1. English, please! 2
Student’s Book
E10-SB-M1 1 8/04/14 9:58

2. English, please! 2 fue diseñado en el marco de los
Convenios de Cooperación 127 de 2012 y 751 de 2013 suscritos
entre el Ministerio de Educación Nacional, el British Council
y la Fundación Empresarios por la Educación
English, please! 2
Student’s Book
María Fernanda Campo Saavedra
Ministra de Educación Nacional
Julio Salvador Alandete Arroyo
Viceministro de Educación Preescolar, Básica y Media
Mónica Patricia Figueroa Dorado
Directora de Calidad de Educación Preescolar, Básica y Media
Judith Yeni Jimenez Torres
Gerente Proyecto de Fortalecimiento al Desarrollo de Competencias en Lenguas Extranjeras
Equipo Técnico
Ministerio de Educación Nacional
Sindy Moya
Carola Gomez Medina
British Council
Katie Potts
Camila Murcia
Fundación Empresarios por la Educación
Sandra Patricia Corzo Delgadillo
Especialista académico
Jan Van De Putte
Autores
Nathalie Ruge, Maya Briggs, Helen Speranza, Luzkarime Calle, Yuddy Pérez, Paola Urueña,
Larissa Tatiana Rico, Nancy Echeverri, Nancy Paola Riascos, María Isabel Gutiérrez, Oscar Hernán
Montoya, María Alejandra Roa, Frank Giraldo, Lizbeth Arévalo, María Eugenia Oviedo Bocanegra.
Consultores académicos
NILE (Norwich Institute for Language Education)
Thom Kiddle, Simon Smith, Rod Bolitho
Ilustraciones y Fotografías
Carátula: David Osorio; Imágenes del libro: P. 199
Coordinación editorial
Ideas Maestras - Ana Julia Mora Torres
Diseño: Paola López Mora. Diagramación: Leidy Sánchez, Diana González Molina.
Edición: Beatriz Henao Zapata, Juanita Navarro Páez, Aylin Aldana.
© Ministerio de Educación Nacional, 2014
ISBN 978-958-691-618-9
Calle 43 No. 57-14 Piso 5. Bogotá D.C. - Colombia
www.mineducacion.gov.co
Citación: Ministerio de Educación Nacional. (2014). English, please! 2. Bogotá D.C. - Colombia
Impreso por Imprenta Nacional de Colombia
Disponible en:
http://www.colombiaaprende.edu.co/lenguasextranjeras
www.mineducacion.gov.co
Todos los derechos reservados
Prohibida la reproducción total o parcial, el registro o la transmisión
por cualquier medio de recuperación de información, sin autorización
previa del Ministerio de Educación Nacional.
Bogotá D. C. – Colombia
E10-SB-M1 2 8/04/14 9:58

3. “Nuestro propósito es formar ciudadanos competitivos, capaces de
interactuar con el mundo, a través de una lengua extranjera”.
La inversión social a través del acceso a una educación pertinente y de calidad es una prioridad
del Gobierno Nacional. En el Plan de Desarrollo 2010–2014 se considera el dominio de una lengua
extranjera, particularmente el inglés, como un vehículo para lograr una mayor competitividad
del país. Por eso, el Ministerio de Educación Nacional trabaja en la internacionalización de la
educación, como una importante oportunidad de apoyar la consolidación de la política exterior
con un enIoTue hacia la diversiÀcación de la agenda internacional del país.
En la política sectorial 2010-2014 “Educación de Calidad, el Camino para la Prosperidad”, del
Ministerio de Educación Nacional, consolidamos una importante estrategia, el Proyecto de
Fortalecimiento al Desarrollo de Competencias en Lenguas Extranjeras, que busca garantizar
que nuestros estudiantes desarrollen mejores competencias comunicativas en una lengua extranjera
durante todo el ciclo educativo, para convertirse luego en ciudadanos que logren insertarse mejor
en el mundo globalizado en que vivimos y contribuir a mejorar las condiciones de competitividad
de nuestro país.
6in duda, para lograr una mejora signiÀcativa en el desempexo de los estudiantes, es necesario
fortalecer los ambientes de aprendizaje de lengua extranjera en el país, lo que implica impactar
todos los aspectos del ciclo del mejoramiento de la calidad educativa. Por eso, desde el Ministerio,
se han identiÀcado y deÀnido cuatro ejes formación y acompaxamiento a docentes, aspectos
pedagógicos, evaluación y seguimiento, y fortalecimiento institucional), que se constituyen en una
guía orientadora para la formulación de proyectos pertinentes y sostenibles, tendientes a mejorar
las condiciones en que nuestros nixos y jóvenes aprenden a interactuar en una lengua extranjera.
‡ )ormación y acompaxamiento a docentes
El docente, como actor primordial que orienta el mejoramiento de las competencias de los nixos
y jóvenes, debe contar con un nivel adecuado de una lengua extranjera y apropiar prácticas de
aula efectivas. De ahí la importancia de ofrecer esquemas de desarrollo profesional continuo,
que respondan a las necesidades reales de los docentes en servicio del sector oÀcial colombiano.
Esto se logra con la implementación de programas diferenciados, que contemplan no sólo la fase
de formación, sino también la de acompaxamiento a la implementación. En esta línea, para el
Ministerio de Educación es igualmente prioritario asegurar la calidad de los nuevos docentes,
por lo que de forma paralela a la formación de docentes en servicio, se adelantan y direccionan
proyectos de fortalecimiento a los programas de licenciatura y a los ciclos complementarios de las
Escuelas Normales Superiores.
‡ Aspectos pedagógicos
Contar con docentes cualiÀcados es un paso fundamental, que se complementa con el disexo
e implementación de herramientas pedagógicas y materiales didácticos que buscan mejorar la
experiencia de aprendizaje para los estudiantes y facilitar la labor de ensexanza del docente. Las
acciones de este eje se apoyan en el resultado de la formación y están encaminadas a transformar
las prácticas de aula, asegurando la apropiación de los estándares de competencias y el uso
efectivo de material pedagógico.
Al respecto, el Ministerio de Educación ha dado el paso siguiente a la creación de los Estándares
Básicos de Competencias en Inglés, adelantado proyectos de desarrollo de material propio. Como
English, please!
E10-SB-M1 3 15/04/14 19:38

4. ‡ Evaluación y seguimiento
Asegurar la pertinencia de las estrategias y la sostenibilidad de los proyectos requiere de un proceso
continuo de seguimiento, que inicia con el análisis del contexto y las necesidades particulares y
se consolida en la identiÀcación de indicadores de progreso y la generación de herramientas de
medición de impacto. Las acciones de este eje soportan entonces el proceso de toma de decisiones.
Por un lado, el Ministerio de Educación ha encaminado sus medidas en este eje al aseguramiento
de la calidad, a través del análisis de resultados del componente de inglés de las Pruebas SABER
en los niveles del ciclo educativo en que se evalúa esta área; y, por otro lado, al seguimiento al
impacto generado por los procesos de formación, a través de la prueba diagnóstica que toman de
manera voluntaria los docentes desde el axo 200.
‡ Fortalecimiento institucional
Estamos convencidos de que las estrategias concebidas en cada eje serían acciones aisladas si no
se desarrollaran dentro de instituciones (Secretarias de Educación, Instituciones de Educación
Superior y Escuelas Normales Superiores) que hayan tomado la decisión autónoma y consciente de
movilizar a sus comunidades educativas hacia el logro de los objetivos propuestos en el proyecto.
Por eso, las acciones que el Ministerio adelanta en este eje buscan generar capacidad instalada
y fomentar condiciones institucionales adecuadas para que los proyectos se vuelvan efectivos y
sostenibles gracias a la participación decidida de toda la comunidad educativa.
Cabe resaltar que las experiencias signiÀcativas identiÀcadas en los últimos axos han evidenciado
que así como es indispensable desarrollar acciones particulares en cada una de estas cuatro
líneas, también es esencial articular coherentemente las acciones entre ejes, para garantizar un
fortalecimiento integral de los procesos de aprendizaje y ensexanza de la lengua extranjera.
María Fernanda Campo Saavedra
Ministra de Educación Nacional
English, please!
Para el Ministerio de Educación Nacional es un orgullo presentar a la comunidad educativa English,
please!, un proyecto que se enmarca en el eje de aspectos pedagógicos y, a partir del cual se
busca que los docentes y estudiantes del país cuenten con materiales y recursos didácticos más
pertinentes para sus aulas y contextos escolares. Este material pretende apoyar los procesos
de ensexanza y aprendizaje de inglés de estudiantes que cursan grados ž, 10ž y 11ž en las
instituciones educativas públicas del país.
El proyecto se ha construido a partir del disexo de un programa modelo de inglés de alta calidad,
mediante el cual los docentes puedan transformar su práctica en el aula y garantizar resultados
en los procesos de la ensexanza y aprendizaje de inglés como lengua extranjera.
En el Ministerio de Educación Nacional creemos que interactuar en inglés es una competencia
básica para que nuestros estudiantes se comuniquen mejor con el mundo y para que puedan tener
más oportunidades de progreso personal y profesional; condiciones que, sin duda, redundarán en
el desarrollo de Colombia.
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5. English, please!
Estimados docentes y estudiantes
El Ministerio de Educación Nacional en el marco del Proyecto de Fortalecimiento al
Desarrollo de Competencias en Lenguas Extranjeras se complace en entregarle English,
please!, una estrategia creada para que los jóvenes colombianos alcancen mejores
niveles de inglés y logren así acceder al mundo globalizado, identiÀcándose con jóvenes
de otros países y contextos, y reÁexionando sobre otras culturas, sociedades y estilos
de vida. Esta serie se constituye en un importante avance para promover en los jóvenes
colombianos conciencia intercultural a través del aprendizaje de la lengua inglesa.
English, please! es una serie de alta calidad desarrollada para los grados 9°, 10° y
11° mediante la cual los docentes pueden transformar los procesos de enseñanza y
aprendizaje de inglés como lengua extranjera y garantizar mejores resultados. Su sílabo
está orientado a los niveles A1 y A2 con exposición progresiva hacia niveles superiores
(B1), especialmente en las habilidades receptivas. Este sílabo es comunicativo y se
organiza por macrotemas (Topic based syllabus) que permiten un trabajo interdisciplinar
con Educación para la Sexualidad, Educación para el Ejercicio de los Derechos Humanos,
Educación Ambiental y Educación para el Desarrollo de Competencia para la Ciudadanía.
English, please! Está alineado a los Estándares Básicos de Competencias en Lenguas
Extranjeras: inglés (Guía 22) y a los estándares transversales de competencias ciudadanas
con un sílabo cíclico que promueve el desarrollo de las habilidades de forma integrada
para que los estudiantes mejoren su dominio de la lengua a través del descubrimiento
y del uso de estrategias de aprendizaje efectivas. En la serie, se privilegia el desarrollo
de proyectos y la evaluación mediante portafolios. Su estructura sugerida reÁeja la
organización del año escolar en las instituciones educativas oÀciales, trabajando un
módulo de tres unidades por bimestre con una intensidad de 3 a 5 horas semanales. Aun
así, se espera que los docentes apropien y adapten el plan de estudios a su contexto
particular.
El material comprende el texto del estudiante, la guía del docente, un CD con actividades
de audio, y un componente virtual de ejercicios complementarios disponible en www.
colombiaaprende.edu.co/lenguasextranjeras. El Ministerio de Educación Nacional le
apuesta a este nuevo proyecto pensado, diseñado y creado por docentes de inglés
colombianos de diferentes regiones del país y dirigido a contextos escolares variados
con un interés particular en la inclusión y la diversidad. Siendo un material que surge de
un proceso de investigación riguroso, se evidencia una pertinencia y aceptabilidad alta
dentro de las aulas colombianas en las cuales fue piloteado. English, please! es una
apuesta pedagógica que le presenta a los docentes un repertorio amplio de opciones
adaptables a los diversos contextos nacionales que busca transformar las prácticas
docentes, y las creencias sobre el aprendizaje de la lengua inglesa en Colombia.
E10-SB-M1 5 31/03/14 13:03

6. Content
1 Teen culture Module 2Module
Unit 1 Having Fun
L1. Teens’ sports, hobbies and interests ........... 12
L2. Getting to know urban tribes! ................. 16
L3. Having fun on a camping trip .................. 20
Money makes the
world go around
Unit 1 What we spend
L1. Shopaholics ........................................ 61
L2. Are we in or out? ................................... 67
L3. I want this, and this, and that!................. 71
Unit 2 Teen power
L4. In my world! ...................................... 26
L5. Think differently! .................................... 31
L6. You can become a hero too! ..................... 37
Unit 3 Spending time wisely
L7. Scouting ............................................. 43
L8. Exploring other teen organisations ............ 48
L9. Getting active ...................................... 52
L10. Self Assessment .................................... 56
Unit 2 How the world works
L4. How things are made ............................. 77
L5. The global workplace ............................. 83
Unit 3 Ready to change
L7. Consumer power is yours ........................ 95
L8. We can make a change .......................... 99
L9. Self Assessment .................................. 103
© MEN Colombia
L6. Fair trade .......................................... 88
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7. 3Module 4Module
We are all
d i f f e rent Ecotourism
Unit 1 Eco-friendly holidays
L1. Let’s travel green! ............................ 154
L2. Take only pictures,
leave only footprints! ........................ 160
L3. Ecotourism and communities .................. 165
Unit 1 Different looks, different lifestyles
L1. Lifestyles around the world .................... 108
L2. Celebrations around the world ................ 112
Unit 2 Your own beauty: be who you are
L4. Diversity is beautiful ........................... 124
L5. Life is full of beauty ........................... 128
Unit 3 Mind your manners
L7. Melting pots and culture identity ..............139
L8. When in Rome... .................................. 142
L9. Beauty and culture together ................... 146
L10. Self Assessment ............................... 149
Unit 2 Ecotourism: treasures
and cultures to protect
L4. Indigenous communities ........................ 171
L5. Adopt an animal ............................... 177
L6. What’s the problem? .......................... 182
Unit 3 Colombia: a natural and
cultural paradise
L7. Valuing our heritage .......................... 187
L8. Promoting sustainable ecotourism
in Colombia .................................... 193
L9. Self Assessment............................... 197
© MEN Colombia
L3. The old days... better days? .................. 117
L6. Body art ........................................ 132
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8. © MEN Colombia
1 Teen culture Module
In this module you will...
…talk about hobbies, sports and leisure activities and urban tribes, in
Unit 1 Having fun
…reÁect on teen issues and learn about teen action and power, in
Unit 2 Teen power
…learn about different teen groups and making the most of your free time, in
Unit 3 Spending time wisely
8
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9. © MEN Colombia
Read these sentences. Circle the ones that you want to know
more about.
1. We are a group of fourteen- and Àfteen-year-olds trying to
make a difference.
2. There are many teenage heroes in the world.
3. I fancy Mary.
4. If I want to go hiking, I need proper equipment.
5. Interact is Rotary International’s service club for young
people aged 12 to 18.
6. Camping trips are one of the best ways to make new friends.
7. Hoppers, skaters, metachos, and Áoggers are some urban
tribes.
Which units do the statements belong to?
Unit 1. Having fun
Unit 3. Spending time
wisely
Look Ahead
Unit 2. Teen power
9
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10. An oral
presentation
about an urban
tribe
An advertisement
for a camping trip
Project : A scrapbo : my teen organisation
In this module, you will learn about teenagers’ culture, identity, interests, youth organisations
and heroes. Your task will be to create a teen organisation and illustrate it in a scrapbook. You
will include a name, a logo for and objectives of your organisation. You will also include different
activities your members can do.
1Module
© MEN Colombia
Ȼ listen to radio
programmes about
teen problems and
young people who
help make the world
a better place
Ȼ listen to a speech by
a teen leader from a
youth organisation
Ȼ listen to teens
talking about their
favourite activities
Ȼ write an article
about your favourite
hobby, sport, or
leisure activity
Ȼ write an
advertisement for a
camping trip
Ȼ write a journal entry
about a young hero
Project: A scrapbook
of my teen
organisation
Listening
Writing
Reading
Speaking
A portrait of a real
life hero
An article about my
favourite activity or
sport
You will also…
Ȼ In your group, decide
on the roles that
each member will be
responsible for (for
example: notetaker,
presenter, graphic
designer, IT assistant,
etc.)
Ȼ Complete the table:
Name Role – Responsibilities
Portfolio
The portfolio is a collection of the
tasks you will complete during
this module. Use a folder or a
decorated box for your portfolio.
Your portfolio is evidence of your
learning. You can also use it to
assess your own progress.
Task 1:
Ȼ Which topics from this
module interest you the most?
Ȼ What do you want to learn
in this module? Write two
objectives. E.g.: I want to learn
about…
ok
Ȼ identify speciÀc
information in
formal letters,
articles; and
biographies
Ȼ dentify the parts of
a news article
Ȼ compare
characteristics of
different urban
tribes
Ȼ give advice about
teen problems
Ȼ give an oral
presentation about
young people who
have had an impact
on the world
Ȼ interview a teen
leader
10
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11. Module 1
1 Having fun
Unit
Lesson 1 – Teens’ sports, hobbies and interests
Lesson 2 – Getting to know urban tribes!
Lesson 3 – Having fun on a camping trip
© MEN Colombia 11
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12. 1
© MEN Colombia
12
Lesson: Teens’ sports, hobbies and interests
Focus on Vocabulary
1. Match pictures to the sports and hobbies.
a b
e
c d
f g
h i j k
Ȼ skydiving
Ȼ water rafting
Ȼ skateboarding
Ȼ fishing
Ȼ horse riding
Ȼ playing music
Ȼ online chatting
Ȼ playing board games
Ȼ bowling
Ȼ playing basketball
Ȼ playing ice hockey
2. Choose 3 sports or hobbies. Complete the information for each. Look at the examples:
Ȼ Playing board games is a hobby.
Ȼ You can play them indoors or outdoors.
Ȼ You can play them with one or more players.
Sport Hobby Indoors Outdoors Team Individual
Playing board
games X X X X
Skating X X X
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13. Module 1 Unit 1
Speak /
3. What do you do in your free time? In
pairs, ask and answer questions.
a. What outdoor/indoor sports/hobbies do
you like?
b. Which sports/hobbies would you like to
try?
c. What are the most popular sports and
hobbies in your country?
d. Which sports/hobbies are dangerous
or safe?
4. Read these sentences.
a. I really like playing board games.
b. I'd really like to try bungee jumping.
c. Do you like cycling?
d. Would you like to play the drums?
5. Circle the word you hear in these sentences:
like, ’d like, Do you like or Would you like.
a. like - 'd like - Do you like - Would you like
b. like - 'd like - Do you like - Would you like
c. like - 'd like - Do you like - Would you like
d. like - 'd like - Do you like - Would you like
Listening Tip
Before you listen, read the
sentences or questions to know what
information you need to listen for.
Try to guess the answer before you
listen. This will help you listen for
1
Names Hobbies Sports
does doesn’t does doesn’t
Thomas
Angela
Chris
© MEN Colombia 13
specific information.
6. Listen to Thomas, Angela and Chris
talk about their hobbies and sports.
Complete the chart with the hobbies and
sports they do and don't do.
3
3
2
7. Listen again and complete the
sentences.
a. Thomas: I extreme
sports. I spending time
with others.
b. Angela: I indoor activities.
I playing sports.
c. Chris: I doing all kinds of
sports or hobbies. I being
outdoors at weekends. Sports and
hobbies are my passion.
8. Find someone in the class who does one
of the activities below. Walk around
the room and ask a yes/no question to
different classmates. When the answer is
yes, write the person’s name.
Useful Language
Ȼ I like fishing. / I don't really like fishing.
I prefer playing basketball.
Ȼ In my country, the most popular sports/
hobbies are...
Ȼ I'd like to try... / I really want to try...
Ȼ Bungee jumping is dangeous/safe...
FOCUS ON PRONUNCIATION
SPEAK
a. does spinning
b. plays basketball
c. hates soccer
d. would like to try water rafting
e. plays the piano
f. enjoys bowling
g. doesn't like outdoor activities
h. would like to try skydiving
Listen
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14. © MEN Colombia
14
Read
Lesson 1
9. Look at the picture and share with a partner
a. Do you think Parkour is a sport or a hobby?
b. Do you think that it is a team or individual
sport/ hobby?
c. Have you tried it or seen it?
10. Read the article and check your predictions.
Parkour makes you feel like you are flying
Parkour is deÀnitely my favourite outdoor sport. I love using my
1
body to move freely and to overcome obstacles in public places with
only my body and skills. Parkour can be a hobby, an extreme sport,
or an art. It also involves climbing, running, and jumping. It is about
learning how to use your body to get from one point to another without
stopping, and using your physical abilities
Parkour is an excellent exercise because it helps you to keep Àt and healthy. It makes you more fearless and
mentally conÀdent, too. Another good thing about Parkour is that it is very cheap. All you need is to be in
good physical condition and a good pair of running shoes.
However, Parkour can be dangerous. If you are new to Parkour,
you need to know and understand the different basic moves. For
example, you have to know how to break your fall before you jump
off an obstacle. You also need to be very well trained to avoid
having an accident.
Even though it can take a long time to become good at Parkour,
and you can sometimes hurt yourself, I think it is a perfect way to
exercise and you can discover your body´s potential. Try it! You will
feel as if you are Áying.
2
3
4
Reading Tip
Look at the title of a text and the
pictures before you read. This can help
you get an idea of what the topic is
and predict the information you will
read in the text.
Useful Vocabulary
Ȼ avoid: evitar
Ȼ trained: capacitado
Ȼ fearless: sin miedo
Ȼ innovative: novedoso
Ȼ hurt yourself: lastimarte
Ȼ taking advantage of: aprovechando
Ȼ overcome obstacles: superar obstaculos
Ȼ know how to break your fall: saber cómo
amortiguar su caída
11. Read the text again. Write the paragraph where the information is found in the text.
a. Description of Parkour. Paragraph
b. Requirements for practising Parkour. Paragraph
c. BeneÀts of Parkour. Paragraph
d. Conclusion. Paragraph
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15. Module 1 Unit 1
Read / Focus on Language
12. Read the article again. Complete the
sentences:
a. Parkour is an activity in which you use
b. The beneÀts of Parkour are
c. Requirements for practising Parkour
FOCUS ON LANGUAGE
13. Look at the sentences. Then answer the
questions.
Ȼ Parkour is an excellent exercise
because it helps you keep fit and
healthy.
Ȼ Parkour also involves climbing, running
and jumping.
Ȼ However, Parkour can be dangerous.
For example, you can fall and hurt
yourself.
a. Which linking word gives a reason?
b. Which word links an opposite idea?
c. Which word links a similar idea?
Useful Language
Linking words
Ȼ To link similar ideas, you can use also or too.
Example: Fishing is cheap. It is also relaxing.
Fishing is cheap. It is relaxing too.
Ȼ To give reasons, you can use because.
Example: Parkour is an excellent sport because it
keeps you healthy.
Ȼ To contrast ideas, you can use however and even
though.
Example: Hiking is great. However, it is
exhausting.
Ȼ To show examples, you can use for example.
Example: Parkour integrates different
disciplines; for example, it can be a hobby, an
extreme sport or an art.
14. Link the sentences below using because,
also, too, however and even though. An
example has been done for you.
Example:
‡ Parkour is excellent exercise. It keeps you
healthy and in good shape.
‡ Parkour is excellent exercise because it
keeps you healthy and in good shape.
a. Basketball is an exciting sport. It can
be exhausting.
b. Rock climbing is a difÀcult sport. You
need to be very well trained.
c. Playing chess is an interesting board
game. You exercise your mind.
d. Aerobics is fun. It is enjoyable.
e. There are many board games: chess,
checkers, Parcheesi and dominoes.
f. Swimming is relaxing. It can be
g. Karate can be dangerous. You can
Article
tiring.
hurt yourself.
Work in groups. Choose a sport or a hobby your group likes
the most and write an article about it. Include pictures or
drawings.
Paragraph 1: describe your favourite sport
or hobby, and explain why you enjoy it.
Paragraph 2: say what the points in favour of the
sport,activity or hobby are.
Paragraph 3: say the requirements of doing the
sport or hobby, giving reasons.
© MEN Colombia 15
Paragraph 4: write a short conclusion about your
favourite sport/hobby and give an opinion about it.
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16. © MEN Colombia
16
2 Lesson: Getting to know urban tribes! Read
1. Match the pictures with the name of these urban tribes.
skinheads – punks – emos – heavies - rappers
2. Read about Jim and David´s urban tribe’s interests and styles.
Skaters! A free style
Hi, my name is Jim. I am a skater. You can tell
skaters apart by the way we dress, but mostly by our
skateboarding. We are a group of teens under 20 who
love skating in parks and on the streets and enjoy
jumping ramps or obstacles. Riding and performing
tricks are our favourite way of having fun. For us,
skateboarding is not just a way of getting around but
also an art form.
Skater clothing is also important for us and part of our
identity. We wear baggy or cargo shorts, skinny denim
jeans, t-shirts, jackets and trainers or skate shoes. We
also like to carry cameras to record our tricks while
we skateboard.
Even though skating can be dangerous, we use the
right equipment to protect ourselves. For example,
we wear safety gear like a helmet, knee pads, elbow
pads, wrist guards and ankle guards.
I think that belonging to an urban
tribe is about meeting people who
like doing the same things and
sharing the same interests and
lifestyles. For me, it means having
fun together doing what we love
most which is skateboarding.
Reading Tip
To get the general idea of a text,
read the title, and first lines of
each paragraph. Then look at the
comprehension questions to know what
information to read for. This will focus
your reading.
Floggers: A sensational fashion style
Hello I am David. I love being a
Flogger. Wearing fun, colourful
clothes is what really identifies
us. Tight, brightly coloured jeans
or jogging pants, T-shirts with
fluorescent colours and colourful
HFc
uof
trainers or skate shoes are all part of our fashion
style. We also like dancing to electro house and
listening to techno music.
Flogger comes from the word flog, short for
Fotolog, a website where we post pictures and
comments and where we share our taste for fashion
and brands. We have lots of fans who follow our
glam styles. I think that’s the reason why we have
become very popular among some teens. Taking
photos of ourselves to post up in Fotolog is a typical
pastime.
Floggers’ urban tribe is a trendy group of teens who
have a distinct fashion style and who love admiring
people and being admired.
Useful Vocabulary
Ȼ dress: vestirse
Ȼ performing tricks: haciendo maiobras
Ȼ jumping ramps: saltando rampas
Ȼ safety gear: implementos de protección
Ȼ knee and elbow pads: coderas y
rodilleras
Ȼ wrist and ankle guards: manilleras y
tobilleras
Ȼ belong: pertenecer
Useful Vocabulary
Ȼ brands: marcas
Ȼ trendy: de moda
Ȼ glam style: estilo glamuroso
Ȼ follow: seguir
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17. Module 1 Unit 1
Focus on Vocabulary
3. Fill in the chart. Find differences and similarities between Skaters’ and Floggers’ styles.
Skaters and Floggers identity Dress styles Activities
Similarities
Differences
4. Correct the mistakes in the following sentences below.
a. Urban tribes are multicultural groups that live in rural areas.
b. Each member of an urban tribe has a different ideology and style.
c. Skaters are commonly associated with Fotolog. It is a webpage where they post videos
about their fashion style and brands.
d. Dancing and listening to techno music are some of the things Jim likes.
e. Skaters wear baggy coloured cargos, Áuorescent branded cotton shirts and colourful
f. Skaters and Floggers share the same rebellious thoughts and ideologies.
FOCUS ON VOCABULARY
5. Clothes and Parts of the body.
a. What do Skaters wear? Look at
the picture and write the correct
word next to each body part.
1. Head
2. Torso
3. Elbow
4. Legs
5. Knees
6. Ankle
7. Foot/feet
8. Wrist
b. Look at the picture and label the
1. a shirt
2.
3.
4.
trainers.
1
2
8
4
5
6
7
3
clothes.
1
3
4
2
© MEN Colombia 17
c. Now describe one of these urban tribes fashion style.
Ȼ skinhead Ȼ punk Ȼ emo Ȼ heavies Ȼ rapper
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18. © MEN Colombia
18
Speak / Focus on Language
Lesson 2
6. Share in pairs:
Yes, I'd like... because...
Not really, I... because...
Yes, I...
Not, I...
Useful Language
Gerunds as subjects
Ȼ A gerund is the base+ING form of a verb,
i.e. wear +ing.
Ȼ We can use gerunds as the subject of a
sentence.
Example:
Reading books helps you to learn
Gerund
as a
subject
+ verb + complement
Do you know anyone who belongs to one?
In my city/town there…
They wear…
They listen to…
Would you like to belong to an urban
tribe? Yes? No? Which one? Why?
Yes, I belong to...
No, I don't belong to...
Do you belong to an urban tribe?
What urban tribes are there in your city/town?
What do they wear/do?
What music do they listen to?
FOCUS ON LANGUAGE
7. Read these sentences and answer the questions.
Ȼ Taking photos of ourselves to post up
in Fotolog is a typical pastime.
Ȼ They are taking photos of Áoggers.
a. Taking is a noun in
1. the Àrst sentence
2. the second sentence
b. Taking is a verb in
1. the Àrst sentence
2. the second sentence
8. Put the words in the correct order to make sentences. Look at the example:
a. feel happy/ who share/ the same likes/ meeting people/ makes me
Meeting people who share the same likes makes me feel happy.
b. are our favourite way/ riding/ of having fun/ and/ performing tricks
c. a way of/ skateboarding/ is not just/ is also an art form/ getting around / but
d. fun and colourful/ Wearing/ is/ identiÀes us/ what really/ clothes
e. Áoggers/ enjoy the most/ to electro house/ is what/ to techno music/ listening/ and/ dancing
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19. Module 1 Unit 1
4 9. Use the verbs in the box in their gerund form to complete the sentences below. Then listen and
check your answers.
Ȼ do parkour
Ȼ listen to techno music
Ȼ wear safety
equipment
Ȼ perform tricks
Ȼ find information online
Ȼ write poetry
Ȼ cook hot-dogs
Ȼ chat with my friends
Ȼ post pictures and
comments
Ȼ smoke
Example: Doing parkour helps you keep your mind and body healthy.
a. is one of my
favourite activities.
b. can save your life
if you do extreme sports.
c. on Fotolog is what
Floggers usually do.
d. makes me feel
alive.
e. is the most popular
activity around a campÀre.
10. Now, write your own sentences. Use the expressions in the box with -ing forms and match them
with the pictures.
Ȼ learn languages
Ȼ watch cartoons
Ȼ cook meals
Ȼ play soccer
Ȼ go camping
Ȼ help others
Ȼ do exercise
Ȼ have fun
Ȼ eat fruit
a.
b. c. d.
Learning languages
takes time.
e. f. g. h. i.
Urban tribes presentation
Research, write, design and present.
© MEN Colombia 19
Prepare a presentation on
your urban tribe. Begin: We
will talk about ... Members
of this tribe wear ...They
like to .... They listen to.....
In groups,
choose an urban
tribe you are
interested in.
Research information about
your tribe on the web, e.g.
Identity: clothing, favourite
activities, music and anything
else you think is important.
Write a description about
your urban tribe. Include
information about fashion
style, activities, music and
other information.
Write
f. can be the best way
to express your feelings on paper.
g. cigarettes is a bad
habit.
h. is easier and faster
than going to a library.
i. in the park and
streets is what skaters do to have
fun.
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20. © MEN Colombia
20
3
Lesson: Having fun on a camping trip
Focus on Vocabulary 1. What equipment do you need to go to the camping trip?
a. Match the pictures with the words in the box.
b. Tick ( ) the things you should take on the camping trip.
c. Listen to the words and practise the pronunciation.
backpack ³ sleeping bag ³ hiking boots ³ swimsuit ³ Áashlight ³ T-shirt
life vest — baggy pants — dress — camera — sunglasses — jacket — tent
helmet — trainers — stationery
2. What activities are the items in Exercise 1 used for? Put them in the correct column. Then,
add one more item for each activity.
Go hiking
and cycling
Go canoeing
and swimming
Do arts and
crafts
Lie down
and rest
Go horse
riding
5
E10-SB-M1 20 31/03/14 13:04

21. Module 1 Unit 1
Listen / Read
3. Share with partner.
a. What things do people take to go to camping?
b. What activities do people do on camping trips?
c. Have you been on a camping trip?
4. Susana and her mother are talking about her
camping trip. Read and complete the dialogue
with the following sentences. Then listen and
check your answers.
Ȼ It sounds like fun
Ȼ What are you doing in the evening?
Ȼ We have lots of exciting plans
Ȼ On Sunday, we are having a campfire
Ȼ If you want to enjoy yourself and have a good time
Listening Tip
Before completing a gapped dialogue, read
the dialogue carefully. Try to guess what
information you need to complete the gaps.
After you have heard and completed the
dialogue, read it again to check that your
answers make sense.
Mum: Are you ready to go on your camping trip tomorrow, Susana?
Susana: Yes, I think so mum! I have already packed everything I need there.
Mum: That's great! Remember, , you need to respect and follow the camp trip leader's rules.
Susana: I know mum… Let's see the activities and the recommendations the camp leader has for the trip.
Mum: Tell me! What activities are you going to do there?
Susana: Wow, Look, in the mornings we are doing different kinds of water activities. We are going to
have swimming lessons, then we are going canoeing or kayaking. In the afternoons, we are planning to
go hiking and horse riding. The camp leader recommends that we wear a summer hat and use sunscreen
if we don't want to get sunburned.
Mum: And what about the recommendation to do water activities?
Susana: Ok, the camp leader says: “if campers want to do water activities, they need to wear a swimsuit and life vest
to be safe”
Mum: And…
Susana: It depends on the day. For example; , and we're going to tell stories, sing songs and cook hot dogs.
It's just great!
Mum: ! Just don't forget to get up early if you plan to do all of these things. Have a nice trip!
Susana: I know Mum, Please, the trip's supposed to be fun!
5. Who says what? Tick ( ) M (Mum) or S (Susana).
S M
a. Follow instructions and respect rules on the camping trip.
b. What do you plan to do in the evening?
c. Let's see the recommendations for water activities the camp leader has.
d. The trip is supposed to be fun.
e. Get up early to enjoy all the activities in the trip.
f. I've packed everything I need for the trip.
6
© MEN Colombia 21
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22. © MEN Colombia
Lesson 3
22
Write / Focus on Language
6. Tick the questions that the dialogue answers. Then Ànd sentences in the dialogue that
support your answers.
a. What activities does Susana plan to do
in the mornings?
b. Why doesn’t Susana want to join in
the evening activities?
c. Where is Susana going?
d. How long is the trip going to be?
FOCUS ON LANGUAGE
7. Read the sentences below and answer the questions.
e. What does Susana need to do water
Ȼ If you want to enjoy yourself and have a good time, you need
to respect and follow the camp leader’s rules.
Ȼ Use a summer hat and a sunscreen if you don’t want to get
sunburned.
Ȼ If you pay in advance, you get a 20% discount.
a. What do these sentences have in common?
b. Which sentence talks about a situation or fact that is generally
true?
c. Look back at the dialogue for other similar sentences.
activities?
f. What does Susana’s mother tell her to
do to have an enjoyable trip?
g. Why does the camp leader
recommend that the campers wear
summer hats and sunscreen?
a. If you want to go
camping,
b. If you go hiking for
more than one hour,
c. If you don’t register
your morning activities
on time,
d. If you plan to have fun
on the trip,
e. If you get home early
after the camp trip,
wear comfortable shoes and
drink plenty of water.
wait for me so we can
have dinner together.
you need to take special precautions.
make sure you pack all the
equipment you need.
you need to call the camp
leader so that you can be
included on the list.
8. Match the phrases to complete the sentences.
E10-SB-M1 22 8/04/14 9:58

23. Module 1 Unit 1
Focus on language / Speak
Useful Language
Zero Conditional
We use the zero conditional to:
Ȼ talk about facts
If you heat water, it boils.
condition
Ȼ talk about rules
result
If you arrive late, you cannot take the exam
condition
result
Ȼ talk about things that are always or normally true.
When the sun goes down, it gets dark.
condition
result
9. In pairs, ask and answer the following questions.
Ȼ Zero conditional sentences have
two parts and contain the word if
or when.
Ȼ The present simple tense is
normally used in both parts of the
sentence.
Ȼ Sometimes you can use the
imperative or modal verbs in the
result.
If you arrive late, wait outside.
If you arrive late, you cannot enter.
a. If you want to go swimming, what do you need to take?
b. When you go camping, what are 3 things you need to take with you?
c. Where do you go when you go camping?
d. If you have a problem, who do you speak to?
e. What items do you pack if you go camping?
f. What happens if you don’t use sunscreen and don't wear a hat
in the summer?
10. Work in pairs. Read the activities Okly’s Camp offers on Saturday and
Sunday. Tell your partner which activities you want to do during these days.
Join Okly´s Camp Activities Over
the Weekend
In the morning: water activities, art and
drawing and drama classes, hiking and jogging.
For active, artistic and creative people.
In the afternoon: go climbing, canoeing,
rafting, or horse riding competition. For
daring and adventurous people.
At night: big party, live music, storytelling,
barbecue or just cooking sausages. In addition,
funny games at the campÀre. For sociable,
extrovert and outgoing people.
On Saturday and Sunday: be prepared for
the song contest at 9:00 pm. This is a great
opportunity to have fun, relax and make lots
of new friends.
Example:
A: Hey Sandra, look at Okly's camp
activities. I want to join drama and
art classes in the morning. I am very
creative and I love to paint and act.
What about you?
B: I prefer water activities. I love
swimming in the river. What
activities are you doing in the
afternoon?
A: Well! I…
© MEN Colombia 23
E10-SB-M1 23 8/04/14 11:17

24. © MEN Colombia
Lesson 3
24
Camping trip advertisement
1. Work in groups of three or four. Imagine you are in charge of
organising a camping trip for your school.
2. Make an advertisement and write the activities you are going
to offer over two days. Think about:
Ȼ What is the name of your camping trip?
Ȼ What are students going to do in the morning, in the
afternoon, and in the evening?
Ȼ What special event can they do at night?
Ȼ What equipment or items do they need to bring on the
camping trip?
3. Look back at Exercise 10 and use this example as a guide
to make your own design. Be creative: use pictures or
draw them; bring the materials you need to design the
advertisement.
4. Invite students from other classrooms, and explain to them
the different activities you are offering on the camping trip.
You can start your presentation like this:
Welcome to Okly's camp. Let us tell you all the
amazing activities we have prepared for you for
the next two days. On Saturday morning…
On Sunday, you are…
In the evening…
Focus on Language
LOOK BACK - Review
Ȼ My favourite activity was…
Ȼ The most useful words or
expressions were…
Ȼ I enjoyed learning about…
Ȼ I need to practise…
11. Complete the sentences with at, in, or on.
a. We do art and craft the morning.
b. The song festival is 9:00 pm
Saturday and Sunday.
c. the afternoon we are going to the river
and we return to the camp 6:00 pm.
d. night I prefer playing games round/by/
near the campÀre rather than telling stories.
e. We get home on Sunday 7:00 pm
the evening.
f. The next school camp trip is June.
g. Saturday, we are going to do water
activities, and night we will be playing
hide and seek.
Useful Language
Preposition of time IN / ON / AT
Ȼ We use IN for months, years and times of
the day.
Example: In February, in 11, in the
morning, in the evening
Ȼ ON: Dates and Days.
Example: On March 2th (you say ¶March the
2th’). On Monday, on Valentine’s Day.
Ȼ AT: times, festival periods.
Example: At 6 o’clock. At Christmas, Easter.
At night. At the weekend, too.
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25. Module 1
2 Teen power
Unit
Lesson 4 – In my world!
Lesson 5 – Think differently!
Lesson 6 – You can become a hero, too!
© MEN Colombia 25
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26. 4
© MEN Colombia
26
Speak
Lesson: In my world!
1. Discuss in pairs. What topics do you think are the most important for
teenagers nowadays?
Ȼ deciding the future Ȼ school and homework
Ȼ arguing with
parents or siblings
2. In pairs, discuss the questions about the pictures:
Ȼ relationships
Ȼ sports
1 2 3 4
a. What are the teens doing?
In the Àrst picture, the
teenager is arguing with…
b. What problems do you think they have?
I think the problem is...
Maybe her brother used her stuff
without asking.
Reading Tips
Predict information to improve
your understanding
Before you read, think about
what you already know about
the topic.
Think about what words you
may find in the text.
Now read the text to see if you
made some correct guesses.
Comparing what you know with
what you read helps you to
understand a text.
3. Match the pictures with the stories from Exercise 4.
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27. Module 1 Unit 2
Read
4. Read the stories. Then complete the chart below.
1 Two people from my class keep
laughing at me for wearing a cycle
helmet when I’m cycling to school.
The roads are quite busy so I think it’s
safer to wear one. I don’t care what
they say. I am going to keep wearing
my helmet. I prefer to be safe.
Rachel, 14(1)
2 The Àve of us have been friends since
Year 7. Diana always seems to be picking
on one of us, like criticising everything
we say, or what we wear, making us do
stuff we don’t want to. The other day
she did it to me. So I told her to stop.
I asked her why she does that. She
apologised. Well, I’m glad I spoke to her
and sorted things out.
Aleja 15(1)
Useful Vocabulary
Ȼ pick on: criticar
Ȼ apologise: disculparse
Ȼ sort out: arreglar
Ȼ hang around: pasar el rato
Ȼ sneak off: escaparse
Ȼ take up: empezar
Ȼ break: descansos
3 I usually hang around with Max and
Jair at break times and lunch times.
They’ve started smoking and now it’s
like they’re in some little club. They
sneak off to get cigarettes and smoke
them. So I’ve decided to take up
basketball. There is a group of us who
play during our breaks.
Jack, 14(1)
Rachel Aleja Jack
1.What was the problem?
2. What did they do about it?
5. Read the advice Rachel, Aleja and Jack give to students in similar situations. Match the
advice with the person. More than one answer is possible.
a. You could try persuading other people to start cycling and wearing them too.
b. Tell her kindly to stop.
c. Try doing something you like during the breaks.
d. I’d talk to them.
e. Talk to her.
f. You should tell them that they are being immature.
© MEN Colombia 27
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28. © MEN Colombia
28
Focus on Language
Lesson 4
6. Giving advice or suggestions.
a. Read the sentences in Exercise 5. Underline the advice or suggestion.
b. What do we call these verbs could, would, should?
c. What are these verbs: try, talk to, tell (her)?
d. What are the contraction forms of I would?
e. When we use Why don’t you …?, are we asking a question?
FOCUS ON PRONUNCIATION
7. Listen to the way we pronounce these words.
a. Listen and repeat.
Ȼ You should talk to an adult.
Ȼ You shouldn’t stay away.
Ȼ I wouldn’t be friends with her.
8. Look at the 3 pictures. What is happening in each picture? Read the titles of the stories.
Now write down one idea about each story.
Useful Language
Pronunication of modal verbs:
should /ݕݜd/
could - /k ݜ d/
would- /w ݜ d/
Ȼ The letter “ l ” is silent in
these modal verbs and the
vowel sound ڵ is pronounced
like in the words: good,
wood.
b. Listen and write the word you hear.
1. What you do in that situation?
2. I get upset.
3. You Ànd other things to do.
4. What I do?
a. The Fun Club b. Community First c.The tutoring Coop
7
8
5. I tell an adult about it.
6. You think about it.
7. I talk to them about it.
8. You tell them how you feel.
c. Reformulate this advice using should, could or would.Then read the advice out aloud.
Look at the example
Ignore them: You should ignore them. You could ignore them. I’d ignore them.
1. Tell them to stop.
2. Say it is for your safety.
3. Move away from that group.
4. Stick up for your friends.
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29. Module 1 Unit 2
Focus on Language
9. Listen to the 3 stories and answer the questions.
The Fun Club
a. Who is Kim and who is Sandra?
b. What are they doing?
c. What advice do they give?
Community First
a. Who is Brayden?
b. What is he organising?
c. What is his advice?
The Tutoring Coop
a. What is the Tutoring Coop?
b. What do they do?
c. What is the advice they give?
Useful Vocabulary
Ȼ hang out: pasar el rato
Ȼ left out: excluída
Ȼ made up: inventó
Ȼ had a crush on: me gustaba
Ȼ made fun of: se burlaba de
Ȼ have feelings for: sentir algo por
Ȼ the wrong crowd: mala compaxia
10. Match these adjectives with an antonym on the right.
1. active
2. extroverted
3. mature
4. respectful
5. cheerful
a. immature
b. shy
c. rude
d. passive
e. moody
11. Fill in the gaps with one of the adjectives from
Exercise 10.
a. Laura is ; she talks to everyone and loves
meeting people.
b. My neighbour’s children seem older than they
are; they are very .
c. Jenny is always involved in everything. She is so
.
d. We are to others in class for example
when we listen to them without
interrupting.
e. Some boys were and punched their
classmates.
adjective + noun
© MEN Colombia 29
f. Jenny is a person. She is always
happy and in a good mood.
Useful Language
Descriptive adjectives are words that
Ȼ describe something or someone.
Ȼ describe someone's personality.
Ȼ Adjectives can go before a noun
John is the kind boy who lives next door.
Ȼ Adjectives can go after a verb.
Susana is beautiful.
verb + adjective
9
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30. © MEN Colombia
Lesson 4
30
Useful Language
Giving advice
Ȼ You should first…: You should first talk
to her.
Ȼ Try …ing: Try looking for work...
Ȼ Why don’t you…?: Why don’t you do a
course in...?
Scrapbook plan
It’s time to start thinking about the organisation you want for your Scrapbook: my teen organisation.
Remember you will create your youth organisation and design a scrapbook to show classmates and
other people in the school.
Get into project groups
1. Decide on type of scrapbook (paper, digital)
depending on the resources you have available.
2. Decide on the different responsibilities each
member of the group will have.
3. Decide on these parts of your scrapbook today:
Ȼ A name for your organisation
Ȼ Objectives (what do you want to change
through the organisation?)
Ȼ Have an FAQ section (these are typical
questions people may ask about your
organisation, e.g. How to get involved; how to
join etc…
Ȼ Provide answers for your Frequently Asked
Questions
Write
12. In small groups, choose one of the stories
from this lesson and act it out.
a. Decide how many characters there
are and assign the roles. You can add
characters if you want.
b. Make notes on what you are going to say.
c. Choose the most appropriate ending for
your role play.
13. In your groups, write a new story offering two or more endings Share your story with
the class and vote on the best ending.
Plan your story Àrst:
Actions or behaviour
causing problem
Consequences Choice
Who is doing or saying what?
How is this making the
person feel or act?
How can the people involved
react to this situation?
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31. 5
Lesson: Think differently!
1. Look at the pictures and match them with the quotes.
a. “These teen mothers are my own daughters. I want my girls to be empowered!”
Catalina Escobar
b. “My mission is to make sure no child grows up behind prison walls.”
Pushpa Basnet
c. “I’m helping to educate children so that we can change Kliptown together.”
Thulani Madondo
2. Read life stories of people who have changed the
lives of thousands of teenagers around the world.
Say what these numbers refer to in the text:
a. 400
b. 10
c. 20
d. 6
e. 16
f. 2,000
Reading Tip
Read
Read for general meaning first.
Number the main points in the text.
Make notes on the main ideas from the text.
EVERYDAY PEOPLE CHANGING THE WORLD
1 Thulani Madondo started a program which provides academic support to
400 children living in the slums of Kliptown, South Africa.
Thulani’s story
While he was studying 10th grade, his father told him he didn’t have
enough money to keep him at high school. To keep studying, Thulani
decided to wash cars and worked as a stock boy to pay his school fees.
Many other young people like Thulani were living in the same situation.
The program
To help other young people in Kliptown get an education and improve their lives,
Kliptown Youth Program was created. KYP helps young people in Johannesburg by
providing uniforms, books and school fees.(2)
© MEN Colombia 31
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32. © MEN Colombia
Lesson 5
2 3 Catalina Escobar, has
32
transformed the lives of
Colombian teen mothers
through her Foundation.
Catalina’s story
A 12-day-old boy died in
Catalina’s arms while she
was working as a volunteer in the maternity
clinic in Cartagena. The baby's teenage
mother didn’t have the money for the
treatment that would have saved the baby’s
life. Less than a week later, Catalina’s son,
Juan Felipe, a 16-month-old baby fell from
a balcony and died. After these two tragic
events, she decided to help prevent child
mortality.
Foundation
The Foundation has provided help and
training for more than 2,000 teen mothers
It also includes a daycare center and
medical center for around 400 young
mothers each year.(4)
Pushpa Basnet is a housemother at her Day
Care Centre for more than 20 children in
Nepal.
Pushpa’s story
She was only 21 when she found her calling.
While her family ran a successful business, she
was studying social work at university. One day
while she was visiting a women’s prison, she
was shocked to discover children living behind
bars. So Basnet decided to start a children’s
Day Care Centre to take them out of prison.
Childhood Chi
Development Center
Wit
With her Day Centre she has
he
helped over 100 children. Today,
sh
she runs a day care program for
ch
children under 6 and a residential
h
home where mostly older
c
children receive education, food,
m
medical care and a chance to
live a more normal life.(3)
3. Complete the chart with information from each text:
Questions Thulani Pushpa Catalina
a. What did they begin?
b. Why did they decide
to help people?
c. How do they help
people?
4. Read the texts again and answer the questions below:
a. Why did Thulandi Madondo have to work while he was still at school?
b. What kind of organisation did Thulandi create to help poor children?
c. What did Pushpa study at university?
d. Why did Pushpa start a Children Day Centre?
e. What happened to Catalina Escobar’s youngest son?
f. Why did the 12-day-old baby die?
Write
E10-SB-M1 32 31/03/14 13:04

33. Module 1 Unit 2
Speak / Focus on Language
5. Discuss the questions below with a partner.
a. Which story did you Ànd interesting?
b. Which person would you choose as your hero? Why?
c. Do you know any similar stories?
FOCUS ON LANGUAGE
6. Read the story of Michael Gay, the man who saved Jodi Oakes from dying.
Going through Àre to save a woman from
dying
The night was cold. It was raining and the road
was wet. After work, Jodi Oakes was going to
have dinner with a friend. She was very tired
and while she was driving, she fell asleep.
With her foot still on the accelerator pedal,
her car drove into a tree, and it caught Àre.
While Michael Gay was driving home down the
same road, he noticed the big Àre.
A tree was burning and he became curious.
He drove closer towards the Àre. Then, he
saw a car on Àre. Michael heard screams, and
realised there was a woman in the burning
car. Inside the car, Jodi was screaming.
She was trying to get out of the car
but she couldn’t.
Michael quickly called
the police on his mobile
phone. Then, he ran
to door of the car, but
it was stuck. He broke
the window and he was
pulling Jodi out of the
car when the police and
Àre engine arrived.(5)
a. Write ‘T’ (true) and ‘F’ (false) for each
statement.
1. Jodi Oakes was tired when she was
driving home.
2. Jodi Oakes crashed her car.
3. Michael Gay noticed a big Àre while he
was looking through his bedroom
window.
4. Michael Gay saw a woman inside a
burning car.
5. Jody Oakes couldn’t get out of the car.
6. Michael Gay called the Àre brigade and
waited for them to get Jodi out of her
car.
b. Look back at the article and answer the
questions below.
Ȼ Fifteen examples in the simple past are
underlined. Find three regular and three
irregular simple past verb forms.
Ȼ One example of the past continuous is
circled. Find three more examples.
c. Read the sentences and answer the
questions below.
1. Jodi drove her car on an empty road.
2. Michael pulled Jodi out of the car.
3. Jodi was driving her car on an empty road.
4. Michael was pulling Jodi out of her car.
Ȼ Which of the sentences above describes a
finished event in the past?
Ȼ Which of the sentences expresses an
action in progress in the past?
Useful Vocabulary
Ȼ road: carretera
Ȼ catch fire: encenderse
Ȼ burning: quemándose
Ȼ get out: salirse
Ȼ break: romper
Ȼ stuck: atascado
© MEN Colombia 33
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34. © MEN Colombia
Read
Lesson 5
Useful Language
Past Simple
Ȼ Use the auxiliary verb did + verb for
questions and negative statements.
Did you go to the movies yesterday?
I didn’t do my homework.
Past Continuous
Ȼ Use to be in past + -ing verb form to make
affirmative, negative and interrogative questions
I was playing football in the park.
I wasn’t dancing last night.
What were you doing?
Ȼ Use was for I, he,she,it
Ȼ Use were for you, we, they
7. Read the story of Chris, a 16 year old boy who saved the life of a baby. Fill in the gaps using
the verbs in brackets. Use the past simple or past continuous depending on the case.
Chris C
left school at around 3 p.m. As he (1. walk) home he decided to go to the park.
He H
(2. see) a bench and (3. sit) down. As he began to relax and take sights of the
park p
he (4. hear) a scream for help. Chris (5. jump) and (6. run) to save
the t
boy. He (7. pull) the boy out of the water. Some people who (8. observe) the
scene (9. call) the paramedics. Some minutes later the paramedics (10. arrive) .
8. In pairs, think of 5 qualities of a hero.
9. Listen to the deÀnition of what a hero is. What are heroes according to this person?
10. Listen again. Tick ( ) the things you hear.
a. Heroes shown in Hollywood movies:
are often individuals with
superhuman abilities
are incredible villains
come in and save the day
b. The speaker mentions these people:
police ofÀcers
ÀreÀghters
neighbours
teachers
brothers and sisters
fathers and mothers
10
10
d. A hero is someone who
sacriÀces something to help out.
gets paid for protecting people
protects someone or something
when people are in danger.
leaves things better than when
they found it
makes extraordinary things
happen when there is a need.
is rich and famous.
c. Why do heroes do heroic acts?
To be famous.
To do what they think is right.
For money.
34
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35. Module 1 Unit 2
© MEN Colombia
Listen
11
11. Listen and repeat these sentences.
Then underline where the links are.
a. Hollywood heroes are often
individuals with supernatural
abilities.
b. They come in and save the day.
c. A mother who’s always by her
children’s side.
d. They’re other types of heroes
e. They don’t give up
f. Because it’s what’s right
g. When they found it.
Improve Your English Pronunciation
Linking words
Ȼ When we speak in English, we don’t pronounce
words one by one. We connect them and speak
with rhythm and stress to speak quickly and
fluently.
Ȼ Here are 2 ways we connect speech:
- Contractions
- Linking when consonants are followed by vowels
E.g. We are going to talk about heroes becomes:
We’re gonna talk about heroes.
Contraction Linking
12. Complete the description about heroes with the qualities below.
Ȼ determined
Ȼ courageous
Ȼ brave
Ȼ inspirational
Ȼ helpful
Ȼ reliable
Ȼ creative
Ȼ kind
a. Heroes never give up until they achieve
a goal.
Heroes are .
b. Heroes are selÁess; they expect nothing
in return for their sacriÀce. Heroes
are and .
c. A hero may stand alone to defend what
it is right; they do it no matter what
the cost is. Heroes
are and .
d. Heroes are always a model to follow.
Their actions show others that anyone
can make a difference. Heroes are
.
e. Heroes are constantly thinking of new
ways or ideas to help others. Heroes are
.
f. A hero is someone who you can tell any
problem you have, and you can trust on
anything. A hero is .
13. Read the statements from Exercise 14 about heroes again. Do you agree or disagree with them?
Example: I don’t agree with the statement in number 4 because in my opinion a hero is a
person who…
Useful Language
Expressing agreement
Ȼ I agree with...
Ȼ I couldn’t agree with…. more.
Ȼ That’s so true.
Ȼ That’s exactly how I feel.
Expressing disagreement
Ȼ I don’t think so.
Ȼ I completely disagree.
Ȼ I totally agree
Ȼ That’s not always true.
35
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36. Speak / Write
A logo
It’s time to think about your Scrapbook: My Youth Organisation Project again.
Remember you will create your youth organisation and design a scrapbook to
show classmates and other people in the school.
Lesson 5
Get into your project groups. Decide on:
Ȼ A logo
Ȼ A statement telling others why this
organisation is important.
Ȼ Activities members can do
Things to take into account when
designing your logo:
Ȼ The name of your organisation
Ȼ The objectives of your organisation
© MEN Colombia
14. Write a short story using the pictures below.
36
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37. 6 Lesson: You can become a hero, too!
1. Would you like to be a hero some day? Explain.
2. Do you have what it takes to become a hero? Answer the following qui] and Ànd out.
1. You see a kid being bullied at school. You:
a. go over to the bullies and stop them.
b. leave him alone because he is weak.
c. look for a teacher or an adult.
2. You see the new kid eating alone. You:
a. go over to him and have lunch with
him.
b. sit with your best friends
c. laugh at him.
3. You see that a nine year old is drinking
beer. You:
a. talk to them and explain to them why
the kid must not drink beer.
b. talk to them but don’t really care.
c. Ànd out who’s with them and ask
them to take care of the kid.
4. You see a person drowning (ahogándose)
but you can’t swim. You:
a. ask someone to help.
b. think it is not my problem.
c. throw the person a life jacket and
scream for help.
5. You see a lost child. You:
a. ask the child if he/she is lost and look
for their parents.
b. ignore the child.
c. let an adult know that the child is
lost and walk away.
6. Who or what do you protect?
a. Everyone and everything.
b. Myself
c. My family and friends
7. Would you ever sacriÀce your own wants
or needs for someone else?
a. I would help no matter who needs it.
b. No way!
c. Maybe once.
8. When the team you play for wins, you
say
a. Good game
b. Oh yes! We won, losers!
c. Nothing
9. If you won the lottery, you would
a. give it all away to charity.
b. spend it on elegant things for you and
your family.
c. spend the money on what you need.
10. What sentence do you relate most
closely to?
a. Serve and protect.
b. c. Check your answers
‹ Most of your answers are
A. You are on the path to
becoming an everyday hero.
Congratulations! People like
you have changed our world!
I’m better than you.
Aim low.
‹ Most of your answers are B.
You clearly need to think about others. Being selÀsh is
not the way to construct a new
society. You have lots of things
to offer. Why don’t you try to
help someone once? I bet you
will feel awesome!
‹ Most of your answers are C.
helping others but sometimes to
become a hero you must take
risks from time to time. Keep
doing the right thing every time
you can, Àll your heart with
courage and try to go further!(6)
re k more
h i
You are a good person who likes
h l i h b i
© MEN Colombia
Read
37
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38. 3. Look at the pictures from The Unsung Heroes.
a. What do you think the title of the text “The Unsung Heroes” mean?
b. Read the titles of each text and the Àrst sentence of each paragraph in each text.
What is each text about?
THE UNSUNG HEROES
Young people who have changed their communities.
Let’s find out what they have done to change the world.
SANDRA’S STORY: FROM BEGGING TO BUILDING
As a child Sandra Souza grew up begging for money in São Paulo, Brazil. Being
alone and unprotected, Sandra got pregnant when she was a teenager. Her
family told her she was not old enough to be a mother and were really unkind
to her.
While she was pregnant she was supported by an organization called Lua Nova,
an organisation that provides accommodation and support for pregnant women
in Brazil. After giving birth, Sandra signed up for a construction class although
the teachers said that not many women can become builders.
Sandra did and she and 19 other women began to make bricks to build their own homes. Now they
also sell bricks to make extra money to buy more supplies to build the houses. Sandra proved to be
incredibly determined and she now lives with her three children in a house she built herself.(7)
WILLIAM’S STORY: ECO-FRIENDLY INVENTOR
Lesson 6
Read
© MEN Colombia
William Kamkwamba was born in Malawi, Africa and grew up without electricity
or running water. When he was 14, he had to leave school because his family were
extremely poor and could not afford to pay for school.
Although William had to stop going to school, he used to read lots of books at the
local library every day. One day he read about windmills and he became very
interested in how the windmill could make electricity and pump water.
So he decided to build a windmill.
Using wood, scrap metal and old tractor parts, William built a windmill that was able
to power four light bulbs and two radios in his house. William also used a bicycle to power the
electricity.
People soon started spreading news about William’s invention. As William was an exceptionally
brilliant teenager, he won a scholarship at a university in South Africa. Since 2007 he has been
teaching young people how to make their own windmills and repair water pumps. William’s major
dream is to bring electricity to everyone in his country.(7)
38
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39. 4. Read the texts again and answer the
questions.
a. Why did William have to leave school when
he was 14?
b. What invention did William create?
c. Why was Sandra determined to learn about
construction?
d. What organisation helped Sandra when she
was pregnant?
5. What similarities and differences are there
between William and Sandra? Complete the chart.
Module 1 Unit 2
Read / Focus on Language
Sandra William
FOCUS ON LANGUAGE
6. Read the texts again and look at the words in
bold.
a. Look at the following sentences taken from
the articles:
Ȼ His family were extremely poor.
Ȼ He became very interested in how
windmills can make electricity.
Ȼ William was an exceptionally brilliant
teenager.
Ȼ Sandra’s family became really unkind.
Ȼ Sandra was not old enough to live alone.
Ȼ Sandra was incredibly determined.
Ȼ Her teachers said Sandra was not prepared
enough to build her own home.
b. Why do you think the writer has used the
words: very, really, extremely, incredibly,
exceptionally before each adjective?
c. What’s the position of the adverbs very,
really, extremely, incredibly, exceptionally
and enough in the sentence?
Useful Language
Intensifiers
Ȼ We use adverbs like very, really
and extremely to make adjectives
stronger:
William was very excited.
It’s a really interesting invention.
Sandra was extremely excited
about her house.
Ȼ Other intensifiers are: certainly,
obviously, simply, literally,
completely, totally.
Ȼ We also use enough to say more
about an adjective, but enough
comes after its adjective:
Sandra was not old enough to live
alone.
7. In pairs, practise these short dialogues
using one of the intensiÀers from the
Useful Language box. Then make short
dialogues of your own about the two
texts.
a. Martha: Did you enjoy Sandra’s story?
Annie: Yes, I found it
inspiring.
b. David: What do you think about
William’s invention?
Mark: I think it is sensational!
c. Maureen: What do you think about
Sandra’s family reaction?
Laura: It was extreme.
d. Laura: Did you think Sandra was
mature to have a baby?
Sara: I don’t know. She was very
© MEN Colombia
young.
39
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40. 8. Look at the picture of the windmill that William Kamkwamba invented. What materials did
William use?
Ȼ farming
Useful Language
Phrasal Verbs
Ȼ Many phrasal verbs have a different
meaning from the meaning of the
individual words combined.
Ȼ A phrasal verb consists of a verb and
one or two particles such as down,
up, on, off, after, by, in, out, etc.
Ȼ When a phrasal verb has an object,
the object can go either before or
after the adverb or particle:
She turned the computer on.
Verb noun particle
She turned on the computer.
Verb particle noun
Lesson 6
Read
William: My name is William Kamkwamba and I’m from Malawi. Most of the people in Malawi work in farming.
We depend on tobacco farms. I’m 20 years old now. There are 60 families in my village and there are 20
people in my family alone. I had to drop out of school because my family
had no money to pay my school fees and the fees are about $80 dollars. It
is very windy in Malawi and I was thinking: “How can we use wind for our
beneÀt?” That’s when I came up with the idea about windmills.
I went to the library to Ànd out more. The books only had pictures of
windmills but it didn’t say anything about how to build one or how it
generates electricity or how it pumps water.
Interviewer: You Àgured it out on your own.
William: Yeah, I Àgured it out on my own. I came up with my own creative design.
I was 14 years old when I Àrst decided to build a windmill and it took me
about two months to build the Àrst one. Nobody could believe that I could make something to generate
electricity. They only got it when I powered a radio, and they heard music from the radio.(8)
a. Complete the sentences with the appropriate information from the box below.
1. When Willliam was 14 years old he had to
.
2. William’s school fees cost .
3. He the idea about windmills
because it is very windy in Malawi.
b. Read the following sentences taken from the interview.
Match the word in bold on the left with the meaning on
the right.
1. I had to drop out of school because
my family had no money to pay for
my school fees.
a. understood
2. You Àgured out how to construct
the windmill on your own.
b. discover,
investigate
3. I came up with the idea. c. solved, deduced
4. They got it when they heard music
from the radio.
d. make an
electronic
device operate
5. William ran the bicycle dynamo to
power up the 12-watt battery.
e. abandon
6. I went to the library to Ànd out
more.
f. invented
© MEN Colombia
Ȼ drop out of school Ȼ 14 Ȼ $ US80 Ȼ windmill Ȼ came up with
4. The majority of Malawians work in .
5. William taught himself how to build a .
6. William was when he built
his Àrst windmill.
40
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41. Ȼ figure out
Portrait of a real-life hero
1. Work in groups. Select
a photograph of a
friend, family member,
mentor or someone
you have heard of or
have seen on TV, who
is a hero to you or an
organisation that has
done something heroic.
Module 1 Unit 2
4. Recall a heroic quality your group
admires in your real-life hero.
Think about how you might behave
like your hero. For example, if
they are brave, think about how
you can become brave, too. Think
also about situations in which you
can use these new qualities.
5. Present the proÀle of your real-life
hero to your classmates.
LOOK BACK - Review
Ȼ My favourite activity was…
Ȼ The most useful words or
expressions were…
Ȼ I enjoyed learning about…
Ȼ I need to practise…
Focus on Language
9. Complete the sentences with the phrasal verbs from the box.
a. Someday doctors will a cure for cancer.
b. The wind and a bicycle William’s windmill.
c. They explained the process to him many times but he
didn’t .
d. To more about Lua Nova you can visit
their website.
e. Most teenagers school because they have
to work to support their families.
f. She hopes to how to bring drinking water
to her community.
© MEN Colombia
Ȼ get it Ȼ drop out of Ȼ power up Ȼ find out Ȼ come up with
2. If possible, interview your real –life
hero or Ànd information on the
Internet or in the news.
a. Find a quote by or about your hero.
b. List the qualities your hero has. E.g.,:
brave, caring, loyal, dedicated, etc.
c. Make a timeline of the important
achievements in your hero’s life.
3. Set up an imaginary homepage of
a social networking site such as
FacebookŒ and complete the proÀle
for your real-life hero.
41
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42. Module 1
3 Spending time wisely
Unit
Lesson 7 - Scouting
Lesson 8 - Exploring teen organisations
Lesson 9 – Getting active
Lesson 10 – Self Assessment
© MEN Colombia
42
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43. 7 Lesson: Scouting
Focus on Vocabulary
1. What do you know about scouts? Look at the two pictures below and label
the names of the clothes that you recognise.
badge
2. Scout BINGO.
a. Look at the following BINGO table. Write the name of the item below the correct
picture.
binoculars — sleeping bag — Àshing hook — compass — lamp — hat — boots — pot
thermos — map — water bottle — backpack — raft — suitcase — knife — tent
© MEN Colombia 43
E10-SB-M1 43 31/03/14 13:04

44. Ȼ Scout BINGO
b. Find someone in the classroom who has the
objects from the BINGO table.:
Ask: Do you have a...?
Possible answer: Yes, I do. / No, I don’t
Useful Language
To find out what your classmates
have, you can ask the following
question:
Ȼ Do you have backpack?
Yes, I do/No, I don’t
Ȼ Notice that if the piece of
clothing is singular you use a/an
Example: A backpack, a tent
Ȼ Do you have binoculars?
Yes, I do/No, I don’t
Ȼ As the word “binoculars” is
plural, you don’t use a/an
Useful Vocabulary
Ȼ Beavers: scouts from 5 to
8 years old.
Ȼ Cubs: scouts from 8 to 10 years
old
3. Work with a partner. Answer the following questions about
scouting.
a. What do you think scouts do?
b. Would you like to be a boy or girl scout? Why? Why not?
4. Read the text about scouting and get familiarised with it. Use the words
below to complete the paragraphs in the text “What is Scouting?”
Ȼ astronomy
WHAT IS SCOUTING?
Paragraph 1
Scouting began in 1907 when
experienced soldier Robert
Baden-Powell set up a scheme
to train life skills to young boys
in Britain. Baden-Powell wrote
a book called (1)
which contained ideas how to become
a good citizen. Boys quickly began to get together to
use ideas from the book and formed their own patrol
groups.
Paragraph 2
In 1908, Baden-Powell (2) an ofÀce
to deal with the hundreds of people who wanted to
know about scouting. The (3)
continued to grow as three age groups were created
for boys and, in 1910, the Girl Guides began for girls.
The Scout uniform is a widely recognised
characteristic of Scouting. It consists of a khaki
button-up shirt, (4) , and a broad-brimmed
campaign hat.
Paragraph 3
The aim of scouting is to help young people reach their
full physical, intellectual, social and spiritual potential.
Scouts learn new (5) by taking part in
fun and exciting activities in the air, on land or in water.
These can be done as part of a group on a local,
national or international scale.
Paragraph 4
Young people experience lots of practical outdoor
activities such as camping, woodcraft, water sports,
hiking, and
(6) . There are many opportunities to
develop skills in technology and creativity in activities
such as computing, (7) , amateur
radio, dance, music, art and crafts. Scouts (8)
activity badges when they learn a
new skill or take part in an activity for a period of time.
They wear the badges on their uniform. There are 12 for
Beavers, 35 for Cubs and 70 for Scouts. Some activities
scouts do include (9) , circus skills,
martial arts, parascending and street sports.(9)
Lesson 7
Read
READ
© MEN Colombia
Ȼ electronics Ȼ movement Ȼ can earn
Ȼ skills Ȼ games Ȼ shorts Ȼ opened Ȼ Scouting for Boys
hi
44
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45. Write / Speak
5. Which title best matches each paragraph?
a. Origin of scouting
b. Objectives of scouting
Module 1 Unit 3
c. Scouting activites
d. The development of scouting
6. Complete the graphic organiser with information from the text. Write a sentence
about what you Ànd in the text related to the key word or words given in the graphic
organiser below.
Example: a Scouting began in 10.
b. Patrols c. The objective
of Scouting
d. Recognition
of Scouts...
a. The beginning
of Scouting
7. Answer the questions with a partner.
a. What outdoor activities do scouts do? E.g. camping, hiking, etc. Write a list.
b. Do you like any of these activities? Which ones?
c. Which activities would you like to try? Why?
1. speed
2. strength
3. precision
4. patience
Mountain biking Rafting Roller skating
Canoeing Climbing Football
© MEN Colombia
8. Work in pairs. What do you need to practise these activities?
10 5
5. concentration
6. warming up
7. a course
8. training
9. appropiate team
10. appropiate equipment
11. appropiate clothes
12. balance control
45
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46. 9. What “if sentences” can you write from the information in the table? See the Àrst sentence
as an example:
a. If I want to go mountain biking, I
need appropiate equipment.
b. If I want to climb walls, I…
c. If I want to play football, I…
10. Look at the Jamboree schedule below.
a. Tell a classmate which activities you like
doing and those you dislike doing.
b. Tell the class 3 things your classmate likes
and doesn’t like doing.
Example: Maria loves going hiking, but she
doesn’t like group competitions.
JAMBOREE SCHEDULE
MORNING AFTERNOON
7:00 Morning bell rings and scouts wake
up
7:30 Scouts clean their tents.
7:50 Flag ceremony (Izada de
bandera)
8:00 Breakfast
8:45 Divide scouts in groups for
different activities
9:30 Go hiking, dance, crafts or sports
10:30 Make lunch for off-camp activity
(fun day hike off-camp, etc.)
2:15 Showers (every other day)
3:30 Groups meeting.
4:30 Snack time
5:30 Bell rings
5:50 Flag ceremony
6:00 Dinner
7:30 CampÀre: contests, games, group
competitions or art.
10:00 Lights out
11. Write three sentences based on the schedule to describe scouts’ everyday routine.
Example: Scouts have a Áag ceremony every day at :50 a.m.
12. Match the following sentences to express some problems scouts can suffer. Write the letter in
the space provided.
d. If I want to skate professionally, I…
e. If I want to practise rafting, I…
f. If I want to practise canoeing, I…
A Jamboree is a big scout reunion and celebration. The national jamboree is a chance to camp out
with friends, meet new friends, try high-adventure activities, learn new skills, and enjoy the outdoors
a. If you don’t drink enough water
b. If you don’t use sunblock
c. If you don’t put out a Àre in the forest
d. If snakes are scared,
e. If you stay long in very cold water,
1. they bite
2. you get sunburn
3. you het hypothermia
4. you dehydrate
5. it will spread and burn plants and trees.
Lesson 7
Speak / Write
© MEN Colombia
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47. Module 1 Unit 2
Focus on Language / Speak
13. Tell your classmates 5 things you want to change or experience in your life. Look at the
examples.
a. Ask your classmate for some advice. Look at the example in the box.
Ȼ I want to be more active
Ȼ I want to be fitter
Ȼ I want to start a sport
Ȼ I want to take up a hobby
b. Now listen to your classmate’s Àve sentences and give some advice.
Examples:
If you want to be Àtter, you can exercise more. For example, you can…
If you want to take on a hobby, you can try …
Design of your scrapbook
It’s time to work on the design your Scrapbook: My Youth Organisation Project.
Ȼ Get into project groups and:
‡ create a title for your scrapbook
‡ design your front and back cover
‡ design the layout of your scrapbook
Ȼ Things you need to take into account:
‡ Decide how big you want your scrapbook to be.
‡ What paper sizes do you want to use?
‡ What font and font size will you use?
‡ What colour scheme and where you want to
place your photos and your text.
‡ What materials will you use? (cardboard, co-loured
paper…)
‡ What title is appropriate for your organisation?
(Think about the organisation’s name, logo and
objectives.)
Ȼ Draw your scrapbook layout on a piece of paper
so that you'll don’t forget your ideas.
Remember you will
create your youth
organisation and design
a scrapbook to show
classmates and other
people in the school.
3
© MEN Colombia
14. Work in pairs.
a. Ask and answer these questions.
Ȼ Have you ever been… hiking in the mountains or through the forest? camping in the
wild?
Ȼ Have you had any exciting or adventurous experiences?
Ȼ What dangerous, daring or risky activities have you done?
b. In pairs, choose one of the two experiences and Ànd possible risks
Example: When you go hiking: If you don't drink water, you dehydrate.
c. Share one of the experiences and the risks you chose with the class.
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48. 8 Lesson: Exploring teen organisations
Read
1. What other youth organisations do you know? Are there any in your
neighbourhood, city or region?
2. Look at the pictures. Which of the statements below do you think are true about the
organisation?
Ȼ Interact is a Colombian organisation.
Ȼ I nteract is a children's organisation.
Ȼ Interact is for both girls and boys.
3. Read the text quickly and say what these numbers refer to in the text.
a. 12-18 b. at least two c. 10,700 d. 109 e. 200,000
Interact
Interact is Rotary International’s service club for young people aged 12 to 18. Interact is Rotary
International’s club for young people aged 12 to 18. Interact clubs are sponsored by individual
Rotary clubs, which provide support and guidance, but they are self-governing and self-supporting.
Club membership varies greatly. Clubs can be single gender or mixed, large or small. They
can draw from the student body of a single school or from two or more schools in the same
community.
Each year, Interact clubs complete at least two community service projects, one of which
furthers international understanding and goodwill. Through these efforts, Interact members
develop a network of friendships with local and overseas clubs and learn the importance of:
‡ developing leadership skills and personal integrity (integridad)
‡ demonstrating helpfulness and respect for others
‡ understanding the value of individual responsibility and hard work
‡ advancing international understanding and goodwill (buena voluntad)
With more than 10,700 clubs in 109 countries and geographical areas, Interact has become a
worldwide phenomenon. Almost 200,000 young people are involved in Interact.
For more information about Interact in your area, contact your local Rotary club, or ask RI staff.
Read the Interact Handbook and the Interact Brochure.(10)
© MEN Colombia
4. Read the text and answer true or false. Correct the false statements.
a. Interact is an international organisation.
b. Interact is only for people over
18 years old.
c. Only women can be members of Interact.
d. Interact members develop networks of
friendship.
e. Interact members can develop leadership
skills and human values.
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49. Module 1 Unit 23
5. You will read a speech by member of the Environmental Children’s Organisation.
a. Look at the pictures and guess what the speech is about.
Useful Vocabulary
Ȼ to speak on behalf of –
to speak for: hablar a
nombre de
Ȼ to make a difference:
marcar la diferencia
Ȼ cries go unheard:
quejas no son
escuchadas
Ȼ to break it: daxarlo
Ȼ to fix it: arreglarlo
C
b. Read the statements below. Then match each sentence with a picture.
Read
1. We are a group of twelve- and thirteen-year-olds from Canada trying to make
a difference.
2. I am here to speak on behalf of the starving children around the world whose
cries go unheard.
3. I am here to speak for the countless animals dying across this planet because
they have nowhere left to go.
4. I used to go Àshing in Vancouver with my dad until just a few years ago we
found the Àsh full of cancer.
5. I am not afraid to tell the world how I feel.
6. If you don’t know how to Àx it, please stop breaking it!
6. What is the meaning of each sentence? Match one sentence from exercise 4 with a meaning
below.
a. Stop damaging the world.
b. There are many animals that are losing their habitats.
c. Express yourself freely.
d. Many boys and girls don’t have the opportunity to express their problems.
e. Animals are dying due to strange illnesses caused by contamination.
f. Boys and girls have initiative to make a difference.
© MEN Colombia
A B
D E F
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50. 7. Now read Severn Suzuki’s speech and check if your predictions were correct.
a. Are the sentences you completed in Exercise 4 correct?
b. Complete the text with words from the box.
Ȼ you were
Ȼ twelve
Ȼ in the sun
Ȼ raised
Ȼ am fighting
Ȼ organisation
Ȼ speak
Ȼ children
Ȼ generations
Ȼ change
Ȼ because
Ȼ go fishing
Ȼ found
Ȼ animals
Ȼ butterflies
Hello, I’m Severn Suzuki speaking for E.C.O. – The
Environmental Children’s .
We are a group of and thirteen-year-olds trying to make a
difference:
Vanessa Suttie, Morgan Geisler, Michelle Quigg and myself. We all
the money ourselves to come Àve thousand miles to tell you adults you must
your ways. Coming up here today, I have no hidden agenda. I
for my future.
Losing my future is not like losing an election or a few points on the stock market. I am here
to speak for all to come.
I am here to on behalf of the starving around the world whose cries go
unheard.
I am here to speak for the countless dying across this planet because they have
nowhere left to go.
I am afraid to go out now because of the holes in the ozone layer. I am afraid to
breathe the air I don’t know what chemicals are in it.
I used to in Vancouver, my home, with my dad until just a few
years ago when we the Àsh full of cancer. And now we hear about
animals and plants going extinct every day — vanishing forever.
In my life, I have dreamt of seeing great herds of wild animals, jungles and
rainforests full of birds and , but now I wonder if they will ever
exist for my children to see.
Did you have to worry about these things when my age?
Lesson 8
Write
© MEN Colombia
k h
Speech given by Severn Suzuki in 1992 at the Rio de
Janeiro United Nations Conference on Environment and
Development.
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51. 8. Severn Suzuki’s speech has not Ànished.
Complete Severn’s speech. If you had
the chance to speak in front of the UN
audience, what would you talk about?
a. Brainstorm topics you are worried
about in the world, or local social
problems you know of around your
neighbourhood.
Some possible concerns
RUBBISH
Writing Tip
CLASSIFY
WASTE
PRODUCTS
RECYCLING
EDUCATE
PEOPLE
GIVE
RESOURCES
Graphic Organisers help you
organise ideas. Use them to plan
what you need to write or say.
Portfolio
Remember to keep your
portfolio updated. Which
individual tasks do you
think are suitable for your
portfolio? Which tasks done
in small groups are suitable
for your portfolio?
Ȼ waste disposal
Ȼ education
Ȼ body image
Ȼ extreme poverty
Ȼ teenage pregnancy
Ȼ sexual education
Ȼ working children
Ȼ drugs alcohol
Ȼ eating disorders
Ȼ gender issues
Ȼ bullying
Ȼ street violence
Ȼ racism issues
b. Select one and make a mind map
with sub-topics or ideas related to it.
Module 1 Unit 23
SPEAK
9. In pairs, prepare Àve sentences about the
problem you selected to inform others about
it. Practise saying the sentences and then
report to the class. Be ready to present it to
the class.
Ȼ I am here to speak on behalf of…
Ȼ I see (something negative)…
Ȼ I am afraid to… , because…
Ȼ I used to…
Ȼ I dream of seeing (something positive)…
Text selection
It’s almost time to present your Scrapbook: My
Youth Organisation Project.
Ȼ Get into your project groups
- In your groups, look back at the work you
have done in this module.
- What information, classwork or homework
can you use for your scrapbook? Look at
the tasks you included in the portfolio. It is
time to use them for this project.
- Proofread and edit the work you have
chosen for scrapbook.
© MEN Colombia
Write / Speak
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52. 9 Lesson: Getting active
1. Individually, answer the following questions. Then, share your answers with a
classmate.
a. Have you ever gone camping?
b. Where did you go camping?
c. Who did you go camping with?
d. What did you do while you were
camping?
2. Order the paragraphs in the story and answer the questions at the end.
Useful Vocabulary
Ȼ sunset: atardecer
Ȼ put out the fire: apagar el
fuego
Ȼ climbed into: meterse
Useful Vocabulary
Ȼ stove: estufa
Ȼ badminton: tipo de juego de
raquetas
Ȼ shine: brillo del sol
Useful Vocabulary
Ȼ cozy: cómodo
Useful Vocabulary
Ȼ to milk: ordexar
Ȼ supper: dinner
Ȼ crops: siembras
A. At sunset they went back to their cold tent and
started a small Àre near it to warm up for a while
before going to bed. Forty minutes later, they put
out the Àre, climbed into their sleeping bags and fell
fast asleep. Nothing disturbed them until the relaxing
singing of the birds woke them next morning.
B. Early every morning the two children and their
mother went hiking for two hours while their father
made the breakfast. When they came back, hungry and
tired from their exercise, they found him cooking beans
and eggs on a portable gas stove. After breakfast they
all went down to the river and played badminton and
enjoyed the sunshine.
C. Last summer Richard and his sister Jessica went
on a camping holiday in Salento (Quindio) with their
parents for the Àrst time. Their big new orange and
blue tent, which had two bedrooms and a living-room,
was very cozy and they pitched it in a large Àeld near a
green area Àlled with “Quindio Wax Palm” trees (Palma
de Cera). There were no other tents in the Àeld and
Richard pretended that they were boy and girl scouts.
D. In the afternoons the children went Àshing with
their Àshing poles in the clear waters of the river; they
loved it. In the meantime, their parents sat on big rocks
reading. In the evening they walked to the farmhouse at
the foot of the hill. They watched the cows being milked
and then had dinner with the farmer and his wife. The
farmer told the children all about his animals and his
crops and promised to let them help with the harvest if
they came back in the autumn.
© MEN Colombia
A camping holiday by Haydn Richards
Revision
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53. 3. Find the FALSE sentences and check them
to make them true according to the story.
a. This is Richard and Jessica’s second
camping experience with their parents.
b. Their mother cooked supper every
evening.
c. The camping area
was very crowded.
d. The family got
up early every
morning.
e. All the family went
Àshing in the
afternoons.
Emphasizers: incredibly, certainly,
obviously, really, simply, literally,
for sure.
AmpliÀers: completely, totally,
absolutely.
PremodiÀers: very, quite, rather.
a. Their tent was
comfortable and spacious.
b. Going hiking was
tiring.
c. Dad’s breakfast was
delicious.
d. Going Àshing while their
parents were reading was
fun.
e. The farmer was
nice.
f. It was cold.
g. The birds’ singing sounded
beautiful.
Module 1 Unit 23
5. Write about one of your classmates.
a. Ask a classmate the questions in the table below.
b. Write answers in the table, and then use the
answers to write a paragraph.
c. Be careful with the use of in-on-at.
d. Then use the information in the table to write
a short paragraph about her/him.
e. When you Ànish ask your classmate to check it.
QUESTION STUDENT 1
ANSWERS
SENTENCE
1. When were you born?
Where?
Mary was
born in…
2. At approximately what
time were you born?
In the morning? In
the afternoon? In the
evening or at night?
3. What time do you arrive
at school?
4. What time do you arrive
home after school?
5. What time do you wake
up on Saturdays? Why?
6. Do you have any classes
at weekends?
7. Do you do any sport?
When do you do it?
8. What do you do on your
holidays?
9. Who is your best friend?
10.What do you usually do
with your best friend?
Example:
I was born on October 22nd 16 in Tulua at 1:25 in
the morning. I usually get to work at a.m. and get
home at 5 pm. On Saturdays, I usually wake up at
a.m. because I have to travel to Pereira at :00. On
weekends, I take dance lessons at 4:00 pm. I usually
go swimming on Sundays at 3:00 in the afternoon. My
best friend is Jane and we usually go to a restaurant
at weekends. At Christmas, we usually stay home
waiting for our Christmas dinner. I like holidays in
December because it is a longer period for relaxation
and to be with my family
4. Based on the story “A camping holiday”
complete the following sentences with
the words provided to give emphasis.
© MEN Colombia
Revision
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54. 6. Listen to an interview with the founder of a teen organisation. Choose the best option:
7. Listen again. Correct the 7 mistakes in bold in the summary below using information from
the interview.
Claudia has been the president of a children’s organisation for several years, and she has shared
some information based on her experience. She talked about tips to maintain an organisation:
To start an organisation, she said you must have people who want to work for money. With the
members, you Àrst need to deÀne the name, the mission and the vision of the organization. You
need to also design a logo and devise a slogan after you design your webpage, because this is
essential for the image of the group. An important thing you need is money for what you want to
improve in society.
Claudia says it is also important to have a deÀnite plan for the Àrst year. It is important to Ànd
sponsors. The organisation’s members need to have meetings once or twice a month. The
organization can design a poster.
12
12
a. If you want to win
you have to
participate.
b. You need to work
in teams if…
c. If you want to go
camping, you…
d. If you want to eat
healthy food, you...
e. You need to
concentrate if...
Lesson 9
a. Who are talking in the interview?
1. Two men
2. Two women
3. A man and a woman
b. When is the interview?
1. In the morning
2. In the afternoon
3. In the evening
c. What is the general topic of the
interview?
1. Suggestions to maintain an
organisation
2. Advice to create and organisation
3. Advice to close an organisation.
8. Complete the sentences for each picture. Follow the example.
f. If you don’t want
to get sunburn,
you…
g. You need to warm
up if…
h. If you want a
clean city, …
© MEN Colombia
Revision
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55. Example:
In my neighbourhood, there
are many young people who
waste their time, and don’t
À
nd anything productive to
do.
Scrapbook: My youth organisation
It’s time to present your scrapbook
1. ACTION PLAN
a. What information do you still
need to include in your project?
b. Set deadlines.
c. Assign roles and responsibilities.
Module 1 Unit 23
9. Think of teen issues related to topics like education, body image, poverty, teenage
pregnancy, etc.
a. Choose one of them and write a situation to solve.
b. Pass the situation statement to a classmate and ask him/her to Ànd a solution.
2. PREPARE! PREPARE! PREPARE!
a. Organise your materials, outlines,
scripts for your presentation, etc.
b. Ask your teacher for help if you
need it.
3. REHEARSAL TIME
a. Practise pronunciation.
b. Review your teacher’s
comments.
c. Make necessary changes.
4. TIME TO PRESENT
© MEN Colombia
Solution:
Ȼ You should encourage them to play
basketball or their favourite sport.
Ȼ You could ask them to join a hip hop
dance group.
Revision
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56. 10 Self Assessment
1. Assessment of your English skills
Ȼ Look back over the module. What have you learned? Tick the appropriate box.
SKILL STATEMENT I can do
this
I can do
this with
help
I need to
work on
this
LISTENING
A. I can identify the main topic and the important details in
a speech from a young leader in a teen organisation.
B. I can understand an interview about a boy who built a
windmill for his community
C. I can understand teens talk about their favourite hobbies
and sports
READING
A. I can give very short presentations about young people who
impact the world
B. I can maintain a simple conversation in English about teen
problems and solutions
C. I can interview a teen leader.
SPEAKING
A. I can Ànd identify characteristics of a hero in a text.
B. I can categorise the different aspects of 3 urban tribe texts.
C. I can organise the ideas of a text on a camping trip.
WRITING
A. I can write suggestions for solving a teen problem.
B. I can write an article about my favourite hobby or sport.
C. I can write a journal entry about a young hero.
© MEN Colombia
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57. 2. Assessment of your English study skills.
Ȼ Study skills help you improve in any school subject. Say how often you use these
study skills.
STUDY SKILLS ALWAYS SOMETIMES NEVER
1. I connect new material to
what I already know.
2. I organise my thoughts and
ideas before starting an activity.
3. I use new vocabulary learnt
when I express my ideas.
4. I review my notes and the
texts that I write.
5. I speak English in class.
3. Project Assessment.
Ȼ First individually, and then with your group, assess your performance in the Project
work Write at least 3 comments for each aspect.
WHAT WENT WELL? WHAT DIDN’T WORK? WHAT I/WE CAN DO BETTER
NEXT TIME?
ME
MY GROUP
Module 1 Unit 3
© MEN Colombia 57
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58. © MEN Colombia
Money makes
the world go around 2Module
In this module you will…
…discuss how people spend money and prioritise their spending, in
Unit 1 What we spend
…read and talk about work, how products are made and who makes them in
the global supply chain, in
Unit 2 How the world works
…talk about the power of the consumer, and how the things we buy can make
a difference, in
Unit 3 Ready to change
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59. © MEN Colombia
Look Ahead
Answer the following questions.
1. Are brands important when you buy clothes?
2. Are you a shopaholic?
3. Name 3 traditional Colombian handicrafts.
4. Should companies take care of the environment?
5. Should advertising be prohibited?
Unit 1.
What we spend
Unit 2.
How the world works
Unit 3.
Ready to change
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