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n the

e-Teacher’s Kit

2

E MUESTRA MATERIAL D U VENTA PROHIBIDA S On the Pulse – yearly plan ............................ 2

Unit 5 – Special days ................................... 48

On the Pulse – course overview .................... 5

Unit 6 – Take care ........................................ 54

On the Pulse – general teaching notes ........ 17

Consolidation / Project B answer key .......... 59

Ideas to enrich your teaching:

Creative corner notes .................................. 60

It’s my life! ................................................... 22

Photocopiable material:

Unit 1 – What do you like? ........................... 24

Project Planning sheets ............................... 62

Unit 2 – Music and TV .................................. 30

Unit tests ..................................................... 64

Unit 3 – Fact or fiction? ................................ 36

Term tests ................................................... 70

Consolidation / Project A answer key .......... 41

End-of-year test ........................................... 76

Unit 4 – Life on Earth ................................... 42

Tests A – answer key and audioscripts ........ 78

2  On the Pulse 2

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On the Pulse 2  3

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4  On the Pulse 2

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On the Pulse – course overview On the Pulse is a communicative course designed for 21st century teenagers in secondary education. Topics and tasks have been carefully selected to reflect their interests and guarantee participation. The aim of the course is to enable students to communicate in English and gradually aid them in understanding authentic written texts and spoken messages in English. The course encourages students to appreciate the value of English as a tool to access information, communicate with people from other countries and learn about other cultures.

Student’s Book The Student’s Book is made up of an introductory unit, which activates language students should know at this level, six core units, an integrated Workbook, the Creative corner section, six Progress checks, Speaking activities divided into ‘Student A’ and ‘Student B’, a list of irregular verbs with their phonetic transcriptions and the Learning bank section. The core units are structured as indicated below.

Vocabulary The first vocabulary section in each unit presents the first lexical set students will be learning. New words are presented at word (cook, draw) or phrase level (go for a run, surf the Internet), as appropriate, through pictures / photos and within a context. The teaching of new vocabulary includes three stages: 1. Discovery Students discover the topic they will be learning new words about and start thinking about it. They are asked to give a quick look at the material and identify activities / objects / concepts, etc, express an interest, describe what they can see, give an opinion, and so on. 2. Learning Students listen and repeat the new words and sometimes do a matching activity as well. Vocabulary sets are either clearly visible in a box or in a blue font within the context in which they appear. They are recorded for pronunciation practice. Students should be encouraged to learn the correct pronunciation of words and ask questions to clarify meaning. 3. Practice The exercises that follow get students to use the target language individually or in

pairs. They personalize the new language – students use it to talk about their experiences, habits, likes, lives, etc.

Learning to Learn The aim of this section is to suggest a vocabulary learning technique that can help students take in new words and become autonomous learners. The technique does not exclusively apply to the unit in which it appears. Students should be encouraged to use each strategy as appropriate throughout the course. On the Pulse 2 – course overview  5

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The exercises in this section are of three different types: 1. Before you read Pre-reading activities get students ready for reading. These activities encourage them to predict content, identify the type of text, describe pictures / photos, etc. 2. Read for general ideas Reading-for-gist activities aid students in understanding the ‘core’ of the text. One of the main aims of this section is to gradually train students to understand real texts in English without being hindered by unknown words. 3. Read for details The activities in this section have students scan the text to find specific information. They foster a deeper understanding of the text.

Comparing Cultures

Reading This section introduces students to a range of authentic-style texts in an appropriately graded way. In each section, there is a text followed by pre- and post-reading activities. On the Pulse uses different text formats – such as website posts, TV programme reviews, online message boards and travel guides, blog entries, information leaflets, and magazine articles and interviews – which deal with a variety of high-interest topics. The texts chosen serve several purposes: > to give language input. > to reinforce some of the vocabulary taught in the previous section. > to expose students to the new grammar in a meaningful context. > to offer students an opportunity to read texts that are slightly above their productive level and still understand them.

This section provides a further task related to the content of the text. Its purpose is to broaden students’ minds and make them aware of cultural differences. Students are encouraged to compare the customs in other cultures with their own, respect cultural differences and express their views. With this task, the reading section goes beyond reading comprehension by fostering the development of critical thinking skills.

Web Quest This section appeals to inquisitive minds as students are encouraged to find out more about the topic they have read about. Students become engaged, make their own decisions regarding what they would like to know and do their online search. With the help given in the #tip, students can browse websites efficiently to find the kind of information they need. This tip also helps them to improve their search techniques in order to find reliable information on the web. Thus, the reading section goes a step further by helping students to develop digital competence. Eventually, their listening and speaking skills will be honed as they share their findings with the class.

6  On the Pulse 2 – course overview

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Grammar This section includes clear examples of the target grammar taken from the text students read in the previous section. On the Pulse gets students to read and understand grammar before they are required to use it. In the USE section, students identify the target grammar and become familiar with it. They are asked to draw conclusions regarding its use by completing easy-to-understand rules about the relationship between the target grammar and its function, for example, the present simple for describing routines, the present continuous for actions happening at the moment. The rules in this section usually answer the question What do I say / use this for? In the FORM section, students discover the patterns in language by analyzing or completing grammar tables. Then they complete easyto-understand rules about how to form the grammatical structures. The rules in this section usually answer the question How do I say this? The graded exercises that follow consolidate the new grammar. They are guided at first to help students gain control over the new structure and they gradually become less controlled. The grammar practice section ends in a Free practice activity in which students are asked to produce the grammar freely and use it in the context of their own lives.

Comparing Languages Students reflect on how to convey a given message in their own language and become aware of the differences between this language and English. This awareness will help them to understand the second language better and achieve grammatical accuracy in it.

Vocabulary

Listening

The second vocabulary section presents the second lexical set students will be learning. It follows the same structure as the first vocabulary presentation (see page 5).

Engaging listening texts contain examples of the target vocabulary. They provide an opportunity to hear the new language in context. Students listen to an authentic situation and test their understanding. The first task focuses on global understanding. The second one focuses on understanding details.

On the Pulse 2 – course overview  7

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Reading

Grammar

The second reading section presents a new text followed by pre- and post-reading activities. It follows the same structure as the first reading section (see page 6).

The second grammar presentation includes clear examples of the target grammar taken from the text students read in the previous lesson. It follows the same structure as the first grammar presentation (see page 7).

Give your opinion This activity gets students to express their views on the topic of the reading text by answering questions. This personalization exercise fosters meaningful learning by giving students the opportunity to relate the topic of the text to their lives.

8  On the Pulse 2 – course overview

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Build your skills This spread provides an opportunity to reinforce some of the language taught in the unit and practise three of the basic skills – reading, listening and speaking. It encourages students to develop their receptive skills further and improve their communication (productive) skills in a real-world context.

Reading & Listening The reading section includes a variety of authenticstyle text types such as adverts, noticeboards, websites and leaflets. > The text engages students with the topic. > The exercise that follows practises comprehension. > Then students express their views on the topic or do a personalized exercise. The listening section includes two activities – one focusing on general ideas and the second one focusing on details.

Listening & Speaking The purpose of this section is to provide practice of social language. Its main feature is a videoed (and recorded) speaking model that teaches the language students need to communicate effectively in everyday situations. The activities are staged so that students can build up gradually their communication skills: > Students answer questions about a photo from the video in order to understand context. > They watch a video clip of British people interacting in everyday situations. Focus is placed on main ideas in order to do an initial gist exercise. > They watch the video again. Focus is placed on details in order to complete the gaps in the conversation successfully. > They practise the model conversation – they produce meaningful communication by reproducing the conversation.

Keep it going! The Keep it going! section lists functional language for easy reference. Its purpose is to make students aware of the language commonly used in authentic conversations. Students are encouraged to use these expressions to sound natural.

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> They create a new conversation – they develop their speaking skills by acting out their own dialogue. > They can watch the video once more and do the additional interactive activities included in it. On the Pulse 2 – course overview  9

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Writing In this section students are asked to produce written messages with a communicative purpose. A variety of formats have been included, such as personal profiles, short biographies, reviews, travel guide articles, invitations and emails. A model is always provided. Students are expected to read it and understand its purpose and content. This initial step is very important because it is crucial that students understand what they are aiming at before working on the assignment.

Write it right! The Write it right! section includes writing strategies that students should use to organize their piece of writing or useful grammatical structures that they should incorporate into their work.

Writing task Step-by-step tasks emphasize that good writing requires planning, drafting and editing. Students are given guidance on how to plan and draft their piece of writing. They are also reminded to include the grammar and vocabulary studied in the unit and to follow the suggestions in the Write it right! section. Finally, they are reminded to check their work. Priority should be given to the message over the form. Mistakes are inevitable and students shouldn’t feel discouraged by too many corrections on their written work.

Pulse magazine This page at the end of each unit encourages students to read for pleasure and develop receptive skills. It also provides an opportunity to review the language that has been taught. Texts are recorded on the Audio CD. Students read while listening to the audio and answer one or more questions about the overall content of the text. Then they do an activity that encourages them to look back at the text and scan it for details. The activities that follow have been designed for fast-finishers. You can ask students to choose one or do both.

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Consolidation There are two Consolidations in the Student’s Book – one after Unit 3 and the other one after Unit 6. They reinforce the grammar and vocabulary taught in the three preceding units. They include a text that students complete with the language they have learnt. The activities that follow provide further grammar practice; they are based on the text, which provides a rich context for meaningful practice.

Project Projects allow students to use language creatively to achieve a communicative goal. Focus is placed on communication, not on grammatical accuracy. They should be motivating for students as they provide a sense of achievement once they have been completed. There are two Projects in the Student’s Book, after each Consolidation. They are divided into two main sections – Let’s analyze and Let’s do it! In the Let’s analyze section, students discover what kind of project they will be doing. They also look at a model project and answer questions. The Let’s do it! section provides an opportunity for students to work collaboratively in small groups as they create their project. It also provides them with an opportunity to develop their digital competence by using web tools if they have access to technology. > Step 1 Groups decide what their project will be about. They also decide how they will be doing it, depending on whether they have access to technology or not. > Step 2 Students make their own decisions about what to say and how to say it. This is their opportunity to be creative and experiment with language. They are required to use the photocopiable Project Planning Sheet, a useful tool to help them organize the contents of their project. > Step 3 Groups develop their speaking skills while presenting their project in class.

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Workbook The Workbook is included at the back of the book.

Vocabulary & Grammar The first spread includes a variety of activities to ensure successful practice of the vocabulary sets and grammar taught in the Student’s Book.

Reading A further text is provided on a topic related to the theme of the unit. The text is followed by a variety of exercises that allow students to analyze the text at different levels and ensure its comprehension.

Speaking & Writing Speaking activities test students’ recall of the social language presented in the Student’s Book section. Writing activities provide students with more practice related to the text type presented in the Writing section in the Student’s Book.

Extra practice The Extra practice section includes further, and sometimes freer, practice of the language taught in the unit. It can be used with fast-finishers.

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Creative corner This section, which may be used independently or after some of the units have been covered, includes different literary texts that have been adapted to the students’ level. It allows them to appreciate how much they can use the language they have learnt and also helps to pave the road to a more complex literary appreciation. Each of the texts chosen is preceded by an explanation of the genre it belongs to and then followed by activities that supplement the material in a more class-controlled way. The Creative corner can be further exploited by using the worksheets provided in the Online Teacher’s Centre and the interactive activites included in the Online Skills Centre.

Progress Check This section should be used for students’ own evaluation. Its aim is to get them to reflect on how much they have learnt. After completing each Progress Check, students work out their score to evaluate their progress and, as a class, create an action plan for improvement in the areas in which their results were weaker. Since the pages in this section can be torn out of the book, they can also be used as Progress Tests. On the Pulse 2 – course overview  13

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Pairwork activities These speaking activities get students to talk in a variety of communicative contexts. An advantage of this kind of activities is that they are fun and motivating for students because they enjoy the challenge of finding out information from their classmates. A further advantage is that they get students to use a wider range of language because of the specific requirements of each activity.

Learning bank It is a useful self-study reference of all the language presented in each unit. It encourages learner autonomy and also makes students aware of what they can produce in English.

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e-Teacher’s Kit

The e-Teacher’s Kit contains a variety of different features and ideas that help you to make the best use of all On the Pulse materials. Since all the units in the Student’s Book are structured in the same way, a set of general teaching notes is provided after the course overview. These teaching notes cover the general approach and methodology of each section within the Student’s Book. Then more specific notes are provided for each unit, including ideas to enrich your teaching, such as extra activities, useful notes and web links. Audioscripts and answer keys are included in this section as well.

The e-Teacher’s Kit also includes: >> the annual planning. >> specific notes for the Creative corner section. >> photocopiable worksheets for students to use when working on the Projects. >> photocopiable unit tests and term-tests (one every two units and one for the end of the year). >> the Audio CD. The e-Teacher’s Kit is supplemented with extra resources in the Online Teacher’s Centre (see page 16). On the Pulse 2 – course overview  15

On the Pulse – online centres On the Pulse offers digital resources both for teachers and students. Teachers On the Pulse is an Online Teacher’s Centre which contains: >> the e-Teacher’s Kit (PDF version of the Teacher’s Kit). >> downloadable audio files (for the Student’s Book exercises, the pronunciation activities and the tests). >> customizable versions of the annual planning and all tests (in Word format). >> discrete tests for each unit and a B version of all the tests included in the e-Teacher’s Kit. >> worksheets for: fast-finishers, the Creative corner, and the songs and pronunciation activities provided at Students On the Pulse. >> videos by the authors explaining methodological aspects of the series. >> direct access to the students’ resources at Students On the Pulse.

Students On the Pulse is an Online Skills Centre which contains: >> the videos from the Build your skills section in the Student’s Book. >> downloadable Pulse magazine audio files. >> interactive activities from the Creative corner which expand the topic and skills covered by providing links to related materials on the Internet and the recordings of all the texts. >> worksheets with pronunciation activities and built-in audio. >> suggested songs to be used with each unit. >> interviews with the authors.

To access both centres for the first time, users have to go to www.macmillan.com.ar/onthepulse and activate the code provided either in the Teacher’s Kit or the Student’s Book, respectively. Once they have registered and activated their codes, they can access each of the centres by just logging in.

16  On the Pulse 2 – course overview

On the Pulse – general teaching notes Vocabulary 1. Ask students to look at the photos or pictures or have a quick look at the text and answer the questions included in the first exercise. These questions will help them discover what the lexical set is about. 2. Engage students with the topic by asking them additional questions that give them a chance to talk about their experiences or bring in prior knowledge. Example questions for Unit 3, page 28: Do you like reading books? What type of books do you read? 3. Play the Audio CD. Students listen and repeat the words. They sometimes do a matching activity as well. Make sure they pronounce the new words correctly. 4. To help students internalize the new vocabulary, get them to use it in a substitution drill in which, if possible, they provide personal examples, eg: T: I like reading historical novels. I think they are interesting and useful. S1: I like reading comic novels. I think they are funny. S2: I like reading thrillers. I think they are exciting. Follow the same procedure with other new words. 5. As a final activity, students are normally asked to use the new vocabulary in a) meaningful sentences or b) dialogues about their own lives. While students are working, walk around and provide help as needed. 6. To round off, depending on the type of activity students have done, a) get random students to read out their sentences to the class or b) get random pairs to ask each other questions as their classmates listen.

Learning to Learn 1. Read the vocabulary learning technique aloud. Tell students that the strategies or techniques mentioned will help them to memorize new vocabulary. 2. Go over the examples given and provide new examples as a class.

3. Students put the technique(s) into practice – they classify words, label pictures / photos, write personal examples, etc, as indicated in each unit. They can do this task individually or in pairs. 4. If appropriate, check answers as a class.

Listening The second vocabulary section is followed by a listening comprehension exercise that uses some of the new vocabulary in a functional situation. > First listening Point out the context of the listening text and read the instruction. Tell students that they should listen for main ideas and to focus on what they understand rather on what they don’t. Play the Audio CD and check answers as a class. > Second listening Ask students to read the sentences or incomplete sentences or questions etc carefully first so they know what information to listen for. Play the Audio CD again and check answers as a class.

Reading Before you read 1. Have students look at the text and focus on its title and pictures in order to identify the type of text they are going to read. 2. Students answer the questions included in this pre-reading stage. The purpose of these questions is to create interest in the topic. 3. Engage students with the topic by asking them additional questions that give them a chance to bring in prior knowledge. Example questions for Unit 2, page 22: What TV programmes do you usually watch? Which is your favourite TV programme? Why? Note: Accept the fact that students may need to provide some information in their own language.

Read for general ideas 1. Read the instruction and go through the questions with the class so students can read with a purpose. Tell students that this On the Pulse 1 – general teaching notes  17

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activity focuses on general ideas and that they shouldn’t focus on unknown words. 2. Have students read the text silently. 3. Students do the exercise individually and read the text again silently if necessary. 4. Check answers as a class.

Read for details 1. Read the instruction with the class but do not go through the activity items. Tell students that this activity focuses on details and that they should look back at the text to carry it out successfully. Point out that they should use the photos / pictures and context to try to work out the meaning of new words. 2. Students do this exercise individually. Encourage them to read each sentence or question and then scan the text to find the information they need to answer it or to confirm the answer they think is correct. Walk around helping as needed. Clarify the meaning of any key words, if necessary. 3. Check answers as a class. If you wish, ask students to discuss them with a classmate first.

2. Draw students’ attention to the Web Quest tip and clarify any doubts. Make sure students understand the suggestion included in the tip. 3. If your school has computers and Internet facilities, students can do the Web Quest activity in class. If not, set it as homework task. 4. After students have done their quest, get random students to share their findings with the class. You may want to ask the whole class to hand in their notes for correction.

Grammar Grammar presentation – Use 1. Introduce the target grammar by telling students which structure they are going to learn. 2. Refer students to the examples given and ask them to trace them back in the reading text. 3. After students underline the examples of the target grammar, check answers as a class. 4. Ask students to look back at the examples to work out the rule about what we use the target grammar for.

4. Allow students to ask questions about any unknown words that were not discussed before and clarify their meaning.

5. Try out the rule by asking students to produce their own examples. Whenever possible, ask them to use true information – this will make it easier for them to remember the structure.

Comparing Cultures

Grammar presentation – Form

1. Organize students into small groups. 2. Allow students a couple of minutes to provide the answers to the questions. Make sure all students have a chance to exchange ideas. Note: Students may need to use their first language. 3. Listen to students’ ideas as a class. As you get feedback from them, write a list or build up a table on the board, as appropriate, to summarize their ideas.

Web Quest 1. Go through the steps with the class. Check that students understand the task.

1. Have students analyze the tables and find patterns. Ask leading questions to help students find the patterns, eg: What do you notice about the verb form in the past simple? 2. Ask students to complete the tables or diagrams, as appropriate. Remind them that the examples in the USE column can help them do this task. 3. Check understanding by getting students to use the new grammar in a transformation drill, eg: T: Make this sentence negative: ‘She was at home.’ S1 / Whole class: She wasn’t at home. T: Now turn it into a question. S2 / Whole class: Was she at home? Follow the same procedure with other examples.

18  On the Pulse 2 – general teaching notes

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Grammar practice 1. Students do the initial, more controlled activities individually and compare answers in pairs. Then check answers as a class. 2. Students do the free activities. They are of two types – some are personalized activities to be done individually; others are communicative activities to be done in pairs. For both types of activities, monitor while students are writing or interacting and give help if necessary. 3. To finish, ask students if they had any problems or comment on any problems you may have noticed. Provide explanations and examples as necessary. 4. If students need further practice, suggest that they do the activity again. If they work individually, they can do it again with imaginary information. If they work in pairs, they can do it again with another classmate.

Comparing Languages 1. Go through the instruction with the class. 2. Ask students what differences they notice between the two languages. 3. Provide more examples to illustrate the point further and elicit translations if necessary. 4. To check comprehension, ask students to provide their own examples. Make any necessary corrections and write them on the board.

Build your skills Reading & Listening 1. Have students look at the text and identify the type of text they are going to read. 2. Get them to answer the question in the first exercise. The purpose of this question is to prompt students to start thinking about the topic of the text. 3. Ask students to read the text and scan it for the information they need to answer the questions. Encourage them to guess the meaning of any unknown words.

4. Give your opinion Get students to think about their answer to the questions and then call on a few volunteers. The purpose of this exercise is to generate interest by relating the content of the reading to the students’ views or lives. 5. First listening Point out the context of the listening text and read the instruction. Tell students that should listen for main ideas. Play the CD and check answers as a class. 6. Second listening Ask students to read the questions carefully first so they know what information to listen for. Play the CD again and check answers as a class.

Listening & Speaking 1. Tell students they are going to watch a video of an everyday situation. Refer them to the photo to become familiar with the context. Note: The videos can be watched online at www.macmillan. com.ar/onthepulse. If you do not have Internet connection, use the tracks on the Audio CD. 2. First viewing Students watch the video and answer questions about the main ideas in the conversation or the context in which it takes place. Check answers as a class. 3. Second viewing Students watch the video again, listen for details and complete the gaps in the conversation. Check answers as a class. 4. Third viewing Students watch the video a third time and practise sentence stress and intonation. Pause the video after each speaker’s part for students to repeat as a class. Point out the main stress in sentences and the correct intonation in questions. Note: Each video contains interactive activities that students can do after doing the activities in the Student’s Book, either in class if they have acess to computers or at home at the Online Skills Centre. Draw students’ attention to the Keep it going! box. Treat the expressions in this box as formulaic language, that is to say the natural use of idioms, collocations, set phrases and so on. 1. Students practise the conversation in pairs. They swap roles and they practise it again. Monitor their work and give help if necessary. On the Pulse 2 – general teaching notes  19

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2. Students create a new dialogue and practise it in pairs. Then they swap roles. Monitor while they are practising and give help if necessary. 3. Choose a few pairs to act out the dialogues for the class.

Writing 1. Ask students to identify what type of text they are going to write. 2. Read the model aloud and check understanding of the text by asking comprehension questions.

Consolidation 1. First exercise Tell students to read the text through for general meaning before they do the exercise. Get students to complete the text individually and then compare answers with a classmate. After checking answers as a class, ask a few comprehension questions about the text to check understanding of its content. 2. Remaining exercises Students do the exercises individually. To check answers, get students to write them on the board. Clarify any doubts.

3. Go over the Write it right! section. Write new examples on the board and clarify any doubts.

Project

4. Writing task Go through the steps with the class. Monitor while students plan their writing and give help or make suggestions as necessary.

1. Let’s analyze. Read the instruction and draw students’ attention to the model. To make sure students know what they are going to do, ask them what kind of project this lesson is about. To make sure they understand the model, ask questions about the text.

5. Get students to write their piece in class or as a homework task. Remind them to edit their work before handing it in for correction. Focus on paragraph organization, spelling and punctuation. When correcting their work, remember that this is a communicative task. It is the content and intelligibility of the message, not grammatical accuracy, that matters.

Pulse magazine 1. Before students read, encourage them to read the text in Pulse magazine for pleasure and remind them that they do not need to know the meaning of every word in order to understand the message of the text. 2. Go through the question in the first exercise so students can read with a purpose. After students read (and listen) to the text, call on a volunteer to say the answer to the question.

2. Let’s do it! Go through the steps with the class. 3. Organize the students into groups. 4. Groups decide what their project will be about. Provide any necessary guidance to make sure students make appropriate choices. 5. Hand out the photocopiable Project Planning Sheet (see pages 62 and 63). Students create their project in class or as a homework task. 6. Groups present their project in class. 7. If students did their work on paper, you can display it on the classroom walls. Note: For Project A, you can have students use these timeline-creating tools: www.timeglider.com or www.timetoast.com. For Project B, you can have students use this quiz-making tool: www.quibblo.com.

3. Ask students to scan the text to do the second exercise. If necessary, allow students to ask you about the meaning of new words. Check answers as a class. 4. The last activity is designed for fast-finishers. Students can choose an activity or do both.

20  On the Pulse 2 – general teaching notes

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Progress Check 1. Students do the progress check individually.

What material does representational language involve?

1. Organize students into pairs.

Representational material can be any verbal text that involves students and encourages them to use their creativity. In this way, the scope is opened to other texts that are not conventionally considered part of literature though real, simple and engaging. The limericks, the tall tales, the football chants and other representations in On the Pulse lend themselves to textual intervention activities in an easier and more natural way than any referential material, since they enable a transaction between the text and the reader.

2. Go through the steps with the class.

What are textual intervention activities?

3. Make sure students understand what they have to do. Model the activity by doing an example with the whole class.

Textual intervention (Rob Pope, 1995) is a method for the teaching and learning of language in which students are invited to re-construct texts by producing alternative, parallel and counter narratives. According to Pope, ‘the best way to understand how a text works is to change it: to play around with it, to intervene in it some way (large or small), and then try to account for the exact effect of what you have done’ (1995:1). Considering Pope’s words, the textual intervention activities devised at the different levels in On the Pulse intend to invite students to take a more active part in their reading and to provide teachers with material to deal with the big problem of how to teach students to read for pleasure.

2. To check answers, students take turns to read out the words / sentences they have written. Make any necessary corrections and write the answers on the board so students can check spelling. Alternatively, you can ask them to tear out the pages and hand them out for correction.

Pairwork activities

4. Encourage pairs to help each other with anything they do not understand. Monitor while students interact providing help as needed.

Creative corner Why have a Creative corner? According to John McRae (1991), language is both referential and representational, so only including material of either one type or the other in a syllabus should be avoided since it does not reflect reality. For this reason, the Creative corner section in On the Pulse seeks to cater for the representational language that is so often overlooked in textbooks which solely focus on referential language.

What is the difference between representational and referential language? Referential language communicates information while representational language stimulates emotions and engages the imagination. Referential language requires memorizing vocabulary and being able to manipulate grammar, whereas representational language entails devising illimitable interpretations and developing an awareness of language which leads to fluency.

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It’s my life! Vocabulary

p4

Most probably you have already greeted your Ss before they started with the unit and introduced them to the language of classroom interaction and personal issues. Use this instance to motivate Ss to learn how to sound more natural.

»

EXTRA: (after Exercise 1) In small groups, Ss talk about their favourite weekdays using Chris’s example. Ask them to justify their choice. Invite them to see if there are coincidences in their choices.

» EXTRA: (after Exercise 2) Say a word or sentence and have

ANSWERS 1 Lucy’s favourite subject is French. Chris’s favourite subjects are science and technology. Chris’s favourite weekday is Friday. 2 1 maths; 2 art; 3 history; 4 ICT; 5 drama; 6 music; 7 science; 8 geography 4 1 the sixteenth of September nineteen ninety-six; 2 the twenty-eighth of February two thousand; 3 the first of May two thousand and eleven; 4 the third of January two thousand and fifteen 5 2 Flag Day is on 20th June. 3 Independence Day is on 9th July. 4 New Year’s Day is on 1st January.

Ss say the related subject, eg: T: Acting. Ss: Drama. T: Twenty-two plus four. Ss: Maths.

» EXTRA: (after Exercise 4) In pairs, Ss share important

dates in their lives. Give an example first: T: 16th December – my mother’s birthday.

»

EXTRA: (after Exercise 5) Ss search for different celebrations in a calendar. Write some of them on the board for class discussion.

Listening & Speaking

ANSWERS 1 Lucy and Chris are outside school. 2 1 Yes, they are. 2 Yes, they do. 3 1 Mr Brown’s; 2 near; 3 walk

p5

1 The teenagers in the photo are Lucy and Chris who already appeared on the previous page. Encourage Ss to go back to it if necessary. You can also ask: In your opinion, how old are they? Are they happy? What do you think they are talking about? Is their school big? Is it similar to yours? 2 Before watching the video, have Ss read the questions. Tell them that they do not need to understand every single word to understand the general idea. 3 Before watching the video again, ask Ss to read the lines. If they can anticipate any missing information encourage them to complete it. Invite them to check it later on. 4 Have an instance of choral repetition first and then in pairs before they role play the conversation. Make sure Ss notice the importance of intonation and stress to sound natural. Encourage them to use the phrases in the ‘Keep it going!’ section.

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Grammar / Vocabulary

p6

Tell Ss they are going to revise the different forms and uses of the verb be so that they can use it to talk about age, description, state, among other topics. In pairs, have Ss analyze the different exercises. Encourage them to ask if they have doubts. Check answers as a class.

» EXTRA: (before Exercise 6) Say different words and ask

Ss to provide the category. Include the words that Ss will need in Exercise 6. Tell them you will include school subjects, furniture and classroom objects. Write these labels on the board for guidance. You can also write the items you mention, eg: T: Geography. Ss: School subject.

»

EXTRA: (before Exercise 7) Ask Ss to set the words in the box in pairs of opposite adjectives. Once Ss do Exercise 7, have them write a paragraph describing their own room. Ask them to exchange their description with a classmate and to find out if their bedrooms are similar or different. As Ss work, walk around and help them if needed. 8 Give Ss time to rehearse what they are going to tell to their classmates. Encourage them to use expressions like Really? to express surprise or Me too! to express coincidence. Walk around and monitor. Provide help if needed.

Vocabulary / Grammar

ANSWERS 2 I’m 15 years old. You’re / We’re / They’re Chinese. He’s / She’s / It’s from Spain. I’m not from Italy. You / We / They aren’t in London. He / She / It isn’t my best friend. 3 1 T; 2 F. Juan and Pilar aren’t English names. 3 F. Edinburgh isn’t the capital of England. 4 T; 5 F. The White House isn’t in London. 6 It’s a bedroom. 2 chair; 3 wardrobe; 4 window / curtain; 5 desk; 6 shelf; 7 bed; 8 lamp

p7

» EXTRA: Play the odd-one-out game. On the board, write

groups of five words. Four of these words should belong to the same category and the fifth to a different one. Include clothing items, eg: one, seven, thirteen, T-shirt, two thousand; boots, sandals, summer, jacket, scarf. Ask different Ss to come to the board and circle the word that does not belong in each category.

» EXTRA: Have Ss prepare a set of words to go on playing the

odd-one-out game. Provide help if needed.

»

EXTRA: (after Exercise 4) Have Ss write incomplete sentences like the ones in Exercise 4. Then have them exchange their sentences with a classmate and complete them.

» EXTRA: Give prompts and have Ss reply using the

possessive ’s, eg: T: Marge. Ss: Bart’s mother.

ANSWERS 1 1 b; 2 c; 3 a 2 skirt, shoes, trousers, shirt, tie, shorts, socks, sweatshirt, cap, tuxedo, waistcoat, gloves 3 your; his; her; their 4 1 her; 2 his; 3 their; 4 my; 5 your 6 1 a; 2 c; 3 a; 4 b; 5 a

MY LIFE

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What do you like? Vocabulary

p8

Tell Ss that they are going to learn how to talk about their free time activities and to refer to people according to their preferences. Ask them if they ever do personality quizzes.

» EXTRA: (before Exercise 1) Play hangman to revise free time

activities. Use words from the quiz on page 8. Have Ss ask: Is there a T? T: Yes, there are two Ts.

»

EXTRA: Encourage Ss to think about free time activities. Then have them classify them into outdoor and indoor activities. 1 Teach hang out with friends through exemplification. 2 Ask Ss to share their answers. Encourage them to speak in English throughout their conversations. 3 To help Ss remember the meaning of these words, ask them to provide the name of somebody they know who is sociable, friendly, etc. 4 Tell Ss they can refer to the verbs in the quiz to complete the table. Check as a class.

ANSWERS 3 1 b; 2 c; 3 a

LEARNING TO LEARN Ss feel highly motivated to learn

a language when they see they can use it to communicate something relevant to them. Point out that by classifying vocabulary considering true options will help them to memorize new vocabulary. Provide examples and write them on the board.

Reading

p9

1 Invite Ss to describe the pictures. Then ask them who wrote the posts and if the places they mention can also be found in their area. You may want to bring a map of the UK to show Ss where Stafford, Durham, Glasgow and Cardiff are.

» EXTRA: Have Ss notice that they could do the activities even

ANSWERS 2 aquarium: You can swim with sharks. ghost bus tour: You can hear ghost stories about the city of Edinburgh. museum: You can buy souvenirs in the shops of an old town from the 1900s, travel on a tram, have a lesson at an old village school. theme park: You can go on a big swing at the top of a cliff. 3 1 Jack always goes swimming at the local sports centre on Saturday mornings. This Saturday morning he is swimming with sharks at the Blue Planet Aquarium. 2 Daniel and his friends like horror films. They are taking a ghost bus tour now. 3 Daisy usually hates museums but she likes Beamish because it is a ‘living’ museum. 4 The Giant Swing is a big swing at the top of a cliff. It is in the Adrenalin Quarry, in Cornwall.

1

when they do not know all the words in the posts. Ask them to choose one or two words they would like to know the meaning/s of so that you can provide it/them. Try to avoid using L1.

COMPARING CULTURES Ask Ss about different attractions

all over the world. Ask them if there are any similar attractions in their area. Encourage them to find out about attractions in their country.

• Remind Ss that they do not need to understand every single word to understand the information they have found. • Encourage them to share their true perceptions with the rest of the class.

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Grammar

p10

Draw Ss’ attention to the examples given and elicit the type of information they express (present simple: habits / routines; present continuous: actions happening now). This will lead you to systematize the use of these verb tenses in Exercises B, C and D.

»

EXTRA: (after Exercises 1–4) Have Ss read out the sentences in Exercise 1 and the questions in Exercise 3 to practise pronunciation and intonation.

» EXTRA: Give Ss prompts and have them say true sentences

about themselves, eg: T: Sometimes. S: I sometimes go to the club on Sundays.

ANSWERS A ’m swimming; Do / like; love; ’re enjoying; go; hate; ’re having / B present continuous; present simple (x2) / C like; Does; don’t; does; isn’t; Am; Are; is; aren’t / D present simple: sometimes, every day, often, never, once a week; present continuous: today, now, right now 1 1 We’re playing tennis at the moment. 2 My parents sometimes watch films on TV. 3 I’m not sending a text message to Matt now. 4 My brother always sings in the shower! 2 1 are you going; 2 ’m going; 3 Do you know; 4 sometimes go; 5 is; 6 love; 7 get; 8 sounds; 9 don’t believe; 10 is raining 3 1 What are your parents doing at the moment? 2 Where do you usually go on Friday evenings? 3 What are you wearing today? 4 What do you usually do after school?

Vocabulary

p11

Before Ss open their books at page 11, tell them you are going to talk about talents. Elicit the name of different talent shows going on at the moment on TV. Then ask Ss about their talents. This is a good opportunity to review their knowledge of can for ability. Write the different skills they mention on the board. Then refer Ss to Exercise 1. 1 Ask Ss to underline the skills they already know and to add others that are not mentioned. Then ask volunteers to read their lists aloud. 2 Remind Ss they do not have to understand every single word in the text. Teach them how to guess from context. 3 Encourage Ss to associate words: climb / mountain; sing / choir; dance / hip hop.

Listening Remind Ss they do not need to understand every single word from the audio. Make sure they understand the different statements in Exercise 6 and have them decide whether they are true of false.

»

EXTRA: Have Ss organize a talent show. Ss say what they can do / are good at and show their skills to their classmates. The rest of the class asks the performer questions about his/her talents.

1

ANSWERS 2 The show is about talents. 3 1 jump; 2 ride a BMX bike; 3 play the drums; 4 sing; 5 climb walls; 6 dance 5 The judges are talking to Zak (3) and Kelly and Jamie (6). 6 1 F. His voice isn’t strong enough at the moment. 2 T; 3 F. This time he isn’t successful. 4 T; 5 F. They train two hours a day from Monday to Friday and more on Saturdays and Sundays. 6 T

07 Audioscript on page 28

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Reading

p12

Have Ss describe the photos. This can be used as a trigger for the subject of the magazine interview. To engage Ss in the reading, ask them about urban sports, if they know any and if they think they are exciting.

» EXTRA: Play hangman using words related to urban sports. 1–3 As you check answers, have Ss account for their choices. 4 Have Ss work in pairs and find coincidences. Invite volunteers to give their opinion to the class.

» EXTRA: On the board, write false statements from the

magazine interview for Ss to correct. Check as a class. ANSWERS 1 The interview is with Jon. It’s about urban sports. 2 1 People do urban sports in cities. 2 Teenagers and people in their 20s do urban sports. 3 Jon always does parkour and sometimes goes skateboarding. 4 Jon wants to try BMX biking. 3 1 skateboarding, BMX biking and parkour; 2 They like having fun with their friends and doing something active at the same time. 3 jeans or shorts, T-shirts and trainers; 4 It can be dangerous because the surfaces are wet.

» EXTRA: Highlight some of the statements in the interview

for Ss to read out. Correct pronunciation as well as intonation.

Grammar

p13

Draw Ss’ attention to the examples given and elicit the type of information they express (different degrees of preferences). This analysis will lead you to systematize the use of these expressions in Exercises B, C and D. Write other exponents on the board for class discussion. You may also want to invite Ss to provide examples of their own.

» EXTRA: Use exponents from the text to rehearse

pronunciation and intonation.

» EXTRA: (after Exercises 1 & 2) Talk about someone from the

class or at school. Ss guess who you are talking about, eg: T: She loves singing. Ss: Mía. T: He hates singing in the choir. Ss: Juan.

1

ANSWERS A love doing; don’t mind going; hate getting; enjoy doing B love; like; don’t mind; don’t like; hate D present simple; -ing form of verbs; negative 1 1 doing; 2 love; 3 like; 4 dancing; 5 don’t mind; 6 hate

» EXTRA: In pairs or small groups, Ss further talk about what

they like, enjoy, don’t like, don’t mind or hate doing. Walk around and provide help if needed. COMPARING LANGUAGES Use translation as a tool. Stress

the fact that the -ing ending after the given verbs is not the same as the continuous form of the verbs. Also remind them that the expression I don’t mind is always used in the negative.

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Build your skills Reading & Listening

p14

Ask Ss if this advert attracts their attention or not, and why. Encourage them to describe the photos. Ask: How old are the people in the photos? What are they doing? Can you describe one of them in detail?

»

EXTRA: Choose a photo from the advert. Say wrong statements about it and have Ss correct them, eg: T: There is a boy playing the piano. (while referring to photo 1) Ss: No, there isn’t. There is a boy playing the guitar. 1–2 As you check answers, have Ss account for their choices. 3 Have Ss do this exercise in pairs and then share their opinions with the class.

»

EXTRA: Give Ss clues and have them give you information from the text, eg: T: September. Ss: You can visit Greenwood Activity Camp. Allow Ss to trace information in the text. Then have Ss work in pairs and do the same.

» EXTRA: In groups and following the information in the

advert, Ss prepare a poster of their ideal adventure. Then have them share it with the class.

ANSWERS 1 The advert is about an activity camp. 2 1 Teenagers from 13 to 16 years old can sign up for an adventure weekend. 2 The adventure weekends are in September or October. 3 They last two and half days. 4 They cost £150. 5 The teenagers stay in log cabins. 4 He mentions sailing, photography and parkour. 5 1 an interesting; 2 likes; 3 different; 4 parkour; 5 a website

08 Audioscript on page 28

5 Make sure Ss understand the sentences before playing the track.

»

EXTRA: On the board, copy some lines from the audioscript without following the correct order. Ss write them in order. This instance will foster work on discourse coherence. After checking, do some practice of intonation and sounds.

Listening & Speaking

p15

1 To extend the presentation, you may ask: In your opinion, where are they from? How old are they? What are they talking about? What are the posters on the wall about? 2 Remind Ss they do not need to understand some words. If necessary, play the track several times. 3 Once the conversation has been completed, do choral repetition of the lines, focusing on intonation to convey meaning. Ask Ss to imagine they are not themselves reading but somebody else. This will allow them to feel less exposed in front of their classmates. 4 Give Ss time to prepare this activity and to rehearse it. Walk around helping them to sound as natural as possible. Encourage Ss to use the phrases in the ‘Keep it going!’ section to sound more natural.

1

ANSWERS 1 He is at Active Camps registration office. 2 2 3 1 It’s 21 Ash Road; 2 seven double six, eight nine two, one five zero; 3 [email protected]; 4 4th April 1999

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Writing

p16

1 Ask Ss to read Claire’s personal profile and to see if she has something in common with them, eg: S1: She loves music and I love music too. S2: She doesn’t like singing. I don’t like singing either. Ask them comprehension questions to check on understanding.

»

EXTRA: Give Ss prompts and have them say true sentences, eg: T: Guitar. Ss: Claire plays the guitar.

ANSWERS 1 Claire doesn’t like singing because she’s shy. She has got a lot of purple clothes because purple is her favourite colour. 3 1 so; 2 because; 3 so; 4 because

Together with Ss analyze the content of each paragraph. Encourage them to think which information about themselves they would add. 2–3 Remind Ss of the use of because and so. Ask them to provide true examples about themselves. As Ss write, cater for their needs and doubts to help them prepare a correct and tidy piece of writing. Remind them of the importance of writing rough copies, checking word order, spelling and punctuation before handing in the final version.

» EXTRA: Ss use the information in their personal profiles

to prepare individual sheets for a class album. This album can be shared so that they all get to know more about each other. Encourage them to add a photo to their profiles. 07 AUDIOSCRIPT Judge 1 Hi, Zak. Zak Hi. Judge 1 Well... you’ve certainly got your own style of singing, which I like but I think you need to work on your voice. It’s not strong enough at the moment. Judge 2 Yes, I agree with Donna. That’s a beautiful song but at the moment you aren’t really expressing the feelings in it. Do you have singing lessons, Zak? Zak Er, no. Judge 2 Well, you should have some. We’re not saying you haven’t got talent. You have. But that’s not enough on its own. Judge 1 So this time, you aren’t successful… but maybe in a few months’ time you’ll be one of the winners. Don’t give up and good luck! Zak Er, thanks.

1

08 Owen Joe Owen

AUDIOSCRIPT Hi, Joe. Hi, Owen. How’s it going? Fine. Listen, I’ve just seen something that sounds really interesting. Joe Oh yeah? What’s that? Owen It’s an advert for adventure weekends at an activity camp for teenagers this autumn. Joe Ugh, sounds boring… Owen Why do you say that? You’re into sport and stuff. It’s just your kind of thing! Joe But doing group activities with people you don’t like? Not me! We do that at school!

Judge 2 Well, Kelly and Jamie! That was a great performance! You move well and you look good together. Well done! Donna? Judge 1 Mmm, I agree. How many hours a week do you train, guys? Kelly Two hours a day from Monday to Friday, and more on Saturdays and Sundays. Judge 1 Well, it shows. Just one thing, though – try to relax more when you’re dancing. You looked very serious, as if you weren’t enjoying yourselves! Jamie That’s because we were nervous! Judge 1 OK, fair enough. Anyway, congratulations! You go through to the next stage of the show!

Owen Oh, come on! How do you know you won’t like the other people? Anyway, you don’t get the chance to do things like this at school. Joe Yeah? So, what kind of things? Owen Sailing, photography, parkour… Joe Parkour? Can you do parkour at this place? Owen Yeah. And not only that – I’m looking at their website now and it says that one of the tutors is a famous parkour expert. Joe Oh wow! It’s starting to sound interesting now. Can you give me the website address, and I’ll have a look?

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Answer Key PROGRESS CHECK 1

Page 74

1

1 hang; 2 surfing; 3 send; 4 do; 5 chat; 6 go

12 weekend activities

2

1 ride, drive; 2 cook; 3 draw; 4 understand; 5 climb

3

1 He doesn’t go to the gym every day. 2 They always watch DVDs on Fridays. 3 Does she often do urban sports?

4

1 I’m wearing jeans today. 2 Are you enjoying the tour? 3 He isn’t listening to music right now.

5

1 meets, is studying; 2 are running, don’t usually go; 3 isn’t playing, plays

6

1 love; 2 practising; 3 enjoy; 4 acting; 5 don’t mind; 6 acting

WORKBOOK Page 72 1

2 e; 3 a; 4 h; 5 i; 6 b; 7 j; 8 f; 9 g; 10 d

2

2 lazy; 3 sociable; 4 unfriendly; 5 shy; 6 sporty

3

2 sociable; 3 shy; 4 unfriendly; 5 sporty; 6 lazy

4

2 Are you listening to reggae music now? 3 Sandra usually meets friends on Sundays. 4 I am reading a great novel at the moment.

5

2 am living; 3 study; 4 go; 5 play; 6 am chatting; 7 am listening

6

2 What is she doing in New York at the moment? 3 What does she do in her free time? 4 Where does she play volleyball?

Page 73 7

2 drive; 3 ride; 4 take; 5 speak; 6 sing; 7 cook; 8 climb; 9 draw; 10 speak

8 2 plays; 3 is singing; 4 climb, climb; 5 jump; 6 speak; 7 is cooking; 8 draws; 9 drive; 10 are acting 9

don’t like – don’t mind – like – love

10 2 love; 3 don’t like; 4 like; 5 love; 6 like; 7 like; 8 hate; 9 love 11 2 Rachel and Helen love singing in a choir. They like painting and drawing. They don’t like doing sports and they hate driving race cars. 3 My father loves running. He likes playing football. He doesn’t mind swimming but he hates doing urban sports. 4 Students’ own answers

13 Josh loves making new friends and having fun, he also loves taking photos and writing poems. He doesn’t like sleeping all day long on holidays. He doesn’t mind walking a lot. He is good at taking photos of birds and butterflies. He isn’t very good at swimming. 14 1 Mark and Josh are at a TV show. 2 Orangers is a camp. 3 Josh is going there this weekend. 4 Yes, he does. 5 Josh can photograph birds and butterflies. 6 They write poems in the evenings. Page 75 15 2 b; 3 b; 4 c; 5 b; 6 a; 7 c 16 Name: Chandler Riggs; Place of birth: Atlanta, USA; Likes: music, the drums, acting, sports, rollerblading and mountain biking, going shopping 17 Students’ own answers

Students’ own answers Pulse magazine 1

John has got a football, a signed football shirt and photos on the wall, an Xbox, a computer, Harry Potter books and football magazines in his bedroom. Lara has got a desk, a laptop, pictures on the wall, books and framed photos in her bedroom.

2

1 John’s favourite sport is football. 2 In the photos on the wall John is playing football at the club, and watching a football match with his friends at the Chelsea stadium. 3 He likes reading Harry Potter books and football magazines. 4 He enjoys being in his bedroom because all his favourite possessions are there. 5 Lara loves her laptop because she can email her friends or chat with them online. 6 Kay is Lara’s best friend. 7 Lara is very friendly and sociable.

1

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Music and TV Vocabulary

ANSWERS 1 May concerts: Maroon 5 and YOA Orchestra of the Americas 3 1 Adam is Maroon 5’s singer. 2 They play the guitar, the bass, the drums and the keyboards. 3 They are 18–30 years old. 4 They are from countries of the Americas. 5 They play classical music. 4 1 What’s your favourite pop song? 2 Can you play the guitar? 3 Do you like country music? 4 Who’s your favourite rock singer? 5 What’s your favourite latin band?

p18

To engage Ss in the topic of this unit, start an informal conversation about their preferences on media entertainment, music, bands, and instruments they can play. This will help you assess Ss’ prior knowledge of the new vocabulary. Elicit related vocabulary and write it down on the board. This will be used for Exercise 2 later on. 2 (before playing the track) Ask Ss whether the words mentioned before appear on the list. Teach new words through association to their world of experience. If Ss’ curiosity demands it, introduce new vocabulary. 4 As you check Ss’ answers, write the correct questions on the board. You may also want to rehearse intonation and sounds, helping Ss feel confident for Exercise 5. 5 Encourage Ss to find coincidences and share them with the rest of the class.

» EXTRA: Play the odd-one-out game. On the board, write groups

of four words – three words should belong to the same category and the fourth to a different one, eg: drums, composer, violin, bass. Ask individual Ss to circle the word that does not belong in each category. Then have Ss work in pairs and do the same. LEARNING TO LEARN Ss feel highly motivated to learn

a language when they see they can use it to communicate something relevant to them. Encourage them to write true sentences and share them with the class.

Reading

p19

2–3 Once Ss finish reading the article, encourage them to complete the exercises in spite of the words they do not know.

» EXTRA: Make sure Ss notice they could do the activities even

when they did not know all the words. Ask them to choose one or two words they would like to know the meaning of.

COMPARING CULTURES Ask Ss to look up information about

2

ANSWERS 1 The members of the choir are raising their hands. They are making a sign. 2 1 are deaf; 2 with sign language; 3 Conductor Catherine Hegarty / primary school in Liverpool in 2001. 4 millions of people listened to them at the Olympic Games. 5 a new way of singing. 3 1 d; 2 e; 3 c; 4 a; 5 f; 6 b

different school bands or choirs and to focus on their achievements. Ask Ss to prepare a poster to share information about the band / choir they have chosen such as the date of creation, its members, the type of music they play, rehearsal dates, next shows, etc.

• Remind Ss that they do not need to know every single word to understand the information they have found. • Encourage them to share their true perceptions with the rest of the class.

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Grammar

p20

Draw Ss’ attention to the examples given and elicit the type of information they express (definite actions in the past). Draw their attention to the importance of giving a time reference when using the past simple tense. Highlight the time expressions included in Exercise B. On the board, write other exponents for class discussion. This will lead you to systematize the use of this verb tense in Exercises C–F.

» EXTRA: Give Ss prompts and have them say true sentences

about themselves, eg: T: Yesterday. Ss: I went to the club yesterday. T: Two years ago. Ss: I started secondary school two years ago.

»

EXTRA: Provide false statements and encourage Ss to correct the information, eg: T: We had an English lesson yesterday. Ss: We didn’t have an English lesson yesterday. We had an English lesson on Monday. Then Ss work in pairs and do the same. COMPARING LANGUAGES Invite Ss to reflect upon the use of the past simple tense in their mother tongue. Have them look for differences and coincidences with the target language. Accept Ss’ use of L1 to perform this activity.

Vocabulary

ANSWERS A started, had, performed, visited, went, listened, became, didn’t invent, invented / B in 2009, two years ago, last night / year, yesterday / C visit, didn’t / D 1 The past simple ending for regular verbs is -ed. 2 Went. 3 The past simple negative is formed with didn’t + verb in the infinitive. It isn’t different for regular and irregular verbs. / E regular: start – started; perform – performed; form – formed; listen – listened; invent – invented; irregular: have – had; become – became; do – did / F regular: watch – watched; play – played; finish – finished; like – liked; love – loved; irregular: make – made; do – did 1 1 didn’t listen; 2 didn’t have; 3 had; 4 became; 5 invented; 6 made; 7 loved 2 1 The choir didn’t perform in Madrid. The choir performed in London. 2 We didn’t watch DVDs. We went to the cinema. 3 She didn’t have breakfast. She had lunch. 4 They didn’t play video games. They listened to music.

p21

1 Ask Ss: Where can you see a page like this? As you check their answers, invite them to explain what led them to make that choice. You may also ask: Do you know similar TV guides? Explain that soap opera refers to serial dramas and they are called like this because they were originally sponsored by soap companies.

»

EXTRA: Say the name of a popular TV programme and invite Ss to say aloud the type of programme it is. Then have Ss work in pairs and do the same.

Listening 4–5 Remind Ss they do not need to understand every single word from the audio.

»

EXTRA: Ask Ss to write sentences referring to information they remember from the conversation. Then Ss share their sentences with the rest of the class.

» EXTRA: In pairs, have Ss talk about TV programmes they

watched last weekend and give their opinion. Encourage them to use conversational expressions they are familiar with, eg: Really? Why was it scary / boring? Walk around and monitor.

2

ANSWERS 1 The names of the TV programmes are: Crazy Kids!, Life in the Wild, The Talk Show, Top of the Charts, Law and Order, The Big Bang Theory, Neighbours, Who Wants To Be A Millionaire?, The News at 6, Olympic Stars, New Dawn and I’m a Celebrity... 2 1 Top of the Charts; 2 Neighbours; 3 New Dawn; 4 Olympic Stars; 5 Law and Order; 6 Crazy Kids! 4 1 Life in the Wild / One / 5; 2 a film / New Dawn 5 1 bus stop; 2 to her friend’s house; 3 sister’s; 4 fantastic; 5 terrible

13 Audioscript on page 34

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Reading

p22

»

EXTRA: Say different TV programmes and have Ss say what type they belong to. To engage Ss in the reading, ask them about TV programmes they have watched lately and how they liked them. Encourage them to give their opinion on these programmes and to account for them. As new words appear, write them on the board to be used later on. Direct Ss’ attention to the posts. Ask them if any of their opinions is expressed in reference to other TV programmes. Make a list of different words or expressions Ss use to give their opinions on TV programmes. ANSWERS 1 The website is about TV programmes reviews. 2 The Big Bang Theory: good; Hollyoaks: bad; Top of the Charts: bad; The Vampire Diaries: good; Law and Order: good; chat show: bad 3 1 e; 2 d; 3 c; 4 b; 5 a; 6 f

» EXTRA: Have Ss write posts commenting on the TV

programmes they watched yesterday or in the last days. Have them follow the models of TV programme reviews on page 22. Invite Ss to share their posts with the rest of the class. Write some of them on the board for class discussion.

» EXTRA: Write a post or two from the ones in the website

on the board, including some wrong information. In pairs, Ss correct them. Check them as a class.

Grammar

p23

Draw Ss’ attention to the examples given and elicit the type of information they show. This analysis will lead you to systematize the use and form of the verb be in the past simple tense.

» EXTRA: Use the sentences in Exercise A to rehearse

pronunciation and intonation.

» EXTRA: (after Exercises 1 & 2) Talk about someone in the

2

ANSWERS A were, was, wasn’t, weren’t, were, was, were, weren’t / B people: The actors were great; things: It was very sad; places: Last night, my brother and I were alone at home. / C were; wasn’t; weren’t / D 1 They are short forms. 2 wasn’t: was not; weren’t: were not 1 1 The story wasn’t good. It was terrible. 2 My friends weren’t at the cinema. They were at a party. 3 We weren’t at the beach. We were in the mountains. 4 She wasn’t in my house. She was at school. 5 The film wasn’t interesting. It was boring.

classroom or at school. Ss guess who you are talking about. T: She was at the club yesterday. Ss: Julia. T: He was at a concert last night. Ss: Eduardo. Then, in pairs or small groups, Ss do the same. Walk around and monitor.

»

EXTRA: Write some words on the board, eg: party, sports centre, stadium, and so on. In pairs, Ss generate sentences using the words given and the verb be in the past simple. Walk around and monitor. Have Ss write some of their sentences on the board. COMPARING LANGUAGES This instance will also help Ss

understand the difference between was / were and went.

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Build your skills Reading & Listening

p24

Ask Ss where they could come across with this type of noticeboard and who it is addressed to. Ask: Where could you find a noticeboard like this one? Who would be interested in these ads? Which of the posters do you like the most? Why? 1–2 As you check answers, have Ss account for their choices. 3 Give Ss time to do this activity in pairs and then share with the class. If Ss find it difficult to express their ideas, ask leading questions to build their confidence.

»

EXTRA: Give Ss clues and have them give you information from the text, eg: T: 29th April. Ss: There is a Party Night. Allow Ss to trace information in the text. This is not an oral lesson. Then, in pairs, Ss do the same.

» EXTRA: Following the information in the noticeboard, have Ss

prepare a poster advertising different events at school or at their local area. Invite them to illustrate the events with pictures or photos. 4 Remind Ss they do not need to understand every single word to do the activity. If necessary, play the track more than once. 5 Make sure Ss understand the sentences before playing the track again.

ANSWERS 1 They are about activities you can do at English Road Youth Club. 2 1 It is at the Community Centre on English Road. 2 It costs only £1. 3 You can watch The Hobbit. 4 You can sing or play an instrument. 5 It’s on Friday, 29th April. 6 They meet at 7.30 pm to catch the bus. 4 Chloe is at the new youth club. Lisa is at home. 5 1 watching TV; 2 is; 3 play tennis; 4 11.00 am; 5 Film Night

14 Audioscript on page 34

» EXTRA: On the board, copy some lines from the audioscript

without following the correct order. Have Ss write them in order. This instance will foster work on discourse coherence. After checking, do some practice of intonation and sounds.

Listening & Speaking

p25

1 To extend the presentation, you may ask: In your opinion, where are they from? How old are they? Do they already know each other? Where are Ben and Chloe? 3 Once the conversation has been completed, do choral repetition of the lines, focusing on intonation to convey meaning. Ask Ss to imagine they are not themselves reading but somebody else. This will allow them to feel less exposed in front of their classmates. 4 Give Ss time to prepare this activity and to rehearse it. Walk around helping them sound as natural as possible. Encourage Ss to use the words in the ‘Keep it going!’ section to sound more natural. Check on intonation and sounds so that Ss feel more confident. Invite an advanced pair to act out in front of their classmates.

2

ANSWERS 1 Ben and Chloe are at a music shop. They are talking about music / a new album / CD. 2 1 The playlist is for the Party Night. 2 They choose three songs. 3 1 great idea; 2 favourite song; 3 fine; 4 popular; 5 Perfect

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Writing

ANSWERS 1 Taylor Swift is a famous American singer and musician. She became famous in 2006, when she made her first album. 3 When Taylor was a child; When she was 14; In 2009; the following year; In 2010; in 2012; in 2014 4 We generally write time expressions at the beginning or the end of sentences. We use a comma when the time expression is at the beginning.

1 To engage Ss in this lesson, ask them if they like Taylor Swift and what they know about her. Encourage them to provide complete sentences. Ask Ss to read her biography and to compare the information they had to the information in the biography. Elicit the type of information the biography contains: occupation, nationality, favourite type of music, her childhood, her first albums and her professional career. Analyze together with Ss the content of each paragraph. 2 Remind Ss of the use of the present simple tense for facts that are true at the moment of writing and the use of the past simple tense for facts referring to a past time. Highlight how the information is organized in each paragraph. As Ss write, cater for their needs and doubts to help them prepare a correct and tidy piece of writing. Remind them of the importance of writing rough copies, checking on word order, spelling and punctuation before handing in the final version.

»

EXTRA: Together with Ss, go back to the biography and analyze the content of each paragraph. Then encourage Ss to write their own biographies and to think of what information about themselves they would include. Ss can also add a photo to their biographies. Give Ss the chance to use first or third person in their writings. 13 Hazel James Hazel James Hazel James Hazel James Hazel James Hazel James Hazel

2

p26

AUDIOSCRIPT Hey James, how’s it going? Everything’s fine thanks. How are you? Great thanks! I’m just waiting for the bus… Yeah, me too. Are you going home? No, I’m going to my friend’s house. Ah, right. I’m going home. It’s my sister’s birthday, so we’re having a special meal. Yeah? Hey – did you watch ‘Life in the Wild’ yesterday? ‘Life in the Wild’? No, I didn’t. What time was it on? About 5 o’clock, I think. On Channel 1. No... What was it about? It was a documentary about penguins in the Antarctic. Penguins? Was it any good? Yeah, it was fantastic! Really interesting. It was about an expedition to study the penguins there. There

14 AUDIOSCRIPT Chloe Hey, Lisa. How’s it going? Lisa Hi there! I’m fine, thanks. What are you doing? Chloe I’m at the new youth club – you know, the one on English Road. Lisa Oh, yeah. Is it good? Chloe Yeah, it’s a laugh. It’s better than staying at home! Anyway, what are you doing? Lisa Oh, I’m at home. I’m watching TV with Mum and Dad. Chloe Oh. You should come here next week! Lisa Yeah, maybe. Anyway, I’m ringing to see if you want to play tennis tomorrow? Chloe Er, yeah, OK – if it’s dry! What time?

James Hazel James Hazel James Hazel James Hazel James Hazel James:

were hundreds of penguins! It was so cold, but there were all these little baby penguins – they were so cute! That sounds nice. Well, I watched a film called ‘New Dawn’. ‘New Dawn’? What was that like? It was terrible! The story was rubbish! It was really long and there were so many adverts… Were there any famous actors in it? No, I don’t think so. I can’t remember their names… Was it exciting? No, it wasn’t – not at all! And the special effects were terrible! Oh dear. Anyway – here’s my bus. See you tomorrow! Yeah. See you later. Say Happy birthday to your sister from me! Will do. Bye!

Lisa Chloe Lisa Ben Chloe Lisa Chloe Lisa Chloe

Before lunch? How about 11 o’clock? Yeah, that’s good. 11 o’clock at the park? Great! Are you coming? It’s starting soon. Yeah, I’m coming, just a minute. Who are you talking to? Oh, this boy called Ben. Ben? What’s he like? Listen, let’s talk tomorrow and I’ll tell you all about it. The film is starting now. It’s Film Night tonight. Lisa Oh! What are you watching? Chloe I’m sorry but I’ve got to go now. See you tomorrow.

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Answer Key PROGRESS CHECK 2

Page 78

1

13 Yes, the writer liked the concert.

1 composer; 2 keyboards; 3 singer; 4 conductor; 5 techno; 6 drums; 7 choir

2

1 documentary; 2 reality show; 3 soap opera; 4 comedy; 5 chat show

3

1 was, had; 2 went, didn’t like, was, started, finished; 3 wasn’t, made; 4 watched, weren’t, were

4

1 was; 2 didn’t have; 3 played; 4 performed; 5 were; 6 became

WORKBOOK Page 76 1

2 classical; 3 violin; 4 drums; 5 bass; 6 guitar

2

Types of music: classical, rock, pop, techno, latin, rap Instruments: piano, keyboards, violin, drums, bass, guitar Musicians: choir, composer, orchestra, singer, conductor

3

2 singers; 3 keyboards; 4 bass; 5 drums; 6 guitar

4

love, invented, watched, form, start, became, had, finish, go, performed Irregular verbs: became, had, went

5

2 The band didn’t perform yesterday. 3 Geoffrey went on holiday a year ago. 4 Anna didn’t listen to music last night.

6

Students’ own answers

Page 77 7

chat show, soap opera, the news, game show, sports programme, comedy, cartoon, documentary, film, drama, music programme

14 1 False. The concert was last Wednesday. 2 False. There were three choirs. 3 False. The concert was at the local amphitheatre. 4 False. There was an invited pianist. 5 False. The orchestra performed classical music, works by Bach, Mozart and Handel. 15 1 The concert was at the local amphitheatre. 2 There were three choirs. 3 Yes, he was. 4 Yes, he/she was. 5 Yes. It was the celebration of the 79th anniversary of the town’s foundation. Page 79 16 1 Let’s; 2 Do you like; 3 I prefer; 4 what about; 5 can’t stand 17 Students’ own answers 18 1 was; 2 finished; 3 did; 4 became; 5 was 19 2005: She wanted to compete in The X Factor when she was 15 but they didn’t accept her. 2008: She finished her A-levels, had different jobs and travelled a lot. 2013: She participated in the album Annie Mac Presents. 2014: January: She became famous when she was the vocalist with the electronic band Clean Bandit. February: She uploaded a music video onto the Internet and she also appeared at several British music festivals. 2015: She became really famous and started preparing her debut album: I Cry When I Laugh.

8 2 drama; 3 cartoon; 4 reality show; 5 music programme 9

2 interesting; 3 fantastic; 4 boring; 5 terrible

10 2 was; 3 wasn’t; 4 weren’t; 5 were; 6 wasn’t 11 2 My children weren’t at the park last weekend. They were at the cinema. 3 Jane and Sarah weren’t at home yesterday. They were at the sports centre. 4 The film wasn’t scary. It was funny. 5 Last night’s programme wasn’t interesting. It was boring. 12 2 was; 3 was; 4 were; 5 was; 6 was; 7 were

Students’ own answers Pulse magazine 1

He is a scientist and he played in rock bands.

2

1 F; 2 F; 3 F; 4 F; 5 NM; 6 T; 7 T; 8 NM

2

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Fact or fiction? Vocabulary

ANSWERS 1 It is about book reviews. 2 1 romantic novel; 2 comic novel; 3 travel guide; 4 biography; 5 autobiography; 6 adventure story; 7 science fiction novel 3 1 detective novel; 2 fairy tale; 3 cookery book; 4 thriller; 5 historical novel

p28

Start an informal conversation about Ss’ reading habits and preferences on different types of books. This will help you assess Ss’ prior knowledge of the vocabulary area. As Ss say the books they read, classify them into novels, poetry books, adventure stories, etc, and make comments about them, eg: T: That’s a long book! That novel is so exciting! This will anticipate useful language for Exercise 4. Make a list of the new words on the board and classify them under the following headings: Types of books and Characteristics. 2 Teach new words through books Ss have read, classics, etc. 3 Comment on the characteristics of different types of books. 4 Remind Ss of the comments they have made about books and add other useful words to the list. Refer to the use of I’d like to express preferences. Include this structure in a natural way in your lessons.

» EXTRA: Mention different book titles and have Ss classify

them. Then, in pairs, Ss do the same.

» EXTRA: Give Ss one minute to say different titles for each

category, eg: T: Poetry books. Ss: ‘Veinte poemas de amor y una canción desesperada’. This will help Ss broaden their knowledge of literature. LEARNING TO LEARN Allow Ss time to make their lists. This

will help them fix new language.

Reading

p29

1 Ask Ss if any of the books they have read are mentioned by the teenagers in their posts.

» EXTRA: Have Ss notice that they could do the activities even

when they did not know all the words in the posts. Ask them to choose one or two word/s they would like to know the meaning of. Avoid using L1.

»

ANSWERS 1 It is about book recommendations for holidays. 2 Roxy: The Adventures of Sean Ryanis, good, It is very exciting. Tony: biography of Steve Jobs, good, It is very interesting. Lucy: Europe Essentials, good, It was very useful. Matt: Terror on Mount Everest, bad, The characters weren’t interesting and the story wasn’t exciting. 3 1 She was at the beach on her last holidays. 2 They invented the Apple computer, the iPod and the iPhone. 3 Toy Story, Monsters Inc and Finding Nemo. 4 They were in Europe last year. 5 It is about two climbers who were on Mount Everest and met the Yeti monster.

3

EXTRA: To see how much Ss remember and to give them the opportunity to express themselves, give them prompts to talk about the posts, eg: T: Two climbers. Ss: ‘Terror on Mount Everest’ is about two climbers. / Matt read the story about two climbers on Everest. / Two climbers on Everest met the Yeti monster.

» EXTRA: Invite Ss to write posts on books they have read. Ask

them to choose one of the posts in the online message board and to use it as a guide for their writing. Cater for Ss’ needs as they write. Display the posts on the classroom walls and encourage Ss to read at least one of the books reviewed by their classmates.

36  On the Pulse 2 - Ideas to enrich your teaching

Grammar

p30

Draw Ss’ attention to the examples given and elicit the type of information they express (questions about past actions using the verb be). Ask Ss to account for their choices as they complete the matching exercise. This will lead you to systematize the difference in word order between sentences and questions in Exercises C and D. COMPARING CULTURES Remind Ss that remembering

these structures will help them gain confidence in the knowledge and use of the language.

» EXTRA: As an instance of revision and integration, Ss can

make posters comparing the form and use of different structures, eg: present simple vs past simple. Invite them to refer to the corresponding grammar section and to analyze the different forms.

» EXTRA: On the board, write jumbled questions with the verb

be in its past simple form. In pairs, Ss unscramble the questions and answer them. Walk around and monitor. Have some Ss write their exponents on the board for class discussion.

Vocabulary

ANSWERS A 2 were; 3 Was; 4 Was; 5 Were / B 1 Yes, I was. 2 We were in Europe. 3 No, it wasn’t. It was great! 4 Yes, it was. It was long and boring. 5 Yes, they were. / C Was, were, weren’t, were, was 1 1 Was Steve Jobs an actor? No, he wasn’t. 2 Were they at the beach? No, they weren’t. 3 Was she at school? Yes, she was. 4 Were the stories good? Yes, they were. 3 1 were; 2 was; 3 was; 4 were; 5 were

p31

1 Ask Ss: Where do you think these photos were taken from? As you check their answers, invite them to explain what led them to make that choice. Possible answers: They could be from a magazine / book with biographies. As a class, talk about the people in the photos. Encourage Ss to express what they know about these personalities, even when they do not use verbs in the past. 2 Make a list of infinitive and past forms on the board to help Ss to learn these verbs. You can also refer them to the list of irregular verbs on page 119.

» EXTRA: Have Ss create their own memo test. On pieces of

paper of the same size, Ss write verbs in the infinitive and their corresponding past simple form. In pairs, they exchange sets and play.

» EXTRA: Ss use the verbs in blue to refer to other famous people

they know. Invite volunteers to write their exponents on the board.

Listening 4–5 Remind Ss they do not need to understand every single word from the audio.

» EXTRA: In pairs, Ss write a short biography of a person who

made history either internationally or in their local area. Then invite them to share their biographies with the class.

ANSWERS 2 1910: e; 1962: c; 1963: i; 1980: b; 1993: f; 2004: d; 2006: g; 2007: a; 2009: h 4 John Lennon and Mark Zuckerberg. 5 1 It is about important people in modern history. 2 He is the reporter. 3 She chooses John Lennon because he was a talented singer and wrote some really beautiful songs. He believed that people should live in peace. 4 He chooses Mark Zuckerberg because Facebook was a really clever idea and it changed the way people communicate.

3

19 Audioscript on page 40

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Reading

p32

»

EXTRA: Say different book titles for Ss to reply with the type of book. 1

ANSWERS 1 It is about a 19-year-old Japanese girl. She wrote a novel on her mobile phone. 2 1 The author of Dreams Come True was Akira. 2 Yes, the novel was about her own life. 3 Yes, it was very successful. 4 The special thing about it is that Akira wrote the novel on her mobile phone. 3 1 b; 2 b; 3 b; 4 a; 5 a

To engage Ss in the reading, ask them if they know of any famous teenage writer or if any of them enjoys writing. Tell them that many newspapers organize writing competitions and that they can join in if they want to. 2–3 Encourage Ss to complete the reading activities without worrying about new words. Avoid explaining new words while they do the activities. This way you will be training Ss to develop good reading strategies. Correct as a class and have Ss account for their answers. COMPARING CULTURES Help Ss explore further uses of

technology. Encourage them to write short pieces about themselves on their mobile phones and to share them with you or the class.

• Help Ss to get the information they need or they may bring it to the class and organize it in pairs or together with you. Then have them create the timeline and share it with their classmates.

Grammar

p33

Draw Ss’ attention to the examples given and elicit the type of information they show. This analysis will lead you to systematize how questions with regular and irregular verbs are formed in the past simple tense. ANSWERS A bought, sold, posted, downloaded, wanted, wrote, didn’t rewrite / B did, did / write, wrote, did / think, didn’t / C regular: found – founded; open –opened; produce – produced; create – created; earn – earned; die – died; kill – killed; wish – wished; post – posted; download – downloaded; want – wanted; Irregular: be born – was born; choose – chose; spend – spent; think – thought; see – saw; give – gave; write – wrote; sell – sold; buy – bought; begin – began; rewrite – rewrote / D Did, did, did / E bought, didn’t buy; Did 1 1 gave; 2 didn’t think; 3 began; 4 enjoyed; 5 didn’t want; 6 thought; 7 had; 8 liked; 9 didn’t like 2 1 Where did Suzanne Collins grow up? 2 When did she start writing for children’s television? 3 Did she sell a lot of books? 4 Did she live in New York? 3 1 Where did you go on holiday? 2 What did you do yesterday? 3 When did you listen to music?

3

» EXTRA: Use the sentences in Exercise A to rehearse

pronunciation and intonation.

» EXTRA: Point out to Ss how, in the past simple, did takes

the place of do / does. Remind Ss that the auxiliary did is not stressed. You may also highlight how intonation is different in Yes/No questions. Have Ss rehearse pronunciation and intonation by using the questions and answers in Exercise B.

» EXTRA: Play a ping pong game of Yes/No questions. One by

one, ask Ss questions and have them answer Yes, I / he / she did. or No, I / he / she didn’t. This activity will give them exposure to Yes/No questions and fluency in short answers.

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Build your skills Reading & Listening

p34

To engage Ss in the topic of concerts and festivals, you may ask: Are there any special music festivals in your area / country? Do you know Oktober Fest? Where is it celebrated? Do any bands play there? What other local music festivals do you know? 1–2 As you check answers, have Ss account for their choices.

» EXTRA: Ask Ss to reread the information on the web page. Say

false statements about the festival and have Ss correct them with books closed, eg: T: TeenFest starts at 8.00 pm. Ss: It doesn’t start at 8.00 pm. It starts at 11.00 am. Then, in pairs, Ss do the same. Have them write the correct statements. Attend to their needs.

» EXTRA: Using the information included in the web page as a

model, Ss prepare a poster announcing a forthcoming event.

4 Remind Ss they do not need to understand every single word to do the activity. 5 Make sure Ss understand the sentences before playing the track.

» EXTRA: Have Ss write incomplete sentences using

20 Audioscript on page 40

information from the announcements they have listened to. Then, in pairs, they exchange sentences and complete them. Check answers as a class.

Listening & Speaking

ANSWERS 1 It is about TeenFest, a music festival. 2 1 It was on Saturday, 19th March 2016. 2 It was in Green Park, Manchester. 3 It started at 11.00 am. 4 It finished at 8.00 pm. 5 The tickets were £15.00. 4 a 2; b 3; c 1 5 1 5 o’clock; 2 under 16s; 3 thirty

p35

1 To extend the presentation, you may ask: In your opinion, where are the teenagers from? How old are they? Do you think they already know each other? Where are they going? What do you think they are talking about? Do they look happy? Why? 3 Once the conversation has been completed, do choral repetition of the lines, focusing on intonation to convey meaning. Ask Ss to imagine they are not themselves reading but somebody else. This will allow them to feel less exposed in front of their classmates. 4 Have Ss complete this activity in pairs. Walk around helping them to sound as natural as possible. Encourage more fluent learners to add extra information. 5 Give Ss time to prepare this activity and to rehearse it. Walk around helping them sound as natural as possible. Encourage Ss to use the words in the ‘Keep it going!’ section to sound more natural. Check on intonation and sounds so that Ss feel more confident.

3

ANSWERS 1 Hazel and James are in the street. They are walking and talking to each other. 2 1 He went to a music festival with his brother. 2 She went shopping. 3 1 amazing; 2 fantastic; 3 great; 4 all right; 5 special

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Writing

p36

To engage Ss in this lesson, ask: Do you like detective stories? Have you read Agatha Christie’s or Sir Arthur Conan Doyle’s detective novels? Do you know Sherlock Holmes? Some Ss may have watched Holmes’s films. Tell Ss they are going to read about The Sherlock Holmes Museum. Refer them to the review on page 36.

» EXTRA: Together with Ss, go back to Kate’s review and

analyze the content of each paragraph. Encourage them to think of an interesting place in their area they would like to describe. As a class, work on the information they would include.

ANSWERS 1 Last weekend, Kate was at The Sherlock Holmes Museum in London. She liked the museum shop because it had nice souvenirs and good books, and the prices were cheap. 3 also: I also met characters from the books – but they were actors! too: I saw lots of Sherlock Holmes’s possessions too. 4 1 They were also funny. 2 Teenagers liked it too. 3 The café was also expensive. 4 We enjoyed exploring the gardens too.

3

Make sure Ss notice the use of the first person in Kate’s review. Highlight the organization of details in her writing. As Ss write, cater for their needs and doubts to help them to prepare a correct and tidy piece of writing. Remind them of the importance of writing rough copies, checking on word order, spelling and punctuation before handing in the final version. 19 AUDIOSCRIPT Presenter Tonight we’re talking about important people in modern history and I’ll be introducing tonight’s guests in just a moment. First of all, we sent our reporter, Sam Jenkins, out and about to see what you had to say on the subject. Sam Sorry to bother you – do you mind if I ask you something? Woman No, of course not. Sam Which person in modern history do you admire the most? Woman Oh! That’s a difficult question. Sam We’re doing a survey to find out what people think. Woman I see. Can it be anyone? Sam Yes – a politician, a painter, an athlete… Whatever. Someone that you think has made a difference to the world. Woman Well then, for me it’s the musician John Lennon. He was a talented singer and wrote some really beautiful songs. He believed that people should live in peace. Sam OK, great! Thanks a lot for your time. Woman No problem. Sam Hi there – have you got a minute? I just want to ask you a quick question. Boy Go ahead. Sam We’re trying to find out which famous person from modern history people

Boy

Sam Boy

Sam Girl Sam Girl

Sam Girl

Sam

admire. Who would you choose? Well the only person I can think of is the guy who invented Facebook… What’s his name? Mark Zuckerberg? That’s right. I’ll choose him because I think Facebook was a really clever idea. I mean, it’s completely changed the way people communicate. Right. Thanks! Er, are you two together? Yes. OK, so can I ask you the same question? Yes, sure. I don’t agree with Jason because I don’t think Facebook is such an amazing invention. OK… For me it has to be someone who really gives people hope. Like that runner, Mo Farah. He moved to the UK from Somalia when he was a boy and became a really successful athlete. He won two gold medals at the London Olympics. I think he’s amazing because he shows that anything is possible when you try hard. Great. Thanks a lot! Well, we’re going back to the studio now…

20 AUDIOSCRIPT Your attention, please! The Scottish pipe band is starting soon on the Main Stage. That’s the Scottish pipe band at 5 o’clock on the Main Stage. 2 Attention everyone! This is an announcement about classes and activities. The African drumming class is starting now at the activity tent. All children welcome – under 16s only please for this event! 3 Your attention please! Please make your way to the exits. The festival closes in 30 minutes. Please make your way to the exits now. Thank you. 1

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Answer Key PROGRESS CHECK 3 1

1 science fiction novel; 2 comedy; 3 autobiography; 4 thriller

2

1 thought; 2 founded; 3 sold; 4 was born; 5 bought; 6 gave; 7 created, earned

3

1 wasn’t; 2 were; 3 were

4

1 Did he download; 2 Did she post; 3 Did you go

5

1 was; 2 was; 3 lived; 4 wrote; 5 did he write; 6 were; 7 didn’t have; 8 thought; 9 wanted; 10 did people like; 11 had; 12 liked

WORKBOOK Page 80 1

2 The Martian; 3 The Complete Collected Poems of Maya Angelou; 4 The Adventures of Sherlock Holmes; 5 Churchill: A Life; 6 Visiting Europe; 7 Anne Frank’s Diary (The Diary of a Young Girl)

2

2 Anne Frank’s Diary (The Diary of a Young Girl); 3 Churchill: A Life; 4 The Adventures of Sherlock Holmes; 5 The Complete Collected Poems of Maya Angelou; 6 The Martian; 7 Visiting Europe

3

2 Were The Beatles excellent musicians? Yes, they were. 3 Were Mr Patrick’s lessons interesting and useful? Yes, they were. 4 Were Tom and Helen in England in 2011? No, they weren’t. 5 Was Christopher Columbus American? No, he wasn’t.

4

2 were; 3 were; 4 was; 5 were; 6 were; 7 was; 8 was; 9 were; 10 was 2 Why was the family in Peru? They were on holiday. 3 Was the weather awful? No, it wasn’t. 4 What were the mountains like? They were magical.

Page 81 5

Across: gave, founded, died, killed, opened, thought Down: spent, saw, sold

6

2 produced; 3 thought; 4 made; 5 created; 6 began; 7 died; 8 wished; 9 bought; 10 spent

7

Regular verbs: found, die, kill, open, decide, produce, want, create, wish, finish; Irregular verbs: give, think, spend, see, sell, be born, make, have, begin, write, buy

8 go – went, download – downloaded, sell – sold, earn – earned, love – loved, write – wrote, buy – bought, start – started, make – made

9

2 began; 3 stopped; 4 finished; 5 wrote; 6 enjoyed; 7 were; 8 went; 9 bought 2 Who wrote the book? Quino wrote it. 3 Did Emilia like the book? Yes, she did. 4 Why did Emilia enjoy the stories? She enjoyed the stories because they were really funny. 5 Where did Emilia buy Mafalda & Friends 2 and 3? She bought them at the new bookshop in town.

7 He created Facemash to invite boys at Harvard to write horrible things about the girls at the university. 8 He needed some money. 3

Consolidation A 1

1 is he doing; 2 Is he painting; 3 is painting; 4 lives; 5 was born; 6 was; 7 lived; 8 finished; 9 went; 10 didn’t finish; 11 was; 12 had; 13 invented; 14 are; 15 made; 16 began; 17 became; 18 helped; 19 wrote; 20 liked; 21 isn’t; 22 paint; 23 paint; 24 does; 25 travelling; 26 listening; 27 watching; 28 isn’t; 29 is; 30 makes; 31 is

2

1 In the photo, Ben isn’t making a sculpture. He is painting. 2 Ben wasn’t born in London. He was born in Cambridge. 3 Ben and his family don’t live in Barnet. They live in Muswell Hill. 4 Ben didn’t invent a new form of music. He invented a new form of art. 5 The local people weren’t happy when the police arrested him. They helped him. 6 Ben doesn’t like travelling around Cambridge. He likes travelling around London.

3

1 did you watch; 2 watched; 3 Was the documentary; 4 was; 5 was; 6 did you do; 7 went; 8 saw; 9 Were the actors; 10 were; 11 were

Page 82 10 Regular: appeared, inspired, produced, directed, adapted, used, premiered, released, received Irregular: was born, was, told, gave, became 11 1 The Snow Queen is a fairy tale. 2 Hans Christian Andersen wrote the story. 3 The story is about a fight between good and evil. 4 David Wu directed a television film for Hallmark. 5 Frozen is a film. 12 1 No, he didn’t. 2 No, he wasn’t. 3 The BBC adapted the story for television in 2005. 4 Yes, there was. Page 83 13 1 did; 2 was; 3 What; 4 exciting; 5 Why; 6 went; 7 funny; 8 enjoy; 9 loved; 10 and; 11 saw 14 Students’ own answers 15 1 I read Churchill’s biography in Churchill: A Life; 2 in the Maps Room; 3 We saw some of his possessions; 4 and died in 1965 in London; 5 learnt about the history of the Second World War too

1 last week; 2 weren’t nice; 3 it is a bad idea to use social networking sites to be horrible to other people

Speaking activities Student A (page 117) 1

16 Students’ own answers

Students’ own answers

Was Ellen MacArthur born in 1986? (In 1976) Did she start sailing when she was 4? (Yes) Did she like reading biographies? (No / books about sailing) Did she decide to buy a bicycle when she was 8? (No / a boat) Did she buy a boat when she was 13? (Yes)

Student B (page 118) Pulse magazine

1

1

It is about the story of Mark Zuckerberg, the creator of the Internet social networking site, Facebook.

2

1 It refers to the site Mark Zuckerberg created. 2 The main character of this film is Mark Zuckerberg. 3 He went to Harvard University. 4 He was a very intelligent student and he was brilliant with computers. 5 He didn’t have many friends and he wasn’t very sociable. 6 When she left him, he was very angry with her and he wrote horrible things about her on his blog.

Was Charles Darwin born in 1809? (Yes) Did Charles Darwin like collecting flowers? (No / insects – beetles). Did he start a sailing trip to the Arctic in 1831? (No / to the southern hemisphere) Did he write his famous book The Origin of Species in 1859? (Yes)

3

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Life on Earth Vocabulary

p40

Start an informal conversation about beautiful places to visit in Argentina. Encourage Ss to mention the places they have visited. Ask: When did you go? Who did you go with? Did you walk up the mountains there? Is there a beach? What is it like? If possible, display a map of Argentina and identify different places on it. As Ss share their experiences, write new vocabulary related to geographical features on the board. 2 As you check Ss’ answers, comment on the different geographical features, eg: T: Waterfalls are impressive! 3 As Ss refer to the places in the article, use the adjectives to describe different sites in Argentina or in Ss’ home places. ANSWERS 1 Mount Everest, Victoria Falls, The Grand Canyon, The Amazon Rainforest, The Dead Sea, The Blue Cave, The Great Barrier Reef 2 Land: canyon, desert, valley, rainforest, forest, beach, island, cave, reef Water: river, sea, lake, ocean 3 high mountain; impressive waterfalls; amazing canyon; dry desert; large rainforest; salty water; unusual beach; interesting cave; huge coral reef; colourful fish

» EXTRA: In pairs, Ss make a list of different places to visit

all over the world. Have them include adjectives to describe the places and activities they can do there.

!

To further expose Ss to the language, comment on different places while naturally using comparative and superlative forms.

LEARNING TO LEARN Make sure Ss understand that

expressing themselves with their own words will help them to retain concepts. Check on Ss’ expressions to avoid erroneous learning.

Reading

p41

1–3 Encourage Ss to complete the exercises in spite of the words they do not know. Invite Ss to account for their answers. After checking, ask them if they would like to visit the island.

»

EXTRA: Give Ss prompts and have them say a place where such activity or characteristic occurs, eg: T: You can trek there. Ss: Calamuchita in Córdoba. Then, in pairs, Ss do the same.

» EXTRA: In groups, Ss discuss and decide on a list of the

‘Seven Wonders of Argentina’.

COMPARING CULTURES This activity will give Ss the

4

ANSWERS 1 It’s about The Isle of Muck, in Scotland. It’s a unique place to live in because it’s one of the smallest islands in Scotland. 2 1 It’s in Scotland. 2 38 people live on the island. 3 Life on Muck is very quiet. 4 No, it isn’t. 5 No, he doesn’t. Because there isn’t a good Internet connection and finds it boring. 6 Yes, he/she does. Because it isn’t a dangerous place. 3 farms, a shop, a primary school, electricity, sandy beaches, a community centre

chance to learn more about their country and to appreciate its richness. It will also make them feel they can use the language to refer to something that is related to them.

• Remind Ss to focus on key words while looking for information on the web. • To help Ss organize their presentations, write on the board structures for them to follow, eg: ... people live on the island. The weather is usually cold / hot / wet / stormy. It was discovered... You can get there by...

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Grammar

p42

A–C Draw Ss’ attention to the examples given and elicit the type of information they express (comparative and superlative forms of adjectives). D–F As Ss complete the table, have them refer to the examples. Write more exponents on the board to reinforce the idea of comparison. COMPARING LANGUAGES Make sure Ss notice how each

language has its own structures.

» EXTRA: Give Ss prompts and have them practise the new

structures, eg: T: Buenos Aires / Rosario. Ss: Buenos Aires is bigger than Rosario. T: Tucumán / Catamarca / Chubut. Ss: Catamarca is smaller than Chubut, but Tucumán is the smallest.

»

EXTRA: Have Ss write sentences comparing places in Argentina. Ask them to include incorrect information. Then Ss exchange their sentences and correct them. Walk around and monitor.

» EXTRA: Have Ss prepare a quiz. They can also make a poster

with the questions and invite other courses to participate.

Vocabulary

ANSWERS A healthier than, more dangerous than / B the safest, the most boring / C two, three or more / D quieter, healthier, the smallest, the safest, more dangerous, the most boring / E adjective, than, the / F They are irregular adjectives because they change completely in their comparative and superlative forms. 1 1 the largest; 2 the highest; 3 the longest; 4 larger than 2 1 the highest; 2 the longest; 3 the biggest; 4 the most beautiful

p43

Explain the concept of environment. Elicit related words and write them on the board. Ask Ss: Is water always clean in the rivers? Or is it polluted? What is the consequence of the pollution of rivers? What is the origin of this environmental problem? Do you know about other environmental issues?

»

EXTRA: In pairs, Ss make a list of the facts they consider shocking / surprising / important. Have them share their lists with the rest of the class.

» EXTRA: In pairs, Ss make a list of the animals that appear

in the article. Have them choose an animal and describe it. The partner guesses. Switch roles and repeat.

Listening Remind Ss they do not need to understand every single word from the audio. After completing the exercises, have them listen again to correct or confirm their choices.

» EXTRA: On the board, write wrong statements about the

conversation and have Ss correct them.

»

EXTRA: Encourage Ss to prepare a short conversation, similar to the one they have listened to.

ANSWERS 2 1 dying; 2 losing; 3 cutting down; 4 melting; 5 leaving; 6 disturbing; 7 hunting; 8 hunting; 9 losing; 10 building 3 1 Because the climate is changing. 2 Because people are cutting down trees and building new houses and roads. 3 Because ice platforms are melting. 4 They hunt tigers for their fur, whales for their meat, rhinos for their horns and elephants for their tusks. 5 They lay their eggs on clean beaches. 5 Chris thinks whales are fish – they are mammals. 6 1 She chooses whales. 2 Because they have got their own language. 3 Because when people go whale watching, the whales swim near the boats and look at the people. 4 Because sometimes they hit whales and kill them by mistake. 5 He chooses snakes, because he knows a lot about them and his brother’s got a pet snake.

4

25 Audioscript on page 44

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Reading

p44

»

EXTRA: Invite Ss to name different places to visit in Argentina. They then choose one destination and make a list of the things that can be done there. Encourage them to compare the places they chose considering size, weather and personal opinion.

» EXTRA: Have Ss mention and compare different animals that

can be found in Argentina. Invite them to talk about endangered species in their area. 1

ANSWERS 1 Two rhinos and a woman in a jeep. 2 1 It’s a wildlife reserve in South Africa. 2 Rhinos, elephants, leopards, crocodiles and giraffes. 3 They can stay in comfortable tents or in beautiful rooms, try some traditional food in the restaurant, go on safaris and take walks to learn about unusual plants in the area. 4 Yes, they do. 5 It’s expensive. 3 1 a hotel; 2 the African ‘braai’ (barbecue); 3 two baby rhinos; 4 they need to be protected against poachers; 5 a female white rhino from the reserve; 6 all year; 7 summer

To engage Ss in the reading, ask them if they have ever read a travel guide. If they have, ask them what information they focused on. If they have not, ask them what information they think they can find in a travel guide. 2–3 Encourage Ss to complete the reading activities without worrying about new words. Avoid explaining new words while they do the activities. This way you will be training Ss to develop good reading strategies. Correct as a class and have Ss account for their answers.

» EXTRA: Once correction is over, invite Ss to choose one or two

word/s they would like to know the meaning of. Use clear examples to teach Ss how to infer the meaning of words from context.

Grammar

p45

Explain the concepts of countable and uncountable. Refer to objects and concepts related to your Ss’ world of experience. Include concrete (eg: classrooms) and abstract (eg: testing) concepts. Write exponents on the board for class discussion. As you check answers, ask Ss to account for their answers. Allow time to share doubts. This will also facilitate your explanation.

» EXTRA: Use the sentences in Exercise A to rehearse

pronunciation and intonation.

» EXTRA: Have Ss make a poster with a table like the one in

4

ANSWERS A C, C, C, U, C, U, U, U, C, U, C, U, U, C / B airport; fun / things to do; food; lions / wildlife; animals; rain; restaurants; animals; money / C Countable: lions, hotel, things, restaurants, poachers, airport, beach, island, tent; Uncountable: food, wildlife, fun, time, rain, money, water, ice, information 1 1 an; 2 some; 3 a; 4 any; 5 any; 6 some; 7 any 2 1 She has got a lot of sun cream. 2 She hasn’t got many mosquito bites. 3 There isn’t much space in the room. 4 There are a lot of mosquitoes.

Exercise B. Encourage them to include different nouns. Display Ss’ posters on the classroom walls.

» EXTRA: Give Ss prompts and have them say true sentences

using there is / there are, eg: T: Canteen / school. Ss: There isn’t a canteen at school. There is a kiosk.

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Build your skills Reading & Listening

p46

To engage Ss in the topic, ask them if they have ever done any voluntary work. Mention different NGOs they may be familiar with, eg: UNICEF, WWF. You may refer to NGOs that appear on TV or are part of famous chain food programmes. 1–2 As you check answers, have Ss account for their choices.

» EXTRA: Ask Ss to reread the leaflet. With books closed, say a

fact from the text and ask them whether it is correct or incorrect. If incorrect, have Ss correct it, eg: T: You can help at Chester Aquarium. Ss: You can help at Chester Zoo. Then, in pairs, Ss do the same. Allow Ss time to write down their sentences. Attend to their needs.

» EXTRA: Following the information in the leaflet, Ss research

and prepare a leaflet of their own about an NGO of their interest.

4 Remind Ss they do not need to understand every single word to do the activity. 5 Make sure Ss understand the questions before playing the track.

» EXTRA: On the board, copy some lines from the audioscript

without following the correct order. Ss write them in order. This instance will foster work on discourse coherence. After checking do some practice of intonation and sounds.

Listening & Speaking

ANSWERS 1 It’s about volunteer work. 2 1 working with wildlife, being a friend to a blind teenager; 2 cleaning a beach, helping some insects; 3 working with wildlife, helping some insects 4 They are cleaning a beach, being a friend to a blind teenager and working with wildlife. 5 1 He wants to have a break. 2 He sees some cans nearby. 3 They are in London, on a bus. 4 They are going to a café. 5 He’s giving carrots to the giraffes. 6 They are going to the elephant house.

26 Audioscript on page 44

p47

1 To extend the presentation, you may ask: In your opinion, how old are they? Do they already know each other? What are they talking about? Is there a place similar to the one on the photo in your town / city? 3 Once the conversation has been completed, do choral repetition of the lines, focusing on intonation to convey meaning. Ask Ss to imagine they are not themselves reading but somebody else. This will allow them to feel less exposed in front of their classmates. 4 Give Ss time to prepare this activity and to rehearse it. Walk around helping them sound as natural as possible. Encourage them to use the words in the ‘Keep it going!’ section to sound more natural. Check on intonation and sounds so that Ss feel more confident. Invite more fluent learners to add extra information.

4

ANSWERS 1 They are in a zoo / on a farm / in a reserve. The girl is interested in a volunteer day. 2 2, 4 3 1 help; 2 nice; 3 water; 4 better; 5 interesting; 6 any; 7 form

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Writing

p48

Ask Ss to think about places they consider worth visiting, preferably in their local area. Tell them that, this time, their piece of writing must invite and persuade other people to visit the place they are writing about. Refer Ss to the travel guide article on page 48. Together with Ss analyze the content of each section. Elicit information to describe other places. As you go over the ‘Write it right!’ section, remind Ss of the importance of word order in English. After they classify the adjectives in Exercise 3, encourage Ss to use them to describe a familiar place. Write more exponents on the board and have Ss see how these adjectives collocate. ANSWERS 1 It’s about Greece. You can visit the impressive ancient monuments in Athens or relax on the country’s beautiful small islands. 3 Opinion: quiet, beautiful, amazing, interesting, impressive, delicious, unusual, dangerous; Size: large, small, big, high; Age: fresh, old, modern, new, ancient; Colour: colourful, blue, white; Material: rocky, salty, sandy

4

» EXTRA: Together with Ss, go back to the travel guide article

and analyze the content of each paragraph. Encourage them to think of an interesting place in their area they would like to describe. As a class, work on the information they would include. As you analyze the plan, refer back to the questions in the travel guide article. As Ss write, cater for their needs and doubts to help them prepare a correct and tidy piece of writing. Remind them of the importance of writing rough copies, checking on word order, spelling and punctuation before handing in the final version. 25 AUDIOSCRIPT Chris Which endangered animal are you going to do your project on? Lucy Whales, I think. I found this article about them on the internet and they’re really amazing animals, you know. Chris What’s so amazing about them? Lucy Well, first of all, they’re really intelligent. For one thing, they’ve got their own language. Chris What do you mean? Fish can’t talk! Lucy They aren’t fish! Honestly, Chris, don’t you listen to anything in biology? They’re mammals! Chris OK, if you say so! Lucy Anyway, whales make sounds under the ocean in order to communicate with other whales. Chris Really? I didn’t know that! Lucy Yes, and they’re very friendly animals too. When people go whale watching, the whales swim near the boats and look at the people! Chris Wow! I’d love to see a real whale. Lucy Me too. But soon there might not be any. Chris Why not? Whale hunting isn’t allowed any more, is it? Lucy No, but they still do it in some countries. Another problem is ships. Chris Ships? Lucy Yes, sometimes ships hit whales and kill them by mistake. Chris That’s terrible! Lucy I know. Anyway, what are you doing your project on? Chris Er, I haven’t decided yet. Maybe snakes. Lucy Snakes? They aren’t an endangered species, are they? Chris No, but I know a lot about them. My brother’s got a pet snake, you see. Lucy You’re joking! Yuk!

26 AUDIOSCRIPT Conversation 1 - The sand looks much cleaner now! Can we have a break? It’s hot! - We can soon, but there’s still plenty of rubbish to pick up! - Oh yeah, there are some cans over there … Let’s go and get them. Bring the rubbish bag over here, Tina! Conversation 2 - We’re getting on the bus now, John. Careful! That’s it. One to Oxford Street, please. - And one ticket to Oxford Street for me too, please. - There you go. - Thanks. Let’s sit here. - What are we going to do now? - I’m going to take you to my favourite café. It’s got the best sandwiches in London! Are you hungry? - Yes! Conversation 3 - Right, Anthony – here’s the food for the giraffes. You can feed it to them by hand if you like. - OK. Like this? - Yes. Don’t worry – they’re very friendly. They’re enjoying those carrots! Right, in a minute we’re going to go over to the elephant house. The elephants like playing with water, so you might get a bit wet! - Sounds fun! - Yes, it is! Here, I’ve got this waterproof jacket for you. - Great. Thanks.

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Answer Key PROGRESS CHECK 4

Page 86

Speaking activities

1

1 waterfalls; 2 canyon; 3 desert; 4 valley (or lake); 5 cave; 6 mountain

12 It’s about a conservationist and his work.

Student A (page 117)

2

1 hunting; 2 dying; 3 melting; 4 cutting down; 5 leaving; 6 losing

3

1 the oldest; 2 worse than; 3 more dangerous than; 4 the most expensive; 5 colder than

13 16th century: Giant tortoises lived all over the world. 1960s: There were only four or five thousand. 1970s: There were only 15 tortoises. 21st century: There are more than 1,000 tortoises.

4

1 some, an; 2 much, an; 3 any, some; 4 any, a lot of; 5 a, many

5

1 a lot of; 2 some; 3 much

WORKBOOK Page 84 1

2 c; 3 f; 4 a; 5 d; 6 j; 7 k; 8 i; 9 l; 10 e; 11 g; 12 h; 13 n; 14 m

2

1 lakes; 2 desert; 3 river; 4 beaches; 5 rainforest; 6 forests; 7 waterfalls; 8 reefs, caves / canyons; 9 islands, Ocean

3

hotter, the hottest; drier, the driest; healthier, the healthiest; more beautiful, the most beautiful; better, the best; worse, the worst; happier, the happiest; more impressive, the most impressive

Note: The parts in bold are the parts students should circle. 4

2 colder; 3 highest; 4 drier; 5 more

5

2 biggest; 3 most interesting; 4 more comfortable; 5 older; 6 taller

Page 85 6

2 sea turtles; 3 tigers; 4 elephants; 5 polar bears; 6 whales; 7 gorillas; 8 rhinos; 9 crocodiles; 10 penguins

7

1 penguins; 2 tigers, elephants, rhinos; 3 gorillas, crocodiles; 4 gorillas; 5 elephants; 6 sea turtles; 7 monarch butterflies; 8 polar bears, penguins

tigers, people, turtles, winters, bears, fish, countries, habitats

What do loggerhead turtles eat? How long do they live? Are they in danger? Why?

Student B (page 118) 2

What do Iberian lynxes eat? How long do they live? Are they in danger? Why?

14 1 Mr Greggson is a conservationist, he protects endangered species. 2 He is happy because the famous giant tortoise is not endangered anymore. 3 There are 1,000 tortoises in the reserve. 4 Yes, they are. 5 They can walk long distances. 6 Giant tortoises eat grass, leaves and cactuses. Page 87 15 2 e; 3 d; 4 a; 5 f; 6 b Phrases to express preference: I’d like, I don’t mind, I prefer, I’d rather 16 Students’ own answers 17 There is only one local restaurant in the reserve. 18 Opinion: unusual, quiet, relaxing, comfortable, delicious, famous, amazing, elegant Size: large Age: fresh, modern, ancient Colour: colourful, sugar-white, yellow-tailed, bronze, black Material: wooden, sandy, saltwater

Students’ own answers Pulse magazine 1

It’s about spending the winter months clearing different areas to improve habitats for plants, birds and animals.

2

1 There is a long white-sand beach and a beautiful forest. 2 They go during the summer months. 3 They work at the park during the winter months. 4 Because they help to improve the habitats for plants, birds, and animals. 5 They need to take comfortable clothes and wear jeans and boots.

3

1 picked up a lot of rubbish and also planted flowers; 2 a lot of butterflies are coming back to the park; 3 clean the beach and build a picnic area

8 tiger, people, turtle, winter, bear, fish, country, habitat 9

2

10 2 any; 3 a lot of; 4 a; 5 some 11 2 How many, There are many panda bears in the world. 3 How much, There is a lot of rain in the rainforest. 4 How many, There aren’t any penguins in the desert.

4

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Special days Vocabulary

p50

Start an informal conversation about celebrations in Ss’ country and what they do with their families, eg: birthday parties. Make a list of celebrations and birthdays on the board. Have Ss say what they do on those occasions. As they mention different activities, write them on the board. Possible answers: We get together with our family. We eat pasta. We play games. We dance. Then have a class discussion on how Ss celebrate different occasions, eg: Christmas, Student’s Day, Children’s Day, etc. 1 Have Ss check if the activities mentioned at the beginning of the lesson appear in the box. ANSWERS 2 The girls are from the United States and Argentina. 1 decorate; 2 have; 3 sing; 4 wear; 5 watch; 6 send; 7 give; 8 go; 9 visit; 10 eat; 11 watch; 12 have

» EXTRA: Give Ss prompts for them to complete the phrase

and say a sentence with it, eg: T: Give. Ss: Presents. My auncle / aunt always gives me a present on my birthday.

»

EXTRA: In pairs, Ss say what activity they do to celebrate an occasion and their partners guess the celebration, eg: S1: We have a picnic and play football / listen to music and dance. S2: Student’s Day. LEARNING TO LEARN Make sure Ss understand that

remembering collocations and phrases takes time. Explain to them that associating phrases to real examples and drawing tables will help them to memorize new vocabulary.

Reading

p51

To engage Ss in the topic of the lesson, ask them if they write blogs, why and what type of information they like sharing. 1–3 Encourage Ss to complete the activities in spite of the words they do not know. Invite them to account for their answers. After checking, have Ss compare becoming a teenager in their country and in England. Ask: Is turning 13 the same in your country and in England? What is different? Do James’s 13 adventures surprise you? Why? / Why not?

»

5

ANSWERS 1 The name of the boy is James. He is celebrating his 13th birthday. 2 1 It’s on 26th June. 2 His plans for his birthday include a big party and, because it’s a special year, he’s going to have 13 new adventures. 3 Hazel, Aunt Anne and John. 4 There are 13 adventures on his list. 3 1 T; 2 T; 3 T; 4 F; 5 T; 6 F

EXTRA: Have Ss notice that they could do the activities even when they did not know all the words. Ask them to choose one or two word/s they would like to know the meaning of. Avoid using L1.

» EXTRA: Invite Ss to complete their own adventure list. In

pairs, have them find differences and similarities.

COMPARING CULTURES This activity will give Ss the chance

to learn more about each other. It will also make them feel they can use English to refer to things that belong to them. Such empowerment makes learning more relevant and rewarding. If conversation is fluent, encourage Ss to talk about their latest birthday celebration.

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Grammar

p52

Draw Ss’ attention to the examples given and elicit the type of information they express. To make meaning clearer, refer Ss to the blog and have them see the language in context. Reinforce the concept of going to to express future intentions or plans. If necessary, refer them to its equivalent in Ss’ mother tongue (Yo voy a… in Spanish). Lead Ss to understand that a subject pronoun functions as the subject of a sentence and that the object pronoun is an object to the verb. This means that a subject pronoun is always followed by a verb and that object pronouns come after the verb in the predicate. Show the difference with exponents on the board.

» EXTRA: Give Ss prompts and have them practise the new

structures, eg: T: Next class / revise verbs. Ss: Next class, we are going to revise verbs.

» EXTRA: Ask Ss to imagine they have a special assignment.

Have them write a list of intentions to perform better, either at school or at home.

»

EXTRA: Say sentences and have Ss reword them using the corresponding object pronoun, eg: T: I’m going to meet Mrs Roy after the break. Ss: You are going to meet her after the break.

Vocabulary

ANSWERS A ’s going to be, are / going to travel, Are / going to post, ’s going to fill, are / going to do / B We use going to to express intentions or a plan in the future. / C 1 d; 2 a; 3 e; 4 f; 5 c; 6 b / D am, is, Are, to, is, aren’t, going / E me, you, him, her, them / F subject; object 1 1 are you going to celebrate; 2 Are you going to have; 3 ’m going to have; 4 are you going to cook; 5 ’m not going to cook; 6 ’re going to have dinner; 7 is going to pay; 8 Are you going to invite 2 1 Where are you going to live when you’re older? 2 How are you going to celebrate your next birthday? 3 What are you going to do during your holidays? 4 1 it; 2 them; 3 us

p53

1 As they do repetition, Ss might probably ask about the meaning of the words in blue. Tell them that these words refer to the way or manner we do something. 2 Have Ss read the quiz. Explain the meaning of new words before they complete it. Avoid using L1. Have Ss do the quiz and compare their results. 3 Invite Ss to refer to the quiz to complete the table. Check as a class.

Listening 5–6 Remind Ss they do not need to understand every single word from the audio. After completing the exercises, have them listen again to correct or confirm their choices.

» EXTRA: On the board, write wrong statements about

the interviews and have Ss correct them. You may also write incomplete statements and have Ss complete the missing information.

» EXTRA: Encourage Ss to prepare a short interview, similar

to the one they have listened to. Then invite them to choose a partner and role play their interviews for the class.

5

ANSWERS 1 It’s about the resolutions for the year. 3 quickly, hard, loudly, nicely, healthily, regularly, well, easily, dangerously, happily, badly 5 1 The reporter is in London, next to the River Thames. 2 It’s 31st December (they are waiting for New Year). 3 People are waiting for the fireworks. 6 1 a new language; 2 more regularly; 3 well, more healthy; 4 hard, all my exams this year

31 Audioscript on page 52

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Reading

p54

»

EXTRA: Write jumbled adverbs of manner on the board. Have Ss unjumble the adverbs and write sentences using them. 1 To engage Ss in the reading, ask them if they have ever been to a local festival or celebration. Ask: When was it? What did you do? Did you eat special food?

» EXTRA: On the board, write a column with new vocabulary and

another column with definitions in random order. Have Ss match each word to its definition and to provide sentences with them.

» EXTRA: Have Ss name celebrations from different regions

ANSWERS 1 It’s about special days and celebrations in South America. The photos are from Chile and Colombia. 2 Santiago a Mil: watch shows in indoor and outdoor theatres, watch street performers, buy food and drinks from stalls; The Carnival of Blacks and Whites: wear black clothes and make-up, throw talcum powder into the air and over each other, dance happily, have a lot of fun 3 1 festival; 2 weeks; 3 tomorrow; 4 coach; 5 south; 6 days; 7 Sunday; 8 friends

in their country. Have them prepare a list of dates and activities. Then, in pairs, Ss compare lists and events. If necessary, you may assign research for this activity with anticipation.

• Encourage Ss to choose a country of their interest. • Remind Ss to focus on key words to get the information they need. • Lead Ss to see the value of learning about other people and cultures.

Grammar

p55

As Ss analyze the sentences, have them notice the time expressions. This will aid them in understanding the differences in use of the present continuous for actions happening now and the present continuous for future plans / arrangements. 1–2 Check answers as a class. Invite volunteers to write the questions from Exercise 2 on the board for class discussion. 3 Before this exercise, revise the time expressions Ss have seen on this lesson and ask them to provide others. Walk around and monitor, catering for Ss’ needs.

» EXTRA: Use the sentences in Exercise A to rehearse

pronunciation and intonation.

5

ANSWERS A ’re taking, ’re leaving, ’re arriving, ’m going, are coming, ’re walking, are / doing, Are / doing / B present continuous / C ’m, ’re, Are, is, aren’t, are / D verb be 1 1 are you going; 2 ’re going; 3 Are you flying; 4 is driving; 5 ’m not going; 6 ’m working 2 1 Where are you going this evening? 2 What are you doing tomorrow morning? 3 What are you doing on Sunday afternoon? 4 Where are you going on your summer holidays? 5 Are you doing anything special next week?

»

EXTRA: Comment on forthcoming events. Include incorrect facts and have Ss correct the information, eg: T: We are finishing classes on 3rd November. Ss: No, we are finishing classes on 18th December.

» EXTRA: Give Ss prompts and have them write about true

arrangements, eg: T: Picnic / Student’s Day. Ss: We are having a picnic on Student’s Day.

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Build your skills Reading & Listening

p56

1–2 (before Exercise 1) Explain new vocabulary as needed. As you check answers, have Ss account for their choices.

» EXTRA: Following the information included in the leaflet,

have Ss prepare a poster announcing an oncoming festival. Ss may use the information about the festival or special day they researched about in the ‘Web Quest’ section.

» EXTRA: As Ss share events, make sure they use the present

continuous tense for future arrangements.

3 Remind Ss they do not need to understand every single word to do the activity. 4 Make sure Ss understand the sentences before playing the track.

ANSWERS 1 Jousting and The battle of Saint George and the Dragon. 2 1 The Mayor of Nottingham is opening the festival. 2 They are starting at 12.30 pm. 3 They are taking place at Nottingham Castle. 4 It’s playing in the Market Square. 5 It finishes at 4.30 pm. 6 At 3.30 pm the Scout parade starts. 3 1, 3, 4, 6 4 1 Science Museum; 2 grandparents; 3 campsite; 4 car

» EXTRA: On the board, write a few statements based on the

audioscript. In pairs, Ss decide whether the statements are true, false or not mentioned. Correct as a class.

32 Audioscript on page 52

Listening & Speaking

p57

1 (before playing the video) Ask Ss to describe the photo on page 57 in detail. 3 Once the conversation has been completed, do choral repetition of the lines, focusing on intonation to convey meaning. Ask Ss to imagine they are not themselves reading but somebody else. This will allow them to feel less exposed in front of their classmates. 4 Give Ss time to prepare this activity and to rehearse it. Walk around helping them sound as natural as possible. Encourage them to use the words in the ‘Keep it going!’ section to sound more natural. Check on intonation and sounds so that Ss feel more confident. Invite an advanced pair to act out in front of their classmates.

5

ANSWERS 2 1 She is going to a Saint George’s Day festival in Nottingham. 2 Yes, he can. 3 1 class; 2 Saturday; 3 brother; 4 10 o’clock; 5 house

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Writing

p58

To engage Ss in this lesson, talk about different events that require formal invitations. Ask them if they have ever seen or received a formal invitation. If they have, lead them to recall what information it contained. If they have not, ask them what information they think they can find in a formal invitation. Refer Ss to the invitation on page 58. Ask them if the invitation they received looked like Brad’s. Together with Ss analyze the content of each section. Elicit information to describe other places or events.

ANSWERS 1 He is from the United States. It’s for a party they are going to have on 4th July. He’s going to have a barbecue. 4 1 on; 2 at; 3 in; 4 on; 5 in; 6 at

As you go over the ‘Write it right!’ section, remind Ss of the importance of word order in English and the use of prepositions. As Ss write, cater for their needs and doubts to help them prepare a correct and tidy piece of writing. Remind them of the importance of writing rough copies, checking on word order, spelling and punctuation before handing in the final version.

»

EXTRA: Have Ss write an invitation for an oncoming school celebration. Then have them exchange their invitations with a classmate and do peer correction. Check as a class.

31 AUDIOSCRIPT News reader Now it’s over to Rob Porter live in London. Rob Thanks, Sophie! I’m here next to the River Thames, waiting for the fireworks! There are thousands of people here to celebrate the New Year. While we wait for the fireworks, I’m going to ask a few people if they’ve made any resolutions. Hello! What are your resolutions for the new year? Woman 1 I’m going to learn a new language – I want to learn Spanish! Rob Spanish? Great! And what about you? Man 1 I’m going to exercise more regularly. Rob Great idea! How about you? Woman 2 I’m going to eat well and be more healthy! Rob So many good intentions! Teen boy Yeah – I’m going to study hard and pass all my exams this year! Rob And how about you? Woman 3 Me? I’m going to be happy and have more fun! Rob And that starts now, right? It’s nearly midnight. Here’s Big Ben… Happy New Year everyone!!

5

32 AUDIOSCRIPT 1 Ann Next Wednesday I’m going on a school trip to the Science Museum in London. We’re going to see an exhibition about space and the universe and all that... 2 Ben Next weekend I’m going on a trip to Manchester to visit my relatives. We’re all going to stay at my grandparents’ house, and we’re going to celebrate my grandma’s 60th birthday with all the family. 3 Charlotte I’m going on a Scout trip to Wales. We’re going to stay on a campsite right in the mountains – it’s going to be amazing! We’re going to climb the highest mountain in Wales. I’m so excited! 4 David On Saturday I’m going on a day trip with my best friend Peter and his parents. They’re going to drive to a fantastic amusement park called Alton Towers. I’m going to go on the biggest rollercoaster! It’s going to be fun!

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Answer Key He’s meeting them at the new shopping centre. 5 What time is he playing football on Friday? He’s playing football at 4.00 pm.

PROGRESS CHECK 5 1

1 decorate; 2 wear; 3 eating; 4 give; 5 have; 6 visit; 7 watch; 8 have

2

1 quickly; 2 well; 3 healthily; 4 badly; 5 hard; 6 loudly

3

1 ’m not going to go, ’m going to exercise; 2 are you going to do; 3 is not going to have, is going to go; 4 are they going to celebrate; 5 are not going to buy

4

1 her; 2 him; 3 us; 4 them

5

1 are you doing; 2 ’m going; 3 is going; 4 ’re leaving; 5 Are you leaving

Page 90 12 1 June; 2 Two; 3 eat; 4 costumes 13 1 B; 2 BA; 3 A; 4 B; 5 A 14 1 10th November; 2 houses, restaurants and shops; 3 watch, their indigenous; 4 the festival, asado and empanadas Page 91

WORKBOOK Page 88 1

special food, street parades, relatives, presents, cards, costumes, party, house, fun 2 special food, relatives; 3 house; 4 cards; 5 costumes; 6 party, presents, fun

2

2 I am not going visit my friends on Saturday. 3 My grandparents are going to travel to Costa Rica. 4 Are you going to decorate the Christmas tree tomorrow?

3

4

5

How are they going to travel? When are you going to visit Italy? Where is he going to buy sweets?

Note: In sentence 5, ‘in front of’ will be changed to ‘opposite’ the first time the book is reprinted. 16 Students’ own answers 17 1 on; 2 at; 3 in; 4 at; 5 in 18 Students’ own answers

2 are going to come; 3 are not going to be; 4 is going to make; 5 are not going to decorate; 6 are going to play; 7 are going to have

Students’ own answers

1 me; 2 her, she; 3 them; 4 We, him; 5 them

Pulse magazine

Page 89 6

2 hard; 3 loud; 4 nicely; 5 healthily; 6 regular; 7 well; 8 easily; 9 dangerous; 10 happily; 11 bad a the y changes to an i b In ‘2’, the word remains the same, in ‘7’, it is a different word.

7

1 well; 2 hard; 3 badly, regularly; 4 loudly

8 2 P; 3 F; 4 F; 5 F 9

15 2 Listen, are you free on Friday? b; 3 I’m going to the piano concert at the local theatre. Do you want to come? c; 4 My friend Patricia and my cousin Elena. d; 5 We’re meeting opposite the theatre at 8.00 pm. e; 6 Fantastic! See you on Friday. f Yes, they do. Because they are going to a piano concert on Friday.

2 am going to the cinema; 3 are having dinner; 4 ’m not doing anything special; 5 am meeting; 6 are going bowling; 7 am playing a football match

10 2 Who is he going to the cinema with on Tuesday? He’s going with Dorothy. 3 Where is he having pizza? He’s having pizza at the Pizza Hut by the train station. 4 Where is he meeting his friends on Thursday?

1

It’s a festival in Scotland.

2

1 F. Anthony Murphy travelled to Scotland. 2 F. He bought tickets last week. 3 F. He’s going to walk around the city. 4 T; 5 F. He’s going to see a comedy show at a theatre. 6 F. The weather in Edinburgh can be windy, rainy, cold, cloudy, warm and sunny.

3

1 In the Edinburgh Fringe anyone can perform. 2 You can watch the shows all over the city of Edinburgh, at theatres, in the streets, in cafés and in people’s homes. 3 It takes place during three weeks in August.

5

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Take care Vocabulary

p60

Start a conversation about activities Ss do that make them feel well. Then lead them to talk about activities that make them feel tired or exhausted; write them on the board. Tell Ss that they are going to learn about physical and mental health. As you write the topic on the board, ask them which of the activities mentioned before refer to it. 1 Encourage Ss to find out if the activities mentioned at the beginning of the lesson appear on the web page.

» EXTRA: Give Ss prompts and have them complete the phrase,

eg: T: Sports. Ss: Try new sports / Practise sports. Then, in pairs, Ss talk about the activities people that they know do to keep healthy. ANSWERS 1 c don’t get into arguments; e don’t get stressed about exams; g don’t worry about your appearance; i don’t bully other people 2 1 get; 2 Take; 3 Eat; 4 worry; 5 Exercise; 6 Try; 7 get; 8 Discuss

»

EXTRA: On the board, write incomplete sentences about the photos on the web page and have Ss complete them and identify the photo, eg: T: Three boys are … down a road. Ss: In photo 4, three boys are skateboarding down a road. LEARNING TO LEARN Lead Ss to see how easily they

remember words from street advertisements, magazines and noticeboards. Make sure they realize that they can remember them even when they are not paying conscious attention to them.

Reading

p61

1

To engage Ss in the topic of the lesson, ask: How old are these people? What are they doing? Have Ss read the text quickly and find out what the purpose of the leaflet is. 2–3 Invite volunteers to account for their answers. After checking, have Ss choose the best tip.

»

EXTRA: Choose four or five words which may be difficult for Ss to grasp the meaning of. Write their definitions on the board. In pairs, Ss look up words in the leaflet that match the definitions given.

» EXTRA: In pairs, have Ss think about other pieces of advice.

Then have pairs share their advice with the rest of the class. COMPARING CULTURES This activity will give Ss the ANSWERS 1 It’s about cyberbullying. The girl is worried about a message or a comment she received. 2 1 Cyberbullying is when someone sends nasty messages or posts rude comments about someone else on the Internet. 2 ‘Bully’ is the person who posts the comments or sends the messages. 3 The problem is the bully. 4 Because it can ruin people’s lives, as victims often feel sad or depressed. 3 1 T; 2 F. If you receive nasty messages, you don’t have to reply. 3 T; 4 F. It is good to take screenshots and save messages from the cyberbully and then show them to an adult. 5 F. Victims of bullying usually think that they are the problem.

6

chance to learn more about helplines. Ss can make a helplines directory and circulate it.

• Encourage Ss to choose a site of their interest. Remind them to focus on key words while reading for information on the web. • Lead them to see the value of learning about other people and cultures in order to value theirs and borrow ideas from others.

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Grammar

p62

Draw Ss’ attention to the examples given and elicit the type of information they express. To make meaning clearer, refer Ss to the leaflet on page 61 and have them see the language in context. Reinforce the concept of should to express advice.

» EXTRA: Use the sentences in Exercise A to rehearse

pronunciation and intonation.

» EXTRA: Have Ss go back to the leaflet and find more examples

with should. Ask them to write new examples for class discussion.

» EXTRA: In groups, Ss make a list of problems they have and

write a list of useful pieces of advice.

ANSWERS A shouldn’t show, shouldn’t get, should report, should block, should discuss / B advice / C shouldn’t, Should, Shouldn’t, should / D You should go. 1 1 shouldn’t; 2 shouldn’t; 3 should; 4 should; 5 shouldn’t 2 1 Should we order a pizza? 2 Should they tell someone about the problem? 3 Should Vicky go to the cinema with Matt? 4 Should you paint your bedroom black? 5 Should I get a new mobile phone?

» EXTRA: Invite Ss to make a list of pieces of advice on how

to be a better learner. Then they make a poster to display on the classroom walls.

Vocabulary

p63

To engage Ss in the topic of the lesson, refer them to the photos on page 63 and ask them to describe the photos. Elicit vocabulary related to health problems and first aid. As Ss mention different words, make comments about their use, eg: Ss: Aspirin. Touch your head and say: Very effective for headaches but not for stomach ache. Touch your stomach. What do you take for that? If Ss provide the word in L1, simply translate it.

» EXTRA: Together with Ss, make a list of useful items for a

class first aid kit. If possible, have Ss bring items for the class first aid kit and have them write a list of recommendations to keep next to it.

» EXTRA: Mime feeling sick. Have Ss identify your health problem

and give you some advice. Then, in small groups, Ss do the same.

Listening

» EXTRA: Play hangman and have Ss guess words related to

health and first aid. 4–5 After completing the exercises, have Ss listen again to correct or confirm their choices. EXTRA: On the board, write wrong statements about the phone calls to Dr Maggie’s helpline and have Ss correct them.

» » EXTRA: Encourage Ss to prepare a short conversation, similar to the one they have listened to. Then invite them to choose a partner and role play their conversations for the class.

ANSWERS 2 Health problems: blisters, sunburn, headache, cold, mosquito bites, stomach ache, feel sick, backache First aid kit items: plasters, sun cream, aspirins, insect repellent, bandage, pills 4 1 backache; 2 a headache 5 1 He cycles to school. 2 He shouldn’t carry his bag on one shoulder. 3 Because she spends too many hours on her computer. 4 Dr Maggie’s advice is to find another hobby and start doing more exercise.

6

37 Audioscript on page 58

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Reading

p64

»

EXTRA: Write the following list of words on the board: shops, snacks, wet, restaurants, bank, water, train station, meat, cold, hot, rainy, milk. Then write the following headings: facilities, food and weather. Have Ss classify the words under the different categories. Check as a class. 1

ANSWERS 2 1 They are in Peru, in South America. 2 They are about 550 years old. 3 It’s the Sol. 4 Most tourists visit the ruins during the dry season (May–October). 5 Some useful items to pack are a pair of shorts, T-shirts, a pair of trousers, a jacket, hiking boots or trainers, sun cream, a camera, binoculars, repellent and a comfortable backpack. 3 1 Local artisans don’t accept credit cards. 2 The dry season starts in May. / The wet season starts in November. 3 The wet season ends in April. / The dry season ends in October. 4 It’s usually cold at night. / It’s usually very hot during the day. 5 There are sand flies in the area.

To engage Ss in the reading ask them if they have ever travelled to the mountain, in their country or abroad. Talk about different sites worth visiting in their country. 2–3 Encourage Ss to complete the reading activities without worrying about new words. Avoid explaining new words while they do the activities. This way you will be training Ss to develop good reading strategies. Correct as a class and have Ss account for their answers.

»

EXTRA: Choose key content from the magazine article and write different sentences on the board. Omit words that are essential to the meaning of the passage and have Ss write them, eg: Don’t visit Machu Picchu in the ... season. (wet) Ss work in pairs. Check as a class.

Grammar

p65

As Ss analyze the sentences, have them focus on the intention. Make sure Ss understand the use of to + infinitive to indicate purpose.

» EXTRA: Use the sentences in Exercise A to rehearse

pronunciation and intonation.

» EXTRA: Ask Ss to go back to the magazine article on page 64

and underline information they find interesting. Then have them share the information they have chosen with the class.

6

ANSWERS A to enjoy, to be, to explore, to protect, to take B To buy, To avoid C You should bring Peruvian money to buy souvenirs from local artisans. Why should I bring a camera? To take photos. D I need a backpack to carry my things. Why did you go to the shops? To buy a souvenir. 1 1 to protect; 2 to find; 3 to take; 4 to tell; 5 to carry; 6 to climb 2 1 b; 2 c; 3 a

»

EXTRA: Give Ss prompts and have them say what they remember, eg: T: Jacket. Ss: People wear a jacket to keep warm. T: Sun cream. Ss: You should use sun cream to protect your skin. Then, in pairs, Ss do the same.

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Build your skills Reading & Listening

p66

1–2 As you check answers, have Ss account for their choices. 3 Give Ss time to do this activity in pairs and then share with the class. 4 Remind Ss they do not need to understand every single word to do the activity. Play the track as many times as needed. 5 Make sure Ss understand the sentences before playing the track.

» EXTRA: On the board, write a few statements based on the

audioscript. Include mistakes. Play the track again and have Ss correct them. Check as a class.

ANSWERS 1 The name’s ‘Travel Doctor’. 2 1 This app is for travellers. 2 It can help you find the nearest hospital or chemist. 3 It gives advice about the first steps in an emergency. 4 1 The boy has got the new mobile app. 2 He is going camping in Wales. 5 1 a; 2 b; 3 b

38 Audioscript on page 58

Listening & Speaking

p67

1 To extend the presentation, you may ask: Do they look worried? Do you think the girl has a serious problem? Why? 2 Ss check their predictions as they do the task. 3 Once the conversation has been completed, do choral repetition of the lines, focusing on intonation to convey meaning. Ask Ss to imagine they are not themselves reading but somebody else. This will allow them to feel less exposed in front of their classmates. 4 Give Ss time to prepare this activity and to rehearse it. Walk around helping them sound as natural as possible. Encourage them to use the words in the ‘Keep it going!’ section to sound more natural. Check on intonation and sounds so that Ss feel more confident. Invite more fluent learners to add extra information.

6

ANSWERS 1 They are at the chemist. 2 1 She has some mosquito bites on her legs. 2 She buys a cream to use on the bites. 3 1 legs; 2 yesterday; 3 park; 4 OK; 5 worse; 6 £3.99

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Writing

p68

To engage Ss in this lesson, ask: How often do you write emails? When? Why? You may also talk about the importance of clarity to avoid misunderstanding. Refer Ss to the email on page 68. Ask them if the layout is similar to the emails they are used to writing. Make a list of differences and similarities. As you go over the ‘Write it right!’ section, make sure Ss realize that they are now capable of giving a more complete description of the things they want to express. Lead them to see that they can express reason, advice, purpose, etc. As Ss write, cater for their needs and doubts to help them prepare a correct and tidy piece of writing. Remind them of the importance of writing rough copies, checking on word order, spelling and punctuation before handing in the final version.

ANSWERS 1 His problem is that he wants to go to a summer camp but his parents don’t let him go. 3 1 Yes, she does. 2 She wanted to go to a summer camp. 3 Her best friend’s mum phoned Tilda’s parents to tell them more about the camp. 4 In the end, Tilda’s parents let her go to the camp.

» EXTRA: Have Ss create an online magazine to give advice.

Have the whole class contribute with different problems and solutions.

37 AUDIOSCRIPT Dr Maggie Hello. Teen helpline. This is Dr Maggie. How can I help you? David Well, er, I’ve got this problem and I don’t know what to do about it. Dr Maggie That’s what I’m here for. Can you tell me your name? David David. Dr Maggie OK, David. What’s the problem? David I keep getting backache. I don’t know why. Dr Maggie Is your school bag very heavy? David Yes, it is quite heavy. And I cycle to school with my bag on my back. Dr Maggie Do you carry it on both shoulders? David No, I don’t. I carry it on one shoulder. Dr Maggie Well, that’s the problem, David. You’re carrying all the weight of the bag on one side of your body, which is very bad for your back. Why is your bag so heavy? David I have to take a lot of books to school.

Dr Maggie Yes, but remember you don’t need to carry all your books around with you all the time. Just take the books you need for that day. David OK, I will. Thank you for the advice. Dr Maggie No problem, David. I hope you start feeling better soon. Hello. Teen helpline. This is Dr Maggie. How can I help you? Molly Er, hello. My name’s Molly. Can I ask your advice about something, please? Dr Maggie Yes, of course, Molly. Go ahead. Molly Well, I’ve had lots of headaches recently and I’m not sleeping very well. Dr Maggie Is anything else worrying you? Molly No, not really. Dr Maggie How many hours a day do you spend on your computer? Molly About three – from six o’clock till nine o’clock every evening.

38 AUDIOSCRIPT Girl What are you looking at? Boy I’ve got this new ‘Travel Doctor’ app for my phone. It’s going to be great for the summer holidays. Girl Why? What does it do? Boy It’s got lots of information about first aid. Like if a bee stings you and you don’t know what to do, it tells you. Look! App Bee stings. Here’s what to do if a bee stings you. Girl Hmm… that happened to me once actually.

Boy And you can click here for a video showing you what you should do, step by step. This one shows you what to do if a snake bites you. Girl Ooh, I bet that really hurts… App Snake bites. Here’s what to do if a snake bites you. Girl Hmm, that’s amazing! It’s like having a doctor on your phone! Boy I know. There’s advice for hundreds of different health problems. And it even tells you where the nearest chemist is if

6

Dr Maggie I think that’s too long, Molly. I’m not surprised you’re getting headaches. Do you play any sports or get any exercise? Molly No, I don’t. I hate sport! The only thing I love is playing computer games. Dr Maggie Well, my advice to you is find another hobby. Don’t stop playing computer games completely, but an hour a day is enough. If you start doing more exercise, I think you’ll feel much better. Molly Do you think my headaches will stop? Dr Maggie Yes, I do. I’m 99% sure the time you spend on your computer is the problem. Molly OK. Thank you. Dr Maggie Thank you for your call. Bye, Molly.

you need to buy medicine or something. Girl Wow! Boy I’m going camping in Wales in August, so it’ll be really useful if I have an accident or anything. Girl But just a minute – if you’re camping on a mountain, miles away from anywhere, it’s not really going to be very useful, is it? Boy Why not? Girl Because you won’t be able to use your phone! Boy Oh, I didn’t think of that!

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Answer Key PROGRESS CHECK 6

Page 94

1

1 get, Take; 2 try; 3 bully, get, ask

9

2

1 backache; 2 blisters; 3 headache; 4 stomach ache

3

1 bandage; 2 sun cream; 3 insect repellent; 4 plasters; 5 pills

4

1 should be; 2 shouldn’t get; 3 Should I pack; 4 shouldn’t post; 5 should we buy

5

Suggested answers: 1 You should exercise regularly and eat healthily. 2 You should study hard(er) / more. 3 You should ask an adult for help.

6

1 to buy; 2 to find; 3 to climb; 4 to write / make

7

Students’ own answers

11 1 There are five questions in the forum. 2 You can use credit cards at hotels, restaurants and big shops. 3 The sea water can be very cold. 4 La Sebastiana was Pablo Neruda’s house. 5 UNESCO included Valparaíso’s historical area on the list of World Heritage Sites.

1

2 a; 3 f; 4 c; 5 h; 6 j; 7 d; 8 i; 9 e; 10 g

13 Students’ own answers

2

2 worry; 3 take; 4 Exercise; 5 try; 6 ask; 7 bully

14 a 6; b 2; c 8; d 4; e 5; g 3; h 7

3

2 Children shouldn’t worry about their appearance. 3 Should we practise sports? 4 Teenagers shouldn’t bully their classmates. 5 We should ask for help. 2 You shouldn’t play video games all day long. Should I play video games all day long? 3 You should exercise one hour a day. 4 We should work in groups. Should we work in groups? 5 You should help your classmates. 6 You shouldn’t eat fast food every day. Should I eat fast food every day?

Across: cold, headache, bites, stomach ache Down: plasters, pills, bandage, sun cream, sunburn, backache

6

2 stomach ache; 3 plasters, blisters; 4 backache; 5 bandage; 6 cold

7

2 a; 3 b; 4 c; 5 d; 6 e 2 Join Twitter to contact your friends. 3 Go on holiday to relax on the beach. 4 Wear comfortable shoes to climb the mountain. 5 Eat fruit and vegetables to be healthy. 6 Exercise regularly to keep fit.

8 2 Why should babies use special sun cream? To protect; 3 Why should you take some pills? To feel; 4 Why should people take money on the trip? To buy; 5 Why should we take a bandage? To put

1 Is there any electricity in the cabins? No, there isn’t. 2 Why is Randall going to a lake? To catch some fish for lunch. 3 Why should the government create national parks? To protect wildlife. 4 Are there any wild animals in the area? Yes, there are. 5 How much snow is there in these forests? There is a lot of snow. 6 Is Randall leaving in the afternoon? No, he isn’t. He is leaving early in the morning.

15 Students’ own answers Project B 2 Students’ own answers Pulse magazine

The Outback is in Australia.

2

1 It’s a large desert area in Australia. 2 You should take water to survive. There aren’t many places where you can find water in the Outback. 3 You should put sun cream to avoid sunburns. 4 It’s important to plan your route to make sure you get to your destination. 5 Because they don’t usually kill people. 6 Because some of the areas in the Outback are very remote and there is no signal. 7 Because there are dangerous crocodiles in Australia and they often attack people. 8 Because your car can help a plane to find you. It’s much easier to spot a car than a person from the air.

3

1 water; 2 hike; 3 map, GPS; 4 poisonous; 5 crocodiles

Consolidation B 1

1 The title of the quiz is ‘Animal Quiz’. 2 The correct answers are: 1 c; 2 d; 3 b; 3 Students’ own answers

Speaking activities

1

Page 93 5

3

Page 95

Page 92

4

1 The Taiga isn’t a desert. It is home to the largest forest in the world. 2 You shouldn’t pack summer clothes. You should pack a jacket and warm clothes. 3 Randall isn’t climbing a mountain tomorrow. He’s going to a lake to catch some fish for lunch. 4 On a trip to the Taiga, you aren’t going to do a lot of swimming. You are going to do a lot of walking. 5 People aren’t cutting down trees to build cities. They are cutting down trees to build roads and houses.

10 2, 4

12 1 help you; 2 the matter; 3 You should take; 4 put; 5 much is it; 6 get well

WORKBOOK

2

1 Do I need a passport and a visa to go there? 2 Can I use my credit card? 3 Are there good beaches in the area? 4 What places can I visit? 5 What about cultural attractions?

1 an; 2 largest; 3 a lot of; 4 some; 5 dangerous; 6 many; 7 to; 8 to survive; 9 any; 10 us; 11 much; 12 ’re leaving; 13 ’re going; 14 some; 15 to build; 16 create; 17 to protect; 18 shouldn’t; 19 easily; 20 well; 21 best; 22 higher than; 23 them; 24 ’re going to do; 25 any

Student A (page 117) 1

1 train tickets; 2 find special offers; 3 sun cream (What should I use on the beach?); 4 midday (When shouldn’t I go shopping?); 5 shops are closed (Why?)

Student B (page 118) 2

1 guide (What should I go with?); 2 you can get lost (Why?); 3 3 litres (How much water should I drink per day?); 4 Exercise regularly (What should I do before I go?); 5 help your body feel better (Why?)

6

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Creative corner notes ANSWERS 1–5 Students’ own answers

Fantastic two-sentence stories What is the ‘fantastic’? According to Tzvetan Todorov, the ‘fantastic’ is when both the character and/or the reader hesitate between natural or supernatural explanations of the events described. The ‘fantastic’ can also be connected to dreams where neither the character nor the reader knows what is reality and what is dream.

What are two-sentence stories? Two sentence stories are stories that people write on the Internet and that have a maximum of two sentences. Check www.twosentencestories.com for more stories.

ANSWERS 1 Suggested answers: 1 I went to sea with a friend. Then I was the slave of Moorish pirates. Then I went to Brazil and had a plantation and my own slaves. 2 I swam to the island after our lifeboat capsized. 3 I took knives, food, seeds, clothes, tools, nails, some money, a hammock, blankets, pistols and gunpowder. Then, when a storm destroyed the ship, I took the wood. 4 I hunted for food and I collected fruit from the trees on the island. 5 I used the wood from the ship. 2 Students’ own answers 3 1 d; 2 f; 3 e; 4 a; 5 c; 6 b  Suggested LINKS for EXERCISE 3: https://www.youtube.com/watch?v=4olwbrY2kwE (Cast Away trailer) https://www.youtube.com/watch?v=j9Hjrs6WQ8M (Life of Pi trailer) https://www.youtube.com/watch?v=B2b9MQ7vGL4 (The Swiss Family Robinson trailer) https://www.youtube.com/watch?v=BhKQBTJME5o (Survivor – Season 1 trailer) https://www.youtube.com/watch?v=KTu8iDynwNc (Lost – Season 1 fan-made trailer) https://www.youtube.com/watch?v=QnCn2VTzY90 (Lord of the Flies trailer)

Adventure story Who and what is Robinson Crusoe? Robinson Crusoe is a novel by Daniel Defoe. The protagonist, Robinson Crusoe, is a fictional character but as in the first edition of the book Robinson Crusoe was credited as the novel’s author, many readers started believing he was a real person and that the events described were true incidents.

What was Robinson Crusoe’s full title? It was published under the full title The Life and Strange Surprizing Adventures of Robinson Crusoe, Of York, Mariner: Who lived Eight and Twenty Years, all alone in an un-inhabited Island on the Coast of America, near the Mouth of the Great River of Oroonoque; Having been cast on Shore by Shipwreck, wherein all the Men perished but himself. With An Account how he was at last as strangely deliver’d by Pyrates. The original title was a good summary of many of the events that take place in the novel.

What was Daniel Defoe’s inspiration? Defoe’s inspiration for Robinson Crusoe was probably the story of a Scottish castaway called Alexander Selkirk.

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CREATIVE CORNER

If Ss do not know the Robinsonades in Exercise 3, have them do an Internet search to find out more about these stories before doing the exercise (See ‘Suggested links for Exercise 3’ on the left-hand side of the page.)

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Romeo and Juliet What is Romeo and Juliet? Romeo and Juliet is one of the best-known tragedies written by William Shakespeare and probably one of the most adapted plays for stage, film, musical and opera. In fact, Shakespeare himself adapted the story of the two star-crossed lovers from different sources that belong to the Italian tradition.

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ANSWERS 1 1 My heart is yours. 2 I do not think often, I do not think much, but when I do, I think of you. 3 I love you now, I love you tomorrow and I love you forever. 4 You are the sun in my days, the moon in my nights and the life in my life. 2 1 was; 2 saw; 3 talked; 4 listened; 5 realized; 6 was; 7 didn’t know; 8 said; 9 told; 10 loved; 11 kissed 3–4 Students’ own answers

Go to http://www.macmillanreaders.com/resources/self-studyenglish/shakespeare for more information and resources about William Shakespeare and his work.

Note: You can find additional activities to further exploit the ‘Creative corner’ section at Teachers On the Pulse (the Online Resource Centre at www.macmillan.com.ar/onthepulse).

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Project Planning Sheet PRoJECt A: A tIMELINE group members:

Project title: Year

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Project Planning Sheet PRoJECt B: A gENERAL KNoWLEdgE QuIZ group members:

Project title: Possible answers

Question 1

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Tests A – answer key and audioscripts Unit Tests UNIT 1 1 a so; b at the moment; c are painting; d practising 1 Josh; 2 parkour; 3 Roger, Josh and Brandon 2 1 Where is Roger from? He’s from Inverness, in Scotland. 2 Is his mum British? No, she isn’t. She’s from Italy. 3 Has he got a brother? No, he hasn’t. 4 What does Roger like doing? He likes practising urban sports. He likes doing ‘normal’ activities too. 5 What do Roger, Josh and Brandon usually do? They usually go skateboarding or cycling in the street. 6 What are Roger and his classmates painting? They are painting the outside wall of their school. 3 1 e; 2 h; 3 a; 4 g; 5 c; 6 b; 7 f; 8 d 4 1 do you; 2 I do; 3 Are / good; 4 (can) jump; 5 are painting UNIT 2 1 a started; b stopped; c and; d became 1 the girl’s; 2 the rose; 3 the audience 2 1 There was a piano in the orchestra. 2 The singer was in her early twenties. 3 Her clothes were red. 4 Myrtle Mirren is from Canada. 5 The singer’s performance was amazing. 3 1 Is the writer describing a soap opera? No, he/she isn’t. He/She is describing a concert. 2 Were there violins in the orchestra? Yes, there were. 3 How old was the singer? She was in her early twenties. 4 Was the audience bored? No, it wasn’t. 5 How was the performance? It was amazing. 4 1 Do you like; 2 I don’t like; 3 do you watch; 4 What’s your favourite singer; 5 don’t like UNIT 3 1 1 d; 2 b; 3 e; 4 c; 5 a 2 1 F. She won two prizes. 2 F. She was born in Canada. 3 F. She sold books. 4 T; 5 F. She wrote until she was 80. 3 1 Why is Alice Munro famous? Because she won prizes for writing books. 2 When did she win her first prize? She won her first prize in 2009. 3 What did she do at the University of Western Ontario? She started studying journalism and English. 4 When did she publish Lives of Girls and Women? She published Lives of Girls and Women in 1971. 5 How many collections did she publish? She published some collections. 4 1 was your; 2 went to the; 3 did / see; 4 Did you; 5 listened to UNIT 4 1 1 d; 2 a; 3 e; 4 b; 5 c 2 1 The Amazon is a tropical rainforest in South America. 2 The Amazon is the longest river in South America. 3 Indigenous Amerindian tribes don’t like being in contact with people. 4 There are some very dangerous animals in the Amazon. 5 The air in the Amazon is pure. 3 1 any; 2 safest; 3 Many / their; 4 healthier; 5 How many; 6 much; 7 a 4 1 is the; 2 the biggest; 3 are / any; 4 many; 5 some I; 6 How much

UNIT 5 1 a Are you going; b there; c loudly; d and; e most 1 an important festival; 2 flower ornaments; 3 bars along the riverbanks 2 1 Where can you find this text? In a travel guide / tourist magazine. 2 What is the Flower Festival? It’s a very important festival in Medellín. 3 How many shows are there? There are a lot of shows. 4 What do people prepare along the riverbanks? People prepare special bars. 5 What do car drivers wear? They wear period costumes. 3 1 are going; 2 are attending; 3 are leaving; 4 are meeting; 5 are going to play; 6 are going to enjoy 4 1 Can I as you some questions; 2 When does the Flower Festival start; 3 Are the flower ornaments heavy; 4 Why do you do it; 5 Are there many tourists during the festival / Do many tourists come to the festival UNIT 6 1 1 with; 2 must; 3 regularly; 4 to eat Advice: You shouldn’t go to bed late. You shouldn’t get nervous about exams. You should exercise regularly to keep fit. You should eat healthily. You should finish your homework before watching TV. 2 1 She has got a lot of subjects at school. 2 Because there are competitions. 3 She likes eating hamburgers. 4 She should eat fruit. 5 She should have a shower before laying the table. 3 1 Why should I study? 2 Why should I take these pills? 3 Why should I exercise regularly? 4 1 Is this your; 2 should / sun cream; 3 are there; 4 bites; 5 insect repellent

Term Tests UNITS 1 & 2 1 1 am reading; 2 lived; 3 was; 4 didn’t; 5 because; 6 had; 7 because; 8 went; 9 reading; 7 want 2 1 F. Bob is reading Oliver Twist. 2 F. He loves the story. 3 F. Oliver Twist lived in a workhouse with other children. 4 T; 5 F. Oliver was unhappy in the workhouse. 3 1 Who; 2 1837; 3 he taught Oliver how to steal money from people; 4 his real family was rich; 5 is very interesting 4 1 Do you; 2 about a; 3 don’t mind; 4 like; 5 about; 6 saw it 5 01 AUDIOSCRIPT David Hi, Mia! What’s that book about? Mia Oh, hi David. This is a biography about Albert Einstein. David Oh, yes. He was a really important scientist in the 20th century, wasn’t he? Mia That’s right. He did a famous calculation about the speed of light. He showed that lots of ideas about science were wrong. He was a genius! David What was he like as a child? I bet he was good at school!

Mia

Well, he was very good at maths and science but he wasn’t good at all of his subjects. He didn’t get good marks in history, geography or languages. In fact, some of his school teachers thought he was lazy. David Really? Mia Yes, but really he was bored. He didn’t want to learn about facts and dates. He wanted to solve the mysteries of science. David And that’s what he did! Mia Yes! His work changed people’s ideas about science. And our lives are different today because of Einstein. He didn’t invent TVs, laptop computers or DVD players himself but his work made them possible. David And did you learn anything else that was interesting about him? Mia Yes. I found out that he loved music. He listened to music to relax. He was a musician, too. He could play the piano and the violin. David I didn’t know that. The biography sounds really interesting. Can I read it after you? Mia Of course. I’m reading the last chapter now. You can borrow it tomorrow. David Great, thanks! Bye! 1 Mia is reading a biography. 3 He wasn’t good at all his subjects in school. 4 He didn’t invent computers. 6 Students’ own answers UNITS 3 & 4 1 1 d; 2 c; 3 a; 4 e; 5 b; 6 f 2 1 There are a lot of flamingos in Lake Nakuru National Park. 2 There are endangered species in the area. 3 The birds living near the lake eat fish. 4 The snakes climb trees to eat birds. 5 Poachers can’t hunt animals in the reserve. 3 1 Lake Nakuru National Park is in Kenya. 2 Because it protects endangered species in the area. 3 There are thousands of flamingos. 4 Because they have to protect the animals from poachers. 4 1 Did you have; 2 I did; 3 What did; 4 went to; 5 looked at; 6 were 5 02 AUDIOSCRIPT Tom Hello, Anna. What are all these books? What are you doing? Anna Oh! Hi, Tom. I’m helping Mum and Dad to plan our summer holiday in Thailand. Tom So what’s special about Thailand? Anna Everything! It’s a really interesting place, with so much to see and do. The people are friendly and the weather is fantastic! Tom Hmm, too hot for me, I think. Anna Well, it’s definitely hotter and sunnier than Britain! But you can stay in the hotel to keep cool around lunchtime when it’s the hottest part of the day. Tom OK... So what’s in this picture? It looks amazing.

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Anna That’s Khao Sok National Park. It’s got lakes and tall mountains. There’s a huge forest that covers most of the park. Tom Are there any interesting animals there? Anna Oh yes! There are monkeys, tigers, snakes and elephants. The Asian elephant is an endangered species, but you get close to the ones in this park. You even can help the park rangers to feed and wash them. Tom That sounds brilliant! What about beaches? Are there any good beaches in Thailand? Anna Of course! Thailand has got the best beaches in the world! Look, this is a picture of Khao Lak. I think it’s the most beautiful beach in Thailand. It’s a really long, sandy beach and it isn’t busy – perfect for relaxing. Tom And this is a photo of Bangkok. It looks like a really exciting city. Anna Yes, it is. About 14.5 million people live there, and it’s the most popular city in the word with tourists. About 16 million people visit the city every year. Tom I bet there are lots of things to do there. Anna Oh yes! You can visit amazing temples, go on boat trips, see beautiful artworks and eat delicious food. Tom Well, good luck with your planning, Anna. See you later. Anna Bye, Tom. 1 friendly; 2 hotter; 3 tall mountains; 4 best; 5 long / isn’t 6 Students’ own answers

William

UNITS 5 & 6 1 1 b; 2 e; 3 a; 4 d; 5 c c 2 1 Because it has got everything you need. 2 They go to discos to dance and have fun. 3 The beach is white, sandy and very sunny. 4 You should take sun cream. 5 Students’ own answers 3 1 F; 2 NM; 3 NM; 4 T; 5 T 4 1 e; 2 c; 3 b; 4 d; 5 a 5 03 AUDIOSCRIPT Presenter Hello, and on Travelworld today, we’ve got William Jones in the studio. He’s from Britain, he wants to tell us about a skiing holiday he’s planning in Kazakhstan this year. William, when we think of skiing holidays we usually think of Switzerland, Italy or France. People from Europe don’t usually think of going to Kazakhstan to ski! William Exactly – people go to the same places every year. Well, I want to go somewhere new and exciting, so for my winter holiday this year I’m planning a skiing trip to Kazakhstan. Presenter Is the skiing good there?

1 1 Ikaria is a small island in Greece. 2 Ikarians often drink strong wine. 3 People in Ikaria don’t suffer from stress. 4 Ikarians grow the fruit and vegetables they eat 5 Ikarian teenagers aren’t keeping the same lifestyle as older people. They are changing their habits. 2 1 We should go to the gym every day and have a balanced diet without much alcohol. 2 They never go to the gym. 3 They eat the fresh fruit and vegetables they grow. 4 They visit friends in the evenings. 5 Ikarian teenagers are eating less healthily now. 3 1 What time do you usually get up? 2 What do you usually do in the afternoons? 3 a; 4 b; 5 c 4 04 AUDIOSCRIPT Interviewer Good evening, and welcome to ‘Travel Special’, the programme that goes to some of the most exciting places on Earth. On the programme tonight, we are very fortunate to have the explorer and traveller, Jack Kelly. Jack Hello! Interviewer Jack, tell us about your latest adventure. You returned from South America just last week, is that right?

Yes, the skiing there is fantastic! Kazakhstan has a very long winter and it has really good snow for skiing, and there are a lot of mountains. It’s perfect! I love skiing and this is going to be a great holiday. Presenter Do a lot of people go to Kazakhstan for skiing? William Not at all. It is still quite unknown as a skiing destination. But Kazakhstan wants more visitors, so it’s developing its tourism industry. The government is spending millions of euros building new hotels and ski-lifts. They want more than one million people to go skiing there each year. Presenter How long does it take to get to Kazakhstan? William Well, that’s the only problem. It takes about eight hours by plane from the UK and the flight is quite expensive. But when you are in Kazakhstan, hotels and restaurants are much cheaper than they are in Europe. And I think that you can have a much better time. Presenter Sounds great! William, thanks for coming in today. Enjoy your holiday! William Thank you. Bye. 1 don’t usually; 2 loves; 3 like; 4 expensive; 5 should 6 Students’ own answers

End-of-year Test

Jack

Yes, that’s right. I came back from a six-week expedition to the Amazon river in Brazil, with three other explorers. We were looking for evidence of lost civilizations in the rainforest near the border with Peru, about 2,000 kilometres north-west of Brasilia. Interviewer Wow! What did you find? Jack Well, first of all we didn’t find anything. We travelled by canoe for more than a month along the river. Then we walked for three weeks deep into the rainforest. And then suddenly we discovered the ruins of an old city. We examined the ruins and took lots of photos for future research. Interviewer Were there any people there? Jack No. We didn’t see anyone for hundreds of kilometres. No one lives there. It’s a long, long way from civilization. Interviewer Jack, what other interesting places do you know? Can you tell us about some of them? Jack Hmm. Well, I love Antarctica. I worked on a scientific project there for three months with the Royal Geographic Society. It was really beautiful but freezing cold! Most days it was minus 40 degrees and it was also very windy. Another favourite place is Alaska. Two years ago, I walked on foot from the north coast across the mountains to the south coast. Last year, I travelled by canoe 1,500 kilometres down the Mississippi river, in America. That was really exciting. Interviewer Where are you planning to go next? Jack Next month, I’m travelling to Australia. I’m cycling across the desert from Perth, on the west coast, to Sydney, on the east coast. Interviewer Incredible! How far is that? Jack 4,000 kilometres. Interviewer 4,000 kilometres? How long … 1 six; 2 canoe; 3 didn’t meet people; 4 liked; 5 Australia 5 Students’ own answers

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Macmillan Education Macmillan Publishers S.A. © Macmillan Publishers S.A. 2016 ISBN Nº 978-987-672-263-6 Queda hecho el depósito que marca la Ley 11.723. Texto escrito por Lina Casuscelli y Silvia Carolina Tiberio (“Course overview”, “General teaching notes”, “Project Planning sheets”) Contribuciones: “Tests” escritos por María Alicia Madonado y secciones referidas al “Creative corner” escritas por Cecilia Pena Koessler Diseño: Eclipse Gráfica Creativa Gerencia editorial: Marianela Alloatti Editado por: Juan Carlos Ottolina, Guadalupe Herrera y Lucrecia Bertani Las autoras y los editores agradecen por el permiso para reproducir sus fotografías e imágenes a: istockphoto by Getty Images

Casuscelli, Lina On the Pulse 2. e- Teacher´s Kit / Lina Casuscelli ; Silvia Carolina Tiberio ; contribuciones de María Alicia Maldonado ; Cecilia Pena Koessler. - 1a ed. Boulogne : Macmillan, 2016. Libro digital, PDF - (On the Pulse) Archivo Digital: descarga y online ISBN 978-987-672-263-6 1. Inglés. 2. Educación Secundaria. 3. Libro del Profesor. I. Tiberio, Silvia Carolina. II. Maldonado, María Alicia, colab. III. Koessler, Cecilia Pena, colab. IV. Título. CDD 420.7

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