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Engage with eye-opening topics and discover your potential!

What’s Up? 1

“Teachers’ demands for a change have resulted in this What’s Up? 3rd edition. Using students’ previous experience of the world as a springboard, we move through a series of interconnected meaningful tasks till they complete a final project in each unit. Drawing from observation of images to recall students previous knowledge, new vocabulary is presented to facilitate the understanding of challenging updated texts. Contextualised grammar practice enables students to visualise and internalise new linguistic concepts, which are permanently spiraled throughout the series. Collaborative work and informed discussions will help students to reflect critically and to become better aware of themselves and others. All tips and suggestions in the Teacher’s Book are provided in the hope that teachers and students experience the classroom as a marvellous opportunity for growth!”

TEACHER’S BOOK

Welcome to What’s Up? 3rd edition

María Alicia Maldonado

3rd edition Ma

ría

Al

ici

aM

ald

on

(Teacher’s Books author as well as responsible for the adaptation and pedagogical supervision of the What’s Up? 3rd edition series)

ad

o

Teacher’s components: Downloadable Teacher’s Book with extra practice & readings Access to interactivity to follow students’ progress, upload material or address homework, amongst other things Online Class & Workbook audio files

Students’ components:

All digital material available at: www.whatsup.pearsonelt.com.ar

WUP-01-TB-tapas.indd 1

María Alicia Maldonado

Student’s Book with Workbook Interactive Student’s Book: www.whatsup.pearsonelt.com.ar Extra Practice & Fast Finishers Book Grammar Quick Check Online Workbook audio files

TEACHER’S BOOK

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3rd edition

TEACHER’S BOOK

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Contents

Introduction

4

Interactive Student’s and Teacher’s Books

8

Planificaciones anuales

10

Student’s Book Table of Contents

16

Teacher’s notes: Let’s warm up!

18

Unit

19 28

1

WE are the school Extra Reading

Unit

2

My favourite days Extra Reading

Unit

3

Natural habitats Extra Reading

Unit

4

What’s your choice? Extra Reading

Unit

5

ICT in our lives Extra Reading

Unit

6

Time to travel Extra Reading

29 38 39 48 49 58 59 68 69 78

Social and Emotional Learning (SEL)

79

Answer keys:

83

Let’s wrap it up! Workbook (with Audioscript) Extra Practice

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Introduction Our view of language What’s Up? 3rd edition is a four-level series especially designed to help teenage learners at the age of 12-16 to learn English from a cognitive-functional view of language. This view proposes a triadic relationship between language, thought processes and culture. Therefore, the view of language that underlines the whole series is an experiential holistic view which rejects the division of the study of language into syntax, lexis, semantics, pragmatics and phonology as separate components. Meaning is construed by the interplay of grammar, ie grammar as syntax and lexis together, and phonology (prosodic features and phonemes) integrated in communication in context. Speakers of a language in a meaningful interactive situation draw from the linguistic resources of the language in question. That implies syntactic rules, lexical choices and phonological features to finally construe their meaning in context. Any change in meaning implies a change in grammar and prosodic features add to the communicative intention of the speaker in a particular context, ie the same utterance can express different meanings according to the context. The difference between a sentence and an utterance should always be considered when teaching. A sentence is a grammatical concept that points to the syntactic construction and to the lexical choices. Whereas, an utterance involves grammatical forms, sounds and intonation patterns, as well as the semantic structure (ie meaning) expressing a communicative intention. Communication is the primary function of language, which has an impact on the form that language takes. Great importance is given to both cognitive and socio-cultural factors in relation to the linguistic phenomenon and, of course, the rejection of the idea that syntax is autonomous from semantics and pragmatics. Functionalism studies the full range of the linguistic phenomena rather than only “grammatically correct sentences”. We do not “speak grammar” but we communicate meaning. Grammar is important as it serves for the purpose of meaning construction in meaningful interaction. In terms of language acquisition, a child constructs her/his language from the information available in meaningful interactive situations. We logically think of language in use. There are no distinctions between a central or a peripheral use of language, ie the notion of exception is rejected and all the uses of language are taken into account. When we understand a language, we also understand our conceptual world. The notion of concept refers to a person’s idea of the world around. Concepts are developed through our interaction with the physical and cultural world. Conceptualisation is dynamic because we reconstruct our concepts as we interact with other people’s views.

Our view of the teaching and learning process The teaching perspective will depend on the view of language each teacher adheres to. From a learningcentred stance, students are guided to discover how much of their learning they are able to construe by themselves. No matter whether students are focusing on language structure or not, meaning is central to enable them to make sense of what teachers are trying to teach. Thus, the aim of the series goes beyond the idea of transmitting rules of use but generating meaningful use of language. Following a reflective approach to learning, it aims at educating learners. This implies to provide opportunities to think critically, reflect and develop self-awareness and awareness of others. The guiding principle is to enable students to be able to communicate efficiently. And communicating efficiently implies, in the first place, to understand exactly what we want to express. Secondly, it also implies to be aware of the possible impact that what we want to say may have on our interlocutors, as well as to be able to put our ideas into words. In this way, students will develop their own capacity to listen to others and to respect their opinions. Notice that, from the very beginning, the Opener and the Pre-reading section will present a wide variety of images to help students to recall concepts they are already acquainted with. Some of these concepts will be transferred to the second language context and some others will just serve as a springboard to embark on the reflection stage. Learning styles, students’ interests and stages of cognitive development are the key to decide on the tasks to present them. These tasks will give learners many opportunities to learn by discovery and by making connections. Students will always have a chance to reflect upon their own experiences and to review their own beliefs about everyday facts. They will be able to become aware of how much they are doing well, how much they might modify and how much they will have to accept as different choices on the part of other people they interact with. The language study section in each unit will provide the necessary tools to develop accuracy, but the focus is placed on enhancing students’ participation in authentic discussion. The series follows a spiral approach towards learning so that students can recycle linguistic contents in order to interweave new knowledge in their schemata. Students will practise linguistic content systematically while getting engaged in meaningful tasks. The Final Project in each unit will help students to take responsibility of their own learning process and will enhance group cohesion while having students work together to achieve a common aim.

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Introduction Teacher’s Book The Teacher’s Book introduces the rationale which underlies the series and provides plenty of suggestions to improve and vary classroom activities. A description of the teaching intention of each lesson is developed in each unit. In this way, it is a real teacher companion in the process of teaching and learning. Besides, the book includes cultural information to facilitate discussion of the images in the Opener and Pre-reading section. And it also provides all the answer keys to exercises in the order they appear in the Student’s Book. The Pandora box offers either teaching tips on classroom management, warming-up activities or further extra practice for most lessons. There are also Pronunciation boxes that contain practical tips to integrate phonology in the Language lesson as a way to help teachers to implement a cognitive-functional teaching perspective. At the end of Units 1, 3 and 5, you will find a My students… chart. We provide a few thoughts or guidelines to help you think about and answer the following questions: How are my students doing? and How can I help them to improve their learning? The teachers’ Cheat sheets will provide you with extra information on the main theme of each unit. These sheets aren’t overly exhaustive nor extensive but give you the basic information you may need to answer the first questions that may arise on one matter or another. Extra Readings: in order to answer the teachers’ main demand (more reading, more reading, more reading!), we close each unit with an extra reading, totally aligned with the content of the unit in question. Although we’re giving you 100% freedom on how to use these texts (no further practice given!), we do tell you the specific content that is covered in each case.

Student’s Book Opener and Pre-reading section Each unit starts with a double-page spread, Opener and Pre-reading section, where the Unit goals are listed for students’ reference. A set of images will be the starting point for class discussions and/or self-reflection upon the main topic presented in each unit. Students will be provided with the challenge to observe and spot features, to establish connections or to categorise elements by resorting to the previous knowledge they bring into the classroom. Teachers are not expected to impose their teaching, but to teach on students’ needs. All the challenges students will have to face will make them aware of what they need to learn. As it has been already mentioned, all the photos, words and exercises of this spread have been thought to get students ready for the next sections (Vocabulary and Reading). As a closing feature, the Project preview will lead students to anticipate and get prepared for the Final Project. Thus, students will know from the very first minute what they are expected to do by the end of the unit. As the unit develops, students will also find suggested instructions, Project tips, to start preparing their project in advance.

Vocabulary This page is devoted to systematic work on vocabulary. Lexical items are introduced in context so that students can develop awareness of lexical categories which, in turn, are closely related to grammatical categories and prosodic features. These are presented as chunks for students to internalise.

An invisible imaginary thread connects the Opener and Pre-reading section with the Vocabulary section and paves the way towards the Reading section.

Reading There is a wide range of interesting and updated contents presented in varied text types, such as: blog entries, social networks, magazine or newspaper online articles, interviews and diaries, among others. Students will be encouraged to infer meaning from context in order to grasp content as well as to resort to different reading strategies, eg skimming and scanning to anticipate or predict ideas presented in the text. Analogy and opposition are hints to help students to develop both learning and productive strategies which will enhance autonomy in the teaching and learning process. All Reading sections end up with a “What about you?” box in which students will make the new content theirs by transposing the described experience to their own reality. In addition to that, all the texts introduce topics that offer opportunities to reflect upon values and beliefs, thus helping students (and teachers!) to develop their social-emotional intelligence skills. 5

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Introduction Grammar This two-page section has been designed to introduce and practise main grammar points. Students will be asked to observe, compare, contrast and make connections. That is why the Grammar boxes offer blank spaces for students to complete. Students will always be encouraged to work out the presented structures by analysing the hints

provided in each section. They will also be prompted to discover the hidden patterns and then use them in contextualised exercises. The lexical items introduced in the Vocabulary and Reading sections are constantly recycled. Notice that further detailed explanation of grammar rules is presented in the Extra Practice Book.

Listening and Speaking These two sections share a double-page spread and present images that introduce the pre-listening activities and set the context for the listening comprehension tasks. Students will always be exposed to authentic speech in a wide variety of English accents, only adapted to accompany students’ pace according to their level of proficiency.

As mentioned before, the series follows a spiral approach, so all the topics presented in the audio are closely related to the target vocabulary and grammar introduced in each unit. All post-listening activities will pave the way towards the Speaking section. The Speaking section follows an invisible imaginary thread from the audio conversations to clear communication goals that involve students in real communication activities by resorting to the linguistic content introduced in the unit and by recycling the contents presented in the previous ones. Thus following our spiral approach to teaching and learning. The selected topics provide plenty of opportunities for students to engage in meaningful communication activities, as well as they help to develop students’ language proficiency. Challenging and entertaining communication-gap activities, to be carried out in pairs, have been included at the end of each Speaking section to systematise the practice of speaking skills. They can be used as rounding-off activities or as extra practice to reinforce students’ confidence in speaking.

Writing Our view of writing is not constrained to teaching how to write end products. We consider writing as a means to learning and this perspective is present throughout all the sections in the book. Nevertheless, notice that in every Writing section, a Writing rule box has been included to provide students with useful tips

to approach or achieve accurate writing. A model text is always provided for students to start by trying parallel writing. Formal and informal pieces of discourse are presented and analysed. And the communicative purpose is never left behind. Students are expected to write for real communication.

Final Project As mentioned before, the Final Project is presented at the Opener and Pre-reading section for students to anticipate what they are expected to do by the end of the unit. In this way, students will become aware of how the linguistic content of the unit will help them to achieve their final aim: Make authentic use of language, recycling previous knowledge and integrating it with the content of the unit by means of oral presentations, writing creations and games, among others. Every Final Project will pose a challenge to students, so as to focus on real communication rather than on accuracy. Students will be learning linguistic content while trying to succeed at communicating actual information. All projects are meant to be done by using ICT (Information and Communication Technology).

However, a second option is also offered in case there is no access to internet connections. It is important to foster the use of ICT since it is evident that citizens of the 21st century will need to be proficient at using ICT to get any kind of work position. Nevertheless, we are aware of the limitations that some teaching and learning contexts put on teachers and students. Whenever these icons are presented, it means that: the activity is to be carried out using computers, notebooks, tablets, smartphones or other types of technological devices. the activity is to be carried out using more traditional methods, such as: posters, cards, paper dictionaries, and so on.

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Introduction AND CULTURE Every two units, a CLIL and Culture section has been integrated to offer the opportunity to work on extensive reading. Topics have been carefully selected to fit students’ interests. They are updated and appealing to promote reading for pleasure while reinforcing reading comprehension skills. Once the article has been read, students will be encouraged to go deeper by doing further research work on the web, or in encyclopedias, magazines or newspapers. Then they will be able to share their findings with the class while exchanging opinions and points of view.

Extra Practice Book The organisation of the Extra Practice Book follows the same structure as the Student’s Book and the Workbook, so students will be able to easily find their way through it. This book provides extra opportunities to manipulate grammar structures and to reinforce the knowledge of lexical and grammatical categories while creating meaning in context. Grammar rules are included in all units to be used as a reference when needed. Most of the exercises are contextualised so as to reinforce the linguistic contents knowledge while making authentic use of language.

Fast Finishers Activities This section includes an assessing worksheet to evaluate, or self-evaluate, students’ proficiency in the use of language as meaningful communication in context. Students will recycle their language and, since the topics presented are not exactly the same as the ones introduced in the two previous units, students will also be able to approach the language from an experiential stance. They will feel they can use language in context to express what they actually want to say.

Workbook The integrated Workbook at the end of the Student’s Book will provide further intensive and discrete point practice to help students to reinforce and expand the linguistic content presented in each unit. Although all the activities are suitable for self-study, they are also likely to be used in class. This component follows the same organisation as the Student’s Book, so the activities can be intermingled through the teaching process of each unit. The listening-comprehension section can be given as homework because students can access the audio files at: http://whatsup.pearsonelt.com.ar/workbookaudio. In this way, each student will have the possibility of working at her/his own pace. The correction of the exercises can be used as a rounding-off activity in class.

Each unit of this component includes a “Fast Finishers” activity for students to solve individually. They consist of extensive reading activities to keep fast finishers interested in new challenges, and students who need more time to process their learning to be granted the possibility to do so.

SEL is the process through which children and adults: > acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions > set and achieve positive goals, feel and show empathy for others > establish and maintain positive relationships, while making responsible decisions

It’s time to engage our students with Social and Emotional Learning … because to educate their minds is as important as nurturing their hearts. (See special SEL section and corresponding class activities, pages 79-82)

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Interactive Student’s Book REGISTRATION Our Sales’ person will provide you with your access code. Once you have it, proceed as your students: enter www.whatsup.pearsonelt.com.ar, go to TEACHERS and create your account. For instructions on how to register, tell the students to go to the inside cover of the Student’s Book. IMPORTANT! Although both you and your students can work online and offline, you need to be online in order to register. Once you’ve created your class, you’ll be able to see your students’ activity and results. The tasks they complete offline will synchronise automatically once they go online again. NEED HELP? Please contact us at: [email protected]

What can the students do? > Answer all exercises, even those that imply writing production.

Note: Students are given 3 attempts. Once they have completed the exercise, the right answer is given automatically. In the case of writing production, you, as a teacher, will receive the answers directly and will be able to correct them and send them back over to each student personally with notes and marks if you wish to do so. > Write notes to their teachers (or simple reminders for themselves). > Highlight part of the text they wish to highlight. > Listen to the Student’s Book tracks as many times as they wish to. > Access the Extra Practice Grammar Reference whenever it is mentioned.

Interactive Teacher’s Book REGISTRATION Our Sales’ person will provide you with your access code. Once you have it, proceed as the students: enter www.whatsup.pearsonelt.com.ar, go to TEACHERS and create your account.

What can you do? > Create a class.

Go to “MY STUDENTS” tab and click on “New classroom”.

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Interactive Teacher’s Book Then, click on “Generate code” to obtain a class code that you can then pass on to your students so they can sign up to the class. This code is always made up of the initials CL + 8 digits.

Then, select a category and course for your class and click on “Accept”. Next select “Assign” and choose the content you want your class to have access to. Keep in mind that you can only assign content which you have available on the My books section in the CONTENT tab.

If you attend more than one class at the same time, create a new class: click on “New classroom”.

> Manage your class. Go to: https://www.WUP_INTERACTIVETB_Editing_classroom > Follow the activity of each student separately and/or of the entire class. > Send homework to each student separately and/or to the entire class.

Go to: https://www.WUP_INTERACTIVETB_Assigning_homework

> Send messages to each student separately and/or to the entire class. > Attach files to the messages. Go to: https://www.WUP_INTERACTIVETB_Sending_messages > See Gradebook, divide it by competences and/or by marks.

Go to: https://www.WUP_INTERACTIVETB_Grades_section_explained

> Change the unit’s learning sequence. > Hide and/or show certain part of the Student’s Book at your convenience (which enables you to pace your teaching in

accordance to the level of the class). Go to: https://www.WUP_INTERACTIVETB_How_to_edit

> Create and upload new units / your own material. Go to: https://www.WUP_INTERACTIVETB_How_to_upload > Create new activities and tests thanks to the Interactive Book exercises templates.

Go to: https://www.WUP_INTERACTIVETB_How_to_create_activities

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Planificación anual

Unidad temática 1: WE are the school Tópico: El pre-adolescente y su relación con la comunidad educativa y sus actores. Tareas de comunicación y aprendizaje

> Páginas 6-7 • Asociación de léxico referente a la escuela con su representación gráfica. • Identificación de las diversas tareas que cumple el personal escolar. • Comparación de culturas y de comunidades educativas. > Página 8 • Intercambio oral sobre las asignaturas preferidas y los lugares donde se dictan. • Descripción de la hora. • Intercambio oral sobre horarios escolares. > Página 9 • Identificación del género discursivo. • Observación de imágenes como estrategia de comprensión lectora. • Lectura de un artículo de una revista escolar. Identificación de ideas generales e información específica. • Discusión oral sobre distintos tipos de escuelas y preferencias personales. > Páginas 10-11 • Sistematización de la estructura del presente simple del verbo to be en un cuadro. • Deducción de reglas gramaticales. • Inserción del verbo to be en textos escritos. • Escucha y reproducción de oraciones atendiendo al ritmo y a la acentuación correcta. • Asociación de preguntas y respuestas. • Intercambio oral de preguntas cerradas y respuestas. • Identificación de adjetivos en oraciones escritas. • Inserción de adjetivos en oraciones descriptivas. • Identificación de las preposiciones de tiempo en oraciones. • Formulación de preguntas con When? y respuestas con preposiciones de tiempo. > Páginas 12-13 • Descripción de una ilustración como estrategia de comprensión auditiva. • Escucha de una entrevista e identificación de los interlocutores y el tema de conversación. • Escucha de un monólogo de un docente. Identificación de información específica para completar un horario escolar. • Escucha de una conversación entre alumnos para identificar ideas generales e información específica. • Participación en un juego de roles. • Escucha de intercambios realizando pedidos amables y solicitando favores. • Producción contextualizada de pedidos amables y solicitud de favores. > • • • •

Página 14 Reconocimiento de los componentes de un párrafo escrito. Producción de párrafos escritos. Reconocimiento y producción de oraciones descriptivas. Lectura de un texto informativo e identificación del tipo de información que provee. • Redacción paralela de un texto brindando información personal.

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Contenidos LEXICALES

• Vocabulario relacionado con los espacios y lugares de la escuela. • Asignaturas escolares y actores del contexto escolar. • Hora digital y hora analógica. • Los días de la semana. • Títulos: Mr, Mrs, Ms. • Adjetivos calificativos: modern, hard, easy, typical, special, long, favourite, etc.

GRAMATICALES

• Presente simple del verbo to be en todas sus formas. • Preposiciones de tiempo: in, at, on. • Posición de los adjetivos. • Uso de can para realizar pedidos amables y solicitar permiso. • Uso de want to + infinitivo para expresar deseo.

FONOLÓGICOS

• Pronunciación de she / he. • Reconocimiento y producción de los sonidos /h/ y /d /. • Entonación de preguntas cerradas y abiertas. • Entonación descendiente-ascendente como signo de corrección. • Entonación ascendente como signo de amabilidad.

Proyecto final Tópico: Información personal: el alumno como un actor más dentro de la comunidad escolar. Proyecto • Los alumnos se comunicarán para describir personas de la comunidad escolar y sus tareas. Contenidos • Uso del tiempo presente simple del verbo to be. • Uso de preposiciones de tiempo y de adjetivos. • Uso de vocabulario para describir la escuela, los trabajadores, las asignaturas, los horarios y los amigos. • Uso contextualizado de las macro habilidades. Tareas de preparación • Preparación de un cuestionario para entrevistar a un empleado escolar. • Entrevistas a los diferentes empleados de la escuela. • Organización de la información en una presentación. • Recolección de imágenes de los espacios escolares. Expectativas de logro • Elaboración de una presentación en PowerPoint o de un póster sobre un actor de la comunidad escolar. Expectativas de aplicación en el contexto social Campaña “Ahora que sabés, podés”

• Reflexión y valoración de la tarea que realizan personas que no están en el aula para generar un ambiente de trabajo seguro y adecuado. • Toma de conciencia sobre el cuidado y la higiene de los lugares, los elementos y los espacios de uso común.

© Pearson

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Planificación anual Unidad temática 2: My favourite days Tópico: El pre-adolescente y las tradiciones de su comunidad, familia y el mundo. Tareas de comunicación y aprendizaje > Páginas 16-17 • Asociación de léxico referente a festividades con las imágenes que los representan. • Categorización de diversas celebraciones. • Valoración de las tradiciones familiares y culturales. • Comparación de culturas y sus festividades. > • • •

Página 18 Descripción oral de rutinas diarias. Conexión secuencial de acciones cotidianas en forma oral. Descripción oral de las actividades típicas de los eventos especiales.

Contenidos LEXICALES

• Vocabulario relacionado con las rutinas diarias. • Actividades que se realizan en eventos especiales. • Los meses del año. • Celebraciones y festivales.

GRAMATICALES

• Presente simple en su forma afirmativa, negativa e interrogativa para describir hábitos y rutinas. • Adverbios de frecuencia: never, sometimes, often, usually, always. • Uso de want to + infinitivo para expresar deseo. • Conectores secuenciales: before, after, first, then, after that, finally.

FONOLÓGICOS

• Pronunciación de la -s en la tercera persona singular. • Entonación de preguntas abiertas. • Patrones de acentuación y ritmo. • Entonación ascendente como marcador de continuidad.

> • • •

Página 19 Identificación del género discursivo. Uso de imágenes para inferir el contenido de un texto. Lectura de un texto publicado en un blog. Identificación de ideas generales e información específica sobre una celebración. • Descripción de festividades de la cultura propia y ajena. • Expresión oral sobre gustos y preferencias personales. > Páginas 20-21 • Sistematización de la estructura del tiempo presente simple en sus formas afirmativa y negativa por medio de cuadros. • Deducción de reglas gramaticales sobre forma y uso. • Identificación de formas gramaticales correctas. • Inserción del tiempo presente simple en un texto. • Identificación de las distintas pronunciaciones de la -s final en la tercera persona singular de verbos en tiempo presente simple. • Pronunciación correcta de la -s final de la tercera persona del singular del tiempo presente simple. • Producción contextualizada del tiempo presente simple. • Identificación de adverbios de frecuencia y su significado. • Inserción de adverbios de frecuencia en oraciones. • Producción guiada de oraciones con adverbios de frecuencia. • Descripción oral de rutinas propias y ajenas. > Páginas 22-23 • Descripción oral de ilustraciones como estrategia de comprensión auditiva. • Escucha de dos entrevistas sobre rutinas. Identificación de ideas generales e información específica. • Participación en un juego de roles. • Escucha de una entrevista sobre deseos personales para identificar información específica. • Intercambio oral para expresar deseos personales utilizando want to. > Página 24 • Reconocimiento sobre el uso del sujeto en oraciones y de conectores secuenciales en textos. • Ordenamiento de conectores secuenciales. • Lectura de una descripción sobre una rutina diaria, selección de los conectores secuenciales apropiados y ordenamiento de las rutinas descriptas. • Redacción libre sobre un día típico de la semana. > Página 27 • Autoevaluación guiada.

© Pearson

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Proyecto final Tópico: Una celebración especial. Proyecto • Los alumnos compartirán una presentación sobre una celebración especial. Contenidos • Uso del tiempo presente simple y adverbios de frecuencia. • Uso de vocabulario para describir actividades que se realizan en eventos especiales. • Uso de conectores secuenciales. • Uso contextualizado de las macro habilidades. Tareas de preparación • Enumeración de eventos y celebraciones especiales. • Reflexión sobre las actividades de un día especial. • Selección de imágenes representativas. Expectativas de logro • Elaboración de una presentación en Prezi o en un póster para compartir información sobre una celebración elegida. Expectativas de aplicación en el contexto social Campaña “Ahora que sabés, podés”

• Reflexión y valorización de las tradiciones familiares y de nuestra cultura, y respeto por otras culturas. • Participación activa y voluntaria en la organización de las celebraciones escolares.

CLIL y cultura Tópico: Día de la Independencia • Lectura extensiva para fomentar el placer por la misma. • Valoración sobre el festejo del Día de la Independencia y sobre las tradiciones del país. ¡Celebrémoslo! • Búsqueda de información en internet como estímulo para un aprendizaje por serendipia.

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Planificación anual Unidad temática 3: Natural habitats Tópico: El pre-adolescente y su valoración sobre el reino animal. Tareas de comunicación y aprendizaje > Páginas 28-29 • Asociación de léxico referente a las clases de animales con las imágenes que los representan. • Identificación de características de los animales.

Contenidos LEXICALES

• Vocabulario relacionado con las partes del cuerpo de animales. • Nombres de animales salvajes, de granja y mascotas. • Verbos que describen las actividades que realizan los animales: hide, sting, hunt, lay, etc. • Adjetivos que describen animales: aggressive, friendly, intelligent, clean, dirty, dangerous, poisonous, slow, etc.

> Página 31 • Identificación de género discursivo como estrategia de compresión lectora. • Lectura de un artículo informativo online. Identificación de ideas generales e información específica. • Personalización de un tema y discusión sobre lo que ocurre con algunas especies en el país.

GRAMATICALES

• Presente simple en todas sus formas. • Preguntas abiertas y cerradas. • Uso de can para expresar habilidad. • Uso de must para expresar obligación y mustn’t para expresar prohibición.

> Páginas 32-33 • Sistematización de la forma interrogativa del tiempo presente simple en un cuadro. • Deducción de reglas gramaticales sobre forma y uso. • Producción guiada de preguntas cerradas y abiertas. • Identificación de la correcta pronunciación de does y doesn’t y su posterior producción. • Intercambio oral de preguntas y respuestas utilizando el tiempo presente simple. • Inserción del tiempo presente simple en un diálogo escrito. • Sistematización del uso de can, must, can’t y mustn’t para expresar habilidad, obligación y prohibición respectivamente. • Inserción de las formas afirmativas y negativas de can y must en oraciones y textos. • Selección de can o must a partir del contexto. • Completamiento y reproducción oral de un texto sobre obligaciones y posibilidades.

FONOLÓGICOS

• Pronunciación de la desinencia -ed de verbos regulares en el pasado simple. • Pronunciación de does / doesn’t: formas fuerte y débil. • Entonación de preguntas abiertas y cerradas. • Pronunciación de must / mustn’t / can / can’t: formas fuerte y débil. • Grupos tonales como organizadores de información.

> • • • •

Página 30 Uso del diccionario y del contexto para inferir significado. Identificación de las partes del cuerpo de los animales. Descripción de acciones que realizan diferentes animales. Análisis de las connotaciones de algunos adjetivos descriptivos.

> Páginas 34-35 • Identificación de animales y discusión sobre su peligrosidad en el propio entorno como estrategia de comprensión auditiva. • Escucha de un programa de radio. Identificación de ideas generales e información específica. • Asociación de descripciones de animales con sus imágenes. • Escucha de un diálogo entre los participantes de un juego de adivinanza. Identificación de información específica. • Producción guiada de preguntas para identificar animales. • Elaboración libre de diálogos breves para participar de un juego de adivinanza. • Participación en un juego de roles. > Página 36 • Reconocimiento del uso del punto final, la coma y los signos de exclamación e interrogación. • Reconocimiento del uso de signos de puntuación como organizadores de información y marcadores de actitudes. • Lectura de mensajes e inserción de puntuación y capitalización en textos escritos. • Redacción libre de mensajes utilizando la puntuación correcta.

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Proyecto final Tópico: Los animales en su hábitat. Proyecto • Los alumnos crearán un juego de cartas con información sobre animales en su hábitat. Contenidos • Uso del tiempo presente simple. • Uso de can para describir habilidad. • Uso de must y mustn’t para expresar obligación y prohibición. • Uso de vocabulario relacionado con los animales. • Uso de exclamaciones y preguntas para atraer al lector. • Uso contextualizado de las macro habilidades. Tareas de preparación • Lectura sobre animales en su hábitat. • Búsqueda de información online o en otras fuentes. • Fichaje de información como medio para organizar ideas. • Aporte individual al trabajo cooperativo de creación de un juego. Expectativas de logro • Percepción y valoración sobre la importancia del cuidado del medio ambiente y el respeto por los animales. • Elaboración de anuncios para concientizar sobre los cuidados en una reserva ecológica. Expectativas de aplicación en el contexto social Campaña “Ahora que sabés, podés”

• Muestra de anuncios al resto de la comunidad escolar. • Reflexión sobre la importancia del cuidado del medio ambiente y discusión con compañeros y familiares.

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Planificación anual Unidad temática 4: What’s your choice? Tópico: El pre-adolescente y su contexto socio-cultural. Tareas de comunicación y aprendizaje > Páginas 38-39 • Asociación de léxico referente a comercios con las imágenes que los representan. • Asociación de comentarios con lugares. • Conocimiento sobre la existencia de actividades de tiempo libre gratuitas. • Producción guiada de descripciones de hábitos propios. > Página 40 • Identificación de las actividades que pueden realizarse en diferentes espacios de la ciudad. • Juego de memoria en base a un mapa de un área urbana y descripción de la localización de cada espacio en la ciudad. • Escucha de hábitos personales para identificar los lugares donde se realizan. • Elaboración de un mapa del contexto socio-cultural propio incluyendo los diversos espacios disponibles. > Página 41 • Identificación del género discursivo. • Observación como base para la elaboración de inferencias previas como estrategia de comprensión lectora. • Lectura de un foro de discusión online. Identificación de ideas generales e información específica. • Expresión de opiniones personales sobre visitas a museos. > Páginas 42-43 • Sistematización de la estructura del tiempo presente continuo por medio de un cuadro. • Deducción de reglas gramaticales sobre forma y uso. • Intercambio oral guiado con elaboración de preguntas abiertas en el tiempo presente continuo y sus respuestas. • Inserción del presente continuo en un diálogo. • Intercambio oral guiado con elaboración de preguntas cerradas en el tiempo presente continuo y sus respuestas. • Categorización de sustantivos contables e incontables. • Deducción del uso de a lot of, some, any, a / an. • Elección de a lot of, some, any, a / an para completar oraciones. • Inserción de some, any, a / an en diálogos escritos. > Páginas 44-45 • Descripción de la ilustración de una calle comercial como estrategia de comprensión auditiva. • Escucha de conversaciones que tienen lugar en comercios. Identificación de ideas generales e información específica. • Escucha de intercambios breves donde los participantes realizan sugerencias y responden a las mismas. • Elaboración guiada de diálogos breves realizando sugerencias y respondiendo a las mismas. • Participación en un juego de roles. > Página 46 • Reconocimiento del uso de los artículos definido e indefinido. • Reconocimiento del uso de pronombres subjetivos conforme a las frases nominales a las que se refieren. • Lectura y completamiento de la descripción de una foto de una ciudad. • Producción libre de la descripción de la imagen de un lugar. > Página 49 • Autoevaluación guiada.

© Pearson

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Contenidos LEXICALES

• Vocabulario relacionado con los espacios públicos de una población. • Actividades que se desarrollan en los distintos espacios de una población. • Preposiciones de lugar.

GRAMATICALES

• Presente continuo en su forma afirmativa, negativa e interrogativa. • Sustantivos contables e incontables. • A lot of / some / any / a(n) / How much? • Let’s, Why don’t we? What about? y Shall we? para expresar sugerencias. • Artículo indefinido (a / an) y artículo definido (the). • Pronombres sustantivos y sus antecedentes.

FONOLÓGICOS

• Diferencias entre la pronunciación de acento americano y británico. • Pronunciación de -ing. • Entonación de preguntas abiertas. • Patrones de acentuación y ritmo.

Proyecto final Tópico: Lugares para visitar en la ciudad. Proyecto • Los alumnos se comunicarán para construir un juego. Contenidos • Uso del tiempo presente continuo. • Uso de vocabulario sobre actividades de tiempo libre. • Uso contextualizado de las macro habilidades. Tareas de preparación • Listado de lugares que pueden visitarse en una ciudad. • Búsqueda de imágenes representativas de las actividades que pueden realizarse en los lugares listados. • Descripciones de las situaciones en diferentes lugares del contexto socio-cultural. Expectativas de logro • Autogeneración de un espacio lúdico de aprendizaje. • Descripciones orales de actividades propias y de otros espacios socio-culturales. • Asociación de las descripciones escuchadas con sus representaciones gráficas. Expectativas de aplicación en el contexto social Campaña “Ahora que sabés, podés”

• Valoración de compartir un grato momento sin recurrir al consumo y al gasto de dinero. • Descubrimiento y difusión entre pares de lugares interesantes para visitar en el tiempo libre.

CLIL y cultura Tópico: El Planetario • Lectura extensiva para fomentar el placer por la misma. • El Planetario como sitio de interés científico y cultural. • Búsqueda de información en internet como estímulo para un aprendizaje por serendipia. What’s Up? 3rd edition - Teacher’s Book 1 13

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Planificación anual Unidad temática 5: ICT in our lives Tópico: El pre-adolescente y su relación con las tecnologías de la información y de la comunicación (TIC). Tareas de comunicación y aprendizaje > Páginas 50-51 • Asociación de léxico referente al uso de las TIC con imágenes que los representan. • Descripción oral de rutinas referidas al uso de las TIC. > Página 52 • Reconocimiento de léxico referente a los recursos tecnológicos y la comunicación virtual e inserción del mismo en textos que describen actividades habituales. • Reconocimiento de adjetivos descriptivos en un texto. • Inserción de adjetivos descriptivos en oraciones. > Página 53 • Discusión oral previa a una lectura sobre hábitos de comunicación virtual como estrategia de comunicación lectora. • Lectura de mensajes de un foro de adolescentes sobre las TIC. Identificación de ideas generales e información específica. • Reflexión grupal acerca del uso consciente y seguro de las redes sociales virtuales. > • • • • • • • • • •

Páginas 54-55 Sistematización de los tiempos presente simple y continuo. Deducción de reglas gramaticales sobre forma y uso. Clasificación de expresiones de tiempo en relación al tiempo verbal con que suelen utilizarse. Inserción de los tiempos presente simple y presente continuo en textos breves. Descripción de ilustraciones utilizando los tiempos presente simple y presente continuo. Sistematización de los pronombres objetivos y deducción de reglas sobre su uso. Identificación de pronombres subjetivos y objetivos. Clasificación de pronombres subjetivos y objetivos. Inserción de pronombres objetivos en oraciones. Reemplazo de sustantivos por pronombres subjetivos y objetivos en oraciones.

> Páginas 56-57 • Descripción de una adolescente realizando una presentación Pecha Kucha sobre el uso de las TIC, como estrategia de comprensión auditiva. • Escucha de un monólogo descriptivo de una escena. Identificación de ideas generales e información específica. • Escucha de preguntas e identificación del núcleo de tonal. • Lectura de intercambios breves colocando énfasis en el foco. • Elaboración libre de intercambios con énfasis en el foco. • Producción oral de oraciones compuestas utilizando la entonación como marcador de continuidad y/o complemento de ideas. > Página 58 • Reconocimiento del uso de conectores para expresar adición, oposición y propósito. • Lectura y análisis de un texto que describe una escena. • Identificación de las formas verbales utilizadas en una descripción y el significado de su uso. • Redacción de una descripción de una escena, guiada por preguntas organizadoras.

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Contenidos LEXICALES

• Vocabulario relacionado con actividades de la vida diaria. • Recursos tecnológicos y la comunicación virtual. • Adjetivos que describen personalidad: kind, friendly, lazy, funny, quiet, fun.

GRAMATICALES

• Contraste entre el tiempo presente simple y presente continuo. • Presente simple y presente continuo en sus formas afirmativa, negativa e interrogativa. • Uso de pronombres objetivos. • Conectores de adición y oposición: and, but. • Conectores de propósito: so, because.

FONOLÓGICOS

• Identificación de foco o núcleo de la frase tonal. • Entonación de preguntas abiertas y cerradas. • Entonación ascendente como indicador de continuidad. • Entonación descendente como indicador de completamiento de una idea.

Proyecto final Tópico: Los alumnos y el uso de las TIC. Proyecto • Los alumnos intercambiarán ideas acerca de la relevancia de las TIC en la vida cotidiana y generarán un foro de discusión sobre el uso responsable de las TIC. Contenidos • Uso del presente simple. • Uso de vocabulario relacionado con los recursos tecnológicos y la comunicación virtual. • Uso contextualizado de las macro habilidades. Expectativas de logro • Elaboración de una presentación Pecha Kucha sobre los usos de las TIC. • Exposición y descripción de láminas que reflejen la influencia de las TIC en la vida cotidiana. • Descripción de situaciones que guíen a una reflexión sobre el uso responsable de las TIC. • Discusión reflexiva sobre las actitudes cotidianas frente al uso de las TIC. Expectativas de aplicación en el contexto social Campaña “Ahora que sabés, podés”

• Comprensión y difusión entre pares de la relevancia del uso de las TIC y de la repercusión que ese uso tiene en la vida personal. • Generación de un foro de discusión sobre el uso responsable de las TIC.

© Pearson

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Planificación anual Unidad temática 6: Time to travel Tópico: El pre-adolescente, sus experiencias y sus viajes en el pasado. Tareas de comunicación y aprendizaje > Páginas 60-61 • Asociación de léxico referente a modos de viajar con las imágenes que los representan. • Discusión oral sobre los lugares de vacaciones más frecuentados. • Expresión de preferencias personales sobre lugares para visitar. > Página 62 • Asociación de léxico referente a medios de transporte con las imágenes que los representan. • Intercambio oral sobre los medios de transporte utilizados por los alumnos. • Asociación de íconos con actividades típicas de vacaciones. • Narración oral de hábitos vacacionales. > Página 63 • Identificación de las características discursivas de un libro de viaje como estrategia de comprensión lectora. • Lectura de un libro de viaje. Identificación de ideas generales e información específica. • Organización de las ideas expresadas en el libro de viaje. • Expresión de opiniones personales acerca de actividades vacacionales. > Páginas 64-65 • Sistematización de la estructura del tiempo pasado simple del verbo to be en un cuadro. • Deducción de reglas gramaticales sobre forma y uso. • Inserción de las diferentes formas del tiempo pasado simple del verbo to be en oraciones y en un diálogo escrito. • Ubicación de expresiones de tiempo pasado simple en orden cronológico. • Intercambio oral utilizando el pasado simple del verbo to be. • Sistematización de la estructura del pasado simple de verbos regulares e irregulares en un cuadro. • Deducción de reglas gramaticales sobre forma y uso. • Inserción de verbos regulares e irregulares en el tiempo pasado simple en oraciones o textos breves. • Escucha de verbos regulares en pasado simple para identificar las pronunciaciones de la terminación -ed y su posterior producción. > Páginas 66-67 • Descripción oral de una situación en la que amigos planifican un viaje como estrategia de comprensión auditiva. • Escucha de un diálogo sobre un viaje. Identificación de ideas generales e información específica. • Escucha de un diálogo en una boletería e identificación de información específica. • Elaboración guiada de un diálogo en una boletería. • Participación en un juego de roles. > Página 68 • Lectura de un correo electrónico y análisis de su formato y su contenido. • Inserción de ideas en el texto incompleto de un correo electrónico. • Redacción paralela de un correo electrónico enviado desde un lugar en vacaciones. > Página 71 • Autoevaluación guiada.

© Pearson

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Contenidos LEXICALES

• Vocabulario relacionado con zonas geográficas y de interés turístico. • Medios de transporte y actividades de vacaciones. • Vocabulario relacionado con la compra y venta de pasajes.

GRAMATICALES

• El verbo to be en tiempo pasado en todas sus formas. • Pasado simple de verbos regulares e irregulares en su forma afirmativa y negativa. • Expresiones de tiempo pasado: yesterday (morning), last (week), etc. • Palabras interrogativas: how much, how many.

FONOLÓGICOS

• Pronunciación de la desinencia -ed en verbos regulares. • Entonación de preguntas abiertas y cerradas. • Patrones de acentuación y ritmo. • Formas fuertes y débiles del pasado del verbo to be.

Proyecto final Tópico: Talentos y habilidades. Proyecto • Los alumnos describirán y compartirán la mejor o la peor experiencia de sus vidas. Contenidos • Uso del tiempo pasado simple y de expresiones de tiempo. • Uso de vocabulario para indicar y describir tiempo y lugar. • Uso de vocabulario relacionado con actividades realizadas. • Uso contextualizado de las macro habilidades. Tareas de preparación • Elección de una experiencia y una imagen representativa. • Tormenta de ideas para conformar un campo semántico en relación a experiencias vividas (positivas y negativas). • Selección de música que refleje el estado de ánimo del narrador frente a la experiencia descripta. • Redacción de un borrador para su posterior edición. Expectativas de logro • Grabación de una historia con fondo musical e imagen. • Narración de una historia frente a la clase. Expectativas de aplicación en el contexto social Campaña “Ahora que sabés, podés”

• Revalorización de los espacios turísticos del país. • Valoración sobre la importancia de compartir experiencias como espacio de aprendizaje.

CLIL y cultura Tópico: Lugares para visitar en Buenos Aires. • Lectura extensiva para fomentar el placer por la misma. • Lectura sobre lugares turísticos de Buenos Aires. • Búsqueda de información en internet como estímulo para un aprendizaje por serendipia. What’s Up? 3rd edition - Teacher’s Book 1 15

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Contents

Vocabulary

Reading

Grammar

Let’s warm up!

1

WE are the school

page 4

• School subjects • Time

Article on a school magazine: Juan Mantovani School

page 6

WB page 76

2

My favourite days page 16

• Verb to be - affirmative, negative and interrogative • Position of adjectives • Prepositions of time

Pronunciation tip*

• Things we do every day vs Things we do on special days

Blog: Are all celebrations fixed in the calendar?

WB page 82

• Present simple - affirmative and negative • Adverbs of frequency Pronunciation tip*

CLIL & Culture: Independence Day

3

Natural habitats page 28

• Animals and animal parts • Verbs for things animals do • Adjectives to describe animals

page 26

• Present simple - yes / no questions, Online article: short answers and Animals sometimes wh- questions become celebrities • can / can’t / must / mustn’t

WB page 88

4

What’s your choice?

Pronunciation tip*

• Places and activities in town

page 38

WB page 94

Website article: Do • Present continuous - affirmative, you like hanging out negative and interrogative with friends? Have • Countable and uncountable nouns you got two hours to • a lot of / some / any / a(n) spare? The Science Interactive Museum is a wonderful option.

CLIL & Culture: The Planetarium

5

ICT in our lives page 50

page 48

• Uses of computers and smartphones • Adjectives of personality

Online forum: Is ICT* good or bad? Share your opinion. What do you use it for?

• Present simple and present continuous • Object pronouns

• Forms of transport • Holiday activities

Travel log: My trip to México: an unforgettable experience

• Past simple of to be - affirmative, negative and interrogative • Expressions of past time • Past simple of regular and irregular verbs - affirmative and negative

WB page 100

6

Time to travel page 60

WB page 106

Pronunciation tip*

CLIL & Culture: Places to visit near Buenos Aires

page 70

Pairwork activities

page 72

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Listening & Speaking

Writing

Project

4

6

8

0

• Ask and answer personal questions • Ask for permission and make requests

Write about a friend: • Paragraphs • Descriptive adjectives

PowerPoint presentation about special people at school

• Describe a special day • Talk about what you want to do on your next birthday

Write a description of a typical day: • Subjects in sentences • Connectors: first, then, after that, finally

Prezi presentation of an important celebration

Let’s wrap it up! Self-assessment activities - Units 1 & 2

page 27

• Describe animals • Ask and answer questions about animals

Write signs for a natural reserve: • Punctuation: full stop, comma, exclamation mark, question mark

Game: Guess the animal

• Shop for different items • Make suggestions

Write a description of a scene: • Articles: indefinite (a / an) and definite • Pronoun reference

Game: Guess the place in town

Let’s wrap it up! Self-assessment activities - Units 3 & 4 • Compare what people are doing with what they usually do • Ask about a person

page 49

Write a description of a picture: • Conjunctions: and, but, because, so

Pecha Kucha presentation

Write an informal email: • Format • Content

A true / fiction story about the best / worst experience in your life

Pronunciation tip*

• Plan a trip • Buy a ticket

Let’s wrap it up! Self-assessment activities - Units 5 & 6

page 71

2

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Let’s warm up! >

Student’s Book pp. 4 & 5

This introductory unit aims at revising students’ previous linguistic knowledge. Language is presented in meaningful contexts so that students can become aware of how much they can do with what they have already learnt. In this way, they will also feel they are learning not only about language but also about language in use.

>

1. has 2. big 3. is 4. brown 5. long 6. plays 7. cannot

6

This brainstorming activity will activate students’ knowledge about animals, how to spell their names and the categories of animals they know. It is a good idea to go over the lists with the whole class so that students can also work on pronunciation and everybody has the complete list correct.

7

Have students do the exercise. If needed, explain to them that they will have to write the correct version of the sentences that are false.

Before you start

Ask students to observe the pictures and to identify the discourse genre (it’s a blog).

1

Answers

Ask students what information they can find on a blogger’s profile. Elicit as many ideas as possible. Have students complete the sentences. They will revise how to exchange personal information and the tenses used to do so.

Pandora box

Answers 1. Vivian 2. 15 3. London 4. Brighton School 5. 150

2

In pairs, students take turns to ask and answer in order to exchange personal information.

3

Using the information on the profile, ask students about Vivian’s activities. Try to elicit the word “festival” and read the instructions aloud for students to complete the dialogue. To check the answers, ask two students to read the dialogue meaningfully.

Pandora box

4

5

Every time students read dialogues aloud, encourage them to dramatise their roles. Since students will usually feel they are not themselves but the person whose role they are playing, they will surely lower anxiety and produce better utterances with the appropriate intonation.

Encourage students to answer these questions aloud so that they can share their opinions with their classmates. Make sure most students participate. Draw students’ attention to the photograph of the dog. Ask them to describe it. Then tell students to read the paragraph they are to complete. Ask them to complete the text individually and then swap books with their classmate for peer correction. Walk about the classroom to check that all students are doing well.

8

This is an excellent opportunity to ask students which statements they can undoubtedly correct. Help students to notice that the second and the third statements are facts. By observing, they will be able to describe what they actually see. On the other hand, statements 1 and 4 will need of their inferences or assumptions. That is why they will probably give different answers and all of them can be right.

Have students work in pairs to answer the questions. ACTIVITIES

Tell students they are going to work on an information-gap activity in pairs. Indicate Student A to go to page 72 and Student B to go to page 74. They will have to take turns to ask and answer about each other’s ICT and social media activities. Walk about the classroom and monitor students’ performance. Try to intervene as little as possible.

In this book you will find the following features: Go through the list of icons with the whole class. Give students a short explanation of what each icon means and what they are expected to do. Alternatively, ask students at random to explain in their own words what each icon represents. Listen attentively while they put forward their ideas. Allow the rest of the class to make comments and to complete ideas if needed. The group is finally ready to start a whole year of fruitful work!

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WE are the school Student’s Book pp. 6 & 7

>

1

Have students observe the pictures and ask them what they represent. Then ask: Is any of these situations familiar? Why?

UNIT GOALS Introduce yourself Talk about schools Talk about timetables Ask and tell the time Ask personal questions and answer them Ask for permission and make requests Write about a friend

Pandora box

2

PROJECT PowerPoint presentation about special people at school

VOCABULARY

Provide the English terms for what students say in Spanish as an input. It will be useful for the following activities.

Have students do the matching individually. To check the answers, ask students to point to the pictures and name what they show. Encourage them to justify their choices as a way to revise vocabulary.

School subjects Time

Answers

READING

1. B 2. F 3. D 4. C 5. H 6. E 7. A 8. G

Article on a school magazine: Juan Mantovani School

GRAMMAR Verb to be Adjectives Prepositions of time

LISTENING & SPEAKING

3

Tell students to observe the pictures again and to decide whether each statement is true or false. If needed, make gestures (thumbs up and down) to clarify meaning. Have students check the answers in pairs.

Ask and answer personal questions Ask for permission and make requests

Answers

WRITING

1. T 2. T 3. F 4. T 5. T 6. F 7. T

Write about a friend (paragraphs and descriptive adjectives)

END OF PROJECT Prepare a PowerPoint presentation about special people at school.

Pandora box

Encourage students to observe and draw conclusions so as to help them to develop critical thinking.

If students have access to ICT: >

> >

Have an interview with a person at school to get her/his personal information, duties and timetable. Take a photograph and prepare a PowerPoint presentation. Organise all the information in slides. Save the PPT on a mobile device and present it to the class.

If students do not have access to ICT: >

> >

Have an interview with a person at school to get her/his personal information, duties and timetable. Take a photograph and prepare a presentation. Organise all the information in a poster and present it to the class.

PROJECT

Ask students to name the people who work at school and how frequently they meet them. Elicit the different jobs and write them on the board (librarian, janitor, etc.). Go over the Project preview with the whole class. Ask students if they know how to prepare a PowerPoint presentation. If students don’t have access to ICT, tell them they are going to prepare a poster presentation and ask them if they know how to do it. Tell students they will learn what they need while moving forward along the unit.

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VOCABULARY Student’s Book p. 8

>

School subjects 1 a. Ask students to identify the lexical group

(“school subjects”) and do the exercise. Encourage them to risk the answers in spite of not knowing every single word. Once they have finished, allow them to look up the words they don’t know. If they have access to ICT, they can use online dictionaries.If not, they can borrow dictionaries from the library.

Answers 1. PE 2. Geography 3. Science 4. French 5. ICT

Pronunciation Students may find it difficult to produce the sound /d / in “Geography” and “subject”. If so, invite them to produce the sound in Spanish in a phrase, such as: “yo ya llego”. Students will surely have fun and will be willing to repeat it until they get the accurate pronunciation.

3

Ask students to work in pairs asking and answering the questions orally. Walk about and check their production.

Answers 1. at eleven o’clock 2. at two pm 3. at quarter to twelve 4. at half past ten

4·5

Ask students to work in pairs to discuss their timetable. Before having students do Exercise 5, go over the instructions and the given models with the whole class. Make sure all students understand what they have to do. Have each pair write three true or false sentences. Then they will swap their sentences with another pair and they will all have to identify the false sentences and give the correct answer.

Pandora box

b. In this exercise, students will reinforce their knowledge of school subjects by establishing connections with their everyday life.

Time 2

Tell students to do the exercise in pairs. If needed, draw a clock and divide it into quarters to show students the meaning of “half” and “quarter past / to”. To check the answers, draw some blank clocks on the board. In turns, have students come to the board, say the time and draw the two hands so as to indicate the corresponding time.

Answers

LINKED ACTIVITIES

Games are excellent to keep students working withouth getting bored. They practise grammar, lexis and phonology without even noticing it. Ask students to prepare 5 cardboard cards of approximately 10cm x 6cm, and to draw an object symbolizing a school subject on each of them. School subjects can be repeated, but not the object (eg: the picture of a map on one card and a globe on another, both symbolizing “Geography”). Have students use the set of cards to play a guessing game in pairs. Tell students to put the cards upside down in a pile on the desk. In turns, students will pick a card and guess the subject it symbolizes. If they guess, they keep the card. If not, they put it back at the bottom of the pile. The winner is the student who collects the largest number of cards.

Workbook p. 76 / Self-check p. 81 / Extra Practice p. 5

1. c 2. b 3. a 4. e 5. f 6. d

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READING >

Student’s Book p. 9

>

Before you start

Guide students to observe the text. Help them to identify the discourse genre and justify their inference. Elicit the name of the author, the readers the article might be directed to (teachers, students, etc.). Ask: Does the article belong to a section of the magazine? Encourage students to risk what the article is about.

Pandora box

1

2

When students make inferences and justify them, they are developing their critical thinking. They also become aware of the relevance of supporting ideas with factual information.

This observation task places students in the centre of attention. They are comparing their own reality with the school described in the text. Invite them to describe what they see in the pictures. Ask students to scan the text and number the pictures according to the order in which the activities are described in the article. They will find some help in the captions under each picture. Let students work with their classmates to work out meanings.

Answers

4

Ask students to correct the statements. Make sure they understand they will have to write a negative sentence first and then the corrected answer. When checking the answers, ask the same student to provide both sentences.

Answers 1. Marina is 13. 2. Juan Mantovani is an Art School. 3. Marina wants to go to the Tiles club. 4. Students help the caretaker Mr Forni with the cleaning. 5. Students at Juan Mantovani School do solidarity activities in the afternoon.

Pronunciation Students are expected to accent the words they consider wrong, using fall-rise intonation and to accent the correct word in the second sentence, using high-fall intonation.

5·6

This section is very important for motivation and reflection. Students will compare their school with the Mantovani School. Write the names of the two schools on the board and encourage students to list different pieces of information below each name. They can start by enumerating the information about the school described in the article and then, add the similarities / differences in the column corresponding to their school. Encourage students to participate by providing meaningful utterances instead of isolated words.

1. b 2. a 3. c 4. d

3

Ask students to go over the article once again and answer the questions. Ask students at random to read the answers aloud. Pay attention to their pronunciation and use gentle correction if needed.

LINKED ACTIVITIES

Workbook p. 77 / Fast Finishers p. II

Answers 1. Juan Mantovani Art School. 2. The school day starts at 7 and ends at 4.30. 3. They do extracurricular activities like visiting children or elderly people in hospitals and nursing homes. 4. Local artists are the teachers in the clubs. 5. Mr Forni, the caretaker, is important for Marina because they leave the classroom untidy and he never complains.

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GRAMMAR Student’s Book pp. 10 & 11

>

Answers 1. is 2. ’m 3. is 4. ’s 5. is 6. ’s 7. ’re 1. is 2. isn’t 3. is 4. isn’t 5. is 6. is 7. is 8. are 9. isn’t

Verb to be Before you start

>

Ask students to observe the Grammar table and identify the full and the contracted forms of the verb to be. Ask three volunteers to write them on the board. Remind students that contracted forms are used when we speak or in informal writing, but that they are not appropriate in formal letters or essays. Go over each column with the whole class. Draw students’ attention to the negative form column. Remind them that there are two possible forms for all pronouns, except for “I” which is not fully contracted in the negative form, eg: He’s not old. / He isn’t old. We’re not at school. / We aren’t at school. I’m not English. Finally draw their attention to the questions. Make sure they all notice that the verb to be goes before the pronoun in questions. Ask them to go over the short answers column on their own.

Pronunciation Have students listen to the audio and pay attention to the pronunciation of the contracted form “She’s” and “He’s”. Draw their attention to the pronunciation of /h/ in English as different from /x/ in Spanish. Use the pronunciation of Venezuelan actors when they say, eg: “Jamás te dejaré” to model the correct pronunciation of /h/.

2

Play the audio for students to repeat. Pause it after each sentence to allow individual students to repeat and practise. Help students to keep the rhythm by snapping your fingers.

3

Ask students to do the matching. In order to check, ask one student to read the questions and another one to read the answers.

Answers Negative: isn’t, aren’t, aren’t Questions: a student? Are you my classmate? our PE teacher? in grade 6? Is it break time? in year 9? in the lab? Short answers: are, isn’t, is, are, aren’t

If needed, write the following chart on the board and ask students to complete the corresponding form of the verb to be. Use the examples in the chart to elicit the meaning of to be in Spanish (“Yo soy argentina/o.” “Yo estoy en el aula.”). I She He It We You They

Pandora box

Answers 1. b 2. e 3. a 4. d 5. c 6. f

Pronunciation Show students that yes / no questions take rising intonation and that the answers take falling intonation. Draw arrows upwards and downwards correspondingly or just make a gesture with your hands to demonstrate.

________ ________

Argentinian.

________

Adjectives

________

________ ________

in the classroom.

________

If students ask for help, prompt a peer to provide the answer. Enable students to become independent!

Ask students to observe the Grammar box and to explain what they understand. Elicit the verbs that are used.

4

Have students complete the sentences. When you check, ask them to compare the sentences in the exercise with the examples in the box.

Answers

1 a. & b. Tell students to complete the exercises

1. typical 2. favourite 3. best 4. hard 5. long 6. special 7. easy

and only refer to the Grammar table if they need it. Ask a student to explain what they have to do.

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GRAMMAR Prepositions of time Invite students to study the Grammar box and elicit their assumptions about the use of prepositions. Write this on the board and ask students to fill in the blanks using the Grammar box as a reference: ______ Sunday ______ 2015 ______ summer ______ midday ______ the afternoon ______ 6:00 Check the answers with the whole class. LINKED ACTIVITIES

Pandora box

Extra Practice p. 2

Ask students to make sentences about real events using the given expressions, eg: Leaves fall down in autumn. They will be activating their previous knowledge and practising language in a meaningful context.

5 a. Tell students to complete the message. To help

students analyse discourse genre, ask: Who writes the message? Who is the message for? Where can you find this kind of message?

Answers 1. in 2. at 3. in 4. on 5. at

b. Ask students to answer the questions orally. Give them the written work as an assignment. Answers 1. They are in the gym. 2. They are at 2. 3. It’s at 9.30

6

Have students write the missing prepositions. To check the answers, ask two students at a time to read the exchanges aloud.

7

First ask students to write the answers individually. Then have them ask and answer in pairs. Explain that dates are written and said differently, eg: we write “10th June” but we say “on the tenth of June”. To check students produce the dates correctly, invite different pairs to exchange information at the front.

8

Ask students to work orally in pairs. Give the written work as an assignment.

Answers Suggested answers: 1. A: Is your school big? B: Yes, it is. 2. A: Is your best friend clever? B: Yes, he is. 3. A: Is your English teacher a man? B: No, she isn’t. 4. A: Are your PE classes in the gym? B: Yes, they are. 5. A: Is Maths in the science lab? B: No, it isn’t.

Pronunciation Remind students that yes / no questions are usually produced with rising intonation. The answers usually take falling intonation.

LINKED Workbook pp. 78 & 79 / Self-check p. 81 / ACTIVITIES Extra Practice pp. 3 & 4

PROJECT

Go over the tips with the whole class. Encourage students to think about all the people who work at school and help them to be comfortable and to solve any problem they might have. If students say the jobs in Spanish, write the English equivalent on the board. Then they can think about why these people are important to them. Suggest students using their smartphones or digital cameras to take photos of these people in their “working places” and while they are working.

Answers 1. on 2. at 3. on 4. in

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LISTENING AND SPEAKING >

Student’s Book pp. 12 & 13

Ask and answer personal questions 1

Encourage students to observe the picture and describe what they see. Ask: Where are these people? Are they all students? Ask them if they notice anything peculiar in the picture (the man is carrying a “mate”).

2

Ask students to listen to the dialogue and to identify the characters who are talking. They can point to the different people in the picture and name them in order to check.

Answers The characters are: Jeremy, a Uruguayan reporter and Silvana, an Argentinian student.

3

Tell students to read the sentences. Then, play the audio for a second time and have students circle the correct answer. Ask students to read the correct answers aloud to check.

Answers

Invite students to risk answering the questions and then have them listen to the audio so as to check the answers.

Answers 1. He’s from Uruguay. 2. Jeremy. 3. He takes his “mate” everywhere. 4. She’s in year 7. 5. Yes, she is.

Audioscript

5

Tell students to observe the table and have them predict what they might have to write in the blanks. Tell students they are going to listen to the audio to get the necessary information from it. Play it once and give students some minutes to complete the table. If needed, play the audio for a second time. Then ask the class who speaks to whom. Work with the whole class. Encourage students to ask questions to check what their classmates have written in the blanks, eg: Where is Maths? What time is PE? What subject is at 11:30?

Answers 1. Maths 2. classroom 3. 10.30 4. gym 5. 11.00 6. Science 7. science lab 8. 12.30 9. 1.15 10. ICT 11. library

1. Silvana 2. excited 3. is 4. Argentina 5. PE

4

Reporter: WOW this is amazing, I am from Uruguay! Look, I go everywhere with my “mate”, see? Girl: Nice! Reporter: And you are about to start... Girl: Year 7. This school looks fantastic. I love it! Reporter: So tell me: What’s your favourite subject? Girl: It’s PE. From that window, you can see the school gym. It is enormous and very modern. Reporter: Do you have a favourite corner at the school? Girl: Of course, it is the same for everyone, no matter where you go: the playground. Reporter: OK. Thanks for your time and have a good start. Girl: Thanks!

Tracks 04-06

Reporter: Hi everyone. This is Jeremy at Brighton School on the first day back to school. There are lots of children coming in… some others are waiting for their friends to arrive! Let’s see if we can talk to one of the students over there... Excuse me, I’m Jeremy from BFF Radio. Do you have a minute? Girl: Of course, no problem! Reporter: What’s your name? Girl: I’m Silvana. Reporter: How are you doing? Girl: Fine, thanks. I am really excited, actually! Reporter: Oh, is there anything special going on today? Girl: Well, today is my first day at this school! I am not British, you see, I am from Argentina. I am on a Student Exchange Program.

6 a. Tell students to read the questions silently

and make sure they all understand. Ask one of the students to explain what they are expected to do. In this way, you will be able to check understanding. Play the audio and have students tick the correct items. In order to check the answers, ask individual students to read the correct questions. It is a great opportunity to check intonation of questions.

Answers 2. What’s your favourite subject? 3. Where are you from? 4. Do you like the school?

Pronunciation Remind students that wh- questions take falling intonation and yes / no questions usually take rising intonation.

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LISTENING AND SPEAKING b. Tell students to read the sentences and risk

deciding whether they are true or false. Tell them they will have to justify their choices. Play the audio once again and give students time to do the task and write notes on useful information to justify their choices.

Pronunciation Explain to students that to ask for permission and make requests, it is advisable to use polite rising intonation. If they use a high-fall intonation, they will be demanding approval. In some cases, that might sound urging and even disrespectful.

Answers 1. T 2. F (Pakistan) 3. T 4. T 5. T 6. F (English and PE)

b. Play the audio once again and pause it after

each exchange for students to check the answers.

Pandora box

Every time it is possible, ask students to justify their answers. This practice will help them to develop awareness of how important it is to take responsibility for our choices. As well as how relevant it is to have supporting ideas to back our decisions.

Audioscript

Ask for permission and make requests 7 a. Go over the questions with the whole class.

Remind students of the importance of intonation to convey meaning. Then ask students to do the matching individually.

1. d 2. e 3. c 4. f 5. a 6. b

1. Questions 1, 3, 4 and 5 are used to ask for permission. 2. Questions 2 and 6 are requests.

c. Students will have to decide which questions

are intended to ask for permission and which ones are for requests. Remind them to pay attention to the intonation and the answers given.

Tracks 07-09

Jenny: Hi, my name’s Jenny. Are you a new student? Imran: Yes, I am. Jenny: Me too. What’s your name? Imran: Imran. Jenny: Where are you from? Imran: I’m from Manchester but my parents are from Pakistan. And you? Jenny: I’m from Australia. Imran: Australia! Wow! Do you like the school? Jenny: Yes, it’s great. The people are really friendly. I like the gym. It’s fantastic! What about you? Imran: I like the school too, especially the computer room. Jenny: So ICT is your favourite subject? Imran: Yes, it is. What’s your favourite subject? Jenny: I like English and PE. Hey, it’s nine o’clock! Time for Geography class. Come on. Let’s go.

Answers

Answers

8

Brainstorm all the classroom expressions students can remember.

Pandora box

Ask students to make notices with the expressions and hang them on the walls to be used as peripherals.

9 a. Ask students to work in pairs. Tell them to

cover the answers so as to practise requests and asking for permission. They can exchange roles so that each member of the pair asks three questions.

b. Encourage students to work on roleplay. Tell

them they can prepare the questions in advance with the help of the examples that have been introduced all along the lesson. ACTIVITIES

Indicate Student A to go to page 72 and Student B to go to page 74. They will have to ask questions to complete the table with personal information provided by their classmate. When they answer, they will have to provide a complete sentence.

LINKED ACTIVITIES

Workbook p. 79 / Self-check p. 81

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WRITING >

Student’s Book p. 14

Write about a friend Go over the Writing rule box with the whole class. Ask: What is a paragraph, a group of words or a group of sentences? (a group of sentences)

Pandora box

Activate students’ encyclopedic knowledge and enable them to make associations which will help to make learning more memorable. Ask: What is the name of a group of words? (sentence)

If needed, explain to students that the sentences in a paragraph contain related information. Tell them that, sometimes, the first line can be indented. Write an example on the board to exemplify, eg: María is my best friend. I like her because she is nice. She isn’t in my class, but we spend break times together.

1 a. Ask students to do this activity individually.

Check the answers as a class on the board. While checking, have students practise the position of adjectives. Ask them to transform the sentences, eg: 1. Henry is a nice friend. / My friend Henry is nice. 2. Maths is a hard subject. / Maths is hard.

Answers 1. b 2. c 3. a 4. d

b. Ask students to do the exercise. Then have them read the answers aloud to check with the whole class. Answers 1. friendly 2. hard 3. comfortable 4. old 5. modern

Go over the Writing rule box about descriptive adjectives with the whole class. Elicit adjectives and make a list on the board.

2

Ask students to read the ID card and the text about Jenny individually. Ask them to identify the paragraphs, enclose each one with square brackets and give them numbers. Then ask: How many paragraphs are there? What information does each paragraph give? (1. Jenny 2. her school 3. her best friend). Ask students to underline the adjectives they can find in the text (Australian, new, modern, favourite, big, comfortable, nice and friendly).

Ask one student to read one adjective and another to say what it describes.

Answers 1. Jenny 2. Favourite school area 3. Best friend

Pandora box

Help students to become aware of how adjectives enrich the text. Tell them that you can imagine the people, the objects or the places better if they are described by means of adjectives.

c. Invite students to put themselves in Jenny’s shoes and to describe their school timetable. Tell them they can use the text on page 9 as a support. Remind them that they are expected to use adjectives to enrich their descriptions. They will have to divide their description into paragraphs, one paragraph for each idea or topic to be developed. In order to check, ask individual students to read their descriptions aloud. Answers Suggested answer: School days start at 8. On Mondays our subjects are Maths, History and ICT. They are OK. Tuesdays are my favourite days. We have English and PE. On Wednesdays we have Science. I like working in the lab. Thursdays are a bit boring. I don’t like History or Geography. On Fridays we have Italian, an interesting subject. We usually finish classes at 15.00.

3 a. Ask students to complete the ID card.

Optionally, students can work in pairs to ask each other the necessary questions to complete the information in the ID card. In this way, they would be reinforcing their questioning skills.

b. Tell students to write about their classmates using the information in the ID card. Remind them they have to use adjectives to add details and to enrich the text. They are expected to divide their writing into paragraphs, each one about a different topic. Invite two or three students to read their descriptions aloud. LINKED ACTIVITIES

Workbook p. 80

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END OF PROJECT >

Student’s Book p. 15

PowerPoint presentation about special people at school This project has been designed for students to identify and value all the people at school who work for them to be able to learn in a safe and supportive environment, and to follow an enriching curriculum. Teachers are to be valued, as well as janitors, caretakers, librarians or canteen assistants. They are all the people who make it possible to keep the school working. They are like clock-work. Each one does her/his share. If students have access to ICT, tell them to compile all the information the members of the group have gathered about the person they have chosen for their PPT. Advise them to organise the information in no more than four slides including, eg: Slide 1: personal ID Slide 2: photo of the school / classroom / office where the person works Slide 3: her/his timetable Slide 4: a picture of the special person and a description of her/him Have students save their PPT. Once you have checked all the information is correct, they can upload it to share it on a social network with family and friends, as well as with other people at school. Tell students they are going to have a PPT presentation at school.

Arrange a date for it and make sure they decide on the technological device (tablet, notebook, etc.) they are going to use to share their presentation. If students do not have access to ICT, tell them to compile all the information and to organise it in four posters or in one poster divided into four sections. Put up their posters on the classroom walls and, in the same way, arrange a date for students to give an oral presentation at school.

This section has been designed to help students

I can... to reflect upon all the lexical, grammatical and

conceptual contents they have been working throughout the unit. Alternatively, values, which have been previously presented in class, have also been included. Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not. Allow them to ask about concepts that might not be clear enough, yet. If there is a need to confirm that they can actually produce the language functions, read them one by one aloud and have students give examples. If they still have difficulties, invite them to go through the unit and revise whatever they need to.

better

the same

worse

My students …

• engage in classroom activities. • observe pictures to draw conclusions. • try to work out meanings on their own. • risk answers after having thought critically. • participate in class discussions. • use English to communicate in class. • reflect upon their responsibility in the teaching / learning process.

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EXTRA READING My School and More… Hi! My name is Matt. I’m 13 and I’m in year 1. My school is not modern, but I like it! The classrooms are big and comfortable and we’ve got a nice lab. There are 30 students in my class and I’ve got many good friends. This year we’ve got a new classmate, Pablo. He’s from Brazil and his English is very good. We take PE together. I don’t like sports very much but Pablo is sporty. PE is his favourite subject and he plays football really well. My favourite school area is the canteen. I like long lunch breaks from quarter to twelve to quarter past one. We eat delicious food and talk to friends. We can’t use our phones in the classrooms or at the lab but we can use our phones in the canteen. The canteen is a great place to be! My teachers are nice and friendly, and you can ask them any questions because they always give you an answer. My favourite teacher is Ms Biggs. She teaches Photography in one of the after-school clubs. She takes fantastic pictures and I want to be like her in the future. I can be a professional photographer one day! Here are some pics of my dog, Fido. At school, there are hard subjects like Maths and Science, but we take Maths on Tuesdays, and Science on Thursdays – so that’s OK. The easy subjects for me are Geography and History, and we take them on Wednesdays, so that’s my favourite day! There is only one negative thing about my school: Music and ICT are optional subjects and there are only twenty places for Music and fifteen places for ICT because there aren’t enough musical instruments or computers! So, many students can’t take these classes. How about YOUR school?

This reading will help you to … > > >

talk about schools. talk about timetables. express your preferences about school life.

Language included: > > > > >

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Verb to be Adjectives before nouns and after verb to be Prepositions of time Time expressions Present simple

© Pearson

08/09/16 16:55

My favourite days >

Student’s Book pp. 16 & 17

>

UNIT GOALS Talk about what you do every day Talk about what you do on special days Say how often you do things Describe a special day Write a description of a typical or a special day

PROJECT Prezi presentation of an important celebration

Before you start

Have students observe the pictures. Ask them what they represent and if they find the situations familiar and why.

1

Go over the list of items with the whole class. Encourage students to identify the pictures.

Answers 1. F 2. C 3. A 4. H 5. D 6. B and E 7. G

VOCABULARY Things we do every day vs Things we do on special days

READING Blog: Are all celebrations fixed in the calendar?

Pandora box

GRAMMAR Present simple - affirmative and negative Adverbs of frequency

LISTENING & SPEAKING

2

Have students choose a special day, ask them to point to the picture and name what it shows. Ask them to justify their choice. Encourage them to give more details about the celebration and their feelings about it.

3

Explain to students that this time they will have the chance to speak their minds. Invite them to share their experience about their special day.

Describe a special day Talk about what you want to do on your next birthday

WRITING Write a description of a typical day (subjects and connectors)

END OF PROJECT

Students might not understand all the words, but there is at least one word per chunk that will serve as a hint for them to understand meanings. Encourage them to draw meaning from context.

Prepare a Prezi presentation of an important celebration.

If students have access to ICT: > > > >

Find photographs of an important celebration. Write short descriptions and highlight important items in the photographs. Choose music to add to the presentation. Ask the music teacher! Organise all the information in a Prezi presentation, save it and then present it to the class.

If students do not have access to ICT: > > > > > >

Choose an important celebration. Find photographs to show different aspects of the celebration. Write short descriptions and highlight important items in the photographs. Choose music to play it during the presentation. Ask the music teacher! Organise all the information in a poster. Make it attractive by using colours and special letters. Present the poster to the class.

CLIL & CULTURE Independence Day

PROJECT

Read the information about the Final project with the class. Make sure all students understand what they are expected to do. If needed, show them a Prezi presentation to introduce the idea. If students don’t have access to ICT, tell them they are going to prepare a poster presentation and ask them if they know how to do it. Tell students they will learn what they need throughout the unit.

LET’S WRAP IT UP! (See Answer keys, page 83)

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VOCABULARY >

Student’s Book p. 18

4

Things we do every day vs Things we do on special days 1

I brush my teeth before I have a shower. 1 2 I have a shower after I brush my teeth. 2 1

Most of the vocabulary presented in this section is already known to the students, so they will be able to do the task without difficulty. If there is a word students don’t know, elicit the meaning from the students who feel like taking the risk. To check the answers, ask students to say the full sentence, eg: I brush my teeth every day. / I do craftwork on special days.

To check understanding, ask some students to give examples using the activities in Exercise 1. Ask the rest of the students to number (1 and 2) each of the activities mentioned. Then, tell students to interact using “before” and “after” to talk about their daily routines. Walk about the classroom to ensure they interact in English and have no queries.

Answers 1. ED 2. SD 3. ED 4. SD 5. SD 6. ED 7. SD 8. ED 9. ED 10. ED 11. SD 12. ED 13. ED 14. ED 15. ED 16. SD 17. SD 18. SD 19. SD 20. SD

5 Pandora box

2

Try to avoid translation. Resort to realia or gestures whenever possible to help students to discover meanings so as to make their learning more memorable. By encouraging students to express complete ideas, you will help them to develop conceptual, grammatical and phonological categories in unison, ie they will be learning meaningful language in context.

Ask students to complete the exercise individually. Then, in order to check, encourage students to share their answers with their classmates. As students will be speaking about their individual experiences, accept all possible answers.

Write these two sentences on the board to introduce “before” and “after”. Notice that the numbers below will help them to infer the meanings:

Ask students to do this activity as an assignment. Have them share their sentences with their classmates the following class.

PROJECT

Invite students to go on working for their Final Project. Remind them this is their opportunity to plan the tasks in advance since they have a deadline for their presentation. Have students read the tips and ask them to start thinking of a special celebration, choosing music and organising the steps of their presentation. Walk about and assist students if they require any help.

LINKED ACTIVITIES

Workbook p. 82 / Self-check p. 87 / Extra Practice p. 9 / Fast Finishers p. III

Answers Suggested answers: 1. have / breakfast 2. do my homework 3. go to bed 4. plant a tree 5. get up 6. watch a film

3

This exercise is meant to be an enjoyable activity to appeal to emotions and make learning memorable. Encourage students to be creative.

Answers Suggested answers: 1. Helen brushes her teeth. 2. She does her homework. 3. She goes on a picnic. 4. She gets up. 5. She makes tasty snacks. 6. She has breakfast. 7. She acts in a play.

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READING >

Student’s Book p. 19

>

Before you start

Guide students to observe the text. Help them to identify the discourse genre and to justify their inference. Elicit the name of the author and the possible audience. Encourage students to risk what the post is about.

Pandora box

1

Students will surely identify the blog format. They are digital citizens and are used to surfing the net. This will motivate them to risk understanding more information.

Tell students to read the statements and scan the text to decide whether they are true or false. As usual, tell them they will have to justify their answers. If the answer if false, they will have to give the correct information. To check the answers, ask one student at a time to read one sentence aloud so as to share with the whole class.

Ask students to go over the text once more and choose the correct options. Ask some students to read one answer each. Pay attention to their pronunciation and use gentle correction if necessary.

Answers 1. Hawaii 2. many 3. doesn’t wear 4. artificial

Pronunciation Help students to notice how pronunciation conveys attitude. Encourage them to read the text expressing happiness, tiredness or anger, for example. In this way, they will practise chunking and sounds and, at the same time, they will experience different feelings while reading the text. If needed, give an example first. Elicit from students how the girl must be feeling (enthusiastic) and read the text accordingly. Then read again but change the attitude (as if you were tired, sad, angry, etc.) and have students guess the feeling. The practice will be fun and enriching. Lead students to also reflect upon how the way things are expressed can change a message.

4·5

Answers 1. F 2. T 3. T 4. T 5. T 6. F 7. F 8. F

Pandora box

3

Group oral correction will help students to develop attitudes of respect towards their classmates. They will have to listen attentively to be able to check their own work. At the same time, everybody should have her/his turn to play the speaker’s role at some time.

This section is very important for students’ motivation and for reflection. Students will have a chance to speak about their own experiences and they will be able to compare celebrations in their contexts with the Hawaiian celebration, Luau. Encourage them to speak about their preferences.

LINKED ACTIVITIES

Workbook p. 83 / Fast Finishers p. III

Go to CLIL AND CULTURE, page 37.

2

Ask students to answer the questions individually. Tell them to identify the information in the text so that they are able to justify their answers. When checking, ask students to read the sentence in the text where the answer appears.

Draw students’ attention to the CLIL logo and tell them they are going to read the text at the end of the unit.

Answers 1. She is from Hawaii. 2. They wear their hula costumes. 3. All their friends and relatives are invited to the celebration. 4. Each of them receives a lei. 5. Because of no special reason.

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GRAMMAR >

Student’s Book pp. 20 & 21

Pronunciation

Present simple - affirmative >

Before you start

Draw students’ attention to the Grammar box. Give them some minutes to go through it. Allow them to discuss in pairs. Elicit further examples from the class. Then ask them to pay special attention to the verb form: Can they notice the difference between the ending in “brushes” and “plays”? Encourage them to risk answering. Ask students if they remember when to use the Present simple. Give them the following examples: I wake up at 7:00. (routine) She celebrates her birthday with friends. (things we do on special occasions) My aunt works at school. (things we don’t expect to change) Then, tell students to complete the table.

Answers go; gets up; brush

1

Ask students to read the sentences and circle the correct option. Remind them they can use the Grammar box as a reference. To check the answers with the whole class, ask one student at a time to read one sentence aloud.

Answers 1. is 2. makes 3. decorate 4. plants 5. wear 6. gives

Pronunciation Tell students to listen to the pronunciation of the -s in the third person singular. Play the audio and pause it for students to repeat.

2

Ask students to read the text. Show them that rising intonation is used when the sentence is not finished and we want to show we are going to continue speaking. On the other hand, falling intonation is used to show that the idea is complete.

Ask students to complete the text individually. Remind them they can find some help in the Grammar box and in the previous exercise. Then ask for a volunteer to read the whole text. Use gentle correction only if needed.

Answers

3

Ask students to do this exercise individually. Then they can swap books with a classmate to work on peer correction. If in doubt, allow students to ask for help.

Answers 1. b 2. a 3. a 4. c

4

Have students work in pairs. Tell them they will have to make sentences by joining ideas from the different boxes. Ask them to listen carefully to their classmate so that they help each other to improve pronunciation. They will have to make sure that verbs are pronounced correctly.

LINKED ACTIVITIES

Self-check p. 87 / Extra Practice pp. 7 & 8

Present simple - negative Ask students to observe the Grammar box and draw their attention to the negative form. Ask them to identify the auxiliaries “do (don’t)” and “does (doesn’t)”. Draw two diagrams on the board and write the auxiliaries (“do” and “does”) in each of them. Ask students to write the corresponding pronouns in each diagram. Then ask: What happens with the verb when we add the auxiliaries? Elicit how to form the negative and draw a chart on the board, eg: I You We They

do not don’t

She He It

does not doesn’t

get up at 10:00.

1. has 2. invite 3. plays 4. dances 5. take 6. eats 7. sing 8. open 9. say

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GRAMMAR Finally, have students complete the Grammar box and check the answers with the whole class.

Answers go; get up; doesn’t; brush

5

This exercise is intended to have students speaking about themselves and, in that way, enhance involvement. They will have to give the negative sentence when the given sentence is not true for them. Ask them to give the true information as well.

Adverbs of frequency Ask students to study the Grammar box. Draw a line on the board and ask students to complete the blanks by referring to the information given in the box: _____________________ sometimes _____________________ _____________________ always 0% ____________________________________________________________________________________100%

LINKED ACTIVITIES

6

Extra Practice p. 6

Ask students to insert the frequency adverbs in the correct place in the sentences. To check the answers with the whole class, ask students to read the sentences aloud.

Answers

8 a. Ask students to work orally in pairs. Each

member of the pair will take down notes about her/his classmate information.

b. Students will use the notes to tell the class As an extension activity, encourage about their classmate’s activities. students to play a game. Ask them to Pandora gather in groups of five or six. Have box each student write six sentences about the members of her/his family; two of them must be false. In turns, students will read their sentences for the members of the group to spot the false information. The student who identifies the false information will have to correct it by turning it into the negative form. Encourage students to use all subject pronouns, eg: “they” if they speak about their parents or grandparents, “she/he” if they speak about their sister, brother or pet, or “we” if they speak about their siblings. The winner will be the student who spots the most false sentences. Alternatively, have students describe an “ideal” person in groups. In turns, students will write a sentence on a sheet of paper describing what this “ideal” person does so as to be “ideal”. By the end, have all groups share their descriptions and lead a whole class discussion on the concept of “ideal”. This will surely give both teachers and students food for thought. And no doubts, everybody will expand the concept.

LINKED ACTIVITIES

Workbook p. 84 / Self-check p. 87 / Extra Practice pp. 6 & 8

1. Bobby always does his homework. 2. He often eats vegetables. 3. He sometimes uses his mobile. 4. He’s never late for school. 5. He usually goes to the cinema.

7

Ask students to order the sentences individually. Then ask them to swap books with their classmates to work on peer correction. Allow them to ask for help if they have queries.

Answers 1. Christmas Day is always on December 25. 2. There are sometimes good programmes on TV. 3. Danny usually plays computer games after school. 4. I often write emails to my grandparents. 5. Juan’s sister never does her homework. 6. We are always late for school on Monday morning.

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LISTENING AND SPEAKING >

Student’s Book pp. 22 & 23

Describe a special day 1

Encourage students to observe the pictures and describe what they see. Ask leading questions, eg: Which rooms are these? (bedrooms) How would you describe them? Do they belong to little children? Ask students to think why the rooms are so full of things. Have students find the listed objects in the pictures. Ask them if there is anything peculiar (a B-day balloon, a present and a birthday cake) and what they think it means (it’s some people’s birthday). Elicit as many details as you can from the class.

2

Ask students to read the instructions and the list of activities. Check all students are ready and have them listen to the audio. To check the answers, ask students to say sentences about Bianca starting, eg: “She…” in the correct order. Pay attention to how students produce the verbs in the third person singular. Ask them to spot what Bianca does not do.

4

Tell students they are going to listen to an audio. They have to identify the children’s names and write them next to the corresponding picture. Ask two volunteers to spell the names aloud to check with the class.

5

Tell students to read the sentences and risk circling the answers they remember. Then play the audio again and give students some minutes to circle their options. In order to check, encourage students to say the negative sentence corresponding to each statement, eg: Imran doesn’t wake up at 6:00. / Jenny and her friends don’t go dancing.

Answers

Answers 1. brush my teeth 2. have a snack 3. do my homework 4. take a shower 5. watch TV 6. put on my pyjamas Extra activity: do the dishes

3

a shower, but before that I do my homework. At nine on the dot I have dinner with my family in the dining room, and then I watch TV. At 10 o’clock I put on my pyjamas and go to bed. Ta-daaah! Do you like it? Bianca: It sounds perfect! I am going to turn off the TV and focus. Otherwise mum is going to be angry. I have to be ready in an hour! Selena: OK. See you later at the sleepover party. You should write about it in your work! hahaha. Just kidding. See you soon! Bianca: See you later. Bye!

1. 7.00 2. chocolate 3. in bed 4. a sleepover 5. dance in Jenny’s bedroom 6. watch a DVD 7. pizza or sandwiches

Audioscript Play the audio a second time and have students write the activities that were not included in the list in Exercise 2. Ask them to read the correct answers aloud to check.

Answers get up at 6.30, have breakfast, go to school, have lunch, have dinner, go to bed

Audioscript

Tracks 12 & 13

Bianca: Hello? Selena: Hi Bianca. It’s Selena. How are things? Bianca: I am a bit stuck. I don’t think I can finish our Language homework before Jenny’s birthday. Have you finished it? Selena: Ehh... yes! It is just about everyday activities! Bianca: I know... but I don’t know how to start! Selena: Let me tell you what I wrote... wait a minute... Here it is! This is my daily routine: I usually get up at half past six, then I brush my teeth. After that I have breakfast with mum and dad. I always have hot chocolate with some biscuits. Then, I go to school. At midday I have lunch. At around four I have a snack. I love eating fruit in the afternoon. In the evening, I take

Tracks 14 & 15

1. Interviewer: Imran, how do you usually celebrate your birthday? Imran: Well, I usually wake up at 7.00 but I don’t get up. I stay in bed and my parents bring me breakfast. Interviewer: So you have breakfast in bed? Imran: Yes, I always have something special like pancakes and chocolate ice cream. Interviewer: For breakfast! Imran: Yes, and then my family sing Happy Birthday to me! 2. Interviewer: What do you do on your birthday, Jenny? Jenny: I invite my friends to come to my house and stay the night. Interviewer: Oh, right. A sleepover. Jenny: Yes. Interviewer: And do you really sleep? Jenny: No, we never sleep. Interviewer: So, what do you do? Jenny: We go to my bedroom. We usually listen to music and dance. Then we watch a DVD. It’s always good fun. Interviewer: And do you eat? Jenny: Yes, we sometimes have a pizza or my mum makes sandwiches and cake. Interviewer: And the next morning? Jenny: The next morning we sleep!

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LISTENING AND SPEAKING

Pandora box

Asking students to “move out of the box”, ie to do something which does not follow the usual procedure, helps them to see things from another perspective and to develop their lateral thinking and creativity.

Talk about what you want to do on your next birthday

7 a. In pairs, students will have to list activities they

want to do and activities they don’t want to do for their next birthday. Then ask them to prepare a short speech using the notes. They will have to take down notes about their classmate’s intentions.

Pandora box

6 a. Tell students to read the instruction silently

and make sure they understand what they have to do. Ask one of the students to explain what they are expected to do so as to check understanding. Play the audio and give students time to complete the sentences. In order to check the answers, ask individual students to read the full sentences aloud.

b. Tell students to use their notes from the

previous exercise to write about their classmate. Remind them to use “and”, “but” and “or” to connect ideas.

8

Answers 1. family 2. friends

Ask students to do this exercise in pairs. Then have them report the answers to the class.

Answers

b. Tell students to read the sentences and risk choosing the correct endings. Play the audio once again and give students time to check the answers. Then ask volunteers to read the complete sentences.

Suggested answers: On April 2, we commemorate the “Day of the Veterans and Fallen during Malvinas War”. On June 20, we celebrate “Flag Day”. On September 21, we celebrate “Students’ Day” and “Spring Day”.

ACTIVITIES

Answers 1. a, c, f 2. b, d, e

Audioscript

Remind students that positive ideas are joined by the connector “and”, and negative ideas by “or”. To contrast positive and negative, they have to use “but”. Write an example on the board: I want to blow my candles and eat cake, but I don’t want to go out or watch a DVD.

Tracks 16 & 17

Interviewer: Nicole, what do you usually do on your birthday? Nicole: I usually have dinner with my family. I get beautiful presents from my parents and grandparents. Interviewer: And what do you want to do on your next birthday? Nicole: Well, on my next birthday, I want to invite friends and have a party. Interviewer: Do you want to have a sleepover? Nicole: Not really. I want to invite lots of friends, eat pizza, listen to music and dance! Interviewer: Sounds fun! And what about you, Alex? Alex: Well, I always celebrate my birthday with my best friends. On my next birthday, I want to go for a burger with them after school. Then, I want to go to a shopping centre and hang around all day. Maybe we can go to the cinema too. I want to have a great time!

Students will read a text about a celebration and, in turns, they will ask questions to one another in order to complete their text with the missing information. Walk about the classroom and monitor students’ performance. Try to intervene as little as possible.

Pandora box

LINKED ACTIVITIES

Alternatively, ask each student to work on self-assessment by making a crossreference with what they have written and the complete version. This will help them to develop linguistic awareness. They can even identify the kinds of words they have mistaken, thus developing grammatical categories awareness.

Workbook p. 85 / Self-check p. 87

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WRITING Student’s Book p. 24

>

Write a description of a typical day Go over the first Writing rule box with the whole class. Ask students to exemplify by saying sentences with different subjects, eg: The girl goes to school in the morning. She gets up early.

1 a. Ask students to do the activity individually. To

Pandora box

4

check the answers, ask individual students to read what they have underlined (verbs) and circled (subjects) aloud.

Answers Subjects: 1. I 2. My brother 3. He 4. school 5. Anna and Sarah 6. She Verbs: 1. go 2. goes 3. is 4. starts 5. have 6. doesn’t have

Go over the second Writing rule box with the whole class. Help students to notice that the connectors are in the correct order in the box. Ask students to think of how they get into the classroom every day or into their bedrooms in the evening, or how they take a taxi. Have them describe the sequence of events in order by means of connectors, eg: First, I stop the taxi. Then, I open the door. Finally, I get into the taxi. Students can share their short writings with their classmates.

2

Tell students to do the exercise and then check the answers with the whole class.

Alternatively, check the answers by reading an action and having students find the sentence in the text and read it aloud. It will be more enjoyable and students will be practising word search in the text. Since it poses a challenge to them, they will also be more motivated to participate.

Ask students to find the answers to the questions in the text in Exercise 3. They can do the task orally and then write the answers as a roundingoff activity.

Answers 1. He gets home at 5.00. 2. He talks to his mother about school. 3. He listens to music in his bedroom. 4. He has dinner before he goes to bed.

5

Ask students to do the writing as a homework assignment. They will have time to look up words and plan their writing better. The following class, ask two or three volunteers to read their writings aloud so as to share them with the class. You could ask the rest of the students to put up their hands if their special days are similar, or to say what is different in their own writing.

LINKED ACTIVITIES

Workbook p. 86

Answers 1 and 3

3

Tell students to do the exercise individually and then check the answers in pairs. Have a volunteer to read the whole text aloud so as to check the answers with the whole class.

Answers 1. First 2. Then 3. After that 4. Finally

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END OF PROJECT >

Student’s Book p. 25

Prezi presentation of an important celebration

I can...

It is time for students to prepare the Prezi presentation they have been planning along the unit. Ask students to read the instructions attentively. Remind them that they can opt for a poster presentation if they don’t have access to ICT. If students have access to ICT, they can follow the instructions in the book. If students do not have access to ICT, they have another option.

This section has been designed to help students to reflect upon all the lexical, grammatical and conceptual contents they have been working throughout the unit. Alternatively, values, which have been previously presented in class, have also been included. Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not. Allow them to ask about concepts that might not be clear enough, yet. If there is a need to confirm that they can actually produce the language functions, read them one by one aloud and have students give examples. If they still have difficulties, invite them to go through the unit and revise whatever they need to.

THE IMPORTANCE OF CELEBRATING

Let’s connect to the spirit of celebration. It’s cool! When we celebrate, we offer our gratitude and respect. Many positive emotions come with celebrations. We can celebrate big important events, but also our little achievements. We can celebrate everything we have, even that you are alive to read these lines. The emotions in celebrations can make you feel more positive and happy. Remember to celebrate! (See special SEL section, pages 79-82)

AND CULTURE >

Student’s Book p. 26

Independence Day In this section, students are expected to read extensively. They are not expected to understand every single word, but they are to understand the text as a whole.

1

2

Ask students to read in pairs and answer the questions. Encourage them to infer the meaning of new words from the context. If a student asks a question, elicit the answer from the class. If they cannot help, give them some hints from the text. Avoid using translation. Give examples, instead. Check the answers with the whole class.

Tell students to read the statements and decide if they are true or false. Encourage them to reread the text so as to check. Ask students to give the true version of the false statements. Check with the whole class.

Answers 1. F On 9th July, people celebrate that they are free from the King of Spain. 2. T 3. F Children don’t go to school on 9th July.

3

These questions are used to personalise the topic. Ask students to discuss the questions in groups of four. Each group should choose a spokesperson to tell the class about their ways of celebrating “July 9th”.

Answers 1. It’s on 9th July. 2. People decorate windows and balconies with flags, get together with their families and cook traditional dishes. 3. They cook fried salty pastries and “carbonada”.

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EXTRA READING Teenagers’ Routines Around the World

Today José Huamuani, Peru José lives in a small Andean town in Peru with his mother and two brothers, Diego (10) and Carlos (9). He is 13 years old and his day is not the typical teenager’s day in a big city.

José Huamuani (13), Peru

He always gets up at 5:30 in the morning and prepares breakfast for his mother and brothers. After breakfast, his mother takes the bus and goes to work. She works in a shop at about 18 kilometres away from their home. His brothers go to school in the morning, but José goes in the afternoon. When José’s mother and brothers leave, he feeds the chickens and ducks they have, and his pets – his two loved dogs. He usually takes breakfast to his grandfather next door and then he washes the dishes and the clothes. After that, he does his homework and then he prepares lunch. He has a quick shower, a quick lunch, and then walks 30 minutes to get to school. He is never late for school. After school, many school friends like studying Maths with José in the library. He loves Maths and can explain it very clearly. Finally, when José goes back home in the evening, he usually arrives at 7:30 pm. He has dinner with his family and watches TV. He hasn’t got a computer, but he reads old magazines his mother buys every week. He goes to bed early because he is tired at the end of the day. Many teenagers in other parts of the world like school breaks. But for José, school is THE break on his day.

This reading will help you to … > > >

talk about habits and routines. say how often people do things. say when people do things.

Language included: > > > >

38 Photocopiable

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Present simple Adverbs of frequency Connectors: and, but, because, first, then, finally, after / before that Vocabulary: routine actions

© Pearson

08/09/16 16:55

Natural habitats >

Student’s Book pp. 28 & 29

>

UNIT GOALS Talk about animals and their habits Talk about what animals can do Express what we must or mustn’t do Describe animals Ask and answer questions about animals Write signs for a natural reserve

PROJECT

Before you start

Go over the Unit goals with the whole class. Ask students to observe the pictures and elicit as many animal names as they can mention. Ask them if all the presented animals can live at home with us, and if they have seen any of them, where they saw them.

1

Ask students to work individually to complete the exercise. Then have students form groups of four to check the answers.

Game: Guess the animal

Answers

VOCABULARY

1. dog 2. sheep 3. lion, rhino 4. parrot 5. crocodile, snake 6. butterfly 7. lion, dog, sheep

Animals and animal parts Verbs for things animals do Adjectives to describe animals

READING Online article: Animals sometimes become celebrities

GRAMMAR

Pandora box

Present simple - yes / no questions, short answers and wh- questions Can / can’t / must / mustn’t

Encourage students to work out the meaning of unknown words. Some are similar to their Spanish equivalents, eg: “reptile” and “insect”, and some are known to them, eg: “pet” and “bird”. In this way, they will become more self-assertive as regards their aptitude for learning English.

LISTENING & SPEAKING Describe animals Ask and answer questions about animals

WRITING Write signs for a natural reserve

END OF PROJECT Prepare a game to play in groups.

If students have access to ICT: > > >

>

Surf the net to find out information about animals. Look for photographs and print them. Use a word processor to make a list of the things those animals can and cannot do, and save it. Prepare a set of cards for each animal. Stick the photo of the animal on one card and write true facts about it on the other card. Gather in small groups and play!

If students do not have access to ICT: > > >

>

Look for information and pictures of animals in books or encyclopedias. Make a list of the things those animals can and cannot do on a sheet of paper, and keep it aside. Prepare a set of cards for each animal. Stick the picture of the animal on one card and write true facts about it on the other card. Gather in small groups and play!

2

In groups, have students provide their share. Check with the whole class. Encourage students to give complete answers so that they can practise sentence stress.

Answers 1. butterflies and parrots 2. dogs, crocodiles, snakes, lions, rhinos, fish, sheep 3. snakes, fish 4. parrots / macaws 5. kangaroos

PROJECT

Read the information about the Final project with the class. Tell students they are going to create a game about animals and that they will need to prepare files with information about them. Encourage them to start looking for information about animals they like. Tell them that there are several sites on the net where to find information. If not, they can grasp books and encyclopedias. Suggest students gathering information and keeping it aside for the moment they will need it.

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VOCABULARY >

Student’s Book p. 30

Animals and animal parts

Verbs for things animals do 3

1 a. Tell students to work individually. Check orally by listing the animals in each category on the board.

Answers Farm animals: pig, horse, chicken, sheep, cow Wild animals: lion, bear, camel, tiger, monkey, elephant Insects: ant, fly, bee, butterfly, mosquito

b. Encourage students to add more animals to each category. Allow them to say the names in Spanish, but write their equivalents in English on the board. Write all the names of animals students mention in a list on the board.

2 a. Ask students to identify the animals and to say their names aloud as they point to them.

Answers 1. se esconden, pican 2. se adaptan, hibernan 3. migran 4. construyen, ponen 5. cazan, muerden

4

Ask students to complete the sentences individually. To check the answers with the whole class, ask individual students to read the sentences aloud.

Answers 1. hibernate 2. build 3. hunt 4. lay 5. hide

Answers eagle, giraffe, fish, bull, elephant

b. Tell students to do the matching. If they have

access to ICT, they can use online dictionaries. If not, they can borrow dictionaries from the library. Then ask students to mention other animals who have, eg: “a tail”, “feathers” or “a trunk” so as to check understanding. Check the answers with the whole class on the board.

Answers a. wing b. beak c. feathers d. claws e. tongue f. scales g. horn h. tail i. trunk

Adjectives to describe animals 5

By having students look up words on their own, you will be enabling them to develop their dictionary-use skills as well as autonomous learning. Ask them to write the new words on strips of paper and sort them into different boxes, eg: “difficult words”, “funny words” and “words I like”. Have students read them aloud, make sentences or spell them as a warm-up or rounding-off activity.

If students don’t know a word, have them ask for help to their classmates or give examples for them to discover the meaning. Check the answers with the whole class.

Answers Positive adjectives: intelligent, clean, friendly, fast, quiet Negative adjectives: aggressive, dangerous, poisonous, slow, dirty, noisy, solitary

6 Pandora box

Ask students to work in groups. Encourage them to work out the meaning of the words in italics. Have them start by the words that are similar to Spanish, eg: “adapt”, “hibernate”, “migrate”. Explain that “bite” and “sting” can be synonyms, eg: mosquitoes bite or sting, but dogs only bite.

Ask students to circle the correct option in each sentence. Tell them to read the sentences aloud to check the answers with the whole class.

Answers 1. poisonous 2. slow 3. clean 4. aggressive 5. quiet 6. intelligent

LINKED ACTIVITIES

Workbook p. 88 / Self-check p. 93 / Extra Practice p. 13

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READING >

Student’s Book p. 31

>

Before you start

Tell students to observe the text format and the pictures, and to decide on the discourse genre. Draw their attention to the features characteristic of online publications. Then ask students about the described animal: Do they know it? Have students compare the quokka with an animal known to them.

1

Ask students to label the parts of the body. When checking the answers, tell students to describe each part mentioned, eg: Its tail is long.

Answers 1. body 2. tail 3. hind legs 4. ears 5. head 6. front paws

Pandora box

2

By describing the animals, students will be reinforcing recently-presented vocabulary as well as they will be recycling previous knowledge. They will also be focused on meaning, so fluency and spontaneous use of language will be developed.

Ask students to scan the text to fill in the chart about quokkas. Tell them to work individually and to swap their books with their classmates to check the answers. Encourage students to work out meanings. Tell them to underline the words they don’t know to look them up later.

Answers Country: Australia Habitat: swamps and eucalyptus forests Size: 40 to 54 cm long with a 25 to 30 cm tail Category: marsupial Name of the baby: joey Food: peppermint and eucalyptus leaves Dangerous or sociable: sociable Dangers they face: humans touching them or feeding them, natural predators like foxes and domestic cats

Pandora box

3

Before carrying out Exercise 3, have students gather in groups of four. Have each member of the group writes two or three unknown words from the text on strips of paper, look them up and write the definitions on other strips. Then ask them to put all the words in a pile and all the definitions in another pile. In turns, students pick a definition at random and find the word that corresponds to it. Students will be playing and that will make their learning memorable.

Ask students in each group (see Pandora box above) work together to answer the questions. Then ask members from different groups to read the answers aloud so as to check with the whole class.

Answers Suggested answers: 1. Because they have a permanent grin and tourists love taking photos of them. 2. No, they aren’t. They look like small kangaroos. 3. Yes, they have a stocky body, they hop and they carry their babies in their pouches. 4. Because people are destroying their habitats. 5. They store fat in their tails for times when they can’t find food. 6. They sleep in tunnels they dig through vegetation. 7. They eat peppermint and eucalyptus leaves. 8. They can hop and climb trees.

4·5·6·7

These questions are meant to get students involved by personalising the topic. Give them the chance to discuss the answers and to exchange information about different animals in their area. In this way, they will be rounding off both the reading activity and the key vocabulary of the unit. Note: If the school adheres cross-curricular work, this content can be discussed in the Biology or in the Science class.

LINKED ACTIVITIES

Workbook p. 89 / Fast Finishers p. IV

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GRAMMAR Answers

Student’s Book pp. 32 & 33

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1. What 2. Where 3. Why 4. How many 5. Where 6. How many

Present simple - yes / no questions, short answers and wh- questions

2

Before you start

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Tell students to go over the Grammar table and try to complete the missing words.

Does; don’t; does

Draw the following chart on the board:

__________

I you we they he she it

Yes, live in Australia? No, eat fruits?

Yes, No,

I you we they he she it

do.

Have students listen to the audio and pay attention to the pronunciation of “do” and “does”. Explain to students that the negative contracted forms “don’t / doesn’t” are always stressed, but “do / does” in questions are seldom stressed. Play the audio and have students repeat the sentences in their minds.

does. doesn’t.

Ask students to work in groups. By analysing the structure together, they will discover the rule and will store the new information in their long-term memory.

Ask students about the uses of the Present simple. Guide them by means of examples from the text in the Reading section. Point out that, apart from describing habits and routines, this tense also states facts that are always true.

1

Pronunciation

don’t.

Help students to notice that the main verb in questions with the third person singular does not take “-s” because the auxiliary is “does”. Then draw students’ attention to the questions in Exercise 1. Ask them to design a chart similar to the one above for wh- questions. Have them include all the question words they know. Call a volunteer to draw it on the board. Point out the case of questions with “who”, which differs from the others.

Pandora box

Answers 1. A: Do tourists feed the quokkas? B: Yes, they do. 2. A: Do leopards hunt them? B: No, they don’t. 3. A: Do quokkas like snacks? B: Yes, they do. 4. A: Do quokkas have a permanent smile? B: Yes, they do. 5. A: Do quokkas eat meat? B: No, they don’t. 6. A: Do special reserves take care of them? B: Yes, they do. 7. A: Do they live in deserts? B: No, they don’t.

Answers

__________

In pairs, have students exchange information about quokkas. They will have to complete the questions and recall the information from the article on page 31.

Ask students to work individually to complete the questions. Tell them to share the answers with their classmates to check. If they have any queries, have them ask a classmate for help. If nobody can answer, do some remedial work.

3

Encourage students to work with a classmate asking and answering questions about the forest ranger’s life. Remind them to use rising tone for the yes / no questions. Walk about the classroom to monitor students’ work.

Answers Does he prevent fires? Yes, he does. Does he wear a uniform? Yes, he does. Does he hunt animals? No, he doesn’t. Does he work with fire fighters? Yes, he does. Does he protect the environment? Yes, he does. Does he feed animals? No, he doesn’t.

4

Tell students to complete the interview individually. Then ask two students to play the roles of the interviewer and the interviewee.

Answers 1. do you get up 2. do you make 3. do you watch 4. Do you like 5. does it live 6. does it hunt and eat 7. eats 8. doesn’t hunt 9. do you like

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GRAMMAR LINKED ACTIVITIES

Workbook p. 90 / Extra Practice pp. 10 & 11

Pandora box

Can / can’t / must / mustn’t Ask students to study the Grammar table. Draw their attention to the fact that neither “can” nor “must” change when used with different pronouns. Guide them to notice that the verbs are used in their bare infinitive form (ie without “to”).

7

Answers

When students focus on meaning, they speak more naturally. It is important to help them to develop fluency, so try not to stop them unless what they are saying is unintelligible. When they mistake pronunciation or lexical choice, use clarification questions to show that they have not been clear enough.

Tell students they are going to exchange information about their abilities. Each one will list the things they can do. Then they will ask each other questions to know about one another.

can, can’t, must, mustn’t

Pronunciation Explain to students that the negative forms “can’t” and “mustn’t” are always stressed, but that “can” and “must” take a weak form when we speak. It might be a good opportunity to explain that these weak forms help to give English its typical rhythm.

5 a. Ask students to complete the sentences

individually. They will be focused on meaning to choose the correct options. To check the answers with the whole class, call one student at a time to read a sentence aloud.

Pandora box

8

Challenge students to complete the text individually.

Answers 1. must 2. mustn’t 3. can 4. mustn’t 5. can’t 6. must

Answers 1. can’t 2. can 3. can

Turn the activity in Exercise 7 into a competition to motivate students. Have them cross out the abilities they have in common. The student who has the longest list at the end, wins “the competition”. Students will try to list as many abilities as possible, thus, they will be recycling more concepts.

Pandora box

Ask volunteers to retell what they have read and written. They will have to memorise the information and in this way, they will be reinforcing vocabulary and new structures.

b. Follow the same procedure as in Exercise 5a. Answers

LINKED Workbook pp. 90 & 91 / Self-check p. 93 / ACTIVITIES Extra Practice pp. 10 & 12/ Fast Finishers p. IV

1. must 2. mustn’t 3. must 4. must

PROJECT

6

Ask students to read the sentences and circle the correct options according to the information presented in the lesson.

Answers

Invite students to go on working for their Final project. Go over the tips with them. Make sure they understand the suggestions given. Guide students to organise their work so that they can finish their project on time.

1. can 2. must 3. can’t 4. can 5. mustn’t

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LISTENING AND SPEAKING Student’s Book pp. 34 & 35

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Describe animals Before you start

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Guide students to observe the pictures. Help them to identify different parts of the animals’ bodies. Have students guess what these animals can do, according to their appearance. Draw their attention to the warning sign next to the animals. Ask: What does it mean?

1 a. Ask students to label the animals. As usual,

encourage them to start labelling the ones they are sure about. Then give them some hints for them to discover the names of the animals they do not know. (See Cheat sheet for teachers, page 46)

Answers

Audioscript

Tracks 19 & 20

Tom: Hi, Mum. I’m back. Mum: Hey, darling. How was your day? Tom: Awesome! Today, in our Science lesson, we worked in the lab and then we saw a short film about lots of dangerous animals. Mum: Wow. Tom: Do you know what to do if a bee stings you? Mum: I don’t know... Put some ice on the area to soften the pain? Tom: Maybe, but you must see if you have the stinger in you. It is painful, but you must take it out. Mum: Thanks for the advice, sweetheart. Tom: There’s more! Did you know that there is a bee called “the African killer bee”? Mum: That sounds scary. Tom: Yes, the name says it all. Ms Dee is so cool. She is the best teacher... you have to meet her. I love animals! Mum: Then, if you want, we can go online and look up more information about this insect. Tom: Later I am going to tune in to a radio programme. Ms Dee says that it is fun! Would you like to join me and then we can go online afterwards? Mum: I’m in!

These animals are poisonous.

b. This question will activate students’ previous

knowledge. Put them to work in groups so that they can share and exchange information to make a longer list. In order to check the answers, ask students to say the name of the animals and whether they are poisonous or dangerous. If they say an animal is dangerous, they will have to explain what that animal can do to harm people.

2 a. Tell students they are going to listen to a radio presenter speaking about animals. Ask them to tick all the animals mentioned. Then have them circle the animal the radio presenter is specially speaking about.

Answers c (bee)

b. Tell students they are going to listen to the

audio once again to decide whether the statements 1-4 are true or false. Tell them to read the statements in advance and encourage them to risk an answer. Then play the audio and give students some minutes to confirm or correct their guesses. If an answer is false, they will have to correct it. Check the answers with the whole class.

Answers 1. F 2. T 3. T 4. T

3

Tell students to read the questions and try to remember some details of what they have just heard. Ask them to get ready and play the audio once again. Give students some minutes to answer. Then check the answers with the whole class.

Answers 1. He is in Australia. 2. The redback spider, the blue ring octopus and the taipan snake. 3. He is in his friend’s garden. 4. He wants to see a redback spider.

Audioscript

Track 21

Hello everybody and welcome to the programme. This week we’re in Australia. There are lots of very poisonous animals here, like the redback spider, the blue ring octopus and the taipan snake. So watch out for them! Right now I’m in my friend’s garden. Why am I here? Because I want to see a redback spider. Now this isn’t difficult in Australia. There are millions of redback spiders everywhere, all over Australia.

Pandora box

When students have to listen to specific information in order to answer questions, advise them to write key isolated words that will help them remember the information. Then they can write the complete sentences once the audio has finished. If they try to write the whole idea, they will miss the information that follows.

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LISTENING AND SPEAKING 4

Have students listen to the second part of the programme. See how much they remember about the redback spider. Guide them to identify the kind of information that is missing in each of the sentences. Play the audio and give students time to complete.

1. on land 2. common 3. It has different colours. 4. meat, fruit and vegetables 5. can’t 6. mammal 7. two

Audioscript

Answers 1. red back 2. small 3. house 4. your bed, your shoes 5. the doctor’s or a hospital

Audioscript

Answers

Track 22

How can you identify them? Well, that’s obvious and very easy. Yes, you guessed because they’ve got a red back. But they are small, very small in fact you can’t always see them very well. And where exactly can you find them? Near rivers? No, they don’t like water. In the desert? No. Up a tree? No. I’m sorry to tell you but you can find them in your house! They especially like to climb into your bed or into your shoes! AHHH! And what must you do if a redback bites you with its sharp teeth? Well, first don’t worry and don’t panic. Tell someone quickly and go to the doctor’s or get to a hospital fast and get some antivenom. Uhh, I can see a redback coming now … I’m going, bye!

5 a. Follow the same procedure as in Exercise

4. Once students have shared their answers in groups, play the audio once again for them to double-check.

Imran: I’m thinking of an animal. Try and guess what it is. Jenny: OK. Where does it live? Imran: It lives on land. Jenny: Is it rare or common? Imran: It’s common. Jenny: What colour is it? Imran: It can be white or pink or brown or black. Jenny: UHHH! What does it eat? Imran: It likes everything. Meat, fruit, vegetables. Jenny: Can it fly? Imran: No, it can’t. Jenny: Is it a mammal? Imran: Yes, it is. Jenny: Has it got four legs? Imran: No, it hasn’t. It’s got two legs. Jenny: But it’s not a bird. Imran: No. Jenny: I don’t know. I give up.

7

Answers 1. see 2. water 3. sharp

b. Refer students to the answers in Exercise 5a

and challenge them to write the most complete description of the redback spider. Encourage the class to vote for the description with the most details.

Ask and answer questions about animals 6

Track 23

In pairs, ask students to write the questions to elicit the answers in Exercise 6. When checking the answers, encourage students to imitate the speakers. In this way, students will experience the feeling the boys in the dialogue express, apart from improving their fluency.

Answers 1. Where does it live? 2. Is it rare or common? 3. What colour is it? 4. What does it eat? 5. Can it fly? 6. Is it a mammal or a bird? 7. Has it got four legs?

8

Tell students to play the game. They will have to think of an animal, write its name on a piece of paper, and answer the questions their classmates ask. Have a good time! ACTIVITIES

Invite students to listen to two students playing a guessing game. Tell them this will help them to organise the cards for their Final project game. Have them read the sentences in advance and get ready to make their choices. Play the audio once and give students time to complete the task and identify the animal. The first student to say the name of the animal aloud will receive a big round of clapping.

In turns, students will have to define five words for their classmates to identify them. Walk about the classroom and monitor students’ performance.

LINKED ACTIVITIES

Workbook pp. 88-91 / Self-check p. 93 / Extra Practice pp. 11-13

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WRITING >

Student’s Book p. 36

Write signs for a natural reserve Go over the Writing rule box with the whole class. Encourage students to identify the punctuation marks described in the instructions for Exercises 4 and 5.

1

Invite students to do the exercise. Then, in order to check the answers, ask students to read aloud and make a pause when there is a comma or a full stop.

Answers A text with no full stops is very difficult to read. We don’t know where one sentence ends and another begins. You must put the full stops in the right place. A text with full stops is easy to read.

2

Follow the same procedure as in Exercise 1.

Answers The giraffe: Don’t get close to these animals! Their necks are very strong and they can hurt you. Do you want to take a photo to them? Don’t use fl ash. Take care of the environment. The cheetah: Beware of the cheetah! It is very fast and it is a predator. Does it hunt? Of course, it kills its prey. The zebra: This animal looks nice but it can hurt you. Do not try to touch it! Does it look like a horse? It is black and white but you mustn’t try to ride them. Be alert!

5

Tell students that signs in natural reserves must be noticeable and appealing for people to pay attention to them. Ask them to use colourful pictures and big letters. Invite them to be creative. Then, if possible, display the signs on the classroom walls. If students have access to ICT, they may prefer producing their writing online. They can generate a poster online and upload it on the class blog. Then they can share it with family and friends.

Pandora box

Answers There are thousands of different types of birds, for example the ostrich, eagle, seagull and parrot. They all have feathers but some of them can’t fly, for example ostriches, penguins and emus.

Pandora box

3

Help students to notice that punctuation marks help us to organise texts so that readers can understand better. By using punctuation marks, we subdivide information and give emphasis to key ideas or points. We can also mark, for example, if we are asking a question or cheering someone up.

Encourage students to do the exercise individually. To check the answers, ask them to read with the appropriate intonation.

Answers 1. ? 2. ! 3. ! 4. ? 5. ? 6. !

4

By marking these signs, students will be able to show how much they have learnt. Point out they will also get good training for the writing task.

LINKED ACTIVITIES

Workbook p. 92 / Self-check p. 93

oCheat sheet

(Student’s Book pp. 34 & 35)

Animal

Characteristics

Habitat

Food habits

Dangers

Scorpions

most species 5-10cm long; some species 20-30cm long

hot areas (eg: Africa and Argentina)

spiders, insects, mice, small lizards (they sting to capture their prey)

some species can kill small children or people who are not healthy

African killer bees

small (2-5cm), brown with black stripes

Europe, Africa and Central & South America

Poison dart frogs

very small (2-5cm), blue, red, yellow or orange

Central & South Africa

other insects

use their poison to kill their enemies

Taipan snakes

very long (2.5m)

Australia

mice, birds, lizards and other small animals

bite their prey to poison it, can kill humans

Blue ring octopuses

small (20cm), yellow and brown but change the colour of their rings when they get threatened

tropical water from Japan to Australia

attack intruders in swarms, sting and then die

bite to defend themselves, their poison paralyses victims

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END OF PROJECT >

Student’s Book p. 37

Game: Guess the animal It is time for students to prepare the game they have been planning along the unit. Guide them to follow these instructions: > Cut cardboard into an even number of rectangular pieces of the same size (approximately 5cm x 10cm). > Divide the cards into two sets (both will have an even number of cards). Stick animals’ pictures in one of the sets and write the information about those animals in the other set. > Make sure the back of the cards look exactly the same. > Display one set of cards on one side of the desk and the other set, on the other side. All the cards must face down. > In turns, each player will turn an information card and an animal card over. If both cards match, the player will keep the pair. If the cards don’t match, the player will show them to the other members and put them back, face down, in their place on the desk. > The player who collects the highest number of cards is the winner.

I can...

This section has been designed to help students to reflect upon all the lexical, grammatical and conceptual contents they have been working throughout the unit. Alternatively, values, which have been previously presented in class, have also been included. Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not. Allow them to ask about concepts that might not be clear enough, yet. If there is a need to confirm that they can actually produce the language functions, read them one by one aloud and have students give examples. If they still have difficulties, invite them to go through the unit and revise whatever they need to.

TAKE CARE OF OUR PLANET! IT’S THE ONLY ONE WE HAVE.

Do you take care of the environment? Our small actions can make a difference if we work together. You can separate and classify rubbish, you can take care of water and energy and you can love and appreciate trees and animals… We live on this planet, our home, and we are all responsible for it. Every little step can have a BIG impact. So, think about it! What can YOU do for our planet, our big home? (See special SEL section, pages 79-82)

better

the same

worse

My students …

• engage in classroom activities. • observe pictures to draw conclusions. • try to work out meanings on their own. • risk answers after having thought critically. • participate in class discussions. • use English to communicate in class. • reflect upon their responsibility in the teaching / learning process.

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EXTRA READING Let Chimps Be Chimps! We all enjoy watching chimpanzees in films and publicity. We think they are funny and adorable. But for sure, chimps must not like being in a film or television studio. When a chimpanzee “smiles” or “grins” in a TV commercial or in a film, it is because a person gives an order, usually with a gesture that the chimp fears or does not like. But is the chimp really smiling or we think so? Often, chimp trainers (and trainers of other animals who work for the entertainment industry) use punishment to make animals ‘learn’ to perform certain gestures or movements. So, we see the nice result but not the terrible process.

What do you know about chimps? Chimps are not monkeys – that’s a common mistake. Monkeys have got a tail but chimps have not. Chimps and monkeys are both mammals and primates, but chimps are part of a group called ‘apes’, a family that includes gorillas, orangutans and even humans in some biological classifications. Chimps are wild animals – their natural habitat is the forests of Central Africa. They can stand and walk like humans, but in their habitat, they usually walk on their two legs and arms. They make nests in trees. Of course, they don’t sleep in beds! It is true that chimps are similar to humans biologically. We share 98% of our DNA with chimps. They are very intelligent and sociable, and can be friendly or aggressive – just like humans. But their intelligence is not human intelligence and they are not friendly or aggressive for the same reasons humans are. As a conclusion, chimps can do many things humans do, but we must remember that they are not human. We must take care of chimps and protect them, as well as their natural habitat. So, let chimps be chimps!

This reading will help you to … > > > >

reflect upon animals’ rights. talk about animals and their habitats. discuss what people must or mustn’t do. say what animals can do.

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Language included: > > > >

Present simple Must / mustn’t Can / can’t Adjectives to describe positive and negative qualities

© Pearson

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What’s your choice? >

Student’s Book pp. 38 & 39

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UNIT GOALS Talk about places in town Talk about what you do in town Describe what people are doing Shop for different items Make suggestions Make arrangements Write a description of a scene

PROJECT Game: Guess the place in town

VOCABULARY Places and activities in town

Before you start

Have students observe the pictures and read the title of the unit. Ask: What is the choice about? How do people feel?

1

Tell students to start by matching the items they are sure about. Check the answers with the whole class and have students support their choices.

Answers 1. E 2. A 3. G 4. B 5. I 6. H 7. D 8. C 9. F

2

READING

Ask students what they can do in the different places.

Website article: The Science Interactive Museum

GRAMMAR Present continuous Countable and uncountable nouns A lot of / some / any / a(n) + nouns

Pandora box

LISTENING & SPEAKING Shop for different items Make suggestions

3

WRITING Write a description of a scene (articles and pronoun reference)

END OF PROJECT Prepare a game to play in groups.

This question enhances students’ use of previous knowledge to connect new information as well as it raises students’ awareness about the possibility of having a good time without necessarily having to spend money.

Have students establish connections between the quotes and the places.

Answers 1. flower shop 2. baker’s 3. newsagent’s 4. greengrocer’s 5. planetarium 6. mustn’t 7. bank 8. fast food restaurant

If students have access to ICT: > > >

>

Look for photographs of people in different places in town and print them. Use a word processor to describe the selected photographs (what are the people doing?). Prepare a set of cards for each place. Stick the photo of the place on one card and its description on the other card. Gather in small groups and play!

If students do not have access to ICT: > > >

>

Find photographs of people in different places in town. Describe the selected photographs. Prepare a set of cards for each place. Stick the photo of the place on one card and its description on the other card. Gather in small groups and play!

CLIL & CULTURE

LET’S WRAP IT UP!

The Planetarium

(See Answer keys, page 83)

Pandora box

4

This question enhances the integration of language, thought process and culture proposed by congnitive-functional linguistics. It also favours students’ lateral thinking skills.

Students will share their own experiences and thus get more involved.

PROJECT

Read the information about the Final project with the class. Ask them to look for as many different places as they can. Explain to them that they are going to learn the necessary language to be able to fulfill the task. This will turn the study of the unit more meaningful.

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VOCABULARY >

3

Student’s Book p. 40

Places and activities in town 1

Encourage students to identify places in the sketch of a neighbourhood. Ask individual students to point to and name the different places. Then invite students to work individually to number the pictures.

Answers 1. At a bank 2. At a museum 3. At a library 4. At a coffee shop 5. At a supermarket 6. At a clothes shop 7. At a school 8. At the post office 9. At the theatre 10. At the pharmacy 11. At a hotel 12. At a stationery shop

Have students write the sentences individually. Remind them of the use of frequency adverbs to enrich their sentences.

Answers Suggested answers: I often go to the cinema to see a film. I generally hang out with friends in the shopping centre on Saturday afternoons. I never rent films at the DVD shop. I rarely go online at internet cafés. I generally buy presents at the shopping centre near my house. I often go to the bank to pay bills for my mum. I always take the dog for a walk to the park. I buy a magazine at the newsagent’s once a week.

Pandora box Pandora box

2

Let students use their ICT devices or dictionaries to look up the words they don’t know. Value students’ autonomy explicitly so that they develop assertiveness and they dare taking risks and learning by doing.

Tell students to read the list of places a-i. Explain that they are going to listen to nine people talking about these places and that they will have to listen carefully to associate and identify the place people are referring to in each case. Play the audio and pause it at the end of each conversation to allow students to think and choose the correct option. Then play the audio again and tell students to write the words they used as hints. Discuss the answers with the whole class.

Answers

In order to check the answers, mention the activities and have students say where they can do it. This will be enough since Exercise 4 will be used to check the sentences in their full meaning.

4 a. Students will work in pairs to check the

sentences in Exercise 3. Have them take turns to ask and answer questions. Walk about the classroom to monitor how they are working.

b. Ask students to describe where the different

places are. Write these sentences on the board: The coffee shop is next to the stationery shop. The bank is between the hotel and the supermarket. The pharmacy is opposite the library. The hotel is near the museum. Read the sentences aloud and ask students to point to the different places. Then encourage students to describe where the different places are. Once the map has been described with the whole class, tell students they are going to play a game in pairs to see who remembers locations better.

a. 1 b. 5 c. 3 d. 9 e. 2 f. 6 g. 7 h. 8 i. 4

Audioscript

Track 24

1. Come on, let’s try on some clothes. I want a new dress. 2. Look at your hair. It’s so long! You need a haircut. 3. I’ve only got five euros, I must get some money out. 4. Let’s buy some food. We need milk, apples, tomatoes, fish and a chicken. 5. OK. Why don’t we meet there at three o’clock and play a computer game? 6. You must see that new film. It’s really good! 7. I don’t want to go out. Let’s rent a DVD for tonight. 8. I’m going to borrow some books to read on holiday. 9. We’ve got an hour. Let’s go and look at the shops.

Pandora box

Competitions will always demand a great effort on the part of students. Everybody will be willing to be the winner. And there is nothing more motivating than achieving success.

c. Ask students to draw the map on a sheet of

cardboard. Then have them swap their maps for further practice. A student describes where a place is, and another student identifies and names the place, eg: “the bank”.

LINKED ACTIVITIES

Workbook p. 94 / Self-check p. 99 / Extra Practice p. 17

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READING >

Student’s Book p. 41

>

Before you start

Guide students to identify the discourse genre. Direct their attention to the format and features characteristics of institutional websites. Ask them which institution the website belongs to (a Science museum).

1

Have students go over the text to see what it is about. Ask them how long it might take them to go around the museum, what is so special about it and why learning can be fun there. Encourage students to share other pieces of information that interested them.

2

Explain to students that logos are usually included to identify rooms in a museum, for example. Have them match each logo with its corresponding room of the interactive museum.

Answers 1, 6, 4, 7, 2, 3, 9, 5, 8

Pandora box

3

The logos will activate students’ encyclopedic knowledge, will help them to recall concepts more easily and will expand the meaning of words. When we “think” of a word, a whole net of ideas interconnect.

This question enhances critical thinking. The answer is not written in the text so students will have to draw their own conclusion based on their previous knowledge. Make sure they all know what “UNESCO” means. If they lack that concept, they won’t be able to answer.

Answers Suggested answers: You can touch things. You can listen to and see the sounds. You can see how light influences our perception of things. You can experiment a safe electric shock. You can play with magnets. You can learn about art, touch and feel textures.

Ask students to imagine they are going on a school outing to visit the museum and that they can only visit six rooms. As a whole class, they will have to decide the rooms to visit. Invite them to discuss the pros and cons of visiting each room. This activity will help them to develop their empathy as well as their tolerance towards differences. They will have to listen to each other and negotiate their plans.

Pandora box

5·6·7

Remember these questions aim at personalising the topic. Students are invited to participate by sharing information about their contexts. This is an important instance in the learning process because students will be to focus on meaning rather than on form. These questions will also help students to develop their communicative strategies because they will make their best to understand and to be understood.

Go to CLIL AND CULTURE, page 57.

Draw students’ attention to the CLIL logo and tell them they are going to read the text at the end of the unit. LINKED ACTIVITIES

Workbook p. 95 / Fast Finishers p. V

Answers Suggested answer: Probably because the UNESCO (United Nations Educational, Scientific and Cultural Organisation) sponsors this Science museum.

4

Ask students to do the exercise individually. They will have to read the text once again and memorise the things they want to list.

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GRAMMAR >

Answers

Student’s Book pp. 42 & 43

Present continuous >

Before you start

Ask students to go over the Grammar table. Draw their attention to the words in red. Go with them line by line in the three first ones. Make sure they understand that they can find hints of which auxiliary to choose to fill in the blanks. Then, let them work individually on the remaining lines. Walk about the classroom to see if they understand. If they don’t, provide the necessary help.

A. A: What are Mel and Becca doing? B: They’re buying a dress. B. A: What are Lily, Tom and Martha doing? B: They’re having lunch. C. A: What is Chris doing? B: He’s fixing a car. D. A: What are the children doing? B: They’re learning Maths. E. A: What are Sarah and Lisa doing? B: They’re waiting for the bus. F. A: What is Annabel doing? B: She’s walking the dog.

Pronunciation Remind students to use high fall intonation in open questions (wh- questions) so as to show they are interested in the information they are asking for.

Answers Affirmative: are, is, studying, are Negative: isn’t, reading, aren’t Questions: I, is, working, are, is, are Short answers: not, he, are, they

Pandora box

Use games to drill students. They will surely participate willingly if the competition is presented as to have fun. They will be focusing on the game so they will try their best not to make mistakes. Organise a Tic-Tac-Toe game to check understanding of the structure. Draw a grid and complete it in the following way: she / walk (?)

we / sleep (x)

I / write ()

I / speak (x)

it / jump ()

they / cook (?)

we / draw ()

they / run (?)

she / work (x)

2

Tell students to work individually to complete the conversation. Have them use the table as a reference in case of doubt. In order to check the answers, ask students to swap books and work on peer correction. Then nominate a pair to read the dialogue aloud.

Answers 1. are you doing? 2. are shopping 3. are walking 4. is playing 5. is Charlie doing? 6. is shopping 7. are they buying? 8. are buying 9. Are you buying 10. am not spending 11. is running out

Pandora box

Every time students read dialogues, try to implement some drama skills. Tell them to think of appropriate gestures and intonation to help their audience to identify the attitude.

3 a. Have students work individually to put the

words in order to make questions. Use Exercise 1b to check the answers.

1 a. Ask students to observe the pictures and then

match the people to the activities correspondingly. Let them share their work with their classmates.

Answers

Answers 1. Are your parents working now? 2. Is the teacher writing on the board? 3. Are we speaking English now? 4. Are your school friends shopping in town? 5. Are you listening to the teacher?

1. A 2. E 3. F 4. D 5. B 6. C

b. Use this exercise to check the answers in

Exercise 1a. Call students randomly to ask and answer questions.

b. Have students work in pairs to ask and answer the questions in Exercise 1a. Ask individual pairs to read the exchanges aloud so as to check the questions are correct. Remind students they can refer to the Grammar table to confirm how to give short answers.

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GRAMMAR Pronunciation Remind students that close questions (yes / no questions) are usually produced with rising intonation. Also point out that only content words (eg: nouns, verbs, adjectives, adverbs) should be stressed.

LINKED ACTIVITIES

Workbook p. 96 / Self-check p. 99 / Extra Practice pp. 14-16

Countable and uncountable nouns >

Tell students to identify the items individually. Allow them to use dictionaries, either online or paper, if they don’t know a word.

Answers

Ask students to observe the last Grammar box and to spot the new item “a / an”. Encourage them to state the rule that corresponds to this item (it’s used with singular countable nouns). Remind them when to use “a” or “an”. Encourage students to choose the correct options individually, relying on what they have understood. Then let them check by referring to the Grammar boxes. Finally, ask individual students to read the sentences aloud to share the answers with the class.

Answers 1. some 2. some 3. some 4. any 5. a lot of 6. any 7. any

PROJECT

Invite students to go on working for their Final project. Tell them to go over the tips and remind them they have to plan their project tasks so that they can be ready for their presentation on time.

1. C 2. C 3. U 4. U 5. C 6. U 7. U 8. U 9. C 10. C

Pandora box

A lot of / some / any / a(n) + nouns

5

Before you start

Ask students to translate the heading “Countable and uncountable nouns”. They will easily infer the meaning because the words are similar to Spanish. Encourage students to observe the Grammar table and discover the rule. If they can’t do it on their own, ask them which nouns have a plural form.

4

Ask students to complete the chart with information from the Grammar box. Guide students to discover that the forms are the same for both countable and uncountable nouns.

To check the answers in Exercise 4, draw two big circles on the floor and label each one with a letter “C” and “U” correspondingly. Ask one student at a time to name an item and to stand inside the correct circle. In order to leave the circle, students will have to say an item corresponding to the other category.

LINKED ACTIVITIES

Workbook p. 97 / Self-check p. 99 / Extra Practice pp. 15 & 16

A lot of / some / any + nouns Ask students to observe the Grammar box. While they are doing so, draw the following chart on the board (do not include the answers): Countable nouns

Uncountable nouns

Affirmative

some / a lot of

some / a lot of

Negative

any

any

Interrogative

any

any

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LISTENING AND SPEAKING >

they can recall. Give them some minutes and then tell them they will have to give the correct version of the false statements. Play the audio. Check the answers with the whole class.

Student’s Book pp. 44 & 45

Shop for different items Tell students they are going to listen to people shopping in Great Britain.

Answers 1. F 2. T 3. F 4. T

Pandora box

1

Explain to students that the currency in Great Britain is the “pound”. Write “£10” on the board and read it aloud: “ten pounds”. Help students to notice that the symbol is included before the number in the written form, but when we say the price, the word “pound” is mentioned right after the figure. Write “£3.50” and read: “three pounds, fifty pence”. Tell students that “pence” is the plural of “penny” and that there are 100 pence in a pound.

Ask students to identify the different shops and say what they can do / buy in each of them.

Answers Suggested answers: Pharmacy: I can buy medicines. Library: I can borrow books. Clothes shop: I can buy a jacket. Supermarket: I can buy food.

2

Tell students to look at the shopping list and decide where the boys are. Then ask them to read the instructions and get ready to listen to the audio. Play it and give students time to complete the task. In order to check the answers, ask students to name the items they are not buying.

Audioscript

Sam: Ok, Tim. Do you have mum’s list? Tim: Yes, it’s in my pocket. Here you are. Sam: WOW. Why do we have to buy so much fruit? Tim: Mum wants to make some fruit juice for Susy’s birthday and she doesn’t have any fruit in the fridge. Sam: Mmm fruit juice... delicious. Let’s go to the fruit aisle. Tim: Pick up some of the bananas that are over there and four apples. Sam: How many bananas? Tim: Five. Sam: Done. Tim: Next? Sam: One kilo of strawberries and a bag of grapes. Tim: Give me a minute. I am afraid there aren’t any bags of grapes left. Here are the strawberries. Tim: OK. Are we ready to go? Sam: No, wait. There is more. We need six plums and eleven oranges. Tim: Eleven? That’s a lot. Ok. Check and check. Sam: And 5 bottles of water and 5 bottles of milk. Tim: Let’s move then. Those things are in the last aisle. Sam: Let’s go! Tim: Ready? Can we go now? Sam: Yes, let’s go to the check out.

4

Answers Items they buy: bananas, apples, strawberries, plums, oranges, water, milk Items they are not buying: blueberries, grapes, orange juice, peaches

Tracks 25 & 26

Tell students they are going to listen to three conversations and that they will have to identify where each of them takes place. Play the audio and pause it after each conversation for students to write the word(s) that help them to make their choice. Check with the class.

Answers 1. c 2. b 3. a

Pandora box

Every time students are asked to list what is not mentioned, they are forced to change their focus of attention. Deconstructing fixed patterns enhances lateral thinking and creativity. It also helps students to understand that there is always, at least, one more option.

5

Have students read the questions related to the different conversations and invite them to anticipate the answers. Play the audio and pause it after each conversation to check with the whole class.

Answers

3

Encourage students to risk deciding whether the statements are true or false with the information

1. white 2. 12 3. classic 4. 10th 5. 10 6. 11

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LISTENING AND SPEAKING Audioscript

Tracks 27 & 28

CONVERSATION 1 Rose: Hi! Have you got this dress in white? Assistant: Yes, it’s over there. What size do you need? Rose: Medium, please. Assistant: Here you are. Rose: It is very nice. How much is it? Assistant: 12 pounds. It’s on sale. Rose: That’s good. I’ll take it. Assistant: Ok, perfect! That’s 12 pounds then. Rose: Here you are. Assistant: Thanks for buying. Have a nice day. Rose: Bye. CONVERSATION 2 Assistant: Can I help you? Ben and Carol: Yes, we are looking for a classic, “The Happy Prince”. Assistant: Ok, let me see if I have it. Yes, it’s on the tenth shelf. Ben and Carol: Great! Can we take it out? Assistant: Yes, you need to give me your personal information and you can borrow it for fifteen days. Ben and Carol: Ok, fantastic. We’ll take it. Assistant: Would you like another book? Ben and Carol: It’s ok for now, thanks. CONVERSATION 3 Assistant: Hi. Can I help you? Beth: Yes, I am looking for some aspirin and bandages. Assistant: Ok. Would you like a box of 20 pills or a blister of 10 aspirin? Beth: One blister is fine. Assistant: Great. Here you are. Anything else? Beth: That’s it. How much is it? Assistant: The aspirin is 5 pounds and the box of bandages is 6 pounds. It’s 11 pounds. Beth: Here you are. Assistant: Here is your change.

Audioscript

Track 29

Rose: Hi! Have you got this dress in white? Assistant: Yes, it’s over there. What size do you need? Rose: Medium, please. Assistant: Here you are. Rose: It is very nice. How much is it? Assistant: 12 pounds. It’s on sale. Rose: That’s good. I’ll take it. Assistant: Ok, perfect! That’s 12 pounds then. Rose: Here you are. Assistant: Thanks for buying. Have a nice day. Rose: Bye.

Make suggestions For the sake of continuity, tell students that when we go out with friends, we usually negotiate our plans, ie they can either be accepted or rejected. When we reject a suggestion, it is polite to give a reason.

7 a. Have students work individually to do the

matching. Ask them to underline the expressions used for making suggestions, eg: “What about…” / “Why don’t we…” / “Shall we…” / “Let’s…”. Then ask some students to read them aloud.

Answers 1. d 2. a 3. c 4. b

b. Play the audio for students to check whether

their answers are correct or not. Then ask them which offers are accepted (4-a; 3-c).

Pandora box

6

Ask students what all the conversations have in common (in all cases people take something home) and what is different in the second conversation (people don’t mention money). This will activate critical thinking. Students will have to compare and contrast the information, use their encyclopedic knowledge and draw conclusions.

Suggest students to anticipate the answers they can recall. Then play the audio and give them time to complete the task. In order to check the answers, ask two students to read the dialogue with meaningful intonation. Remind students to use gestures that express the interactants’ attitudes.

8

Have students invite each other to do different activities. The images will serve as hints for them to suggest what to do. Tell them to accept and reject the invitations alternatively. Walk about the classroom to help students if necessary.

ACTIVITIES

Tell students to work in pairs. Indicate Student A to go to page 73 and Student B to go to page 75 where they will find the instructions. In turns, they will tell what people are doing and guess where they are. They will complete a grid with this information.

Answers 1. white 2. size 3. medium 4. much 5. 12 6. sale 7. are 8. nice

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WRITING >

Student’s Book p. 46

Write a description of a scene >

Before you start

Draw student’s attention to the picture. Ask leading questions so as to have students describe it, eg: What type of building is it? Where is it? Is it big or small? How many windows has it got? Why are there so many people walking around?. Go over the Writing rule box with the whole class. Make sure all students understand the difference between definite and indefinite articles.

1

Tell students to complete the text. To check the answers, ask students to justify their choices based on the rule in the Writing box above.

Answers 1. a 2. an 3. the 4. a 5. the 6. the 7. a 8. the 9. the 10. an 11. a

Go over the second Writing rule box with the whole class.

2

Pandora box

As a follow-up activity, invite students to do these variations of “Picture Dictation”. Here are two possibilities: 1. Prepare the description of a picture in advance. Read the description aloud and slowly so that students can draw what you describe. Then show the picture to the class and ask students to compare their drawings with the real picture. If a student has any differences, encourage her/him to describe them. 2. Have students sit in groups of four to six. Ask one member of the group to draw a very detailed picture on a sheet of paper. Then they will take turns to pass the picture around and to describe it to the member of the group on her/ his right. Once all students have drawn the picture according to their classmate’s description, they will share their drawings to compare and contrast them (all pictures should be as similar as possible) so as to see how accurate they have been while describing. Finally, invite students in each group to write a description of the picture.

Tell students to do the matching individually. Ask one student at a time to read the matching aloud to check with the whole class.

Answers 1. c 2. a 3. b

Pandora box

3

Ask students to read the text in Exercise 1 and to underline the pronouns. Then ask them to identify the words they refer to.

Tell students now it is their turn to write. They will have to follow the instructions and finally share their writings in groups. So as to add fun, explain to them that they should describe similar photos so that it is more difficult to identify the correct one.

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END OF PROJECT >

Student’s Book p. 47 Remember this section has been designed

Game: Guess the place in town

I can... to help students to reflect upon all the

lexical, grammatical and conceptual contents they have been working throughout the unit. Alternatively, values, which have been previously presented in class, have also been included. Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not. Allow them to ask about concepts that might not be clear enough, yet. If there is a need to confirm that they can actually produce the language functions, read them one by one aloud and have students give examples. If they still have difficulties, invite them to go through the unit and revise whatever they need to. From now onwards, it would also be profitable to lead students to reflect upon how class discussions have influenced their points of view and opinions.

It is time for students to play the game they have been preparing along the unit. They should have tried to be creative when choosing the places to include in their games (they should not be the usual ones). Guide students to follow these instructions: > Cut a sheet of cardboard paper into pieces of the same size (about 5cm x 10cm). > Stick the pictures on one set of cards and write what people are doing on the other set. > Display the picture cards on one side of the desk and the description cards on the other side. Get ready to play: In turns, a player from one group will pick a description card at random and read it aloud for the members from the other group to identify the corresponding picture card. If they do it right, they will keep both cards. The group who collects the highest number of cards is the winner.

AND CULTURE >

Student’s Book p. 48

Answers 1. The Planetarium is in the city of Buenos Aires. 2. It is a place where you can learn about space. 3. The activities are for everyone. 4. There is a lake next to the museum.

The Planetarium Remember that this section aims at helping students to find pleasure in reading. Encourage them to read on their own. Invite them to use dictionaries, but also remind them to infer meanings from the context.

Pandora box

1

It is important to empower students by enabling them to use their Spanish encyclopedic concepts to speculate and/or infer the meanings of English words. We can help them by pointing out that certain Spanish words derive from English and that they can use the similarity in their spelling, for example. We should also advise them to check if their assumption is correct by taking into account the context.

To check the answers, ask one student to read one statement and another student to correct it if needed.

2

This task is for students to identify specific information. Ask them to do it individually. Then they can share their answers with their classmates.

Answers Name of Museum: Galileo Galilei Location: Sarmiento Avenue and B. Roldan, Palermo Useful to learn about: space, the planets, the stars Shows: music shows

3

This task is intended to personalise the topic. Ask students to discuss the answers as a whole class, making sure that they listen to each other and respect their classmates’ opinions.

Pandora box

Ask students to prepare a speech answering all the questions. Give them time to organise their ideas, write them down and rehearse.

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EXTRA READING Far From Home…

From

Nancy Maughlin

To

David Maughlin

Subject

How’s the family?

+

–

NEW MESSAGE

Hi Dad! I’m writing now because we’ve got a break and I’m at the school cafeteria having a snack. The classes I’m taking are excellent and the course is very interesting, but I miss you all! What’s mum doing? I know! At this time she’s cooking! Is she making her famous chicken with garlic? Food here is not very good. I usually eat some sandwiches for lunch at a fast food restaurant near the school! Then I have dinner with my host family in the house. And Jean and Mark? Are they doing their homework or are they buying clothes at the shopping centre next to the park? Ha-ha. There is a big shopping centre in town, but it is not near the house, so I don’t go there often. There is a supermarket near school and I can buy food, but I can’t get any school supplies! Good thing: it is next to the library, so I usually study or do my homework and then go shopping. And Happy? What is my little puppy doing? Is he sleeping on the sofa? Or is he out in the garden eating mum’s plants? We need to get a dog trainer and teach him good manners! I must go now. I need to meet Clara, my new friend. We are going to the library to borrow some books. Shall we skype this weekend? How about on Saturday afternoon? I want to see mum and my little brother and sister! Here are some pics from yesterday at the park.

Love you all! Nancy Send

A

+

This reading will help you to … > > >

describe what people are doing. talk about places in town. make suggestions / arrangements.

Language included: > > > > >

58 Photocopiable

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Present continuous Indefinite and definite articles Vocabulary: shops / things to buy Countable and uncountable nouns: some / any Shall we …? How about …?

© Pearson

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ICT in our lives >

Student’s Book pp. 50 & 51

>

UNIT GOALS Talk about uses of computers and mobile phones Describe personality Talk about what people usually do Talk about what people are doing Compare what people are doing with what they usually do Ask about a person Write a description of a picture

Before you start

Go over the title (“ICT” stands for: “Information and Communication Techonology”). Ask: Why “in our lives”? Can they imagine their lives without ICT?

1

Tell students to match the images (A-I) with the descriptions (1-10).

Answers 1. E 2. C 3. A 4. I 5. A 6. G 7. H 8. F 9. B 10. D

PROJECT Pecha Kucha presentation

VOCABULARY

2

Uses of computers and smartphones Adjectives of personality

Have students spot the items they use and explain what they use them for. Encourage them to add other items they use. Invite all students to participate in this sharing.

READING Online forum: Is ICT good or bad?

GRAMMAR Present simple and present continuous Object pronouns

Pandora box

LISTENING & SPEAKING Compare what people are doing with what they usually do Ask about a person

WRITING Write a description of a picture

3

Encourage students to comment on this. Ask them when, how, what for and for how long they communicate.

4

Ask students to write their lists individually. Then they will share their list with the whole class.

END OF PROJECT Prepare a Pecha Kucha presentation about technological devices.

Since students are digital citizens, they will all surely engage in participation. Nevertheless, sharing ideas about what ICT means to them will expand their concept about it. Evidence shows that teenagers are aware of the communicative potential of ICT, but not all of them know all the uses that might help them to learn better.

If students have access to ICT: > >

> >

Look for 5 images of people using technological devices. Use a word processor to describe what the people in the photographs are doing and what you imagine they usually do. Save the file. In groups of four, assemble the slides in a presentation following the instructions in the book. Each member should rehearse her/his part. Optionally, you may record it and then attach the sound file to the presentation.

If students do not have access to ICT: > > >

Look for 5 images of people using technological devices. Describe what they are doing and what you imagine they usually do. Make a poster and present it to the class..

Pandora box

Help students use ICT to its full potential. If they have access to ICT, give them 5 minutes to create an online document with the whole class. If they don’t have access to ICT, tell them to form buzz groups (See Cheat sheet for teachers, page 66) and then ask a student from each group to gather and share lists to complete one for the whole class.

PROJECT

Read the information about the Final project with the class. Explain to the students what a Pecha Kucha presentation is. (See Cheat sheet for teachers, page 66)

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VOCABULARY >

Student’s Book p. 52

Uses of computers and smartphones 1

Ask students to solve this exercise individually. If they have any queries, they can wait till the sharing moment. Check the answers with the whole class.

4

Ask students to complete the text individually. To check the answers, ask one student at a time to read a sentence. Use this activity to check pronunciation as well.

Answers Suggested answers: 1. excited 2. cool 3. crazy 4. sleepy

Answers do research, google something, play online games, post photos, send WhatsApp messages, update a status on social networks, use Facebook

Pandora box

2

To cater for kinesthetic students, read the list aloud and ask students to stand up when the activities they have circled are mentioned. To make the task a bit more demanding, alter the order of the activities.

Pandora box

LINKED ACTIVITIES

Ask students from different extremes in the classroom to read. In this way, you will keep them attentive because they will not know who follows. Alternatively, read or write a word for students to find the sentence where the word is and read it aloud. In this way, you will be checking the answers while students have fun.

Workbook p. 100 / Self-check p. 105 / Extra Practice pp. 19 & 21

Tell students to complete the texts individually. Then check with the whole class. Encourage students to listen to their classmates and check whether their answers coincide. If they don’t, they should put up their hands to say what they have written instead.

Answers Suggested answers: 1. play online games 2. uses Facebook 3. sends messages 4. call her friends 5. send messages to her family 6. takes selfies

Adjectives of personality Have students observe the Grammar box and ask them if they remember the rule for adjectives presented in Unit 1. Elicit the rule from them and write it on the board, eg: verb to be + adjective / adjective + noun.

3

Ask students if the emojis are familiar to them and if they use them when texting. Then tell them to match the images (A-H) with the meanings (1-8). Check with the whole class.

Answers 1. C 2. G 3. A 4. B 5. F 6. D 7. H 8. E

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READING >

Student’s Book p. 53

>

Before you start

Ask students to observe the text and decide where they are likely to find it. Tell them to identify the hints they use to decide on the discourse genre.

1

Encourage students to go through the posts quickly and to look for hints to answer the question. Have them justify their answer.

Answers Suggested answer: They are probably teenagers.

4

Have students answer individually. When checking, ask students to state the complete idea orally, eg: Eugenia is doing school work with ICT.

Answers 1. Eugenia 2. Alicia 3. Graciela 4. Eugenia’s mum 5. Alicia

5

Tell students to do the activity individually. Ask them to write the correct version of each false statement. In order to check the answers, ask students to read only the negative and affirmative versions of the corrected statements. They will have to pay more attention in case someone skips an answer or corrects one which is true.

Answers Pandora box

2

3

None of the posts state the age of the writers, so students will have to infer it from what the people say. This will be demanding because they will have to identify hints. Students are likely to disagree, but disagreement will help them to become aware of the fact that, sometimes, reality depends on the perspective we take. Help students to develop tolerance of differences.

Tell students to reread the entries and answer. Ask them to spot the ideas which support their choices. Check with the whole class. Encourage most students to participate so as to enrich the discussion. Ask students to complete the lists in groups of four. Each member can read one entry and then they share their findings. They can self-assess using the texts.

1. F 2. T 3. F 4. T 5. T 6. T 7. T 8. T 9. T

6·7·8

Remember this section is intended to personalise the topic. Invite students to discuss the questions in small groups so that everybody participates and gives her/his opinion. Then a spokesperson from each group will report the conclusions and the whole class will agree or disagree.

Pandora box

LINKED ACTIVITIES

The questions to be discussed aim at helping students to raise awareness as regards possible dangers ICT might expose them to. Discussion on these dangers is expected to lead to the responsible use of ICT.

Workbook p. 101 / Extra Practice p. 19 / Fast Finishers p. VI

Answers Device: Smartphone Use: to chat, to get extra practice material, to listen to music Device: desktop computer Use: to look for information Device: laptop Use: to do homework, to upload photos Device: tablet Use: play video games, chat with friends

Pandora box

Self-assessment allows students to take responsibility of their own process and, at the same time, gives them the possibility to develop learning strategies which will enable them to become autonomous learners.

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GRAMMAR >

Student’s Book pp. 54 & 55

__________ __________

Present simple and present continuous >

Before you start

It is important for us teachers to bear in mind that, since both tenses describe present time, the distinction between these two structures will be focused on “aspect”, ie the way a speaker wants others to understand the situation they are describing. Elicit from students the use(s) of the present continuous (to describe an action in progress) and the present simple (to express habits, routines, things we think are not going to change). Encourage them to give an example of each of the uses. Ask students to study the Grammar table paying special attention to the verbs in red. Encourage them to fill in the missing words.

Answers Present simple: plays Present continuous: using, are, chatting, are

Analyse the present simple. Ask students what is special about the affirmative form (the verb in third person singular adds -s). Then elicit from students how the negative and the interrogative form are structured. Draw these charts on the board if needed:

am

__________ __________

__________

is

__________

are

__________

Lead students to observe how the negative and the interrogative forms are structured. Remind them that there are only two negative contracted forms (“isn’t” and “aren’t”). Elicit examples.

1

Ask students to categorise the time expressions. Check with the whole class.

Answers Present simple: always, usually, every day, once a week Present continuous: right now, now, today

2

Have students do the exercise individually. Tell them to circle the words or expressions that justify their choices. Check with the whole class.

Answers 1. uses, is asking 2. send, am recording 3. Does she update, takes says, is doing 4. are you doing, am playing, am listening 5. googles, wants, doesn’t have, is reading

3

Tell students to write the sentences. Ask one student at a time to read one comparison.

Interrogative I you we they

Do

Answers play video games?

she he it

Does

Suggested answers: Mark usually has breakfast in the kitchen, but today he’s having breakfast in bed. Mark usually has lunch in his office, but today he’s having a barbecue at home. Mark usually works in his office, but today he’s resting in his living room.

Negative I You We They

do not don’t

She He It

does not doesn’t

Pronunciation Tell students that rising intonation is used in the first clause to anticipate that we are going on talking, and that falling intonation is used in the second clause to signal that we have finished our message.

play video games.

Guide students to observe that the -s is included in the auxiliary “does”. Go over the present continuous. Draw students’ attention to the verb to be. Write this on the board and have students complete it with the corresponding pronouns:

4

Students will surely get involved because they will be speaking about their own experiences. Walk about the classroom to provide them with the vocabulary they might need to work on authentic communication.

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GRAMMAR 5

Tell students that, in order to do this task, they will have to think about the use of present simple and continuous, and also about their forms. To check the answers with the whole class, ask students to read the sentences aloud.

Answers 1. is always 2. sends 3. to me 4. gets 5. are taking 6. is having 7. a lot of

Answers 1. Jimmy does his Maths homework without his calculator. 2. At the moment, he is doing mental maths. He very good at it! 3. His teacher is very strict. 4. She doesn’t want his students to have their mobiles on when she is giving a class. 5. Jimmy and his friends aren’t happy about this. 6. They are using their phones.

Pandora box

Encourage students to go back to previous units for help so as to show them that they are not studying atomised units, but interconnected lexical and grammatical fields which are recycled all the time. Help them notice that by making use of previous knowledge they can reinforce new learning.

Object pronouns Draw students’ attention to the example and have them work out the rule. Ask volunteers to read the patterns to share the answers with the whole class.

9

Tell students to complete the text individually. Then ask them to swap books in order to work on peer correction. Finally, ask a volunteer to read the whole text to check the answers with the whole class.

Answers subject; object; object

Answers 1. is taking 2. are looking 3. posts 4. edits 5. is having

6

Tell students to use the rules in the Grammar box to do the exercise. When checking, ask them to justify their answers by referring to the rules.

Answers 1. They chat with me. 2. Do you want to use it? 3. He gave her a flower. 4. I’m listening to you. 5. We’re writing to him. 6. It’s for them. 7. She’s talking to us. 8. They’re looking at you.

7

Guide students to observe the pronouns in Exercise 6 to complete the table. Tell them to work in groups of four to share their conclusions. Finally, ask volunteers to complete the chart on the board.

LINKED ACTIVITIES

Workbook p. 102 / Self-check p. 105 / Extra Practice pp. 19 & 20

PROJECT

Invite students to go on working for their Final project. Read the tips aloud and make sure students understand what they are expected to do. Suggest them surfing the net to download funny, interesting pictures to use in their presentations. They can also take selfies to illustrate their presentations.

Answers Object Pronouns: me, you, him, her, it, us, them

8

Have students do this exercise individually. Suggest them going back to Units 2, 3 and 4 to check, in case they have any doubt. They can also find help in the Grammar Review section of the Workbook corresponding to those units.

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LISTENING AND SPEAKING >

Student’s Book pp. 56 & 57

Compare what people are doing with what they usually do >

Before you start

Ask students to observe the pictures attentively. When describing the pictures, they will be able to reinforce the use of the present continuous and it will also serve as input to aid the preparation of their presentations.

1

Have students point to the pictures and describe orally what they think the people are doing in each case, eg: In this picture, the teenage boy is taking a selfie.

Pandora box

Draw students’ attention to the possible different perceptions of the same picture. Let students describe what they see and, if a student describes the same picture in a different way, explain that reality is perceived according to our own experience.

2 a. Tell students to go through the list of devices in

advance to make sure they know the meaning of all the items. Play the audio and give students some minutes to tick the items that are mentioned.

Answers mobile, camera, e-book, laptop, games console

b. Have students write down the devices that have

not been mentioned. To check the answers in Exercise 2a and 2b, just use the list presented in b. This will force students to go back to the previous exercise once again and reread the whole list.

Answers joystick, MP3 player, TV set

3

Tell students to read the sentences and options and try to anticipate the answers. Play the audio for them to confirm and/or correct their answers. Pause it to check with the whole class.

Answers 1. b 2. b 3. b 4. b 5. b 6. a 7. a 8. b

4

Ask students to read the statements to see whether they are true or false. Tell them they will have to correct the false ones. Play the audio and let students share their answers with their classmates. Then ask one student at a time to read one statement aloud and to correct it, if needed.

Answers 1. F 2. F 3. T 4. F 5. F 6. T 7. T 8. T

Audioscript

Tracks 31-34

Hi! I’m Mandy. I have to prepare a Pecha Kucha presentation about technological devices for a school project. I have some slides already prepared. I am going to present some photos of my friends. Let me show you some. Picture A This is my friend Mark. He loves going to the park. He enjoys doing his school homework outdoors, but he always takes his mobile with him. He never forgets it. In this photo he is studying History at Green Park. Well, he is not studying right now, he is smiling at the camera and taking a selfie. I think studying outdoors is an excellent idea. Picture B My next slide is about my classmate Joanna. Her favourite possession is her ebook. It is brand new. She likes reading plays and comics and she enjoys going to the park with her ebook. Her problem is that she is a bit lazy with her Maths homework. She says it is too easy. Here she is at the park. She is reading the new issue of the comic she is into now! Her parents don’t know how to make her study. She says it is a piece of cake, but she shouldn’t be so sure of herself. Picture C Then I will present Alexandra. She is my neighbour. She is very quiet. She doesn’t like dancing, but she loves watching online videos about music. Then, she shares them on her online social network with her friends. Right now she is in the garden. She is watching a new One Direction video. She loves them, especially the guy with long hair. I would love if we could join a dance class together. Being on the laptop all day does not help with her shyness. Picture D And now... I will talk about a picture of me. As you can see I am very sociable. I have many friends, but Sol is my BFF. We are usually together and she comes to my house more than three times a week. I like to hang out and invite my friends home. In this photo Sol is showing me a picture of Snoop sleeping on the sofa. He is upside down completely relaxed with its tongue falling off its mouth. It is a very crazy picture. My dog is so funny. He is the best! Picture E And the last slide of the ones I have prepared so far is about Mark and Paul. They are classmates. Their favourite past time is playing online games. If they could, they would play in front of the screen all day. In this photo, they aren’t playing an online game. They are with a games console and they are sitting in the living room. They seem to be having an excellent time. I can imagine their laughs and shouts. I suppose Paul is about to win the game! After the game, it’s homework time! That is what Paul’s mum says. Well I must go on, I have to prepare 20 slides in total. Let’s get working!

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LISTENING AND SPEAKING Ask about a person 5

ACTIVITIES

Tell students they are going to listen to yes / no questions and their short answers. Play the audio, let students listen to a question, pause it, ask them to give the short answer, and finally play the audio for them to check. Repeat this procedure until you’ve played all the questions and their answers.

Have students work in pairs to solve the information-gap activity. Ask Student A to go to page 73 and Student B to go to page 75. In turns, they are going to find out information about the list of people their classmate has made. Then they will have to give information about their own list of people. Walk about the classroom to monitor their work..

7 a. Model the dialogue with the help of a student.

Answers 1. Yes, she does. 2. Yes, they do. 3. Yes, it is. 4. No, she doesn’t. 5. No, she isn’t. 6. Yes, she does. 7. Yes, he is. 8. No, they aren’t.

Pay special attention to pronunciation. Then have them work in pairs. Walk about the classroom to make sure students are reading it meaningfully.

b. Tell students to use the dialogue in Exercise 7a Audioscript

Track 35

1. Does Mandy usually invite her friends? Yes, she does. 2. Do the girls meet every Friday? Yes, they do. 3. Is Mandy’s dog friendly? Yes, it is. 4. Does Joanna always do her Maths homework? No, she doesn’t. 5. Is Alexandra chatting online? No, she isn’t. 6. Does Sol usually take photos? Yes, she does. 7. Is Mark reading a text message? Yes, he is. 8. Are Mark and Paul playing online games? No, they aren’t.

6

to work on parallel conversations. They will have to ask and answer about the people in the box.

Pandora box

Tell students they are going to listen to a new set of questions. In this case, they will have to identify the main stress to signal the information the speaker wants to find out. Ask them to underline the word they perceive as highlighted.

Answers 1. What’s his name? 2. What’s he doing? 3. How old is he? 4. What’s he like? 5. Is he on Facebook?

Games are always highly motivating. Invite students to play games every time there is some spare time. Here is a suggestion: Divide the class in two groups. On separate strips of paper, have each group write 5 sentences using the Present simple with adverbs of frequency and 5 sentences using the Present continuous. Put the groups’ sentences in two separate piles on your desk. In turns, ask a volunteer from each group to come to the front, pick one of her/his group’s sentences at random and draw what it describes. The members of her/his group will have to say the sentence corresponding to that picture using exactly the same words they have written before. The winner will be the group that guesses the highest number of sentences. Include some rules in case students need them, eg: Students can only have three attempts to guess the sentence. Alternatively, use the sentences to play “Charades” so as to have students perceive the difference in the use of frequency adverbs with their bodies (they will have to represent words such as “now”, “always” or “never” through mime and gestures).

Pronunciation Draw students’ attention to the difference in intonation between questions in Exercise 5 and 6. Ask them to read them using the correct pronunciation.

LINKED ACTIVITIES

Workbook p. 103

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WRITING >

Student’s Book p. 58

Write a description of a picture >

Before you start

Ask students to look at the text and decide who the girl in the picture is. Ask them to describe what she is doing. Then ask students who is writing the description (Vicky’s cousin) and how they know it (it says, “This is a picture of my cousin Vicky.”).

1 a. Ask students to read the text and answer the questions.

Answers 1. She’s nice, friendly and nice to be with. 2. She’s watching an online stand-up comedy.

b. Tell students to underline the conjunctions

they find. Elicit what kind of information they link.

2

Tell students to answer the questions individually. Then check the answers with the whole class.

Answers 1. She’s nice, friendly and real fun to be with. 2. She’s watching an online stand-up comedy. 3. She takes her laptop everywhere. 4. She uses her computer to look for information, edit photos and read online news. 5. Yes, she is chatting with a school friend. 6. It’s Friday. 7. No, she doesn’t.

3

Students have already gone over the suggested rules, and have been presented with and analysed a sample description. Now they are ready to write their own description. Read the instructions aloud and make sure they all understand what they have to do. Tell students to use the questions as a guide.

Pandora box

Answers She usually looks up information, edits photos and reads online news. She’s real fun to be with so we always have a great time together. She always takes her laptop everywhere but she doesn’t always use it to watch videos. She is with her hands on the keyboard because she is also chatting with a school friend.

Suggest students using this description as one of the captions in the Pecha Kucha presentation. Encourage them to describe friends using different devices. In that way, they will be preparing part of their Pecha Kucha presentation.

LINKED ACTIVITIES

Workbook p. 104 / Self-check p. 105

Go over the Writing rule box and read about conjunctions with the whole class. Check whether their guesses were right or not. Tell students to go back to the text and find sample sentences of present continuous and present simple. Ask them what the different sentences refer to.

Writing rule

Go over the second Writing rule box with the whole class. Have them confirm or correct their inferences about the use of tenses in the sample text.

oCheat sheet

(Student’s Book pp. 50 & 51)

Buzz groups: consist of small groups where students discuss topics quickly. Pecha Kucha presentation: implies choosing 20 images which give a hint, but do not show explicitly what you want to say. Students have to speak only 20 seconds on each slide, so they have to plan and rehearse what to say. Students can record their texts and insert them in the presentation.

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END OF PROJECT >

Student’s Book p. 59

Pecha Kucha presentation It is time for students to prepare the Pecha Kucha presentation they have been planning along the unit. Guide them to follow these instructions: > Use the photographs and descriptions you have prepared in the Writing section to organise some of the slides. > Add the necessary pictures to complete 20 slides. Prepare the descriptions. > Remember you cannot use neither more nor less than 20 seconds per slide. Use simple sentences. > Rehearse what you are going to say and check the time you spend. Make the necessary changes. > If you think you are going to be too nervous, you can record your speech and insert it in the presentation. You can use Audacity or any other recording device compatible with your computer.

Remember this section has been designed

I can... to help students to reflect upon all the

lexical, grammatical and conceptual contents they have been working throughout the unit. Alternatively, values, which have been previously presented in class, have also been included. Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not. Allow them to ask about concepts that might not be clear enough, yet. If there is a need to confirm that they can actually produce the language functions, read them one by one aloud and have students give examples. If they still have difficulties, invite them to go through the unit and revise whatever they need to. It would also be profitable to lead students to reflect upon how class discussions have influenced their points of view and opinions.

DISCONNECT TO CONNECT!

Technology is a great tool for communication. Today, there are many different ways to communicate technologically. We can even communicate our emotions by means of emoticons. But, is this enough for real communication? Sometimes, this type of communication can bring problems because people can’t understand what we mean or they misunderstand our messages. Why? What’s missing? Remember technology CANNOT replace the tone of your voice, the look in your eyes or the touch of your hands. If you really want to connect, think about “disconnecting” your devices and the real communication will start! (See special SEL section, pages 79-82)

better

the same

worse

My students …

• engage in classroom activities. • observe pictures to draw conclusions. • try to work out meanings on their own. • risk answers after having thought critically. • participate in class discussions. • use English to communicate in class. • reflect upon their responsibility in the teaching / learning process. • reflect upon issues dealt with during the lesson and how they can be implemented in everyday life. 67

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EXTRA READING The New World of Images When we are talking to other people – in person or on the phone – we can “see” their emotions on their faces or through their gestures, or in their tone of voice. That is called non-verbal communication. Is our interlocutor being friendly or aggressive? Is our teacher happy or sad with our marks in the test? Is our friend angry, worried or excited? We can learn that by watching and hearing people more than from the words they use. Nowadays, we don’t phone our family or friends very often, but we communicate via instant messages most of the time. This way of immediate communication provides people with a set of icons to represent not only part of their messages but also their emotions. They are called “emoticons”. Many of these basic icons can help people replace the tone of voice on a phone conversation or the expressions and gestures in face-to-face communication. Emoticons, as well as emojis, are essential elements on all social networking sites. Some communicators think that, little by little, they will even replace the use of abbreviations, such as: “LOL” (laugh out loud) or “OMG” (Oh, my God). What do you think about that?

What’s the difference between emoticons and emojis?

Emoticons (short form for ‘emotion + icon’) express mainly emotional states, while emojis express complete ideas in just a few characters. For example, you can use the image of a clock, a bus and a school building to send a three-character message expressing: “It’s time to take the bus to go to school.” Older people find it difficult to understand this way of communication because their brain does not process this type of visual information naturally. All the same, they must celebrate that new generations are still doing the most important thing for humans – communicating effectively.

This reading will help you to … > > > >

talk about how people use social networks. talk about what people usually do. talk about what people are doing. describe personalities.

Language included: > > > > >

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Vocabulary connected with ICT Present simple Present continuous Adjectives of personality Object pronouns

© Pearson

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Time to travel UNIT GOALS Talk about forms of transport Talk about holiday activities Describe a past holiday Plan a trip Buy a ticket Write an informal email

PROJECT A true / fiction story about the best / worst experience in your life

Before you start

>

Student’s Book pp. 60 & 61

>

Have students observe the pictures and read the unit title. Ask them how they connect. If students say a word in Spanish, write the English word on the board.

1

Ask students to look at the pictures (A-I) attentively and match them with the items (1-12). Give them time to identify the missing items.

Answers 3. H 4. A 6. F 7. C 8. F 9. H 10. B 11. D 12. I Not shown: a family, a ticket, a beach

VOCABULARY Forms of transport Holiday activities

READING Travel blog: My trip to Mexico: an unforgettable experience

Pandora box

GRAMMAR Past simple - to be Expressions of past time Past simple - regular and irregular verbs

2

LISTENING & SPEAKING Plan a trip Buy a ticket

WRITING Write an informal email (format and content)

END OF PROJECT Tell a story about an experience.

Ask students to categorise the items. Encourage them to add other ideas so as to activate their encyclopedic knowledge and to expand their lexical fields.

3·4

Encourage students to share their personal experiences and opinions.

If students have access to ICT: > > > >

In groups of four, brainstorm holiday locations. Create a word cloud with a word cloud generator program. Save it. List holidays activities and look for images. Record the story with background music to match your feelings.

This task aims at triggering students’ critical thinking. Asking them to detect what is not among the pictures changes their focus. They have to pay attention to what they don’t see. Besides, some items mentioned are part of a broader picture and they will have to target them carefully.

Pandora box

Make sure students understand that “ideal holidays” don’t necessarily mean “travelling”. Students who have not had travelling experiences can share different holiday experiences. Great holidays can be spent doing things in the surrounding area.

If students do not have access to ICT: > > > >

In groups of four, brainstorm holiday locations. Create a word cloud on colour paper. List holidays activities. Look for family photos and choose one to illustrate the story. Tell the story to your group. Share your feelings.

CLIL & CULTURE

LET’S WRAP IT UP!

Places to visit near Buenos Aires

(See Answer keys, page 83)

PROJECT

Read the information about the Final project with the class. Tell students they will be sharing a story with their classmates. Encourage them to think of an experience that was excellent or terrible and to choose music to match their feelings. They will also need a meaningful picture to illustrate their presentation.

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6 >

VOCABULARY Student’s Book p. 62

Forms of transport 1

Ask students to work individually to match the words 1-9 with the pictures A-I. They are likely to know most of the items, so encourage them to match the ones they know first and leave the unknown ones to infer their meaning at the end. Check the answers orally with the whole class by asking students to name each form of transport.

Pandora box

3 a. Explain to students that first they are going

to complete the survey individually. Tell them they can tick more than one item. Write this information on the board to help them to focus on the use of prepositions:

Answers A. 7 B. 3 C. 2 D. 5 E. 6 F. 1 G. 8 H. 4 I. 9

Pandora box

Make sure students understand the difference between “a bus” (which travels in a city) and “a coach” (which travels long distances between cities). Have them also compare the underground with a train, and a bicycle with a motorbike. This will force students to compare and contrast the items, thus enhancing their use of previous knowledge and developing their critical thinking.

Holiday activities 2

Ask students to observe the icons (a-j) and match them to the activities. Check with the whole class by asking students to read the activities aloud in the correct order.

Answers a. hire horses b. hire mountain bikes c. walk around d. go to the beach e. swim in the sea / lake / river f. stay in a hotel g. go camping h. have a barbecue i. play board games j. play football

Talk about the differences between British and American English. Explain that British people say “rent” (a house or a flat for a long time) and “hire” (a horse, a bike or a car for a short time). American people, instead, use “rent” for things and “hire” for people.

by

plane bus train car

on

foot

Point out the difference between “go to” + a place and “go by” + a means of transport.

b. Invite students to share their answers and to

compare their choices. Walk about the classroom to monitor students’ production. Make sure students of each pair take turns to ask and answer the questions.

4

Ask students to write a short list of activities they do on holidays. Tell them to think about how often they do them. Write an example on the board to highlight the position of frequency adverbs, eg: I usually ride my bike. Instruct students to tell each other what they do. Walk about the classroom to monitor and to give help if students require it. Round off the activity by asking two or three students to report what their classmates do.

LINKED ACTIVITIES

Workbook p. 106 / Self-check p. 111 / Extra Practice pp. 23-25

Pronunciation Help students to pronounce /h/ correctly in “hotel”, “horseriding” and “hire”. Teach them to pronounce “barbecue” /bɑbIkIu/.

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READING >

Student’s Book p. 63

Answers

>

Before you start

1. The author thought the trip was alluring. 2. He has got a sister. 3. There was a view of the sea from their bedroom. 4. People at the hotel organised beach activities. 5. They saw an ancient basketball field. 6. The author swam with dolphins.

Ask students to look at the text and to describe the photos. Ask them if they can predict what it is about. Ask them when people write this kind of text.

1

Have students read the text individually. Ask them if it tells about present, past or future activities. Then tell them to number the activities according to the order in which they are mentioned in the text. Encourage them to justify their answers. Allow them to work in pairs to enable them to discuss opinions. To check with the whole class, ask individual students to read the part of the text that supports their answers aloud. While students are reading, write the verbs in the past on the board. Organise them in three columns: “to be”, “regular” and “irregular”, but do not write the headings yet. Keep them organised to work with them later.

Answers

Pandora box

3·4

Encourage students to give their opinion and to share with the class. Tell them to organise activities according to how interesting they think they are.

Pandora box

Students can first organise the activities in pairs and then join with another pair, and then pairs in groups, until the whole class can agree on an order of interest. This will help learners to develop empathy, tolerance of differences and respect towards their classmates.

5·6

1. b 2. e 3. a 4. c 5. f 6. d

2

6

When asking students to support their answers with ideas from the text, two aims are to be achieved: on the one hand, students will have to read carefully to focus on meaning and on the other hand, they will have to think critically to support their decisions.

Tell students to read the instruction and work individually. Remind them they will have to justify their answers with information from the text. When checking the answers, ask individual students to read aloud and meanwhile go on completing the three columns (see Exercise 1) with the verbs that come up. Draw students’ attention to these columns on the board and have them think why they are organised in three columns. Explain to the students that the verb “to be” is special and that the past form of verbs can be regular or irregular. Write the headings suggested in Exercise 1 and tell students you are going to study past verbs in detail later.

These questions are meant to personalise the topic. Encourage students to participate actively. Ask them to list possible places to visit in Argentina and activities they like doing on holidays.

Go to CLIL AND CULTURE, page 77.

Draw students’ attention to the CLIL logo and tell them they are going to read the text at the end of the unit. LINKED ACTIVITIES Workbook p. 107 / Fast Finishers p. VIII

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6 >

GRAMMAR Student’s Book pp. 64 & 65

Past simple - to be >

2

Tell students to work individually. Then, check with the whole class.

Answers

Before you start

1. were 2. Was, wasn’t 3. Was, wasn’t 4. were 5. were

Ask students to study the Grammar table and to complete it.

Expressions of past time

Answers Negative: weren’t Questions: was Short answers: wasn’t, were Wh- questions: were

Write this table on the board and ask students to complete it with the corresponding pronouns:

____________

____________

was

____________

____________

Answers

were

____________

Then ask students about the full forms of “wasn’t” and “weren’t” and write them on the board. Remind them that we do not use contracted forms in formal writing. Draw students’ attention towards the interrogative form. Elicit that the order of the verb to be and the pronoun are changed and that auxiliaries are not included. Tell students to go to the text on page 63 and find the sentences with the past of “to be”. Ask one student at a time to read a sentence aloud, and another one to write it on the board.

1

the answers, ask one student at a time to read the expressions following the corresponding order.

1. last night 2. yesterday morning 3. last Friday 4. last weekend 5. last week 6. two weeks ago 7. last month 8. last year

____________ ____________

3 a. Tell students to work in pairs. In order to check

Ask students to do the exercise individually. Check the answers with the whole class. Ask students to read the sentences aloud.

Answers 1. weren’t, were 2. was, was 3. was, was 4. weren’t, was 5. was, was 6. were 7. was, were

Pronunciation Help students to pronounce /wɒz/, /wɒznt/, /w/ and /wnt/ in short answers and to notice the difference between these strong forms and the weak forms in affirmative sentences.

b. Read the example with a student. Then have

students work in pairs to ask questions to one another. Walk about the classroom to check students’ production and to provide help if needed. Finally, call two or three students to tell the class what they have found out about their classmates.

Past simple - regular verbs Write “Regular verbs” as a heading on the board. Refer students back to the travel blog on page 63 and ask them to spot the verbs ending in -ed. Write the verbs in a list on the board as students mention them (travelled, arrived, waited, stayed, walked, organised, wanted, played, learned, visited). Use the examples to explain the spelling rule. You will have to add further examples, eg: “stop – stopped” and “study – studied”. Have students observe the Grammar table and complete it. Then ask them how the negative is formed. Elicit that the auxiliary “did” + “not” must be added and that the verb takes its infinitive form. Encourage students to work orally transforming the verbs listed on the board into the negative. It would be better practice if they produced complete negative sentences.

Answers Regular Verbs: Affirmative: hired Negative: didn’t

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GRAMMAR 4

Ask students to work individually and then check the answers with the whole class. Check pronunciation while students are reading.

Answers 1. didn’t arrive, arrive 2. stayed, didn’t stay 3. hired, didn’t hire 4. played, didn’t play 5. cooked, didn’t cook

6

Past simple - irregular verbs Write “Irregular verbs” as a heading on the board. Tell students that these verbs have different forms and they do not generally follow a rule. Ask students to observe the Grammar table and to complete it. Then ask one student to explain how the negative is formed.

Answers Pronunciation Tip Make students aware that the auxiliary is stressed in the negative form. Encourage them to use fall-rise intonation in negative sentences to signal correction and falling intonation in affirmative sentences to show assertion.

Pronunciation Play the audio and pause it after each verb to show students how the past verbs are pronounced. Write this information on the board: arrive /v/ + /d/ cook /k/ + /t/ visit /t/ + /Id/ Explain to students that /v/ is voiced so it is pronounced with vibration, the same as, for example, all vowels. In these cases, we add /d/. On the other hand, /k/ is voiceless so it is pronounced with no vibration, the same as, for example, /ʃ/ or /p/. In these cases, we add /t/. In the case of verbs ending in /t/ or /d/, we add /Id/. Read as you write and explain for students to repeat after you.

5 a. & b. Read the verbs with the students and

encourage them to identify voiced and voiceless sounds by having them touch their throats to perceive vibration. Then play the audio and pause it for students to check the different endings. Ask them to repeat each verb before writing it in the corresponding column.

Irregular Verbs: Negative: didn’t go, see

6

Ask students to work individually. Then ask one student at a time to read the pair of verbs, ie the infinitive and its corresponding past form. Call on different students each time to provide the negative form.

Answers 1. d 2. e 3. f 4. a 5. c 6. b

7

Tell students to work individually. Then check the answers with the whole class.

Answers 1. went 2. had 3. went, swam 4. saw 5. went, took

LINKED ACTIVITIES

Workbook p. 108 / Self-check p. 111 / Extra Practice pp. 22-24

PROJECT

Invite students to go on working for their Final project. Read the tips aloud and make sure students understand what they are expected to do. Remind them to keep a record of the holiday locations they brainstorm and to get the word cloud ready for the presentation.

Answers /t/ liked, crossed, washed /d/ played, returned, explored /Id/ chatted, celebrated, started

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6 >

LISTENING AND SPEAKING complete the task individually. In order to check the answers, ask one student at a time to read the correct version of the sentences.

Student’s Book pp. 66 & 67

Plan a trip >

Before you start

Have students observe the picture in groups and note down what they see. While they are discussing their perceptions, write the following questions on the board: Who are they? What is there on the table? Why? What are they doing? Why has the girl a marker in her hand? Encourage students’ participation and write keywords they might mention on the board, eg: “map”, “trip”, “places”. Confirm that these people are planning a trip.

Pandora box

1

This discussion will help students to expand vocabulary in relation to travelling as well as to make the necessary associations. Students will be able to resort to their encyclopedic knowledge in Spanish and will surely transfer the concepts into English.

Ask students to read the questions and focus their attention on the picture so as to answer.

Answers 1. Cities, rivers, monuments. 2. Melbourne. 3. No, I can’t.

Pandora box

2

Students will not probably identify the city (unless they go through the other exercises in advance). Don’t give them the answer. Tell them they are going to find out when they have listened to the audio. This will keep them curious and more attentive during the listening task.

Tell students to read the list of items. Play the audio once and give students some minutes to tick the mentioned items. Then ask them to share the answers with their classmates. Finally, ask a volunteer to read the items she/he has marked.

Answers They talk about: means of transport, Melbourne, touristic places

Answers 1. a 2. b 3. b 4. a 5. a

Audioscript

Tracks 39 & 40

Selina: Hey! It’s a good job I’ve got you together. Mum told me you’re planning a trip to Australia. Rob & Jamie: Hi! Jamie: Yes, we really want to go there. You went last year, didn’t you? Selina: That’s right. I was there last year. Can I give you some good advice? Rob: Please! We don’t know how to plan it. Selina: The best way to do it is to visit the places that are all close together in one day and then you will save money on transport, see? Rob: That makes sense. But what do we have to visit? Selina: Let me think ... Yes! There are three, no, four tourist places that are very close to one another. You can go on foot from one place to another, or you can rent a bike if you want to go faster. The places are the Shrine of Remembrance, The Royal Botanic Gardens, Federation Square and ... there was a tower ... can’t remember its name...Eureka Tower! That’s it, the Eureka Tower. It’s a skyscraper. Jamie: WOW... How can you remember those names? I study for school and now I have to study for the holidays too! Oh my god, this is going to be tough. Rob: Don’t cry, Jamie. It’s holidays! You will remember the names, I swear. We can carry a notebook with these tips, just in case. Selina: Give me a pen and paper and I will draw where these places are. One thing: Using public transport is not very cheap, so walking or riding a bike are good ways of saving money. But if you are tired, you can take a bus or metro. Jamie: Cool! Study for the holidays! Spend money! Do sports! I have to start exercising otherwise I won’t be able to ride for more than 5 minutes! Just kidding ...

4

Tell students to read the statements and get ready for the listening task. Remind them they will have to give the true versions of the false statements. Play the audio and give students time to do the task. To check the answers, call on different students to say whether each statement is true or false.

Answers 1. F 2. T 3. T

3

Have students read the sentences and the options. Encourage them to risk possible answers in pairs, using what they can remember from the first listening. Then, play the audio for them to

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LISTENING AND SPEAKING 5

Encourage students to discuss the questions and to answer them in pairs. Then play the audio for them to check. In order to check answers with the whole class, ask a student to read the question and another one to read the answer.

7

Answers 1. She got lost in the Botanic Gardens. 2. She walked and took lots of photographs. 3. She used an app on her mobile phone. 4. Yes, it was.

Audioscript

Tracks 41 & 42

Selina: Let me check the photos on my mobile... Look! This is the Botanic Garden. It is enormous. Don’t miss this place. Go early, because if it is getting dark, you won’t find the exit. Rob: Really? Selina: Yes, That happened to me. I walked, took lots of pictures and when I looked at my watch it was very late. I didn’t know how to get back home. Jamie: Oops... So what did you do? Selina: I am smart, you know. I have an app that tells you where you are. As the hotel was near, I typed the name and my phone told me the way back home. Jamie: Tell us all about that app. We will need it! hahaha Selina: Remember this: before going to any place, you have to find out how you can get back to the hotel from there. Sometimes, you don’t know who to ask for help. And these places are full of tourists that are probably as lost as you.

Go to CLIL AND CULTURE, page 77.

Draw students’ attention to the CLIL logo and tell them they are going to read the text at the end of the unit.

6

Ask students to read the conversation individually and get ready for the next listening task. Tell them to identify what kind of information is missing. They might even risk some of the answers. Play the audio and give them time to complete. Then play the audio again and pause it after each line for students to check their answers. Encourage them to repeat the lines after the speakers so as to get a better perception of what they say.

Answers 1. Melbourne 2. train 3. Today 4. Thursday 5. Two 6. 75 7. 150 8. 160 9. 150

Pandora box

It is important and helpful to encourage students to reconstruct what the speakers say because, in this way, the mismatches between their mistaken / incomplete perceptions and the real thing become evident when confronted with their conscious attention to the form.

Audioscript

Tracks 43 & 44

Jamie: Excuse me, we want go to Melbourne by train. Man: What day do you want to travel? Jamie: Today. Is that possible? Man: Sure. Single or return? Jamie: Return please. We want to return next Thursday. Man: How many tickets do you want? Jamie: Two please. Man: They’re 75 dollars each, so that’s 150 dollars. Jamie: Sorry, how much are the tickets? I’ve got 160 dollars. Man: That’s all right. They’re 150 dollars in total. Jamie: Good. Here you are. Man: Thank you. Have a good trip!

Buy a ticket 6

ACTIVITIES

Ask students to read the questions silently and make sure they know what they are expected to do. If needed, explain the meaning of “single and return ticket”. Give an example. Play the audio and give students time to answer. Then tell them to share the answers with their classmates. If they have queries, they can ask the class for help.

Answers 1. Train tickets to Melbourne. 2. Return tickets. 3. Two. 4. 160 dollars. 5. Yes, he can.

Have students work in pairs to solve the information-gap activity. Ask Student A to go to page 73 and Student B to go to page 75. In turns, they will share information about some real / fictional travel experience for their classmates to complete some notes. Walk about the classroom to monitor their work.

8

In pairs, students practise the conversation in Exercise 7 and then act it out in front of the class.

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6

WRITING

>

Student’s Book p. 58

2

Write an informal email Before you start

>

Tell students they are going to read an informal email. Explain to them that informal emails are written as if one were talking to the person directly because the relationship they have is usually very close.

1 a.

Have students do the task individually. Check the answers in Exercise 1b.

Answers a, b, d, e, f

b. Use this task to check the answers in Exercise

1a as well. Tell students to mention the topics and read what Rob writes about them.

Answers Food: They cooked kangaroo burgers. Weather: It’s hot. Hotel: It’s nice. Local people: They met new people, Max, Lili and Lisa. Activities: They went to Botanic Gardens, cooked kangaroo burgers, took photos, met new people.

Go over the Writing rule box with the whole class and ask students to find examples in Rob’s letter.

Pandora box

Draw students’ attention to the format. Show them that there is a header where you read who writes (“From:”), to whom (“To:”) and what about (“Subject:”). Teach students how to name the “@” symbol (at). See whether students know what “CC” (Carbon Copy) and “BCC” (Blind Carbon Copy) stand for. They are well acquainted with emails and they will surely know one means an open copy is being sent and that the other means that a secret copy is being sent. Back to the format, remind students that in English a comma must be included after the greeting and the closing; and that “PS” (Post Script) is written to identify something extra at the end of the message. Ask them what these symbols stand for: “attachment” “picture” “link” “emoji”

Ask students to recall some holiday experience or to invent it, and to use the information to complete the email outline.

Answers Suggested answers: 1. email 2. great 3. Paris 4. nice 5. wonderful 6. sunny 7. delicious 8. friendly 9. restaurants 10. good 11. having lunch 12. visited the Eiffel Tower 13. fantastic

3

Encourage students to write their own email using all the information they have about a holiday in Mexico. Tell them to be meaningful when expressing their emotions. Tell them they should try to help the reader to understand how they are feeling.

Pandora box

Help students to develop their writing skills by having them play “Dictogloss”. It will be excellent practice because students will also develop listening skills while improving their grammar, lexis and phonology in an integrated way. Choose a short text similar to the email presented in this section. Read the text at normal speed (but keep a pace that students can follow) and indicate students to listen attentively. When you finish reading, have students work in groups to reconstruct the email from what they can remember. Give them some minutes to do that and then tell them to put down their pencils. Read the text for a second time and repeat the procedure. Read the text as many times as students require.

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END OF PROJECT >

Student’s Book p. 69

A true / fiction story about the best / worst experience in your life

I can...

It is time for students to prepare their narration of an experience they have been planning along the unit. Guide them to follow these instructions: > Share word clouds with your classmates so as to make them bigger (Students will need a lot of vocabulary to narrate giving details of facts and feelings). > Organise your story by answering the questions given. Write the story on paper to be able to revise it and study it. > Confirm that the picture you have chosen clearly represents the event. > Record your story with some appropriate background music. > Show the picture to the class. Can they imagine what your story is about? > Share your story with the class.

AND CULTURE >

Travelling: one of the BEST things in life! We travel to enjoy landscapes and to learn about other people, other cultures. But, travelling can also be an excellent way to get to KNOW YOU better. When we are away from home, in contact with other cultures, we start appreciating our own day-to-day activities, traditions and life. So next time you travel, think about this: How do you feel? What do you miss? (See special SEL section, pages 79-82)

2

Places to visit near Buenos Aires

1

Encourage students to speak about the places. If they don’t know them, give them some information and have them think of the places they would have written about.

Remember this section has been designed to help students to reflect upon all the lexical, grammatical and conceptual contents they have been working throughout the unit. Alternatively, values, which have been previously presented in class, have also been included. Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not. Allow them to ask about concepts that might not be clear enough, yet. If there is a need to confirm that they can actually produce the language functions, read them one by one aloud and have students give examples. If they still have difficulties, invite them to go through the unit and revise whatever they need to. It would also be profitable to lead students to reflect upon how class discussions have influenced their points of view and opinions.

TRAVEL TO KNOW YOU BETTER!

Student’s Book p. 70

Remember that this section aims at helping students to find pleasure in reading. It will also show them what they are capable of understanding in material they are likely to read if they travel abroad. They will feel empowered and confident if they understand the reviews. Guide students to observe the website. Ask them what sort of information they can get there, and when they are likely to consult this type of website. Tell them to justify their answers with information from the text.

6

Tell students to work in pairs reading the statements and going through the reviews to decide whether they are true or false. They will have to correct the false statements. Check the answers with the whole class.

Answers 1. F 2. T 3. T 4. F 5. T 6. F

3

Ask students to work individually. Tell them to answer question 1 in the text and the other three, in their notebooks. Then guide a class discussion on the answers.

4

Ask students to work in Exercise 4 as a homework assignment.

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6

EXTRA READING

Travelling Experiences my last post

My travelling experience When you think of travelling, there are four steps you can follow: 1. dream 2. plan (optional) 3. go 4. share Well, here I am, writing about the last step – my UNplanned trip to “wherever-land”.

RANDY-92

Five years ago, I was in serious need of a holiday, and I dreamt of a sandy beach near a small village somewhere in the Caribbean. I surfed hundreds of sites and finally decided to book a cheap flight to one very small island. I didn’t even think of accommodation because I thought not many people could travel to that little island. That was all my planning for the trip! Soon, I discovered that the cheap flight was cheap for a reason: I spent more than 10 hours at airports waiting for connecting flights and making sure my luggage got from one plane to another. I was tired and angry, but I told myself, “Well, you have got seven days to relax on this paradise island!” Finally, I arrived on my dream island late at night and to my surprise, I found out that the only hotel on the island was full! Luckily, a local family offered me accommodation: a bed in the children’s room. And do you know what? There were SIX of them! I was so exhausted that I went to sleep without noticing the six children around me. I stayed with this family for the rest of my holidays because the hotel never had a free room, but it was for the best! They took me to places that other tourists did not visit and I swam in the sea where locals did – the beach was wonderful! They taught me to snorkel, and I borrowed one of the children’s bikes and went riding all around the island. I ate delicious local food and learnt a lot about the friendly people on the island. That was my best holidays ever. And I did not do any planning at all!

This reading will help you to … > > >

talk about forms of transport. talk about holiday activities. describe a past holiday.

Language included: > > >

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Vocabulary: forms of transport Vocabulary: holiday activities Past simple: verb to be / regular and irregular verbs

© Pearson

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Welcome to our SEL Section of What’s Up? 3rd edition! In accordance with this new edition’s philosophy and pedagogy, “Knowledge is power: teaching goes beyond the classroom”, we’ve elaborated this very special SEL section for YOU, teachers of the XXIst century who carry one of the heaviest responsibilities that a profession may entail: to educate the future citizens of our world. In order to do so, we’d like to start with one very important question: What are our objectives as educators? How are we equipping our students for a world in which positive social interactions and emotional intelligence play a key role in the professional and life-long development? In general, most of us have an “interventional” approach towards that. We just deal with day-to-day classroom situations while trying our best to develop the necessary skills to prepare and to awake our students’ curiosity to the subject we teach. However haven’t you ever sensed an underlying feeling of failure? Time constraints, poor institutional support and/or lack of adherence by parents are all good and valid reasons, fair enough, but most of us also acknowledge the impact of emotions in the learning process. The truth is that we are hardly provided with the tools and/or resources to consistently and systematically create a reflection space for our students. How are we equipping our students for a world in which positive social interactions and emotional intelligence play a key role in the professional and life-long development? Haven’t you ever found yourself thinking or even saying, “Oh well, ‘somebody’ will guide them into becoming emotionally intelligent beings.” or “‘Someday’, our wholeness will be acknowledged in education.”? Well, the news is that THAT ‘somebody’ is you and THIS ‘someday’ is NOW. Yes, THIS is the time and HERE are the resources! Social and Emotional Learning (SEL) is part of a student-centered approach that emphasises building on students’ strengths; developing skills through hands-on, experiential learning; giving young people voice in the learning process; and supporting youth through positive relationships with adults over an extended period of time. It is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, while making responsible decisions.

This new What’s Up? 3rd edition includes fun, engaging and easy-to-use activities for students and teachers to expand the “tips” students are provided with in the Student’s Book via QR codes. How does it work? 1. Students scan the QR code in each SEL logo with their Smartphones. 2. Students read the SEL tip and share their thoughts. 3. Teachers direct to the corresponding SEL class activity suggested in this section, where the Social and Emotional Learning tip will be expanded and lived through the teaching and learning process.

Especially designed to develop the self-awareness pillar of Social and Emotional Learning

Social and Emotional Learning

It’s time to engage our students with Social and Emotional learning because to educate their minds is as important as nurturing their hearts.

Core competencies to be developed: Self-awareness

Responsible decision-making

Relationship skills

Self-management

Social awareness

Note: for more detailed information on SEL, go to Starter TB or/and to What’s Up? 3rd edition website: SEL Section.

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See SEL class activities: Unit 2, p. 80 Unit 3, pp. 80 & 81 Unit 5, p. 81 Unit 6, p. 82

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Especially designed to develop the self-awareness pillar of Social and Emotional Learning

Unit

2

THE IMPORTANCE OF CELEBRATING The focus of this SEL section is to learn about celebrations. Students will be connecting all the information they have gathered about celebrations around the world and they will organise a “Gratitude Celebration Party” at school. Celebrating is closely related to gratitude. We celebrate what we appreciate, what we value. We can teach our students to celebrate not only big, historic events, but also to celebrate their own victories and achievements every day. Go beyond saying “thank you” and invite people to your classroom to honour and celebrate them. Expressing gratitude directly to people has been shown to enhance and spread the benefits and positive emotions behind appreciation. In the school setting, results have indicated an increase in positive feelings towards school. In a study that had adolescent students either count their blessings or count their hassles, results showed that “experiencing and expressing gratitude comprise a simple way to counter negative appraisals of school and increase school bonding and social adjustment”.

Extension activity: Host a Gratitude Celebration Party!

Celebrate!

Unit

Ask students if they would like to host a celebration party about their lives. Ask them to think about the things they would like to celebrate in their lives. Emphasise the fact that not only BIG things can be celebrated. We can celebrate being alive, having healthy eyes to read these lines, being able to have friends inside and outside school, and much more. On separate slips of construction paper, write down (or have students write) the things they are grateful for. Staple them together in interlocking loops to connect them together. The chain could be done with a classroom or a school, or be individual chains that comprise the many things a student is grateful for. Set a date for the party. It can be done on any class day taking 20 minutes for the party. Have students decorate and bring sweets and drinks as if it were a real party. They are celebrating themselves so remember to go back into the gratitude feelings and revise together during the party the things they are celebrating.

3

TAKE CARE OF OUR PLANET! IT’S THE ONLY ONE WE HAVE This SEL section refers to the pillar: “Responsible decision-making”, which implies the ability to make constructive and respectful choices about personal behaviour and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others. Students have worked on gaining awareness about their role in taking care of the environment. As responsible decision-makers, they need to know that we are all accountable for our own decisions, even when taking care of the planet.

Extension activity: Green Patrol Define the following roles within the whole class: > Water protector: to think what they can do to reduce the use of water at home and at school. > Pollution warrior: to look for different ways to reduce pollution. The actions have to be realistic and practical.

> Animal caretaker: to be responsible for protecting

all animals. How can they help people to become more aware of animal’s rights? > Forest army: to protect all green sources and to think about alternatives to create new green spaces in the area.

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Unit

5

Our future is in our hands!

DISCONNECT TO CONNECT! In an era in which “connection” – technologically speaking – is everything, it’s important to teach students how to stay disconnected in order to connect more deeply with each other. In this SEL section, students will be exploring the dimension of relationship skills. Invite them to experience a different type of connection. Relationship skills in Social and Emotional Learning relate to the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed. It’s important to approach the activity from an open-minded position. Technology is here to stay, students are naturals at it and there are many advantages, even in Education, related to the use of technology. The invitation here is for reflection, to try something different and to start experiencing communication in a more “human” way.

Especially designed to develop the self-awareness pillar of Social and Emotional Learning

Ask each group to work in teams (developing teamwork skills) and to come up with a poster, a blog entry or any realia they can obtain as a result of their work and conclusions. After having finished with all the presentations, ask the whole class: How did you feel while thinking about our planet and how to protect it? What positive and negative emotions aroused during team work? Eg: sense of unity, anger, disappointment. Let students speak openly about their feelings related to the process. What can you do to channel those feelings into action, so that we can really make a difference for our home planet?

Extension activity: Technology time-out! Ask students if they have ever experienced some kind of misunderstanding with friends or family while using technology. Ask them to provide examples and give details about the situation. Tell them about the importance of balance in our lives. Although technology offers great opportunities, it’s important for our brains and well-being to sometimes disconnect. Challenge them to stay some part of the day away from technology as a game. Set the following simple rules: > Use no devices for an hour > Choose the time (it has to be after school hours) > During that hour, all communication has to be face to face Ask them to take down notes on the feelings they arise during this “time-out” periods: anxiety, boredom, relaxation, instincts to grab the phone, etc. It’s really important that they journal their emotions during those “tech-off” hours, so as to make the final step more fruitful and interesting. Finally, call students into a reflection circle, where they will share their feelings and experiences during the technology timeouts. Use their comments to trigger discussions about how “addictive” technology can become, how communication can also improve when we connect face to face from a more “human” approach.

Communicate face to face!

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Especially designed to develop the self-awareness pillar of Social and Emotional Learning

Unit

6

TRAVEL TO KNOW YOU BETTER! In this SEL section, students will be exploring the area related to social awareness as the ability to empathise with others from diverse backgrounds and cultures, to understand social and ethical norms for behaviour, and to recognise family, school, and community resources and supports. Travelling is one of the best ways to boost social awareness, since we connect to different cultures, people, places and lifestyles.

Extension activity: Activate your SELF-KNOWLEDGE through travelling As an extension activity of the Final Project suggested in the Student’s Book, ask students to consider the following aspects: > Did you notice anything different related to the culture of the place? > Was there any difference in the language? > How did you feel there? Did you miss anything from home? > How did you feel about those differences? Can you use different “feeling” words to describe how you felt? Have students reflect on how much one can learn about oneself when travelling, probably certain things are more valued, or we learn more about our reactions and about our lifestyle. Extend the activity into a project. Ask each student to share all these experiences and feelings by making a poster with pictures and things they got from the place. It is also very important to make this activity inclusive for all realities: maybe some students have never been to a different country. And even so, cultural differences might be valued and appreciated even within our own country. If they have visited other cities, or provinces, the differences are still there. The challenge is to see those differences as invitations to embrace the different, the unique, that each local culture has to share.

Travel and learn!

Learn by travelling!

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Answer Keys Let’s wrap it up! Unit 2 1) 1. What time do a 2. When do c 3. What is e 4. Why is d 5. What do b 2) People at school: janitor, librarian, secretary Special days: Christmas, Carnival, birthday School Subjects: History, Music Food: pizza, snacks 3) a. 1 b. 5 c. 2 d. 3 e. 4 4) 1. Is summer break her favourite time of the year? Yes, it is. 2. Are her parents on holidays in the summer break? Yes, they are. 3. Do Patricia and her friends play video games? Yes, they do. 4. Does her mum go to the club? Yes, she does. 5. Is Mauro Patricia’s father? No, he isn’t.

Unit 4 1) 1. are you doing 2. ’m looking 3. Do you 4. Where 5. We 6. It’s 7. can 8. How many 9. a lot 10. mustn’t 11. like 12. beaks 13 Who 2) 1. Victoria is looking at her holiday photos. 2. The family are at Iguazu Park. 3. There are a lot of wild animals at Iguazu Park. 4. You mustn’t touch wild animals. 5. Victoria’s brother loves fishing. 3) Wild animals: lion, elephant Farm animals: sheep Parts of animals: feathers, claw What animals do: climb, fly What animals are like: aggressive, poisonous 4) 1. buy e 2. see b 3. observe d 4. pay c 5. choose a

Unit 6 1) 1. Are you using 2. do 3. ’m organizing 4. ’m surfing 5. me 6. bought 7. was 8. offers 9. ’m going to buy 10. us 2) 1. Marcos is organizing his holidays. 2. Javier went on holidays last year. 3. Teenstrip gives big discounts. 4. Marcos is going to travel with four friends. 5. Javier is happy with Marco’s decision. 3) 1. are having 2. is 3. walk 4. was 5. arrived 6. took 7. isn’t 8. are 9. are going to watch 10. is waiting 4) 1. Where are Milton and his father? They are in New York. 2. How did they travel? By plane. 3. What is the hotel like? It’s not luxurious but it’s comfortable. 4. Who are they going to watch tomorrow? The Spurs vs. The Lakers. 5. What is his dad doing now? He’s waiting at the restaurant. 5) 1. e 2. c 3. d 4. a 5. b

Workbook Unit 1 VOCABULARY 1) 1. gym 2. science lab 3. computer room 4. classroom 5. library 6. canteen 2)

3) 1. English 2. PE 3. Music 4. ICT 5. Science 4) a. four o’clock b. quarter past three c. quarter to nine or eight forty five d. half past eight or eight thirty e. midnight f. quarter to twelve 5) Wednesday: Maths 9 am, Music 9.45 am, Geography 11.45 am, History 12 noon, Lunch 1 pm, English 1.45 pm, PE 3 pm, Thursday: Music 1.45 pm, Geography 3 pm, History 9 am, Lunch 1 pm, Science - 9.45 am, English 12 noon, Thursday

AUDIOSCRIPT (Track 02) A: On Wednesday Maths is at nine o’clock. Music is at quarter to ten. Geography is at quarter past eleven. History is at twelve. Lunch is at one. English is at quarter to two. PE is at three o’ clock. A: On Thursday History is at nine. Science is at quarter to ten. English is at twelve. Lunch is at one. Music is at quarter to two. Geography is at three o’clock. READING 1) 1. C 2. A 3. D 4. B 2) 1. Year 7 2. 950. 3. Ten. 4. Football, hockey, rugby, tennis, and cricket. 5. In the library. 6. A lot of equipment. 7. No, it isn’t bad. 3) 1. school 2. library 3. sports fields 4. canteen 5. library 6. science lab GRAMMAR 1) 1. She’s 8. Is she 8? Yes, she is. 2. He’s Chinese. Is he Chinese? Yes, he is. 3. They’re at home. Are they at home? Yes, they are. 4. It isn’t PE. Is it PE? No, it isn’t. 5. They aren’t at school. Are they at school? No, they aren’t. 6. She isn’t at the cinema. Is she at the cinema? No, she isn’t. 2) 1. I’m not 15. 2. You aren’t English. 3. Her favourite subject isn’t Science. 4. Jenny and her family aren’t from France. 5. We aren’t from Mexico. 6. He isn’t my classmate. 3) 1. f 2. c 3. b 4. d 5. g 6. e 7. a 5) 1. Our school is nice. 2. Maths is a difficult subject. 3. Art is my favourite subject. 4. We have got a new lab. 5. There is a big gym. 6. They are very good friends. 6) 1. In 2. On 3. at 4. at 5. On 7) 1. Can you 2. Can I 3. Can I 4. Can you LISTENING 1) a. 2 b. 3 c. 8 d. 6 e. 5 f. 4 g. 1 h. 7 AUDIOSCRIPT (Track 03) Imran: Hi Mum, I’m home. Imran’s mum: Hello son. Do you like your new school? Imran: Yes, it’s great. Imran’s mum: Are the teachers nice? Imran: Yes, very nice, especially our class teacher. Imran’s mum: What’s his name? Imran: His name’s Mr Thomas. Imran’s mum: Is there a gym? Imran: Yes, there’s a big gym. Imran’s mum: Is there a computer room? Imran: Yes, with 30 computers. Imran’s mum: Are the students in your class nice? Imran: Yes, I’ve got a new friend her name’s Jenny. Imran’s mum: A girlfriend? Imran: No, Mum, just a friend. Imran’s mum: And what about lunch? Imran: The food’s not bad. Any more questions, Mum? I’ve got lots and lots of homework. Imran’s mum: OK, OK, go and do your homework. 2) 1. g 2. b 3. h 4. d 5. f 6. c 7. a 8. e WRITING 1) 1. I’m a student at Lincoln School. 2. We do a lot of exercises. 3. They like Music and Art. 4. We play it in the gym and it’s fun. 2) 1. e 2. d 3. f 4. a 5. c 6. b 4) Name: Lara Lane Age: 12 Nationality: British Favourite subjects: French and History Special club: aerobics Best friend: Tim 5) Suggested answers: Her name is Lara Lane. She is 12. She’s English. Her favourite subjects are French and History. Her favourite place at school is her classroom. Her hobby is aerobics. Her best friend is Tim. SELF-CHECK 1) 1. subject 2. library 3. Maths 4. lunch 5. gym / sports field 6. playground 7. science lab 2) 1. b 2. a 3. a 4. c 5. c 6. b 7. a 8. c 9. c 10. b 11. b 3) 1. is 2. isn’t 3. Are 4. ’m 5. are / aren’t 6. are 7. is 8. are 9. are 10. is 4) 1. What’s your name? 2. How old are you? 3. Where are you from? 4. When is your birthday? 5. What time is PE? 6. Where is the ICT class? 7. What’s your favourite subject? 8. What’s your teacher’s name? 9. How are you? 10. Is Sally your Science teacher?

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Answer Keys Unit 2 VOCABULARY 1a) 1. go to bed 2. plant a tree 3. has lunch 4. prepares tasty snacks 5. brush my teeth 6. eat out 1b) 1. ED 2. SD 3. ED 4. SD 5. ED 6. SD 2a) HAVE: dinner, breakfast, lunch, a shower GO: for a picnic, to bed, home, to the theatre, to school 2b) 1. c 2. a 3. b 4. f 5. d 6. e 3) I get up at quarter to six in Prague. I have breakfast at quarter past eight in Paris. I read the newspaper at quarter to ten in London. I have lunch and write an email at twelve thirty in Madrid. I have dinner at nine o’clock in San Pablo. Then I phone home. I have a shower, clean my teeth and go to bed at quarter past twelve in Buenos Aires. READING 1) A. picture of Buddha B. picture of pipers C. picture of horses 2) A. The Festival of the Tooth B. Burns Night C. Jaleo 3) 1. B 2. A 3. C 4. B 5. B 6. A 4) 1. relic 2. magic 3. temple 4. king 5. amazing GRAMMAR 1) 1. goes 2. eats 3. reads 4. has 5. finishes 6. watches 7. does 8. writes 2) 1. At Halloween we don’t make melon lanterns. We make pumpkin lanterns. 2. In Sri Lanka, people don’t visit a museum to see a tooth. They visit a temple. 3. At Jaleo Festivals cows don’t dance in the streets. Horses dance in the streets. 4. On Burns Night people don’t write poetry. They read poetry. 3) a. never b. sometimes d. usually c. often e. always 4a) Get up before 7.30. Robbie: usually Rita: sometimes Use a Smartphone. Robbie: often Rita: always Speak English to my friends. Robbie: always Rita: never Go to bed after 12.00. Robbie: never Rita: often Sing in the shower. Robbie: sometimes Rita: usually AUDIOSCRIPT (Track 04) Narrator: Robby Robby: I usually get up before 7.30. I often use my mobile phone and I always speak English to my friends. I never go to bed after 12.00 o’clock and I sometimes sing in the shower. Narrator: Rita Rita: I sometimes get up before 7.30. I always use my mobile phone and I never speak English to my friends. I often go to bed after 12.00 o’clock. I usually sing in the shower. 4b) 1. He often uses his smartphone. He always speaks English to his friends. He never goes to bed after 12.00. He sometimes sings in the shower. 2. Rita sometimes gets up before 7.30. She always uses her smartphone. She never speaks English to her friends. She often goes to bed after 12.00. She usually sings in the shower. 6) 1. wants to wear 2. wants to go 3. want to see 4. want to have 7) 1. shower 2. bed 3. watch 4. have 5. live 6. get 7. breakfast 8. run 9. dances The message is: We have fun. LISTENING 1) 1. Birthday 2. Valentine’s Day 3. Three Wise Men 4. Diwali AUDIOSCRIPT (Track 05) One A: Here, this is for you. B: Wow, what is it? A: Open it and see. B: Oh, thanks very much. That’s a great T-shirt. A: Happy Birthday! I hope you like it. Two C: Roses are red Violets are blue Sugar is sweet I love you! Three D: At night there is a big procession through the town. There are three kings. They sometimes ride on a camel or on a horse. They throw lots and lots of sweets and all the children run and pick them up. Then, the next day we get presents. Four E: The lights are beautiful. A: Yes they are. Come on, let’s go and eat. I’m really hungry. E: The food’s in the house. What do you want? A: Can I have chicken? E: No you can’t. There’s no meat. The food’s vegetarian.

2a) 1. you 2. Thanks, T-shirt 3. red 4. love 5. sometimes, camel 6. presents 7. lights 8. chicken AUDIOSCRIPT (Track 06) 1. A: Here, this is for you. 2. B: Thanks very much. That’s a great T-shirt. 3. C: Roses are red. 4. C: I love you! 5. D: They sometimes ride on a camel. 6. D: The next day we get presents. 7. E: The lights are beautiful. 8. A: Can I have chicken? WRITING 1a) 1. My name 2. I 3. It 4. Mum 5. I 6. They 7. it 8. Today 1b) It’s his birthday. 1c) 1. gets up 2. goes downstairs 3. cooks breakfast 4. has a shower 5. washes his hair 6. arrives 7. goes to school 2a) I live in Mendoza and my favourite festival is “La Fiesta de la Vendimia” / There is a lot of music and dancing. / It’s about work in the countryside, grapes and wine. 2b) 1. First 2. Then / After that 3. Finally SELF-CHECK 1) Suggested answers: 1. get up 2. have a shower 3. have breakfast 4. starts 5. finishes 6. go home 7. have lunch 8. do my homework 2) Suggested answers: 1. decorate 2. wear 3. visit 4. give 5. have 3) 1. after 2. before 3. after 4. before 4) 1. speaks 2. don’t play 3. doesn’t eat 4. live 5. come 6. go 5) 1. Hector always goes to school at nine o’clock. 2. Paul is sometimes late for school. 3. Tony and Theresa usually play online games in the afternoon. 4. Luke and Meg often watch television at night. 5. Sally wants to wear new clothes for her birthday.

Unit 3 VOCABULARY 1) A. head B. eye C. nose D. mouth E. tongue F. teeth G. scales H. horn I. ear J. neck K. tail L. wing M. leg N. foot 2) 1. feathers 2. trunk 3. scales 4. tongue 5. horns 3) 1. poisonous 2. aggressive 3. friendly 4. noisy 5. intelligent 4) 1. Bears hibernate in the winter. 2. Birds build nests in trees. 3. Snakes hunt small animals to eat. 4. Birds migrate in winter. 5. Chickens lay eggs. READING 1a) 1. b 2. b 3. a 4. c 5. a 6. c 7. c 8. b GRAMMAR 1) 1. Tigers eat meat. They don’t eat plants or fruit. 2. Giraffes eat plants and fruit. They don’t eat meat. 3. Cows eat plants. They don’t eat meat or fruit. 4. Owls eat meat. They don’t eat plants or fruit. 2) 1. live 2. are 3. protects 4. are 5. eat 6. prefer 7. hunt 8. makes 9. waits 10. make 11. weighs 3) 1. Where do polar bears live? They live in the Arctic. 2. What colour is their hair? It’s white. 3. What do polar bears eat? They are omnivores. 4. What do they make in the ice? They make holes. 5. What do they do in winter? They hibernate. 6. How many kilos does a baby polar bear weigh? It weighs 1 kilo. 4) 1. No, they don’t. 2. Yes, they are. 3. No, it doesn’t. 4. No, they don’t. 5. Yes, it does. 6. Yes, they do. 5a) 1. An elephant can’t jump. 2. A cow can’t sing. 3. A parrot can talk. 4. A dog can swim. 5. A worm can’t fly. 6. A polar bear can’t dance. 5b) 1. Can an elephant jump? 2. Can a cow sing? 3. Can a parrot talk? 4. Can a dog swim? 5. Can a worm fly? 6. Can a polar bear dance? 6) 1. must 2. must 3. mustn’t 4. must 5. must 6. mustn’t 7. must 8. mustn’t LISTENING 1a) c. The blue ring octopus. 1b) Suggested answer: Yes, it’s very dangerous. 1c) AUDIOSCRIPT (Track 07) Narrator: Part one Int: So tell me Dawn, what is this beautiful animal? Dawn: It’s a Blue Ring Octopus. Int: Can I touch it? Dawn: No, you can’t! It’s very dangerous.

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Answer Keys 2a) 1. c 2. d 3. b 4. e 5. a 2b) 1. F 2. T 3. F 4. F 5. T 6. F AUDIOSCRIPT (Tracks 08 & 09) Narrator: Part two Int: And where does this octopus live? Dawn: It always lives in warm water, it doesn’t like cold water. Int: And what does it do all day? Dawn: Well, it hunts for food. Int: And what does it eat? Dawn: It eats small fish. Int: How does it kill them? Dawn: It bites with its beak and kills with poison. Int: Beak! Do octopuses have beaks? Dawn: Well, the Blue Ring Octopus does. Int: Thank you, Dawn, that is very interesting. WRITING 1) 1. Help! 2. What’s the name of that strange animal? 3. I like dogs, cats and birds. 4. Does it bite? 5. What an ugly dog! 6. Gorillas don’t eat people! 7. Pets, especially dogs, like a lot of attention. 2) 1. are 2. has 3. eat 4. hunt 5. doesn’t 6. can 7. hibernate 8. have 9. don’t 3) and 4) Do you know this animal? It’s a sloth. Sloths are very slow and very strange animals. They live in trees and eat, sleep and mate upside down. They sleep 15 hours a day! They usually live between 10 to 20 years. Their native habitat is the rain forests of Central and South America. Some sloths have got two toes and some have got three. They cannot walk very well but they can swim. What a funny animal! 5) 1. In trees. 2. No, they are very slow animals. 3. The rain forests of Central and South America. 4. Some have two and some have three. 5. They can’t walk well. 6. They can swim. SELF-CHECK 1) 1. horn 2. ant 3. beak 4. bear 2) 1. a 2. c 3. a 4. c 5. a 6. b 3) 1. Where do quokkas live? 2. What do quokkas eat? 3. How many joeys do quokkas have a year? 4. Where do female quokkas carry their joeys? 5. How many people do quokkas bite a year? 6. Who do they usually bite? 4) 1. a 2. c 3. a 4. a 5. b 5) Many people imagine that mountain gorillas are noisy, aggressive creatures, but they are normally peaceful, gentle, social, vegetarian animals. When people see an angry gorilla, it is usually a male gorilla protecting his family group. 6) Suggested answers: 1. Elephants have got trunks. 2. Bulls have got horns. 3. Birds can fly. 4. Fish can swim. 5. Scorpions sting their prey. 6. Snakes bite their prey. 7. We must read the signs. 8. We mustn’t feed the animals.

Unit 4 VOCABULARY 1) 1. Hairdresser’s 2. lnternet café 3. Cinema 4. Newsagent’s 5. Chemist’s 6. Clothes shop 7. Supermarket 8. Bank 9. Fruit shop 10. DVD shop 11. Baker’s 12. Library 2) 1. between 2. opposite 3. between 4. next to 3)

4b) 1. You can get money at the bank. 2. You can see a film at the cinema. 3. You can rent a DVD at the DVD shop. 4. You can have a haircut at the hairdresser’s. 5. You can meet friends at the Internet café. 6. You can try on clothes at the clothes shop. 7. You can borrow a book at the library. 8. You can surf the Internet at the Internet café. 9. You can pay your bills at the bank. READING 1) 1. Cut it! 2. Jean Machine 3. Online 4. Tesco’s 5. The Place 6. ABC 2) 1. Saturday 2. £15.00. 3. Thursday 4. Jeans and T-shirts 5. Chicken. 6. Yes, it is. 7. 80p. 8. £3.40. GRAMMAR 1) 1. a 2. c 3. b 4. e 5. f 6. d 2) 1. Are the girls cooking? No, they aren’t cooking. They’re listening to music. 2. Are the boys playing the guitar? No, they aren’t playing the guitar. They’re trying on clothes. 3. Is the woman driving a car? No, she isn’t driving a car. She’s having a haircut. 4. Is the boy writing a letter? No, he isn’t writing a letter. He’s watching a film. 5. Is the girl eating a hamburger? No, she isn’t eating a hamburger. She’s reading a magazine. 6. Are the girls doing homework? No, they aren’t doing homework. They’re playing football. 3) 1. are you doing 2. am finishing 3. Are you watching 4. am listening to 5. are Amy and Lizzie doing 6. are playing 7. is buying 4) countable: DVD, cinema, computer, bank, shop, aspirin uncountable: music, bread, food, milk, water, sugar 5) 1. some 2. some 3. any 4. any 5. a lot of 6. any 7. any 8. some 9. any 10. any 11. an 12. a 13. an 14. some 15. an 6) 1. some, any 2. any, some 3. any 4. some 5. some LISTENING 1a) Sophie is at an Internet café. AUDIOSCRIPT (Tracks 10 & 11) Assistant: Hello can I help you? Sophie: Yes, please. I’d like to write some emails. Assistant: Ok. It costs £1 for 30 minutes or £2 for two hours. Sophie: Two hours please. I’ve got lots of emails to write! Assistant: Do you want a drink? Sophie: Yes, please. An orange juice. Assistant: OK. That’s 95p please. You can pay later. Thank you. Sophie: Thank you. 1b) 1. Can 2. some 3. hours 4. hours 5. drink 6. orange juice 7. 95p 2a) 1. d 2. c 3. a 4. b 5. e 2b) AUDIOSCRIPT (Track 12) Narrator: One A: I’m very thirsty. B: Why don’t we go for a drink? Narrator: Two C: It’s a lovely day. A: Let’s go for a walk! Narrator: Three B: It’s Peter’s birthday. C: Shall we buy him a present? Narrator: Four B: I’m hungry. A: Let’s make some sandwiches! Narrator: Five C: It’s Mother’s Day. A: Shall we buy her some flowers? WRITING 1) 1. a 2. the 3. a 4. a 5. an 6. a 7. a 8. a 9. the 2) Suggested answers: A: What are you doing? B: I’m looking for a present for Mum. A: Why are you buying her a present? Is it her birthday? B: No. I’m buying her a present because it’s Mother’s Day. A: That’s lovely. Why don’t you buy her some flowers? B: Good idea! A: Let’s go to the flower shop round the corner. 3) 1. a 2. it 3. a 4. the 5. a 6. She 7. a 8. the 9. It 10. They 11. The 12. it 13. she SELF-CHECK 1) 1. aspirin, toothpaste 2. chewing gum, magazines 3. pears, bananas 4. steak, sausages 5. bread, croissants 2) 1. haircut 2. clothes 3. rent, get 4. see, watch 5. chat 6. buy 7. pay 3a) 1. a 2. some 3. an 4. some 5. any 3b) 2, 4, 5

4a) 1. c 2. e 3. i 4. b 5. g 6. a 7. d 8. f 9. h

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Answer Keys Unit 5

Unit 6

VOCABULARY 1) 1. d 2. a 3. b 4. c 5. h 6. g 7. e 8. f 3) 1. friendly 2. angry 3. cool 4. sad 5. worried 6. excited READING 2) 1. real books, at bookshops 2. real books, online 3. e-books, online 3) Buying books at bookshops: comfortable chairs, shop owner knows you well and helps you choose the right book Buying books online: good price, books delivered to your home Having an e-reader: you can have a lot of books on it you can get the book you want in a few seconds GRAMMAR 1a) 1. has 2. ’m not chatting 3. are taking 4. doesn’t use 5. Does / play 6. Is / using 1b) 1. every week 2. at the moment 3. right now 4. every day 5. usually 6. Is / using / now 2b) 1. Where do the Slaters live? They live in Coventry. 2. What are they doing right now? They are sitting in a Street café. 3. Where does Mrs Slater work? She works in a hospital. 4. What is Richard eating? He’s eating an ice-cream. 2c) 1. They don’t live in London. They live in Coventry. 2. She doesn’t work in a school. She works in a hospital. 3. She isn’t looking at a cat. She’s looking at a dog. 4. They don’t go to different schools. They go to the same school. 5. They arenÐt working. They are having a coffee in a street café. 6. They aren’t having a holiday in Portugal. They are having a holiday in Spain. 3) 1. travels 2. speaks 3. is reading 4. is listening 5. likes 6. wants 5) 1. me 2. us 3. him 4. her LISTENING 1a) No, she can’t. She has piano lessons at six. 1b) 1. T 2. F 3. T 4. T 5. F 6. F 7. F 8. T 9. F 1c) 1. are 2. doing 3. ’m watching 4. ’m listening 5. doing 6. gives 7. don’t have 1d)

VOCABULARY 1)

AUDIOSCRIPT (Tracks 13, 14 & 15) Mark: Hi, Nadia. It’s me, Mark. Nadia: Hi, Mark. How are you? Mark: I’m fine. What are you doing? Nadia: I’m watching a comedy. It’s really funny. And you? Mark: Well, I’m listening to music and doing my Maths homework. It’s so long -30 exercises in all! Nadia: That sounds like a lot. Mark: Well, our Maths teacher always gives us a lot of homework. Nadia: That’s terrible. Our Maths teacher doesn’t usually give us homework. And I don’t have any homework for tomorrow! Mark: So do you think we can meet up later? Nadia: Well, not really. I have piano lessons every Thursday at six. Remember? Mark: Oh, you’re right. Maybe we can meet up on Saturday then. Nadia: Yes, let’s do that. Phone me on Saturday, OK? Mark: OK. Bye. Nadia: Bye. WRITING 1) 1. because 2. but 3. and 4. but 5. so 6. but 7. and SELF-CHECK 1) 1. post 2. send 3. play 4. chat 5. do 2) 1. funny 2. lazy 3. quiet 4. kind 3) 1. is not playing 2. is Billy going 3. is listening 4. aren’t working 4) 1. doesn’t make 2. does she have 3. do you use 4. don’t do 5) 1. Sophie usually listens to pop music but now she is listening to rock. 2. Marian always reads novels but she’s reading the newspaper right now. 3. My friends usually play video games but they’re playing chess now. 4. We always work hard at school but today we’re celebrating its anniversary. 6) 1. her 2. us 3. him 4. me 5. them

B U S N D E R G

M P L

N O

R R A M O U N T A E U I L N D

A R I

T A

F X N B I K E R R Y

2) 1. go to the beach 2. horse riding 3. have a barbecue 4. swim in the sea 5. play board games 6. walk around 7. play football 8. take the ferry 9. travel by plane 10. stay in a campsite READING 2) 1. He was old. 2. He was a merchant. 3. No, it wasn’t. It was difficult. 4. He was thirteen. 5. Yes, they were. 6. It was a beautiful city. 7. They paid with gold. 8. They put them on their camels and took them home. 3) 1. b 2. e 3. c 4. a 5. d 4) 1. d 2. e 3. b 4. f 5. a 6. c GRAMMAR 1) 1. was 2. were 3. was 4. wasn’t, was 5. was 6. weren’t, were 7. were 8. was 9. were 3) 1. Where were you last night? 2. Who were you with? 3. Why were you there? 4. Where were your friends? 5. Were your parents at home? 4a) 1. started 2. cooked 3. travelled 4. walked 5. played 6. visited 4b) Suggested answers: 1. Last March he visited Paris. 2. Last summer she visited Italy. (picture B) 3. On Saturday they played football. (picture C) 4. Yesterday they walked in the park. (picture D) 5. Last night he cooked chicken. (picture E) 6. Yesterday morning she arrived late at school. (picture F) 5) Suggested answers: 1. Last weekend Robbie was at the zoo. 2. He took some beautiful photos. 3. He didn’t go with his family. 4. He went with some friends. 5. They saw a lot of animals. 6. They had lunch at a small restaurant. 7. They had a great time! 6) 1. was 2. did 3. were 4. saw 5. had 6. were 7) 1. How many 2. How much 3. How many 4. How much LISTENING 1a) 1. Single or return? 2. What day do you want to travel? 3. A return ticket is £89. 4. It takes about 24 hours. 5. You’re welcome. 1 b) AUDIOSCRIPT (Track 16) A: Excuse me, I want to go to Barcelona from London. How much is it by coach? B: Single or return? A: Return. B: What day do you want to travel? A: On Monday. B: A return ticket is £89. A: And how long does it take to get to Barcelona? B: It takes about 24 hours. A: Thank you. B: You’re welcome. 2) 1. Three. 2. Barcelona. 3. Return. 4. On 27th June. 5. On the 15th July. 6. £150. AUDIOSCRIPT (Track 17) A: Excuse me, can I have three tickets to Barcelona, please? B: Yes, single or return? A: Return, please. B: What day do you want to travel? A: We want to fly on 27th June. B: And when do you want to return? A: On the 15th July. B: Here you are. ThatÐs £150 please. Have a good trip. A: Thank you. B: You’re welcome.

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Answer Keys WRITING 1a) haveing, arived, stayng, meet, rainned, visit, eatting, goed 1b) Hi Sylvia, We’re having a wonderful time here in New York. We arrived on Monday. We’re staying in a hostel. It’s OK, but our room is very small. The people here are very friendly. We met some nice boys in the hostel. Yesterday the weather was terrible, it rained all day so we visited the museums. We’re eating lots of different food. Last night we went to a rock concert. It was great. Wish you were here! Lots of love, Linda 2) 1. Hi 2. time 3. terrible 4. weather 5. lovely 6. people 7. Wish 8. love 3) Suggested answer: Hi ... We are having a great time here in ... The people here are wonderful and really friendly. The hotel is very good and central but the food is terrible. The weather isn’t very good because it rained every day. On Monday we went to the ... and the ... and we went on a coach trip to the ... We did lots of shopping! Last night we went to a concert of ... Lots of love, ... SELF-CHECK 1) 1. ferry 2. underground 3. taxi 4. coach 5. mountain bike 6. plane 2) 1. d 2. e 3. c 4. b 5. f (or a) 6. g 7. i 8. a (or f) 9. j 10. h 3) 1. were, had 2. took, didn’t take 3. were, saw 4. was, wasn’t 5. stayed, was 6. didn’t hire, went 7. were, weren’t 4) 1. having 2. staying 3. weather 4. went 5. took 6. Wish

Extra Practice Unit 1 GRAMMAR PRACTICE 1) I’m 2. are / ’re 3. is / ’s 4. are / ’re 5. Is 6. are / ’re 7. Is 8. are 2) 1. I’m not a student. 2. They aren’t teachers. 3. She isn’t in the science lab. 4. We aren’t in the sports club. 3) 1. Is / it isn’t 2. Are / I am 3. Is / it is 4. Am / you aren’t 5. Is / she is 6. Are / they aren’t 7. Are / I’m not 8. Is / he is 4) 1. How old 2. Where 3. What 4. What time 5. Who 6. When 5) on, at, in, in, at 6) 1. a 2. an 3. a 4. a 5. an 7) 1. Our Science lab is modern. 2. Biology is an interesting subject. 3. We have got a big library. 4. My favourite subject is PE. 9) Possessive adjectives: I: my you: your he: his she: her we: our they: their 10) 1. ’m / ’m not / ’m 2. are / aren’t / are 3. ’re / Our / is 4. is / His 5. isn’t / Her / is 12) 1. Who is he? 2. What’s her name? 3. Is she in your / our class? 4. Where are you from? 5. What are your favourite sports? 6. Are your teachers kind? 7. How old are you? 8. Who is her favourite actor? 9. What time is PE? 10. When is your birthday? 13) 1. Where are you from? 2. When is your birthday? 3. What time is PE? 4. Who is your Maths teacher? 5. What is your favourite subject? 6. Who is Daniel? VOCABULARY Places in school 1) 1. science lab 2. classroom 3. library 4. canteen 5. gym 6. computer room 2) 1. classroom 2. library 3. science lab 4. canteen 5. playground 6. computer room School subjects 1)

Time 1) 1. eight o’clock 2. four forty-five 3. half past six 4. midnight 5. quarter past eleven 6. twelve forty-five Adjectives 1) 1. b 2. e 3. d 4. c 5. a 2) 1. a 2. d 3. b 4. c READING AND WRITING 2) 1. b 2. a 3. b 3) 1. typical 2. special 3. nice 4. interesting / fun 4) Places mentioned: library, computer room, canteen

Unit 2 GRAMMAR PRACTICE 1) 1. a. Tracy doesn’t get up early. b. Tracy’s parents get up early. 2. a She doesn’t have a shower in the morning. b They have a shower in the morning. 3. a She watches TV in the afternoon. b They don’t watch TV in the afternoon. 4. a She has dinner at 9.00. b They have dinner at 9.00. 5. a She goes to bed at 10.00. b They don’t go to bed at 10.00. 2) Suggested answers: 1. I have breakfast after I get up. 2. I clean my teeth before I go to bed. / I go to bed after I clean my teeth. 3. I have dinner after I do my homework. / I do my homework before I have dinner. 4. I watch TV before I go to bed. / I go to bed after I watch TV. 5. I have lunch before I go to school. / I go to school after I have lunch. 3) 1. She usually gets up early on her birthday. 2. I often invite friends home. 3. They are never late for school. 4. On Halloween, we sometimes decorate the house. 5. He is always happy on Christmas Day. 5) Suggested answers: 1. My sister buys new clothes on Saturdays. 2. My mother always has a shower in the morning. 3. We always have fun at parties. 4. I usually visit friends on Sundays. 5. My sister stays at home in the afternoon. 6. Dad cooks dinner in the kitchen. 7. I watch TV in bed. 8. I do my homework after school. 7) 1. is 2. live 3. because 4. my 5. like 6. it’s 7. always 8. to bed 9. in 10. First 11. After that / Then 12. wear 13. At 14. Then / After that 15. an 16. Finally 17. takes 8) 1. Where does she live? 2. What is Carnival? 3. When is Carnival? 4. What time does Guadalupe get up? 5. What do they wear? 6. Where do they go? 7. What is there at the end? 8. What does Dad take? VOCABULARY Everyday activities and adverbs of frequency 1) Suggested answers: 1. A. Henry reads an ebook. B. My parents and I clean our teeth. C. The children have a shower. D. Mum listens to music. E. Maggie goes to bed at 9.00 pm. F. Alice and Jack go to the cinema. G. My dog Bonny watches TV. H. Peggy and Sheila meet their friends. I. Sharon has lunch in the canteen. J. Felix plays tennis. 2) 1. often 2. never 3. always 4. sometimes 5. usually Things we do on special days 1) 1. to a friend 2. a party 3. the house 4. special 5. candles 6. parent 7. balloons 8. midnight 9. restaurant 10. at home READING AND WRITING 1) 1. People watch bonfires. 2. They throw colour powder and water to each other and they sing folk songs and dance together. 3. They go home, have a bath and eat sweets, cookies and cakes. 2) 1. F 2. T 3. F 4. F 5. F 6. F 3) 1. after 2. before 3. after 4) a. 2 b. 4 c. 7 d. 1 e. 3 f. 5 g. 6

Unit 3

2) 1. PE 2. Geography 3. lab 4. History 5. canteen 6. classroom 7. Music 8. library

GRAMMAR PRACTICE 1) 1. a. I work in a zoo. b. I don’t work in a zoo. c. Do I work in a zoo? 2. a. You like zoos. b. You don’t like zoos. c. Do you like zoos? 3. a. He feeds the lions. b. He doesn’t feed the lions. c. Does he feed the lions? 4. a. She starts work early. b. She doesn’t start work early. c. Does she start work early? 5. a. It bites. b. It doesn’t bite. c. Does it bite? 6. a. We like pandas. b. We don’t like pandas. c. Do we like pandas? 7. a. They like snakes. b. They don’t like snakes. c. Do they like snakes? 2) 1. Do 2. Does 3. Do 4. Do 5. Does 6. Do 7. Does 8. Do 9. Do 10. Do 3) Suggested answers: 1. Yes, they do. 2. No, it doesn’t. 3. Yes, they do. 4. No, they don’t. 5. No, it doesn’t. 6. Yes, they do. 7. Yes, it does. 8. No, they don’t. 9. No, they don’t. 10. Yes, I do. 4) 1. Does a deer run a lot? 2. Do snakes live in trees? 3. Does a

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Answer Keys giraffe eat meat? 4. Where do kangaroos live? 5. Do monkeys climb trees? 6. What does a dolphin eat? 5) 1. Snakes can climb trees, lay eggs and swim, but they can’t sting animals. 2. Scorpions can climb trees, sting animals, lay eggs, but they can’t swim. 3. Monkeys can climb trees, but they can’t sting animals, lay eggs, or/and swim. 4. Whales can’t climb trees, sting animals or/and ley eggs, but they can swim. 6) 1. You must pay $10. 2. You mustn’t walk on the grass. 3. You must wash your hands. 4. You mustn’t talk during the exam. 5. You must write with a pen. 6. You mustn’t give food to the animals in the zoo. 7. You mustn’t run in the corridors. 7) 1. How many tusks has an elephant got? 2. What time does the zoo open? 3. Where do wild animals live? 4. What can birds do? 5. When do mosquitoes sting? 8) 1. There is 2. It’s 3. mustn’t 4. are 5. but 6. There are 7. next to 8. Do 9. don’t 10. eat 11. feeds 12. Does 13. doesn’t 14. because 15. lives 16. like 9) 1. There are 2. and 3. live 4. are 5. have got 6. Their 7. They 8. mustn’t 9. can 10. because 11. can’t 12. don’t 13. because 14. hunt 15. must VOCABULARY Animals and animal parts 1) 1. deer 2. sheep 3. butterfly 4. tiger 5. giraffe 6. mouse 7. fish 8. horse 9. tortoise 10. lion Verbs for things animals do 1) 1. They hibernate. 2. They hide. 3. They migrate to warm places. 4. They hunt and they bite their prey. 5. They sting them. Adjectives to describe animals 1) 1. aggressive 2. slow 3. noisy 4. clean 5. poisonous 6. solitary READING AND WRITING 1) 1. Mammals 2. Endangered 3. Birds 4. Kuroiwa’s Ground Gecko 2) 1. Amami rabbit, mountain zebra, Red Wolf (one example is enough) 2. Kuroiwa’s Ground Gecko 3. Bali Starling 4. Dinosaur 5. Bali Starling 3) 1. mustn’t 2. can 3. must 4. can

Unit 4 GRAMMAR PRACTICE 1) 1. any 2. a lot of 3. a 4. the 5. a lot of 6. the 7. a 8. some 2) 1. Is she borrowing a book? No, she isn’t. She’s having a haircut. 2. Are they buying a T-shirt? No, they aren’t. They’re watching a film. 3. Is he sending emails? No, he isn’t. He’s buying bread. 4. Are we buying any fruit? No, we aren’t. We’re having a drink. 5. Am I studying? No, I’m not. I’m dancing. 6. Are they working? No, they aren’t. They are having fun. 7. Are you reading? No, I’m not. I’m riding a bike. 3) 1. Where is Chris meeting friends? 2. What are you doing at the baker’s? 3. Who is making sandwiches? 4. What are the boys singing? 5. Where is Mum buying fruit? 4) 1. Where 2. She’s 3. doing 4. reading 5. He’s 6. any 7. the 8. some 9. there are 10. can’t 11. a 12. Can 13. It’s VOCABULARY Places and activities in town 1) a: shirt, magazine, CD, video an: egg, apple, ice cream some: juice, bread, pasta, meat, food 2) 1. next to, opposite 2. between 3. next to, opposite 4. opposite 3) 1. Hairdresser’s 2. Bar 3. Cinema 4. Newsagent’s 5. Library 4) Fruit shop, Bank, Internet café, Butcher’s, Chemist’s 1. She’s at the baker’s. 2. They are at the fruit shop. 3. He is at the bank. 4. She is at the Internet café. 5. He is at the butcher’s. 6. They are at the chemist’s. 5) Acceptance: 1, 5 Refusal: 2, 3, 4 6) 1. Great! Let’s go. 2. I’m not very hungry. 3. I’m sorry. I’m very tired. 4. Ok. What shall we drink? 5. No, thank you. I don’t like films. 7) Suggested answers: 1. What are you doing? 2. Why don’t / go dancing? 3. Let’s rent a video. 4. shall we meet? READING AND WRITING 1) 1. SheilaModel and TheJuggler 2. SheilaModel 3. Worried grandma 4. Francisco 2) 1. F 2. T 3. F 4. F

Unit 5 GRAMMAR PRACTICE 1) Mr Gowland is working on his computer. Mrs Gowland is chatting with friends. Jamie and Liz are playing video games. Grandma is posting comments on Facebook. Grandpa is playing chess with his computer. 2) 1. Is he chatting with friends? No, he isn’t. He is surfing the net. 2. Is she talking with her sister? No, she isn’t. She’s taking a photo

of her pet. 3. Are they listening to music? No, they aren’t. They are recording an interview. 4. Are you playing video games? No, we aren’t. We are watching a video. 3) Alistair usually goes dancing, but he is studying now. 2. Jeff and Joe usually chat with friends in the Net, but they’re phoning their friends now. 3. We usually meet friends at the shopping centre, but we’re inviting friends home now. 4. My cat usually eats fish, but he’s drinking milk now. 5. Maggie usually borrows books from the library, but she’s renting a video now. 6. I usually play video games, but I’m watching television now. 4) 1. My dog isn’t eating a bone now. 2. We meet at the Poetry Club once a week. 3. Does Alfred usually prepare breakfast for his family? 4. I’m doing this exercise right now. 5. You don’t eat at the school canteen every day. 5) 1. What’s / name 2. What’s he like? 3. What does he do? 4. Does he go 5. What’s he doing 6. Where is he 6) 1. He is really funny. 2. We chat in the evening. 3. She does research in the net. 4. They are kind girls. 5. It is old and quiet. 7) 1. them 2. her 3. me 4. him 5. you 8) 1. She, her 2. me, you 3. us 4. them, They 5. He, you, you, him 9) 1. because 2. but 3. and 4. so 5. and VOCABULARY Uses of computers and mobile phones 1) 1. stay connected 2. chat 3. speak 4. do 5. send 6. play 7. listen 8. play 9. download 10. post 2) 1. friend 2. He 3. kind 4. he 5. me 6. posting 7. because 8. listening 9. message 10. lazy 11. so 12. We 13. him 3) 1. Post messages 2. surf the net 3. download music 4. computer 5. chat with friends 6. Mobile phone 7. MP3 8. listen to music 9. text friends Adjectives of personality 1) 1. friendly 2. quiet 3. funny 4. lazy 5. kind READING AND WRITING 1) 1. because 2. and / so 2) 1. HAK 2. P911 3. MOS 4. PRW 3) 1. Messages 2. Teenagers 3. Texting

Unit 6 GRAMMAR PRACTICE 1) 1. was 2. lived 3. were 4. liked 5. moved 6. changed 7. was 8. decided 9. wanted 10. preferred 11. was 2) 1. wasn’t 2. didn’t live 3. weren’t 4. didn’t like 5. didn’t move 6. didn’t change 7. wasn’t 8. didn’t decide 9. didn’t want 10. didn’t prefer 11. wasn’t 3) 1. How old were you? 2. How were you in Rome? 3. What was the city like? 4. How were Portugal and Italy? 5. What was the weather like in London? 4) 1. was 2. took 3. was 4. didn’t walk 5. was 6. made 7. laughed 8. did 9. were 10. saw 11. congratulated 12. had 13. cooked 5) 1. are having 2. arrived 3. are staying 4. is 5. is 6. are 7. met 8. went 9. was 10. swam 11. played 12. are eating 13. went 14. was 15. were 6) 1. Where is Mariana staying? 2. What is her room like? 3. What are the people like? 4. What was the weather like? 5. What are they eating? 6. How was the concert? 7. Were Mariana’s friends in Viña? 7) 1. She’s staying in a three-star hotel in Providencia. 2. It’s big and modern. 3. They are very friendly. 4. It was hot and sunny. 5. They are eating lots of sea food. 6. It was super! 7. No, they weren’t. 8) 1. How much 2. How many 3. How much 4. How many VOCABULARY 1) 1. travel / They travelled by bus. 2. hire / They didn’t hire horses. 3. hire / They hired mountain bikes. 4. go / They didn’t go camping. 5. stay / They stayed in a hostel. 6. play / They didn’t play board games. 7. swim / They didn’t swim in the lake. 8. walk / They walked around. 9. take / They took lots of photographs. 10. have / They didn’t have a barbecue. 2) 1. beach 2. harbour 3. lake 4. mountain 5. river 3) 1. beaches 2. harbour 3. river 4. mountain 5. Lakes 4) 1. 1 2. 3 3. 6 4. 7 5. 9 6. 8 7. 10 8. 5 9. 4 10. 2 READING AND WRITING 1) helmet, sun glasses, first aid kit 2) 1. He’s in Lima 2. At La Sarita restaurant. 3. Because they cycled across the mountains for about 80 km. 4. There aren’t any. 5. It’s very hot. 6. They are preparing their equipment. 7. They are taking a bottle. 8. They are going to visit Caral. 9. It opens at 9:00. 3) 1. adventurous 2. is staying 3. tour guide 4. GPS 5. are going to start 6. archaeological, lived

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Datos de catalogación bibliográfica Maldonado, María Alicia What’s Up? 1 : Teacher’s Book / María Alicia Maldonado. - 3ra ed . - Ciudad Autónoma de Buenos Aires : Pearson Education, S. A., 2016. 88 p. ; 30 x 21 cm.



ISBN 978-987-615-433-8 1. Guía del Docente. I. Título. CDD 371.1

Pearson Education S.A. Av. Belgrano 615 piso 11º C1092AAG Ciudad Autónoma de Buenos Aires, Argentina. www.pearsonelt.com.ar © Pearson Education S.A. 2016 All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers. Queda hecho el depósito que dispone la ley 11.723 Printed in Argentina by ISBN: 978-987-615-433-8 Teacher’s Book This edition published by Pearson Education S. A., 2016 Publisher

Anne-Sophie Vignolles

Editor

Paula Czajka

Design

El Ojo del Huracán®

Cover design El Ojo del Huracán® Production

Damián Marrapodi Manuel López

The Publisher would like to acknowledge María Alicia Maldonado for her adaptation and pedagogical supervision of the What’s Up? 3rd edition series as well as Mónica Rodriguez Salvo for her collaboration on developing the Social and Emotional Learning (SEL) content and activities. We would also like to thank Dra. María de las Mercedes Luciani for her insightful comments on the introduction of this Teacher’s Book as well as Lic. Adriana E. María Díaz for the extra readings.

The publisher would like to thank the following for their kind permission to reproduce their photographs: Fotolia: U1-P28 Monkey Business, mariiya, U2-P38 puckillustrations, Lisa F. Young, U3-P48 EBFoto, U4-P58 vmiloserdof1981, U5-P68 SolaruS, RetroColoring.com, dmitryshlyahov, U6-P78 rie_lalala, Raisa Kanareva, Alberto_Patron, stakhov, SEL-P80 Rawpixel, P81 Sunny studio, AntonioDiaz, P82 Syda Productions, flairimages. All other images © Pearson Education We have made every effort to trace copyright holders. However, if any material has been incorrectly acknowledged, we would be pleased to correct this at the earliest opportunity. Facebook, Twitter, PowerPoint, YouTube, Pecha Kucha, Pinterest, Google, Skype, Audacity, SurveyMonkey, Floorplanner and SketchUp are registered trademarks.

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