Ingles 2M

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TEXTO DEL ESTUDIANTE
Medio
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ISBN PACK: 978-956-8694-36-4
ISBN: 978-956-8694-31-9
INGLS 2 Me d io
Lina Alvarado Jantus
9 789568 694364
9 789568 694319
PEFC/29-31-75
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

PROHIBIDA SU COMERCIALIZACIN
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN
Ingls
Medio
TEENS CLUB
Teacher of English
Instituto Profesional Chileno-Britnico
Este libro pertenece a:

Nombre:
Curso:
Colegio:
Te lo ha hecho llegar gratuitamente el Ministerio de Educacin a travs del establecimiento educacional en el que estudias.
Es para tu uso personal tanto en tu colegio como en tu casa; cudalo para que te sirva durante todo el ao.
Si te cambias de colegio lo debes llevar contigo y al finalizar el ao, guardarlo en tu casa.
DISCOVER YOUR BOOK

STUDENT LIFE
UNIT
STUDENT LIFE
In this unit you will:
read a piece of literature
read an e-mail
listen to a dialog about activities in the past
You will learn how to:
Reading
scan a text to validate predictions
infer meaning of words from the context
localize specific information
Listening
identify general information
discriminate between correct and
incorrect information
identify specific information
Language
use the structure used to / didnt use to, to
express past habits
talk about things that were happening in
the past.
Speaking
ask and answer questions about past habits
talk about school life in the past
Writing
complete a summary of a story.
write an e-mail about student life
You will also:
develop respect and admiration for older people
show respect and acceptance of other
peoples opinions
GETTING READY
1 Look at the pictures on the next page and answer these questions.
a. What can you see?
b. What are the differences and similarities between the people and the places?
2 Share your observations in Exercise 1 with your classmates.

3 In pairs, write a list of words related to the name of the unit. Then, talk with your partner about
your favorite things about student life. Explain why you like them.
List:
1.
2.
3.
GETTING READY
Some interesting pictures to
provide a setting and some simple
exercises to activate your previous
knowledge. You can also examine
the objectives of the unit here.
STUDENT LIFE
BEFORE YOU START
READING
STUDENT LIFE
10
LISTENING
5
The school that was our school before the railroad came and overthrew it was a particular
sort of place. It was a school of some celebrity in its neighborhood , but nobody could
say why.
OUR SCHOOL
1 Write the correct phrase under each picture (1 6).
Lunch in the school cafeteria
Summer camp
Physical education class
a. Childrens pastimes in the past.

b. Grannies old school.
c. Lauras student life.
d. Their family.
Our School was remarkable for white mice. We used to keep red-polls, linnets, and even
canaries, in desks, drawers, hat-boxes, and other strange refuges for birds; but white
mice were the favourite stock.
Fifteen-minute recess
The mice were the occasion of some most ingenious engineering, in the construction of
their houses and instruments of performance.
13 Listen to the recording again. Compare the information with

your ideas in Exercise 3.
13 Copy this chart into your notebook. Listen to the recording

again and check () or cross () each activity.
The boys used to train the mice much better than the masters trained the boys. I recall
one white mouse, who used to live in the cover of a Latin dictionary, who ran up ladders,
drew Roman chariots, shouldered muskets, turned wheels. He had the misfortune to
mistake his way in a triumphal procession to the Capitol, when he fell into a deep inkwell,
and was dyed black and drowned.
2
a. We have English classes on Mondays and Thursdays.

b. I did maths in the after-school program.
c. In summer, well be free for over ten weeks.
d. My classmates and I are going on a field trip next week.
The usher at our school, who we considered to know everything as opposed to the Chief,
who we considered to know nothing, was a bony, gentle-faced, clerical-looking young
man in rusty black.
Watch TV
We all liked him, for he had a good knowledge of boys. He he was a writing master,
mathematical master, English master, mended the pens, and did all sorts of things.
He always used to call at parents houses to inquire after sick boys, because he had
gentlemanly manners. He was rather musical, and on some remote day he had bought an
old trombone and made the most extraordinary sounds when he sometimes tried to play
it of an evening. In the summer vacations he used to take pedestrian excursions with a
knapsack; and at Christmas time, he used to go to see his father at Chipping Norton.
Have a picnic
Listen to music
Read
Ride bikes
Play cards
Go out alone
Have boyfriends
Return home late from parties
There was, besides, a serving man whose name was Phil. He mended whatever we broke,
and made whatever we wanted. He was general glazier, among other things, and mended
all the broken windows. One time, when we had the scarlet fever in the school, Phil
nursed all the sick boys of his own accord, and was like a mother to them.
BEFORE YOU START

Short activities to activate previous knowledge
and to deal with the starting point for the
activities that will follow.
READING
The tasks will help you develop strategies to
improve your understanding of written texts.
YOUR ENGLISH IN ACTION
UNIT CHECK
READING: COMPARING SCHOOLS
1 Collect two old pictures from your family and stick them on the blank boxes. Then, answer
a. When were the pictures taken?
b. What were the people doing?
LISTENING
The tasks will help you develop strategies to
improve your understanding of oral messages.
STUDENT LIFE
You have finished Unit 1! Answer the questions, and then, take some
time to reflect on what you have achieved. Evaluate yourself, checking
() always, sometimes or never, according to your knowledge.
1 Answer the following questions.
mark77@yahoo.com
Hi, Mark!
2 Whats wrong with this classroom? Identify all the elements that dont belong to our time. Then,
write the corresponding sentences in your notebook.
. We use
When this picture was taken,

b.
We wear a uniform, and I think it is a good idea because you dont have to
waste time thinking about clothes every day.
Write back soon!

Alan
UNIT 1
UNIT CHECK
A formal test at the end of the unit to evaluate
your progress and help you discover what you
need to revise.
.
.
Skills
There are only twenty students in each class, so our teachers know us very
well. We work very hard and the school day is long. It starts at 8:30 and
ends at 3:30. We usually have a lot of homework, but we all help each
other and were good friends.
After lunch, we usually do extracurricular activities; I like these better than

the rest of the classes. Last semester, we prepared a play and I acted as
a film producer. It was great and I really enjoyed it. I hope youll like the
photos of the presentation. Im sending them as soon as I can.
YOUR ENGLISH IN ACTION

These attractive and entertaining activities
will motivate you to study and put into
practice what you are learning.
a.
Always
Sometimes
Never
Reading
identify main idea
We have lunch at school and we also have two fifteen-minute recesses in

the morning.
28
at the same time, using the Past Simple and Past Continuous.
Thanks for your e-mail about your school life. My school is totally different
from yours, so Im going to tell you about it.
We do the same subjects as you; biology is my favorite; I love going

to the lab and doing experiments! Perhaps Ill become a biologist in the
future. Im afraid Im not good at mathematics. Last year, I had to do the
after-school remedial program. Fortunately, my grades are better now, but
I still dont like it.
UNIT 1
a. Did you find the Editing Checklist useful when writing texts?
Why?
b. Was it difficult for you to understand the reading texts in the
unit? Why?
2 I can look at a picture and talk about two actions that were happening
Hi, Mark!
I go to a High School very near my house, so I usually walk. The school

is over 200 years old and, in the past, it used to be a school only for boys
and very strict. Now there are a lot of girls and we get along very well with
them, but its still strict.
19
FINAL REFLECTION
17
these questions.
26
Life was really different.

We were singing in the music room.
On weekends, I returned home.
I was afraid of the dark.
These are my classmates and me!
You could go to the cinema.
My parents were living out of the city.
11
UNIT 1
Example: Nowadays, we dont use
13 Listen again. Number these sentences in the order you

hear them.
a.
b.
c.
d.
e.
f.
g.
Adapted from: Dickens, C. (n.d.). Our School. Retrieved 02/08, 2013, from
http://www.readbookonline.net/readOnLine/2519/
a/b/c/d
a/b/c/d
a/b/c/d
a/b/c/d
Play the piano
There was a fat master who used to come in a gig, and taught the more advanced
matters; and there was a little French master who used to come in the sunniest weather,
with a handleless umbrella.
2 Read these sentences (a d) and circle the correct answer.
Which of these sentences refers to

i. past events?
ii. future events?
iii. everyday events?
iv. fixed plans?
Activity
Sleep at school
extract specific information

Listening
identify the sequence of information
Speaking
talk about past habits and routines
express two actions that were happening at the same time
ask and talk about personal interests and preferences
Writing
write a paragraph comparing life in the past and nowadays
write a paragraph about events that were happening at the
same time
Not sure about something? Look back through the unit again.
Which strategies do you think can help you improve your performance?
.
a.
.
b.
Use this clue to work out

your score
Never = 0
Sometimes = 1
Always = 2
If you get:
0 - 5 = Watch out! You must
look back and review the whole
unit. Ask help from your teacher
or a partner.
6 - 9 = Not too bad, but there
are areas where you still have
problems
Identify them and ask your teacher
and / or a classmate for help.
10 - 16 = You are doing fine, but
you can certainly do better.
Get together with a classmate and
review your weak points.
16 - 18 = Congratulations! Great
progress. You may look ahead
to the new unit and help the
classmates who need assistance.
TEENS CLUB 2 MEDIO
Field trip
English class
PHOTOCOPIABLE MATERIAL
LESSON 1
13 Listen to the conversation between Laura and her

grandmother. What are they talking about?
31
FINAL REFLECTION
Guided analysis of your strengths and
weaknesses, to help you check your progress
and find ways to improve.
ORAL PRACTICE
LANGUAGE SPOT
Activities based on a listening text, aimed at

practicing oral skills, pronunciation, fluency
and intonation.
Section designed to help you revise or discover a particular

grammar structure. The activities are meant to promote
independent learning.
FAST LEARNERS
Activities for faster students. They can

also be used with all students, if the
circumstances allow it.
TAKE ACTION!
Hands-on activities to consolidate the contents covered in
the unit.
REAL
LIFE
SPOT
Interesting bits of information on the topics

of the lesson.
READING
AND WRITING
GAME
A short section with extra practice focused on reading

comprehension and writing skills.
SPOT
Section designed to motivate you with

different games.
LETS CHECK
LISTENING AND SPEAKING
These short evaluation activities allow you to

analyze your performance. You complete the
tasks within a time limit and check your points.
A short section with extra practice focused on listening and

speaking skills.
Key
Word
Spot
Reflection
RE
A
& DIN
W G
O B
RK O
BO OK
O LE
K T
Special glossary that helps you with the

key words in the text you are going to
read or listen to.
Ingls 2 medio
Statements to help you reflect on

your learning process and to raise your
awareness of how you develop your own
learning strategies.
Reading booklet connection
This icon indicates the connection of

an activity with complementary work
on the Reading Booklet.
WORKBOOK
LETS READ!
Reading booklet
LETS READ!
LETS READ!
Spot
A complementary booklet aimed at

encouraging your taste for reading
outside of the classroom, and
reinforcing your comprehension skills.
Ingls
Medio
TEENS CLUB
WORKBOOK
It includes a selection of activities

divided by unit, as a complement
for the contents covered in the
Students book.
PLAN OF THE BOOK

UNIT
UNIT
STUDENT LIFE
CHALLENGES
6 - 31
32 - 53
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 1: Our School . . . . . . . . . . . . . . . . . . . . . . . 10
Reading:
Read an extract from a short story . . . . . . . . . . . . 11
Language Spot:
Talk about actions that used to happen . . . . . . 13
Listening and Speaking:
A dialog about past habits . . . . . . . . . . . . . . . . . . . 14
Writing:
A paragraph about past habits . . . . . . . . . . . . . . . 15
Lesson 2: Who had more fun? . . . . . . . . . . . . . . 18
Listening:
A conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Language Spot:
Talk about things that were happening
in the past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Oral Practice:
Describing peoples actions in a photo . . . . . . . 22
Reading and writing:
An extract of a short story . . . . . . . . . . . . . . . . . . . . 23
Take Action!:
A report about peoples activities. . . . . . . . . . . . . 25
Your English in Action . . . . . . . . . . . . . . . . . . . . . . 26
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: Extreme challenges . . . . . . . . . . . . . .
Reading:
Sports advertisements . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Talk about things you have done . . . . . . . . . . . . .
Reporting ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Writing:
Write a personal report about an
exciting experience . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2: Swim your own race . . . . . . . . . . . . . .
Listening:
Listen to a radio interview . . . . . . . . . . . . . . . . . . . .
Language Spot:
Expressing desires . . . . . . . . . . . . . . . . . . . . . . . . . . .
Oral Practice:
A dialog expressing desires and hopes . . . . . . .
Read and write piece of news . . . . . . . . . . . . . . . .
Take Action!:
A sports advertisement . . . . . . . . . . . . . . . . . . . . . .
Your English in Action . . . . . . . . . . . . . . . . . . . . . .
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Final Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ANSWERS
THEMATIC INDEX
100
32
34
36
37
39
40
41
42
43
44
45
46
47
48
50
53
108
UNIT
UNIT
ARTS AND
ENTERTAINMENT
54 - 77
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: Lets turn on the TV! . . . . . . . . . . . . . .
Reading:
A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Use connectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
A monolog about favorite TV program . . . . . . .
Writing:
A TV guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2: Teens art work . . . . . . . . . . . . . . . . . . .
Listening:
A report about an artistic event . . . . . . . . . . . . . .
Language Spot:
Report what other people said . . . . . . . . . . . . . . .
Oral Practice:
Telling what other people said . . . . . . . . . . . . . . .
Ekphrastic poems . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Take Action!:
A dialog about a free time activity . . . . . . . . . . . .
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
GLOSSARY
54
56
58
59
61
62
63
64
65
67
68
69
71
72
74
77
109
HOW ABOUT
WORKING?
78 - 99
Getting Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Before you start . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 1: Breaking frontiers . . . . . . . . . . . . . . . .
Reading:
Voluntary work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Express obligation and necessity
(must / have to / need to) . . . . . . . . . . . . . . . . . . . .
A dialog about a job . . . . . . . . . . . . . . . . . . . . . . . . .
Writing:
An application form . . . . . . . . . . . . . . . . . . . . . . . . . .
Lesson 2: Making a difference . . . . . . . . . . . . . .
Listening:
A radio advertisement . . . . . . . . . . . . . . . . . . . . . . .
Language Spot:
Expressing possibilities (may / might) . . . . . . . .
Oral Practice:
Dialogs about possibilities . . . . . . . . . . . . . . . . . . .
Poems about volunteering . . . . . . . . . . . . . . . . . . .
Take Action!:
A job leaflet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Unit Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
78
80
82
BIBLIOGRAPHY
110
82
84
86
86
88
89
90
91
92
93
94
96
99
UNIT
STudenT LIfe
read a piece of literature
read an e-mail
listen to a dialog about activities in the past
Reading
infer meaning of words from the context
localize specific information
Listening
identify general information
discriminate between correct and
incorrect information
Language
use the structure used to / didnt use to, to
express past habits
talk about things that were happening in
the past.
Speaking
ask and answer questions about past habits
talk about school life in the past
Writing
complete a summary of a story.
write an e-mail about student life
You will also:
develop respect and admiration for older people
show respect and acceptance of other
peoples opinions
GETTING READY
1 Look at the pictures on the next page and answer these questions.
a. What can you see?
b. What are the differences and similarities between the people and the places?
2 Share your observations in Exercise 1 with your classmates.

3 In pairs, write a list of words related to the name of the unit. Then, talk with your partner about
your favorite things about student life. Explain why you like them.
List:
1.
2.
3.
STudenT LIfe
Before You STarT

LESSoN 1
our SChooL
1 Write the correct phrase under each picture (1 6).

Field trip
English class
Lunch in the school cafeteria
Fifteen-minute recess
Summer camp
Physical education class
2 Read these sentences (a d) and circle the correct answer.

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

Talk about things in the present and in the past.
Talk about free time and everyday activities.
LESSoN 2
Who had more fun?
1 Look at what these people remember about their childhood and complete what they are
saying. Use verbs in the Past Tense and vocabulary you already now.
a. When I
a teenager, we didnt have a
b. When I was a
, I loved
c. I remember that, when we
d. When I
young, my sisters and I
,I
LESSoN 1
our SChooL
READING
BEFoRE READING
1 Look at the pictures. Where are the children? How can you tell?
2 Answer these questions in pairs. Then, share your comments with
your classmates.
a. What do you think school life was like in the past?

b. What subjects do you think they studied?
c. What differences do you think there are between schools then
and now?
3 Have a look at the text you are going to read. Where do you think it
was extracted from? Why do you think so?
a. A novel.
b. A play.
c. A report.
d. A short story.
4 What do you think the text will be about? Write two ideas in your
notebook and compare them with your partners.
5 Read the words in the Key Word Spot and match them with
these pictures. You can use a dictionary, if necessary.
Key Word Spot
mice
red-poll
ladder
usher
musket
inkwell
knapsack
gig
10
UNIT 1
STudenT LIfe
READING
10
The school that was our school before the railroad came and overthrew it was a particular
sort of place. It was a school of some celebrity in its neighborhood , but nobody could
say why.
Our School was remarkable for white mice. We used to keep red-polls, linnets, and even
canaries, in desks, drawers, hat-boxes, and other strange refuges for birds; but white
mice were the favourite stock.
The mice were the occasion of some most ingenious engineering, in the construction of
their houses and instruments of performance.
The boys used to train the mice much better than the masters trained the boys. I recall
one white mouse, who used to live in the cover of a Latin dictionary, who ran up ladders,
drew Roman chariots, shouldered muskets, turned wheels. He had the misfortune to
mistake his way in a triumphal procession to the Capitol, when he fell into a deep inkwell,
and was dyed black and drowned.
The usher at our school, who we considered to know everything as opposed to the Chief,
who we considered to know nothing, was a bony, gentle-faced, clerical-looking young
man in rusty black.
We all liked him, for he had a good knowledge of boys. He he was a writing master,
mathematical master, English master, mended the pens, and did all sorts of things.
He always used to call at parents houses to inquire after sick boys, because he had
gentlemanly manners. He was rather musical, and on some remote day he had bought an
old trombone and made the most extraordinary sounds when he sometimes tried to play
it of an evening. In the summer vacations he used to take pedestrian excursions with a
knapsack; and at Christmas time, he used to go to see his father at Chipping Norton.
There was a fat master who used to come in a gig, and taught the more advanced
matters; and there was a little French master who used to come in the sunniest weather,
with a handleless umbrella.
There was, besides, a serving man whose name was Phil. He mended whatever we broke,
and made whatever we wanted. He was general glazier, among other things, and mended
all the broken windows. One time, when we had the scarlet fever in the school, Phil
nursed all the sick boys of his own accord, and was like a mother to them.
Adapted from: Dickens, C. (n.d.). Our School. Retrieved 02/08, 2013, from
http://www.readbookonline.net/readOnLine/2519/
11
6 Read the text and check your predictions in Exercises 3 and 4. What
do you know about Charles Dickens? Do some research and share
with your friends.
7 Copy these questions in your notebook. Read the text carefully

again and answer them.
a.
b.
c.
d.
e.
f.
What did students at this school use to keep?

What happened to the most famous white mouse?
Who did the students like most?
What did the usher use to do on vacations?
How did the French master use to get to school?
Who was Phil?
8 Ask your partner to retell the story. Make notes and check if he has
missed any points.
9 Read the text once more. Find the words in bold in the text in the
text (a e) and match them with their meanings (i v).
LETS READ!
Page 4
Read the extract of a novel
about a famous school boy
and answer the questions.
a. Our school was remarkable for white mice.

b. I recall one white mouse, which used to live in the cover of a
Latin dictionary.
c. He always used to call at parents houses to inquire after
sick boys.
d. He used to take pedestrian excursions with a knapsack.
e. He was general glazier, among other things, and mended the
broken windows.
i.
ii.
iii.
iv.
v.
A person whose job is to fit glass into frames of windows

Ask about
Remember
Unusual
Walking and not traveling in a vehicle
AFTER READING
10 Complete this diagram with information about the school described
in the text and your own school.
School in the text
12
UNIT 1
My school
STudenT LIfe
LanGuaGe SPoT
Used to
1. Revise these sentences from the text.

a. We used to keep red-polls, linnets, and even canaries.
b. The boys used to train the mice.
c. He fell into a deep inkwell.
d. Phil nursed all the sick boys.
2. Which of the sentences refer to
a. a particular situation in the past?
b. a past habit or routine?
3. Complete this general rule in your notebook.
When we want to talk about past habits, we use
infinitive of verbs.
+ the
4. Go back to the text. Find and copy more examples of the

structures you have just studied.
11 In your notebook, copy and complete these sentences about school

life in the past. Use used to or didnt use to.
a. In the 19th century, children from rich families

(not go) to school.
(have) private teachers at home.
b. They
c. In the past, students /not have/computers/school
d. For math lessons, children /use/ frames / colored wooden beads,
much like an abacus.
.
e. Children /study/
f. Paper was expensive, so children /have/ notebooks.
g. Students /write/ slates / slate pencils.
13
LETS CHECK
12 In your notebook, copy and complete this paragraph with used to
and didnt use to.
(10 pts.)
a. In the nineteenth century in Britain, families

b. At school, children
c. In the nineteenth century, girls
d. Nineteenth century students
0-4
Keep trying!
5-6
Good!
7-8
Very good!
9 - 10
Excellent!

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

and B. Then, act out the dialog.
A
a. Do you think you have
changed since you
became a teenager?
b. Do you still do
the same kind of
activities?
c. What about sports? Do
you still play football?
d. When I was a child,
I used to listen to
Britney Spears
14
UNIT 1
B
i. And now?
ii. Not at all! I used to stay at
home on weekends, but now I
prefer going out with my friends.
iii. No, I used to play football, but
now I play basketball. How
about you?
iv. Absolutely! I think Ive changed
a lot. To begin with, I used to
like cartoons, but I dont like
them anymore.
STudenT LIfe
14 How have you and your partner changed since you became
teenagers?
a. Complete this chart with information about you and your partner.
In the past
Now
b. Complete this paragraph with information from the chart.

When we were children,
.
Nowadays, we
.
15 With your partner, rewrite the dialog in Exercise 13, but now using
more information about yourself, such as preferences in clothes,
books, etc.
16 Practice and role play the dialog in front of your classmates.
WRITING
17
Key Word Spot
attend
field trip
kid
ordinary
12 Have a look at the text you are going to read and circle the
best answers for these questions. Then, read the text and check
your answers.
a. What type of text is it? How can you tell? Explain.
i. A short story.
ii. An advertisement.
iii. An e-mail.
b. What is the text about? What makes you think that? Explain.
i. Last vacation.
ii. A sports competition.
iii. School life.
15
pame1890@yahoo.cl
Hi, Pamela!
Hi, Pamela!
Thanks for your e-mail. My school is totally ordinary and I dont think
its very different from a Chilean school, so why do you want to know
about it? Anyway, here it goes.
Im in 8th grade at Alice Deal Junior High, Washington D.C. In the
USA, kids start first grade at age six and finish in twelfth grade. From
seventh to ninth grade, you go to junior high school. We dont wear
uniforms but there is a dress code. That means students shouldnt
attend school in baggy, skateboarding pants, very short skirts, or
clothes with holes in them, and we cant dye our hair crazy colors!
Last year, my math grades were really bad, so I did math in the afterschool program. Now, my math is okay, but I still dont like it. My
favorite subject is physical education. What is your favorite one?
We do the same subjects as you, but we do Spanish instead of English,
of course! Thats because there are a lot of people in the U.S. who speak
Spanish at home. Some schools in Washington D.C. are totally bilingual
in Spanish and English because there are so many latino students. Their
families are mainly from Central American countries, such as Mexico
or El Salvador. There are also a lot of students from South American
countries, such as Colombia, Venezuela and even Chile!
One of the best things at my school is the field trips. Last week, we
went on a biology trip to Kenilworth Aquatic Gardens. Do you also do
that?
Hope you like the photos. Write back soon!
Dan
18 Read the text again and find the answers to these questions.
a. Where is Pamelas school?
b. Where does Dan live?
c. Does he wear a school uniform?
19 In your notebook, write two questions about the text.
16
UNIT 1
STudenT LIfe
20 Write a short reply to Dans e-mail. Before writing, consider the
points in the list. After writing, if possible, send the e-mail to a friend.
a. Characteristics of your school
b. Your favorite subjects
c. Extra-curricular activities you like
Editing checklist
Use this checklist to help you think
about your work.
Punctuation
Do your sentences begin with
capital letters and end with
periods?
Have you checked your work
for other punctuation marks,
such as question marks,
exclamation marks,
commas, etc.?
Sentences
Do all your sentences
make sense?
Can you add any words to
make them more interesting?
Spelling
21 Use the Editing Checklist to check your work for mistakes and write
a final version. After writing, if possible, send the e-mail to a friend.
FAST LEARNERS
22 Look at the picture of a classroom 200 years ago and say whats
wrong. Use They didnt use to... / They used to. Write as many
sentences as you can.
Have you checked your

work for spelling mistakes,
using your dictionary?
Are there any words you are
not sure about?
Connectors
Have you used a variety of
connectors in the text, such
as and, or, or but?
When you have finished your work,
read it through and check for any
changes you need to make.
17
Lesson 2
Who had more fun?
LISTENING
BEFORE LISTENING
1 Look at the pictures. What were these people doing when the
pictures were taken? Write some questions about the pictures in

your notebook, and then, ask them to your partner.
2 Share and compare your comments with your partner.

3 Do you know what your grandparents used to do when they were
Key Word Spot
attend
dark
dorm
teens? Look at the pictures again and choose the activities you
think they used to do.
Make notes of your ideas. You can ask your grandparents as
homework, and check your answers.
Example: I think my grandmother used to ride a bike.

My grandparents didnt use to go to clubs.
4 Look up the words in the Key Word Spot in a dictionary.
18
UNIT 1
STudenT LIfe
LISTENING
5
13 Listen to the conversation between Laura and her

grandmother. What are they talking about?
a. Childrens pastimes in the past.
b. Grannies old school.
c. Lauras student life.
d. Their family.
13 Listen to the recording again. Compare the information with

your ideas in Exercise 3.
13 Copy this chart into your notebook. Listen to the recording

again and check () or cross () each activity.
Activity
Sleep at school
Play the piano
Watch TV
Listen to music
Read
Have a picnic
Ride bikes
Play cards
Go out alone
Have boyfriends
Return home late from parties
13 Listen again. Number these sentences in the order you

hear them.
a.
b.
c.
d.
e.
f.
g.
Life was really different.

We were singing in the music room.
On weekends, I returned home.
I was afraid of the dark.
These are my classmates and me!
You could go to the cinema.
My parents were living out of the city.
19
13 Listen again and identify who says these phrases, Laura or her
grandmother.
a. the piano behind us?
b. watch TV then?
c. A lot of things!
d. some old photos.
10
13 Listen and answer these questions. You can work with

your partner.
a. How many days a week did Grannie use to stay at school?
b. Did Grannie attend a mixed school?
c. Was Grannies school a beautiful place? Why?
d. What did Grannie and her friends use to do at night?
LETS READ!
Page 3
Read the poem written by
a school girl and answer
the questions.
AFTER LISTENING
11 Answer these questions in your group.
a. How is it similar or different the way you and your grandparents
had fun? Explain.
b. What activities from the past would you like to do with your
friends now? Why?
20
UNIT 1
STudenT LIfe
LanGuaGe SPoT
The Past Continuous
1. Read these sentences from the recording.

a. What were you doing?
b. In those days my parents were living out of the city.
c. Our teacher took this photo while we were singing in the music
room.
2. Choose an alternative.
a. The sentences refer to a specific event in the past.
b. The sentences refer to a continued action in the past.
3. Copy and complete this general rule in your notebook.
We use the Past Continuous tense to express a
action that happened in the
. We use the Simple
Past tense to express a
action that happened in
the middle of the long action. We can join the two ideas with
when or
.
4. Think of this morning at home. Write a sentence indicating what
someone was doing when you left.
12 Use the visual clues to complete these sentences with the Past
Continuous form of the verbs in the boxes.
eat
dance
play
study
a. Sally
dinner
last night when someone
knocked on the door.
b. Fred called me when I

English.
c. The children
in the garden when their
father arrived home.
d. My mother took this photo

while we
at
my birthday party.
21
LETS CHECK
13 In your notebook, copy and complete these sentences, identifying
the one that happened first.
a.
b.
c.
d.
e.
f.
(12 pts.)
He was driving very fast when...

He heard the good news while he...
They were travelling to the airport when...
She was relaxing in a yoga class when...
While they were having lunch,...
She injured her back while...
0-4
Keep trying!
5-6
Good!
7-8
Very good!
9 - 12
Excellent!
ORAL PRACTICE
14
14 Look at the picture and listen to this dialog between Charlie

and his father. Then, play again and practice the sentences, as
you listen.
Charlie:
Father:
Charlie:
Father:
Who are the people in this photo?

They are my friends and me when we were students.
What were you doing?
We were dancing. I think it was my best friends
birthday party.
Charlie: Who was your best friend?
Father: My best friend at school was called Sam. We used to do
our homework together.
Charlie: Do you have any special memories of your school days?
Father: I remember that we always studied in his room while we
were listening to music.
15 In pairs, practice the dialog in Exercise 14, taking turns to be

Charlie and his father.
22
UNIT 1
STudenT LIfe
READING AND WRITING

16 Have a look at the picture that illustrates the story and answer the
questions below. Then, discuss your answers with your partner.
a. Have you read any other stories by this author? Look up his
most famous work on the Internet and share the information with
your classmates.
b. When do you think it happened?
c. Who is the narrator of the story?
d. Look up the words in the Key Word Spot.
Key Word Spot
Enlightened
Clutch
Lean (v.)
Brake
Steering-wheel
Slam (v.)
Hedge
17 Read the story. Check, complete, and correct your notes.
A drive in the motor car (Extract)
15
By Roald Dahl
One amazing morning, our whole family got ready to
go for our first drive in the first motor-car we had ever
owned. The driver was my 21-year-old sister.
She had received two full half-hour lessons in
driving, and in that enlightened year of 1925, this was
considered sufficient. Nobody had to take a driving-test.
As we all climbed into the car, our excitement was so
intense we could hardly bear it.
Up front, there were three bodies in all: the driver
behind the wheel, my brother (aged eighteen) and one of
my sisters (aged twelve). In the back seat, there were four
more of us: my mother (aged forty), two small sisters
(aged eight and five), and myself (aged nine).
We were all trembling with fear and joy as the driver
let out the clutch and the great long black automobile
leaned forward and moved.
Are you sure you know how to do it? we shouted.
Do you know where the brakes are?
Be quiet! snapped the ancient sister. Ive got to concentrate!
Fortunately, there were very few vehicles on the roads in those days. Occasionally, you
met a small truck or a delivery-van and now and again a private car, but the danger of
colliding with anything else was fairly remote.
Soon we were entering a countryside of green fields with not a soul in sight. The
driver was clutching the steering-wheel and we all watched the speedometer needle
moving up to twenty, then twenty-five, then thirty. We were probably doing about
thirty-five miles an hour when we came suddenly to a sharp bend in the road. My
sister shouted Help! and slammed on the brakes and swung the wheel wildly round.
The wheels locked and we went crashing into the hedge.
Adapted from: Dahl, R. (1984). Boy Tales of Childhood. New York: Penguin Young
Readers (p. 99).
23
18 In your notebook, write three questions about the text.

19 What do you think happened next? Write three or four sentences
and discuss your ideas with your partner.
20 Answer these questions.

a. What do you think happened after the crash?
b. What would happen in a similar accident these times?
c. What kind of distractions can you encounter when driving?
21
16 Read what really happened and check. How is the end of the
story similar or different to your version?
Nobody was hurt very

much except me. Flying
glass cut my nose, now
it was hanging on only
by a small thread of
skin. My mother took a
handkerchief from her
purse. She put the nose
back into place and held
it here.
My sister managed to
straighten the vehicle and get it pointed in the
right direction.
Proceeding at no more than four miles an hour all the
way, we finally made it to Dr. Dunbars house.
He cant go round without a nose for the rest of his life!
the doctor said, I shall sew it on again.
24
UNIT 1
STudenT LIfe
TaKe aCTIon!
Do you remember?
a. Have a look at the pictures (1 4) and answer the questions.
1. Where were you on New Years Eve 2012? 2. What were you doing at the beginning of
What were you doing when the clock
this lesson, when the teacher walked in?
struck 12?
Your photo
3. What were you doing last night when it was

time for dinner?
4. What were you doing
b. Ask your partner the same questions and take notes. Ask each other extra questions if you
find out more. Then, complete these sentences with the information you collected.
i. When the clock struck 12:00 on New Years Eve 2012, I
.
she
, he / she
ii. Last night, when
, when the teacher
iii. At
and I
.
iv. When picture 4 was taken, my partner
and he /
and I
, my partner
c. Use the paragraph as help to report your findings to your classmates. Check with your teacher.
25
Your enGLISh In aCTIon

1 Collect two old pictures from your family and stick them on the blank boxes. Then, answer
these questions.
a. When were the pictures taken?

b. What were the people doing?
2 Whats wrong with this classroom? Identify all the elements that dont belong to our time. Then,
write the corresponding sentences in your notebook.
Example: Nowadays, we dont use
26
UNIT 1
. We use
STudenT LIfe
3 Solve this puzzle about present and past pastimes and activities. Use your dictionary
if necessary. Then, choose your favorite activity from the puzzle and write a short paragraph
explaining why you like it.
1
2
3
7
8
9
27
unIT CheCK
READING: CoMPARING SCHooLS
17
mark77@yahoo.com
Hi, Mark!
Hi, Mark!
Thanks for your e-mail about your school life. My school is totally different
from yours, so Im going to tell you about it.
I go to a High School very near my house, so I usually walk. The school
is over 200 years old and, in the past, it used to be a school only for boys
and very strict. Now there are a lot of girls and we get along very well with
them, but its still strict.
There are only twenty students in each class, so our teachers know us very
well. We work very hard and the school day is long. It starts at 8:30 and
ends at 3:30. We usually have a lot of homework, but we all help each
other and were good friends.
We wear a uniform, and I think it is a good idea because you dont have to
waste time thinking about clothes every day.
We do the same subjects as you; biology is my favorite; I love going
to the lab and doing experiments! Perhaps Ill become a biologist in the
future. Im afraid Im not good at mathematics. Last year, I had to do the
after-school remedial program. Fortunately, my grades are better now, but
I still dont like it.
We have lunch at school and we also have two fifteen-minute recesses in
the morning.
After lunch, we usually do extracurricular activities; I like these better than
the rest of the classes. Last semester, we prepared a play and I acted as
a film producer. It was great and I really enjoyed it. I hope youll like the
photos of the presentation. Im sending them as soon as I can.
Write back soon!
Alan
28
UNIT 1
STudenT LIfe
1 Read the text and answer these questions. Then, invent two more of your own.
5 pts.
a. What kind of school does Alan attend?

b. How many students are there in each class?
c. At what time does Alan finish school?
2 Read the text again. Identify the incorrect bit of information in each sentence and
circle it with a color pencil.
5 pts.
a. Alan and Marks schools are very similar.

b. He usually goes to school by bus.
c. After school, Alan and his friends always go swimming.
d. Alan likes maths a lot.
e. Last semester, Alan took part in a video project.
3 Write a short summary of the text, extracting the most relevant information.
5 pts.
LISTENING: GRANDPAS SCHooL DAYS

4
18 Listen to the conversation between David and his grandfather and choose the
correct alternative.
a.
b.
c.
d.
e.
We bought / wore bright blue and yellow uniforms.

Saturday / Sunday morning classes were compulsory.
I learned to love music / physics and literature.
They hit us on the back of our hands with a rubber / ruler.
There were more than 14 / 40 children in my class.
18 Listen again. Which of these activities are mentioned in the conversation?

Check ().
a.
b.
c.
d.
e.
5 pts.
5 pts.
Going to school on Saturdays.

Playing football at school.
Learning about music.
Doing experiments in the lab.
Going to school for the first time.
29
5 pts.
6 18 Listen to the recording once more and identify who said these phrases,
Grandpa (G) or Danny (D).
a.
b.
c.
d.
e.
...bright blue and yellow.

...love music and literature.
...about the lessons.
...sent to the Principals office.
...are certainly very different now.
LANGUAGE
5 pts.
7 Complete these sentences with used to or didnt use to.

a. I
b. I
c. I
d. I
e. I
play the guitar, but I do now.

ride a bike, but I dont anymore.
collect stamps, but I dont anymore.
enjoy getting up early, but I do now.
know how to use a computer, but I do now.
5 pts.
8 Use the prompts to write sentences about actions happening in the past, in

your notebook.
a. Anna / have / a bath / telephone / ring.

b. Philip / change / money / his father / come into / the bank.
c. The children / play / football / begin / rain.
d. They / swim / the shark / attack.
e. My parents / walk / they / meet / me.
SPEAKING
5 pts.
9 Use the prompts in the boxes to talk with your partner about life 100 years ago.

Add your own ideas to the conversation.
attend mixed schools
chat with friends
use calculators
listen to music
use notebooks
play outside with friends
watch TV
WRITING
5 pts.
10 Take a look at Exercise 9, and write a short paragraph explaining how life and
teens habits have changed.
A hundred years ago, teens used to

.
Nowadays,
.
0 - 12
Keep trying!
30
UNIT 1
13 - 25
Good!
26 - 38
Very good!
50
TOTAL
39 - 50
Excellent!
STudenT LIfe
fInaL refLeCTIon
() always, sometimes or never, according to your knowledge.
1 Answer the following questions.

a. Did you find the Editing Checklist useful when writing texts?
Why?
b. Was it difficult for you to understand the reading texts in the
unit? Why?
2 I can look at a picture and talk about two actions that were happening
at the same time, using the Past Simple and Past Continuous.
When this picture was taken,
a.
b.
.
Skills
Always
Sometimes
Never
Reading
identify main idea
Listening
Speaking
talk about past habits and routines
express two actions that were happening at the same time
ask and talk about personal interests and preferences
Writing
write a paragraph comparing life in the past and nowadays
write a paragraph about events that were happening at the
same time
.
a.
.
b.

your score
Never = 0
Sometimes = 1
Always = 2
If you get:
unit. Ask help from your teacher
or a partner.
problems
Identify them and ask your teacher
and / or a classmate for help.
31
UNIT
cHaLLengeS
read a piece of news
read some sports advertisements
listen to a radio program
listen to personal reports
Reading
distinguish general information
locate specific information
Listening
identify purpose of a text
identify speakers
relate speakers and speech
Language
Talk about actions completed in the present.
use wish to express desires and hopes
Speaking
ask and answer questions about experiences
and challenges
Writing
write a short personal report
complete a paragraph about wishes and hopes
for the future
You will also:
develop respect and acceptance for disabled
people
develop respect and acceptance of other
peoples opinions
GETTING READY
1 Read the list and check (4) the things you have already done.
10 Things &to &do &before you &are 20

Travel &by &plane
&fly &a &kite
&go &camping with &friends
&go &to &a &concert
&learn English
&organize &a &surprise &party

&perform &in &a &play
&ride &a &horse
visit &an &exotic &place
write &a &poem
2 In your group, make a list of future personal challenges. Then, classify them in order of
importance and present it in front of the class.
3 Look at the pictures on the next page. Do you think these people have met their
32
personal challenges? Explain why.
33
BeFore you Start

eXtreme cHaLLengeS
LESSON 1
1 Write the phrases below in the corresponding column of the chart.

a couple of minutes
my birthday
2008
four days a week
last Wednesday
two months
three years
the class began
A point in time in the past
last summer
I was born
A period of time in the past
2 Write sentences with the expressions in Exercise 1.

a.
b.
c.
d.
3 Choose from the adjectives in the boxes to define the experiences in the pictures. Then,
organize them in your notebook from weakest to strongest, and classify them in positive
and negative. Use dictionary if necessary.
34
amusing
boring
complicated
scary
interesting
terrifying
UNIT 2
exciting
funny
exhausting
dangerous
amazing
fantastic
cHaLLengeS
Before starting this unit, you need to know:

Use vocabulary related to sports.
Talk about events in the past.
Talk about future events.
LESSON 2
Swim your own race
1 Fill in the blanks with the missing bits of this song. Use the phrases in the box.
Next Year Baby

Next Year,
Things
,
And start all over again
I
my socks
I
my shower
I
more books
I
with the news
I
how to cook
And
less money
on shoes
I
my bills on time
I
my mail away,
every day
And
my Gran
every Sunday
to you
I
How Ive felt all of these years
Next Year, Next Year, Next Year
I
you, how I feel
Well, resolutions
Baby they come and go
any of these
things?
The answers probably no
But if theres one thing, I must
do,
Despite my greatest fears
I
to you
How Ive felt all of these years
Next Year, Next Year, Next Year
Resolutions
Well Baby, will I do any of
these things?
The answers probably no
But if theres one thing, I must do,
Despite my greatest fears
Adapted from: Next year, by Jamie Cullum
will call
will change
will clean
will file
will I do
will keep up
will learn
will pay
will pull up
will read
will say (x2)
will spend
will tell
2 Write a list of things you want to do in the future. Then, share with your partner. Are your
ideas similar?
a.
b.
c.
35
LESSON 1
eXtreme cHaLLengeS
READING
BEFORE READING
1 Match the words in column A with the ones in column B, to form
the names of the sports. Then, match them with the pictures.
A
Bungee
Ice
Wake
Hang
Mountain
Wingsuit
B
boarding
biking
flying
climbing
gliding
jumping
2 In pairs, describe the images to the rest of the class. What do these
sports have in common? Explain.
36
UNIT 2
cHaLLengeS
3 What do you know / think about zorbing, free running, kite surfing,
wingsuit flying and paraskiing? Check (4) the sentences you think
are true.
a.
b.
c.
d.
e.
Free running is about running in the country.

Kite surfing is about flying kites on water.
Paraskiing combines two sports.
Zorbing is a totally different experience.
Wingsuit flying is the art of flying through the air.
4 Look at the photos next to the text on Page 38 and answer these
questions with your partner.
a. Which of these experiences would you like to try? Why?

b. What emotions do you think they can make you feel? Can you
explain why?
5 Have a quick look at the text and identify all the cognates. Look them
up in a dictionary, and confirm they mean the same in Spanish.
6 What does the title of the text mean? Use the dictionary to find the
meaning of the words.
READING
21
7 Read the text on Page 38 and check your predictions in

Exercises 3 and 4.
8 Read the text again and match the photos (1 - 5) and the
descriptions (I - V).
9 Read the text again and write the name of the sport (a - e)
corresponding to each description (I - V).
a. Zorbing
b. Wingsuit flying
c. Paraskiing
d. Kite surfing
Key Word Spot
bouncy
glide
roller coaster
steep
steer
strap
toggle
e. Free running
10 Copy these sentences into your notebook and write the name of
the sport.
a.
b.
c.
d.
e.
gives a new view of a city.

is like being inside a home appliance.
is more enjoyable than water-skiing.
makes you look at things differently.
needs a special suit that makes people look like
an animal.
f. ________ needs no special equipment.
g. ________ uses the wind.
37
EXTREME CHALLENGES
I.
Try the experience of running through the city,

climbing walls, crossing roofs, and jumping from building to building!
This new sport has become well known through videos on the Internet since
it started in Paris. People say they have never tried anything like it before.
This is not about exercise; its about finding a new approach to things and a
1
different way of looking at life!
II.
Do you like flying kites? Do you like surfing?

Then, try this new sport that started in France in the 1980s and has
recently become very popular worldwide!
You use a small surfboard and a large kite on 30-meter lines. The kite
pulls you through the water and you can steer with the lines. You can
just speed through the water or you can do jumps as high as a house.
Kirsty Jones, Womens U.K. Kite Surfing Champion, has been into it
for more than ten years. Ive never enjoyed myself so much, says
Kirsty.Try it! Its more fun than water-skiing behind a boat!
III.
Have you ever wanted to ski off a mountain and

fly? If you like skiing and paragliding, then this is the sport for you!
You ski straight down a hill with the parachute wing behind you, then
you let the parachute come up in the air behind you and whoosh!
Youre flying!
IV.
You think flying is impossible? Try to

fly through the air using a special jumpsuit called wingsuit!
Also called birdman suit or squirrel suit, you can use it from
any point with altitude enough to glide through the air, such as
skydiving aircrafts or base jumping points.
The flier opens the parachute at a planned altitude and unzips
the arm wings, if necessary, so they can reach up to the control
toggles and fly to a normal parachute landing.
V.
Imagine being inside a giant bouncy beach ball

rolling down a steep hill at 50 km an hour!
This sport, also called sphereing, started in New Zealand in the mid
1990s. Whats it like? Its like bungee jumping, its like floating, its
like going on a roller coaster, and its unlike anything youve ever
done before!
Two people are strapped into the two-meter sphere and pushed over
5
the top of a hill.
I didnt have a clue what was going on, says someone who has
just tried it. I saw colors passing by - blue sky, green grass, blue sky, green grass- and I
could hear myself laughing uncontrollably.
Have you ever wondered whats it like inside a washing machine? Well, then try hydrosphereing, where one person rolls down the hill in a sphere containing 30 liters of water!
Created by: Publishing team.
38
UNIT 2
cHaLLengeS
AFTER READING
11 Answer these questions in your group. Take notes and share your
ideas with the rest of the class.
a. Which of the sports in this lesson could be popular in Chile? Why?

b. What are the best places in Chile to practice each of them? Give
reasons / examples.
Language Spot
The Present Perfect
1. Revise these sentences from the text, paying special attention to

the parts in bold.
a. Its unlike anything youve ever done before!
b. This new sport has become well known through videos on the
Internet since it started in Paris.
c. Have you ever wondered what its like inside a washing machine?
d. Try this new sport that has recently become very popular
worldwide!
e. Kirsty Jones has been into it for more than ten years.
2. Answer these questions.
a. What do these sentences refer to?
i. A specific time in the past.
ii. An indefinite time in the past.
b. What does the word since relate to?
i. A point in time in the past.
ii. A period in time in the past.
c. What does the word for relate to?
i. A point in time in the past.
ii. A period in time in the past.
3. Note the form of this tense.
I
have
done
Tania
has
visited
Subject + have / has + participle
Have
you
noticed
Has
Ben
driven
Have / has + subject + participle
that
them
LETS READ!
Page 6
Read the biography
of Richard E. Byrd, an
adventurer, and answer
the questions.
before.
several times
the new rules?

up the mountain?
4. Complete this general rule.

.
We use the Present Perfect to refer to
We use
to express for how long something has lasted
(a period of time).
We use
to indicate when something started (a point
in time).
5. Read the texts again and find three more examples of the Present
Perfect. Underline the special words used to refer to time.
39
12 Put the verbs in brackets in the Present Perfect Tense and complete
the sentences with for or since. Write them in your notebook.
a. I
(practice) snowboarding
I was a little child.
(be) into parachuting
more than
b. My sister
five years.
(play) in the football school team
c. My friends and I
we started school.
your best friend
(study) English ________
d.
six months?

13 In pairs, complete these personal reports with words and phrases
from the boxes.
I.
Id always
it and now
Ive been into it
. After
I started, I began
and
I decided to try the really big waves.
Of course they can be
and you have to concentrate one
hundred percent, but its worth it for
the thrill you get
. Its
, like
,
and for those few seconds you totally
forget everything else in your life.
II.
I became hooked on this the
I tried it. I soon
. Since
realized I had
I began, Ive
and got a bit of prize money. Id
to anyone. Going
- plus the beauty of the
.
scenery - is just
14
40
UNIT 2
a magical feeling
dangerous
flying above the ocean
for more than five years
to look for bigger challenges
wanted to try
when youre riding them
a natural talent
down the mountain
fantastic
recommend it
very first time
won competitions
22 Listen to these people talking about their experiences and

check. Then listen again, repeat after each phrase, and try to imitate
the pronunciation. Then, read the reports aloud, with your partner.
cHaLLengeS
LETS CHECK
15 Use the prompts to write sentences. Use the Present Perfect Tense
and since or for.
a.
b.
c.
d.
e.
f.
Mary Jo / know / Philip / seven years.

Susan and Carl / be / in this school / last year.
Nick / play / in his band / 2012.
I / have / my cell phone / ten days.
She / live / in this town / she was 12.
He / want to / be a doctor / he was a child.
0-4
Keep trying!
5-6
Good!
7-9
Very good!
10 - 12
Excellent!
WRITING
16 Think about an exciting / extreme activity you have done recently
and complete the diagram.
Place and time
Activity
Equipment
Reflection Spot
I can write a
short report
about an extreme
experience.
I can use the
Present Perfect,
for, and since.
Feelings and
emotions
17 Now, using the ideas above, write a short paragraph about your
exciting experience. Follow the models in Exercise 12, if necessary.
FAST LEARNERS
18 Read your paragraph to a classmate, but do not mention the name
of the activity. Could he / she guess it?
41
Lesson 2
Swim your own race
LISTENING
BEFORE LISTENING
1 Have you ever wondered what it is like to compete at the Olympic

Games? What do you understand by Olympic spirit?
2 Class competition! With your partner, make a list of people that
competed at the London Olympic Games. Complete the chart and

compare results with your classmates. Go to www.olympic.org to
get some useful information.
Name
Sport
Country
Medal
Key Word Spot
disability
disease
spirit
3 Find the synonym of the words in the Key Word Spot in the boxes
below.
illness
incapacity
soul
4 Look at the photos of Natalie du Toit and answer these questions.

a. How is she feeling?
b. What has she done?
c. Make two questions about the pictures. Ask them to
your partner.
42
UNIT 2
cHaLLengeS
LISTENING
5
23 Listen to the recording and check your ideas in Exercise 4.
23 Listen again and choose the best answer for the question.
What is Natalie doing in this interview?
a.
b.
c.
d.
She is asking for advice.

She is complaining about something.
She is offering advice.
She is talking about dreams and personal challenges.
23 Listen to the recording again. Match the two halves of

each sentence.
a.
b.
c.
d.
e.
f.
She lost her leg

She became the first athlete
I am a student
My message
My real love
You have to work
i.
ii.
iii.
iv.
v.
vi.
23 Listen to the recording again. Choose the correct alternative to

complete the sentences.
a.
b.
c.
d.
e.
on what you believe in.

and I do motivational speaking.
is about having dreams.
lies with genetics.
to qualify for both the Olympics and the Paralympics.
in a motorcycle accident.
She lost her leg when she was seventeen / sixteen.

Do you fill / feel at a disadvantage?
I am also a student at UCT / UTC.
One day your swimming will be ours / over.
You have to walk / work on what you believe.
23 Listen once more and number these sentences in the order

you hear them.
a.
b.
c.
d.
e.
f.
Do you have further aspirations?

Do you have time for anything else?
I have a dog at home.
Its important to swim your own race.
Where do you go from here?
You have to believe in yourself.
43
AFTER LISTENING
10 Talk to your partner about the interview. Why do you think Natalie
represents the Olympic spirit?
11 Check (4) the sentences that reflect the speakers ideas.

a.
b.
c.
d.
You have to have goals.

Theres no hope in the future.
You have to have dreams.
Im going to win a medal at the next Olympic Games.
Language Spot
Expressing desires
1. Read these sentences from the recording.

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

a. I
b. She
c. Natalie
d. I
e. Natalie
44
UNIT 2
the next competition.

a cure to diseases.
a normal life.
the President one day.
people with her message.
(win)
(find)
(have)
(meet)
(help)
cHaLLengeS
ORAL PRACTICE
13
24 Listen and repeat the conversation.

Clare:
What will you do when you finish school?
Brandon: I am going to study at the university, and continue
playing with my band.
Clare:
Do you have further aspirations?
Brandon: Definitely! I hope to finish my studies, and maybe
become a famous musician. I wish to play in a
great concert.
Clare:
Whats your message?
Brandon: The message I wish to transmit is to work hard and to
believe in yourself.
Reflection Spot
I can express my
own desires and
aspirations.
I can participate
in a dialog.
LETS READ!
14 Write a dialog similar to the one in Exercise 13, but add more
personal information about your plans and aspirations. Then,
practice and role play it with a partner in front of the class.
LETS CHECK
Page 7
Read the biography of
Andres Godoy, a onearmed guitarist and answer
the questions.
15 Complete these sentences using the correct form of wish and a
(10 pts., 2 each)
verb from the boxes.

find
give up
have
pass
play
a. I
a bigger house. I cant have a party for a
big crowd here.
smoking. Those cigarettes have
b. My father
given him a terrible cough!
this course but I know it is very difficult.
c. I
a cure for cancer soon. Its such a
d. Doctors
frightening disease!
in a band
e. My brother loves music. He
one day.
0-4
Keep trying!
5-6
Good!
7-8
Very good!
9 - 10
Excellent!
45
READING AND WRITING

16 Have a look at the text and answer these questions.
a. Where does Cristian Valenzuela come from?
i. Argentina.
iii. Peru.
ii. Chile.
iv. Uruguay.
b. What do Nathalie du Toit and Cristian Valenzuela have in common.
Cristin Valenzuela Wins Gold for Chile

Written by Daniel Boyle on
September 7, 2012.
LONDON, ENGLAND
Chilean runner Cristin
Valenzuela, together
with his guide Cristopher
Guajardo, made history
at the Paralympic Games,
winning Chiles first
ever medal. With a time
of 15:26.26, the Chilean
crossed the line first in the
5,000 meter race in the
T-11 category.
The Chilean runner lost his
vision at the age of twelve
and found hope through
running.
After finishing the race,
Valenzuela said, Im
totally moved. This is

something I have wanted
to do ever since I started
running. Valenzuela was
World Champion in 2011.
Apart from the glory
of being Chiles first
Paralympic medal winner,
Cristian Valenzuela won
the prize given by the
government to Olympic
and Paralympic athletes
upon receiving a medal.
The athlete will receive
monthly support from the
IND until the 2016 Games
in Rio de Janeiro.
It hasnt been easy, but I
never stopped dreaming,
says the Chilean competitor.
I wish to continue at the
25
top of the ranking and to

win more medals for my
country in the future.
Unfortunately the
Paralympic Games have
not been displayed on
the Chilean television
networks, and most people
were unable to see history
taking place.
Adapted from: Boyle, D. (2012, September 7) Cristian Valenzuela Wins Gold for Chile. Retrieved
February 18, 2013, from http://www.ilovechile.cl/2012/09/07/cristian-valenzuela-wins-gold-for-chile/66926
17 Find these sections in the text. Circle them following the color code.
a. Find these sections in the text. Circle them following the color code.
i. Headline ii. Reporter iii. Visuals iv. Quotations
b. Take a quick look at the text. What type of text do you think it is?
Why?
i. A piece of news. iii. An encyclopedia article.
ii. A web page.
iv. A short story.
46
UNIT 2
cHaLLengeS
18 Find information about any records set or remarkable situations
that have happened recently, related to sports. Surf the web or

look up information in newspapers or magazines and answer these
questions.
a. Who did it?

b. What has he / she achieved?
c. Can you add any details?
19 Use the information in Exercise 18 and write a short piece of news.
Follow the example on Page 46. Use the Editing Checklist to check
your work for mistakes and write a final version on a sheet of paper.
Remember:
a. Think of a good headline.
b. Include pictures, interesting facts, descriptions and opinions.
c. Include quotations, date, names, and visual elements.
d. Keep it simple.
Editing checklist
Use this checklist to help you think
about your work.
When you have finished your work,
read it through and check for any
changes you need to make.
Punctuation
Do your sentences begin with
capital letters and end with
periods?
for other punctuation marks,
such as question marks,
exclamation marks, commas,
quotation marks, etc.?
Sentences
Do all your sentences make
sense?
Can you add any words to
make them more interesting?
Spelling
for spelling mistakes, using
your dictionary?
taKe action!
- In your group, find information about a different or nonconventional free time activity and write an advertisement
following the model in Lesson 1.
- Include pictures and information about the kind of activity,
the place and the equipment needed. Use a dictionary to
look for suitable vocabulary, and make a checklist with
useful information, so as to keep your work well-organized.
- Include quotations, date, names, and visual elements.
- Be creative and encouraging!
- Display your work in the classroom. If its possible, record
the ad and play it in the class.
47
your engLiSH in action

1 Answer a. and b.
a. This is a magazine article about the history of Snowboarding. What elements can you find in
an article? Circle them.
b. Put the paragraphs in order, and then check with the recording.
THE INTRIGUING HISTORY OF SNOWBOARDING

By Keith Kingston
I.
Snowboarding has
increased in popularity in the
last decades. In the year 1994,
snowboarding was finally
declared an Olympic event,
much to the delight of fans.
II.
To say who actually

invented the sport of
snowboarding would be
impossible because people
have always loved to slide
down a snow-covered hill.
III.
There have been many

attempts at developing a
modern snowboard. In 1965,
the Snurfer (a word play
on snow and surfer) was
developed as a childs toy.
IV.
From the first

snowboards to the advanced
and specialized models
available today, snowboarders
have carried a bad boy image.
26
V.
Since its early

beginnings, snowboarding has
evolved into a fully recognized
sport, and large numbers
of people have turned to
snowboarding for adventure,
fun, and professional
recognition.
VI.
Soaring through the

snow on some kind of seat
VIII.
The various ways to
or board is nothing new. The
glide
through
snow have
ways to enjoy the snow are
became more sophisticated
numerous, and people have
using polished boards or skis.
developed ways to turn garbage
can lids and cardboard into
IX.
Olympic and world wide
snow boards to enjoy an
snowboarding events are today
afternoon outdoors.
among the most popular of
winter sports.
VII.
The Flying Yellow

Banana was developed
in 1977. The first national
snowboard race was held in
the area outside Woodstock
and was known as The Suicide
Six. The race consisted of a
steep downhill run called The
Face, in which the main goal
was mere survival.
Adapted from: Kingston, K. (2004, October 28). A Look at the Intriguing History of Snowboarding.
Retrieved February 19, 2013, from http://ezinearticles.com/?A-Look-at-the-Intriguing-History-ofSnowboarding&id=4928
48
UNIT 2
cHaLLengeS
2 In pairs, think about a person you admire and you would like to interview. In your notebook,
write questions you want to ask him / her and find the information to answer them. Then, role
play the interview in front of your classmates. You can ask questions starting with who, what,
where, when, how, etc.
3 Write sentences to describe each picture. Look at the example in picture a. Make sure you use
connectors such as and, or, but, and since/for.
a. Barbara Riveros has competed at the

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

He has played baseball and football in the
past and has lifted weights and competed
for two years.
I guess I found a sport Im good at, Pippa
said during a telephone interview, I like
weight lifting because its an oddball sport.
Im not a normal teenager. I would rather
train by picking up stones and tires than
go drinking with my friends.
Pippa trains three to four days in the gym,
watches what he eats and stays away
from steroids.
Max Pippa pulled a 12,000-pound truck
during the Lift for Hope Strongest Man
competition at the Kansas Expocenter
in Topeka.
Pippa, who was a 17-year-old competitor
in the Lift for Hope event, concentrated
as he had one thing on his mind: setting
a new North American Strongman Inc.
record in the teenage heavyweight division.
Pippa put on a weight belt and got down to
business. Before each heavy lift, he recited
the Lords Prayer.
On his first attempt, Pippa lifted 550
pounds. On his second lift, Pippa lifted 600
and on his last attempt, he lifted
630 pounds.
Im planning on doing
this for the rest of my
life, he said. I believe
Ive received a gift, and
if I dont develop it, it
will go away.
The Topekas
Strongest Man
competition raised
$2,161 for the
American Cancer
Societys Camp
Hope, a camp for
children who are
recovering
from or are
battling cancer.
Adapted from: Associated Press. (2008, February 17) Powerful teens break Strongman records.
Retrieved February 15, 2013, from http://www2.ljworld.com/news/2008/feb/17/powerful_teens_break_
strongman_records/
50
UNIT 2
cHaLLengeS
1 Have a look at the text and identify the type of text. Choose the best alternative.
Give reasons for your choice.
1 pt.
a. A piece of news.
b. A short story.
c. An advertisement.
5 pts.
2 Complete the chart with information from the text.

Sports Max has
practiced
Maxs training details
Maxs lifting record
Maxs plans for

the future
3 Read the text again. Identify the incorrect information in each sentence.
5 pts.
a. Max Pippa set his record at an Olympic competition.

b. He has competed since he was a child.
c. He enjoys going out and drinking with his friends.
d. The competition collected money for children with hepatitis.
LISTENING: HAVE YOU EVER SWUM WITH A REPTILE?

4
24 Listen to the recording and choose the correct answer for each question.
3 pts.
a. Whats the coachs name?

i. Harold Davies
ii. Harold Daniels
iii. Harold Davidson
b. What does he teach?
i. Diving
ii. Surfing
iii. Swimming
c. What kind of animal does he use?
i. An alligator
ii. A serpent
iii. A crocodile
51
5 pts.
28 Number the sentences in the order you hear them.

a.
b.
c.
d.
e.
How long is the crocodile, and how old are your pupils?
Today, were talking to Mr Harold Davies.
Its a baby crocodile.
And what do parents say?
I just put a crocodile in the pool with my pupils.
LANGUAGE
6 Complete these sentences with what these people have done, and use for or since.
a.
b.
c.
d.
e.
5 pts.
My father
(work) in that company
2005.
(live) in this city
ten years.
We
(be) in the pool
more than an hour.
My sister
(compete) in the Olympic Games
she was 16.
Natalie du Toit
(lift) weights
he was a small boy.
Mark Pippa
VOCABULARY
4 pts.
7 Match the words in column A with the definitions in column B.

A
a. Give up
b. Pass
c. Hang gliding
d. Race
B
i. To gain a required or adequate mark.
ii. An extreme sport.
iii. To abandon or renounce to something
iv. A contest.
SPEAKING
8 In pairs, ask and answer questions a - c Ask two extra questions to find out about
your partners achievements and experiences.
5 pts.
a. Have you ever passed a test you didnt expect to?

b. Have you ever talked to a foreigner?
c. Have you ever experienced fear?
?
d. Have you ever
?
e. Have you ever
WRITING
9 Write five sentences about your partners achievements and experiences.
0 - 12
Keep trying!
52
UNIT 2
13 - 21
Good!
22 - 31
Very good!
5 pts.
38
TOTAL
32 - 38
Excellent!
cHaLLengeS
FinaL reFLection
(4) always, sometimes or never, according to your knowledge.
1 I can use the prompts in the boxes to write three sentences about
things that I have done and since / for.
climbing mountains
riding horses
doing parachute jump
go surfing
a.
b.
c.
2 I can complete this sentence expressing my hopes and wishes for

the future.

your score
One day I wish to

.
Skills
Always
Sometimes
Never
Reading
Listening
identify the purpose of a recording
Speaking
talk about extreme experiences
express hopes and desires
Writing
write a piece of news about a remarkable achievement
write a paragraph about an exciting / extreme experience
a.
.
.
b.
Never = 0
Sometimes = 1
Always = 2
If you get:
unit. Ask for help from your
teacher or a partner.
problems
Identify them and ask your
teacher and / or a classmate for
help.
53

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ET

TEXTO DEL ESTUDIANTE

TEXTO DEL ESTUDIANTE

ISBN PACK: 978-956-8694-36-4

Lina Alvarado Jantus

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN - PROHIBIDA SU COMERCIALIZACIN

TEXTO DEL ESTUDIANTE

Este libro pertenece a:

DISCOVER YOUR BOOK

2 Share your observations in Exercise 1 with your classmates.

BEFORE YOU START

1 Write the correct phrase under each picture (1 6).

Lunch in the school cafeteria

Physical education class

a. Childrens pastimes in the past.

13 Listen to the recording again. Compare the information with

13 Copy this chart into your notebook. Listen to the recording

a. We have English classes on Mondays and Thursdays.

BEFORE YOU START

YOUR ENGLISH IN ACTION

1 Answer the following questions.

When this picture was taken,

identify specific information

Write back soon!

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

YOUR ENGLISH IN ACTION

We have lunch at school and we also have two fifteen-minute recesses in

We do the same subjects as you; biology is my favorite; I love going

I go to a High School very near my house, so I usually walk. The school

Life was really different.

Example: Nowadays, we dont use

13 Listen again. Number these sentences in the order you

Play the piano

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

Which of these sentences refers to

extract specific information

Use this clue to work out

TEENS CLUB 2 MEDIO

13 Listen to the conversation between Laura and her

Activities based on a listening text, aimed at

Section designed to help you revise or discover a particular

Activities for faster students. They can

Interesting bits of information on the topics

A short section with extra practice focused on reading

Section designed to motivate you with

LISTENING AND SPEAKING

These short evaluation activities allow you to

A short section with extra practice focused on listening and

Special glossary that helps you with the

Statements to help you reflect on

Reading booklet connection

This icon indicates the connection of

A complementary booklet aimed at

It includes a selection of activities

PLAN OF THE BOOK

2 Share your observations in Exercise 1 with your classmates.

Before You STarT

1 Write the correct phrase under each picture (1 6).

Physical education class

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

Before starting this unit, you need to know: