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Jean Denise Salazar WolfeEliseo Gustavo Ramírez Toledo

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El libro English 2 es una obra colectiva, creada y diseñada en el Departamento de Investigaciones

Educativas de Editorial Santillana, con la dirección de Clemente Merodio López.

PRE E2 (RIES).indd 1PRE E2 (RIES).indd 1 3/10/08 9:54:48 AM3/10/08 9:54:48 AM

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El libro English 2 fue elaborado en Editorial Santillana por el siguiente equipo:

Edición: Nelly Pérez IslasAsistente editorial: Liliana Plata QuirozCoordinación editorial: Roxana Martín-Lunas RodríguezRevisión técnica: Dermont CurleyCorrección de estilo: Dermont Curley y Nelly Pérez IslasDiseño de portada: José Francisco Ibarra MezaIlustraciones de personajes de portada: Teresa MartínezDiseño de interiores: Juan Manuel Santamaría González, Alicia Prado Juárez y Eliete Martín del CampoDiagramación: Alicia Prado JuárezDibujo: Imanima Studio, Eliete Martín del Campo, Yair Cañedo, Gerardo Díaz, Ulises Rios y Arno AvilésFotografía: Rocío Echávarri, Gustavo Guevara de León, Eliete Martín del Campo, Miguel Bucio y Giovanna PesciGerencia de Internet y Multimedia: Arturo Mercenario Pérez Negrón

Editora en Jefe de Secundaria: Roxana Martín-Lunas RodríguezGerencia de Investigación y Desarrollo: Armando Sánchez MartínezGerencia de Procesos Editoriales: Laura Milena Valencia EscobarGerencia de Diseño: Mauricio Gómez Morin FuentesCoordinación de Arte y Diseño: José Francisco Ibarra MezaCoordinación de Iconografía: Germán Gómez LópezCoordinación de Servicios electrónicos: Víctor Vallejo PaquiniDigitalización de imágenes: José Perales Neria, Gerardo Hernández Ortiz y María, Eugenia Guevara SánchezFotomecánica electrónica: Gabriel Miranda Barrón, Benito Sayago Luna y Manuel Zea Atenco

La presentación y disposición en conjunto de cada página de English 2 son propiedad del editor. Queda estrictamente prohibida la reproducción parcial o total de esta obra por cualquier sistema o método electrónico, incluso el fotocopiado, sin autorización escrita del editor.

D. R. © 2006 por EDITORIAL SANTILLANA, S. A. DE C. V.Av. Universidad 76703100, México, D. F.

ISBN: 978-970-29-1712-0Primera edición: octubre, 2006Primera reimpresión corregida: marzo, 2007Segunda reimpresión corregida: marzo, 2008

Miembro de la Cámara Nacional de la Industria Editorial Mexicana. Reg. Núm. 802

Impreso en México

Jean Denise Salazar Wolfe

Eliseo Gustavo Ramírez Toledo


3

> PRESENTATION

To the teacher

The way we teach foreign languages, particularly English, has changed radically over the last thirty years. Today, classroom dynamics are enriched with a host of innovative technical and methodological considerations.

English 2, is student-centered as well as teacher-friendly. It follows the methodology established in the official program and offers the five thematic units plus a four-page section at the beginning of the book called Plug in, aimed to help students remember, review and reinforce what was learned during their English course in 1st grade Secondary school and to help you work and reinforce what may be needed. The units have been designed in modules of three lessons each; the number of lessons agree with the amount of teaching sessions that conform a school year. A lesson can be covered in a 45-50 minute-class period, nevertheless the timing devoted in each unit is flexible and will depend on the needs of every group.

The units in English 2 offer the following:

Unit Modules Lessons1 8 242 7 213 8 244 7 215 10 30

The modules, which shape the programmatic basis of this textbook, follow three stages:

• Connecting: introduces students to the topic, the specific notions of language and the communicative functions to be developed throughout the unit.

• Chatting: engages students to practice what they’ve learned while transferring language concepts to their own reality.

• Downloading: promotes critical thinking skills development and increases accuracy and fluency through oral and written activities.

A more detailed description of what each stage offers is included in the following section Meet Your Book! (page 4)

English 2 also offers you the following supplementary material:

• Audio CD: aimed to help you engage your students to practice pronunciation and to develop listening strategies. Includes all listening activities such as dialogs, chants and readings.

• Teacher’s Edition: aimed to help you plan and optimize your teaching strategies. It offers a front matter that reviews the methodology to be followed; a detailed lesson plan for each week in the school year; ten term exams -two different evaluations per bimester (A and B); all Student book pages with overwritten answers and teaching suggestions, a Grammar Reference and the audio scripts.

We are sure that English 2 will be a highly successful tool for you and your students throughout the school year.

To the student

Welcome to English 2, designed to be your companion during your second course in English in Secondary school. This book is aimed to help you consolidate the basic vocabulary and fixed expressions used to communicate in English in the foreign language classroom and use them constantly. English 2 will also help you recognize a variety of oral and written texts and use them for life-like purposes; as well as to engage you to participate effectively in oral and/or written exchanges for transactional and interactional purposes using formulaic language. Therefore, English 2 starts out providing you with a four-page section called Plug in where you can review, reinforce and practice the basic structures and vocabulary learned last year during your English course. English 2 is organized in modules of three lessons each that offer a variety of activities that will help you acquire basic vocabulary and fixed expressions in order to communicate in English with your classmates and teacher during your foreign language class and to start understanding the language in magazines, songs, TV programs, movies, Internet, games, etc., in things and activities of your interest. Throughout the book, you will also become familiar with different kinds of texts and use them for personal and limited purposes. A very important issue about learning a foreign language is to acquire confidence in using a limited range of structures and vocabulary so as to speak or write about yourself and/or others. Therefore, English 2 helps you to develop self-confidence and some basic strategies at learning the language. You will find different activities in the book that engage you to understand, think, produce and reflect on how to use the language properly in familiar situations. You will also have lots of practice and fun while working and developing the four skills you need to start managing the new language: speaking, reading, writing and listening. To help you develop this last skill in an easier way, an audio CD is included in your book. A detailed description of the way to approach a unit, what each lesson offers and what you will find in the last sections in your book is included in the section: Meet Your Book!Finally, we invite you to enjoy every moment of your English course and every page in this book; and we wish you the best of luck throughout this school year!

Denise and Gustavo


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> MEET YOUR BOOK!

1. Elephants are animals.

2. Pandas eat bamboo !

3. We find in Asia and in Africa.

4. Pandas about 15 kilograms of bamboo .

5. Elephants are animals with big and a large trunk.

6. Pandas are animals with eyes.

LUIS: “Wow!” What a big elephant!TOÑO: Yes, with such a long trunk and a small tail!LUIS: Just imagine its ancestor: the Mamut! What do they eat?TOÑO: Elephants are herbivores. They eat vegetables, they don’t eat meat.LUIS: Do they eat fish?TOÑO: No, they don’t. But the eat fruit.LUIS: That’s strangeTOÑO: What’s strange?LUIS: Elephants are very big to only live on plants.TOÑO: Well, plants have a lot of nutrients. Don’t forget that!LUIS: You’re right! That’s why I love salads.

This famous elephant is

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wild

PABLO: What’s the matter with you, Juan?JUAN: I don’t know! I feel dizzy. Everything is going round and round!PABLO: Wow! You’re really hot!JUAN: Yes, and I have a terrible headache! I don’t feel well!PABLO: Yes, I can see that. Let’s sit down for a while. Here, drink some water.JUAN: Thank you, Pablo. This is ridiculous. My head hurts, my ears hurt. Everything hurts!PABLO: Well, maybe you have a cold.JUAN: A cold? No! I’m not sneezing! I’m dizzy.PABLO: Well, let’s find out. Let’s go and see the doctor.JUAN: You’re right! Let’s go. Thanks, Pablo.

DOCTOR: Hello, guys. What’s the problem?PABLO: This is my friend Juan and he doesn’t feel well .DOCTOR: O.K. What’s the problem, Juan?JUAN: I feel and everything is going round and round!DOCTOR: Calm down, Juan. Take it What else do you feel?JUAN: Well, my hurts a lot.DOCTOR: O.K. Let’s see those ears. Oh, oh!JUAN: What is it, doctor?DOCTOR: You have a severe in your right ear, that’s why it hurts a lot.JUAN: Well, now, that explains the pain? But why am I dizzy?DOCTOR: Remember that the ear helps in maintaining equilibrium. This is why you feel dizzy! If you follow my indications, you will be fine soon. So, go home, get some and don’t forget to take the

I’m prescribing.JUAN: Does this mean that I don’t have to come to school ever again?DOCTOR: Not really. Just a few days until the infection goes away.PABLO: Wow! you, Juan!

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infectioneasyear

wellmedicine

restdizzylucky

Doctors and nurses can help you feel better when you are sick, but you have to prevent accidents and take care of your body. For example: you have to eat healthy food and drink water, not sodas at school.

When you don’t take care of your body, it gets sick. When you eat junk food, you can get a sick stomach and terrible stomachaches.

When you eat a lot of candy, you can have terrible problems with your teeth, and suffer from a severe toothache.

When you ride your bikes or practice any other sport without the proper protection you can have accidents that can harm you badly.

When you get sick, it is not enough to take an aspirin or drink a cup of tea, you need to make an appointment with your doctor. He can prescribe the right medicine for your health problem and help you feel better. So don’t take medicines without a prescription from your personal doctor.

As you can see, our body is extremely sensitive. Take care of it! It’s the only one we have!

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APPROACHING A UNIT

Let’s all Plug in and start reading about what each unit in this book offers for you to approach English with enthusiasm and succeed at learning and using the language in daily life situations. Before starting working in the units, we have included a section called Plug in, which is aimed for you, your classmates and your teacher to review, reinforce and practice by solving tasks and interact on what you learned during your English course last year. After the Plug in section, you will find that each one of the five units that follow, offers three main components: Unit Presentation, Unit Modules and Unit Review.

◗ UNIT PRESENTATION: It’s a two-page spread where you will find the following:On the left-hand-page:• Pictionary: illustrates in a context, the main vocabulary to learn in the unit.On the right-hand-page:• Unit title: establishes the theme and context of the social practices.• Purpose and Social Practices: a clear overview of what language concepts you will learn

throughout the unit and how to use them to interact in communicative situations.• My Personal Predictions and a Pre-Unit Investigation: an invitation to browse through the unit

to find relevant information about the social practices and functions you will learn in the unit.

◗ UNIT MODULES: According to the number of sessions in each bimestrial term, you will find a different amount of modules per unit. However, each module always includes the following three lessons aimed to enable you to connect, learn and apply English to your interest and needs:• Connecting: Introduces you to the main topic of the module through an illustrated dialogue

or short text to engage meaningful comprehension of language and functions. Practice on reading, listening, speaking and writing for you to produce some performance evidence follows along and finally, you finish the lesson focusing on developing strategic competences and reflecting on how you can apply language. This lesson always includes:a. Words and Expressions: where you learn, reinforce and apply the main vocabulary in the

lesson.b. Your Turn!: where reflection, application and transferring of knowledge is performed in your

own personal context.• Chatting: It encourages you to practice and extend language in a different context Through

this lesson your performance evidence will be stronger and will engage you to consolidate communication in the foreign language. This lesson includes:a. Focus!: a task aimed to help you understand and consolidate grammatical structures being

learned in the lesson through practice activities that are correlated to the Grammar Reference found at the end of the book.

• Downloading: it is the third and last lesson in each module. Here, you will find new contexts that will enable you to apply your knowledge to daily and familiar life situations while producing performance evidence, developing different strategic competences and reflecting on how to use the language accurately. This lesson always concludes with a Your Turn! activity.

Throughout each module, you will also find the following activities flagged with specific icons that tell you what the final purpose of the task is:

• Portfolio: for these activities, we suggest using a notebook and dividing it into three sections: a) Dossier: in this section, you save the activities where you produce new texts: dialogues, descriptions, chants, e-mails, and all the Print Out lesson activities such as: posters, invitations, brochures, etc. b) Language: where you can include the language entry activities described below and that will help you consolidate understanding of new words; and c) Personal section, for you to write the information that interested you the most from the unit (friend’s information, your own experiences, etc). These activities are only suggestions of what can be kept as Portfolio activities and are aimed for reviewing and reinforcing purposes. However, you and your teacher are free to choose the activities you may want to use for a Portfolio purpose.

> MEET YOUR BOOK!> MEET YOUR BOOK!

goal

soccer ball

wall

grass

trunk

soccer fieldoven

tomatoeschopping board stove

mirror

light

hairdresser

plug

hair dryer

scissors

headlights

hood

tire

wheel

hair pin

round brush

comb

knife

sneakers

hedge lamp post

passenger

briefcase

long hairapron

grill

mirror cap

shorts

cap

driverseat

window

jacketpot

pan

football-playerI’m Rolando’s

father. I take him to work everyday. I’m a taxi driver.

I’m Rolando and I’m a chef. I work

in a restaurant from Monday to Friday. I

love cooking!

I’m Silvia, I’m Rolando’s wife. I’m a hairdresser

and I work in the afternoons from Monday

to Saturday. I enjoy inventing new hairstyles.

I love to watch soccer games on TV. on the

weekends.

Silvia and I love animals. We like

to go to the zoo on Sunday morning.

1.1. Expressing (in)ability in the present.

1.2. Describing people and animals.

A picture of a pilot is in:

Lesson and on page

The picture of a woman architect from

Australia is in:

Lesson and on page

The picture of a jaguar is in:

Lesson and on page

The picture of a ballet dancer is in:

Lesson and on page

The picture of a girl with a Titi Monkey is in:

Lesson and on page

The picture of an Asian Elephant is in:

Lesson and on page

We mention Shakira in:

Lesson and on page

An e-mail from Benjamín Rosales is in:

Lesson and on page

A rhyme of best friends is in:

Lesson and on page

1. Vocabulary in Unit 1 is about:

a. occupations and professions

b. zoo animals

c. people and animals

2. Telling what people look like is agood way of:

a. learning new vocabulary

b. meeting new friends

c. describing people

Cheaper beautiful more expensive nicer

1. The red shoes are beautiful and more expensive than the white shoes.

2. The white shoes are the red shoes.

3. The brown sweater is the green sweater, but is the green one.

Read the following description on two T-shirts and answer the question.The red T-shirt is made out of cotton and polyester. The color is bright and the texture is soft. Its price is $65.00. The white T-shirt is made out of cotton, so the texture is not as nice as the red T-shirt. You can’t keep it clean all the time and the price is $80.00. So when comparing both T-shirts, we can say that the red T-shirt is softer, cleaner, nicer and cheaper than the white T-shirt. Which T-shirt do you prefer? .

What kind of words are the underlined words in the text? , because they describe the characteristics of things, people, places, etc. Find the same underlined words in the text, but now in their comparative form. What changes in these words? Circle the change on the word. Also, comparative forms always are followed by the word “than”.Write each adjective and its comparative form in the corresponding column. Follow the example.

• Compare two stores from the Web site information on page 98 and write a short sentence on the line. Share your sentence with a partner and compare. Follow the example Fresh Topic is nicer than Blufly because it’s cheaper.

( )1

( ) ( )

(Look up the Grammar Reference section-page 239 for more information)

D


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Unit 1: People and AnimalsAdjectives

Adjectives are words that describe nouns:

a hardworking mechanic.an intelligent person.a wild animal.

Adjectives can go before nouns:

She is an honest woman.He is an irresponsible taxi driver.She is a kind teacher.

Adjectives can go alone after the verb “be”.

Her hair is blond.Tommy’s car is old.The singer’s dress is long.

Can

We use: can to express ability to do something.

Pedro can play the guitar.Elvira can speak French.A canary can sing.

Affirmative: we use can with all nouns and pronouns.

I can dance.She can run very fast.It can bark very loud.We can speak English now.

Negative: can not or can’t

I can’t sing.She can’t speak Japanese.We can’t fly.

Interrogative: can goes at the beginning of a question.

Can you sing?Can he speak German?Can we eat more cookies?

Negative interrogative: can not or can’t goes at the beginning of a question.

Can’t you sing?Can’t he speak German?Can’t we eat more cookies?˙

Can you speak English?Short answer: Yes, I can.

No, I can’t.

Can she speak French?Short answer: Yes, she can.

No, she can’t.

Can they fly?Short answer: Yes, they can.

No, they can’t.

Unit 2: Health and the bodyCountable and uncountable nouns

Countable nouns are words with a meaning that we can count: books,pencils, chairs, schoolbags,CD players, etc.

There are three books on that table.I have two pencils for my school work.

Uncountable nouns are words with a meaning that we can’t count: milk, butter, coffee, water, bread, air, etc.

There is some milk in that bottle.I have some tea in my cup.

Irregular plural nouns. Some nouns take an irregular form when used in the plural:

en ending:woman - womenchild – childrenman – men

oo singular - ee pluralfoot - feettooth - teeth

The imperative form

• We use the imperative form by using a verb with no subject before it.We use the imperative form of the verbs to:

• Give an order to someone:Come to the office, right now!Don’t take medicine without a prescription!

• For making requests:Stand up, please.Don’t make any noise, please!

• To give instructions:Walk two blocks and take a right.Don’t turn to the left.

NOTE: We can use some words like: bottle, cup, glass, slice, to express quantity, for example:

There is a bottle of water on the table.I am eating a slice of bread.

The Guinness Book of Records is one of the most popular books in the world because it registers all of the strange things and events that happen throughout time, as well as people that establish a record in the world.

This book registers the West Edmonton Mall as the largest mall in the world. This shopping center is in Canada and it measures 493,000 sq. metres, which is equivalent to 115 football fields, can you imagine? But this mall is also famous for all the different kinds of shops and places that you can find there.

West Edmonton Mall has the world’s largest parking lot where 20,000 cars can park. It has 58 entrances to the shopping center. Imagine if you get lost!

In this mall, you can also find attractions of all kinds. The world’s largest indoor wave pool is inside this mall. It has 23 slides and the highest slide is 25m high. You can also find another great attraction: the Galaxyland Amusement Park, which is the world’s largest indoor amusement park with 25 rides to enjoy and because this park in under a roof, you can get on the rides without worrying if it rains or snows. At West Edmonton Mall you can find 800 stores and 6 major department stores. There are 110 eating establishments, 26 cinemas and three theme streets. It opens all year round including Xmas and New Year’s! So when planning on going shopping why don’t you try visiting the world’s largest mall?

The world’s largest mallI usually worked with other four classmates and we built a working team, a very good one, I think. We studied together for all classes but we enjoyed working for our English class projects very much.This year we played a lot during our recesses, we usually played volleyball and let me tell you that we are very good volleyballplayers.We also studied together for our mathematics class, one of our group members is very good in this and he helps us a lot with our homework and projects. We also went to the library on many occasions and we visited some museums together in our city.We had a wonderful school year and we are planning on working together next school year. I like my friends very much and I enjoyed working with them very much this school year.Look at the text above and notice that it is divided in three paragraphs. The first one introduces a class group.The second paragraph describes interesting moments experienced along the course and the third one, closes the text with sentencesmentioning the good times spent as a group.

a) You have to summarize the good memories of everyone in your group (the five of you).b) Your story must include: an introduction, a climax and a happy ending.c) Your story must be true and realistic, but very creative.

You can work with this project in a week term or according to your teacher’s instructions.

D

• Language: stands for every dictionary entry in the book. Each entry is correlated with the colored word printed in the body of the lesson to facilitate comprehension and use of vocabulary. An example using the word in a sentence is included in each language entry. We invite you to look up the word in your dictionary to find more definitions. Finally, there’s an activity for you to consolidate the use of he word in a written way. You can do this activity as part of your portfolio work and keep it in the Language section for further reference and practice.

• Blog: where you will find tips to help you develop strategies to use and apply the language in an easier way, as well as to raise awareness of the differences or similarities between English and Spanish.

◗ UNIT REVIEW:Each unit ends with six lessons which are intended for reviewing and consolidation purposes of what you learned in the unit.• Wrapping Up! aimed to review and consolidate the language

introduced in the unit.• Print out: offers you the opportunity to work in small groups, to have fun creating a hands-

on-activity and to produce written samples of work based on the different topics included in the unit. This activity is time-flexible, depending on the needs of the group and on your teacher’s instructions. You can start at school, finish it at home and bring it in the next class to share and comment with the rest of your group and with your teacher.

• Time for Culture and Fun: fun way for using language! This lesson always includes a game where comprehension and application of the language is done in an interactive way.

• Tuning Up! where focusing on pronunciation is the purpose. You will always find a chant specifically written for each unit.

• The Cool Teens Magazine: this section includes reading texts using a magazine format to introduce general cultural facts in a teen-appealing way.

• My Personal English File: where you register everyday useful words and expressions; interesting facts from the unit and to keep a record of your personal outcome. This section also asks for the use of a monolingual dictionary to increase your vocabulary and offers an activity correlated to the previous magazine page.

Finally, at the end of your book, you will find four very useful sections:◗ HOMEWORK PROJECTS: which serve the purpose to extend vocabulary and engage you to work in

small projects through practicing reading and writing.◗ GRAMMAR REFERENCE: correlated to the Focus! activities and it’s aimed to help you to review and

reinforce English.◗ REFLECTIONS ABOUT MY FIRST YEAR OF ENGLISH: you can write your personal opinion about your

English course and share it with your teacher and your classmates.◗ BIBLIOGRAPHY: this section provides information about books and Websites that may be

consulted. Some references are for you and some others for your teacher.◗ AUDIO SCRIPTS: where you will find the text of every listening activity not printed in the body

of each unit. And for you to practice pronunciation and enjoy working at developing listening strategies, an audio CD which includes all listening activities –dialogs, reading texts and chants, is offered with this book.

How much discount How many

1. What is happening at Central Mall?There is a great sale starting next Saturday.

2. ?

3. ?

THE CENTRAL MALL SALEThere is a big sale today at Central Mall. Everything is on sale: from a hairpin to any designer’s outfit. Read this ad and look at our prices, they are lower than in other stores. Clothes are more fashionable and colorful than in other street stores. Shoes go from high heels to flip-flops, accessories that you won’t find anywhere else. Don’t miss this opportunity to change your wardrobe or buying the clothes from your favorite designer.

You can buy a skirt and get one free. You can get 3 belts for the price of two at the lowest price! Discounts go from 5% all the way up to 70%. Come in and get in style! Come and buy at the Central Mall, your Family Mall!

"aUtfIt

"wO…dr´Ub

Hello, my name’s Ana and I live in a suburb outside the city. There are two shopping malls near my house, but the larger

one, Central Mall is having its annual sale next Saturday. I’m very excited because you can find many good things at very

low prices.

1. This ad is about the Central Mall Sale .

2. Prices at the Central Mall Sale are .

3. Clothes are .

4. You can find a wide variety of shoes at the Central Mall Sale, from .

5. Discounts go from .

6 This is an excellent .

I only go to see what stores have to offer. However, I love when shops offeritems at low prices or when you can buy one item and get another one .This means I love .

At sales, things have a price than their regular price, so they are. For example, at a clothes sale you can find more in-style and cool clothes

to wear, so you can buy more and beautiful clothes. But be careful!Sales are not always what they seem to be. Sometimes, you can even find things with

prices just as when stores offer the famous 2x1, because at the end you paymore and things become more .

a) sales b) fashionable c) expensive d) lower e) window shopping f) for free g) cheaper h) higher

Some words such as: because indicate cause and some other words indicate result: so ; and some other words indicate alternative: or . See activity 5 and underline these words.

The City or The Woods. Where would you like to live in?People can live in many different places depending on their needs and likes. Some people live in cities and when doing so, they can choose to live in an apartment or in a house. People living in big cities usually live in apartments. Apartments are regularly less expensive than a house and they can have one, two or three bedrooms, plus a kitchen, a living room and a dinning room. When living in an apartment, you can keep rooms tidy and nice. Other people prefer to live in a house. Houses are usually bigger than apartments and you can find a house that includes a garden and a studio or library as well. To keep a house tidy is more difficult and more expensive, too. For example, to keep a garden nice you need a mower, which you seldom need when living in an apartment. Another option is living in the woods. You can find nice cabins which are not very expensive and for which you don’t need a lot of furniture. There is also a possibility of building eco-friendly houses, especially in the woods. Two things you really have to be right about when looking for a place to live are: your preference and how much you can afford to pay.

furniture

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Feb. 22, 2008 -- Diagnosing life threatening diseases could soon be as easy as breathing. Researchers at the National Institute for Standards and Technology and the University of Colorado are now using lasers to detect specific chemical compounds in the breath of patients with cancer, asthma and diabetes. The name for this new technology is Optical Frequency Comb. When a person breathes into a small chamber the scientists bombard the exhaled air with lasers of different wavelengths (mak-ing up the “comb”) that make specific compounds emit different colors of light. Then, researchers simply look

and see what color the breath is after interacting with the comb and then diagnose a condition based on the color. Asthma patients and diabetics exhale different com-pounds while breathing, and with this new finding, we can discover more important things about these diseases and help people live a better life. John Hall, a retired physics professor and the 2005 Nobel Prize in Physics winner, says “This is a new kind of non-invasive and shockingly inexpensive assay technique.” Researchers are sure that this technology is becoming a very useful tool in preventive medicine.

A TWISTED ANKLE

A COLD

PAIN ONTHEBACK

A BROKEN BONE

ACOUGH

ATOOTHACHE

ASTOMACHACHE

DIZZINESS

A PAIN INTHE EYES

AN

EARACHEAN ACNE PROBLEM

A CUT ON YOUR FINGER

1. What I like a lot about my English book:

2. What I like the best about my English teacher:

3. Which rhyme did you like the most?

4. Which is your favorite reading in the book?

5. What do you do when you don’t understand a word?

6. What was the most difficult activity for you in English 2?

7. What was the easiest activity for you in English 2?

8. When do you use English outside your classroom?

9. Do you use your dictionary often?

10. What would you like to find in Book 3?


6

UNIT 1 PEOPLE AND ANIMALSPurpose Lesson Module Page Lesson Module Page

To enable students to give and obtain information about possessions and describe actions that are in progress at the moment of speaking.

PictionaryUnit entry

1. Doctors Can Cure People2. She Can Drive A School Bus3. He Can Build It! 1

141618

13. Bears And Jaguars14. Are You Kidding?15. Herbivore or Carnivore? 5

384042

4. Interviews5. Swak’s New Album6. Career Choice 2

202224

16. Where Do They Live?17. One Or Two Horns?18. Wild Animals 6

444648

7. What Do They Look Like? 8. Big Brown Eyes9. An E-Mail For You 3

262830

19. Wrapping Up!20. Portfolio21. Time For Culture And Fun 7

505152

10. Is He an Honest or a Dishonest Man?11. The Ideal Chef12. How Romantic Are You? 4

323436

22. Tuning Up!23. The Cool Teens Magazine24. My Personal English File 8

535455

UNIT 2 HEALTH AND THE BODYPurpose Lesson Module Page Lesson Module Page

To enable students to give advice and make suggestions around the topic of health.


1. I Don’t Feel Well2. Doctor, Help Me, Please3. Doctors Recommend

1586062

13. I’d Rather See My Doctor14. Ride Carefully!15. Doctors And Nurses

5828486

4. Home Remedies5. Robo Health6. She Has Appendicitis

2646668

16. Wrapping Up!17. Portfolio18. Time For Culture And Fun

6888990

7. A Swollen Muscle8. A Doctor at Home9. I Need A Specialist

3707274

19. Tuning Up!20. The Cool Teens Magazine21. My Personal English File

7919293

10. I Need Glasses11. If I Were You…12. She Needs a Pair of Crutches

4767880

8UNIT 3 SHOPPING AND CLOTHES

Purpose Lesson Module Page Lesson Module PageTo enable students to participate in conversations in which they compare, buy or sell a variety of items.


1. At The Mall2. That Sweater Is Larger3. Billy Is Taller Than Miller

1 9698100

13. Window Shopping14. Baggy Jeans Are The Best!15. The Northern Mall

5 120122124

4. A Great Sale! 5. More Fashionable, Impossible!6. A Fashionable Jacket Sale

2 102104106

16. How Much Is It? 17. A Shopping Day18. A Rack Of Sweaters

6 126128130

7. This Tie Is More Expensive 8. Sale at The Outlet!9. Which Items Do You Wear?

3 108110112

19. Wrapping Up!20. Portfolio21. Time For Culture And Fun

7 132133134

10. Which Is The Cheapest? 11. Buying Ties On The Net12. These Pants Are Fashionable

4 114116118


8 135136137

Reflection on Language• This-that/these-those• Comparative and

superlative adjectives

• Irregular comparative and superlative forms

• Linking devices

> TABLE OF CONTENTS

Social Practices• Giving and obtaining factual

information of a personal and non-personal kind.1.1 Expressing (in)ability in the present.1.2 Describing people and animals.


information of a personal and non-personal kind.2.1. Discussing the body

and one’s health.2.2. Giving advice.2.3. Making and answering, offers and

suggestions.


information of a personal and non-personal kind.3.1. Making comparisons/expressing

degrees of difference.3.2. Buying and selling things.

Reflection on Language• Should • Nouns with irregular

plurals• Linking devices

• Imperative form for medical orders

• Quantifier + of to express uncountable nouns

Reflection on Language• Modal verb can to

indicate present ability • What’s something/

someone like?

• The fixed order of adjectives

• Pronouns to replace a proper noun

• Linking devices


7

UNIT 4 PEOPLE AND ANIMALSPurpose Lesson Module Page Lesson Module Page

To enable students to describe their home and learn about other people’s homes.


1. My Home Is Your Home2. What A Nice Bedroom!3. A Lovely Place 1

140142144

13. A Big Hotel14. A Famous House15. A Haunted House 5

164166168

4. A House In The Woods5. Minimalism6. My Trailer Is My Home 2

146148150

16. Wrapping Up!17. Portfolio18. Time For Culture And Fun 6

170171172

7. A Neat Closet8. An Old House9. Old Vs. New Houses 3

152154156

19. Tuning Up!20. The Cool Teens Magazine21. My Personal English File 7

173174175

10. An Apartment For Rent11. An E-Mail From My Sis12. A Hotel To Live In 4

158160162

UNIT 5 HEALTH AND THE BODYPurpose Lesson Module Page Lesson Module Page

To enable students to describe past events in their life and that of others.


1. The good old days2. A Happy Oceanographer3. When Were They Born?

1178180182

19. A Typical Mexican Dish20. I Stayed in a Small Hotel21. An Incredible Fire

7214216218

4. A Transatlantic Flight5. A Great Physicist!6. I Was Nervous

2184186188

22. A Great Composer23. Famous People of the Past24. A Good Old Man

8220222224

7. How Was Your Weekend? 8. She Studied Math Yesterday9. A Beauty Sank!

3190192194

25. Wrapping Up!26. Portfolio27. Time for Culture and Fun

9226227228

10. We Went to the Movies11. I Went on a School Trip12. An Incredible Park

4196198200


10229230231

13. A Time-Life Promise14. A Bar-B-Cue15. An Endless Love Story

5202204206

Homework Project Unit 1Homework Project Unit 2Homework Project Unit 3Homework Project Unit 4Homework Project Unit 5Grammar Reference Book 1Grammar Reference Book 2Reflections About my SecondYear of EnglishScriptsBibliography

232233234235236237239

242243247

16. He Broke His Elbow17. We Won The Game18. A Horrible Morning!

6

208210212


information of a personal and non-personal kind.4.1. Describing accomodation.

Reflection on Language• There is / there are• Prepositions of location• Linking devices for addition


information of a personal and non-personal kind.5.1 Expressing ability and inability in

the past.5.2 Expressing past events.

Reflection on Language• Modal verb could to indicate

past ability• Past simple tense• Regular and irregular verbs in

past tense• Do as a main verb• Personal pronouns • Linking devices to indicate contrast and

sequence


8

> PLUG IN

1 Work in groups of four. Look at the picture. These teens are talking about music and sports. Write a short dialogue where each one of you participates.

• Close your books and re-tell the dialogue to your teacher. Write what you said in your notebook.

2 Work in pairs. Write a short description about which is your favorite subject and activity at school. Create a set of rules to follow in that subject during the school year. Put your ideas together to conform an only text. Then, take turns to read it aloud to the rest of your classmates and compare your ideas.

3 Write your English class schedule for this year in the box aside. Include the day of the week and the time.

TIME DAY OF THE WEEK


9

> PLUG IN

4 During vacation time we usually do many activities that we don’t do during the school year. What activities do you do during vacation? Which activities do you continue doing during your school term? Write them on the lines below and include a short description for each activity.

5 In groups of four, fill out the chart with true information about you and your classmates.

QUESTION NAME NAME NAME NAME

What do you do on a Sunday morning?

What do you like to do on a Friday afternoon?

Where do you usually go with your friends on weekends?

What do you never do on weekdays?


10

> PLUG IN

6 Read the following text. Then, look up each underlined word in the text in a dictionary and write its definition in the chart below. Pay attention to the context the word is related to, in order to select the correct definition. Follow the example.

The Meaning of Colorwww.desktoppub.about.com/od/choosingcolors/p/color_meanings.htm

Understanding the meaning and the cultural use of color and how colors interact is important when choosing clothes, make up, decoration and many other things. Some people even think that colors are a kind of good-luck charms. Depending on the color you wear, you get good or bad luck. Colors are non-verbal communication. They create a physical and emotional reaction.

There are different categories for color: cool and warm colors, mixed and neutral colors. Cool colors have a calming effect: blue and green, for example.Warm colors convey emotions from simple optimism to strong violence: red, yellow, pink, or orange can create excitement or anger. Black and brown, are also warm colors.Mixed colors offer attributes from both, the warm and cool colors and can calm or excite. Some examples of mixed colors are: purple, green, turquoise, and beige. Neutral colors: help to put the focus on other colors. Some examples are white, black, brown, gold, silver and beige.

WORD MEANING

choosing (v) to decide about something or someone

7 Work in pairs. What do you and your friend like to wear? Do you like to wear the same color of clothes? Do you think that the color you wear represent what the reading about colors say? Draw and color your favorite pieces of clothes in the blank space, label each item and write a short text saying why you like the color or colors you wear and what they represent.

A word can have more than one meaning. Remember to use the meaning that corresponds to the idea you are conveying, e.g.: She is a charming person and she always wears a good-luck charm.


11

> PLUG IN

8 A Colorful Personality

In psychology, personality is a collection of behavioral and emotional patterns unique to a person that is consistent over time. Everyone has a distinct personality pattern. Your personality includes specifi c ways of thinking, reasoning, feeling, and acting. Each person is born with a single Personality Color that remains stable throughout life. While your color never changes, you can always develop strengths and/or limitations from the different personalities over time and in different situations.

• Read and write a check ( ✓ ) in the boxes that describe you, and find out what color represents your personality.

1. optimism 2. self control

3. likes to help others 4. consistent

5. likes to talk 6. sincere

7. talks too much 8. indecisive

9. acts impulsively 10. over-possessive

11. acts fi rst, thinks second 12. doesn’t have initiative

13. precise 14. likes to get immediate results

15. objective 16. makes quick decisions

17. analytical 18. persistent

19. indecisive 20. creative

21. sensitive to criticism 22. impatient

23. pessimistic 24. infl exible

• Count how many answers of each color you had. Look at the meanings and comment them with a partner.Answers:

1, 3, 5, 7, 9, 11 13, 15, 17, 19, 21, 23 creator/performer analyzer/organizer

2, 4, 6, 8, 10, 12 14, 16, 18, 20, 22, 24 helper/supporter leader/promoter

9 Find out three other classmates that have your same personality color. Do you agree or disagree with the result of their personality color? Is their personality color according to their real personality? Fill the chart below with true information about your friends.

NAME PERSONALITY COLOR REAL PERSONALITY


12

>UNIT 1 >UNIT 1

goal

soccer ball

wall

grass

trunk

soccer fieldoven

tomatoeschopping board stove

mirror

light

hairdresser

plug

hair dryer

scissors

headlights

hood

tire

wheel

hair pin

round brush

comb

knife

sneakers

hedge lamp post

passenger

briefcase

long hairapron

grill

mirror cap

shorts

cap

driverseat

window

jacketpot

pan

football-playerI’m Rolando’s

father. I take him to work everyday. I’m a taxi driver.

I’m Rolando and I’m a chef. I work

in a restaurant from Monday to Friday. I

love cooking!

I’m Silvia, I’m Rolando’s wife. I’m a hairdresser

and I work in the afternoons from Monday

to Saturday. I enjoy inventing new hairstyles.

I love to watch soccer games on TV. on the

weekends.

Silvia and I love animals. We like

to go to the zoo on Sunday morning.

U1 E2 (RIES).indd 12U1 E2 (RIES).indd 12 3/10/08 9:56:24 AM3/10/08 9:56:24 AM

13

• Giving and obtaining factual information of a personal and non-personal kind.

1.1. Expressing (in)ability in the present.

1.2. Describing people and animals.

Social Practices

A picture of a pilot is in:

Lesson and on page

The picture of a woman architect from

Australia is in:

Lesson and on page

The picture of a jaguar is in:

Lesson and on page

The picture of a ballet dancer is in:

Lesson and on page

The picture of a girl with a Titi Monkey is in:

Lesson and on page

The picture of an Asian Elephant is in:

Lesson and on page

We mention Shakira in:

Lesson and on page

An e-mail from Benjamín Rosales is in:

Lesson and on page

A rhyme of best friends is in:

Lesson and on page

Pre-Unit Investigation

• Choose the best option.

1. Vocabulary in Unit 1 is about:

a. occupations and professions

b. zoo animals

c. people and animals

2. Telling what people look like is a good way of:

a. learning new vocabulary

b. meeting new friends

c. describing people

My Personal Predictions

The purpose of this unit is to enable students to describe people, animals and different objects by making reference to their physical appearance, (in)abilities, and habits/routines.

Purpose

• Demonstrative pronouns this/that• Indefinite articles a/an• Apostrophe to indicate contraction• Linking devices to indicate addition

Reflection on Language


Unit 1 People and Animals14

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ac k2

1 Look at the pictures and listen to the people describe themselves. Identify each person and order them as you hear. Then, using your own words, complete each description. Follow the example and help yourself with words from the box. Not all words are in the box.

doctor houses work from like and pilot I’m teacher

My name’s Maribel Hernandez

and I’m from El Salvador.

I’m a doctor and I like to

work in hospitals.

My PhilDuvall and Tulsa, Oklahoma. I’m years old. I’m a and I to fl y big

. ( 1 ) ( )

Duarte and Oaxaca, México. an architect

and I to build .

( ) ( )

2 Look at the picture. Listen to the dialogue and order it as you hear. Number 1 is already done.

MARK: What are you doing, John? ( )MARK: But, what? ( )JOHN: Well, I don’t know yet. Can doctors design hospitals?JOHN: Pilots can’t cure sick people! ( )MARK: Wow! Which one do you like? ( )JOHN: Yes, pilots can travel around the world, and they can also fly small and big airplanes, but… ( )MARK: Of course not! ( )MARK: A pilot, really? ( )JOHN: I’m reading some information about different careers at the university. ( )JOHN: Well, medicine and architecture are very interesting professions, but I think I want to be a pilot. ( )MARK: No, I don’t think so, but they can cure sick people. Architects can design hospitals, but they can’t cure sick people, right? ( )

• Work with a partner. Act out the dialogue using your own words.• Answer the following questions:

Can doctors help sick people? . But what can’t they do?What can architects do that doctors can’t do?

DOCTORS CAN CURE PEOPLECONNECTING

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ac k1

Language

sick [ sIk ] adj. a person with a disease, e.g. Use a sweater so you don’t get sick*Write a new sentence using the word in the language entry in the language section in your Dossier.


15Doctors Can Cure People Lesson 1

4 Look at the pictures. Match the phrases and write sentences on the lines below. Add the word or words that complete the sentence. Follow the example.

1. can extinguish fi res can’t design houses and hospitals.2. can catch criminals can’t teach in a school.3. can sing very well can’t fl y big airplanes.4. can take you anywhere in a city can’t cure sick people.5. can walk in space can’t create computer games.6. can work on a computer can’t walk in space.

1. .

2. .

3. .

4. .

5. .

6. .

• Work with a partner and check your answers. Do you and your partner agree with the sentences? What sentences do you agree on and which not? Discuss with the rest of the group and with your teacher.

Language

extinguish [ Ik"stINgwIS ] v. to stop a fire from burning or a light from shining, e.g. A fireman extinguishes fires. *Write a new sentence using the word in the language entry in the language section in your Dossier.

A fireman can extinguish fires but he can’t cure sick people

A fi remanA police woman A singer A taxi driver An astronaut A secretary

12 3

4

5

6

Your Turn!

3 Words and Expressions!• Answer the following questions using the words from the box. Follow the example.

Cure Designer Of course not! Nurse Patient

1. What expresión can you use to confi rm a negative answer or something that is not happening? Of course not!

2. What’s a doctor’s main responsibility? 3. What do we call a person who is sick or ill and that is in a hospital?4. What name does a professional receive when he/she helps a doctor to take care of a patient?5. When a person can design or create something new, we say that this person is a .



SHE CAN DRIVE A SCHOOL BUSCHATTING

SHE CAN DRIVE A SCHOOL BUSSHE CAN DRIVE A SCHOOL BUS

Answer the following questions:

• What do you like to do in the afternoons?

Can you do that in the mornings?

What can you do at night that you can’t do in the afternoon? • Complete the following idea:

When you or other people have the power to do something, you say that “you do this or

that” For this reason, to prove that we are able or capable of doing something, we say:

Then, what is the modal verb “can” for?

.

Focus

1 Work in pairs. Look at the pictures below, and complete Susie’s letter with words from the box. Follow the example.

looking His can’t hospital friend can’t can doctorswrite Can nurse can’t can likes student

August 10th, (current year)Dear Alex,

Today I’m feeling much better and say I go home tomorrow. Everything

here is quiet and peaceful, but I do the things I like to do, I’m getting bored. I have a new

here at the but he is not a patient like me. He is a nurse,

you imagine? A male nurse! name is Andrés Molina and he’s from Argentina.

He’s 24 years old and he’s good . He’s here in Mexico because he belongs to an

exchange program, so he’s completing his social service here. He says he loves his

profession a lot and he to take care of sick people. He help

doctors operate on patients, just like what happened to me, but he operate on them,

because he is not a doctor, he’s a .

You know my birthday is next month. you come to my party? I hope so,

I miss you very much. And please, me whenever you can.

Many kisses,

Susie

Ps: Oh! Thanks for the lovely fl owers, they smell great!Language

operate on [ "Ap´reIt ] phrasal v. to cut a part of the body to remove or repair a sickness, e.g. Nurses help doctors operate on patients. *Write a new sentence using the word in the language entry in the language section in your Dossier.



17She Can Drive a School Bus Lesson 2

Getting Smart!

tr

ac k3 2 Listen to the sentences carefully and check (✓) the correct option. Follow the example.

Check your answers with your teacher and classmates.

CAN CAN’T

1 ✓

2

3

4

5

6

3 What are your family members’ occupations? Choose five members and describe them to your classmates and teacher mentioning what your relatives can and can’t do in their daily work. Finally, choose three family members and write a short description saying who this person is, what things or activities these people can or can’t do in their jobs.

1. is a , and can

But, can’t .

2. I can but I can’t

.

3. I can but I can’t

.

4 What is your favorite profession or occupation? What do you dream of being in the future? Write a short description about this idea saying what you can and can’t do in this profession.

When not understanding ideas in a conversation, ask people politely to repeat the sentence. Use expressions such as: Sorry, I didn’t understand or excuse me/pardon me/can you repeat, please?



1 Work in groups of four. Look at the pictures. What can these people do? What can’t they do? Help yourselves with the sentences in the box and write your ideas on the lines below. Follow the example.

PICTURE1 • hairdresser2 • bell-boy3 • mason4 • chef5 • waitress6 • carpenter

2 Work in groups of four. What can the people in activity 1 do? What can’t they do? Use the phrases in the box below to write a sentence about what each person can or can’t do. Follow the example.

build a housefi x your hairhelp touristswork with a hammertake orders from menuscook chicken and vegetables

design churchescreate a computer gameoperate on sick peoplehelp doctorsdrive tractorscarry luggage

1. A mason can build a house, but he can’t create a computer game.

2. A carpenter .

3. A hairdresser .

4. A bell-boy .

5. A chef .

6. A waitress .

3 What’s your father’s/mother’s occupation? Tell your friends what your father/mother can and can’t do. Follow the example.

Margarita: My father is an electrician. He can repair lamps, but he can’t repair airplanes.

HE CAN BUILD IT!

12

3 5

4

6

Language

hammer [ "hœm´r ] n. a tool with a metal head to tap nails into wood, e.g. Carpenters work with hammers and nails. *Write a new sentence using the word in the language entry in the language section in your Dossier.

DOWNLOADING


19He Can Build It! Lesson 3

4 Look at the picture and use the words in the box below to write a short description about the person in the photo. Follow activity 1, in lesson 2 as an example. Save your work in your Personal Dossier.

Lima piano electric guitar Japanese pianist thirty fi ve years French

He is Vicente Rivadeneira. He’s from Lima, Peru.

He

5 Look at the picture and read the following opinions of teens who believe that women can become Presidents of a nation. What do you think? Can a woman be President of a country?

Can a Woman Make a Successful President? by Carmen

http://www.pocanticohills.org/lebenson/president.htmI think that a woman can be a successful president because women can do everything that men can do. Women can do anything that they put their mind to do. Women are very hard workers and are just as smart as men. Sometimes women can not become presidents because they have families to take care for and chores to do. But I think that they can be president and take care of their family.

Can a Woman be a Successful President?By Gauri

I believe that a woman can make a successful President. A woman can do just about anything a man can do. I say there is no reason that a woman can’t be president. A woman can be just as good a person as a man and willing to travel. There are some examples of countries that give women a chance to become President, for example: India, Pakistan, Israeli and England I don’t see a problem for women to become President! I’m sure a woman can do it!• Now work in groups of three. Discuss the topic and write a summary of what you

and your partners think women can do to become President.

Language

skyscrapers [ "skaIskreIp´r ] n. a very tall and modern city building, e.g. Architects design skyscrapers and roads.road [ r´Ud ] n. a specially prepared surface for vehicles to transit. *Write a new sentence using the words in the language entry in the language section in your Dossier.

Your Turn!

D



tr

ac k4 1 Look at the picture, listen and read. Complete as you hear.

Follow the example.

• Act out the dialogue with a partner, without looking at your book.

2 Read the interview again and underline the correct answer. Follow the example.

1. Can Brenda start working at the offi ce today? Yes, she can. No, she can’t.

2. Can she write e-mails in French? Yes, she can. No, she can’t.

3. Can she use computer programs? Yes, she can. No, she can’t.

3 Work in pairs and write three different activities a secretary can do in an office.

1.

2.

3.

INTERVIEWS

MR. ROBERTS: Good morning, how can I help you Miss…BRENDA: Brenda Escamilla. Nice to meet you, sir. I’m a secretary and I’m here for the job interview.MR. ROBERTS: Right! Take a seat. I have your resume here. Let’s see, Miss Escamilla. Can you use ?BRENDA: Yes, sir. I can use a computer, a , and I can use some computer very well.MR. ROBERTS: I see. Can you speak ?BRENDA: No, I can’t. But I can speak English and very well.MR. ROBERTS: Can you write e-mails in both languages?BRENDA: Yes, I can.MR. ROBERTS: Do you like working with other people, or do you to work alone? BRENDA: I love people. I think I’m an easy-going and hardworking person.MR. ROBERTS: When can you start working with us?BRENDA: I can’t start today but I can start tomorrow .MR. ROBERTS: Well Miss Escamilla, the job is yours! Welcome aboard!BRENDA: Thank you, Mr. Roberts. See you tomorrow.

Language

job [ dZÅb ] n. the regular work you do for an employer and where you get a salary, e.g. I am sending my resume to apply for my new job at the bank.resume [ rI "zjuÜm ] n. a short description of your educational and working experience printed on paper. You present this document when looking for a job. *Write a new sentence using the words in the language entry in the language section in your Dossier.

CONNECTING


21Interviews Lesson 4

4 Read the opinion of a teen boy about a male ballet dancer. Do you like ballet? Can a man be a good ballet dancer?

I think that a man can be an excellent ballet dancer. There are many ideas about a man dancing in ballet tights. Of course, some people believe that tights are an only-girls-garment, but this is not true. Tights help dancers maintain their blood pressure, their muscle resistance and a great attitude Some of these ideas criticize men and believe that they cannot perform such an elegant dance because men’s nature is of strength and not delicacy. However, most of us like going to parties and dancing, whether you’re a girl or a boy just like me. I believe that men can become excellent dancers just as Fred Astaire or Rudolph Nureyev and that men and women are simply alike. Men have some abilities that woman don’t and vice versa, but you can become a dancer, a singer, a painter, as long as you try to be the best of a kind . Next time you attend a ballet performance, watch carefully and you’ll see that men and women dance beautifully together and one can not do without the other.

• What do you think men can’t do when performing ballet?

5 Work in pairs. Do you agree that men can practice ballet dancing? Or is it only for women? Create a short text about why men can or can t dance ballet. Think about folklore, salsa, rock and roll, even Hawaiian dances, are they all the same?

6 Work with a partner and interview him/her. Then, change roles.

YOU: Good morning . Can ?

FRIEND: Yes, .

YOU: Where are you from? .

FRIEND: .

YOU: Can ?

FRIEND: Yes, .

YOU: ?

FRIEND: .

YOU: Thank .

FRIEND: .

Your Turn!



tr

ac k5 1 Look at the picture. What’s this person’s profession? Is she real or is she an imaginary character? You

can find imaginary characters in books, novels, TV programs, and in other resources of information, Can you name an imaginary character? . Why is this character imaginary? Discuss with your classmates and teacher.

• Try to complete the following interview. Then, listen to the recording and check your answers.

Good morning, audience. This is Nick Craig from Channel eight. Today, we are interviewing a world famous rock singer: Miss Swak.

NICK: Good morning, Miss Swak. I ask you a few questions?SWAK: Yes, you !NICK: Can you tell us the name of your new CD album?SWAK: Sure, I ! It s S.W.A.K. Reloaded. It’s a great CD with new and you can hear me play with a new band. Actually, I play the in some of the songs.NICK: What about other instruments, Miss Swak? you play the piano?SWAK: Yes, I , and I can play the violin, too.NICK: Can you the drums?SWAK: No, I , but I can also play the base!NICK: The base? Great! I can also see you like pets. you tell us their names?SWAK: Yes, this is Linda, my poodle, and this is Pepe, my Titi Monkey. He can eat a lot of bananas but he loves eating chocolate.NICK: Can they sing?SWAK: No, of course they , but they can jump and they can with me when I’m singing!

• Can you think of a real singer that likes to be extravagant? Act out the interview with a partner.

2 Work in trios. Think of a real singer, what kind of questions can you ask this famous person? In your Dossier write five questions that you and your team think of asking that person.

SWAK’S NEW ALBUM

Language

committed [ k´"mIted ] adj. a very responsible person, e.g. My brother is a very committed teacher at his school. *Write a new sentence using the word in the language entry in the language section in your Dossier.

CHATTING

While listening to a conversation in English, pay close attention to the way people pronounce, especially the sounds which do not exist in Spanish, e.g.: th, sch, and the long and short vowel sounds. Pronouncing correctly makes the difference in a language.

D


23Swak’s New Album Lesson 5

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ac k6

3 Work with a partner. Write questions for each answer about Swak. Follow the example.

1. ? Yes, she can.

2. ? No, she can’t.

3. ? No, they can’t.

4 Look at the picture, listen and complete the interview with the missing words as you hear them. Follow the example.

NICK: you tell us the meaning of your

, Swak?

SWAK: No, I ! This is a mystery. Guess!

NICK: , can you me?

SWAK: Yes, of . Look!

NICK: You are a kiss to your fans, ?

SWAK: Wow! You’re a smart guy! Now you can

everyone the meaning of Swak.

NICK: Yes, I can! means: Sent

with A Kiss!

SWAK: Yes! I always send my songs with a !

• What other words or slogan can you think of or create with the letters SWAK? Write at least, five words and three slogans using the word SWAK. Follow the example: sealed with a key.

• Check your answers in pairs and with your teacher.

5 Walk around the classroom and find out who can play a musical instrument in your group. Write the information in the chart and finally, find out how many people can play these musical instruments. Follow the example.

INSTRUMENT NUMBER OF PEOPLE INSTRUMENT NUMBER OF PEOPLE

Harmonica 14 Drums

Guitar Bass

Violin Piano

Other instrument (write the name of it): Number of people

Can Swak play the violin

Can

• Answer the following sentences?Can you drive? Can some of your friends play soccer? Can your mom cook a delicious soup? Can you and your friends go on a camping trip tonight?

• Now, analyze the answers. Can you use the modal “can” with all pronouns in the same way? Where do you collocate the modal “can” in a sentence? Complete the following statement:We use can before the action verb, with : I can+verb. He/she/it can+verb. We/you/they can+verb.

Focus




CAREER CHOICE

DOWNLOADING

1 Look at the pictures and read. Find the words that mention occupations or professions in the text, and underline them. Follow the example.

2 Read the text again and answer these questions. Check with a partner.

1. Which of the above are occupations and which are professions?

Occupations:

Professions:

2. Which profession or occupation do you prefer?

3. Which occupation or profession do you not like at all?

4. Who, in your opinion, gets more money in their job?

5. Who, in your opinion, gets less money in their job?

There are many different jobs for people nowadays. Jobs are different

because people are different. There are occupations and professions.

For example, a lawyer can work with laws because he studies them

completely. A gardener can work with plants, trees and with soil. A

fisherman can catch fish in the ocean and in lakes, or in rivers. A

salesperson can sell what the customer needs. A merchant can deal

with goods and merchandise. A flying attendant can help you travel

comfortably by plane. An oceanographer can study and enjoy sea

life. A doctor can cure sick people because he studies how to solve

health problems. A tennis player can strike the ball with a racket and

run very fast and a rock singer can play a musical instrument and

sing to make people dance. So, because people dedicate their lives to

different and interesting activities, occupations and professions have

to be different. Thus, to choose the right career it is advisable for you

to know the things you can do if you are prepared for a certain job

and collect information about yourself.

doctor

tennis player

lawyer

fi sherman

gardener

merchant

fl ying attendant

oceanographersalesperson

Language

nowadays [ "naU´deIz ] adv. When we talk about the present but we compare it with the past, e.g. There are many different jobs for many different people nowadays. *Write a new sentence using the word in the language entry in the language section in your Dossier.

rock singer


25Career Choice Lesson 6

3 What can people in the pictures do and what can’t they do? Write a short answer under each picture. Follow the example.

4 Listen again to what the people in activity 1 can or can’t do. Complete the sentences below with the information you hear. Follow the example.

1. The singer can sing and dance very well, but she can't cure sick people .

2. The actor .

3. A doctor .

4. A teacher .

5. The football player .

6. A police offi cer .

• How different are your sentences in activity 3 from the ones on the recording?

5 Work in pairs and check your answers in activity 4 with your partner. Are all your answers the same? Discuss about the different professions and occupations in activity 3. Choose a profession from the ones in activity 3 that you may want or like to become in the future. Do you think you have the abilities you need for this career? Write a short text explaining what you like about this profession and what abilities you need to be one of this in the future. Compare with your partner’s choice and keep a copy of your work in your Dossier.

Example: When preparing yourself to become a lawyer, you can defend people.

1. When preparing yourself to become , you .



( )

( )

( )

( )

( )

( )

( )

( )

( )1

( )

An actor can act in a play, but can’t cure people.

tr

ac k7

Your Turn!

D



BIG BROWN EYESCONNECTING

1 Patricia is receiving some pictures of her e-friends. Look at the pictures. Read and write the corresponding name under each picture. Follow the example.

1. This is a picture of Mary, John and Peter. Mary is very pretty with short black hair. Her hair is wavy and she has big blue eyes. John is very handsome. He has long black hair. His hair is wavy, too. He has big brown eyes. Peter has small blue eyes. He is plump, and his hair is short and brown.

2. This is a picture of Leonor, Enrique and Víctor. Leonor is tall and slim and has long brown hair. Her hair is wavy. Enrique is very tall and slim. He has short, blond and curly hair. He can play the guitar very well. Víctor is short and plump. His hair is straight and black. His hair is straight and black, and he likes to play soccer.

2 Look at the picture and complete the description. When not knowing a word, look it up in a dictionary, ask your teacher or re-read the descriptions above.

3. This is a picture of Mariana, Alejandro

and Walter. Mariana is medium height,

plump, and she has long blond hair.

Her hair is . Alejandro

is tall, plump and has

hair. He can play soccer

very well at school. Walter is short, slim

and has hair.

His hair is .

Language

wavy [ "weIvI ] adj. when the hair grows in waves (smooth curves).plump [ plømp ] adj. a nice way to say that a person is a little fat, e.g. My big brother is kind of plump and he has wavy black hair. *Write a new sentence using the word in the language entry in the language section in your Dossier.


27Big Brown Eyes Lesson 7

3 Look at the pictures and complete the sentences with words from the list. Follow the example.

4 Work in pairs. Look at these pictures and describe each teen. Use the words from the list.

5 Chose three friends in your class and draw them in the space below. Write a short description about them to a pen pal. Follow activity 1 as an example.

This is a picture of

plump short bluebig tall curly blond

short plumpmedium slimheight blacktall bigcurly

Henry is

and .

Helen is tall and

has straight blond hair.

Paty has , ,

and hair.

Héctor is

.

Sandy has

hair.

Marcos is

and .

Getting Smart!

Your Turn!

When writing a text, pay close attention to the spelling of difficult words.

D



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