to drink so much.
AVOID THIS MISTAKE!
2. Ask the students to think about what the

words in bold express and then to choose
an alternative.
Answers: c.
Possible answers
You ought to clean the toaster.
You had better drive more slowly. You had better not drive so fast.
1. Tell the students to read the sentences from

the recording, paying special attention to the
words in bold.
3. The students copy and complete the rule in

their notebooks.
Answers:
We use might and may to express that it is
a possibility that something will happen.
Negative
Affirmative
Negative
You ought to tell your

parents or a teacher about it.
Youd better tell him more
secrets.
You oughtnt to (ought not to) tell

your parents or a teacher about it.
Youd better not (had better not)
tell him any more secrets!
11 ++ Tell students to read the sentences and

then rewrite them in their notebooks, using
the correct form of the verbs in brackets.
a.
b.
c.
d.
e.
f.
g.
Answers
You should do your homework.
He was rude to me. He ought to apologize.
The music is very loud. Wed better turn it down.
You shouldnt borrow my things without asking.
Theyd better not be late for school on their first day.
You ought to go to bed early.
You ought to tell your teacher if you have a problem.
BODY AND MIND
PAGE 92
LETS CHECK
students to check and revise their progress

and, at the same time, provide the teacher
with information about any points that the
students may have problems with. Make
sure they understand what they are
expected to do, and give them enough time
to answer individually.
Then, check on the board to allow students
to correct their work and assign themselves
a mark according to the scale.
Ask students to complete the sentences
using should, ought to and had better, and
the verbs in the boxes.
a.
b.
c.
d.
e.
f.
g.
Answers
You should / ought to / had better make sure your
name is in the roll.
You shouldnt go to sleep late the night before.
You should / ought to / had better try to remember
your classmates names.
You shouldnt say that your last school was better.
You should / ought to / had better follow any useful
advice your classmates give you.
Should I ignore students who bully me?
Should I tell my teacher if I have a problem?
Strategy
Spot
This strategy reinforces critical thinking skills. After

students do this, encourage them to speak to
each other and discuss why they think a piece of
advice is more useful than the other.
13 ++
41 Ask students to work in pairs and

complete these short dialogs based on the
texts. Remind them to use their own ideas
and to include the expressions in the Useful
Expressions Spot. Encourage them to
practice and role-play the dialogs with their
partner. Then, have them listen to the
recording and compare the conversations
with the one they had completed at the
beginning.
Possible answers
a. My best friend told everybody my secret. He is
remorseful, but Im very disappointed. What should I do?
b. I feel very nervous about my final exams. I try to study
but its hard to concentrate. What can I do?
c. Two boys at school always laugh and say something
rude when they see me. How can I stop that?
d. I feel really irritable without reason. My mood often
changes in a matter of minutes.
e. Im studying for my exams but its very difficult. My
parents ask me to do things or my friends invite me
and I have to stop studying.
f. My best friend is suffering from an eating disorder
and I dont know how to help her.
TRANSCRIPT 41
Speaker 1: My best friend told everybody my secret. He is
remorseful, but Im very disappointed. What
should I do?
Speaker 2: You should accept his apology but youd better
not tell him any more secrets!
Speaker 1: I feel very nervous about my final exams. I try to
study but its hard to concentrate. What can I do?
Speaker 2: You should calm down and take it easy.
Speaker 1: Two boys at school always laugh and say something
rude when they see me. How can I stop that?
Speaker 2: You ought to ignore people who bully you.
Speaker 1: I feel really irritable without reason. My mood
often changes in a matter of minutes.
Speaker 2: Youd better not lose your temper and be patient.
Speaker 1: Im studying for my exams but its very difficult.
My parents ask me to do things or my friends
invite me and I have to stop studying.
Speaker 2: Youd better concentrate on what youre doing
and not try to do two things at the same time.
Speaker 1: My best friend is suffering from an eating disorder
and I dont know how to help her.
Speaker 2: You should tell her family and seek for professional
help.
87
PAGE 94
14 ++
41 Tell students that now they are

going to listen to the recording again. Play it
once, for students to follow the conversation
in their books and then play the sentences
one by one, for students to listen, repeat,
and imitate pronunciation, intonation, and
stress. After that, they should be ready to
role play the dialogs.
EXTRA!
You can use the recording for shadow reading,
making students read the dialogs aloud as they
listen.
PAGE 93
WRITING
15 + Organizing. Introduce the task and ask
your students to follow the steps (a - c) to
organize their writing.
16 ++ Drafting. Ask your students to write
draft of their letter using the model of the

column Teen Problem Page on Page 90.
17 +++ Editing. Encourage students to use

the Editing Checklist to chek for mistakes.
18 +++ Writing. Tell your students to write a
final version of their letter. Motivate them to

share their letters with a partner.
Strategy
Spot
This strategy will have students reflect on how

much they have learned. Encourage them to edit
the letters in pairs. They will also help each other
remember what texts they have written.
88
UNIT 4

This section provides additional exercises that
consolidate topics and language structures of the
lessons. You can assign these activities at the
end of each lesson, or as homework and give
them an extra mark.
1 ++
42 Ask students to work individually

and answer the quiz. When they have
finished, tell them to calculate their scores
and find out how much they worry about
their body image. Then, invite the students to
share their scores with their classmates. You
can use the CD to allow students to listen to
the recorded version while they read.
2 Tell students to work in pairs and exchange
information about Tim and Claire.

Give them an example on the board to help
them get started.
Example: What is Claire doing next week?
She is going to study for a Math test on
Monday, she may go to a concert on
Wednesday and she might watch movies on
TV on Sunday.
PAGE 96
UNIT CHECK

students understand what they are expected to
do in each activity. Encourage them to give
honest answers, in order to detect their strengths
and weaknesses.
Check students results and revise any points that
most of them may have problems with.
BODY AND MIND
PAGE 97
TRANSCRIPT
Answers
READING - EATING DISORDERS
Presenter:
43
1 c.
2 a. True. b. NM. c. True. d. False. e. False.
3 a. When a person starts to do things that
are physically and emotionally dangerous.

b. Any three from the first column of the text
on Page 96.
c. You can talk to your parents, the school
counselor, or even your friends parents.
Dr. Reynolds:
LISTENING - WHY DO WE WORRY ABOUT BODY

IMAGE?
4
5
6
44 a. True. b. False. c. False. d. True.

e. True.
44 c., a., d., b.
44 a. A recent survey showed that half of
the girls aged 8 to 16 want to look like
women they see in the media and six out
of ten of them think they would be happier if
they were thinner.
b. Some beauty companies now want to use
more normal people - not pencil thin
models - to show you dont have to be
skinny and glamorous to be gorgeous.
Some schools are trying out body image
classes; their aim is to get students to
feel more positive about themselves, and
about each other.
Presenter:
Dr. Reynolds:
Presenter:
Dr. Reynolds:
Presenter:
Dr. Reynolds:
44
Why do we worry about body image? How

much time do we spend gazing at ourselves in
the mirror and wondering how much better
we could look? In our section Ask the expert we
decided to find out more about this issue by
having a chat with Dr. Paula Reynolds, expert
on eating disorders and their treatment at St.
Jude Research Institute of the University of
Texas. Good evening, Dr. Reynolds. Ill repeat
the initial question: Why do we worry so much
about body image?
First of all, good evening, and thank you for
inviting me to discuss these important concerns.
Well, more often than ever before, we are
comparing ourselves to models and celebrities
and unsurprisingly, were not very satisfied
with what we see. A recent survey showed that
half of the girls aged 8 to 16 want to look like
women they see in the media and six out of ten
of them think they would be happier if they
were thinner.
But do they know that on average models and
actresses have half the body of healthy women?
That means most of them are underweight.
And not only that, they need to know that they
are so busy trying to change the way they look,
that they dont appreciate just what theyve
got.
Is this problem affecting only girls?
Definitely not. Its not just a problem for girls.
Lots of boys are also increasingly worried about
the way they look.
What can we do to make ourselves feel better?
If youre really upset with things talk to
someone you trust. Some beauty companies
now want to use more normal people - not
pencil thin models to show you dont have
to be skinny and glamorous to be gorgeous.
Some schools are trying out body image classes;
their aim is to get students to feel more positive
about themselves, and about each other. Most
of all, the message from body image experts is
to learn to love yourself - warts and all!
89
PAGE 98
10 WRITING
LANGUAGE
Task
7 Possible Answers:
a. You should take an aspirin / go to bed /

have a rest.
b. She ought to study more for the next test
/ shed better study.
c. Hed better go to bed / turn off the TV.
d. They should stop saying bad things
about Patrick / they shouldnt talk about
other people.
8 Possible Answers:
a. She may have a difficult test.

b. He might go out with his friends.
c. It may rain.
d. He might be still at the office.
Appropriate
role-playing
of an
interview.
Mostly
appropriate
role-playing
of an
interview.
A few
questions
and answers
to role-play
an interview.
Very poor
questions
and answers
to role-play
an interview.
90
Practically no
language
mistakes.
Very few
language
mistakes.
Some
language
mistakes.
A lot of
language
mistakes.
UNIT 4
Score
Practically no
grammar or
vocabulary
mistakes.
Correct spelling
and format.
Wrote the reply

following most of
the indications.
Tried to write the

reply, but followed
very few of the
indications.
A lot of
grammar or
vocabulary
mistakes.
A few spelling
mistakes and
slightly incorrect
format.
Several spelling
mistakes and
rather incorrect
format.
A lot of spelling
mistakes and
incorrect format.
Wrote the reply

following some of
the indications.
Very few
grammar or
vocabulary
mistakes.
Some grammar
or vocabulary
mistakes.
Your
Score
PAGE 99

4
Product
Wrote the reply

offering advice
and support.
9 SPEAKING
Task
Fluid interaction,
good
pronunciation,
no hesitation.
Fluid interaction,
a few
pronunciation
mistakes, a
minimum of
hesitation.
Fluid interaction,
some
pronunciation
mistakes, some
hesitation.
Interaction
affected by
pronunciation
mistakes and a
lot of hesitation.
Your
Score
PROJECT


them to work in pairs, describe the pictures and
identify the different reactions to problems they
illustrate. Then, ask them to create a dialog in
which they ask their partner about their preferred
way to face a problem and why. Make them
perform their dialogs in front of the class.
BODY AND MIND
EXTRA TEST UNIT 4

READING
46
Teenagers, nutrition, and diets
III. _______________________
Lack of exercise is a major contributor to obesity in
kids and adults. Most health organizations
recommend that all kids and teens be physically
active at least 60 minutes every day. Exercise is good
for your muscle and bone development and it will
help you maintain a healthy heart.
V. _______________________
If you constantly quench your thirst with soft drinks,
fruit punch, or sweetened drinks, you will end up
consuming a lot of extra calories. Diet drinks have
fewer calories, but may also contain caffeine, which
is a diuretic and causes you to lose water. Quench
your thirst with water and limit your soda
consumption, but dont skimp on milk. A glass of
milk contains only about 90 calories while providing
about 300 mg of bone- building calcium!
VI. _______________________
Practice moderation. There are not any bad foods,
just go easy on the portion sizes for foods high in fat
or sugar. Emphasize fruits, vegetables, lean meat, and
poultry when you make your food selections.
VII. _______________________
Teenage girls are at particularly high risk of
developing eating disorders, such as anorexia and
bulimia. Eating disorders are serious; health
consequences can be severe, even life threatening. If
you think you or one of your friends might have an
eating disorder, talk to an adult about it right away;
you may save a life.
1 Read the text. Choose one of these titles (a. - g.) for each paragraph (I. - VII.).
a. Drink Smart
b. Eating Disorders
c. Get Moving
d. Healthy Eating For Teens
TEENS CLUB 1 MEDIO
II. _______________________
Puberty hormones will cause your body to develop
curves by depositing fat in areas like your breasts,
hips, and thighs. This may lead some girls to think
they are getting fat. Look around at other girls and
people in your family. Healthy bodies come in a lot
of different shapes and much of what your body looks
like depends on genetics. Dont start any weight loss
diet without first getting some expert advice. Some
studies have shown that girls following restrictive diets
actually end up weighing more in the long run.
IV. _______________________
Unfortunately, many teens are planted in front of the
TV screen five or more hours per day. Also, teens are
spending a lot of time on the computer. Balance out
time spent in sedentary activities with more active
ones.
7 pts.
e. Healthy Weight
f. Make Choices
g. Turn off the Television
91
I. _______________________
Eating well is often hard for teens. Hanging around
with friends, frequenting fast food restaurants, and
snacking may lead to excessive intake of fat, sugar,
and calories and insufficient intake of important
vitamins and minerals.
Adolescence is a time of increased nutrient needs.
Iron and calcium are particularly important nutrients
for your body during adolescence. Most adolescents
simply are not eating enough iron and calcium-rich
foods to meet their needs. If you do not meet your
calcium needs during this critical time, when your
bones are growing, you may end up with weaker
bones that are more prone to fractures.
2 Read the text again. Are these statements true (T) or false (F)?
a.
b.
c.
d.
e.
If teens dont take enough calcium, their bones could break more easily.
Strict diets have very good long-term effects.
Teens should avoid drinking milk as it has a lot of calories.
Teens should stop eating fast food.
Girls suffer more eating disorders than boys.
3 Read the text once more and answer these questions.

a. What kind of nutrients do we need during puberty?
b. Where does fat deposit most?
c. How active should teens be?
d. How many calories does a glass of milk contain?
e. What kind of food should teens eat more?
LISTENING WE SHOULDNT BLAME CELEBRITIES

4
47 Listen to the recording. Number the questions in the order you hear them.
a. ___ If you get upset, how do you get over it?
b. ___ Is that realistic?
c. ___ Should we blame celebrities?
d. ___ Why are we so obsessed by the way we look?
e. ___ Why have we become like this, trying to be thinner and prettier and so on?
47 Listen again and complete these paragraphs as you listen.
a. The __________ is that we want to __________ a good first __________. And the
__________ reason is that we like to __________ ourselves with people in the
media and __________.
b. The __________ we live in is image-based. Many __________ are sold on
__________. Images are__________, but we need to know __________ is not
just about looks. Its about wider things like the way we __________, having good
__________, being artistic or enjoying __________.
c. You __________ to tell that voice to __________ and replace it with more
__________ things, for example, what makes you __________ and what makes
__________ like you.
d. You need to __________ at all the people around you. Everyone is slightly
__________. Look in a __________, but also look at everyone else. Try to be a
__________ not a __________.
TEENS CLUB 1 MEDIO
92
5 pts.
UNIT 4
5 pts.
5 pts.
12 pts.,
1/2 each
BODY AND MIND
LANGUAGE
6 Complete these sentences expressing advice or recommendation. Use should, had
5 pts.
better or ought to and the verbs in the boxes.

apologize
a. You
b. Paula
c. You
d. Andy
e They
be
clean
go
work
your room or your mum will be very angry.

to her cousin. That would be the right thing to do.
more careful. Those things are very fragile.
out tonight. It would be good for him.
harder if they want to keep their jobs.
7 Complete these sentences with your own ideas expressing a future possibility.
a. My mother has an important meeting tomorrow. She
b. Im saving all the money I get in my part-time job. I
c. Most of the people in my class
d. Helen doesnt have enough money to travel to the south. She
e. I dont do any physical activity. I
10 pts.
.
.
.
.
SPEAKING
WRITING
8 pts.
9 Write a short paragraph (120-150 words) on one of these topics.
a. Describe one of the problems you discussed in Exercise 9 and the advice and
recommendation offered.
b. Reasons why people should not be obsessed by body image.
0 - 14
Keep trying!
15 - 32
Good!
5 pts.
33 - 48
Very good!
62 pts.
TOTAL
49 - 62
Excellent!
93
TEENS CLUB 1 MEDIO
In pairs, take turns to ask for and offer advice and recommendations. Choose one
situation from the list each.
a. I never seem to have enough money to buy the things I want, mainly clothes
and music.
b. I think I am falling in love with this girl who has always been my friend, and Im
afraid to tell her how I feel.
c. If anything awful or exciting happens to me, I cannot study the whole day and will
keep thinking about it.
d. My best friend has changed and I am afraid he does not want to be my friend
any more.
e. My parents are over-protective and wont let me stay at any of my friends houses.
f. My sister is a very good student and also very pretty. I feel very jealous of her.
TRANSCRIPT 47
Presenter:
READING
1 I. - b. II. - f. III. - a. IV. - e. V. - d. VI. - g.

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

3 a. Calcium, iron.
b. Fats deposits most in teenagers breasts,

hips and thighs.
c. Teens should be active at least 60
minutes per day.
d. It contains about 90 calories.
e. They should eat plenty of fruits,
vegetables, lean meat and poultry.
Ellie:
Uncle Aaron:
Guest 1:
Uncle Aaron:
LISTENING
4
5
94
47 (1) d. (2) e. (3) a. (4) b. (5) c.

47
a. The first is that we want to make a
good first impression. And the second
reason is that we like to compare
ourselves with people in the media and
magazines.
b. The culture we live in is image based.
Many things are sold on image. Images
are everywhere, but we need to know
beauty is not just about looks. Its about
wider things like the way we think, having
good ideas, being artistic or enjoying
sports.
c. You need to tell that voice to stop and
replace it with more positive things, for
example, what makes you happy and
what makes people like you.
d. You need to look at all the people around
you; everyone is slightly different. Look in
a mirror, but also look at everyone else.
Try to be a leader, not a follower.
UNIT 4
Guest 2:
Uncle Aaron:
Guest 3:
Uncle Aaron:
Ellie:
Uncle Aaron:
Fat, thin, short, tall - were all different, but

how we look is one thing we always want to
know. Our reporter Ellie Carpenter and some of
our guests tried to find out more by having a
chat with CBBCs Agony Uncle Aaron.
Uncle Aaron, why are we so obsessed by the
way we look?
Thats the question we all want to answer. Its
for two major reasons. The first is that we want
to make a good first impression and the second
reason is that we like to compare ourselves with
people in the media and magazines.
Why have we become like this, trying to be
thinner, and prettier, and so on?
Good question. The culture we live in is imagebased. Many things are sold on image. Images
are everywhere, but we need to know beauty
is not just about looks. Its about wider things
like the way we think, having good ideas,
being artistic, or enjoying sports.
If you get upset, how do you get over it?
This is easy to say, but tough to do. When you
look at magazines, theres sometimes a voice
in your head that talks to you in a nasty way.
You need to tell that voice to stop and replace
it with more positive things, for example, what
makes you happy and what makes people like
you.
Everyone says its the inside that counts, but is
that realistic?
My advice is to focus on what you are good at
and not on a physical image.
If you want to offer a good intellectual
impression, find things that make you feel
good about yourself and develop them.
Should we blame celebrities?
They are not to blame. They want to feel
good about themselves too. You need to look
at all the people around you; everyone is
slightly different. Look in a mirror, but also
look at everyone else. Try to be a leader, not a
follower.
BODY AND MIND
SPEAKING
6 a. Youd better clean your room or your
mum will be very angry.

b. Paula ought to apologize to her cousin.
That would be the right thing to do.
c. You ought to be more careful. Those
things are very fragile.
d. Andy ought to go out tonight. It would be
good for him.
e. Theyd better work harder if they want to
keep their jobs.
7 Answers will vary, but make sure the

students use may / might.
WRITING
8 You can assign points according to these

criteria:
Task
Student can
change roles and
exchange advice
and
recommendations
for all the
situations.
Student can
accomplish the
task for most of
the situations.
Student can
exchange
acceptable
questions and
answers for
some
situations.
Student cant
accomplish the
task.

3
Practically no
language
mistakes.
Fluid
interaction,
good
pronunciation,
no hesitation.
Very few
language
mistakes.
Some
language
mistakes.
A lot of
language
mistakes.
Fluid
interaction, a
few
pronunciation
mistakes, a
minimum of
hesitation.
Fluid
interaction,
some
pronunciation
mistakes,
some
hesitation.
Interaction
affected by
pronunciation
mistakes and a
lot of
hesitation.
Your
Score
9 You can assign points according to these

criteria:
Task
Product
Score
Student writes a
coherent
paragraph about
the topic.
Practically no
grammar or
vocabulary
mistakes.
Correct spelling and

format.
Student can
write a coherent
paragraph about
the topic.
Student writes a
few sentences
about the topic.
Student cant
write a coherent
short paragraph
about the topic.
Very few
grammar or
vocabulary
mistakes.
Some grammar
or vocabulary
mistakes.
A lot of
grammar or
vocabulary
mistakes.
A few spelling
mistakes and
slightly incorrect
format.
Several spelling
mistakes and rather
incorrect format.
A lot of spelling
mistakes and
incorrect format.
Your
Score
95
QUESTION BANK
Unit 1: Teen life
LESSON 1: TEENAGE TALK
1. Answer these questions.
a. According to the recording, do you think Danny Evans is a
typical teenager? Explain.
b. Are your everyday activities similar or different? Support
your answer.
c. Do you have the same interests?
d. What other questions would you like to ask Danny Evans?
Write them, interview a partner, and take notes of his /
answers.
2. What do these sentences refer to? Circle an alternative.
a. Ronny and David are running out of the house.
i. An action that is happening now.
ii. A planned future event.
iii. A habitual action.
b. The secretary answers around twenty mails a day.
c. The teacher is checking the homework tomorrow morning.
d. We are making sandwiches for dinner.
e. Tom usually cleans his room twice a week.
f. They are studying hard. The English exam is tomorrow.
g. Next week, our class is visiting the Fine Arts museum.
96
h. George is wearing a grey jacket and black pants today.

i. My friends are watching a new TV program about marine
life.
i. i. An action that is happening now.
j. My baby brother loves playing with his toys.
3. Read the two posts on Page 13 and answer.
a. In what way are Jay Stars and Brummie Bexs lives similar
/ different? Explain, writing a short paragraph.
b. What do Jay Star and Brummie Bex refer to when they
say:
i. Im gigging this Saturday at Fenneys
ii. Next weekend Im camping on the beach with my
friends, for two nights.
c. How can you communicate with them?
LESSON 2: TYPICAL TEENAGERS
1. Read these lines of the poem Complaints and circle the
correct answer.
a. Happy, sad, sleepy, mean. What is the author
mentioning in this line?
i. Actions ii. Characteristics. iii. Things.
b. Talking to a friend, or sending them a text. What is the
author mentioning in this line?
i. Actions ii. Characteristics. iii. Things.
c. To also doing this. What does the word in bold refer to?
i. Talking to a friend. ii. Sending texts. iii. Leaving
the room a mess.
d. And more time in their room. Which of these can
replace the word in bold?
i. Parents. ii. Teenagers. iii. Friends.
2. Read the poem Getting Older. What does the author mean in
these lines?
a. And your purse has gone astray
i. That the purse has gone to the garbage.
ii. That the purse is full of money.
iii. That the purse is lost.
b. For it has been a hectic day
i. That it has been a quiet day.
ii. That it has been a very busy day.
iii. That it has been a boring day.
c. And you just cant cope with rush
i. That you can get up quickly in the morning.
ii. That you can arrive late to school.
iii. That you cant hurry up in the morning.
d. And youd rather have some hush
i. That you prefer to be quiet.
ii. That you prefer to shout.
iii. That you prefer to have a break.
3. What do these sentences show? Check the correct alternative.
a. Tom and Harry play hockey.
i. Additional ideas, the phrases are of equal importance
and both conditions exist.
ii. A contradiction between two ideas.
iii. A choice between two ideas; only one of the two
conditions exists.
b. He ran, but he missed the bus.
conditions exists.
c. Would you take a cup of tea or coffee?
conditions exists.
d. We can learn to speak English or we can depend on sign
language.
conditions exists.
e. She studied hard but could not score well in the test.
conditions exists.
f. People can sit on the bench or on the grass.
conditions exists.
g. The soldiers raised their hands and they cheered the
leader.
conditions exists.
READING BOOKLET
a. Who wrote the blog post?
b. Who is the blog post written for?
c. What does the writer say about Sandras style?
d. How does Sandra define her style?
e. Look at the picture on Page 5. How is Sandra feeling in it?
How do you know?
f. Do you usually do the same things as Sandra? Explain.
g. Do you agree with Sandras message? Support
your answer.
h. What do you have to do to be a real-life style star?
Unit 2: Technology and Inventions

LESSON 1: TECHNOLOGY UPDATE
1. Circle the correct answer according to the information in the
oral text you listened to.
a. What does interact with TV mean?
i. That people can watch two different channels at the
same time.
ii. That people can tell their televisions what to do.
iii. That people can perform a series of actions while
watching a program.
97
b. What does the speaker mean when he says It sounds like

paradise for sports lovers?
i. That the product is excellent to practice sports.
ii. That the product is very suitable for people who
love sports.
iii. That the product has an excellent sound system.
c. Which of these is the best definition for the C-pen?
i. It is a scanner that can store a lot of pages of text.
ii. It is a scanner that looks like a pen.
iii. It is a scanner that can be transported in your pocket
and has a big storage capacity.
2. Explain how the thought remote control can help people
who are physically disadvantaged.
3. What do these sentences express? Choose an alternative.
a. Sales of CDs have experienced a small but steady fall over
the past 12 months, while vinyl records have seen an
increase in their share of the market, up to 1.7%.
i. Contrast. ii. Reason. iii. Consequence. iv. Purpose.
b. Although it has been shown that fractures can occur at
even relatively low pressures, the use of the material
should not be completely discounted.
c. Polls show that he is the most popular Prime Minister this
century. However, there are even members of his own
party who are uneasy to support him.
4. Read the text on Page 36 and answer these questions.
a. Why could Gerald Martin own a robot?
b. What is the solution offered by the robopsychologist?
c. Was Gerald Martin complaining about Andrew?
d. What was the robopsychologists reaction when he saw
Andrews work?
e. Why did Gerald Martin say that Andrew was the only one?
f. Did Gerald Martin allow the company to inspect the robot?
LESSON 2: POPULAR TEENAGE INVENTIONS
1. What do the words in bold refer to?
a. Because she always liked playing hand-clap games, but
didnt always have someone to play with, Ana invented
this game that allows kids to play alone.
b. A pair of hands light up when players clap against them
in time to the music.
98
c. Now she hopes to get a patent for her invention.

d. Two years ago, because Andrew Sutherlands French
teacher gave him a list of 111 French animal names to
memorize, he had the idea to apply his programming
skills to the problem.
e. To use it, you enter the data you need to memorize.
READING BOOKLET
Answer these questions.
a. What is the setting of the story? How can you tell?
b. How many people live in the house? How do you know?
c. What did the people in the house usually have for breakfast?
d. How did the people usually clean the house?
e. Were these robots similar to the protagonist of The
bicentennial man? Why? Why not?
Unit 3: Music and Literature

LESSON 1: NEW STARS
1. Read these sentences from the recording. What do the words
in bold refer to?
a. Id like to welcome you and wish you the best during your
time with us.
i. The contestants. ii. The coaches. iii. The audience.
b. You will leave the program.
i. The contes,tants. ii. The coaches. iii. The audience.
c. Any questions for them?
d. You will spend many weeks at the New Stars Music
Academy
e. They will vote on the phone.
2. Underline the incorrect information in each sentence.
a. Im Spencer, the editor.
b. The audience will vote for them on the Internet.
c. Three weeks in total.
d. Many of you can really sing like a star.
e. You need to be a poet.
LESSON 2: WE WANT YOU TO READ

1. Who might have said these lines in the text on Page 66?
Write D (Dorothy), G (the guardian) or Oz.
a. How beautiful and brilliant is this city!
b. We want to see the Great Oz.
c. Please come with me. Ill lead you to the Palace.
d. Some visitors want to see you.
e. Ill meet them, but only one by one.
f. Now, show them the rooms where they can rest.
2. What do these sentences from the text mean? Circle an
alternative.
a. Dorothy and her friends were dazzled by the brilliancy of
the wonderful City.
i. They liked the city very much.
ii. They didnt like the city.
iii. They thought that the light was too bright.
b. All the children ran away when they saw the Lion.
i. The children liked the Lion.
ii. The children were afraid of the Lion.
iii. The children wanted to play with the Lion.
c. Everyone seemed happy, contented, and prosperous.
i. Dorothy was sure everyone was happy.
ii. Dorothy thought they didnt have money.
iii. Dorothy thought that everyone was happy.
d. He said he will grant you an audience.
i. He will not give you an audience.
ii. He will schedule an audience.
iii. He will meet you.
READING BOOKLET
a. Why was Steve Miller at the Plaza Inn?
b. What had he realized the day before?
c. What happened when he remembered Diane?
d. Why was he expelled from the Academy?
2. Complete this diagram according to the information in the
text. Then, answer the questions.
In the past
Now
a. Diane Pryce
she___________,
______________,
______________,
______________,
______________.
b. Steve Miller
______________,
______________,
______________,
______________.
he___________,
c. Do you think Steve regrets his past behavior? Explain.

___________________________________
___________________________________

LESSON 1: YOU CAN BEAT THEM!
1. Answer these questions according to the information in the
recording.
a. Could Oliver overcome his difficulties?
b. What particular fact helped him?
c. Compare peoples opinion about bullying in the past and
nowadays.
d. How can people find some help?
e. According to Olivers point of view, what are the advantages
and the disadvantages of having been bullied?
2. What do the words in bold in these sentences mean? Circle
an alternative.
a. Its my thing.
i. belonging. ii. duty. iii. talent.
b. Its easy to make fun of someone whos weird.
i. ordinary. ii. different. iii. silly.
c. Dennis was pretty dorky.
i. young. ii. boring. iii. intelligent.
d. Bullies arent just the people who shove someone
around.
i. push. ii. protect. iii. accuse.
LESSON 2: WHY AM I IN SUCH A BAD MOOD?
1. What do these sentences from the text on Page 90 express?
Circle an alternative.
a. Im trying to study for my exams, but its hard to
concentrate for long.
i. a contrast. ii. an addition. iii. a conclusion.
iv. an alternative.
b. My friends call so I give up studying.
iv. an alternative.
99
c. I often go from sadness to anger or to joy in a matter

of minutes.
iv. an alternative.
d. I secretly like a girl in my class, and I told my best friend.
i. a contrast. ii. an addition. iii. a conclusion. iv. an
alternative.
e. Only a few friends know, but I am not getting anything
from them.
i. a contrast. ii. an addition. iii. a conclusion. iv. an
alternative.
f. He said sorry, but I dont trust him anymore.
iv. an alternative.
READING BOOKLET
a. Why was Margot so different from the rest of the
children?
b. What did Margot compare the sun to?
c. Do you think Margots parents were worried about her?
d.What is special about the day in which the events happen?
ANSWERS TO QUESTION BANK
Unit 1: Teen life

LESSON 1: TEENAGE TALK
1. Answers will vary.
2. a. i.; b. iii.; c. ii.; d. i.; e. iii.; f. i.; g. ii.; h. i.; i. i.; j. iii.
3. a. They both use the same forum to communicate with other
people. They have different interests and they have
different plans for next weekend.
b. They are talking about planned future actions.
c. You can answer their posts on the chat forum.
LESSON 2: TYPICAL TEENAGERS
1. a. ii.; b. i.; c. iii.; d. ii.
2. a. iii.; b. ii.; c. iii.; d. i.
3. a. i.; b. ii.; c. iii.; d. iii.; e. ii.; f. iii.; g. i.
READING BOOKLET
1. a. Stephanie Allen.
b. Its written for teenagers.
c. She says she is impressed by her style.
d. She defines it as original and unique.
e. She feels happy because shes wearing colorful clothes.
f. Answers will vary.
g. Answers will vary.
h. You have to e-mail a photo to Stephanie Allen.

LESSON 1: TECHNOLOGY UPDATE
1. a. iii.; b. ii.; c. iii.
2. Answers will vary.
3. a. i.; b. i.; c. i.
LESSON 2: POPULAR TEENAGE INVENTIONS
1. a. Ana. b. The hands. c. Anas. d. Andrew. e. The program.
READING BOOKLET
1. a. August 4, 2026, Allendale, California.
b. It is stated by the voice from the ceiling.
c. Four persons: a man, a woman, two children. Their
images were on the wall, there were two coffees and two
glasses of milk in the kitchen.
100
d. They had toasts, eggs, bacon, coffee and milk.

e. They used little robot mice.
f. No, because they were used to clean. Andrew was a robot
that produced works of art.

LESSON 1: NEW STARS
1. a. ii. b. i. c. ii. d. i. e. iii.
2. a. editor (director). b. Internet (phone). c. weeks (months).
d. many (a few). e. need (dont need).
LESSON 2: WE WANT YOU TO READ
1. a. D. b. D. c. G. d. G. e. Oz. f. Oz.
2. a. i. b. ii. c. iii. d. iii.
READING BOOKLET
1. a. Because he was the new bar-room pianist.
b. That he still loved Diane Pryce.
c. His music became turgid and clumsy.
d. Because he couldnt obey the rules.

LESSON 1: YOU CAN BEAT THEM!
1. a. Yes, he could. Now he is a successful and happy man.
b. That he changed schools.
c. In the past, people didnt consider bullying seriously
enough. Now they think its a universal problem.
d. Visiting Olivers web-page.
e. Bullying allowed him to help people on a big stage, but it
was a horrible experience.
2. a. iii. b. ii. c. ii. d. i.
LESSON 2: WHY AM I IN SUCH A BAD MOOD?
1. a. i. b. iii. c. iv. d. ii. e. i. f. i.
READING BOOKLET
1. a. She had been living on Earth. She knew the Sun.
b. She compares it to a fire and to a penny.
c. It seems they were worried because they were going to
return to the Earth though it meant to lose money.
d. Its the only day in many years that they can see the Sun.
2. a. Diane Pryce had been quiet and serious, had stuck to the
rules and followed the college timetable. Now she is a real
musician.
b. Steve Miller had been irresponsible, had improvised, and
had been a rebel. Now he is a bar-room entertainer.
c. Answers will vary.
101
WORKBOOK ANSWERS
Unit 1: Teen life
1. a. No, they are not typical teenagers because they live in
very different ways.
b. Josh 95 is American and Pink Sunshine is Australian.
c. Yes, he does, because he can go to a cyber cafe and be in
contact with the rest of the world.
d. Students questions.
e. Students questions.
2. Possible answers:
a. Josh95 and Pink Sunshines lives are similar because they
both live in a very different way others teenagers do but
they both like to know about people from all over the
world. They both live on a farm and they use the Internet
to communicate with other teens.
b. Josh95 and Pink Sunshines lives are different because
Josh is Amish and never watches TV or listens to music,
but he goes to school. Pink Sunshine never goes to school
but she always watches TV or listens to music.
a. When is Mrs. Freeman going to San Francisco? She is
going to San Francisco on June, 11.
b. Where is Mrs. Freeman going? Shes going to San Francisco.
c. Where is she taking the plane? Shes taking the plane in
New York.
d. Who is going to San Francisco in seat 15D? Mr. Freeman is
going to San Francisco in seat 15D.
e. At what time is Mr. Freeman taking the plane? Hes taking
the plane at 7p.m.
10. Will vary.
4. cheap / expensive; clean / dirty; fashionable / old-fashioned;

baggy / tight; trendy / nerdy; new / second-hand.
11. a. Where are they departing from? (They are departing)

from their hotel.
b. At what time are they starting the tour? (They are
starting the tour) at 9:00 a. or 3 p.m.
c. At what time are they returning to the hotel? (They are
returning) at 12:30 p.m or 6:30 p.m.
d. What places are they visiting? (They are visiting) the Civic
Center, the Moneda Palace, the Cathedral, the Museum of
National History and the Central Post Office, Santa Luca
Hill, Parque Forestal and the Fine Arts Museum.
e. Where is the tour finishing? (The tour is finishing) at the
Los Graneros del Alba village.
5. Will vary.
12. Will vary.
3. a. jacket (3); b. sneakers (6); c. boots (1);

d. t-shirt (5); e. shirt (2); f. skirt (4)
6. Will vary.
7. Susan: What are you doing tomorrow, Simon?
Simon: Tomorrow morning I am meeting my best friend. Im
having lunch with her, and then in the afternoon were going
to the cinema. How about you?
Susan: I dont know exactly. Perhaps Ill visit my grandmother
in the morning and then Ill study for the math test.
Simon: When are we having the math test?
Susan: Next Monday, after the first break.
Simon: Well, in that case, Ill call my friend immediately. Im
studying with you tomorrow. I think Ill get better results!
8. Will vary.

1. c.
2. Brian f. Jen d.
3. Brian: c., f., b., e., a., d. Jen: a., f., c., d., e., b.
4. a. Because he wanted to take bike riding to new heights.
b. Because she needed a challenge.
c. From the science class.
d. It can use its arms to push back curtains and branches of
trees.
e. Students own questions.
f. Students own questions.
5. Will vary.
102
6. a. The children are hungry because there is no food at the

house. / Because there is no food at the house, the
children are hungry.
b. My sister has a sore throat because she shouted a lot at
the concert. / Because she shouted a lot at the concert, my
sister has a sore throat.
c. Because the streets are closed, we cant go to the city
center. / We cant go to the city center because the streets
are closed.
d. Because the alarm clock didnt work, I arrived at school late.
/ I arrived at school late because the alarm clock didnt work.
7. Will vary.

1. a. mustnt. b. dont need to. c. mustnt. d. dont need to.
e. mustnt. f. dont need to. g. dont need to. h. mustnt.
2. dont need to, mustnt, dont need to, dont need to, mustnt,
mustnt, , mustnt.
3. f., b., d., a., e., c., g.
4. a. i.; b. iv.; c. ii.; d. ii.
5.
Job position Full-time job
8. Will vary.
9. a. 4 Blaise Pascal; b. 1 Wilbur and Orville
Wright; c. 5 James Watt; d. 2 Thomas A. Edison;
e. 3 Johannes Guttenberg; f. 6 Filo T. Farnsworth
10. However; Although; while
a. I want a glass of water because Im thirsty. / I dont want
a glass of water although Im thirsty.
b. I would like to be an astronaut because I like space
exploration. / I would not like to be an astronaut
although I like space exploration.
c. I like to live here although winter weather is very cold.
/ I dont like to live here because winter weather is very
cold.
d. I often go to the new restaurant although it is very
expensive. / I never go to the new restaurant because its
very expensive.
e. I eat a lot of vegetables because they are good for
health. / I dont eat a lot of vegetables although they are
good for health.
f. I often walk down that street although its dangerous. / I
never walk down that street because its dangerous.
12. a. vi. b. iv. c. v. d. iii. e. i. f. ii.
13. i. F. ii. F. iii. T. iv. F. v. F. vi. T. vii. F. viii. T. ix. T. x. F.
xi. T.
Secretary
Technical skills
type 50 words p/min

Monday - Friday answer the phone use
computer file reports
Work experience
requirements
no necessary
6. Will vary.
7. b.
8. a. The format features three stages of contest: Blind
Auditions, Battles, Live Shows.
b. Because the coaches hear the artists perform but dont get
to see them.
c. They are shows in which two artists sing a duet in front of
the audience.
d. The coaches.
9. Who participates in the competition?
Who are the judges?
10. Will vary.
11. Will vary.
12. a. was invented. b. was discovered. c. was used. d. was
introduced. e. were brought. f. is called.
13. King Wally IV built Ballyhoo Castle in the 8th century.
In 1158, an earthquake destroyed it.
The Duke of Westhumberland rebuilt it over the next
century.
The Germans bombed it twice during the Second World War.
Firstly, in 1940, the British army evacuated the occupants
before the bombs.
Unfortunately, the following year, the bombs killed thirty
people.
The World Heritage Organization bought the castle in 1999.
They use one wing as their European headquarters.
103
14. Ballyhoo Castle was built by King Wally IV in the 8th century.
It has had a long and turbulent history since then. In 1158, it
was destroyed by an earthquake. It was rebuilt by the Duke
of Westhumberland over the next century.
During the Second World War, it was bombed twice by the
Germans. Firstly, in 1940, the occupants were evacuated
before the bombs by the British Army. Unfortunately, the
following year, thirty people were killed by the bombs.
The castle was bought by the World Heritage Organization in
1999. Only one wing is used as their European headquarters.
15. i. is thrown (a.) ; ii. are sent (b.) ; iii. are thrown / is broken
(c.) ; iv. are collected (e.) ; v. is melted / is made (d.)
16. 1: Every day, a lot of glass is thrown into glass banks. 2: The
bottles and jars are collected from the glass bank by trucks.
3: When the bottles and jars arrive at the factory, nonglass items are thrown out and the glass is broken into tiny
pieces. 4: Glass is melted at high temperatures and made
into new bottles and jars. 5: Finally, the new bottles and
jars are sent to the shops.
17. a. series, b. creatures, c. tall, d. nevertheless, e. possesses,
f. land, g. volcano, h. forces, i. published, j. fiction, k. time,
l. detail, m. between, n. corrupting, o. greatest, p. contain.
18. Across: 1. Ring. 3. Battle. 4. Description. 5. Translated. 6.
Destroy. 8. Way. 11. Powerful. 12. Hobbit.
Down: 2. Imagination. 7. Smaller. 9. Trilogy. 10.
Representation.
104

1. d.
2. a. iii.; b. iii.; c. ii.; d. ii.; e. iii.; f. iii.
3. Will vary.
4. a. Sallys father may be a detective. b. Justin might speak
Spanish. c. Anna might know Ted. d. My cell phone may be
out of order. e. Bert may be an only child.
5. Will vary.
6. Will vary.
7. Will vary.
8. Will vary.
9. a. iii.;
b. i.
10. b.
11.
Should
Tell someone you trust
Stay in safe areas
Tell a teacher or your parents
Shouldnt
Show you are angry
Fight back
13. Will vary.

14. Will vary.
15. Will vary.
16. Will vary.
17. a. gutting; b. cant make; c. got to.
18. Will vary.
THEMATIC INDEX
TOPICS AND VOCABULARY
SB
TB
Teens interests and favorite activities
12
26
Typical attitudes
18
29
44
Teenage inventions
40
49
Accidental inventions
47
53
TV programs
58
64
Fantasy literature
66
71
A book review
72
74
Bullying
84
85
Teenage problems
90
89
The Present Progressive for future plans
14
27
Connectors and, but, or
21
32
Linking words although, however, while, though
36
46
Relative clauses with because
43
51
Words to express quantity
61
66
The Passive voice
70
73
May and might to express future probability
86
87
Giving advice and recommendation (should, d better, ought to)
93
92
Technological devices
LANGUAGE
105
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107
Notes
108
Notes
109
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Teacher of English
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EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN
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TEACHERS BOOK

Lina Alvarado Jantus

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

UNIT 1: TEEN LIFE ................................................................. 18

THE SOUNDS OF ENGLISH .....................................................15

PLAN OF THE BOOK

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

Getting Ready ............................................................... 28

COMMUNICATIVE TASKS FILE ............................100

THEMATIC INDEX ....................................................... 104

BODY AND MIND

Getting Ready ............................................................... 52

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

LANGUAGE REFERENCE ............ 105

VOCABULARY ................................ 107

DESCRIPTION OF THE COURSE

Project. It gives students the opportunity to apply what they

recorded material is used.

recorded material is used; it includes the corresponding

Step-by-step lesson plans and suggestions, including ideas to

A short section with extra practice focused on reading

A short section with extra practice focused on listening and

Activities based on a listening text, aimed at practicing oral

Interesting bits of information on the topics of the lesson.

Section designed to motivate you with different games.

Commonly used expressions that students can use in dialogs

Strategies that help you comprehend and use the language.

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

TEENS CLUB METHODOLOGY

approach consisting of before, while and after listening and

Pairwork and groupwork

reinforce social and communicative skills required to work with

Photocopiable Evaluation Instruments

Avoid this mistake!

It is important to share with the students the importance of

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

levels of proficiency required by existing standards, tests and

Can understand with ease virtually everything heard or read.

TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

Preview the text by looking at the title, headings, and images.

What do you think will happen next?

Strategies can help students become better readers if they

Does this remind you of something?

What is the author saying?

Comprehension strategies are conscious plans or procedures

The following chart shows examples of questions teachers can

Is this making sense?

Reading comprehension strategies

This story is mainly about

Adapted from: Capistrano Unified School District. (2003). Student Reading

Listening and Speaking Strategies

On the other hand. The teaching of speaking involves more than

In the While listening part, the teaching task will mainly

Teach choral speaking and reading

After listening, students need to act upon what they have

Correct content, not grammar. To model proper grammar and

Here are examples of strategies to help develop students

When asking questions, give choices for the answer.

Sing or read songs. Children can bring in a favorite song to

Encourage students to describe, summarize, define, contrast,

Tips and instructions

Use brainstorming or create a

Use three or more important

Read it aloud to yourself.