TEACHER’S BOOK - Pearson ELTteachers.pearsonelt.com.ar/WU_3rd/Ebook Whatsup TB 2.pdf · TEACHER’S BOOK 2 What ’ s U p? Pearson ... tasks till they complete a final project in

María A

licia Maldonado

TEACH

ER’S B

OO

K2

What’s Up

?

María Alicia Maldonado

3rd edition

TEACHER’S BOOK

Welcome to What’s Up? 3rd edition

Engage with eye-opening topics and discover your

potential!

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

“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!”

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

Students’ components: 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 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

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TEACHER’S BOOK

3rd edition

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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 1 Let’s share our free time 19 Extra Reading 28

Unit 2 My house, my home 29 Extra Reading 38

Unit 3 Film showtimes 39 Extra Reading 48

Unit 4 When in Rome … 49 Extra Reading 58

Unit 5 Yummy! 59 Extra Reading 68

Unit 6 Outstanding! 69 Extra Reading 78

Social and Emotional Learning (SEL) 79

Answer keys: 83Let’s wrap it up! Workbook (with Audioscript) Extra Practice

Contents

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Introduction

Our view of the teaching and learning processThe teaching perspective will depend on the view of language each teacher adheres to. From a learning-centred 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 refl ective approach to learning, it aims at educating learners. This implies to provide opportunities to think critically, refl ect and develop self-awareness and awareness of others.The guiding principle is to enable students to be able to communicate effi ciently. And communicating effi ciently implies, in the fi rst 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 refl ection 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 refl ect 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.

Our view of languageWhat’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 fi nally 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.

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Introduction

Teacher’s BookThe 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 fi nd 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 fi rst 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 specifi c content that is covered in each case.

Student’s BookOpener and Pre-reading sectionEach 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-refl ection 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 fi rst minute what they are expected to do by the end of the unit. As the unit develops, students will also fi nd suggested instructions, Project tips, to start preparing their project in advance.

VocabularyThis 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. ReadingThere 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 refl ect upon values and beliefs, thus helping students (and teachers!) to develop their social-emotional intelligence skills.

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GrammarThis 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 SpeakingThese 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 profi ciency. 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 profi ciency.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-offactivities or as extra practice to reinforce students’ confi dence in speaking.

WritingOur 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 ProjectAs 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 fi nal 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 profi cient 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 fi t 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 fi ndings with the class while exchanging opinions and points of view.

This section includes an assessing worksheet to evaluate, or self-evaluate, students’ profi ciency 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.

WorkbookThe 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 fi les 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.

Extra Practice BookThe 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 fi nd 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 ActivitiesEach unit of this component includes a “Fast Finishers” activity for students to solve individually. They consist of extensive reading activities to keep fast fi nishers 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 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”.

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 offl ine, 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 offl ine 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

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Interactive Teacher’s Book

99

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 fi les 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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10 What’s Up? 3rd edition - Teacher’s Book 2 © Pearson

Planificación anualUnidad temática 1: Let’s share our free timeTópico: El adolescente y su uso del tiempo libre.

Tareas de comunicación y aprendizaje> Páginas 6-7• Asociación de léxico referente a actividades de tiempo libre

con su representación gráfica.• Categorización de actividades de tiempo libre.• Reflexión sobre el uso del tiempo libre: relajarnos y ayudar.

> Página 8• Clasificación de adjetivos según su connotación positiva o

negativa.• Expresión de preferencias sobre distintas actividades.• Aplicación guiada de los ítems lexicales presentados.

> Página 9• Identificación de género discursivo: página web.• Utilización de conocimientos previos para hacer un recorrido

del discurso.• Elaboración de predicciones como estrategia de comprensión

lectora.• Identificación de ideas generales e información específica.• Identificación del punto de vista de los autores, comparación y

reflexión acerca de los mismos.• Personalización del tema de lectura y reflexión grupal sobre el

mismo.

> Páginas 10-11• Sistematización de la estructura del presente simple en un

cuadro.• Práctica de la pronunciación de la desinencia /Iz/.• Identificación de la concordancia de play, do o go con distintas

actividades.• Reconocimiento de la estructura like + -ing.• Reconocimiento del significado de los adverbios de frecuencia

y su ubicación en la oración.• Reconocimiento y formulación de preguntas abiertas con

How often… ? y su respuesta utilizando adverbios o expresiones de frecuencia.

• Deducción de reglas gramaticales.• Producción guiada y libre (oral y escrita) con aplicación de los

contenidos gramaticales presentados.

> Páginas 12-13• Uso de conocimientos previos para la descripción de una

imagen como estrategias de comprensión auditiva.• Escucha y comprensión de una conversación entre dos

alumnos sobre las actividades extracurriculares publicadas en cartelera. Identificación de ideas generales e información específica.

• Escucha y comprensión de una entrevista sobre actividades extracurriculares que funcionará como modelo para el intercambio oral de información.

• Realización de una entrevista breve sobre actividades de tiempo libre.

• Participación en un juego de roles.

> Página 14• Análisis de los elementos presentes en un póster y de las

características del mismo.• Diseño guiado para la confección de un póster sobre una

actividad extracurricular.

LEXICALES • Vocabulario relacionado con actividades de tiempo libre.

• Adjetivos calificativos que describen actividades: boring, fun, relaxing, creative, dangerous, easy, difficult, interesting, good, expensive, aggressive.

GRAMATICALES • Presente simple en sus formas afirmativa, negativa e interrogativa.

• Like + -ing.• Concordancia: play, do o go + actividad.• Adverbios y expresiones de frecuencia:

always, usuallly, often, sometimes, never.• How often… ?

FONOLÓGICOS • Pronunciación de la desinencia /Iz/.• Diferenciación entre el sonido

español /x/ y el inglés /h/.• Pronunciación de los ítems lexicales

presentados.• Entonación de preguntas abiertas y

cerradas.

Tópico: El alumno y las actividades comunitarias.

Proyecto• Los alumnos se comunicarán para compartir información

sobre las actividades comunitarias que realizan en su tiempo libre.

Contenidos• Uso del tiempo presente simple.• Uso de adjetivos, adverbios y expresiones de frecuencia.• Uso de vocabulario para nombrar y describir actividades.• Uso contextualizado de las macro habilidades.• Uso consciente y pautado de las TIC (tecnologías de la

información y la comunicación).• Reflexión sobre el valor de la solidaridad como actividad de

tiempo libre.

Tareas de preparación• Investigación sobre posibles tareas comunitarias a realizar.• Búsqueda de imágenes para realizar una invitación.• Redacción de un borrador para su posterior edición.

Expectativas de logro• Creación de un póster para el aula o de un post en el blog

escolar sobre las actividades comunitarias a realizar.• Elaboración de una invitación para realizar una tarea

comunitaria en grupo.

Expectativas de aplicación en el contexto socialCampaña “Ahora que sabés, podés”• Reflexión grupal sobre las posibilidades de ayudar a otros en el

tiempo libre.• Organización de una campaña para despertar consciencia

sobre la posibilidad de realizar acciones solidarias junto con alumnos de otras clases.

• Publicación de un post en una página web escolar.• Organización de una tarea comunitaria con el fin de despertar

actitudes solidarias y publicar una invitación.

Contenidos

Proyecto final

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11© Pearson What’s Up? 3rd edition - Teacher’s Book 2

Planificación anualUnidad temática 2: My house, my homeTópico: El adolescente, su hogar y sus actividades cotidianas.

Tareas de comunicación y aprendizaje> Páginas 16-17• Asociación de léxico referente a viviendas, ambientes y objetos

de un hogar con las imágenes que los representan.• Uso de conocimientos previos para inferir contenido lexical.• Categorización de los ítems lexicales presentados.

> Página 18• Asociación de léxico referente a ambientes, sectores y objetos

de un hogar con las imágenes que los representan.• Asociación de adjetivos de significados opuestos.• Identificación de la concordancia entre verbos y sustantivos en

frases que describen tareas del hogar.• Producción de los ítems lexicales presentados mediante la

participación en actividades lúdicas.• Intercambio oral sobre las actividades del hogar.

> Página 19• Reflexión previa como estrategia de comprensión lectora.• Observación de imágenes como estrategia para la

identificación del género discursivo: página web.• Identificación y categorización de ítems lexicales.• Personalización de un tema.• Expresión de opinión personal sobre diferentes tipos de

hogares y vida familiar.

> Páginas 20-21• Sistematización de la estructura de los grados comparativo y

superlativo de adjetivos en un cuadro.• Reconocimiento y producción de adjetivos irregulares.• Comparación de objetos y expresión de opiniones personales.• Sistematización de la estructura de going to en un cuadro.• Escucha y repetición de un rap para la práctica de going to.• Deducción de reglas gramaticales.• Producción guiada y libre (oral y escrita) con aplicación de los

contenidos gramaticales presentados.• Reflexión sobre estereotipos en relación a las tareas y roles en

el hogar.

> Páginas 22-23• Descripción oral de imágenes como estrategia de comprensión

auditiva.• Escucha y comprensión de un diálogo en un museo.• Escucha y comprensión de un documental sobre una ciudad

flotante. Identificación de ideas generales e información específica.

• Expresión de opiniones personales sobre el documental.• Escucha y comprensión de una conversación sobre

planes para el futuro que funcionará como modelo para el intercambio oral de información.

• Intercambio oral entre pares.• Participación en un juego de roles.

> Página 24• Valoración del uso de adjetivos para enriquecer una

descripción.• Reconocimiento de la posición de los adjetivos (previa al

sustantivo o posterior al verbo to be).• Identificación de objetos y de los adjetivos que los describen.• Lectura de una descripción sobre un ambiente que funcionará

como modelo para una producción escrita.• Elaboración de una descripción sobre un ambiente ideal.

> Página 27• Autoevaluación guiada.

LEXICALES • Vocabulario relacionado con el hogar: sectores, ambientes y objetos.

• Adjetivos que describen los ambientes de una casa: neat, tidy, big, clean, old, comfortable, messy, uncomfortable, etc.

• Tareas del hogar: wash the dishes, iron the clothes, feed the pet, lay the table, tidy your room, hoover the floor, etc.

GRAMATICALES • Grados comparativo y superlativo de adjetivos regulares e irregulares: smaller, more … than, the smallest, the most.

• Uso de going to en todas sus formas.

FONOLÓGICOS • Pronunciación de los ítems lexicales presentados.

• Entonación de preguntas abiertas y cerradas.

• dentificación del núcleo en un grupo tonal.

Tópico: ”La casa de mis sueños”

Proyecto• Los alumnos diseñarán un folleto para describir la casa de sus

sueños: imaginarán y compartirán sus planes.

Contenidos• Uso de going to para expresar planes para el futuro.• Uso de vocabulario para nombrar ambientes, sectores y

objetos del hogar y uso de adjetivos calificativos.• Uso de la forma comparativa y superlativa de los adjetivos.• Uso de expresiones que describen tareas del hogar.• Uso contextualizado de las macro habilidades.• Uso consciente y pautado de las TIC (tecnologías de la

información y la comunicación).• Reflexión sobre el respeto por los diferentes modos de vida.

Tareas de preparación• Descripción de fotografías de distintos escenarios naturales y

elección de uno para la ubicación de una casa.• Selección de información en un listado.

Expectativas de logro• Elaboración de un plano 3D para publicitar una casa ideal.• Intercambio grupal de folletos y comparación de ideas.

Expectativas de aplicación en el contexto socialCampaña “Ahora que sabés, podés”• Reflexión sobre diferentes estilos de vida.• Valoración de los espacios propios y de la necesidad de una

vivienda adecuada.• Reflexión sobre los avances de la tecnología como medio para

mejorar nuestro estilo de vida.

Tópico: César Pelli, un gran arquitecto argentino.• Lectura extensiva de un texto para fomentar el placer por la misma.• Lectura informativa sobre el arquitecto y su obra.• Búsqueda de información en internet como estímulo para un

aprendizaje por serendipia.

Contenidos

Proyecto final

CLIL y cultura

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Planificación anualUnidad temática 3: Film showtimesTópico: El adolescente y su interés por la ficción.

Tareas de comunicación y aprendizaje> Páginas 28-29• Descripción de fotografías relacionadas con el cine.• Intercambio oral acerca de películas y actores famosos

utilizando conocimientos previos.• Reconocimiento de ítems lexicales relacionados con tipos de

películas, aspectos de las películas y profesionales del cine.• Asociación de citas famosas con personajes y películas.• Categorización de adjetivos para describir películas según su

connotación positiva o negativa.

> Página 30• Categorización de películas de acuerdo a su género.• Identificación de actividades relacionadas con el mundo del

cine.• Discusión oral sobre preferencias cinematográficas.

> Página 31• Discusión oral, basada en conocimientos previos, como

estrategia de compresión lectora.• Identificación de géneros discursivos.• Análisis de un título como anticipación al contenido de un

texto.• Lectura y comprensión de una reseña sobre una serie de

películas. Identificación de ideas generales e información específica.

• Construcción de una línea de tiempo reflejando las distintas filmaciones de una serie.

• Discusión oral para comparar la versión bibliográfica y cinematográfica de una misma historia.

• Discusión grupal sobre filmografía argentina.

> Páginas 32-33• Sistematización de la estructura del tiempo pasado simple del

verbo to be y de verbos regulares e irregulares.• Reconocimiento y producción de las distintas pronunciaciones

de la desinencia -ed en los verbos regulares.• Deducción de reglas gramaticales.• Identificación de preposiciones de tiempo.• Identificación de expresiones de tiempo pasado.• Producción escrita guiada con aplicación de los contenidos

gramaticales presentados.

> Páginas 34-35• Descripción de imágenes como estrategia de comprensión

auditiva.• Escucha y comprensión de una entrevista a un productor

de cine. Identificación de ideas generales e información específica.

• Expresión de opiniones personales sobre la calidad de los efectos especiales en películas reconocidas.

• Escucha de una conversación sobre una película que funcionará como modelo para el intercambio oral.


> Página 36• Reconocimiento y diferenciación de palabras con distinta

ortografía e idéntica o similar pronunciación: its / it’s; there / their / they’re; two / to / too; where / were.

• Lectura y comprensión de la descripción de una película.• Identificación de los aspectos característicos de una

descripción.• Elaboración guiada de la descripción de una película.

LEXICALES • Vocabulario relacionado con los diferentes tipos de películas.

• Profesiones relacionadas con el mundo del cine.

• Aspectos de una película: acting, special effects, ending, costumes.

• Adjetivos para describir películas: great, amazing, really good, excellent, interesting, poor, sad, bad, awful, horrible, boring.

GRAMATICALES • Pasado simple del verbo to be en sus formas afirmativa, negativa e interrogativa.

• Pasado simple de verbos regulares e irregulares en sus formas afirmativa, negativa e interrogativa.

• Preposiciones de tiempo: in, on, at.• Expresiones de tiempo pasado: (two

days / weeks, etc.) ago, yesterday (morning / afternoon), last (night / year / week / month).

FONOLÓGICOS • Pronunciación de la desinencia -ed de verbos regulares en el pasado simple.

• Pronunciación de los ítems lexicales presentados.


Tópico: Preparación de un juego sobre películas.

Proyecto• Los alumnos participarán en un juego en el que deberán

identificar una película formulando solo seis preguntas.

Contenidos• Uso del tiempo presente y pasado simple.• Uso de vocabulario relacionado con la descripción de películas.• Uso contextualizado de las macro habilidades.• Uso de las TIC (tecnologías de la información y la

comunicación) como medio de búsqueda de información.

Tareas de preparación• Selección de una película de a pares.• Reflexión sobre los temas relevantes para el análisis de una

película.• Confección de fichas con información sobre películas.

Expectativas de logro• Búsqueda guiada online de información sobre películas.• Intercambio de información en grupos.• Valoración del conocimiento adquirido a partir de la

participación en competencias sobre temas generales.

Expectativas de aplicación en el contexto socialCampaña “Ahora que sabés, podés”• Reflexión sobre la importancia de la lectura para nuestra

formación.• Reflexión sobre cómo la perspectiva individual puede cambiar

la realidad de acuerdo a quien la narre.

Contenidos

Proyecto final

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Planificación anualUnidad temática 4: When in Rome …Tópico: El adolescente, su cultura y el interés y respeto por las culturas ajenas.

Tareas de comunicación y aprendizaje> Páginas 38-39• Observación y asociación de gestos y saludos con diferentes

culturas.• Reflexión sobre distancia social y diferencia generacional.• Reflexión sobre la percepción e interpretación de diferentes

formas y expresiones culturales.

> Página 40• Asociación de léxico referente al saludo y la cordialidad con las

imágenes que los representan.• Reconocimiento de adverbios de modo mediante la

identificación de palabras con significado opuesto.• Identificación de léxico descriptivo en relación a conductas que

representan buenos y malos modales.

> Página 41• Identificación del tipo de texto, sección, autor y título como

estrategia de interpretación lectora.• Lectura de un artículo de revista sobre las costumbres de

otras culturas. Identificación de ideas generales e información específica.

• Identificación del punto de vista del autor.• Participación en una discusión oral grupal sobre las

costumbres más destacadas de Argentina.• Reflexión sobre los cambios de las costumbres.

> Páginas 42-43• Identificación de las formas afirmativa y negativa del modo

imperativo para expresar órdenes y pedidos.• Comparación de la forma imperativa en español y en inglés.• Reconocimiento del uso de should en todas sus formas.• Identificación de adverbios de modo y análisis de sus formas.• Reconocimiento del uso de can y could en oraciones

interrogativas para expresar pedidos amables.• Reconocimiento y producción de entonación amable en

pedidos con can y could.• Deducción de reglas gramaticales.• Producción guiada y libre (oral y escrita) con aplicación de los

contenidos gramaticales presentados.

> Páginas 44-45• Descripción de una imagen como estrategia de comprensión

auditiva.• Escucha de una entrevista sobre la experiencia de un

adolescente en un país extranjero. Identificación de ideas generales e información específica.

• Escucha y comprensión de dos diálogos breves, uno formal y otro informal, en que dos personas se saludan.

• Identificación de expresiones formales e informales en intercambios orales.

• Escucha y repetición de diálogos breves en distintos contextos focalizando en la entonación.

• Participación en un juego de roles.

> Página 46• Reconocimiento de los elementos de un folleto.• Análisis de recursos discursivos para brindar consejos y

sugerencias.• Lectura, redacción libre y confección de un folleto.• Valoración del conocimiento como herramienta informativa.• Valoración de la creatividad para la confección de un folleto.


LEXICALES • Vocabulario relacionado con tipos de saludos: shake hands, bow, wave, etc.

• Adverbios de modo.• Expresiones que definen buenos y

malos modales (OK, rude, very rude).

GRAMATICALES • Uso del imperativo para expresar órdenes y realizar pedidos.

• Uso de should para consejos.• Uso de adverbios de modo.• Uso de can y could para realizar

pedidos amables.

FONOLÓGICOS • Entonación amable en pedidos con can y could.



• La entonación como herramienta para modificar un pedido amable en una orden estricta o una sugerencia.

Tópico: La diversidad de culturas en el mundo.

Proyecto• Los alumnos participarán en un juego de conocimiento sobre

diferentes lugares y culturas en el mundo.

Contenidos• Uso de should y uso de can y could para pedidos amables.• Uso de adverbios de modo.• Uso de vocabulario relacionado con conductas sociales.• Uso contextualizado de las macro habilidades.• Uso de las habilidades del siglo XXI.

Tareas de preparación• Organización de un listado de costumbres para investigar y

comparar diferencias y similitudes entre diversos países.• Búsqueda independiente de información sobre costumbres.• Diseño de folletos de viaje con información turística y cultural.

Expectativas de logro• Aprendizaje basado en la investigación independiente.• Producción y uso de folletos con información turística y cultural.• Participación en un juego de conocimiento.• Aprendizaje memorable a través de actividades placenteras.

Expectativas de aplicación en el contexto socialCampaña “Ahora que sabés, podés”• Listado e intercambio de información turística y cultural.• Desarrollo de empatía y respeto por culturas diferentes.• Reconocimiento de la importancia de conocer y comprender la

cultura de un país para ampliar la mirada.

Tópico: Buenas historias: ¿el libro o la película?• Lectura extensiva de un texto para fomentar el placer por la misma.• Lectura de críticas de películas comparadas con los libros.• Búsqueda de información en internet como estímulo para un


Contenidos

Proyecto final

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Planificación anualUnidad temática 5: Yummy!Tópico: El adolescente y su relación con las comidas típicas de diversas culturas y las dietas saludables.

Tareas de comunicación y aprendizaje> Páginas 50-51• Asociación de léxico referente a alimentos y a platos

internacionales con las imágenes que los representan.• Categorización de los alimentos.• Reflexión sobre platos típicos de distintas culturas cuyos

nombres no tienen traducción.• Descripción de platos típicos.• Valoración de las tradiciones culinarias de diferentes culturas

y familias.

> Página 52• Categorización de alimentos de acuerdo a la pirámide

alimentaria.• Asociación de platos con sus correspondientes ingredientes.• Reconocimiento de verbos que describen los pasos de una

receta de cocina.• Utilización contextualizada de los ítems lexicales presentados.

> Página 53• Observación e identificación de géneros discursivos.• Lectura y comprensión de un blog post sobre una dieta

saludable. Identificación de ideas generales e información específica.

• Identificación del punto de vista del autor y reflexión personal acerca del mismo.

• Participación en una discusión oral grupal sobre hábitos y trastornos alimenticios. Expresión de opiniones personales.

> Páginas 54-55• Categorización de sustantivos contables e incontables.• Reconocimiento de las expresiones de cantidad que

concuerdan con sustantivos contables e incontables.• Reconocimiento de preguntas con How much? y How many?• Sistematización de las formas afirmativa, negativa e

interrogativa del tiempo presente continuo para expresar planes para el futuro.

• Deducción de reglas gramaticales sobre forma y uso.• Uso contextualizado (oral y escrito) de los contenidos


> Páginas 56-57• Descripción de la imagen de un picnic de adolescentes como

estrategia de comprensión auditiva.• Escucha y comprensión de una conversación en la que

se realizan planes para un picnic. Identificación de ideas generales e información específica.

• Escucha y comprensión de dos conversaciones en que se elaboran planes que funcionarán como modelo para el intercambio oral de información.

• Identificación de las características del registro discursivo formal e informal.


> Página 58• Identificación de las características discursivas de una receta:

formato, uso del imperativo y uso de abreviaturas.• Comparación del género discursivo de recetas en español y en

inglés.• Lectura y comprensión de una receta.• Ordenamiento de los pasos de una receta.• Redacción libre de una receta.

LEXICALES • Vocabulario relacionado con los alimentos: lácteos, frutas, verduras, carnes, pescado, condimentos.

• Categorías de alimentos.• Comidas típicas cuyos nombres no tienen

traducción: asado, empanada, paella.• Verbos que describen acciones en una

receta de cocina: chop, boil, add, fry.

GRAMATICALES • Sustantivos contables e incontables.• Cuantificadores: some, a lot of, any,

much, many.• How much / How many?• Presente continuo para expresar

planes futuros en todas sus formas.

FONOLÓGICOS • Pronunciación de los ítems lexicales presentados.

• Ejercitación para mejorar la producción de los fonemas /w/ y /d/.


Tópico: Una dieta saludable.

Proyecto• Los alumnos organizarán una campaña de promoción para

llevar una dieta saludable.

Contenidos• Uso de sustantivos contables e incontables.• Uso de expresiones de cantidad y de How much / many?• Uso de vocabulario referente a los alimentos.• Uso de should para realizar recomendaciones.• Uso contextualizado de las macro habilidades.• Uso consciente y pautado de las TIC.

Tareas de preparación• Tormenta de ideas para enumerar palabras relacionadas con

una dieta saludable (activity, balance, fruit, energy).• Diseño de una nube de palabras con términos relevantes.• Creación de un slogan memorable para la campaña.• Selección de una imagen que represente la idea principal.• Búsqueda online de palabras que rimen con los términos que

van a utilizar en la creación de un rap para la campaña.• Elaboración de un borrador para su posterior edición.

Expectativas de logro• Creación de un póster o de un post en un blog escolar para

publicitar la campaña de promoción de una dieta saludable.• Presentación del póster o del post frente a la clase con

presentación del rap creado por cada grupo.

Expectativas de aplicación en el contexto socialCampaña “Ahora que sabés, podés”• Extensión de la campaña a toda la escuela.• Organización de las presentaciones e invitación a alumnos de

otros cursos a sumarse a la campaña.• Valoración de los controles periódicos de salud.• Invitación a algún médico o nutricionista para que provea

información sobre los trastornos alimentarios más comunes.

Contenidos

Proyecto final

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Planificación anualUnidad temática 6: Outstanding!Tópico: El adolescente y su valoración sobre los talentos y las habilidades.

Tareas de comunicación y aprendizaje> Páginas 60-61• Identificación de personajes famosos por su talento.• Asociación de personajes famosos con sus profesiones y las

razones que los llevaron a la fama.• Discusión sobre la existencia de una relación entre el talento y la

fama.• Valorización de las personas talentosas.

> Página 62• Asociación de léxico referente a profesiones y actividades con las

imágenes que los representan.• Transformación de palabras con igual raíz para la formación de

verbos, sustantivos y adjetivos.• Construcción cooperativa de campos semánticos.• Identificación de la sílaba acentuada en palabras de más de una

sílaba.• Producción contextualizada de los ítems lexicales presentados.

> Página 63• Utilización de conocimientos previos para identificar el género

discursivo como estrategia de interpretación lectora.• Lectura de un artículo publicado en una revista. Identificación de

ideas generales e información específica.• Participación en una discusión oral grupal en que se compartirán

opiniones personales sobre el tema del artículo.• Escucha de opiniones de pares como demostración de respeto

por las diferencias.

> Páginas 64-65• Reconocimiento de la estructura y el uso del infinitivo de propósito.• Discusión oral sobre gustos y ambiciones personales.• Reconocimiento del uso de pronombres indefinidos en oraciones

afirmativas, negativas e interrogativas.• Sistematización de la estructura de los tiempos presente

continuo, presente simple, pasado simple y going to en un cuadro comparativo de revisión.

• Deducción de reglas gramaticales.• Producción contextualizada en forma escrita y oral de los ítems


> Páginas 66-67• Observación y asociación de imágenes (de actividades de

entretenimiento callejero) con los conceptos lexicales que las definen como estrategia de comprensión auditiva.

• Escucha y comprensión de una entrevista. Identificación de ideas generales e información específica.

• Predicción como estrategia de comprensión auditiva.• Escucha de un diálogo en que se planea un show escolar e

identificación de información específica.• Elaboración libre de una conversación en que se planea un show

escolar.• Participación en un juego de roles.

> Página 68• Descripción de una imagen en forma oral como estrategia previa

al análisis de un texto descriptivo.• Análisis de los recursos lingüísticos que se utilizan para la

descripción de una imagen.• Lectura de dos descripciones de una misma imagen a los fines

de identificar la más apropiada.• Elaboración guiada de la descripción de una fotografía.


LEXICALES • Vocabulario relacionado con los talentos.

• Construcción de palabras a partir de una misma raíz: art / artistic / artist.

GRAMATICALES • El infinitivo de propósito.• Pronombres indefinidos: someone,

anyone, something, anything.• Revisión: presente continuo, presente

simple, pasado simple, going to.

FONOLÓGICOS • Acentuación en palabras de más de una sílaba.



Tópico: Talentos y habilidades.

Proyecto• Los alumnos participarán de un juego de roles representando

una entrevista a una persona talentosa.

Contenidos• Uso del presente simple, pasado simple y going to.• Uso de vocabulario relacionado con la descripción de talentos.• Uso contextualizado de las macro habilidades.• Uso consciente y pautado de las TIC (tecnologías de la

información y la comunicación).

Tareas de preparación• Discusión oral en grupos para lograr un acuerdo y seleccionar

una persona talentosa.• Investigación online acerca de una persona talentosa.• Elaboración de preguntas y respuestas para utilizar en el juego.

Expectativas de logro• Representación de una entrevista a una persona talentosa.• Valoración de la influencia que una persona talentosa puede

tener en la sociedad.

Expectativas de aplicación en el contexto socialCampaña “Ahora que sabés, podés”• Búsqueda de información sobre personas talentosas en el

medio en el que nos movemos.• Diseño de un álbum con información sobre personas talentosas

incluyendo algunas no tan famosas.• Valoración del esfuerzo como medio para alcanzar un fin.

Tópico: “Somos lo que comemos”.• Lectura extensiva para fomentar el placer por la misma.• La pirámide alimentaria: identificación de nutrientes esenciales

para una dieta sana y equilibrada.• Búsqueda de información en internet como estímulo para un


Contenidos

Proyecto final

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Vocabulary Reading Grammar Listening & Speaking Writing Project

Let’s warm up! page 4

1 Let’s share our free timepage 6

• Describe free time activities

Online magazine article: Free time

• Present simple - affi rmative, negative and interrogative

• Play, do or go?• Like + -ing• Adverbs of frequency• How often ...?• Expressions of frequency

• Discuss after-school clubs• Ask and answer about school

activities

Design a poster:• Format• Content

Virtual notice board

2 My house, my homepage 16

• Describe a bedroom

• Chores in the house

Contest: The house of your dreams

• Comparative and superlative form of adjectives

• Irregular adjectives• The future with going to

• Discuss homes in the future• Talk about plans and intentions

Describe an ideal room:• Position of adjectives

A brochure of your own house

CLIL & CULTURE: César Pelli, a big Argentine architect page 26 Let’s wrap it up! Self-assessment activities - Units 1 & 2 page 27

3 Film showtimes page 28

• Adjectives to describe a fi lm

• People in the fi lm industry

• Kinds of fi lms

Informative text: From “Dr. No” to “Spectre”

• Past simple of to be - affi rmative, negative and interrogative

• Past simple of regular and irregular verbs - affi rmative, negative and interrogative

• Prepositions of time• Past time expressions

• Discuss different fi lm aspects• Explain why you enjoyed or

didn’t enjoy a fi lm

Describe your favourite fi lm:• Words often confused

Game: Guess in six questions

4 When in Rome ... page 38

• Greeting people• Describe actions• Good and bad

manners

Magazine article: Customs around the world

• Imperative - commands and requests• Should / shouldn’t - advice• Adverbs of manner• Can / could - polite requests

• Discuss customs in different cultures• Hold polite conversations

Write a travel brochure:• Paragraphs• Language used to give tips

Game: Where are you from?

CLIL & CULTURE: The book or the fi lm? page 48 Let’s wrap it up! Self-assessment activities - Units 3 & 4 page 49

5 Yummy!page 50

• Food• Quick meals• Verbs in the kitchen

Blog post: What is a healthy diet?

• Countable and uncountable nouns• Express quantity• Ask about quantity• Present continuous - future plans

• Talk about plans for a picnic• Make plans to go out

Write a recipe:• Imperative• Abbreviations

A healthy eating campaign

6 Outstanding!page 60

• Talents• Word building

Magazine article: A Risk-taker at Heart!

• Infi nitive of purpose• Indefi nite pronouns• Review - present continuous, present

simple, past simple, future with going to

• Talk about talents• Organise a school show

Describe a picture:• Expressions and prepositions of

place

Interview with a famous talented person

CLIL & CULTURE: You are what you eat page 70 Let’s wrap it up! Self-assessment activities - Units 5 & 6 page 71

Pairwork activities page 72

Contents

Pronunciation tip*Pronunciation tip*




*Integrated pronunciation suggestions

WB page 76

WB page 82

WB page 88

WB page 94

WB page 100

WB page 106

16

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Vocabulary Reading Grammar Listening & Speaking Writing Project

Let’s warm up! page 4

1 Let’s share our free time page 6

• Describe free time activities

Online magazine article: Free time

• Present simple - affirmative, negative and interrogative

• Play, do or go?• Like + -ing• Adverbs of frequency• How often ...?• Expressions of frequency

• Discuss after-school clubs• Ask and answer about school

activities

Design a poster:• Format• Content

Virtual notice board

2 My house, my home page 16

• Describe a bedroom

• Chores in the house

Contest: The house of your dreams

• Comparative and superlative form of adjectives

• Irregular adjectives• The future with going to

• Discuss homes in the future• Talk about plans and intentions

Describe an ideal room:• Position of adjectives

A brochure of your own house

CLIL & CULTURE: César Pelli, a big Argentine architect page 26 Let’s wrap it up! Self-assessment activities - Units 1 & 2 page 27

3 Film showtimes page 28

• Adjectives to describe a film

• People in the film industry

• Kinds of films

Informative text: From “Dr. No” to “Spectre”

• Past simple of to be - affirmative, negative and interrogative

• Past simple of regular and irregular verbs - affirmative, negative and interrogative

• Prepositions of time• Past time expressions

• Discuss different film aspects• Explain why you enjoyed or

didn’t enjoy a film

Describe your favourite film:• Words often confused

Game: Guess in six questions

4 When in Rome ... page 38

• Greeting people• Describe actions• Good and bad

manners

Magazine article: Customs around the world

• Imperative - commands and requests• Should / shouldn’t - advice• Adverbs of manner• Can / could - polite requests

• Discuss customs in different cultures• Hold polite conversations

Write a travel brochure:• Paragraphs• Language used to give tips

Game: Where are you from?

CLIL & CULTURE: The book or the film? page 48 Let’s wrap it up! Self-assessment activities - Units 3 & 4 page 49

5 Yummy! page 50

• Food• Quick meals• Verbs in the kitchen

Blog post: What is a healthy diet?

• Countable and uncountable nouns• Express quantity• Ask about quantity• Present continuous - future plans

• Talk about plans for a picnic• Make plans to go out

Write a recipe:• Imperative• Abbreviations

A healthy eating campaign

6 Outstanding! page 60

• Talents• Word building

Magazine article: A Risk-taker at Heart!

• Infinitive of purpose• Indefinite pronouns• Review - present continuous, present

simple, past simple, future with going to

• Talk about talents• Organise a school show

Describe a picture:• Expressions and prepositions of

place

Interview with a famous talented person

CLIL & CULTURE: You are what you eat page 70 Let’s wrap it up! Self-assessment activities - Units 5 & 6 page 71

Pairwork activities page 72

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> 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 about language in use.

> Before you start

Ask students to observe the presentation and decide where they can fi nd that kind of text. Get students fully involved by asking questions, such as: What do the names at the top mean? Who is the girl in the photo? Do you usually write emails to your friends? What do you write about?

Ask students to read the email individually and ask them to answer questions 1-5 in pairs. Once they have fi nished, ask: Who writes the email? What does the picture show? Where is the girl now? Did she like her holidays?

Then ask individual students to read the answers for the class to check as a whole.

1. Tzu Lee. 2. Jack. 3. She went to San Martín de Los Andes. 4. Miles. 5. He’s sharing some pictures on Facebook.

Answers

Ask students to read the text once again and then decide whether each statement is true or false. Have them justify the true statements and correct the false ones by referring to the information in the text.

Ask students to share their answers in groups of four. Then check with the whole class. Have one student from each group read the statement and justify or correct correspondingly.

1. False (She went with her family.) 2. True 3. False (It was cold.) 4. True 5. False (She already has the books for this year.)

Answers

Pandora box

When asking students to justify their answers with evidence from the text, you help them to take responsibility for their judgment. Let them share their ideas in small groups before they answer in front of the whole class so as to help them to be more confi dent and not to feel face-threatened.

In pairs, students ask and answer about their holidays. Walk about to check they are doing well. Then ask three or four students to tell about their classmate’s holidays.

Tell students to read the instructions individually. Then ask the following questions to make sure they know what they have to do: What are you going to write? Who is going to receive it? How many words can you use? Optionally, tell them that they can use Tzu Lee’s email and work on parallel writing.

Pandora box

When teaching in a beginner level, it is always helpful to work on parallel writing, ie students use a text as a basis for their writing and only change relevant information.

Ask students to read the questions a-c. Encouragethem to share their opinion. Write key lexical items on the board while getting feedback from students’ answers. Have them record the words in their notebooks.

a. & b. Have students work individually. Ask them to mark special places on their area map. If needed, refer them to the vocabulary box in Exercise 4 and brainstorm words or phrases related to means of transport. Write all the items students mention on the board so that they can have an “ideas bank”. Then ask students to swap their maps and texts so as to work on peer correction. Have two or three of them read their passages to the whole class.

a. & b. Tell students to go online and choose a photo. If students don’t have access to ICT, they can use cutouts from magazines or they can draw the place they want to describe.

Let students know in advance that they are going to create a tourist poster so that they get more motivated to fi nd interesting places and photos. Promote cooperative work; ask students to work in groups. Each student can do what she/he is good at and then all the members in the group can make the presentation.

In this book you will fi nd the following features:

Go through the list of icons with the whole class. Then 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 fi nally ready to start a whole year of fruitful work!

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Let’s warm up!

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> Before you start

Ask students to read the title of the unit. They will probably know the meaning of “free time”. If needed, help students to infer the meaning of “share” by saying, “Let’s share our books to read about…”. Accompany with gestures.Read the goals aloud and ask questions to check students understand.

Ask students to connect the pictures with the title. Have them identify words that are similar to Spanish, eg: activities, group, community, individual. Encourage them to risk the meaning of “outdoor” and “indoor”, and then have them solve the exercise on their own.

Ask students to share their answers in pairs. Move about the classroom monitoring their work. Work on reactive correction if you cannot understand clearly what students are saying because they are mispronouncing. Say, eg: Do you mean… ?

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

Answers

If students need help, avoid resorting to translation; ask other students to give hints or examples.

Show students that /h/ in “hang out” and “help” is pronounced in the same way as in the word “he”. Help them also to notice the slight difference between the English and the Spanish sound in “he” and in “jarra” correspondingly.

Pronunciation

Read the information about the Final project with the class. Make sure students know what a community project is. Tell them to ask their classmates what they do in their free time. Have them share their fi ndings with the class.Organise a classroom poll. Draw three columns on the board, see how many students do sports, relax or help others in their free time and record their answers. Help them to refl ect upon the time they spend sleeping or relaxing and the time they spend helping others. Draw their attention to the notes on the board and have them spot the activities that could be part of a community project. Brainstorm further activities and ask students to keep them aside for the moment they need them.

PROJECT

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UNIT GOALS Talk about free time activitiesDiscuss the importance of helping othersSay what you like doingSay how often you do thingsDiscuss after-school clubsAsk and answer about school activitiesDesign a poster

PROJECTA virtual notice board

VOCABULARYDescribe free time activities

READINGAn online magazine article: Free time

GRAMMARPresent simple (affi rmative, negative and interrogative)Play, do or go?Like + -ingAdverbs of frequencyHow often…? and expressions of frequency

LISTENING & SPEAKINGDiscuss after-school clubsAsk and answer about school activities

WRITINGDesign a poster (analyse content and format)

END OF PROJECTCreate a virtual notice board about community work.

If students have access to ICT:> In groups, decide what community work you can

do at the weekend. Ask your teachers, parents, or friends.

> Discuss who you are going to help and plan how you are going to help.

> Create your notice. Include images or drawings.> Post your notice on the class virtual notice

board.

If students do not have access to ICT:> In groups, decide what community work you can

do at the weekend. Ask your teachers, parents, or friends.

> Discuss who you are going to help and plan how you are going to help.

> Create your notice. Include images or drawings.> Display your notice on the class or school notice

board.

Let’s share our free time

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VOCABULARY

> Student’s Book p. 8

Describe free time activities Invite students to explain what they have to do.

Ask them what the words “across” and “down” mean. They will surely resort to their knowledge of crosswords in Spanish and will infer these meanings. If not, draw two arrows to show them the horizontal and vertical directions.

Ask students to identify the activities in groups. If they need extra help, tell them they can use their smartphones or mobile devices to consult online dictionaries.

Pandora box

Present word searching activities as a competence to avoid students’ distraction. Tell them that the fi rst group to fi nish:• will be the “star holder” and that the

names of its members will be written on the board.

• will say the fi rst example.Choose a prize to make students feel good.

First have students match each clue with the corresponding picture. Ask them to write the numbers in the boxes next to the pictures. Then, tell them to complete the crossword puzzle.

Across: 2. pottery 5. photography 6. cycling 8. athletics Down: 1. skateboarding 3. karate 4. gymnastics 7. chess

Answers

Pandora box

While checking answers with the whole class, ask students if they agree with the opinions in the clues. If they don’t agree, invite them to give their opinion so as to enhance authentic use of language in a meaningful context. In turn you will also be helping students to develop lexical, conceptual and grammatical categories. And their emotional involvement will enhance conceptual retention.

2 Lead students to develop awareness of the positive or negative connotations conveyed by the adjectives they use to describe activities. Tell them to write the adjectives in the corresponding box according to the connotation they have: negative (-) or positive (+).

In order to check, ask students to share their answers with a classmate.

If they have any queries, they can ask you for further explanation.

Negative: It’s expensive; it’s dangerous; it’s aggressive; it’s very diffi cult Positive: It’s creative, relaxing; it’s fun; it’s good exercise; it’s interesting

Answers

3 Tell students they are going to play a guessing game in pairs. Point out that they can fi nd some help in the clues of the crossword puzzle. If they dare, they can add more activities and as well as adjectives.

4 Explain to students that this activity will help them to develop empathy with their classmates and that they will be able to see the same information from different perspectives. It will also give them the opportunity to know each other better since they are going to learn what their classmates do, or don’t do, and the reasons for their choices.

Invite students to move about the classroom and ask their classmates about the activities they perform. Allow them to continue asking until all students have been interviewed. Then, have students report on what they have found out.

Workbook p. 76 / Extra Practice p. 8 / Fast Finishers p. II

LINKED ACTIVITIES

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1 Ask students to look attentively and decide where they can fi nd a text like the one shown (on an online magazine). Ask them to justify their opinion (because of the icons, the links and the hashtags).

Ask further questions, eg: Who do you think read this magazine? Who are Elisa, Luis and Marge? What’s the difference between their messages and Emily’s? In this way, you will guide students to observe and become aware of the difference between a chat box and messages to the editor.

It’s a magazine article. We can fi nd it on the web.

Answers

2 Ask students to read the items 1-8. Then, have them go through the text once again to decide who does each activity. Notice that students will reinforce lexical, grammatical and conceptual categories while spotting the information in the text.

Ask: What do these teens have in common? (they all do something to help others). Encourage students to justify their answers.

1. Luis, Marge 2. Luis 3. Emily 4. Elisa 5. Emily, Elisa, Luis 6. Marge 7. Luis 8. Marge, Elisa

Answers

Pandora box

Say a word from the magazine article aloud and have students look through the text quickly and fi nd it. The fi rst student to fi nd the word will read the sentence aloud. Students will have fun and, at the same time, they will be practising reading aloud in a more meaningful way.

3 Ask students to read the text once again and underline all the free time activities that are mentioned on the online magazine.

volleyball, basketball, pottery, shopping, relaxing, listening to music, hanging out, reading, watching fi lms, yoga, cycling, helping others

Answers

Pandora box

As a follow-up task, have students work in groups, write the activities on strips of paper and put them in a box. Then ask one student at a time to pick a strip of paper at random and read the sentence where the activity is mentioned. This can also be done as a warm-up activity to start the following lesson.

The questions in this section are meant to get students involved in the teaching and learning process. They personalise the experience. Encourage all students to participate actively.

First students will have to speak about the activities they do in their free time. Then they will refl ect upon how much they help others, thus intending to develop self-awareness and awareness of others. If students think critically about how much they do, or how much they could do for others, they can develop empathy. Finally students will share experiences about reading online magazines. Suggest magazines that can be interesting and useful for students to read.

Workbook p. 77 / Fast Finishers p. IILINKED

ACTIVITIES

READING

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GRAMMAR


Present simpleAsk students to observe the Grammar box. Give them three minutes to fi ll in the blanks. Then ask them to share their answers with their classmates. If a student makes a mistake, elicit the correct answer from another student. Explain only if students can’t understand their classmates’ explanations.

Affi rmative: plays; play Negative: don’t play; doesn’t play Questions and short answers: do; Does; play, don’t; Does

Answers

Extra Practice p. 2LINKED

ACTIVITIES

Show students how to pronounce the verb ending /z/ in the third person singular when the fi nal sound is: /ʃ/ (in “wash” or “fish”), /tʃ/ (in “watch” or “teach”), /s/ (in “kiss” or “miss”), or /z/ (in “please” or “freeze”).

Pronunciation

1 Play the audio and ask students to read the sentences while they are listening. Ask students to list the verbs they remember that have these fi nal sounds. Ask them to pronounce the infi nitive and the third person singular form of the present simple. Help students to contrast these verbs with other verbs which add /s/, eg: “speak” or “paint” and /z/, eg: “send” or “fill”.

2 Draw students’ attention to the Grammar box at the top of the page once again. Ask them if all the verbs in the box form the third person singular by adding -s. Help them to notice that “do-does”, “go-goes” and “have-has” are different.

Ask them to fi ll in the blanks. Check the answers orally and correct pronunciation.

1. play 2. don’t go 3. doesn’t have 4. eats 5. do 6. listens

Answers

Extra Practice pp. 2 & 3LINKED

ACTIVITIES

Play, do or go?Tell students to go through the information in the box. Ask them to give examples of ball games, eg: basketball, volleyball, football or hockey and board games, eg: chess, backgammon or tic-tac-toe. Tell students to answer using the verb “play”, eg: play football, play chess, etc.

3 Have students fi ll in the blanks. Tell them to use the Grammar box as a reference.

In order to check the answers, ask students to say complete sentences using the collocations presented in the exercise.

play football, go swimming, do karate, do photography, play table tennis, play basketball, go skiing, go skateboarding

Answers

Pandora box

Ask students to go to page 9 and fi nd further examples with “do”, “go” and “play”. Have one student read the example and another student give the name of the person who does it. In this way, students will give meaning to the practice while reinforcing their reading skill.

4 a. Ask students to complete the questions using the Grammar box as a reference. Ask them which auxiliary they are going to use. Help students to analyse the fi rst question. Tell them to use it as a guide for the construction of the following ones. Ask them to work individually to write the questions.

1. When does Jenny go to her aunt’s house? 2. What does Jenny’s aunt do? 3. Does she love helping her? 4. How many children does she cook lunch for? 5. Does she help with the washing?

Answers

b. & c. Ask students to take turns to read the questions and to answer them. Take advantage of this opportunity to reinforce pronunciation.

1. She goes to her Aunt’s house every Saturday. 2. She does community work. 3. Yes, she does. 4. She cooks for 15 children. 5. No, she helps with the cooking.

Answers

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Remind students that:• wh- questions usually take falling intonation, eg:

‘When does ‘Jenny go to her aunt’s house? The word “house” is not stressed because it can be predicted.

• yes / no questions usually take rising intonation, eg: Does she ‘love helping her?

Pronunciation

Self-check p. 81 / Extra Practice p. 2LINKED

ACTIVITIES

Like + -ingAsk students to observe the Grammar box and to complete it with the missing information. They can resort to the examples given to infer the missing phrases. They can also look at the title, which provides them with extra help.

likes; reading

Answers

Ask students to read the title and the instruction. Give them some minutes to read the phrases in the box and to observe the references. Nominate one student to say what they are expected to do. Ask different students to give an example with each option, eg: I like looking at shops. / I don’t like hanging around. / I don’t like watching TV very much. Draw students’ attention to word order. Tell them that in English, we add “very much” at the end. Ask them to translate that sentence into Spanish “No me gusta mucho mirar television”. Lead students to compare the structures so as to become aware of the difference. Do the same with one or two more sentences.

Pandora box

Give this exercise as a written assignment for the following lesson. In this way, students will revise the pattern at their own pace and, at the same time, they will reinforce their writing skill.

Adverbs of frequency

Ask students to observe the cline and tell them that it represents frequency. “Always” means 100% of the time and “never” means 0% of the time. Read all the options with the students to make sure they remember the meanings and their pronunciation.

6 a. Tell students to do the exercise individually. This time let them ask for help only if they need it.

b. Remind students of the position of the adverbs of frequency. Encourage them to share the answers orally. Check that students don’t mistake word order in the sentences.

How often … ? and expressions of frequencyDraw students’ attention to the Grammar box. Ask them why they think some words are in red. Have them mention other words that could answer the question “How often…?”.

Let students read and follow the instructions on their own so as to help them to become more autonomous. Walk about the classroom while they are working individually.

In order to check the answers, invite students to ask questions with How often…? for their classmates to answer by reading the sentences, eg: How often do you get a lot of homework?

Pandora box

Ask students at random to participate when checking answers with the whole class. By not calling the same students all the time, all of them will be to pay attention.

Have students work in pairs. Tell them to ask fi ve questions to their classmate following the instructions given.

Monitor students’ interactions and then ask two or three of them to tell the class what they have learnt about their classmates.

Self-check p. 81 / Extra Practice p. 4LINKED

ACTIVITIES

Invite students to go on working for their Final project. This is an opportunity to reinforce the idea that students have to plan the different tasks in advance because they have a deadline for their presentation.

PROJECT

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GRAMMAR

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LISTENING AND SPEAKING


Discuss after-school clubs > Before you start

Tell students to observe the picture and ask: What’s this? (pointing to the notice board) What information can you read on it? Elicit “after-school clubs” as an answer. Ask students if after-school clubs are obligatory or optional activities. Have them name some. Then ask them how many clubs are offered in the notice.Ask students to read the names of the school clubs and say what they can do in each of them, eg: At the Book club, students can read and comment books. / At the Photography club, students can learn to take good photos.

1 These questions are meant to get students involved in speaking about their own world. Pay special attention to question 4. It is important that students conceptualise the meaning of “club” in the school context so that they can use it naturally and fluently.

2 Ask students to read the sentences before listening to the audio. Encourage them to risk some answers by observing the picture. Have them predict who is going to speak and what about.

Play the audio once and give students two or three minutes to complete the exercise. Tell them that if the sentence is false, they will have to give the correct information. Then play the audio again for them to check. Finally ask students to read their answers to the class.

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

Answers

3 Since students have already listened to the audio, tell them to go over the sentences and risk the answers. Then play the audio once again for students to check the answers.

If needed, give students some minutes to organise the information. Have them work in groups of four. If they disagree on an answer, encourage them to discuss and then share their queries with the whole class.

1. Good morning, everyone. 2. The after-school club enrollment starts this week. 3. There is a wide range of clubs this year. 4. You can find the details on the notice board outside the classroom. 5. If you like acting, then the drama club is for you. 6. Don’t miss this opportunity.

Answers

Pandora box

As far as possible, encourage students to do tasks on their own. If you show mistakes are just one more opportunity to learn, they will not feel face-threatened and will try to be independent.

Good morning everyone. Today I’m going to give you some important information about the after-school clubs in our school. As you know, the after-school club enrollment starts this week. It would be nice if you could join one of them. There is a good wide range of clubs this year. You can find the details on the notice board outside the classroom. For those of you who like taking pictures there is a photography club. If you like acting, then the drama club is for you. And, for the outdoor activity lovers there is a riding club and an athletics club. Don’t miss this opportunity!

Audioscript Tracks 04 & 05

4 a. Tell students they are going to listen to a conversation and then answer two comprehension questions. Ask them to read the questions in advance and get ready to listen.

Play the audio and ask students about the speakers’ attitude. This will help them to become aware of how intonation expresses attitude.

1. No, he doesn’t. He prefers to do things on his own. 2. Jack decides to join the photography club and Tzu-Lee the drama club.

Answers

b. Tell students they are going to listen to the

conversation again paying more attention to details. Play the audio and give students some minutes to complete the task. Nominate two students to write the answers on the board.

Name of club: Riding Day: Wednesdays Time: 5:00 Name of club: Drama Day: Fridays Time: 4:30 Name of club: Book club Day: Mondays Time: 4:45 Name of club: Photography Day: Tuesdays Time: 5:00

Answers

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Tzu-Lee: Oh, look! There’s the list of after-school clubs for this term. Let’s see what there is.Jack: No, I don’t want to. I don’t like clubs, I prefer to do things on my own.Tzu-Lee: Oh, you’re so boring, Jack. Look, you can go riding on Wednesdays at 5 o’clock or do athletics — that’s on Wednesdays, too.Jack: I don’t like riding or athletics.Tzu-Lee: Well, how about the drama club on Fridays at 4.30?Jack: No, thank you. I don’t want to be an actor.Tzu-Lee: But, what about the book club on Mondays at 4.45? You like reading.Jack: I can read on my own.Tzu-Lee: Oh Jack, come on! Look, there’s a photography club.Jack: Oh really? What day is it?Tzu-Lee: On Tuesdays at 5 o’clock.Jack: OK, I’ll do photography. And what about you?Tzu-Lee: No, not photography! Boring! I want to be an actor. I want to go to the drama club.


Pandora box

By asking students to write answers on the board, you will give them the opportunity to move about while reinforcing their writing skill. Besides, they will have to organise the answers following the grid and write tidily for their classmates to understand and check.

Ask and answer about school activities

5 Ask students to work in pairs to interview one another using the questions given. Walk about the classroom and monitor their work. Try to avoid over-corrections so that they feel more confi dent and in the long run, they become more autonomous learners.

6 a. Ask students to work with a classmate. They will have to use the questions as a guide to describe an interesting after-school activity. It may be real or invented. Tell them that they have to include as much information as they can to describe the activity. If students ask for help, try to promote independent work by saying, eg: Look up that word in your dictionary. / Look for examples in the book. / Ask your friend, maybe she/he knows.

b. Once students have completed the description, tell them they have to design an invitation to pin on the notice board. Encourage them to be creative and make it attractive. Suggest they can use cutouts, drawings, special letter types, etc. If students have access to ICT, have them use online programs to design the invitation. They can then upload it onto the class blog.

When they share their invitations, think you can give some extra score for creativity.

Pandora box

Invite students to create a club to do activities that really interest them. Guide them to carry out a survey to decide on two or three most voted activities. Then they will have to ask the school headmistress or headmaster for permission to hold it as an after-school club. Help them to get organised. Students will surely have to agree on a time to meet after school. But, if that is not possible, they will love to meet at somebody’s house.

Workbook p. 79LINKED

ACTIVITIES

ACTIVITIES

Tell students they are going to work on an information-gap activity in pairs. They have to ask each other questions in order to complete an invitation to a school club.Walk about the classroom monitoring students’ performance. Try to intervene as little as possible. To close the activity, ask two students (a Student A and a Student B) to read their invitations.

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WRITING


Design a poster > Before you start

Have students observe the posters. Ask them what they think they are for. Lead them to compare the posters and tell you which one they like better. Ask them which club they would choose and why.Then go over the Writing rule with the whole class. Encourage students to identify the presented rules in the given posters.

Tell students to work individually to complete the chart and compare their answers with their classmate’s. If they disagree on any point, tell them to share their queries with the classmates around them.

Give students some minutes to share and discuss, and then nominate one student to describe the content of poster A and another one to do the same with poster B.

Poster A: Activity: DJ club Place: school radio station Day(s) and time: Wednesdays and Fridays, 4:30 pm Contact information: Mike (year 5 room 7) Cost: free Equipment: headphones and favourite musicPoster B: Activity: Computer games club Place: school computer room Day(s) and time: Wednesday 5 o’clock Contact information: Bonny (year 5 room 10) Cost: $2 Equipment: favourite computer games

Answers

a. Ask students to decide whether each sentence describes poster A or poster B. Ask them to pay attention to the posters themselves to justify their decisions.

1. B 2. A 3. A 4. A 5. B 6. A 7. B 8. A

Answers

b. Ask students to call out the letter of the poster that follows the writing rule.

Poster A

Answers

Encourage students to give examples of why poster A was chosen. Have them make the necessary changes to poster B to make it look more effective.

Now that students can identify the characteristics of an effective poster, tell them they are going to design a poster for a school club. Invite them to work in groups of four to give them the opportunity to show what each of them is good at. They will become aware of how important their skills or abilities are to complete the task. In this case, one student can be good at drawing, another one can provide inviting ideas, while another one can word those ideas in an appealing mode.

Pandora box

Group work brings about group cohesion since all students work together to achieve the common aim.The way in which teachers evaluate these tasks is very important. Students should get a grade for their fi nal product and another grade which will be the average of the individual grades of students when they present the fi nal product. This will enhance the individual effort of all members of the group.

Ask students to decide on a school club to promote. Then have them plan the information they want to include on the poster. Encourage them to include photographs, cutouts or drawings to make the poster more attractive. Tell them they can use their smartphones to look up words on online dictionaries, or that they can borrow dictionaries from the school library.

Once the posters are ready, students will share them with their classmates. The posters can be used to ornament the classroom walls. In this way, students will feel rewarded because their work is valued by the teacher.


ACTIVITIES

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Virtual notice boardIt is time for students to create the virtual notice board they have been planning along the unit. Guide them to follow these instructions:First draw students’ attention to the name of the project and make sure they all know what the word “virtual” implies (ICT: Information and communication technology). Tell students to ask their ICT teacher for help to create a virtual notice board. If they don’t have ICT lessons, you can suggest some websites to create one.Ask them to share the community work they have chosen to describe. Guide the class to reflect about how relevant these community works could be to the people they want to help.Tell students to isolate the aim they have in mind and to list the things they plan to do to achieve it. Encourage them to include images which can help to clarify what they intend to do.Tell students to find out if the school has a blog or a website to share their notices.Finally invite them to carry out their plans and to keep thinking of new possible community works to help other people.

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.

GIVING: how can we help others?In this unit, we’ve talked about projects, activities and community work we can get involved in. Giving is a basic aspect that connects us from our hearts. Sometimes we can give, and some other times we need to be given. It is important that what you give from your heart comes back to you! And remember that giving is not only about money. You can give your time, your talents or your energy to help others and that is as important as money or even more.(See special SEL section, pages 79-82)

END OF PROJECT

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.

better the same worse

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EXTRA READING

Community Work: “Learning to help can help us to learn”

In many countries, students in high school do community work – that is, they do voluntary work to help people or organisations in many different ways. Students usually love doing community work because they can choose and do the activities they like. They usually do community work in their free time. Most students have service hours once or twice a week, but some students even work to help others at the weekends!How can YOU get started into community work? It is easy. The only thing you must do is to decide on an area of work where you can relax and enjoy yourself, and get your hands on it!

Do you like animals? Well, you can volunteer in an animal shelter! Learn to take care of different animals and work with them. Usually, you must do some training fi rst – but that is fun, too!

Do you like books? You can volunteer in your local library! Learn how to organise books and fi nd out interesting facts or curiosities about authors that you don’t know. Many libraries also do other activities, for example, reading to very young children or to old people, or organising socio-cultural events to

raise money for charity.

Do you like sports? Volunteer for special sports events in your town or city and give

assistance to competitors! Look for and get into contact with important local sportspeople,

maybe you are lucky enough, and you can meet your sports idol.

Community work is an experience we must all have. Learning to help can help us to learn. Do not miss it! Learning goes beyond the school! Through community service you acquire skills you don’t develop at school.

This reading will help you to … Language included:

> understand the value of helping others.

> understand that we can help others while we have a good time.

> Present simple> Frequency adverbs> How often … ?> Like + -ing> Can – Must

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> Before you start

Ask students to read the title of the unit and observe the pictures. Ask them how they connect. Ask them if they can tell the difference between “a house” and “a home”. Listen to all their ideas before explaining the difference. Ask them if there are two words in Spanish that have the same meaning (“casa” and “hogar”).

Ask students to look at the photos and to identify the items mentioned. They are going to write the corresponding number next to them.

Draw students’ attention to the similarities and differences of the houses. Ask them to imagine who might live in those houses. Have them justify their guesses.

1. H 2. F 3. E 4. G 5. B 6. D 7. C 8. F 9. E 10. A 11. C 12. E 13. F 14. F

Answers

Ask students to complete the webs. Explain to them that the number of lines corresponds to the number of lexical items they have to write.

Kinds of houses: a big mansion, a small eco-house, a fl at Objects: a cupboard, an LED television, plants, a sofa, a stove, chairs Rooms: a kitchen, a living room, a laundry room, a dining area.

Answers

Ask students to identify the word that does not correspond to any category. Ask them to justify their answer, eg: It’s not a room because it’s in the open air. It isn’t enclosed among walls. Ask them if they know of any part of the house that is not a room either, eg: the backyard, the porch, the balcony. Write the new words on the board, read them aloud and ask students to draw a sketch of a house to place these parts and label them. Ask them to swap their sketches with a classmate and have them work on peer correction.

A garden.

Answers

Read the information about the Final project with the class. If needed, bring in some realia to introduce the word “brochure”.

PROJECT

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UNIT GOALS Describe homes and rooms in a houseSpeak about chores in the houseCompare things and placesTalk about plans and intentionsDiscuss homes in the futureDescribe an ideal room / house

PROJECTA brochure of your own house

VOCABULARYDescribe a bedroom (furniture and things)Chores in the house

READINGAn online contest: The house of your dreams

GRAMMARComparative and superlative form of adjectivesIrregular (comparative and superlative) adjectivesThe future with going to

LISTENING & SPEAKINGDiscuss homes in the futureTalk about plans and intentions

WRITINGDescribe an ideal room

END OF PROJECTDesign a brochure of your own house.

If students have access to ICT:> Design your house with Floorplanner, SketchUp,

or a similar program or software.> Decide who to live with, where to place the

furniture, etc.> Share it with your classmates.> Then play roles as buyer and seller comparing

two or three different houses.

If students do not have access to ICT:> Design your house and draw it on a sheet of

paper.> Decide who to live with, where to place the

furniture, etc.> Share it with your classmates.> Then play roles as buyer and seller comparing

two or three different houses.

CLIL & CULTURE LET’S WRAP IT UP!César Pelli, a big (See Answer keys, page 83)Argentine architect

My house, my home

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VOCABULARY


Describe a bedroom a. Ask students to work individually. They should

observe the picture and identify the things listed in the exercise. If they ask for the meaning of an item, ask another student to give hints. If students fi nd it diffi cult to do it, describe the object or its use, eg: You cover the floor with a rug. You wear a glove to protect your hand when you play softball. Do you wear gloves in other sports? (Other possible words: “box”, “archery”, etc.). Once students have solved the exercise individually, ask them to share their answers with a classmate. After that, check the answers as a whole class.

This last activity gives the possibility of commenting on colours and location in the room in relation to other objects, eg: The cushions are black and red. They are on the bed.

1. n 2. e 3. g 4. m 5. f 6. b 7. d 8. k 9. a 10. l 11. i 12. j 13. h 14. p 15. c 16. o

Answers

b. Ask students to match each adjective with its opposite meaning.

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

Answers

c. Ask students to infer who the owner of the room might be. They can use the adjectives from the box. It is important that they justify their assumptions. It’s a way of helping students to understand that they need to think of reasons before taking a decision and that is what will help them to support their choice.

2 Ask students to observe the picture and read the vocabulary for a minute. Then ask them to close their books and work with a classmate asking and answering questions as the ones in the example.

Chorus in the house a. Ask students to work in pairs or groups of four

to do the matching activity. Encourage them to infer the meaning of words. If they need help, let them use their smartphones to look up words on online dictionaries or give them some hints for them to identify the meaning. Try to avoid translation.

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

Answers

b. If possible, do this activity as a competence between two groups. This will enhance cohesion of the groups trying to achieve the same aim: win the competition!

Pandora box

Play a guessing game. One student mentions two activities that can be done in a room and another has to guess and name the room. Eg: Student A: I can cook and wash / do the dishes. Student B: Kitchen. All coherent answers should be accepted, eg: Student A: I can watch TV and read. Student B: Living room / Bedroom. Bear in mind students might live in bed-sits, studio fl ats or very humble houses.

Ask students to write two or three sentences to complete the exercise. Besides having students practising the present and past tenses, this is an excellent opportunity to help them refl ect on their role/s at home. By listening to each other, they will have an idea of what they are doing well (or not) and of what they might improve.

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

LINKED ACTIVITIES

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> Before you start

Ask students to observe the text. Elicit what kind of di scourse it is. Have them think about the format, where they can fi nd it. Draw students’ attention to the heading and ask about its meaning: Are dreams impossible? Can we dream of an ideal house? Then, move to the deck.Ask the class: Who are the readers of this magazine? What is the aim of the article? Who are the writers of the entries? What do they have in common?Then ask students to read the text and do Exercise 1.

Ask students to complete the categories. Check the students’ lists as a whole class.

Kinds of houses: intelligent house, eco-house, two fl oors, fl at Rooms of the house: bedrooms, bathroom, kitchen, living room, garage House objects: wardrobes, jacuzzi, sprinkler, solar panels, LED TV, table, chairs, robot, microwave oven, sound system, armchair Chores in the house: water the plants, sweep the fl oor, lay and clear the table, take out the rubbish, iron, cooking

Answers

Pandora box

Students can be further assessed on their comprehension reading skills by means of different activities. Here are two suggestions:1. Choose a simple text and copy it with

the paragraphs in the wrong order. Have students number the paragraphs so that the text makes sense.

2. Copy a simple text and include a nonsense sentence for students to spot it, eg: It’s going to have three kitchens with lots of beds. It has got two bedrooms because I like swimming in the fridge. I’m going to do the housework for the robot.

Ask students to go over the text once more. This time they will have to underline all the adjectives. Draw their attention to the different forms they have. Tell them they are going to analyse them better in the Grammar section of the unit.

3·4 This activity is meant to have students involved in the teaching and learning process. We have to show them how meaningful their opinion is, either for themselves or for everybody else.

Invite students to decide which house they like the most and to say why. Ask some volunteers to explain what they like or don’t like about the houses and give their reasons.

Note: Having students justify their opinions will be a key point, since they will be practising the new language, recycling what they already know and getting used to thinking before stating their point.

Pandora box

It is useful to have students memorise short texts every now and then. Encourage them to read them over and over again, and to repeat what they are reading. If they do it meaningfully, they will improve their grammar, lexis and phonology. They will feel, little by little, that their production will be accurate because they will be reproducing something they have rehearsed.

Go to CLIL AND CULTURE, page 37.

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


ACTIVITIES

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READING

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GRAMMAR


Comparative and superlative form of adjectives > Before you start

Draw students’ attention to the grammar topic and to the examples in the Grammar box. Ask them to identify the letters and the words in red. Help them to notice what is being compared: two items or more. Write the following on the board:

Comparative form of short adjectives:(small) + -er + thanComparative form of long adjectives:more + (expensive) + than

Ask students to complete the missing information with the information provided in the Grammar box.In order to practise, ask students to compare two houses from the article on page 19 so as to integrate the new vocabulary with the presented grammar form.

Explain to students that they must stress the adjective but not the word “than”. And show them, eg, how the word “rug” is stressed only the fi rst time it is mentioned: The ‘yellow ‘rug is ‘smaller than the ‘red rug. / The ‘red ‘rug is more ex‘pensive than the ‘yellow rug.Tell them that the fi rst chunk takes rising intonation and the second chunk takes falling intonation,eg: The yellow rug is smaller than the red rug.

Pronunciation

Then, write the following on the board and follow the same procedure as with the comparative form:

Superlative form of short adjectives:the (small) + -estSuperlative form of long adjectives:the most + (expensive)

Irregular adjectivesDraw students’ attention towards the Grammar box. Tell them that some adjectives have irregular comparative and superlative forms. Read the words aloud.

Notice that the words “worse” and “worst” take the doubting sound: /��/.

Pronunciation

Ask students to observe the pictures and complete the sentences individually. Then have them share their answers with a classmate.

Ask one student at a time to read the sentences. Make sure to check correct intonation.

1. older than 2. more modern than 3. cheaper than 4. more comfortable than 5. better than 6. worse than

Answers

Ask students to observe the pictures again and complete the sentences individually. Then invite different students to read one answer each for the whole to check. If any student has a query, ask a classmate to explain how to form the superlative.

1. the most modern 2. the oldest 3. the most comfortable 4. the best 5. the worst

Answers

Ask students to choose and tick a lamp, a desk and a watch. Have them give reasons for their choices orally. Ask them to form sentences similar to the one in the example. They can write down the sentences if they feel they need to do so. Then, ask students to share their choices with the class.

Workbook p. 84 / Self-check p. 87 / Extra Practice pp. 6 & 7

LINKED ACTIVITIES

The future with going to > Before you start

Ask students to observe the table. Then ask them to fi ll in the blanks using the fi rst sentence as a model.Tell students to use contracted forms if possible. Tell them we use contracted forms when we speak or when we write informal notes or letters.Point out that we add “not” after “be” for the negative. Show students both the contracted and full negative forms. Ask students what happens when we ask a question. Help them notice that we change the position of “be”.Ask students to give short answers to the questions and write them on the board. Help them to notice that we do not use “going to” in the short answer.

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Pandora box

Play Tic-Tac-Toe to practise affi rmative, negative and interrogative forms. Draw a grid and complete it in the following way, eg:

you / study French (?)

Alice / phone a friend (x)

we / play chess ()

Dad / make the beds ()

students / clean the classroom (?)

I / iron the clothes (x)

the cat / eat ice cream (x)

Mum / go shopping ()

Grandma / tell a story (?)

Divide the group in two teams: Noughts (0) and Crosses (x). In turns, one student from each team chooses a square and says an affi rmative (), a negative (x) or an interrogative (?) sentence correspondingly. If she/he does it correctly, she/he puts a cross (x) or a nought (0) in the corresponding square. The winner is the group that fi rst gets three squares in line.

4 Ask students to observe the pictures (a-f) and read the phrases (1-6). Tell them to match the phrases to the pictures. Encourage them to begin with the phrases they already know and then try to infer the meaning of the phrases they do not know.

Ask them to explain how they know what these people are going to do. They will have to spot the evidence. This will reinforce the idea of certainty that the future with going to represents.

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

Answers

5 a. To introduce the activity, ask students who does the chores at home. Ask them who does each chore the best. Encourage them to say that everybody must help at home. Nowadays, parents work a lot and all members in the family have to share responsibilities.

b. Ask students to read the rap and try to fi ll in the blanks. Then ask them to check their answers while they are listening to the audio. Encourage students to say the rap with rhythm. They can even snap their fi ngers while doing so.

I am going to help at home.It’s not Mum’s job, but our own.Did you say there was a mouse?I am going to clean the house!I am going to hoover the fl oor,like I have never done before.That dessert was so delicious!Who is going to wash the dishes?I am going to tidy my room.Oops! Where did I leave the broom?I am going to iron your clothes.Are you going to wear those?“I’m going to take out the rubbish”How do you say that in Spanish?

Audioscript Track 08

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

LINKED ACTIVITIES

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 tip on page 21 and ask them to start preparing their brochure. Walk about and assist them if they require help.

PROJECT

GRAMMAR

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Discuss homes in the future Ask students to observe the pictures and describe

what they see. Tell them to use the questions as a guide, but they can add more information if they wish or want to. Ask them to justify their inferences about the rooms in the museum.

Tell students they are going to listen to the conversation between the two friends in Exercise 1. Give students some time to observe the picture before listening. Have them identify the images A to E in the picture and then put them in order according to what they hear. Check the answers.

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

Answers

Ask a student to read the words in the box aloud. Have them read the gapped sentences silently. Once they are ready, tell them they are going to listen to the audio again and that they have to complete the sentences with the words from the box according to what they hear. Finally, encourage students to describe the attitude of the speakers: Are they scared, happy, sad, surprised, …? Help them to become aware of how intonation shows attitude. Lead them to compare with Spanish.

1. amazing 2. going 3. video 4. brochure 5. There’s 6. better 7. modern 8. cheaper

Answers

A: Wow! This museum is amazing!B: Yes, look at all of these. I feel like I am in the future.A: Which room are we going to visit first?B: We are going to the Virtual reality systems first and then let’s go to the Houses of the future.A: Great! Are we going to watch the video about Cities of the future?B: Yes, of course. I’m not going to miss that thing about the World Oceans Ship!A: Look at this brochure! It’s got some futuristic furniture. Look! There’s a robot which does the housework.B: Fantastic! This robot is going to be better than the hoover.A: (haha) Exactly! And, look… there is a solar energy TV too. It looks more modern than the ones we have at the moment.B: Yes. And, it is going to be cheaper because it’s energy efficient.A: OK, let’s move on to the next room.


Tell students they are going to listen to a documentary. They have to tick only the words they hear. Some words in the list are not going to be mentioned. Ask students to read the words that are not ticked aloud. Have them explain what the documentary is about.

cities, lifestyles, projects, ship, residential units, schools, cheaper, comfortable, scientists, air conditioning, globe, restaurants, airport

Answers

5 Tell students they are going to listen to the documentary again. Now they are going to choose the correct option. Ask them to go over the sentences and the options before doing the listening activity.

Since students have already listened to the audio in Exercise 4, they might be willing to risk guessing some of the answers. Then they will check whether they are right or not.

Ask one student at a time to read the complete sentence so that the whole class can check the answers. You can use this instance to practise intonation (chunking, sentence stress, focus, pitch movement). You are not supposed to stop to teach pronunciation, but to work on gentle reactive correction.

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

Answers


Cities are getting more and more crowded. Sea levels are rising and scientists say some coastal cities are at risk. Some people are looking for new and different lifestyles. In the future, where are people going to live? Engineers are working on interesting projects to build cities at sea. One of these projects is World Oceans Ship. According to its creators, World Oceans Ship is going to be the largest ship ever built. It’s going to be about 1,300 metres long and 200 metres wide – wider than two football fields put together. And with its 25 decks, it’s going to be over 100 metres high. It’s going to travel around the world and circle the globe every two years. But it’s not going to be a cruise ship. It’s going to be a whole city at sea. A place to live, work and visit with all a city has to offer: homes, shopping centres, restaurants, bars, hotels, banks, schools, hospitals, parks and even an airport. People are going to live in residential units that are going to have a complete kitchen and one or two bathrooms. Economy units are going to be smaller than residential units. They’re not going to have a kitchen and they’re going to be cheaper. All units are going to be equipped with lights and air conditioning. Some of them are going to have a view of the sea. They’re all going to be modern and comfortable. Floating cities promise to be a new and different

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place to live. Are these cities ever going to exist? They probably are, but they are still a dream.Note: The information in this text is based on the project “Freedom Ship”.

Talk about plans and intentions Ask students to have a look at the list of topics a-h.

Tell them they are going to listen to a conversation between two friends. They will have to tick the topics the friends mention. Make sure students understand the meaning of all the items.

Once students have listened to the audio and ticked the topics mentioned, ask them to retell something the friends have said so as to check they have understood the dialogue.

travel, work, free time, getting married

Answers

Tell students they are going to listen to the conversation again. Before doing so, have students try to complete the dialogue. They can share and discuss ideas with their classmates. Then they check their answers while listening to the audio.

Anticipating possible answers helps students to gain confi dence in their perception of grammatical and lexical categories. While correcting with the teacher and classmates, they can refl ect on their mistakes.

1. school 2. travel 3. places 4. languages 5. university 6. hotel 7. Where 8. best 9. marry 10. thirty

Answers

Julia: What are you going to do when you fi nish school?Carl: I’m going to travel around the world. I want to visit new places and learn languages.Julia: Are you going to do a university course?Carl: No, I’m going to work. I want to work in a hotel.Julia: Really? Where?Carl: I don’t know. I’m going to travel, so I’m going to choose the best place to live!Julia: And are you going to marry?Carl: Well, I’m probably not going to marry until I’m 30.


Pandora box

You can ask one or two students to tell their classmates what Carl is going to do. They could start in the following way, eg: He is going to…Students will be narrating the content of the dialogue. They will be practising another discourse genre.

8 Ask students to create their own conversations. They can write them down to practise. Ask one or two pairs to role-play their dialogues. It’s a great opportunity to ask them to dramatise using body language and correct intonation. Then, you can nominate one student to narrate what her/his classmate is going to do.

ACTIVITIES

Tell students to work in pairs. Indicate Student A to go to page 72 and Student B to go to page 74. They will fi nd a grid and the needed information to work on an information-gap activity.Walk about the classroom and monitor students’ performance. Try to intervene as little as possible. To close the activity, ask two or three students to report what their classmates are going to do.

Pandora box

When organising the class in pairs, suggest different methods to pair up so that students do not always work with the same classmate, eg: Get a friend …• with their same colour of hair.• whose name has the same number of

letters as yours.• who was born in the same month as

you.


ACTIVITIES

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WRITING


Describe an ideal room a. Ask students to describe what they see in the

picture. Elicit as many sentences as possible. Then ask students to read Jessica’s description. Ask them to identify the items in the photo, for example: The television is on the wall. The cushions are colourful. They are on the sofa. Students will be to use and/or put into practice the same kind of statements presented in the Vocabulary section of this unit so as to recycle new knowledge.

b. Before asking students to complete the columns in Exercise 1a, draw their attention to the Writing rule box. Make sure they understand the importance of the use of adjectives. Then, in order to check Exercise 1a, ask students to make sentences taking into account the presented rule: The television is enormous. / There is an enormous television.

enormous, big, comfortable, modern, greentelevision, living room, sofa-bed, TV rack, rug

Answers

Ask students to work individually. First, they have to decide which room they want to describe. Then they have to make a list of the objects they want to have in the room. After that, ask them to write adjectives next to each object. Have them draw a plan of the room and label it.

Ask students to use Jessica’s description as a model to write their own description of the room.

3 Encourage students to share their descriptions with a classmate. Ask them to fi nd similarities and differences in their descriptions by asking, for example: What room did you choose? Is there a television in your room?

If time is available, make a poll to identify the most chosen room.

Pandora box

Invite students to have fun by playing “Exquisite Corpse”. Write the following headings on the board:Name of roomSize of roomColour of wallsFurnitureFavourite thingsWhat you do in itDivide the class in groups of six. Give one student in each group a blank sheet of paper. Have them write a sentence to describe the fi rst heading (name of room) and then fold the sheet so that the sentence they have written cannot be seen. Then they pass it over to the next student in their group, who writes a sentence to describe the second heading (size of room). Students repeat the procedure until they have written a complete description of the room. The result can be really fun, eg: a very small bathroom with black walls, lots of comfortable beds and a smart TV, where students have lunch.


ACTIVITIES

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A brochure of your own houseIt is time for students to design the brochure of their own house as they have been planning along the unit. Ask students to read the instructions attentively. First they have to choose a place to live in (the mountains, the beach, a big / small city, a village). Encourage students to fi nd pictures of the places they have chosen. If they have access to Internet, that will be easy. If they don’t, they can draw the place on a sheet of cardboard paper. Remind them to leave room to place the house.Brainstorm vocabulary and write it in different categories on the board, eg: kinds of houses, description, rooms, etc. Once students have organised their work, they will be ready to start designing the house of their dreams.Help students to notice that they can refer back to the different sections of the unit to fi nd help for their description. Make them aware of the fact that the project is their opportunity to put into practice and/or enlarge what they have learnt as well as to show how much they can do with the language.

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. Ask them to design the brochure of the house on a sheet of cardboard paper. They can either draw or use cut-outs from old magazines. Encourage them to be creative.

Ask students to describe their houses to their classmates (location, colour of outside walls, number of rooms, furniture and devices, etc.). They have to think of, at least, fi ve sentences each.

END OF PROJECT

AND CULTURE


César Pelli, a big Argentine architect In this section, students are expected to read extensively. They do not need to understand every single word, but they are to understand the text as a whole.Ask students to read in pairs and answer the questions. Tell them to ask about the words they do not understand. If a student asks a question, try to elicit the answer from the class. If they cannot help, give them some hints from the text. Try to use examples and not translation.

Check the answers with the whole class. In order to check, ask one student at a time to read the paragraph which corresponds to the answer. This is a great opportunity to have students practise intonation.

1. personal life: Paragraph 3 2. most important work: Paragraph 5 3. place of birth: Paragraph 1 4. awards: Paragraph 7 5. some other works: Paragraph 6 6. studies: Paragraph 2

Answers

Once students have found out more information about César Pelli, invite them to share their fi ndings with the class. They can design a poster. Have them draw a chart with the most relevant buildings, their height and the countries where they are located.

I can...This section has been designed to help students to refl ect 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 confi rm that they can actually produce the language functions, read them one by one aloud and have students give examples. If they still have diffi culties, invite them to go through the unit and revise whatever they need to.

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EXTRA READING

“DO-IT-ALL” – Our Future BFF* at Home

How many useful “machines” are there in your home for the house chores? Surely, one for washing and one for ironing your clothes, one for hoovering the fl oor and one for washing the dishes, and one for heating your coffee or tea in the morning… . But, are there any devices for making the beds, washing the windows, taking out the rubbish, cooking dinner or tidying your bedroom? Not ONE! Never mind, everything is going to change in the future. “DO-IT-ALL” is coming!

Scientists are working on ONE robot that can do ALL the house chores and they are

planning to call it “DO-IT-ALL”. Nowadays, it is easy for scientists to make a robot

perform the necessary movements for each house chore, but they are still having some diffi culties with the sensitivity program, its ‘brain’. Think about it! Is DO-IT-ALL going to see the difference between one pillow and a smaller or a bigger pillow? When it hoovers, is it going to distinguish between a new carpet and

an older carpet? When it tidies the rooms, how is it going to know where to put things? How is the robot going to detect the

difference between an apple and a tomato when cooking?Don’t worry! Scientists always fi nd a way through. DO-IT-ALL is not

ready yet, but in the near future, we are not going to do the chores for sure and that is going to be amazing! By now, stop reading this article and

GO TIDY YOUR ROOM!

*Best Friend Forever


> speak about chores in the house.

> compare things.> talk about plans and

intentions.

> House chores> Comparative form of

adjectives> Going to> Adjectives before nouns> Adjectives after to be


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> Before you start

Go over the Unit goals with the whole class. Draw students’ attention to the title and ask if they know the American term for the word “film” (“movie”). Have students connect the pictures with the title. Elicit the names of the actors and the characters they perform. Make sure they can associate each actor or character with the corresponding fi lm.

Pandora box

Associations help students to develop an encyclopedic view of lexical items. A word is not just a dictionary entry but an access point to organised complexes of knowledge.

Have students do the matching in groups of four. Check answers with the whole class.(See Cheat sheet for teachers, page 46)

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

Answers

EMOTIONS AND FILMSFilms and series (as well as music) are a great source to connect to your emotional world. What kind of emotions did you feel during the last fi lm you watched? Did you feel free to express those feelings? Did you enjoy feeling them? All emotions are valid. Next time you watch a fi lm or series, pay special attention to the feelings you have. Focus on each of those moments. Connect to them and feel them in all your body!(See special SEL section, pages 79-82)

a. Have students explain what each emoticon (“emoji”) represents. Make sure they understand they have been included to represent opinions about the films. Check answers on the board.

1. a 2. d 3. g 4. f 5. e 6. c 7. b

Answers

b. Invite students to give their opinion about the each fi lm. If needed, provide students with more adjectives, in case they asked you.

Read the information about the Final project with the class. Tell students they are going to create a game about fi lms and that they will need to prepare fi les about them.

PROJECT

1

2


UNIT GOALS Describe different types of fi lmsTalk about people in the fi lm industryTalk about past experiencesDiscuss different fi lm aspectsExplain why you enjoyed or didn’t enjoy a fi lmDescribe your favourite fi lm

PROJECTGame: Guess in six questions

VOCABULARYAdjectives to describe a fi lmPeople in the fi lm industryKinds of fi lms

READINGInformative text: From “Dr No” to “Spectre”

GRAMMARPast simple – to be (affi rmative, negative and interrogative)Past simple – regular and irregular verbs (affi rmative, negative and interrogative)Prepositions of timePast time expressions

LISTENING & SPEAKINGDiscuss different fi lm aspectsExplain why you enjoyed or didn’t enjoy a fi lm

WRITINGDescribe your favourite fi lm (identify words often confused)

END OF PROJECTPrepare a game to play in groups.

If students have access to ICT:> Find out online information about three fi lms.

Look for fl yers / pictures.> Prepare a card for each fi lm in PowerPoint. Save

the cards on a USB fl ashdrive.> In groups, load all the cards on a mobile device

and play the game.

If students do not have access to ICT:> Find out information about three fi lms. Look for

fl yers / pictures.> Prepare a card for each fi lm. Include the fl yer

and all the collected information.> Join in groups and put all the cards together.

Play the game.

Film showtimes

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VOCABULARY


Adjectives to describe a fi lm Read the options in the chart to make sure

students understand all the words in the fi rst column. The similarity of the words with their Spanish equivalents will help them to get the meaning. The only word which might be diffi cult is “costumes”. Give examples, eg: People like wearing costumes for Halloween.

To check understanding of the adjectives in the other two columns, ask students to mime actions to describe their meaning.

Invite students to give examples of different fi lms in which, for example, the acting was really good or the special effects were awful.

People in the fi lm industry

2 If students have access to internet and can use their smartphones, invite them to fi nd a website where they can get the fi lms casts, eg: IMDb (The Internet Movie Database). And tell them to fi nd examples to match the words in the box. If students don’t have access to internet or can’t use smartphones, they can fetch dictionaries from the library to look up the words whose meaning they can’t work out.

Every time it is possible, encourage students to solve the exercises without your help. Supervise what they do to avoid mistakes derived from misinterpretations.

1. character 2. extras 3. producer 4. director 5. stars 6. audience

Answers

3 Ask students to read the instructions and complete the exercise. Then have one student at a time read a sentence until all the answers have been shared. Encourage students to give examples of their favourite characters, directors or actors.

1. director 2. extras 3. stars, audience 4. character

Answers

Kinds of fi lms

4 Ask students to work in pairs to complete the names of the fi lms. First have students read the list of kinds of fi lms and check they all understand their meanings. The only word that might be diffi cult for them is “thriller”. The other words are very similar to Spanish. Help students to notice this similarity. Then have them write an example of each kind of fi lm. Invite the class to share the lists so as to have as many examples as possible. Ask students if it is possible that a fi lm fi ts more than one kind, eg: science fi ction and action. Encourage them to give examples.

Pandora box

Help students to notice that titles in Spanish are not always the exact translation from English. That is why the meaning of an expression in English is not always the same if we translate them word by word into Spanish. Film companies usually give the fi lms names which express the main idea of the plot.

5 Ask students to give their opinions about fi lms. They can use the vocabulary introduced in the Opener. (See Student’s Book, page 29)

Workbook p. 88 / Extra Practice p. 13LINKED

ACTIVITIES

1

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> Before you start

Have students observe the pictures and explain what the number “007” means to them. Ask them about the man in a tuxedo: Who is he?Encourage students to “read between the lines” so as to arise their critical thinking. Have them work in pairs, draw their attention to the title and ask: What does the title mean? Why are “Dr No” and “Spectre” written between inverted commas? Why are the words “from” and “to” part of the title?

1 Ask students to read the questions and scan the text in order to fi nd the answers. Have the whole class share them.

Then ask the class: Which role did Paul and Linda McCartney play in “Live and Let Die”? Recycle vocabulary related to people working for the fi lm industry.

Have students spot the different expressions that are used to describe the main character, eg: “protagonist”, “leading actor”. Ask them if there is a difference between “character” and “protagonist”.

1. Sean Connery in “Dr No” and Daniel Craig in “Spectre”. 2. No, they aren’t. 3. Yes, they were. 4. Nine Oscars. 5. Because they won Oscars for Best Original Song for “Live and Let Die” and in “Skyfall” respectively.

Answers

Pandora box

Scanning is a useful reading strategy that consists of fi nding specifi c information by reading fast and without paying attention to irrelevant details. The eyes just search around to spot the required information.

2 Invite students to go deeper into the text. Ask them to read it again and draw a timeline of Bond’s fi lms. The timeline will help students to reinforce the idea intended to be transmitted in the title. If needed, draw the beginning and the end of the timeline on the board, and if students still fi nd it diffi cult, add one or two dates in between:

1962 2015 (Dr No) (Spectre)

Ask students which fi lms received awards and which awards they received. Draw their attention to the fact that some fi lms received nominations, but did not actually receive the awards so as to show the difference between the two concepts.

The questions in this section are meant to get students involved in active participation since they will have a chance to share their background knowledge as well as to exchange personal opinions.

First students will have the opportunity to discuss certain prejudices people sometimes have as regards Argentine fi lms, and to value very good fi lms that were made in Argentina. Ask students to fi nd about Argentine fi lms that have been nominated or received international awards, eg: The Official Story, Nine Queens, The Secret in Their Eyes and Wild Tales, among others. Have them name actors and actresses that are worldwide famous, eg: Ricardo Darín, Norma Aleandro, Héctor Alterio; and well-known directors, eg: Juan José Campanella or Luis Puenzo. Help them to become aware of the great number of people that make our country well-known all over the world by highlighting our cultural production.

Then lead students to discuss how stories can be perceived differently when we read them from a book or when we watch them in a fi lm, already processed by a fi lm director.

Finally students will be able to talk and give their personal opinion about James Bond fi lms, especially enjoyable for those who love action fi lms.

Workbook p. 89 / Fast Finishers p. IVLINKED

ACTIVITIES

READING

3·4·5

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GRAMMAR


Past simple – to be > Before you start

Tell students to observe the Grammar table and to decide how to fi ll in the blanks. Then write “am – is – are” in a column on the board and ask students how to turn them into the past. Call one student at a time to come to the board and write the past forms.Help students to notice that “am” and “is” both turn into “was”. Ask them to list the pronouns and the corresponding past form of to be next to each of them in their folders.Then draw students’ attention to the negative contracted forms “wasn’t” and “weren’t”. Ask them to write the full forms. Have one student to write them on the board. Remind students that it is inappropriate to use contracted forms in formal letters or documents.

Affi rmative: were Negative: weren’t Questions: Was Short answers: was; wasn’t; wereNegative: act; didn’t Questions: did Short answers: did; didn’t

Answers

1 Ask students to choose from the box and fi ll in the blanks with the corresponding simple past form of to be. Then invite two students to read the dialogue in a meaningful way. They will have to show that they are friends talking about something interesting by using the correct intonation.

1. were 2. was 3. was 4. was 5. was 6. weren’t 7. Was 8. wasn’t

Answers

We show real interest and involvement when we use high fall tone, eg: I’m ‘happy to see you. It is also the typical tone for wh- questions. If we paraphrased the question ‘Where were you? it would be transformed into ‘Tell me ‘where you were.

Pronunciation

Extra Practice pp. 10 & 11LINKED

ACTIVITIES

Past simple – regular and irregular verbsTell students to go over the Grammar table and decide how to fi ll in the blanks. Ask them to identify the auxiliary “did”. Help them to notice how the main verb keeps the infi nitive form when the auxiliary is part of the sentence.Check the answers with the whole class on the board. Help students to refl ect upon how the negative is formed and point out the word order in questions. Reinforce their awareness of main verbs modifi cation.Help students to revise the spelling rule for the simple past form of regular verbs. Write some examples on the board and highlight the changing features, eg: listen – listened; change – changed; hop – hopped; tidy – tidied. Have students give more examples.Tell students that irregular verbs do not follow spelling rules. They will have to study them by heart.

Workbook p. 90 / Extra Practice pp. 10-12

LINKED ACTIVITIES

2 a. & b. Have students do the exercises individually. Then check the answers orally. Use this activity as an opportunity to help students to improve their pronunciation.

rent; watch; wanta. 12 b. 9 c. 4 d. 10 e. 3 f. 2 g. 6 h. 7 i. 5

Answers

Ask students to listen to the examples and lead them to notice the different endings of the verbs in the past.

Pronunciation

3 Play the audio and ask students to list the verbs in the corresponding column. Have them listen once again so as to check answers and pronounce the verbs in the correct form.

/d/: started, invented, acted /t/: worked, liked, stopped /d/: arrived, changed, fi lmed

Answers

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Pandora box

Language in context will always help students to reinforce concept building as well as pronunciation in the stream of speech, which improves the use of weak and strong forms.

4 Ask students to fi ll in the blanks with the corresponding past form of the verbs. Check the answers orally. Ask one student to say the regular verbs and one student to say the irregular verbs. Then have students read the complete sentences paying special attention to sentence stress.

1. wanted 2. saw 3. gave 4. enjoyed 5. watched

Answers

5 This practice invites students to personalise the use of recently presented vocabulary and grammatical structures. Students will be combining lexical and grammatical categories so as to enhance their view of language as meaning in context.

Tell students that every time they change the information given, they will have to provide a negative sentence fi rst and then write a sentence which is true to them.

Remind students that, in negative statements, we always stress the negative contracted form, eg: I ‘didn’t see a \/thriller. I ‘saw a comedy. Help students to notice that we use fall-rise intonation to mark what we correct (“thriller”) and falling intonation to complete the idea (“comedy”).

Pronunciation

Prepositions of timeGo over the Grammar box with the whole class. Categorise the examples and have students identify and say the corresponding preposition, eg: “months” (“in”), “days” (“on”), and so on.

6 Ask students to fi ll in the blanks. Then ask individual students to read a sentence so as to check the answers orally.

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

Answers

Past time expressionsGo over the Grammar box with students. Check comprehension by challenging students to use the expressions according to the real calendar, eg: It is “Tuesday May 17”. Say, “two days ago” for students to identify the date and say, eg: “Sunday May 15”. Repeat the procedure with different expressions.

7 Ask students to give examples that are true to them. Remind them they have to use “ago”.

Workbook pp. 90 & 91 / Self-check p. 93 / Extra Practice pp. 11-13 / Fast Finishers p. IV

LINKED ACTIVITIES

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 fi nish their project on time.

PROJECT

GRAMMAR

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Discuss different film aspects

1 Ask students to observe the picture. Tell them to look for hints in it to be able to answer questions.

2 Explain to students that they are going to listen to part of a TV show. Ask them to read the questions and options silently. If they need help, encourage them to resort to a classmate before asking you. Play the audio and give students time to make their choices. If necessary, play the audio again. Then ask one student to read the questions and another one, to read the answer. Make sure everybody pays attention and check the answers are correct.

1. c 2. a 3. c

Answers

3 Since students have already listened to the audio, they can risk matching the halves. Then play the audio one more time for students to check the answers.

1. a 2. b 3. c

Answers

Host: And, welcome to the show. Today’s topic is films. Well, you know the rules. Let’s start! Who won the Oscar for best actor in 2012? The options are: Bruce Willis, Keanu Reeves or Jean Dujardin?Contestant 1: The winner for best actor in 2012 was Jean Dujardin for his role in The Artist.Host: Yesss. Excellent! Jean Dujardin. Amazing performance! Let’s move on to our next question. Which of these three films won the most Oscars? The Lord of the Rings-The return of the King, King Kong or Avatar.Contestant 2: The film which won the most Oscars was, was… Avatar, I think.Host: That’s incorrect, I’m afraid. The film which won the most Oscars was The Lord of the Rings-The return of the King. And, now let’s see our third question. Which film won the Oscar for best foreign film in 2009: A prophet from France, The white ribbon from Germany or The secret in their eyes from Argentina?Contestant 1: The best foreign film Oscar in 2009 was for the Argentinian film The secret in Their Eyes, “El secreto de sus ojos” in Spanish.Host: Correct! That’s wonderful Now let’s go to a short break. We will be back for the final round.


4 Tell students they are going to listen to an interview about special effects in films. Have them read the words in advance. Explain they will have to number the words in the order that they are mentioned.

1. volcano lava 2. horses 3. storm 4. zombie

Answers

Pandora box

Remember that instructions must be clear. Use short, simple sentences and make sure all students know what they have to do before moving forward.

5 Tell students they are going to listen to the

interview again. They will have to decide if the statements are true or false. Ask them to read the statements before listening.

Play the audio and give students some minutes to complete the task. Then check the answers with the whole class.

1. F (In the past they were often made cheaply.) 2. F (They used lots of different things.) 3. T 4. F (Homemade sound effects are still used today.)

Answers


I: Today is here with us sound effect editor Brad Cork. Welcome to our programme, Brad.Brad: Hi. Thank you, Mike.I: Brad is here today to talk about special effects. Brad, are special effects always very expensive?Brad: Well, in some films yes. For example the special effects in The Matrix cost millions of dollars.I: But is it possible to make special effects cheaply, for not much money?Brad: Well, yes. In the past before there were computers, they made special effects using lots of different things.I: For example?Brad: For example, they used baby cereals for volcanic lava!I: Really!Brad: And, then there’s coconuts.I: What did they use them for?Brad: Well, coconuts sound like a horse trotting. It’s very authentic – just like the real horses!I: Oh, that’s incredible!Brad: There was another common one.I: Which one?Brad: A sheet of metal!I: And what was it for?Brad: Well, a sheet of metal sounds like a real storm!I: Sounds interesting!

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Brad: And what is even more interesting is that these homemade sound effects are still used today.I: Really? Can you give us an example?Brad: Sure. A scene from a scary fi lm comes to my mind right now. There’s a zombie walking along a path at night. The zombie steps on the dry leaves on the path. The sound of the crushed leaves comes from gently crushing a paper shopping bag!I: Amazing!

Explain why you enjoyed or didn’t enjoy a fi lm

6 a. Tell the students they are going to listen to a conversation. Have them listen attentively and then ask: Who are talking? Are they friends? Encourage students to justify their assumptions based on the intonation and expressions used, and the atmosphere perceived.

Ask the students to read the questions and answer them. They can share the answers with a classmate before sharing them with the whole class.

1. They went to the cinema. 2. No, they don’t. 3. They saw a comedy.

Answers

b. Read the statements aloud and check all students understand their meaning. Then, since they have already listened to the audio, ask them to risk answering at least some of them. Give them some minutes to answer and then play the audio again for them to complete the boxes.

1. J 2. D 3. D 4. J 5. D 6. D 7. J

Answers

c. Tell students they will now have to listen for details. Ask them to pay attention to the audio and to identify the expressions that are mentioned.

When checking the answers, encourage students to imitate the speakers. In this way, besides improving fl uency, they will experience the feeling the boys are expressing.

Note: Funny and positive emotions help us to remember things better.

Mother: So, what did you think of the fi lm?Jack: I thought it was really great! I laughed and laughed.Mother: And you Danny, what did you think?Danny: I didn’t like it at all. It was boring.Jack: Well, he liked the popcorn. He ate it all!Danny: Yes, but you didn’t stop laughing; I didn’t think you wanted any.Jack: Oh Mum, don’t listen to him. I really liked the fi lm and the acting was fantastic!Danny: No, it wasn’t. The acting was awful. And I couldn’t see the screen.Mother: Why not?Danny: Because we sat in the back row and there was a very tall man sitting in front of me.Mother: Oh, dear.Danny: Next time I want to see an action fi lm, not a comedy.Jack: Well you can go with your friends, not with me.Danny: OK, that’s a good idea.

Audioscript Tracks 21-23

7 Tell students that now it is their turn to speak about their own experiences. Ask them to work in pairs and share their opinions about a fi lm they both have seen. Tell them they have to justify their opinions and that they are to use the lexis and grammar presented in the unit.

ACTIVITIES

Tell students to work in pairs. Indicate Student A to go to page 72 and Student B to go to page 74. They will have to negotiate what fi lm to see together at the cinema. Walk about the classroom and monitor students’ performance. Try to intervene as little as possible.


ACTIVITIES

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WRITING


Describe your favourite fi lmGo over the Spelling rule box with students. Help them to notice that “its” and “it’s” is pronounced in the same way, but that their meanings are different. Moreover, their grammatical categories are different too.

Invite students to analyse other sets of words that are often confused. Help them to identify the meaning of each of the words presented. Resort to translation if necessary.

Pandora box

Tell students that words that are pronounced the same are called “homophones” and words that are spelled the same are called “homographs”. Ask them to identify the two kinds of words in the sentences.

Encourage students to go through the text and tell what it is about. Have them identify the paragraphs and count them.

Ask students to work individually to correct the mistakes in the text. Then have them swap books with a classmate to see if they have corrected the mistakes in the same way. After that, ask individual students to read the answers out loud. Invite students to say if they have spotted a pair of homophones or a pair of homographs.

1. They’re 2. to 3. to 4. were 5. too 6. It’s 7. two 8. there 9. their 10. It’s 11. it’s 12. too

Answers

Tell students that each paragraph gives information about different things. Read the headings a-e aloud and have students identify the corresponding paragraphs. They will have to write the number of the paragraph next to each heading.

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

Answers

Go over the text once again with the whole class. Help students to identify the text organisation. Then ask them to use the outline in Exercise 4 to write about their favourite fi lm. Tell them they can also get ideas from the text on page 31, but

encourage them to be creative when they express their opinion about the fi lm.

Extra Practice p. 13 / Fast Finishers p. IVLINKED

ACTIVITIES

oCheat sheet (Student’s Book pp. 28 & 29) A. Josh Hutcherson (Peeta Mellark), Jennifer Lawrence (Katniss

Everdeen) and Liam Hemsworth (Gale Hawthorne) are the protagonists of “The Hunger Games”. This is a fi lm series in which adolescents fi ght mischievous power. The announcer, Claudius Templesmith, (portrayed by Toby Jones) starts the games by stating, “Let the games begin!”.

B. Vin Diesel plays the role of Dominic Toretto in the fi lm saga “Fast and Furious”, which already consists of eight fi lms. Brian O’Conner (played by Paul Walker) used to say, “Hey, you thought you could leave without saying goodbye” as closing last lines in every “Fast and Furious” fi lm. They were used to render homage to the actor in his funeral.

C. Darth Vader (played by stunts) is the anti-hero in “Star Wars”. “May the force be with you” is a quote said by numerous characters in the serial to wish good luck.

D. Sheriff Woody Pride and space ranger Buzz Lightyear are two of a boy’s bedroom toys who share adventures. Buzz’s catchphrase is “To infi nity and beyond”. This Disney and Pixar’s fi lm’s category is: suitable for all audiences, animation, adventure, comedy. The fi rst fi lm appeared in 1995, a second in 1999 and a third one in 2010. A fourth fi lm is in process. Famous actors and actresses, such as Tom Hanks, Tim Allen and Joan Cusack lend their voices to the characters.

E. Daniel Radcliffe stars the main character in Harry Potter’s fi lm series based on J.K. Rowling’s books. In “Harry Potter and the Deathly Hallows”, Professor Albus Dumbledore (played by Michael Gambon) addresses Harry Potter by telling him “You wonderful boy. You brave, brave man”. There are already eight of these fantasy adventures fi lms.

1

2

3

4

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Game: Guess in six questionsIt is time for students to prepare the game they have been planning along the unit. Guide them to follow these instructions:In groups or four, have students prepare the cards. They will write the name of the film, stick the flyer and add all the relevant information about it. All cards must look the same on the other side. Then students in each group will list all general questions they can ask about a film. They will share it with the whole class so that every student has the complete list and get ready to play.Optionally, divide the class in two teams. In turns, a member of each team picks up a card and keeps it a secret. The members of the opponent team will ask up to six questions to identify the film.The winner is the team who guesses the most.

Pandora box

Do you have time to spare? Use the cards from the game to play a miming game. Divide the group in two and call one student from each group at a time. She/He will have to mime the name of the film and the group will have to guess the film. You will all have fun and students will be practising the linguistic content of the unit.

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.

END OF PROJECT

My students …









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EXTRA READING

Watch a Film, Be Part of History

We all have our own preferences in relation to fi lms. Some people like comedies or action fi lms and others prefer horror fi lms or thrillers. Many people think science-fi ction or romantic fi lms are boring while others love them! Little children enjoy animated fi lms or musicals. The thing is that when we watch a fi lm, we watch more than images and a story. We watch part of the history of fi lm making. At the beginning of fi lm making, more than 120 years ago, amazing special effects and courageous stunts did not exist. Actors, producers, directors, screenwriters or extras were amateur people

who loved experiencing and discovering a new world. In those times, there were only “motion” cameras that were fi xed

on a tripod, so the person fi lming didn’t move it. In the 1890s, fi lms were only one-minute long and didn’t have a complex story or any sound. However, very soon fi lm making got better and better because the people making fi lms became more professional, and the

technological advances helped a lot. Technology played a very important

role in the world of fi lms. Many directors depended on it to make their fi lms come

true. The famous director James Cameron started writing ‘Avatar’ in 1994. At that time, he didn’t have the

technology he needed, so he did not start making his fi lm until 2004 – ten years later! ‘Avatar’ fi nally came out in 2009 and won many Oscars. Do you know any other famous director who had the same problem?

Today, technology is still playing a key role in fi lms production. People get fascinated with 3D animated fi lms. But probably, children in 2050 will laugh at them. Well, at least, tell your grandchildren that you saw one of the fi rst 3D fi lms in history! By the way, which was it?


> talk about people in the fi lm industry.

> talk about different kinds of fi lms.> exchange information about what

happened in the past.

> Vocabulary related to fi lm making: kinds of fi lms / people working in fi lms

> Adjectives to describe a fi lm > Past simple> Time expressions and prepositions of time


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> Before you start

This Opener will help students to become aware of cultural differences and to refl ect about the importance of respecting and being tolerant of those differences.Have students read the title. Write the complete expression on the board: “When in Rome, do as the Romans do”. Explain it means that we should adapt to the circumstances. Ask students if they fi nd any connection between the expression and the pictures. They are expected to identify people of different cultural backgrounds who act differently in similar situations.

Have students think why if all the people in the pictures are greeting, they do it differently (because of socio-cultural differences).

Ask students to observe the pictures in detail to fi nd similarities. Have them focus, eg, on gestures, physical contact, formality and informality.

Guide students to identify informal situations. Explain people usually say “hello” in informal situations. Point out that in certain cultures, informal treatment is not as common as it is in Argentina. Elicit examples.

Explain to students that the gesture the girl in picture F is making may seem inappropriate in our culture, but that people in the Tibet say “hello” using that gesture.

Pandora box

If students are helped to discriminate between facts and assumptions, they will be likely to understand that reality is seen from our experience of the world, so we must try to be fl exible.

Students will develop awareness of otherness while discussing how they interact with their peers and with people from other generations. Empathy and tolerance of differences are the expected outcomes.

Read the information about the Final project with the class. Make sure all students understand what they are expected to do. Suggest students gathering information and keeping it aside for the moment they will need it.

PROJECT

1

2

3

4

5


UNIT GOALS Talk about good and bad mannersDiscuss customs in different culturesGive commands and adviceDescribe actionsMake polite requestsHold polite conversationsWrite a travel brochure

PROJECTGame: Where are you from?

VOCABULARYGreeting peopleDescribe actionsGood and bad manners

READINGMagazine article: Customs around the world

GRAMMARImperative – commands and requestsShould / shouldn’t – adviceAdverbs of mannerCan / could – polite requests

LISTENING & SPEAKINGDiscuss customs in different culturesHold polite conversations

WRITINGWrite a travel brochure (organise paragraphs and use language for tips)

END OF PROJECTPrepare a game to play in two teams.

If students have access to ICT:> Choose a country and surf the net to fi nd out

about its customs.> Share the information with the whole class.> In two teams, take turns to talk about the

costums and to guess the countries.

If students do not have access to ICT:> Choose a country and look for information about

its customs in books or encyclopedias.> Share the information with the whole class.> In two teams, take turns to talk about the

costums and to guess the countries.

CLIL & CULTURE LET’S WRAP IT UP!Good stories: (See Answer keys, page 83)The book or the fi lm?

When in Rome …

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VOCABULARY


Greeting people a. Ask students to read the list of items a-f and

match them with the pictures 1-6. They will surely infer the meaning of the words “kiss” and “smile” quite easily. Then guide them to work out the meaning of “shake hands” (they must know the word “hand” and the picture will also help them). Encourage students to take risks. Ask: What’s the difference between picture 3 and picture 5? How many people are smiling in the pictures? Why? Are these pictures showing good or bad manners?

If needed, mime the words that students might not get or allow them to use their smartphones to fi nd them on an online dictionary.

Ask students to go to the Opener section again and have them describe what the people are doing in each picture.

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

Answers

b. Give students some minutes to work individually to complete the sentences. Then ask them to share answers with their classmates. If they still have queries, explain what they have not understood.

a. bow b. shake hands c. kiss d. wave e. smile f. hug

Answers

Describe actions > Before you start

Explain to students that we use adverbs to describe how things are done. Give some clear examples, eg: Old people usually walk slowly. DJs play music loudly at discos. Ginóbili plays basketball very well.

2 a. Ask students to do the matching in groups of four. If needed, tell them to use their smartphones, notebooks, tablets, etc. to look up words on online dictionaries. If they cannot use ICT, ask them to fetch dictionaries from the library.

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

Answers

b. Ask students to write true sentences about themselves. Tell them this is their chance to show how much they have understood. Have students read their examples one at a time.

Pay attention to students’ pronunciation. Take down notes of their mistakes and prepare some special activity for the following lesson. Stop students only if what they are saying is unintelligible.

Pandora box

To make the exercise more meaningful, ask students to form groups of four or fi ve and play a guessing game. Have them write sentences about celebrities or their classmates using the instructions given in Exercise 2b. One student reads her/his description and the other members of the group guess who she/he is describing.

Good and bad manners

3 a. Ask students if they care about having good or bad manners. Make a poll to see which good and bad manners most students have. This will also be a great opportunity to refl ect upon the attitudes students have at school and with their family at home. Encourage students to tell anecdotes in relation to good and bad manners.

Have students go over the grid and categorise the actions. To check understanding, ask students where these actions are most likely to take place.

a. Rude b. Very rude c. OK d. Rude e. Rude f. OK

Answers

b. Ask students to discuss and to express their opinions about each of the examples in Exercise 3a. Then direct a class discussion about the value of good manners.

Workbook p. 94 / Self-check p. 99 /


ACTIVITIES

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> Before you start

Ask students to look and decide where that type of article is likely to be found (eg, in a general interests magazine). Invite students to discuss the meaning of “cultural diversity” and how it can be associated to customs around the world.Ask students about the target readers of this type of article. Draw their attention to the notice in the top-right corner of the article. Then ask them who writes the article (Julie Clark). Help them to focus on the layout of the article. Ask: Why has “Wide World” and the author’s name a different orientation on the page? (because it is surely a fi xed section in the magazine).

1 Have students read the whole article in pairs. Write these questions on the board and ask students to answer them: What’s Julie’s idea about travelling? How many countries does she mention?

2 Ask students to work individually. They will have to scan the text to decide whether statements 1-5 are true or false. Tell them to write “T” next to the true statements and “F”, next to the false ones.

If the statement is true, have students justify their choice by reading the part of the text that supports the idea. If the statement is false, have them justify their choice by reading the part of the text that contradicts that idea. This can be done orally. Take advantage of this time of exchange to check students’ pronunciation.

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

Answers

3 Tell students they will have to answer questions 1-4 without reading the text again. They can work individually and, once they have answered, they can share their answers with their classmates.

To check with the whole class, have students read the parts of the text that support their answers.

1. Italy 2. Japan 3. France and Argentina 4. Maori people and Arab men, France, Argentina, Korea, Japan, Cambodia, Tibet. 5. Arabia

Answers

Remember this section is meant to encourage students’ participation by engaging them to express their opinion. This will lead students to ask for the language they need and will help them to develop their fl uency. It is paramount to listen to their ideas and respond to them enthusiastically so as to keep students motivated.

Since the fi rst question requires students’ personal opinions, perspectives will vary. Take time to listen to their points of view and justifi cations. Guide them to develop tolerance of differences.

Then ask students to think of fi ve typically Argentine customs and list them. After that, have them join in pairs and agree on the best fi ve customs from the two lists. And fi nally, have each pair join another pair to agree on the best fi ve customs from the two lists.

This task encourages participation (since all students will be stating their point) and helps to develop empathy (since students will have to leave aside their own ideas if they accept that their classmate’s ideas are better); a wonderful example of cooperative work.

Assign the last question for homework so that students will have time to ask their grandparents about customs they used to have.

Pandora box

The last question has two purposes. On the one hand, students will contact their grandparents, at least on the phone, and value old customs which could have been queer, romantic or boring. And on the other hand, they will also refl ect on their manners at school, in the street or on public transport.

Workbook p. 95 / Fast Finishers p. V

LINKED ACTIVITIES

READING

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GRAMMAR


Imperative – commands and requests > Before you start

Have students observe the Grammar table and identify the auxiliary “do” in the negative form.Help students to notice that, both in Spanish and English the imperative is addressed to the second person and the pronoun is never included.

1 Have students complete the tips using hints from the context provided. If needed, let them use online or paper dictionaries to look up words they don’t know. Ask students to read the tips aloud to check with the whole class.

1. try 2. Don’t plan 3. Be 4. Practise 5. go 6. Avoid 7. prepare

Answers

It is important to help students to notice that intonation is paramount when they use the imperative. If they use a low-fall tone, eg: ‘be po\lite, the utterance is an order and might even sound impolite. On the other hand, if they use a low-rise tone, eg: ‘be po/lite, the attitude is friendly and they are really making a request. If they use a high-fall tone, eg: ‘be po\lite, they are just suggesting a course of action.

Pronunciation

2 Invite the class to brainstorm ideas in advance. Tell students to mention all the things they consider important for a tourist to do or to see in our country. Then ask them to work cooperatively to prepare a list of useful tips for visitors.

Pandora box

• When engaging students in brainstorm activities, accept all the suggested ideas. Choose where to write the less relevant ones so as to leave them aside.

• Cooperative work implies that every student has responsibility in the fi nal product. Each student will do her/his part and all of them will complete the task together. This should be refl ected in the assessment. Give each student feedback on their individual work and give the whole group an evaluation for their fi nal product.

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

LINKED ACTIVITIES

Should / shouldn’t – advice > Before you start

Tell students that it is always good to ask for advice when facing a new situation, especially if it is with people from a different culture.Have students go over the Grammar table. Ask them to pay attention to the words in red and to say what happens with the verb (it remains in the infi nitive form).

Make reference to intonation. Students are expected to use high head with a high-fall tone when producing suggestions, eg: You should ‘book in ad\vance. You ‘shouldn’t ar‘rive \late. Help students to notice that they must stress “shouldn’t” but not “should”. The negative form is highlighted because it is unexpected.

Pronunciation

3 Have students match the given situations with the corresponding pieces of advice. Check the answers orally. To make sure that everybody is paying attention, ask students from distant corners in the classroom to participate.

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

Answers

4 Optionally, ask students to solve the exercise orally in the classroom and then give it as a written assignment for them to reinforce the function they are learning.


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Adverbs of manners

> Before you start

Write these two sentences on the board: Anne is beautiful. Anne sings beautifully.Explain to the students that the word “beautiful” is the answer for “What is Anne like?” and that it is an adjective modifying a noun. Have students give more examples. Tell students that “beautifully” is the answer for “How does Anne sing?” It is an adverb modifying a verb.Underline the particle “-ly” and ask students to go to page 43. Have them go over the Grammar box. Guide students to compare languages. Ask them to think of how adverbs are formed in Spanish. Elicit examples, eg: “fácil” / “fácilmente”.Draw students’ attention to the irregular adverbs and tell them they do not follow a rule so they will have to memorise them.

Tell students to read the instructions and do the exercise individually. Ask volunteers to read the sentences aloud to check the answers.

slowly; politely; Clearly; happily; carefully

Answers

Pandora box

When asking students to read in class, remind them they have to do it meaningfully, ie, with the appropriate intonation. Choose students from different corners in the classroom to participate so as to make sure they are all paying attention.

Can / could – polite requests > Before you start

Draw students’ attention to the Grammar box. Ask them to spot the words that are used to make polite requests. Help them to notice that, in this case, “can” and “could” are not included in the answers. This is because we are not talking about abilities. Then draw students’ attention to the short answers. Explain that British people never give a plain “no” as an answer because they consider it impolite.

6 Ask students to work on the exchanges orally. In pairs, they take turns to ask and answer. Then give the written exercise as an assignment. In this way, students will reinforce what they have practised in class.

1. Can you tell me the time? Sure, it’s 10:30. 2. Could you help me? Yes, of course. But please wait a minute. 3. Can you drop me at the station? I’m sorry. I’m not going that way. 4. Could I use the toilet? I’m sorry. It’s out of service. 5. Could you give me a city map? Sure. Here you are. 6. Can I borrow your phone? Yes, of course, but only local calls. 7. Can you close the window? Yes, no problem. 8. Could you speak more slowly? Yes, sorry.

Answers

Remind students that we express involvement and friendliness by using high-fall intonation. That is why we use this type of intonation for making requests and responding to them, eg: Can you ‘tell me the \time? \Sure! It’s ‘ten \thirty. If we want to be still more polite, we can add “please” using low-rise intonation at the end, eg: Can you \help me, /please?

Pronunciation


LINKED ACTIVITIES

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GRAMMAR

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Discuss customs in different cultures

1 Encourage students to observe the pictures. Draw their attention to the flag and to the different bubbles. Ask them what they represent (topics of conversation). Then go over the questions with the whole class. If needed, help them with vocabulary.

Pandora box

Tell students that the word “asado” does not have an English translation, like many other words which represent typical features of a special culture, eg: “empanada”, “locro” and “mate”. Students will have to describe the concept instead of finding an English equivalent.

2 a. Tell students to get ready to listen to the audio. Have them explain what they are expected to do. They will have to write the letter of each picture in order in which they are mentioned in the conversation.

Ask students to describe the images so that they check the answers.

1. C 2. D 3. B 4. A

Answers

b. Before playing the audio once again, ask students to read the statements to make sure they understand.

Play the audio and give students some minutes to complete the task. Ask one student at a time to read her/his answer. Focus on pronunciation. Be gentle when correcting.

1. loved 2. Argentina 3. month 4. kiss 5. finish

Answers

c. Tell students they are going to listen to the conversation once again. This time, they will have to pay careful attention because they have to complete the sentences with specific details. They are to complete with only one word.

Since you will have already worked on intonation in the previous exercise, you can check the answers by asking students to read only the word they have included. Pay more attention to individual sounds, eg: /ki�p/ aspiration in the first consonant.

1. such 2. keep 3. most 4. polite 5. big 6. relatives

Answers

A: So, tell me. How was your holiday in Argentina? I’m planning to go there next month and I want to know what it’s like!B: It was great and so exciting. Argentina is such a wonderful country to visit.A: Really? And, what did you like the most?B: I enjoyed so many things but I really loved the people and their customs.A: Their customs? What do you mean?B: Argentinians still keep lots of traditions that we don’t anymore. For example, when they are waiting for the bus or the lift, men wait for women to go first.A: Ok, so do you mean that when I’m there I should follow this custom too?B: Yes, you should be polite. And, when they are drinking “mate”…A: Sorry… what?!B: “Mate”, it is the most traditional hot drink in Argentina. Well, when they are drinking “mate”, they share it with their friends. Everyone drinks from the same pot.A: Nice. But what if I don’t like it?B: Well, you should be polite and just say no. But don’t be rude. Argentinians are very sociable. Particularly when they are preparing an “asado”.A: “Asado”?!... And what’s that?B: “Asado” is the country’s typical food. It is like a big barbecue!A: Mmmmm, delicious.B: Yes, it is really good! But there was something that was a bit strange for me. Men kiss on the cheek to say hello and to say goodbye as well. A: What?! Really? Should I kiss any man on the cheek just to say hello?B: No! It is just between relatives and friends. And, also at the end of a football match.


Hold polite conversations3 a. Tell students to read the instructions and

to get ready to listen to the audio. Play it once and ask students which dialogue is formal and which is informal. Have them justify their choice by means of phrases, such as: How do you do? / Pleased to meet you. / Hi, How are you doing? If students are not able to identify all the formal and informal expressions that are mentioned, do not give them the answer because they will have a chance to spot them in the second listening.

The first dialogue is formal and the second, informal.

Answers

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b. Tell students they are going to listen to the audio once again and that they will have to complete the dialogues with the missing words.

Play the audio and pause it if needed so as to give students time to complete the blank spaces. They can share their answers with their classmates. Have them underline the words / phrases that denote formality and to circle the ones that denote informality. This will help them to remember the register better.

1. Hello 2. How 3. meet 4. Hi 5. nice 6. doing

Answers

A: Hello, my name’s Mr Brown. How do you do?B: How do you do? I’m Emma Jenkins.A: Pleased to meet you, Emma.

A: Hi, I’m Felicity.B: Hi Felicity, I’m Paul.A: Oh, hi Paul, nice to meet you.B: How are you doing?


4 a. Tell students they are going to listen to four short dialogues. Ask them to pay close attention to intonation since then they will have to try to imitate the speakers.

b. Invite students to practise the dialogues in pairs. Monitor their production. If needed, play the audio once again for students to repeat after the speakers chorally. Check intonation.

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 fi nd the instructions.The aim of this pair-work activity is to help students to identify the corresponding exchanges. Have them pay special attention to intonation because it will show the attitude of the speaker and they must sound polite. Walk about the classroom and monitor students’ interaction.

Invite students to go on working for their Final project. Tell them to go over the given tips and remind them they will have to plan their project tasks so as to be ready for the presentation on time. Ask them to choose a country and let their classmates know since countries should not be repeated. If students have diffi culties to agree on a country, they can write all the names on separate stripes of paper and draw lots to come to the fi nal decision.Suggest them surfi ng the net or looking for information in encyclopedias. They can also ask a relative or a friend who has travelled abroad.

PROJECT

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WRITING


Write a travel brochure > Before you start

Encourage students to look at the brochure and ask: What is it about? Who is it for? What is the difference between a brochure and a travel guide? These questions will enhance students’ observation and will help them to identify the discourse genre of the reading material.

Ask students to read the brochure and tick the topics that are mentioned. Check the answers with the whole class. So as to help students to develop cultural awareness, ask, eg: Are these tips useful? Why? / Why not? In this way, they will reinforce the ideas put forward in the Opener section: We need to adapt to the customs of the places we visit if we want to interact politely with their citizens.

a; b; d; e; g

Answers

Tell students that now that they have identified the topics presented in the brochure, they will have to find the headings corresponding to each of the given tips.

When checking the answers, ask students to pay attention to the way the tips are expressed. Have them underline recurrent words or structures. Ask them whether the text is formal or informal and have them justify their opinion.

1. c 2. b 3. e 4. f 5. g 6. a 7. d

Answers

Tell students to go over the Writing rule and to identify the introduction and the paragraphs in the brochure. Ask students to check whether the words / structures they have underlined are the ones mentioned in this section.

a. Tell students to read the instruction individually and encourage them to find information about the place they have chosen.

b. & c. Once all students have all the information they need, ask them to choose the words that best describe the place they have chosen out from the suggestions given in b. They can also use the information they’ve been collecting to complete their Final project. In this

way, they will ensure that the places will not be repeated.

After having written the introduction, tell students to choose the topics from Exercise 2 that they would like to highlight in their brochure.

You may ask students to prepare a brochure made out of cardboard and to create an attractive cover with a picture of the place, or some landmarks and a heading.

If possible, display students’ brochures for their classmates to read and choose their favourite place to visit.

1

2

3

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Game: Where are you?It is time for students to play the game they have been preparing along the unit. Guide them to follow these instructions:Remind students they are going to play a guessing game. They will need to use all the information they’ve been collecting about the countries they have chosen. Bring a globe or a world map into the classroom to help students to locate the countries they have selected.Divide the class in two teams and tell students to put all their notes aside and get ready to play.In turns, a member from each team will come to the front of the class and describe the customs of a certain country. The members of the other team will have to guess the country in only one minute and then name the continent where it is located. Teams will get an extra point if they are able to locate the country on the globe or world map.The winner is the team that guesses the most countries.

I can...Remember this section has been designed to help students to refl ect 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 confi rm that they can actually produce the language functions, read them one by one aloud and have students give examples. If they still have diffi culties, invite them to go through the unit and revise whatever they need to.From now onwards, it would also be profi table to lead students to refl ect upon how class discussions have infl uenced their points of view and opinions.

END OF PROJECT

AND CULTURE


Good stories: The book or the fi lm?In this section, content prevails over structures. Students are expected to read for pleasure and to enlarge their background knowledge rather than to fulfi ll tasks.In this particular case, students will also be to develop their critical thinking by comparing popular books and their fi lm adaptations, or vice versa. This aim has partly been achieved in Unit 3 and now it will be reinforced through the presented article.

First ask students to identify the discourse genre by asking: Where can you find a text like this? (On the web.) How do you know it? (It looks like a website on fi lms. It could also be a social network for fi lms fans.)

Draw students’ attention to the title of the web article and then ask them to read the text: Do they agree with the writer? Have they ever read a book on which a fi lm is based? Invite students to discuss in groups.

1. the book 2. the fi lm 3. the book 4. the book 5. the fi lm

Answers

Finally, make a poll to see how many students actually read books and whether they do it before or after watching the fi lm adaptations of them.

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EXTRA READING

When in Argentina…


> discuss customs in different cultures.> give commands and advice.> describe actions.

> Adverbs of manner> Imperatives - commands> Advice: Should / shouldn’t

Send A +

– +From Lucía Perez

To Brian Shucks

Subject Tips before you come to Argentina

Hi Brian!

Can’t wait to see you again!

You helped me a lot before I went to the USA to visit you. Now, I’m going to help YOU! Your Spanish is excellent – no problems to communicate. But from my visit to your country, I know there are many things that will surprise you in Argentina! Here is a short list, just to begin with:

1) To say hello, we kiss on the cheek (girls and boys). In some parts of the country, 2 kisses (one on each cheek!) Don’t move back! Accept the kisses without going red in the face! Ha-ha. Big hugs are also common.

2) When you leave a meeting or a party, you should say goodbye to each person, one by one – you shouldn’t just say “See you all later!” and leave. Goodbyes take a loooooong time in Argentina!

3) People sit, stand, and talk closer to each other than what you do. You should forget about your ‘personal space’! I’m sure you will feel a bit uncomfortable. I didn’t feel much comfortable when American people talked to me from a metre-and-a-half distance! Ha-ha!

4) When somebody invites you for a coffee, sit back at the café and get ready to spend a long time talking. And don’t expect the HUGE coffee cups you have! You should drink the coffee slowly! The same for meals!

5) And the last thing – for now… You should remember that, especially in small towns, shops close at ‘siesta time’. Go for a walk or take a nap!

XOXOLucía

NEW MESSAGE


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> Before you start

Have students look at the pictures and read the title. Then ask: What does “yummy” mean? What’s the Spanish word? Is it a formal expression?

Ask students to read the list and tick the dishes they can identify in the pictures. Have them share the answers with a classmate taking turns to point at the dishes and name them.

1. C 2. D 3. G 4. E 5. (Not in the pictures) 6. A 7. B 8. (Not in the pictures) 9. A 10. F 11. G 12. B

Answers

Explain that some regional terms don’t have an English equivalent. Have students work in groups to describe the dishes. Then, ask one member of each group to join in a new group so as to compare their defi nitions and thus polish their descriptions.

Suggested answers: Tacos: Mexican food made from corn pancakes Paella: Spanish dish made with rice, vegetables and sea food Asado: Argentinian barbecue Empanada: Argentinian sort of pie fi lled with minced meat

Answers

Pandora box

If students resort to Spanish to describe the dishes, write the English equivalents. If they ask for the meaning of a word, fi rst give them a meaningful example.

If students don’t know where the dishes are from, ask them to surf the net to fi nd the information. To develop cultural awareness, they can even discuss why certain dishes are common in some countries.

Have students share their family traditions. Invite them to speak about their ancestors’ nationalities and about family celebrations so as to give them a chance to share experiences and to get to know each other better.

Read the information about the Final project with the class. Ask if healthy eating is an important life issue. Tell students to think of innovative ideas to persuade people to eat more healthily.

PROJECT

1

2

3


UNIT GOALS Talk about foodExpress quantityTalk about future plansTalk about plans for a picnicMake plans to go outWrite a recipe

PROJECTA healthy eating campaign

VOCABULARYFoodQuick mealsVerbs in the kitchen

READINGBlog post: What is a healthy diet?

GRAMMARCountable and uncountable nounsExpress quantityAsk about quantityPresent continuous – future plans

LISTENING & SPEAKINGTalk about plans for a picnicMake plans to go out

WRITINGWrite a recipe (use imperatives and abbreviations)

END OF PROJECTCreate a poster and a rap for a healthy eating campaign.

If students have access to ICT:> Think of a slogan and brainstorm ideas connected

to it.> Make a poster, take a photo of it and post it on a

social network.> Create a rap. Dress up, prepare choreography

and record a video. Post it on a social network.

If students do not have access to ICT:> Think of a slogan and brainstorm ideas

connected to it.> Make a poster and display it in the classroom or

on the school notice board.> Create a rap. Dress up, prepare choreography

and present it to the class or to the school community.

Yummy!

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VOCABULARY


Food This exercise aims at helping students to

categorise food. Although most of the lexical items presented are known to them, it will be a good opportunity to revise vocabulary and to expand the lexical and the conceptual categories in relation to food. Brainstorm further food items for each of the food groups.

A. dairy products B. meat and eggs C. fruit D. vegetables E. seasonings F. grains

Answers

Pandora box

Ask students to play a game with words related to food. Have students write the name of food items on strips of paper. Put all the strips in a box. Divide the class in two teams. Call a student from each team to pick a strip at random, read the word aloud and say the food group it belongs to. If they categorise the word correctly, their team gets a point. The team that gets more points is the winner.

Quick meals

2 Students will have to establish connections between raw ingredients and how they can be combined to make quick meals. Even though there are fi ve examples, you may ask students to think of and mention other meals they like and to describe the ingredients they have.

Suggested answers: 1. potatoes, oil, salt 2. eggs, cheese, oil 3. bread, cheese, lettuce, tomatoes, mayonnaise 4. pasta, butter, cheese 5. apples, oranges, bananas, strawberries

Answers

Verbs in the kitchen3 Ask students to work in pairs. Tell them to match

the verbs they know with the corresponding pictures. Then encourage them to make associations to work out the verbs they do not know. If students are not still able to infer the meaning of a verb, tell them to use their smartphones, tablets or notebooks and look it up. And, as it is always suggested, if they do not have

access to ICT, tell them to use their dictionaries or borrow dictionaries from the library.

As far as it is possible, encourage students to work independently to solve the exercises.

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

Answers

Pandora box

Have students play a miming game to reinforce vocabulary of verbs in the kitchen. Ask several students to come to the front in turns and mime an action for their classmates to guess it. These activities are useful for different kinds of learners. Kinesthetic learners will profi t from miming, visual learners will reinforce their learning by focusing on their classmates’ movements and auditory learners will perceive pronunciation.

4 Although students will surely not fi nd this exercise diffi cult to solve, you may have them work in pairs so as to enrich the process. Invite them to exchange information about other simple recipes they know and to describe the steps to be followed.

A. chips B. fruit salad

Answers

Workbook pp. 100 & 106 / Self-check p. 105 / Extra Practice pp. 19-21

LINKED ACTIVITIES

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> Before you start

Have students observe the text and identify the discourse genre. Before having them read the text, ask: What is a healthy diet? What does the “plate” in the bottom-right corner represent? Why is it divided into different sections?

Pandora box

While reading the article, help students to become aware of the fact that they can obtain the general message in a text without knowing every single word.

1 Tell students to read the text silently and to underline the words they do not know. Then have students read it again and try to infer the meaning of them or just try to get the gist or general idea.

Ask students to answer questions 1-3 individually and encourage them to justify their assumptions, eg: They will surely answer that the writer is not a vegetarian because, in the article, she/he suggests people should eat meat. And they will not be able to state if the writer is a woman or a man because there is no evidence of gender in the article. However, allow discussion among students so as to help them to understand that nobody owns the truth, but all different opinions are to be respected.

If students feel eager to go deeper into the topic, lead a class discussion about eating habits and common eating disorders.

1. We can read it on a website about healthy eating.

Answers

Pandora box

Adolescents enjoy speaking about themselves without betraying their privacy. Be sensitive and attentive if speaking about eating disorders and do not personalise the topic. Conclude the discussion by suggesting that everybody should have a health check once a year.

2 Draw students’ attention to the “plate” in the bottom-right corner of the article and have them mention the different food groups they see. Encourage them to use the vocabulary presented in the Vocabulary section on page 52.

Lead students to refl ect on how the image gives an idea of which food group is more important by stating different proportions. Encourage several

students to explain and give their opinions before closing the discussion.

.

Grains, fruits and vegetables are the most important food groups.

Answers

3 Now that students have read the article several times, ask them if they have understood the meaning of the words they underlined during the fi rst reading. If they haven’t, encourage them to exchange ideas in pairs about their possible meanings. Have them notice if the words are similar to their equivalents in Spanish.

Remind students that they can always look up words in dictionaries, either in the school library or online.

1. In a balanced diet, all kinds of food should be included in the right proportion. 2. Water is the healthiest drink. 3. Breakfast is important because it helps activate our brain to start the day. 4. To sleep well, we should eat a very light dinner.

Answers

These questions are intended to get students personally involved in the topic. Allow them to exchange opinions in pairs or in groups and then get feedback from their answers as a whole class.

Pandora box

Have students work in groups of four to prepare a healthy menu for teens practising sports and another one for teens who are studying for their exams. They will have to justify their choices. Give them this task as an assignment to do at home so that they can have time to look for the necessary information. Invite students to share their menus the following class.

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.

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

LINKED ACTIVITIES

READING

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GRAMMAR


Countable and uncountable nouns > Before you start

Draw students’ attention to the heading: “Countable and uncountable nouns”. Have them say it in Spanish. Then ask them to have a look at the Grammar box and go over its content. Point out the spelling of the words “singular” and “plural”, which is the same in English and in Spanish. Have students explain what they understand from this box.

1 Have students work individually to do the exercise. Get feedback from students’ answers. First ask them how many countable and uncountable nouns they have found (9 and 6 respectively).Then have students say whether each item is countable or uncountable. If needed, tell students to double-check the answers and share them with a classmate.

1. C 2. U 3. U 4. C 5. U 6. C 7. U 8. C 9. U 10. C 11. C 12. C 13. C 14. C 15. U

Answers

Express quantityGive students some minutes to go over the Grammar box in pairs and to analyse the given information. Have students spot the similarities and differences of quantifi ers for countable and uncountable nouns. Ask leading questions, such as: What do we use in the affirmative form for countable nouns? (a / an, some or a lot of) What don’t we use with uncountable nouns? (a / an).

2 Ask students to circle the correct option and then check the answers in pairs.

Get feedback from students’ answers. Tell them to point to the different items in the basket.

1. some 2. some 3. any 4. a 5. any

Answers

Ask about quantityAllow students to go over the Grammar box for some minutes individually. Then mention the words in red, one at a time, for students to respond if they are used with countable or uncountable nouns and if they are used in the affi rmative, negative and/or interrogative forms.If students have diffi culties to answer correctly, analyse the content presented in the box with the whole class on the board.

3 Ask students to complete the questions. In order to check, ask one student at a time to read a question with its corresponding answer.

1. any 2. How much 3. How many 4. any 5. any 6. How much 7. How many 8. any

Answers


ACTIVITIES

Present continuous – future plans

4 Since students already know how the presented structure (Present continuous) is formed, encourage them to do the exercise on their own. Do not direct students’ attention to the heading or to the Grammar box. Wait to see how they solve question 1. In this way, they will be learning that they always have to read instructions and all the given information very carefully. Help them to notice that.

1. future plans 2. a verb ended in -ing 3. tomorrow, on Saturday

Answers

5 a. & b. Ask students to read Tzu-Lee’s planning checklist for her party and then use the information to complete exercise b.

Have different students read the sentences aloud so that the whole class can check the answers. Use this instance to help students improve their pronunciation.

1. is bringing 2. is choosing 3. is decorating 4. is preparing 5. is taking 6. is buying 7. is making

Answers

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Pandora box

Games are a great resource to practise grammar patterns. Students can get engaged in enjoyable tasks because when they repeat a structure, not by heart but by playing, the pattern becomes more easily entrenched. Guessing games are always successful. Here is a very simple suggestion which needs no preparation at all:Have students gather in pairs. Ask both students in each pair to write a plan for the weekend on a sheet of paper. In turns, they guess their classmate’s plan by saying, eg: “you are visiting a friend” / “you are going shopping”, or by asking, eg: “Are you playing football?” / “Are you helping with the housework?” The student who guesses fi rst is the winner.

6 Give this exercise as an assignment to be done at home so that students take their time to think of activities they would really love to do if planning a party. Start the following lesson by having students read their checklists.


LINKED ACTIVITIES

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 that when brainstorming ideas, they have to accept all the ideas suggested. If they are not sure about accepting or not a classmate’s suggestion, they should look it up before taking a decision.Remind students that both rhythm and rhyme will be very important when creating their rap. If needed, show them an example, or give them some links to surf the net and fi nd ideas. Suggest students asking and answering questions as an easy way to complete the rap. Encourage them to include the expressions of quantity they have learnt.

PROJECT

GRAMMAR

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Talk about plans for a picnic

> Before you start

Invite students to observe the picture attentively and describe what they see. Encourage them to use the Present continuous to describe the situations.

1 Ask students to answer question 1 using expressions of quantity. Then, ask them to answer question 2. Encourage them to give as many examples of food as they can think of.

2 a. Tell students they are going to listen to a conversation. Have them read questions 1-5 in advance so as to get ready. Play the audio and give students a short time to select the correct options.

Check the answers. Ask individual students to read one sentence each. Tell them to read the complete sentences. Pay attention to intonation.

1. doing nothing special 2. sunny 3. Liz 4. apples and salad 5. ham

Answers

b. Play the audio once again for students to complete the grid. In order to check, ask one student to read a sentence and another student to say the corresponding name.

Melanie; Tony; Tony; Tony; Tony

Answers

A: Hi, Tony. Are you going to do anything special at the weekend?B: Not, really. What about you?A: Well, it’s going to be a sunny weekend and Liz told me to come to a picnic on Saturday. Would you like to come?B: That sounds lovely. I will call Max and tell him to come too.A: Don’t worry. Liz is going to tell him about it.B: Great. And, what are you taking?A: I’m taking some apples and some salad.B: Oh yeah. You are always healthy.A: Of course. And, what can you take? B: I am going to take some ham, cheese and bread. I can’t live without a good sandwich.A: Mmm, yummy.B: What about to drink?A: Liz is going to prepare some fresh orange juice.B: Well, perfect. We are going to have a wonderful day.


3 Draw students’ attention back to the picture. Explain to them that they are going to listen to a conversation between two friends that are planning a picnic. Play the audio. Students listen and tick the mentioned food items in the picture. They also answer what Max is taking to the picnic.

They talk about bread, ham, cheese, sandwiches, crisps, apples, salad, yoghurt, tomatoes. And Max is taking a ball.

Answers

4 Tell students they are going to listen to the audio once again. Since they have already listened to the conversation once, ask them to risk answering questions 1-8. Give them some minutes to complete the sentences. Once they have finished, play the audio and have students check the answers.

1. Saturday 2. he isn’t doing anything special 3. bread, ham and cheese 4. crisps and orange juice 5. apples and salad 6. healthy 7. yoghurt, tomatoes 8. ball

Answers

Liz: What are you doing on Saturday?Max: Nothing special.Liz: Well, we’re going on a picnic. Would you like to come?Max: Sure. Who’s coming?Liz: Tony, Melanie and me.Max: That’ll be fun.Liz: We’ve organised everything. Tony’s taking some bread, ham and cheese so we can make some sandwiches. I’m taking some crisps. There’s no picnic without them!Max: Sounds great. And to drink?Liz: That’s organised too. I’m taking some orange juice. Everybody likes that.Max: And what’s Melanie taking?Liz: Well, you know Melanie ... She’s always worried about eating healthy food.Max: Is she taking apples?Liz: You guessed right. And some salad too.Max: And what can I bring?Liz: Why don’t you check in the fridge? Is there any yoghurt?Max: Hmm. No, there isn’t.Liz: Are there any tomatoes?Max: Hmm. No, there aren’t. But I can buy some.Liz: Oh, no. Please don’t worry. I know what you can bring. Your ball!Max: Great idea! There’s no picnic without it!


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When students read the sentences to check the answers, focus attention on certain sounds that might be diffi cult for them to produce. In this particular case, the initial use of /w/ might be mistaken by pronouncing /�w/ instead. You can tell students to practise saying the Spanish /wa /, /we /, /w/, /wo/, /wu/ so that they can then produce /wa/, /wɒt/, /wυd/. Another sound which might pose diffi culty for students to produce is /d�/. Pay special attention to help students to produce /wυd�u/, /ɒrnd� d�u�s/.

Pronunciation

Make plans to go out

5 a. Tell students they are going to listen to two conversations and that they will have to complete the chart. Play the fi rst dialogue, wait for students to complete the chart and then check the answers orally. Repeat the procedure with the second dialogue.

Conversation 1: What? go cycling Where? In the park When? On Sunday Conversation 2: What? See a fi lm Where? Cinemas in the shopping centre When? On Saturday.

Answers

b. Have students complete conversation 1 with the help of the chart. Then play the audio for students to check and complete what is still missing.

In order to check, ask two students to take turns to read the dialogue. Remind them they have to read in a meaningful way, ie, using appropriate intonation. Repeat the procedure with conversation 2.

1. doing 2. Sunday 3. special 4. going 5. come 6. where 7. like 8. see 9. fun 10. shopping 11. about 12. can’t 13. going 14. mum 15. Saturday 16. Perfect

Answers

6 Have students work in pairs. Ask them to take turns to play both roles in the conversations.

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 fi nd the instructions. They will have to ask and answer questions about plans to go out. Walk about the classroom and monitor their exchanges while they are working.

Pandora box

Make sure students are using English in their interactions. This is to help students to become aware of the fact that the more they use English in the classroom, the more fl uent they will become.


ACTIVITIES

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WRITING


Write a recipe

Ask students to read the instructions and do the exercise. Let them ask for help if they have any queries. Check the answers with the whole class.

1. It serves four people. 2. They are tomatoes, eggs, basil, lettuce, salt, oregano and olive oil. 3. Boil the eggs for ten minutes. 4. You cut them into pieces.

Answers

Then tell students to go over the recipe. Ask them if recipes in English are written in the same way as in Spanish (Yes, verbs are used in their infi nitive form).Ask them to pay attention to the format of the text. What information appears in the heading? What does the list at the beginning say? How are the instructions organised?

Read the Writing rule box aloud and encourage the whole class to follow the reading. Help students to notice how the rules are applied in the “Healthy salad for a hot day” recipe. Ask them how the steps are organised (By the sequencing words: “first” and “then”).

a. & b. Ask students to put the instructions for the “Spaghetti Bolognaise” recipe in order. Once they have fi nished, play the audio for them to check the answers. Pause the audio after each instruction so that students can have time to correct if needed.

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

Answers

1. Cook the spaghetti in boiling water for 10-15 minutes.2. Chop the onion and carrots.3. Fry the meat in olive oil. When brown, add the onion and

carrots. Fry for 10 minutes.4. Add the tomatoes and the salt and pepper. Cook for 20

minutes.5. Mix the spaghetti with the bolognaise sauce.


Invite students to choose a healthy recipe. Ask them to list the ingredients fi rst, paying attention to the required quantities. Then ask them to use the recipe in Exercise 1 as a model to write the

instructions for their recipe. Remind students they can also fi nd some help on page 52.

Ask students to hand in their recipe for correction.

Pandora box

Try not to provide students with the correct versions of their writing assignments. Use a correction code, eg: • “G” (grammar mistake)• “S” (spelling mistake)• “WO” (word order mistake)• “P” (punctuation mistake)Then give students the opportunity to correct themselves. Students learn better from their own corrections.

4 Ask students to follow the instructions to complete the recipe. Ask one of the students to read the whole text for the whole class to check the answers.

a. milk b. cocoa d. sugar

Answers


ACTIVITIES

1

2

3

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A healthy eating campaignIt is time for students to create the poster and the rap they have been preparing along the unit. Guide them to follow these instructions:Have students work in groups. Ask them to think of a slogan for their “healthy eating” campaign. Advise them to think of a short and catchy phrase and that if it rhymes, it will be easier to be remembered. If students in the group cannot make an agreement, have them vote or draw lots in order to decide on their slogan.Have students brainstorm words and ideas and look for pictures, both representing the message they want to transmit. Help them to assemble all the elements in a poster. Posters can be displayed in the classroom or on the school notice board. Students can also take a photo of their posters and upload them on the class blog or on a social network to be shared with their family and friends.Encourage students to write a rap including advice to keep a healthy diet to accompany their posters. Guide them to create rhyming lyrics so that they can be easily learnt and sung.Invite students to dress up like rappers and perform their raps by means of a simple choreography. Groups can make their presentations in front of the class or they can record them on their phones or mobile devices and then upload them together with their posters.Have fun!

I can...

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.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.

AM I HEALTHY?Think of your body. How do you feel about it? Do you eat healthy food? Remember that healthy eating habits are reflected on our body. We will feel much better and with more energy when eating all types of healthy food. Remember: EAT nice, FEEL nice!(See special SEL section, pages 79-82)

END OF PROJECT

My students …









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EXTRA READING

*Snacks – Good or Bad?

Nowadays, we eat more than four times a day and, usually, we don’t eat at our dining room table! We eat at school breaks, at work, in a park, when watching TV, while playing video games or surfi ng the net! In fact, we eat ALL the time! And most of our meals are snacks. How many snacks do we eat? How bad are frequent snacks? Nutritionists say it can be extremely bad to eat frequent snacks because we will not be hungry for lunch or dinner! But they also say it is equally bad to wait long between meals because we will be hungrier than we should be at lunchtime or dinner time!

It is good to have a snack but it should be healthy. A healthy snack can give you energy and satisfy your appetite. But are there healthy snacks? Of course, there are. Snacks should provide carbohydrates – energy – proteins and vitamins to your diet. Eat a fruit, have some yoghurt, or try nuts or

almonds, which are delicious! Snacks should also include fats, especially in winter. But not

the fats in hamburgers or fried food, in baked goods or salami! Good fats are present naturally in avocados, olives and seeds. So, include them in your snacks! I know what you are thinking: “An apple or some nuts are NOT snacks!” But now you know that the act of snacking

is not a synonym for what the food industry calls “snack food”. Snacks

can be healthy and you should try them!

A piece of advice: Never snack when you are distracted – you should notice what you are eating and

how big the portion is. In fact, you should plan your snacks and ask the same question you ask about a meal: “What am I snacking tomorrow?” or “How much of this should I be eating?”

*A snack should not have more than 200 calories because in that case, it is a meal.


> classify food.> express quantity.> refl ect on healthy diets.> talk about future plans.

> Countable and uncountable nouns> How much / many?> Advice: Should / shouldn’t> Present continuous for future

rich in natural fats, good for

a snack


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> Before you start

Ask students if they know the meaning of the unit title (“Outstanding!”). Help them make inferences. Ask them if they know the people in the pictures. They might not know some, but they will surely know Messi, Chaplin or Shakira. Lead them to associate the meaning with the concepts of fame or excellence at doing something. Enhance students’ elaboration of their own answers. (See Cheat sheet for teachers, page 76)

Ask students to match pictures A-G with the professions 1-7. Encourage them to infer the professions just by observing the pictures. Ask them to justify their guesses by describing the details of the pictures.

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

Answers

If students have access to ICT at school, they can surf the net to fi nd information about the different people and thus do collaborative cross-curricular activity with ICT. If students don’t have access to ICT at school, give this question as a homework assignment.

Ask students to use the collected information to do the task. Use the activity as a way of checking the answers in Exercise 2.

1. b 2. d 3. e 4. g 5. f 6. c 7. A

Answers

These questions enhance students’ involvement since they will be giving their personal opinions.

Pandora box

Remind students that they must listen to each other and respect different opinions. Everybody has the right to think differently and express their ideas freely, as far as they do not offend others.

Read the information about the Final project with the class. Tell them to think of a famous talented person they admire or about whom they would like to know a bit more.

PROJECT

1

2

3


UNIT GOALS Talk about talentsExplain the purpose of actionsTalk about the past, the present and the futureOrganise a school showDescribe a picture

PROJECTInterview with a famous talented person

VOCABULARYTalentsWord building

READINGA magazine article: A Risk-taker at Heart!

GRAMMARInfi nitive of purposeIndefi nite pronounsReview: Present continuous, Present simple, Past simple, Going to - future

LISTENING & SPEAKINGTalk about talentsOrganise a school show

WRITINGDescribe a picture (use prepositions of place)

END OF PROJECTDramatize an interview with a famous talented person.

If students have access to ICT:> Choose a famous talented person. Work in pairs.> Discuss why she/he is talented.> Find out updated information about this person

online.> Choose an object to represent her/his talent.> Prepare questions for an interview. Record them

on your mobile devices.

If students do not have access to ICT:> Choose a famous talented person. Work in pairs.> Discuss why she/he is talented.> Find out information about this person in

newspapers and magazines.> Choose an object to represent her/his talent.> Prepare questions for an interview.

CLIL & CULTURE LET’S WRAP IT UP!You are what you eat (See Answer keys, page 83)

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VOCABULARY


Talents a. Ask students to look at the expressions in the

box, observe the images A-F and match them to the pictures. They might fi nd some help in the words they already know, eg: tell, card, balls, draw, bake cakes, etc.

A. juggle balls B. do a card trick C. tell a joke D. design clothes E. draw a cartoon F. bake a cake

Answers

Pandora box

Every time students are asked to infer meaning through context, they develop their critical thinking since they have to establish connections between the knowledge they already have and the meanings they have to identify. This demands great effort and observation, but it helps them to develop their encyclopedic knowledge.

b. Ask students to describe the photos. They will be using the Present continuous for the description of the photographs while checking comprehension of the phrases in Exercise 1a.

A. She is juggling. B. He is doing a card trick. C. He’s telling a joke. D. She is designing clothes. E. She is drawing a cartoon. F. He’s baking a cake.

Answers

Students might have problems to produce /d� / in “juggle” and “joke”. Pay special attention at how they pronounce these words. If students mistake pronunciation, model the pronunciation for them to repeat. Then ask them to list three or four words with that sound. In this way, they will be associating spelling and pronunciation. When they share their lists, they will be practising the pronunciation of the sound once again.

Pronunciation

c. Encourage all students to share their talents with the class. When students talk about themselves, they have the opportunity to personalize their learning. And in this case, they will also be revising can + infi nitive, and vocabulary.

Pandora box

Remember that, for example, people can be physically, intellectually or emotionally talented. This implies that everybody has a talent. Encourage students to unveil their talents. Maybe they discover something new about themselves or about their classmates.

Word building Tell students to observe the tables. Ask them if

they know any of the missing words.Draw their attention to the fact that the words change grammatical category by modifying some particles.If students don’t know the words, ask them to use ICT to look them up, or to use their paper dictionaries.

Once all students have fi nished, read the words for them to repeat. Ask students to pay attention and underline the stressed syllable in each word. Help them to notice that some words keep the stress pattern when they change category while others change it.

1. artist 2. magician 3. music 4. design 5. inventor 6. song

Answers

Tell students they are going to listen to some words. Ask them to pay attention to the stress syllable and to circle it.

1. magic, magician 2. design, designer 3. artist, artistic

Answers

Ask students to read and complete the sentences with the corresponding word. Help them to notice the kind of word that precedes or follows the blank so that they can identify the grammatical category of the missing word.

1. comedian 2. painting 3. writers 4. invention 5. artist

Answers


LINKED ACTIVITIES

1

2

3

4

6

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> Before you start

Ask students to observe the text and decide where it can be published. Ask them to justify their guesses.Guide them to associate the photographs with the title. Ask: Who is the article about? (Tom Cruise).

Pandora box

When encouraging students to infer or to speculate about possible answers, it is important to mention that these inferences and speculations must have support on the evidence in the text. In this way, they will also develop responsibility as regards risking opinions.

Ask students to scan the text and tick Cruise’s talents. To check, have students read the sentences where the information is stated so as to confi rm their answers while practising the new lexical content in context.

1. Cruise’s talents: climb buildings, ride a motorbike, dive in water, fl y a jet

Answers

Have students read the sentences that support their opinion from the text, eg: He never accepts stuntment. He tries to perform the stunts himself.

Because Tom Cruise wants to take risks himself.

Answers

Ask students to read the title and tell you what they have to do. Draw their attention to the fact that, from the instruction, we can infer that all the statements are incorrect. Remind them that they have to give the correct version of each statement, based on the text.

1. Tom Cruise takes risks in his fi lms. He performs his own stunts. 2. He fl ew an F 14 jet in Top Gun. In the fi lm he played the role of a student in a navy pilot programme. 3. He climbed the tallest building in the world. He wore a harness to hold him at 520 meters off the ground. 4. He was very lucky when he fi lmed with Hiroyuki Sanada. His mechanical horse had to stop before Cruise hit Sanada’s sword, but it didn’t.

Answers

These questions invite students to express their experience with Tom Cruise’s fi lms. Have they seen any? Did they like it/them?

Pandora box

This is a good opportunity to help students to differentiate someone’s work from the person as an individual. The person is a whole and her/his work is an instance in her/his life. People can say, “I don’t like his acting at all”. But they shouldn’t say, “I don’t like him at all”. That is because we just know his work, but not himself.The same happens with people we meet in our lives. They are much more than circumstances.

Workbook p. 107 / Fast Finishers p. VIII LINKED

ACTIVITIES 1

2

3

4

6READING

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GRAMMAR


Infi nitive of purpose > Before you start

Ask students to read the sentence in the box and give the meaning of the words in red. This is an instance in which translation might work since we have a similar structure in Spanish (“para filmar”).Ask students: Which question can you ask to find out this? (Why?)

Ask students to read the instruction and solve the exercise. In order to check answers, tell students they are going to ask questions about the text and answer them. Model the fi rst as an example: Why do many people use their talents? To help others.

Working in this way, students will feel that they are really learning to communicate.

1. to help 2. to bring 3. to travel 4. to integrate 5. to show

Answers

Ask students to read the instruction and do the exercise. To check answers, ask students to give complete sentences, eg: David Copperfield went to a magician school to be the best magician in the world. In this way, students will be checking their answers while revising the Past simple.

1. To be 2. To simplify 3. To play 4. To prove 5. To promote

Answers

Workbook p. 108 / Extra Practice pp. 22 & 23

LINKED ACTIVITIES

Indefi nite pronounsDraw students’ attention to the box. Explain to them that “something / anything” are used for things and “someone / anyone”, for people. Ask them which one we use in the affi rmative, negative and interrogative forms. Draw the following grid on the board as you elicit the answers:

Affi rmative Negative Interrogative

someone / something

anyone / anything

Pandora box

When you elicit answers from students, you are guiding them to work out the rules. Everything they discover will become part of their long-term memory more easily. And besides, you will be cooperating with the development of their autonomy as learners.

Ask students to complete the conversation. Ask them to pay attention to the warning in the title: if two words are correct they will have to choose only one.

Ask two volunteers to read the dialogue so that the whole class can check. Remind students to use meaningful intonation.

1. anyone 2. someone 3. anyone 4. Anyone 5. someone 6. something

Answers

You can use the reading to focus on nuclear placement. Show students that they will not always stress the last word. Sometimes they need to highlight a previous one instead. Eg: Yes, I know someone who is very special. (“very” is stressed for emphasis. The word “special” has already been mentioned) And, what is his talent? (“his talent” is not stressed because he already knows he has a talent but he wants to know more) … he never forgets about it. (“forgets about it” is easily predictable)

Pronunciation

Ask students to complete the quotes. They will reinforce their knowledge about indefi nite pronouns, as well as, learn further about famous people.

Ask one student at a time to read aloud for the whole class to check.

To expand students’ general knowledge, you might want to ask them questions, such as: What was Aristotle’s talent?

1. anything 2. anyone, anything 3. something 4. someone

Answers


LINKED ACTIVITIES

1

2

3

4

6

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Review

> Before you start

Ask students to observe the Grammar box. Draw their attention to the words in red. And ask them to recall the verb form for each tense. Give them a short time to study the box.Write the following sentences on the board and have students complete them:Present continuousI ___ cards with my friends. ___ your parents ___ television?Peter ___ not ___ a book.Call a volunteer to write the missing words.Do the same with the other tenses in the grammar box. Write the sentences which demand auxiliaries that are not in the grammar box.

Pandora box

While revising the grammatical forms of the different tenses, students will also be practising language as meaning in context since they will have to infer the possible verbs from the hints you give them. Thus, it is possible that they suggest different answers, eg: You play / watch / practise rugby at the club. Accept all correct answers. This practice will enrich students’ vocabulary and it will also reinforce the idea that we have to accept different possible solutions to the same exercise.

Workbook pp. 108 & 109 / Self-check p. 111 / Extra Practice p. 22

LINKED ACTIVITIES

Ask students to complete the sentences. When they fi nish, ask a volunteer to tell the class about the life of a comedian. The sentences can be put together to provide that information. Help student notice that these sentences express facts that are usually true.

1. makes 2. need 3. is 4. think

Answers

a. Ask students to read the instructions and do the exercise. Once they have completed the sentences, ask them to move towards Exercise 6b.

1. is writing 2. is taking 3. are having 4. isn’t working 5. is staying

Answers

Pandora box

If students can follow instructions on their own, they will become soon independent. And moreover, if they get used to that, they will go directly to the point at the beginning of tests and concentrate better on their tasks.

b. When checking answers, ask students to read the words that helped them decide on their choice between Present and Future. This will help them to reinforce the difference in use between Present continuous and Going to – future.

1. P 2. F 3. F 4. P 5. F

Answers

7 Ask students to complete the exercise. Then have them circle the irregular past verbs. Ask them if they remember the spelling rule for the regular verbs. You can write examples on the board for them to describe them. If not, tell them to go to page 10 of the Extra Practice Book.

1. learnt, was 2. did not, wrote 3. Did Beethoven play, didn’t, played 4. went, discovered

Answers

8 a. Tell students to write the sentences. Ask them if they could say the same using the Present continuous. Again, they will be able to compare the two structures and spot similarities and differences.

1. He is not going to draw. He’s going to write a novel. 2. They are not going to juggle. They are going to play good music.

Answers

b. Tell students to do the exercise and then check the answers in pairs.

1. Is he going to write a novel? 2. Are they going to juggle?

Answers

Workbook p. 108 / Self-check p. 111 / Extra Practice pp. 23 & 24

LINKED ACTIVITIES

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GRAMMAR 6

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Talk about talents Tell students to observe the picture in detail and

complete the task. They can work in pairs to exchange ideas and clear out doubts.Ask the class: Where are these people? What talents can you identify? Tell them these people are called “street entertainers” because they perform in the streets for people to have fun. Ask them to name the street entertainers they can see and what they are doing, eg: The jugglers are juggling yellow and orange balls.

Tell students they are going to listen and put the activities in the order they hear them. Have them read the list in advance so as to get ready.Play the audio once and give students some time to complete the task. To check, ask one student at a time to read the phrases in order.

Ask: Who’s talking? What about? (Students are expected to answer that it is a radio programme and that the speaker is describing what street entertainers are doing in the park.).

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

Answers

Tell students they are going to listen to the audio once again. This time, they will have to pay more attention because they have to complete the sentences with the missing words.

To check answers, ask students to read the sentences out loud to their classmates.

1. someone 2. to do 3. get something 4. to see 5. into

Answers


A: Wow! This fair looks amazing!C: Yes. Look! There is someone over there doing magic tricks! Let’s go!A: Oh! Look at that! It’s incredible how the man moves his hands to do the tricks. He’s really fast.B: Brilliant! Hey. Is anyone hungry?C: Yes, I am. Let’s go!A: But, first I want to see the street dancers. Please!B: OK. But, where are they?A: Over there, next to the street statue.C: Wow! Look at all those moves. Fantastic! Hey, I’m hungry!

B: Yes, me too. Let’s go and get something to eat.A: But, Dad I’m not hungry yet. I want to see more shows. Look, there is a juggler. C’mon!B: Ok, ok. But then we are going to eat something, ok?C: Yes, please. And, remember we have tickets to see Martin’s puppets show at the Park’s Theatre.B: Yes, true. Martin put a lot of effort into making his show.A: Mum, Dad. There is a radio reporter interviewing one of the artists! It’s amazing! Can we go and see? Pleeasse!B: Ooook. And after that we eat, right?C: Yes, please!

Tell students they are going to listen to an interview. Have them read the statements and ask: Who is the radio reporter going to interview? (a juggler). Ask students to pay attention because they are going to justify their answers with information from the audio.

Play the audio and give students some minutes to answer and to share answers with their classmates. If they need a second listening, play the audio once again.

1. F 2. F 3. T1. Kevin started juggling five years ago. 2. He got some juggling balls for his birthday.

Answers

Interviewer: When did you start juggling?Kevin: I started juggling five years ago when I was ten.Interviewer: Why did you start?Kevin: Because I got some juggling balls for my birthday.Interviewer: And, what exactly is juggling?Kevin: To juggle, you must have more juggling balls than hands.Interviewer: So if I juggle with two juggling balls it’s not juggling?Kevin: No, that’s not juggling.Interviewer: And, two juggling balls with one hand?Kevin: Yes, that’s juggling!Interviewer: I see. And, what’s the biggest number of objects a person can juggle?Kevin: About twelve things.Interviewer: Wow! Can you do that?Kevin: No, you must be joking! I can juggle five things. And that’s difficult!Interviewer: Well, thanks for talking to us Kevin and good luck with the juggling.Kevin: Thanks very much.


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LISTENING AND SPEAKING 6

Organise a school show Tell students they are going to listen to two friends

organising a school show. Ask them to have a look at the questions to get ready to listen.

Play the audio once and give students some minutes to complete the answers. Once they have fi nished, ask them to read the answers aloud for everybody to check.

Then play the audio once again to help slower students to identify the answers. Pause it for them to listen to one answer at a time if needed.

1. Mr Edwards, the Music teacher is. 2. She saw the poster. 3. Yes, she’s going to imitate some of the teachers and she’s going to juggle. 4. Jack decides he’s going to do the trick with the disappearing card.

Answers

Jack: Did you know Mr Edwards, the Music teacher is organising a show for the end of term?Tzu-Lee: Yes, I saw the poster. It’s a great idea!Jack: Hhhmmm. I’m not sure. I don’t really like things like that. Are you going to do anything?Tzu-Lee: Of course! I’ve got lots of ideas.Jack: For example?Tzu-Lee: Well, I’m going to imitate some of the teachers. ‘Now class, tomorrow we’re having a grammar test.’Jack: That’s Ms Court the English teacher! That’s brilliant!Tzu-Lee: And I’m going to juggle. I can juggle with four balls now. And you, come on, you could do a good card trick.Jack: Oh, all right. I’ll do the trick with the disappearing card.Tzu-Lee: Great! Let’s go and tell Mr Edwards now!


a. Tell students they are going to work in pairs to organise a school show. Have them make a list of possible things to be done. Remind them that they are going to plan the activities and ask: How do you express plans? (with going to). Encourage students to use indefi nite pronouns to organise their dialogue.

Walk about the classroom while they are working and help them to complete their dialogues. Make sure they speak in English. Ask one or two pairs to act out their dialogues in a loud voice.

b. Ask students to write a short paragraph describing their plans for the school show. Have them exchange their work with a classmate so that they can profi t from peer correction. Have them check that the paragraph contains examples of going to – future and indefi nite pronouns.

Pandora box

Peer correction is part of process writing. In this case, it can be used to help students to double-check their productions and to cooperate with the students who have problems to understand the rules they have to apply. We could say that this is an instance of writing to learn.

ACTIVITIES

Tell students they are going to play a game in pairs. Students in each pair will have to ask each other questions so as to guess who the other one is.Walk about the classroom to monitor students’ performance. Intervene if they ask you for help or if they make relevant mistakes.

Pandora box

Use different instructions when organising students in pairs, eg, ask them to fi nd a partner: with their same colour of hair. whose name has the same number of

letters as theirs. who was born in the same month as

them.

Invite students to go on working for their Final project. Have them choose a famous talented person and fi nd out information about him or her. Depending on the character students choose, they can look for information on the net, in fashion magazines or ask their teachers, friends or relatives.They can use material from this section to prepare questions to interview their “talented person”. And they can add more questions to fi nd out information of their interest.

PROJECT

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WRITING


Describe a picture > Before you start

Tell students to observe the picture for one or two minutes. Ask them to describe it. Elicit sentences from different students.

Pandora box

If students observe the picture to describe it, they can perceive details better. This observation will enable them to evaluate other people’s descriptions.

a. Ask students to read descriptions 1 and 2 and decide which one is better. Ask them to share their opinions with their classmates. Let them give their reasons without limiting what they say, as far as they express their opinions in a respectful way.

b. Tell students to read the questions individually and do the exercise. While they check the answers with the class, ask them if what they thought about the descriptions coincides with the questions they are answering.

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

Answers

Go over the Writing rule with the students. Help them to identify the use of the different prepositions of place by having them describe the location of people and objects in the classroom. You might help students to distinguish the differences between “opposite” and “in front of”. It would be advisable to take a picture of the classroom to help students to experience the use of in the foreground / in the background.Then ask: Why do we use the present continuous? (To describe what is happening in the scene.).

Pandora box

Ask: Why do we use so many expressions / prepositions of place in the description of paintings? (To guide the viewer’s attention through the painting and enable her/him to appreciate it better.).Explain to the students that we do the same with photographs or designs, for example, to draw the viewer’s attention towards details we consider important.

Ask students to do the exercise individually. To check, ask one student to mention a preposition / expression of place she/he has underlined and another student to read the sentence where it appears.

next to, in the background, on

Answers

Have students do the exercise. To check, ask one student at a time to read one sentence aloud and work on peer correction.

Suggested answers: 1. three girls. They are 2. dancing 3. big sign 4. two dancers in pink outfits 5. a dancer with flags 6. from different countries 7. bright 8. very interesting

Answers

Pandora box

Working on peer correction helps the teacher to check how much students comprehend of what is being practised. It also keeps most students attentive to their classmates’ performance since they can be called upon to decide whether something is correct or incorrect.

oCheat sheet (Student’s Book pp. 60 & 61)

A. Stevie Wonder (1950) USA

blind musician, singer, songwriter, record producer, UN Messenger of Peace (2009)

recorded more than 30 US top ten hits, received 25 Grammy Awards

B. Nelson Mandela (1918-2013) South Africa

president of South Africa, Peace Nobel Prize (1993)

fought against apartheid, spent 27 years in prison, had a vision to forge a new nation

C. George Martin (1948) USA

writer, screenwriter and television producer

wrote “A song of Ice and Fire”, origin of the “Games of Thrones”

D. V. Van Gogh (1853-1890) Holland

post-impressionist painter

influenced the 20th century art, however, remained poor and unknown during his life

E. Lionel Messi (1987 ) Argentina

football star UNICEF goodwill ambassador, record for most goals in 2012, FIFA’s “Player of the year”

F. Charles Chaplin (1889-1977) UK

actor and film director

became one of the biggest stars of the 20th century silent-film era

G. Shakira (1977) Colombia

pop singer and dancer

won several Grammy Awards, has sold over 10 million albums all over the world

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Interview with a famous talented personIt is time for students to dramatize the interview they have been preparing along the unit. Guide them to follow these instructions:Have each pair of students show the object, article or piece of art which represents their chosen talented person. Tell them to explain why this item is important.Encourage them to set the scene for the interview. They can prepare some realia, eg, a microphone and a notice with the name of the radio or TV programme where the interview takes place.Ask students to role-play the interview in turns. One is the interviewer and the other one, the famous talented person. Allow them to wear special clothes for the ocassion.Invite the class to ask questions to the student who performs the talented person.The presentation can fi nish with students giving their opinion about why the chosen person is talented.

Pandora box

Ask students to list all the talented people they’ve talked about so that they can keep a record of all the interviewees’ talents. Then have students vote for the most talented person. Encourage them to refl ect upon what they most value about people.

I can...Remember this section has been designed to help students to refl ect 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 confi rm that they can actually produce the language functions, read them one by one aloud and have students give examples. If they still have diffi culties, invite them to go through the unit and revise whatever they need to.From now onwards, it would also be profi table to lead to refl ect upon how class discussions have infl uenced their points of view and opinions.

FIND YOUR SPARK!A “spark” is what you’re passionate about. It’s what makes you feel happy and full of energy, gives your life purpose and focus, and allows you to make your own unique contribution to the world. You can have more than one spark! What are YOUR sparks?(See special SEL section, pages 79-82)

END OF PROJECT 6

AND CULTURE


You are what you eatRemember that this section aims at helping students to fi nd 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.

1 Ask students if they understand the headings of each box. They will surely have no problem in inferring the meaning of words, such as: “carbohydrates”, “proteins”, “vitamins” and “minerals” since they are transparent.

While reading, students will fi nd many other lexical items belonging to this semantic fi eld that they will be able to associate quite easily by resorting to their previous knowledge, either in Spanish or in English.

2 Ask students to identify the given nutrients in the food pyramid. They will probably have to resort to their background knowledge as well. Allow them to work in pairs so as to enrich the process.

Carbohydrates: D, C, A Protein: mainly B Fat: mainly A Vitamins: mainly C Minerals: mainly C Water: A, B, C, D

Answers

3 Encourage students to surf the net to fi nd out further information about healthy and balanced diets. Then invite them to share their fi ndings.

Pandora box

Online research helps students to understand meanings better because most of the time, texts are accompanied by images, which are usually clarifying.

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EXTRA READING6

Is Talent Enough for Success?

“Genius is 1 percent inspiration and 99 percent perspiration,” Thomas A. Edison

As a child, a person can be particularly good at acting, music, mathematics or sports. The child shows better than others, and then people say that she or he has got a talent. That can be true, but is talent enough for success?Lionel Messi, the famous Argentine football player, was born in a football-loving family and played with his brothers and cousins since he was very young. His grandmother took him to training and accompanied him to matches. He loved football. When he was 11, doctors told the family that Lio suffered from growth hormone defi ciency and that made him smaller than other eleven-year-old kids. His parents didn’t have the money to pay for his treatment and they travelled to Spain to get help from their family in Catalonia. Lio was home-sick and didn’t adapt well to life in Spain.

When he was only 13, he started football practice in the Barcelona’s

Youth Academy. Now that he was playing football, he was happier and

made friends with his teammates. The club paid for the treatment Lio needed and he trained and trained. He became the brilliant football player that makes us think “what is he going to do next?” when we watch him play.Can we say that Lionel was born with a talent for football? Was he born with the skills he has today? Or

did he learn them and get better and better with practice over time? What did he need to become who he is? In his

life story, we cannot only see talent and passion for football, but we also fi nd people that accompanied and supported him,

determination to overcome problems, and the responsibility to work hard. So when you think yo u can’t do something well because you haven’t

got the talent for it, think about what is necessary for you to get better, and try hard. Talent can make things easier, but it is not the only thing Messi has

needed to succeed as a football player.


> talk about past, present and future events.> express the purpose of actions.> refl ect on talented people.

> Present simple, past simple and going to

> Infi nitive of purpose


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See SEL class activities:Unit 1, p. 80Unit 3, p. 80Unit 5, p. 81

Unit 6, pp. 81 & 82

Social and Emotional LearningWelcome to our SEL Section of What’s Up? 3rd edition!

Core competencies to be developed:

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?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 refl ection 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.

It’s time to engage our students with Social and Emotional learning because to educate their minds is as important as nurturing their hearts.

Note: for more detailed information on SEL, go to Starter TB or/and to What’s Up? 3rd edition website: SEL Section.

Self-awareness

Social awarenessRelationship skills

Responsible decision-making Self-management

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Unit 3

EMOTIONS AND FILMS

Self-awareness is the ability to identify our own feelings, as well as how our feelings and thoughts infl uence what we do. Watching fi lms and listening to music, are great opportunities for students to connect to their emotional world. Teenagers live in an emotional world, but they can seldom authentically connect to those feelings and identify how they shape their actions – and reactions.

Extension activity: How do you feel? REALLY, how do you feel?

The objective of this activity is to help students to identify their emotions so as to be able to talk about them openly, either they are positive or negative.

The focus should be on regulating emotions, so that students can channel those reactions into more positive realms.

Films will be used as catalysts. Ask students to tell you about their favourite fi lm. Then invite them to watch that fi lm again, and make a list of the different emotions they feel while watching it.Encourage students to choose one of the listed emotions and share it with their classmates. Have them talk about it in relation to the fi lm they have watched. Finally, lead students to refl ect on how those

emotions manifest in them, in their own world, and how they impact on their actions and relationships.

Create a refl ection circle. Foster a relaxed and positive atmosphere for opening and sharing.

Unit 1

GIVING: how can we help others?For it is in giving that we receive” — Francis of AssisiHelping others is good for society, for social and emotional development and even for our health. In a randomised control study of high school students, adolescents who volunteered with young children one hour a week over a 10-week period showed higher levels of empathy, altruism (helping behaviour outside the volunteer hour) and even a lower risk of heart disease.When we help, we connect and re-connect to the value of service and we have the opportunity to talk about important values with our students. The idea is to help them to become aware of the fact that giving is not only about money. It’s important to reinforce positive emotions related to giving: you can give with happiness or with regret. We need to focus on the act of giving from a positive framework. Happiness is in giving, and not in expecting anything in return.

Extension activity: Discover WHAT you have TO GIVE

The objective of this activity is to help students to value their gifts and talents, and to discover what they have to give others. It’s important to focus on non-material things, such as: time, talents and help, among others.In pairs or groups, have students consolidate all the information they have gathered throughout Unit 1, and discuss the following points:

> What different things can we offer others?> What do you think is your gift, and that unique

contribution you could share with others?

> What do your classmates think your gifts are?> How can you use your gifts to help others?

Invite students to make a list of all the things they have to offer.

Optionally, this activity can be developed or extended into a mid-term or a long-term project. Create a timeline and encourage students to add a “check-in” every time they discover a new gift of giving to offer.

Identify your emotions!

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AM I HEALTHY?This unit provides great opportunities to inform students and talk about healthy habits openly. It is also a great moment to offer information about eating disorders, which are very commonly rooted in poor self-awareness contexts and under low self-esteem circumstances. Exploit the topic as much as possible. Highlight the importance of taking care of our bodies by means of healthy habits, especially as regards food.

Extension activity: How to CHANGE your approach to EATING?

The objective of this activity is to help students to become aware of their own regular diets. Tell them that eating slowly and enjoying food is a very important aspect of eating, however we seldom do it.Ask students to bring an apple to class in advance. Have them explore and describe it using all their senses (except for taste). Ask: How does it look like? How does it feel in your hand? Does it smell?Then ask them to close their eyes and start savouring the apple in their mouth “in slow motion”, ie very slowly. Get feedback: How have they felt? Would they dare following the same procedure with all their meals? How would they feel?Help students to realise that most of our everyday activities can be enjoyed much more if they are done in a slow and conscious way. The apple will function as a metaphor for any activity in life.

Unit 6

FIND YOUR SPARK!New studies show that teenagers who know and develop at least ONE spark, and have three or more caring adults who help them with their spark, are likely to have some great advantages and benefi ts: Higher grades in school, better social skills, better physical health, better school attendance, among other things. They will probably be more likely to have a sense of purpose and more likely to say they are “on the road to a hopeful future”. Those are all good things to have, and things that can lead you to success in school.

Extension activity: SPARKS QUEST

“A spark is more than just a passing interest or a talent. It’s what you’re passionate about. It’s what unleashes your energy and joy, gives your life purpose and focus, and allows you to make your own unique contribution to the world.”

The objective of this activity is to help students to identify their passions and talents. Show students a list of categories where they could place their own sparks:

Enjoy yourself!

Unleash your energy!

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Nature, Ecology and Environment (protecting wildlife)Music: Conducting / Directing (leading an orchestra)Animals (raising, training)Music: Composition (writing song lyrics)Computers (web page design)Music: Performance (choir, playing in band)Comedy (telling jokes, improvisation)Visual Art (painting, drawing)Speech (debate, news anchor)Writing (poetry, stories, plays)Spirituality (studying sacred books)Dance / Movement (ballet, modern, karate)Drama, Theatre (acting, directing)Other Creative Arts (cooking, fashion)Photography / Film (video, animation)Building & Design (architecture, drafting)

Living in a specifi c way (with joy, caring)Leadership (s tudent government)Reading (novels, biographies)Entrepreneurship (starting a business)Advocacy (for children, justice)Sports / Athletics (soccer, swimming)Family (ancestors, being)Learning (math, science, history)Outdoor Life (fi shing, camping)Teaching / Coaching (a sport, a language)Journalism (radio and TV production)Relationships (being supportive)Mechanical, Engineering (electronics, repair)Serving, Helping, Volunteering (tutoring, counselling)Solving Social Problems (poverty, homelessness)

Ask them to go on an inner adventure to fi nd their own sparks. Give them time to connect with themselves, and then ask them to complete the following chart (some examples have been provided as a guide):

Spark Category Specifi c Sparks

Creative Arts Designing my own clothes

Leadership Motivating a group of people

After they have completed the chart, invite them to sit in a refl ection circle. To help students to identify in which ways they could use their sparks to contribute to the world, ask questions, such as:Now that you know what your sparks are, let’s think about how you can profi t from them.

> How can you use your sparks to improve things around you? (At school, at home, in your group of friends)

> What would you like to achieve with your spark? What’s your objective?

> What actions do you need to take in order to achieve those objectives?

Look for your spark!

Share with your friends!

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Let’s wrap it up!Unit 21) 1. Paulina studies at n°56 school. 2. She has dance lessons twice a week. 3. She doesn’t go out on weekdays. 4. Her parents are lawyers. 5. They work hard every day.2) 1. What time does 2. What time do 3. What do 4. Why does 5. When does3) 1. wash 2. the beds 3. cook 4. hoover 5. the plants4) 1. biggest 2. most luxurious 3. more comfortable 4. more beautiful 5. older5) 1. Do you help at home? 2. What is the worst chore at home? 3. When do you meet friends? 4. What are you doing next weekend? 5. What is the best plan for a Saturday morning?

Unit 41) 1. Juan José Campanella is a filmmaker. 2. He directed “The Secret in Their Eyes” in 2009. 3. It is / was a suspense film. 4. It won the Oscar award for the best foreign film. 5. Ricardo Darín, Soledad Villamil, Pablo Rago and Guillermo Francella were the main actors.2) 1. What did you 2. saw / watched 3. What, did you 4. What, of film was 5. was3) 1. is skiing 2. are fishing 3. is talking 4. is sleeping 5. is reading4) 1. should 2. can 3. kiss 4. bow 5. don’t be5) People: director, producer, star Kind of film: action, thriller, horror, animated Your opinion: surprising, interesting, great6) 1. Could you open the door, please? (PR) 2. You shouldn’t talk with your mouth full. (A) 3. Turn off your mobile phone. (C) 4. You should always say ‘please’. (A) 5. Don’t shout in class. (C)

Unit 61) 1. Hans is going to go back to Berlin next week. 2. Fred and his friend are going to give Hans a surprise party. 3. They are going to take Hans to Fred’s house on Friday at 9.00 pm. 4. Fred is going to cook “asado”. 5. They are going to collect money to buy a present.2) 1. anyone 2. Someone 3. magician 4. anything 5. any3) Dairy product: butter; Grains: rice; Meat: fish; Seasonings: mayonnaise; Vegetables: lettuce4) 1. artists 2. magicians 3. juggle 4. musicians5) 1. b 2. c 3. a 4. d 5. e6) 1. The cartoonist is drawing a caricature at the moment. / The cartoonist isn’t drawing a caricature at the moment. 2. We visited the museum yesterday. / We didn’t visit the museum yesterday. 3. She always designs her own clothes. / She doesn’t always design her own clothes. 4. They are going to perform in the show tomorrow. / They aren’t going to perform in the show tomorrow. 5. We meet at the art club on Wednesdays. / We don’t meet at the art club on Wednesdays.

WorkbookUnit 1VOCABULARY1) 1. creative 2. boring 3. interesting 4. difficult 5. expensive 6. fun 7. relaxing 8. aggressive3) 1. football. It’s fun 2. table tennis 3. cyclingREADING1) a. chess b. basketball c. photography2) 1. In his free time. 2. His younger sister, Irina. 3. Thirteen. 4. She trains every day after school. 5. A digital camera. 6. He wants to be a professional photographer.3) 1. c 2. e 3. b 4. a 5. dGRAMMAR2a) 1. He always gets up at nine o’clock. 2. He always has breakfast in the kitchen. 3. He usually plays football at school. 4. He sometimes watches television at 8 pm (or 20.00) in the evening.2b) 1. What time does he play football? 2. What time does he usually have lunch with his family? 3. Where does he usually have lunch with his family? 4. Where does he usually do his homework?2c) 1. Ranjit always has dinner at seven o’clock. 2. He usually plays football at school. 3. He usually does his homework at three o’clock. 4. He always goes to bed at ten o’clock.3) play: hockey, football, chess, table tennis go: swimming, bowling, ice skating

do: judo, karate, photography, pottery, gymnastics4) 1. What do you like 2. How often do you 3. Where do you 4. When do you 5. why do you likeLISTENING1) c2) 1. c 2. d 3. a 4. e 5. b 6. f3) 1. T 2. T 3. F 4. T 5. F

AUDIOSCRIPT (Tracks 02-04)Brad: Well, my school has a radio station and I prepare the programmes.Girl: How often are the programmes?Brad: Once a week, every Thursday.Girl: What exactly do you do?Brad: I decide what music to play.Girl: What music do you choose?Brad: I usually play music I like!Girl: Do you have interviews?Brad: Yes, I sometimes interview students or teachers.Girl: Anything else?Brad: I write and present the school news.Girl: So you do everything? How many other students participate?Brad: Nobody. Only me!Girl: That’s a lot of work.Brad: I know, but I really like doing it. I want to be a radio presenter when I leave school.

WRITING1a) dansing, danse, scool, afternons, cloths, informeition1b) 1. dancing 2. dance 3. school 4. afternoons 5. clothes 6. information2) What? Chess club, Where? Room 13, When? Monday evenings, 6 o’clock, Equipment: chess set, Contact: George Johnson, Cost: £1 a month3) What? School book club, Where? library, When? 4.30 pm on Tuesdays, Equipment: notebook, pencil or pen, Contact: Ms O’Connell, Cost: freeSELF-CHECK1) A. photography B. dancing C. pottery D. trekking / hiking E. skateboarding F. riding2) 1. plays 2. goes 3. do 4. plays 5. go 6. do3) 1. creative 2. relaxing 3. Tae-kwon-do 4. Cycling 5. fun4) 1. has 2. go 3. don’t go 4. plays5) 1. When does she do pottery? 2. What does he like doing in his free time? 3. How often do they go cycling? 4. Why does she like volleyball? 5. Where do you go running?6) 1. We do gym twice a week. 2. They sometimes take good photos. 3. They are never late to school. 4. He always goes skateboarding after school. 5. She gets up early every day.

Unit 2VOCABULARY1) A. kitchen: 1. fridge 2. cupboard 3. stove B. living room: 1. sofa 2. armchair 3. table 4. television C. bathroom: 1. toilet 2. bath D. bedroom: 1. wardrobe 2. bed 3. chair2)

3) 1. Alison is taking out the rubbish. 2. Jack is making his bed. 3. Lily is ironing her clothes. 4. Sally is laying the table. 5. Nelly is feeding the pets. 6. Dan is hoovering the floor.4) 1. messy 2. old 3. dirty 4. uncomfortable

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READING1a) The writer is angry.1b) 1. a 2. a 3. b 4. a2b) 1. T 2. F 3. F 4. T 5. T3) 1. tidy her room 2. wash the dishes 3. hoover 4. take out the rubbish 5. do the ironing 6. do the cooking 7. do the shopping 8. feed the dogGRAMMAR1) 1. bigger than 2. tidier than 3. more modern than 4. older than 5. smaller than3) 1. the smallest 2. the most expensive 3. the cheapest 4. the biggest 5. the best4) 1. Kandy is going to run a race. 2. are going to paint their bedroom. 3. are going to bathe the dog. 4. are going to go on holiday. 5. is going to buy a computer. 6. are going to eat a pizza. 7. is going to take a photograph.5) Suggested answers: 1. Are you going to tidy your room this weekend? Yes, I am. 2. Is a friend going to sleep at your house on Saturday? Yes, (s)he is. / No, (s)he isn’t. 3. Is your family going to move to a new house next year? Yes, it is. / No, it isn’t. 4. Is your family going to prepare something for dinner tonight? Yes, it is. / No, it isn’t. 5. Are you going to make your bed this morning? Yes, I am. / No, I’m not. 6. Are you going to lay the table this evening? Yes, I am. / No, I’m not.LISTENING1a) 1. B 2. C 3. A2) microwave, fridge, washing machine, robot, CDs, books, shelves, posters, computer, television, sofa, lamp, armchair, radio, telephone3) 1. six 2. Enormous. 3. It cleans the house. 4. Three. 5. In the living room. 6. Lots of posters. 7. Her two dogs. 8. No, she doesn’t. 9. No, she doesn’t.

AUDIOSCRIPT (Tracks 05-07)Narrator: One.Charles: Hi, I’m Charles. My house is quite big. We’ve got six bedrooms and the kitchen is enormous. It’s very modern and it’s got everything, a microwave, a fridge, a washing machine. Oh, and of course there’s Freddie, the robot, who cleans the house every day.Narrator: Two.Josh: I’m Josh and this is Janie. We live in a small flat. It’s got one living room, a little kitchen and a bathroom. It hasn’t got a bedroom. We sleep in the living room. We’ve got lots of CDs and books, but there aren’t any shelves. There are lots of posters on the wall.Narrator: Three. Mrs Betts: Hello, my name’s Ms Betts. I live with my two dogs. We live in a small house. I don’t like modern technology, so I haven’t got a computer or a television or a microwave. In the living room there’s a sofa, a lamp, an armchair, a radio and a telephone.

WRITING1) 1. I’m going to describe a room in my house. 2. There is a modern kitchen. 3. There aren’t any pictures on the wall. 4. There is also a desk next to the window. 5. I don’t like my bedroom. 6. It’s a very old house.2) favourite, big, beautiful, square, modern, enormous, digital, black and white, greatSELF-CHECK1) 1. table / armchairs 2. wardrobe / chair 3. fridge / cooker / cupboards2) 1. hoover 2. feed 3. wash 4. lays 5. take out3) 1. comfortable 2. enormous 3. modern 4. great 5. lots ofGRAMMAR4) 1. tidier 2. the biggest 3. more comfortable 4. smallest5) 1. Sue is going to learn to drive. 2. Jill is going to decorate her new bedroom. 3. I’m going to buy a new fridge. 4. We are going to move to a new flat. 5. Albert and Gerald are going to clean their garage.

Unit 3VOCABULARY1)

2) 1. e 2. d 3. a 4. c 5. f 6. b3) 1. Action 2. director 3. star 4. characters 5. extra 6. part / role4) 1. music 2. ending 3. costumes 4. special effects 5. story5) Positive Adjectives: amazing, surprising, interesting, great. Negative adjectives: horrible, awful, sad, boring READING1) a2) 1. funny 2. America 3. 1890 4. didn’t make 5. All of them 6. often 7. Groucho 8. spoke3) 1. comedians 2. nineteenth century 3. parents 4. job 5. moustache 6. problemsGRAMMAR1) 1. went 2. gave 3. won 4. saw 5. thought 6. made2a) 1. I didn’t know about the Marx Brothers’ films. 2. Barbara didn’t go to the cinema. 3. They didn’t think the film was great. 4. She didn’t sit in the back row. 5. We didn’t buy any popcorn.2b) 1. What did you get for your birthday? 2. Did you go out yesterday? 3. Where did Sally have her birthday party? 4. What time did the film start? 5. How did you meet your boyfriend? 6. Did they walk to school this morning?3) 1. No, I didn’t. I watched Star Wars. 2. No, she didn’t. She went to the theatre. 3. No, I wasn’t. I was at home. 4. No, they didn’t. They had nachos. 5. No, he didn’t. He downloaded a TV series. 6. No, we didn’t. We bought tickets for a horror film. 7. No, I didn’t. I saw the film at home.4) 1. Did you have 2. went 3. did you see 4. wanted 5. did you do 6. came 7. listened 8. was5) 1. in 2. on 3. at / at 4. in 5. at 6. onLISTENING1) b2) 2. Louise, Joey 3. Joey 4. Louise 5. Louise, Joey 6. Joey 7. Louise, Joey3) 1. T 2. F 3. T 4. T 5. F 6. T

AUDIOSCRIPT (Tracks 08-10)Joey: I really like going to the cinema.Louise: Me too!Joey: What are your favourite films?Louise: I like action films, with cars and police and criminals. They’re fantastic! And I love thrillers …Joey: Yes, I like action films and thrillers, but I prefer science fiction films, like Riddick. I really liked that film. The special effects were very good.Louise: I don’t really like science fiction. It’s not very realistic. But I love musicals like Chicago with lots of big stars. I especially like them if they’re funny and they’re romantic – you know, with a love story.Joey: Well, I like romantic films, but I don’t like musicals. They’re not realistic! I like historical films.Louise: I saw one the other day about Joan of Arc. They burnt her at the end. It was horrible! I didn’t like it at all. And the acting was awful. (uuuugh!) No, I don’t like them. They can be boring.Joey: But some are really good. It depends on the film. I really liked Gladiator. It was brilliant.Louise: You know what I really like best? Cartoons, animation …Joey: Yeah … I think they’re great! In fact, they’re my favourite, too! But don’t tell anyone. Did you see that cartoon last year they made? It was really fun …

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WRITING1) 1. to 2. There 3. It’s 4. two 5. They’re 6. its / too 7. were2) Yesterday I saw Scary Castle. It was really exciting and the acting was great. It was about three people in a castle. They arrived in the middle of the night and a lot of horrible things happened. In the end one of them died and the other two drove away in their car.3) 1. b 2. e 3. d 4. a 5. cSELF-CHECK1) 1. producer 2. extras 3. audience 4. character 5. director 6. stars2) 1. a 2. c 3. a 4. c3) 1. bought 2. saw 3. had 4. gave 5. watched 6. hit 7. made 8. thought4) 1. Matt didn’t like Dracula. 2. Tony went to the cinema. 3. Was it a good film? 4. The costumes weren’t good. 5. I didn’t like old films. 6. Did you have a ticket? 7. The film was great. 8. My favourite film was on TV.5) 1. did you go 2. go 3. went 4. Did you enjoy 5. amazing 6. liked6) 1. I went to the cinema … 2. I thought the film was … 3. I liked … 4. I didn’t like … 5. The acting was … 6. The special effects were …

Unit 4VOCABULARY1) 1. wave 2. shake 3. kiss 4. bow 5. hug 6. smile2) 1. wave 2. kiss 3. hug 4. bow 5. shake 6. smile3) 1. d 2. f 3. e 4. a 5. b 6. c4) 1. quietly 2. well 3. slowly 4. impatiently 5. carefully 6. politelyREADING1) c2) 1. a 2. a 3. b 4. a 5. b 6. a 7. bGRAMMAR1) 1. say 2. confuse 3. wave 4. Greet 5. Know 6. forget 7. Take2) 1. c / You should give some money next time. 2. a / You should consider this every morning. 3. e / You should be more friendly. 4. b / You should learn table manners. 5. f / You should try to breathe and take pauses. 6. d / You should be grateful.3) 1. quickly 2. well 3. patiently 4. carefully 5. loudly 6. slowly 7. rudely4) 1. happily 2. clear 3. rude 4. polite 5. kindly 6. angry 7. patient5) Suggested answers: 1. Could you turn your mobile off, please? Of course. 2. Could you pass me the salt, please? Sure. Here you are. 3. Could you help me with this address, please? I’m sorry. I’m a tourist. 4. Could you give me a ticket to Cambridge, please? Here you are. It’s two pounds. 5. Could I have a glass of water, please? Sure, sir. I’ll bring it right now. 6. Could you please tell me the time? Of course. It’s twenty past two.LISTENING1) 22) 1. b 2. a 3. b 4. a 5. a 6. b 7. a

AUDIOSCRIPT (Tracks 11 & 12)Joanne: We have too many rules at our school!Sheila: Well, when I went to school we had more, I can tell you!Joanne: Impossible! Like what?Sheila: For a start, we had to show respect! We had to wear uniform. And it was really horrible! A grey skirt for the girls and trousers for the boys, white shirt, grey jumper, a tie! And a hat!Joanne: And was it very strict?Sheila: Yes, we had to stand up when a teacher came in the classroom.Joanne: Really?Sheila: And we couldn’t talk in class.Joanne: What, not at all?Sheila: No, and if we were late, we had to stand in the corridor for the rest of the lesson.Joanne: It sounds awful. We only have problems if we behave badly or if we don’t do our homework.Sheila: Well, you should do your homework – then you won’t have problems. And you must behave well.Joanne: I know, I know. Mum, can I go to Matt’s party this evening?Sheila: Did you finish your Maths homework?Joanne: Well …Sheila: Joanne, you must …Joanne: Okay, okay.Sheila: If you finish it now then you can go.Joanne: Mum? Oh, and can I sleep at Gillian’s house?Sheila: Uuuuuugh!

WRITING1a) 1. b 2. e 3. a 4. c 5. d1b) This festival is called San Fermin. It is in Pamplona, in the north of Spain, from 7th – 14th July. Every morning people run in front of bulls through the middle of the town to the bullring. They wear white clothes and a red scarf around their neck. The festival is very controversial and gets a lot of criticism from animal rights activists.2) 1. You should wear a red scarf. 2. You should take white clothes. 3. You should be careful with bulls. 4. You shouldn’t eat too much before you run.SELF-CHECK1) 1. smile 2. shake 3. kiss 4. wave 5. hug 6. bow2) 1. carefully 2. politely 3. well 4. patiently 5. loudly 6. quickly3) 1. Don’t use 2. Don’t interrupt 3. Do 4. Speak4) 1. shouldn’t 2. should 3. shouldn’t 4. shouldn’t5) 1. good 2. clearly 3. well 4. impatiently 5. badly6) Suggested answers: 1. Could you give me these two notebooks, please? 2. Could you lend me your pen, please?

Unit 5VOCABULARY1) 1. chicken 2. fish 3. onions 4. oil 5. butter 6. carrots 7. lettuce 8. cheese 9. yoghurt2)1. food 2. love 3. restaurants 4. cut 5. fry 6. mix 7. sugar 8. delicious3) 1. hamburger 2. salad 3. omelette 4. cheeseburger 5. fruit salad4) 1. chop 2. peel 3. boil 4. fry 5. add 6. stirREADING1) b2) 1. No 2. No 3. No 4. No 5. Yes 6. Yes3) 1. fresh 2. dry 3. gravity 4. hold 5. sealed 6. journeyGRAMMAR1) Countable Singular: apple, biscuit, potato, carrot, banana, pizza Countable Plural: oranges, tomatoes, strawberries, chips, eggs, onions, cereals Uncountable: tea, rice, bread, chocolate, milk, sugar, pasta2a) 1. any 2. some 3. any 4. some2b) 1. a lot of 2. much 3. many 4. a lot of2c) 1. How much 2. How many 3. How many 4. How much 5. How many3) 1. How many biscuits do you want? 2. I eat a lot of vegetables. 3. There aren’t many calories in onions. 4. How much sugar do you take in your coffee? 5. We don’t drink much milk.4) 1. a lot of 2. any 3. some 4. a lot of 5. any 6. some5) 1. are you doing 2. ’m not doing 3. is coming 4. are we meeting6) 1. ’s / is having 2. ’re / are taking 3. ’s not coming / isn’t coming 4. ’re buying / are buying 5. ’m / am playing 6. are you doingLISTENING1) 1. c 2. a 3. b2) 1. Indian 4. Japanese 5. Italian3) 1. a 2. b 3. b 4. b 5. b 6. a

AUDIOSCRIPT (Tracks 13 & 14)Jim: Well, we must have a celebration!Kate: Let’s go and have dinner! To a really nice place.Edward: Yes. An Indian restaurant. Do you like Indian food, Dad?Jim: Well, I don’t like it very much. It’s very hot.Edward: It’s not always hot. You can order things that are not hot.Kate: Let’s go to a restaurant that we all like. A Japanese? Dad likes sashimi.Jim: What’s that?Kate: Raw fish!Jim: Oh, no thanks. But that’s okay. I’ll order something cooked.Edward: Dad, you like Italian food, don’t you?Jim: Yes. I like pasta and pizza, salads and all that ….Kate: Italian food is much more than pasta and pizza, you know Dad.Edward: Yes. They have fantastic meals with meat, fish and vegetables as well as pasta. And great sweet dishes!Jim: Marvelous! Well I’ll order a nice big piece of chocolate cake for dessert.Kate: Dad. You’ll get fat if you eat all those sweet things.Edward: He’s a little fat now …Kate: A little?!!Jim: You two! Be careful or we’ll go home and have a sandwich in the kitchen!

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WRITING1) 1. oil 2. lettuce 3. Stir 4. milk 5. Stir 2) 1. e 2. b 3. f 4. a 5. c 6. d3) Suggested answers: First, peel the potatoes and chop them. After that, put the potatoes and the eggs into a saucepan and boil them. Next chop the eggs and the tomatoes into pieces. Then put all the pieces in a bowl. Add peas and mayonnaise. Finally, mix the ingredients well.SELF-CHECK1) 1. tomato 2. sugar 3. rice 4. rice 5. bread 6. salt2) a. Chop b. Mix c. boiling d. Fry Correct order: a, d, c, b3) 1. some 2. any 3. any 4. some4) 1. a lot of 2. a lot of 3. much 4. many, a lot of 5. much 6. many / a lot of5) 1. c 2. b 3. a 4. c6) Suggested answers: 1. Are there any oranges in the fridge? 2. Are you hungry?

Unit 6VOCABULARY1) 1. tell 2. draw 3. juggle 4. design 5. do 6. imitate2) 1. A magician 2. A comedian 3. A juggler 4. A musician 5. An acrobat 6. A painter 7. An inventor3) Noun: juggler, cartoon, music, song, design, invention, designer, artist, musical Verb: imitate, sing, draw, design Adjective: artistic, magic, musical4) 1. artistic 2. musical 3. magic 4. song 5. design 6. invention 7. music 8. magicianREADING1) 1. c 2. a 3. b2) 1. Yes 2. No 3. No 4. Yes 5. Yes 6. No 7. Yes 8. Yes3) 1. plays 2. battles 3. dramatist 4. glamorous 5. constructGRAMMAR1) 1. to make 2. to become 3. to imitate 4. to make 5. to get2) Suggested answers: 1. to buy some cheese 2. to buy his ticket 3. to make plans for tonight 4. to know what’s happening in the world 5. to listen to our favourite band3) 1. anything / anything 2. someone / anyone 3. something4a) 1. A: are you rehearsing B: am training; 2. A: Are we having B: aren’t having; 3. A: Is Jaime studying B: is applying; 4. A: Are Anna and Julia going B: are inviting; 5. A: Are you watching B: am listening4b) 2, 3, 45) 1. likes / takes 2. did / was / worked 3. Does Kevin go / doesn’t / goes 4. did Bell invent / invented 5. didn’t like / love6) 1. Is Johnny going to visit Miriam? No, he isn’t. He is going to visit Alice. 2. Are you going to learn Chinese? No I’m not. I’m going to learn Japanese. 3. Are your parents going to see Romeo and Juliet? No they aren’t. They are going to see Hamlet. 4. Am I going to see you next week? No, you are going to see me tomorrow. 5. Is Harry going to play football in the school team? No, he isn’t. He is going to play basketball.LISTENING1) He plays the clarinet.2) 1. 14 2. Yes, he is. 3. When he was about 5. 4. Yes, he does. 5. No, he isn’t. 6. A biologist. 7. Yes, he is.3) 1. I’m going to play solo in a concert in London next week. 2. I’m going to write some music for the orchestra to play at the Spring concert. 3. I don’t think I’ll be a professional musician. 4. Playing the clarinet is always going to be my hobby. 5. But I’ll always love music.

AUDIOSCRIPT (Tracks 16-18)Interviewer: Saul, tell us about your music.Saul: Well, I play the clarinet in the local orchestra.Interviewer: And do you like playing with them? They’re much older than you, aren’t they?Saul: Yes, well I’m fourteen and they’re all adults. They’re very nice to me.Interviewer: And you are the soloist as well.Saul: Yes, I’m going to play solo in a concert in London next week!Interviewer: Wow!Saul: And next month we’re playing in the Edinburgh festival in Scotland.Interviewer: Fantastic. You play incredibly well.Saul: I suppose so. I love playing and I love music. I started learning the clarinet when I was very small. I was about five, I think.Interviewer: And you write music as well, don’t you?

Saul: Yes, I do. I’m going to write some music for the orchestra to play at the Spring concert we have every year in May.Interviewer: Great. And what about your future? Any ideas?Saul: I don’t think I’ll be a professional musician. I want to be a biologist. So I’ll have to study for that.Interviewer: Yes, you will. Saul: But I’ll always love music and I’ll always play the clarinet!

WRITING1) 1. name of picture and artist 2. why you like it 3. description 4. comment about size / colour / light 5. final commentSELF-CHECK1) 1. magic 2. magical 3. artist 4. artistic 5. inventor 6. invention 7. design 8. design 9. musician 10. musical 11. singer 12. song2) 1. artist 2. singer 3. magic tricks 4. musical 5. design 6. invention4) 1. anyone 2. anything 3. something 4. anyone 5. Someone6) 1. c 2. a 3. c 4. a7) 1. She doesn’t like ballet. Does she like ballet? 2. He didn’t tell a good joke. Did he tell a joke? 3. They aren’t performing in the street. Are they performing in the street? 4. He isn’t going to be a singer. Is he going to be a singer?

Extra PracticeUnit 1GRAMMAR PRACTICE1) 1. is 2. am 3. don’t have 4. study 5. work 6. works 7. is 8. go 9. help 10. aren’t 11. repairs 12. sells 13. work 14. go 15. like2) 1. What’s his name? 2. Does he have free time? 3. What does he study? 4. Where does he work? 5. When does his sister work at the Internet café? 6. Why do they help their parents? 7. What does their father do? 8. What does their mum sell? 9. When do they go cycling? 10. What do they like doing?3) a. 2 b. 10 c. 8 d. 5 e. 6 f. 4 g. 34) 1. g 2. a 3. c 4. j 5. d 6. i 7. f 8. h 9. e 10. b5) 1. What time do you get up? 2. Who drives you to school? 3. Where do you have lunch? 4. When do you do karate? 5. What do you like doing? 6. What do you do after dinner?6) 1. Sally phones her boyfriend twice a day. 2. She usually cycles to work. 3. She teaches English three times a week. 4. Jeffrey and Joe always play table tennis. 5. They sometimes visit their cousins. 6. Once a month, they go riding. 7. My grandfather always dances tango. 8. He watches the news twice a day. 9. He plays chess three times a week. 10. He sometimes washes his car.8) 1. What 2. Where do you play? 3. Do 4. I don’t 5. How often 6. How much 7. Who 8. He’s9) 1. love 2. optional 3. three 4. take 5. dances 6. teaches 7. learn 8. have 9. don’t 10. at 11. pottery 12. once 13. Do 14. do 15. takeVOCABULARY1) 1. f 2. j 3. a 4. d 5. c 6. d 7. i 8. e 9. g 10. h2) 1. c 2. a 3. d 4. b3) 1. c / We like hanging out with friends. 2. e / We like downloading videos. 3. b / We like chatting online. 4. f / We like practising karate. 5. a / We like visiting our grandparents. 6. d / We like going dancing.4) 1. e 2. c 3. b 4. a 5. dREADING AND WRITING1) 1. Teresa 2. Amanda 3. Augusto 4. Joaquín2) 1. spare 2. I’m good at 3. quite old3) 1. elderly people 2. Fernanda 3. the blind 4. recording books for the blind 5. the writers of this website

Unit 2GRAMMAR PRACTICE1) Comparative: longer, bigger, happier, better, more important Superlative: longest, biggest, happiest, best, most important2) 1. longest 2. bigger 3. better, best 4. most important 5. happiest3b) 1. more expensive, the cheapest 2. less comfortable, the smallest 3. bigger, the biggest 4. closer, than, the closest4) 1. the most expensive 2. the biggest 3. the most comfortable5) a. 2 b. 3 c. 16) 1. She’s going to go to the beach on Saturday. 2. We’re going to watch a film tonight. 3. They’re going to play football tomorrow. 4. I’m going to meet friends later. 5. Bill’s going to have a barbecue on Sunday.

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6. Andy’s not going to come to the party at the weekend. 7. We’re not going to leave today. 8. Are you going to go on holiday this summer? 9. Is he going to fly to Ushuaia?7) 1. am going to see 2. ’re going to watch 3. is going to stay 4. are going to get up 5. We’re going to play 6. am going to have 7. I’m going to go 8. We’re going to have 9. I’m going to rest 10. I’m going to do8) 1. Where is Jenny going to go? 2. How is she going to travel? 3. Who is she going with? 4. Where is she going to stay? 5. How long is she going to stay? 6. What is she going to do there?9) 1. b 2. e 3. d 4. f 5. c 6. aVOCABULARY1) 1. sofa 2. bed 3. fridge 4. chair 5. cooker 6. toilet2) 1. living room 2. bedroom 3. kitchen 4. kitchen / dining room 5. kitchen 6. bathroom3) 1. make 2. hoover 3. iron 4. tidy 5. take out 6. do 7. wash 8. lay 9. feed4) 1. make 2. wash / hoover 3. tidy 4. wash / hoover 5. do 6. wash / iron 7. lay 8. make 9. take out 10. make 11. feed5)

READING AND WRITING2) 1. 2 2. China. 3. Because of the pressure and competition at work and of the high cost of life. 4. With only one bedroom and a small living room. 5. He lays the table and washes the dishes.3) 1. husband 2. competition 3. full time 4. tidy 5. clean

Unit 3GRAMMAR PRACTICE1) 1. was 2. were 3. was 4. weren’t 5. was 6. was 7. were 8. weren’t2) Irregular past: came, gave, went, had, knew, made Regular past: Invited, liked, started, walked, wanted, worked3) -a: sat, drank, swam, saw -aid: said -ought: bought, thought, caught4) 1. sat 2. drank 3. saw 4. bought 5. said 6. swam 7. thought5) 1. was 2. woke 3. prepared 4. was 5. saw 6. called 7. went 8. had 9. invited 10. were 11. drove 12. hired 13. sailed 14. started 15. waited 16. happened 17. seemed 18. moved 19. caught 20. was6) 1. No, it wasn’t. It was warm and sunny. 2. No, he didn’t. He woke up early. 3. No, he didn’t. He prepared breakfast. 4. No, she wasn’t. She was very happy. 5. No, she didn’t. She saw toasts and hot coffee. 6. No, she didn’t. She called her children. 7. No, they weren’t. They were excited. 8. No, he didn’t. He drove them to the river. 9. No, he didn’t. He hired a boat. 10. No, he didn’t. Gregg’s mother caught a fish.7) 1. When was the weather warm and sunny? 2. What did Mother see on the table? 3. What did Mr Kingston prepare? 4. What did they all do together? 5. Where did they go? 6. How did they go up the river? 7. What did Mrs Kingston catch?VOCABULARY 1)

2) Cinema: screen, ticket, film People: producer, audience, director, star, character Kinds of films: thriller, comedy, musical, action3) Positive expressions: 2, 4, 5, 7 Negative expressions: 1, 3, 64) 1. e 2. d 3. b 4. a 5. c5) 1. ticket office 2. audience 3. character 4. screen 5. star 6. popcornREADING AND WRITING1) c2) 1. She’s a famous writer. 2. No, they weren’t. 3. She studied at Exeter University. 4. She was 28 years old. 5. Because it enabled her to work on her imagination. 6. In 1995. 7. She’s a world best-seller and she has married again.3) 1. b 2. c 3. b 4. B

Unit 4GRAMMAR PRACTICE1) 1. smile 2. kiss / shake 3. show 4. Don’t shout 5. Don’t use 6. Show 7. Help 8. Don’t forget2) 1. should 2. shouldn’t / should 3. Should 4. shouldn’t 5. should3) 1. She should study hard. 2. He should ask for permission. 3. You should take an aspirin. 4. They should go to the bookstore. 5. You should say you are sorry.4) 1. well 2. badly 3. friend 4. polite 5. rudely 6. carefully 7. patient5) 1. well 2. friendly 3. rude 4. carefully 5. patient6) 1. should 2. smile 3. politely 4. shouldn’t 5. well 6. comfortable 7. Bad7) 1. You shouldn’t 2. You should 3. You shouldn’t 4. You should 5. You shouldn’t 6. You shouldn’t 7. You should9) Suggested answers: 1. quickly 2. carefully 3. patiently 4. loudly 5. softly / quietly10) 1. Can I use your mobile? 2. Could you open the door, please? 3. Could you drive me home, please? 4. Can I borrow your pen? 5. Could you repeat your question, please?11) 1. d 2. a 3. c 4. e 5. b12) 1. participated 2. stayed 3. took off 4. bowed 5. never 6. strange 7. uncomfortable 8. happy 9. wonderfulVOCABULARY1) 1. Children wave goodbye with their hand. 2. You speak quietly when the baby is sleeping. 3. Friends shake hands in very formal situations. 4. You always smile when you are happy. 5. In Argentina, mothers hug to say goodbye to their kids. 6. We walk very quickly when we are in a hurry. 7. There are many car accidents because people drive carelessly.2) 1. bow / wave 2. smile / hug 3. kiss / shake3) 1. shake 2. bow 3. smiles 4. kisses 5. wave 6. hug4) 1. g 2. b 3. a 4. d 5. c 6. e 7. h 8. fREADING AND WRITING1) 1. F 2. T 3. T 4. T2) 1. nervously 2. regularly 3. deeply 4. politely 5. comfortably / healthily3) 1. Don’t have 2. Think 3. Practice 4. Have4) 1. should 2. shouldn’t 3. shouldn’t 4. shouldn’t 5. should

Unit 5GRAMMAR PRACTICE1) Countable: strawberry, lettuce, tomato, onion, chip, banana, sandwich, orange, egg Uncountable: milk, salt, cheese, rice, pasta, bread, yoghurt2) 1. much 2. not much 3. a lot of 4. much 5. a lot of 6. any 7. some 8. any 9. not many 10. a lot of 11. many 12. Not many3) 1. Ana is going to drive her father’s car. 2. Pat and I are going to make the sandwiches. 3. Is Alfred going to put up the tent? 4. Martin isn’t going to come. 5. Are Julia and Frank going to take chocolate bars? 6. Ana and Alfred aren’t going to buy the drinks.4) 1. Would you like to come home? 2. The girls are coming at 8:00. 3. What are you doing next Saturday? 4. Megan and Sherry are bringing some videos. 5. I’m not doing anything special. 6. What time are you meeting? 7. OK. I’ll be there.5) A: What are you doing next Saturday? (3) B: I’m not doing anything special. (5) A: Would you like to come home? (1) Megan and Sherry are bringing some videos. (4) B: What time are you meeting? (6) A: The girls are coming at 8:00. (2) B: OK. I’ll be there. (7)6) 1. are celebrating 2. is making 3. are buying 4. are coming7) 1. What are we celebrating next Saturday? We’re celebrating Joaquin’s birthday party. 2. Who is making the cake for the birthday party? Grandma is making the cake. 3. What are Lucy and Jane doing

Answer Keys

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Answer Keyson Saturday morning? They are buying the balloons. 4. How many friends are coming to celebrate? A lot of friends are coming.8) 1. is coming 2. any 3. many 4. ’m borrowing 5. a 6. is bringing 7. is making 8. are goingVOCABULARY1) 1. boil 2. chop 3. mix 4. fry 5. stir 6. peel2) 1. strawberry 2. yoghurt 3. tomato 4. orange 5. egg(s) 6. soup 7. pasta 8. apple(s) 9. sauce3) Fruit: oranges, apples Vegetables: onions, lettuce, potatoes Grains: bread, rice Dairy products: cheese, milk, butter Seasonings: pepper, salt Meat and eggs: eggs, chicken, beef, fishREADING and WRITING1) 1. F 2. T 3. F 4. T2) 1. aesthetic 2. religion 3. health 4. economic3) 1. any 2. many 3. a lot of 4. Not many

Unit 6GRAMMAR PRACTICE1) 1. to see 2. to become 3. to catch 4. to do 5. to get2) 1. anyone 2. somebody 3. anything 4. Somebody 5. something3) 1. I don’t / do not understand this exercise. 2. Jane likes singing in the shower. 3. Alfred never does gym in the morning. 4. Lessons start at 7:30 on Mondays. 5. You don’t train twice a week.4) 1. Listen! The musician is playing the piano wonderfully. 2. I’m traveling to England next week. 3. Francis and Henry are moving house tomorrow. 4. What are you doing in this photograph? 5. We’re organizing a celebration at the moment.5) Yesterday, Flavio got up at 10:00. He had a light breakfast and he went to the gym to train. He did many complicated gymnastics. He had a vegetarian lunch and slept for an hour. At 7:00, he drove to the circus to start the show at 8:00. He finished late and cooked dinner to receive his friends.6) On Monday morning, Pat’s meeting Florence for breakfast. On Tuesday, she’s having lunch with her / the business manager to plan a new schedule together. On Wednesday afternoon, she’s got a yoga lesson. On Thursday morning, at 9:00, she’s meeting Dr Rogers at the airport. They’re going to a TV programme together. On Friday afternoon, at 15:00, she’s phoning Mrs Eccleston for an interview. On Saturday at 10:00, she’s playing / having a tennis match with Brenda. On Sunday, she’s free and is going to spend the day with her family.7) 1. are you reading / do you want 2. were / phoned / answered 3. ’s coming / ’re cooking 4. Do you have / I don’t know / is arriving / to talk8) 1. Is Sandra going to buy a new car next month? 2. Gregorio got an A yesterday. 3. Are the kids making a cake for their mother now? 4. Brian doesn’t always do magic tricks at parties.5. Is your grandma practising juggling at the moment? 6. Did you see the new film yesterday? 7. Hip hop wasn’t popular in the 1950s. 8. My sister likes playing computer games. 9. Were you parents at home last night? 10. Do good musicians play wonderful music?VOCABULARY1) 1. inventor 2. invent 3. inventive 4. singer 5. sing 6. music 7. musical 8. juggler 9. juggle 10. juggled 11. art 12. artistic 13. designer 14. design2) 1. invention 2. singer 3. sings 4. music 5. artist 6. jugglers3) 1. e 2. d 3. g 4. f 5. c 6. b 7. a4) 1. Musicians play instruments. 2. Jugglers juggle balls. 3. Magicians do magic tricks. 4. Comedians imitate people.5) 1. masterpiece 2. painter 3. painting 4. enormous 5. foreground 6. top 7. on the left 8. perfection 9. painted 10. to putREADING AND WRITING1) Model, motivational speaker, soccer player, sportswoman, actress2) 1976: birth date 100: -metres dash 12: pairs of prosthetic legs3) 1. She graduated on history and diplomacy. 2. Because she won a place in the Foreign Affairs internship programme. 3. She can run, jump, ski, play baseball and soccer. 4. Jennifer Lopez. 5. She would like to be a Bond girl. 6. She’s a motivational speaker.4) 1. b 2. b

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Pearson Education S.A. Av. Belgrano 615 piso 11ºC1092AAG Ciudad Autónoma de Buenos Aires, Argentina.

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ISBN: 978-987-615-434-5 Teacher’s Book

This edition published by Pearson Education S. A., 2016

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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.

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Datos de catalogación bibliográfica

Maldonado, María AliciaWhat’s Up? 2 : 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 978-987-615-434-5

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