CONTENTS

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Introduction 4

Pronunciation Teaching Notes 9

Planificación anual 12

Going Digital 16 Class & WB Audio

Planificación de proyectos digitales 21

OOK
UR CE B Student’s Book Contents 22

E
R ESO

F
R’S

LI
Answer Key
C H E Lesson Notes
TEA

Y
Get Ready 24

M
Unit 1: Me and my friends 28
Background
Unit 2: My life, my stuff 36 Information

Unit 3: Our world 44

Time Out A 52
Digital Connections
Unit 4: Help 54

Unit 5: Likes 62

Unit 6: Routines & leisure 70

Andrea Dumas Time Out B 78

Pupi Rabinovich Tests A 80

Tests A: Answer key & Audioscript 90

 INTRODUCTION
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MY LIFE is a four-level course designed for
learners of English between the ages of 12 and
15, taking them from beginner to pre-intermediate
level. The content and approach of this course
are intended not only to facilitate the teaching
and learning of the language but also to broaden
the students’ knowledge of the world, encourage
their curiosity and develop their strategies for
self-directed learning and learner independence.
COURSE PRINCIPLES
Learning is not a linear but a spiral process that
involves the gradual development of broader and
deeper stages of learning. Learners construct
their own knowledge based on the known and the
given. ‘The old’ is revisited with different levels
of complexity until ‘the new’ eventually becomes
‘old.’ As the learning process takes place, the spiral
grows bigger and bigger. In this course, Ss explore
specific information and language structures
while developing language skills and the ability to
transfer this knowledge to new situations. In this
process, Ss are expected to further develop critical
4
COURSE COMPONENTS
Student’s Book
The Student’s Book includes: Student’s Book,
Workbook, a Quick Check and a Picture Dictionary.
The Student’s Book contains:
Six main units, each one consisting of 3 lessons
plus an Integration section in Units 1,2,4,5 or an
EDB section in Units 3 and 6 for more integration,
extension and project work (EDB: see below).
Each lesson contains work for approximately
3 teaching periods, while the EDB section may also
Time Out Mag • Language and skills practice for
each lesson
A magazine-style
consolidation section, • Check Your Progress activities
consisting of a double- every two units
spread every three units,
• Revision activities every two
is presented at the end of units
the SB. These spreads are
meant to integrate and
consolidate the lexical areas Quick Check
and grammar structures For ease of use, the Quick Check
of the preceding three section (see flap at the end of the
units, the last one being an book) covers the main language
integration of all six. points of both the SB and the WB.
Class & WB Audio
My Time Out Picture Dictionary
After working on the Time Out Mag, and The Picture Dictionary (see flap at the
sufficiently motivated and prepared, Ss beginning of the book) includes some
will have the opportunity to work on their of the language areas presented in
own personal ‘Mag’ and use their own the SB, namely: habits and routines, the Answer Key
ideas, their own ability to research and head, clothes and accessories, actions and
make choices in order to create a new numbers and colours. It aims at providing
product - the spiral process efficiently learners with an opportunity to interact
working to produce a new outcome, richer with the vocabulary learnt, thus making the
and more complex. process more memorable.
Background

Information

5
thinking and the ability to ‘learn how to learn.’
take 3 periods. The Workbook, at the end of the
Student’s Book, contains:
MY LIFE is based on a student-centred approach.
It focuses on the Ss’ needs, abilities and interests, What is EDB?
with attractive topics that will arouse their curiosity. Student’s -kit
The learners are at the centre of the learning EDB stands for Explore, The
www.pearsonelt.com.ar/mylife -kit includes:
experience, which helps them play an active role in Develop and Build, and is • Online activities and language games with instant feedback Digital Connections
the construction and appropriation of knowledge. meant to provide Ss with The use of computers and the
• Grammar and vocabulary pop-up notes as a self-learning resource
the possibility of exploring Internet is an integral part of
• Voice recording tool to help develop Ss’ fluency
MY LIFE intends to help Ts promote Ss’ and developing different Ss’ lives. My Life gives Ss the
• Self-assessment section to help them monitor their progress
autonomy, support the development of cognitive kinds of texts, which will opportunity to practise at their own
and make necessary adjustments
skills and learning strategies while encouraging the lead to a final individual pace, to use their knowledge and to
• MP3 workbook audio files
use of the 21st Century skills. or group production. First, show their peers what they can do.
Ss are presented with Learn more on page 16
In MY LIFE, language is used as and for an authentic text that
communication. The value and purpose of reflects the linguistic and Teacher’s Each lesson in the Teacher’s
language is to convey meaning and what gives thematic topics worked Resource Book The Teacher’s Resource Book Resource Book includes:
meaning to language is the context in which it is in the unit. Then, a second contains: • Topic, grammar and vocabulary
used. MY LIFE presents all language in real-life The Teacher’s Resource Book
text and an extra listening activity are presented, • Introduction notes objectives
situations which give value to it. It is not language aims at enhancing the Teacher’s
so that Ss can see how this specific language • Pronunciation notes • A guided lesson plan with notes
vs. real-life situations; it is language for real-life role as facilitator by providing
develops and extends. These preparatory activities • Planificación anual and suggestions on how to deal
situations. suggestions
pave the way for the Build section where Ss work • Going Digital with every teaching point
and
on their own language production as a natural • Lesson notes with SB and WB • Extra practice activities
guidelines to
‘outcome’ of the processes of exploring and Answer keys and Audioscript • Digital connection proposals
exploit the
developing. It is important to highlight that Ss will • 6 Unit tests • Opportunities for CLIL
Student’s
be able to carry out their final work on paper or • Mid-year and development
Book
in a digital version, making use of the variety of End-of-year Tests • Strategies to develop Ss’
material.
resources at their reach. • Tests Answer keys and awareness and learning skills
Audioscript • Audioscripts and answer keys
 INTRODUCTION
LESSON NOTES
The following procedures are general guidelines
to exploit the material in MY LIFE. Specific
suggestions for each activity are included in the
detailed lesson notes.
Dialogues
Dialogues introduce the topic(s) and present
the linguistic components of the lesson in an
appropriate context. Key grammar and vocabulary
points are clearly exemplified in them.
• Ask Ss to look at the picture and make
predictions.
• Ss listen to the recording and / or read the
dialogue.
• Check their predictions and help them
understand the dialogue.
• Ss read the rubric for the task (make sure they
understand what they have to do).
• Ss work on the exercises individually or in pairs.
• Ss may check their answers in pairs or small
groups before the class check.
• Ss may be asked to account for their answers by
referring back to the information in the dialogue.
• Ss re-read the dialogue and may act it out in pairs.
6
Grammar
Grammar boxes present the grammar structures
in context. They are interactive in order to
encourage Ss to participate in the discovery and
reconstruction of the rules.
• Ss read the text(s) in the box and check the
meaning of the structure: position, possession, etc.
• Ask Ss to complete the Grammar boxes.
• Encourage Ss to work out rules for themselves.
• Ss may look for other examples in the Dialogue.
Note!
Note! boxes present aspects of the language that
do not involve the inference of a rule but require
special attention.
• Ss look at the text and infer its meaning.
• Ss may provide new examples considering both
meaning and form.
Vocabulary
Vocabulary is usually presented in lexical sets
and practised through exercises linked to the
grammatical points in the lesson. Illustrations
and photos are generally introduced to teach the
meaning of new words.
• Ask Ss to tell you which of the words from the
lexical set they already know, that is known words
and transparent ones.
• Refer Ss to the pictures and ask them to try and
guess which word corresponds to each photo or
picture.
• After having gone through the guessing activity,
you may want to have Ss look up the new
vocabulary in a dictionary.
• It is well known, and expected, that many words
will present phonological difficulties to Ss. It is
advisable that Ts should intervene only once
the difficulty has arisen so that Ss develop
phonological intuition. Let them try and guess
first. If they are wrong, provide the correct
pronunciation and write the phonetics on the bb.
Ask Ss to repeat it in chorus or individually,
paying attention to both sounds and stress.
• Ss do the vocabulary exercise(s) in the book.
• Ss make sentences using the new vocabulary.
• Encourage Ss to keep in their folders or in their
netbooks a vocabulary file organised into sets.
• Ask Ss to revise the vocabulary of the lesson as
part of their homework by creating crossword
puzzles, a hangman game or a word search activity.
Exercises
Exercises have been conceived to practise and
consolidate both structures and vocabulary. They
lead Ss from recognition to guided practice and
production, from controlled language activities
to freer activities.
• Ask Ss to read the rubrics and make sure they
understand what they have to do.
• Work together on one or two examples.
• Ss can then work individually, in pairs or small
groups.
• Encourage Ss to use the Grammar and Note!
boxes in the Student’s Book as a reference.
• Before checking the work with all the class, Ss
may check their result in pairs or small groups.
• The exercises both in the Student’s Book and the
Workbook can be set as homework. They may
then be corrected by the teacher or checked in
class.
Listening
• Ss look at the pictures and / or title and predict
the topic of the recording.
• Ss listen to the recording and check their
predictions.
• Ask Ss to read the rubric and check if they
understand what they have to do.
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• Play the recording a second time for Ss to do the Reading
exercise.
• Ss look at the pictures, text format and / or the
• Ss work on the exercise individually or in pairs.
title to interpret and predict what it is about.
• Ss may check their answers in pairs or small
• Ss read the text to check predictions.
groups before checking with the whole class.
• Ask Ss to read the rubric and check if they
• Play the recording again to check specific
understand the activity they have to do.
information, as well as meaning, emotions and
• Ss work individually, in pairs or small groups.
intentions expressed by stress and intonation.
• Once Ss have done the activity, check with the
class. Ss may refer to where in the text they have
Speaking found the answers.
• Ask Ss to read the rubric and make sure they • Ask Ss to re-read the text to get a global view
understand what they have to do. of the topic after they have analysed the text in
• You may want to brainstorm vocabulary from detail.
previous lessons that Ss may think necessary Class & WB Audio
for the task, and write the words on the bb. Writing
Alternatively, you could also provide situations
• Ask Ss to read the rubrics carefully and make
that will require Ss to recycle both vocabulary and
sure they understand what they have to do.
structures.
• Remind Ss to use the model text as help.
• Ss can report individually, in pairs or in small
• Elicit the language and words they may need and Answer Key
groups.
write them on the bb.
• Monitor Ss’ performance but try not to interrupt
• Depending on the complexity of the activity,
their flow, since the aim is to practise and
Ss may need to write a first draft, which may
consolidate that area of communication. Once
be set as homework. Next, they can swap their
Ss are done with the speaking activity, encourage
pieces with a peer in class for comments and
self-correction by pointing out the mistakes either Background
suggestions, and then write a final copy.
in the choice of words and pronunciation, or in
Information
7
the use of language.
Teacher’s -Portfolio
www.pearsonelt.com.ar/mylife • The Guía de proyectos digitales includes: Digital Connections
This course provides Ts with the Digital projects
opportunity to enrich their lessons, Step-by-step task development
while facilitating and enhancing Printable worksheets
the learning process itself through • e-Teacher’s Resource Book
online tasks with the endless • Class & Workbook Audio files
possibilities that ICT can bring to • e-Teacher’s Reading Corner
the classroom. • Editable Resources:
Planificación anual
Planificación de proyectos digitales
Tests
Learn more on page 18
 INTRODUCTION PRONUNCIATION TEACHING NOTES
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ASSESSMENT
Assessment is extremely important for both Ts and
Ss. It should definitely be placed at the heart of the
teaching and the learning process.
As it meets different objectives, assessment
requires appropriate means to achieve these
objectives.
• Assessment OF learning as a way to check and
register a result, that is what Ss have learnt at the
end of a lesson, unit, project and / or end of a
certain period in time.
• Assessment FOR learning as a way to look
into the learning process and provide both Ss
and Ts with an evidence of their situation at a
certain period in time, as well as offering possible
strategies to work on identified weaknesses.
• Assessment AS learning as a way to enable Ss
to reflect on their knowledge and performance,
so that they can monitor their understanding,
account for their achievements and failures, and
make the necessary adjustments.
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Instruments and guidelines
In order to facilitate the task of assessing, MY LIFE
STARTER provides the following instruments.
In the SB:
• 4 Integration sections (1 at the end of Units 1, 2, 4
and 5), which will enable the T to measure further
how well Ss are handling the content of each unit
• 2 EDBs (at the end of Units 3 and 6), in order to
double-check how well Ss are handling the content
of the units in new situations
In the WB:
• 3 Check Your Progress, one every two units
• 3 Revisions, one every two units
In the Student’s -kit :
• 6 Self Assessment, one for each unit in the
Student's Book, with instant feedback
In the Teacher’s -Portfolio:
• 2 Digital projects: very much like the EDBs, they
help assess Ss’ ability to handle the language
learnt in new situations
• 6 Unit Tests, which mainly focus on the vocabulary and
grammar in the units, one test at the end of each unit
Phonology plays a central role in oral communication as it helps to build understanding and express
meaning. Ss’ awareness and practice of the English sounds, stress, rhythm and intonation contribute
to better understanding and more effective communication. Systematic practice from day one will
help Ss gain confidence and express themselves with greater fluency and ease.
When working with phonology, remember there is a sequence that goes from recognition through
imitation to production.
WHAT
Ss should become
aware of...
Class & WB Audio
Word stress. 2. questions may take a falling or a rising
Every word is made from stressed and weak intonation. In general,
syllables. The focus of attention will always be a. Wh- questions take a falling
on the stressed syllables. It is important to make intonation,
Answer Key
Ss aware of the number of syllables in a word
and which one is to be stressed.
What’s your name?
E.g. real = one syllable / realistic = 3 syllables
(stress on the second syllable).
b. Yes / no questions take a rising
intonation,
Note: Transparent words are often stressed
differently in Spanish and in English. Background

Information

• 2 Term Tests meant to assess the language and
skills learnt and developed during the period covered
(Mid-year and End-of-year)
In all these sections, Ss put the vocabulary and
grammar of the units into practice and become
aware of their strengths and weaknesses. Their
mistakes may be confronted to the examples and
explanations in the Grammar boxes, or in the
Grammar and Vocabulary pop-ups in the online
practice.
Throughout the book, Ts will find tips and
suggestions on how to deal with Ss’ performance,
and on how to provide them with feedback.
E.g. computadora / computer; doctor / doctor;
famoso / famous
Sentence stress.
Many words change their sound shape when
they occur in an utterance or sentence. For
example, auxiliaries, prepositions and pronouns
are usually weakened in order to make content
words (nouns, verbs, adjectives, adverbs) more
prominent and facilitate the understanding of
the important information being conveyed.
That is the reason why there is no need to
understand every single word in an utterance or
sentence since the important information will be
conveniently stressed.
E.g. They go to Paris in the summer. / There’s a
cooker in the kitchen.
Intonation.
There are basically two intonation patterns in
English: falling and rising. As a rule,
1. statements take a falling intonation, E.g.
My name is Tom.
9
Are you from India?
Sounds and letters correspondence.
There is not a one-to-one correspondence
between letters and sounds in English. The
number of letters in both English and Spanish
is the same but there are more sounds than Digital Connections
letters in English.
E.g. the letter o is pronounced /ɒ/ in got, /ʌ/ in
come, /ɔ:/ in sports, /uː/ in who, /əʊ/ in hello.
Voiced and voiceless sounds.
Voiced sounds produce vibration in the vocal
cords when they are pronounced. Ss can
feel the vibration of their vocal chords when
touching their throats softly while producing
a sound. All vowel sounds are voiced while
consonant sounds may be voiced or voiceless.
E.g. /v/, /m/ and /r/ are voiced, /b/, /t/ and /f/
are voiceless.
 PRONUNCIATION TEACHING NOTES ENGLISH PHONEMES
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HOW TO Consonants p b t d
help them with... /pen/ /bUk/ /ti…/ /deI/
pen book tea day
tS dZ k g
/tSe´/ / "dZ‰…m´n/ /kœt/ /gUd/
chair German cat good
Word stress. Sounds and letters correspondence.
Voiced and voiceless sounds. f v T D
• Make Ss listen to the recordings in MY LIFE
and focus on rhythm. Help them notice there • Make Ss listen to the recording and pay /fO…/ /"veri/ /TINk/ /Dæt/
are different beats produced by a combination attention to the way words are pronounced. four very think that
of stressed / unstressed syllables. It would be Elicit which sound(s) is (are) most frequently s z S Z
a good idea to ask them to mark the beats on repeated.
/sIks/ /zu…/ /Si…/ / "telI "vIZn/
their desks. • After working with a vocabulary activity,
six zoo she television
• Make Ss repeat words / sentences after the ask Ss to imitate the pronunciation after the
Class & WB Audio
recordings several times, paying special recording. m …n N h
attention to the stresses. • Describe the position of the vocal organs /mœn/ /naIs/ /TIN/ / "hœpi/
when pronouncing each sound. man nice thing happy
• Ask Ss to listen to the recording and underline E.g. Open your jaw. Touch your lower lip with
the strongest syllable in a word or the your upper teeth. In this way, pronunciation l r w j
strongest words in a sentence. is not limited to mere imitation. You will find /lUk/ /red/ /wÅnt/ /jes/
• As Ss become familiar with sentence stress, some suggestions in the TB lesson notes. look red want yes Answer Key
have them predict which words will be • Guide Ss to notice the difference between
stressed before listening. Spanish and English sounds.
• Contrastive stress: When correcting exercises, E.g. /b/ bote vs boat - /d/ dado vs. don’t. Vowels i… I U u…
help Ss notice that words which are not • Lead Ss to discover the difference between
/si…/ /hIz/ /lUk/ /ju…/
generally stressed may be emphasised for voiced and voiceless sounds by feeling the
see his look you Background
contrast, E.g. It’s not my book, it’s her book. vibration of the vocal cords on their throat as

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10

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they pronounce the different sounds. e ´ ‰… O… Information
E.g. /z/ - /s/, /v/ - /f/, /t/ - /d/. /ten/ /´"baUt/ /h‰…/ / "mO…nIN/
Intonation.
• Present the phonetic symbols gradually. When ten about her morning
• Make Ss listen to intonation patterns in the
you work on vocabulary, you may want to
recording and mark them, moving their hands œ ʌ A… Å
write the phonetic script so that Ss get used to
up or down. /bæd/ /bʌt/ /kA…/ /hÅt/
the symbols. Phonetic symbols are also useful
• To practise questions, write a yes / no and a to help Ss with the pronunciation of difficult bad but car hot Digital Connections
Wh- question on the bb. words and to develop self-access skills.
E.g. Where are you from? Do you like soup? • Give Ss a list of words for them to sort out
Student A “hums” the question and Student B according to their sounds. E.g. words starting
answers. Diphthongs I´ eI
with the sound /θ/.
• Make Ss repeat dialogues after the recordings • Have Ss predict the pronunciation of a written /hI´/ /neIm/
several times, in chorus, pairs or individually. word before listening to a recording. hear name
• Provide Ss with “tongue-twisters” for them to U´ OI ´U
Note: You may use the recordings in the Use practise the different sounds. /"tU´rIst/ /bOI/ /n´U/
your English section to work on stress and E.g. Peter, put the pens, pencils and paper in
tourist boy no
intonation. that plastic bag. / The doctor’s daughter talks
a lot. / Vivian and Vicky live in Vivendi. e´ aI aU
• Play games, such as Bingo or Tic-tac-toe, /we´/ /maI/ /haU/
with sounds. In this way, Ss will not only where my how
practise sounds but also refresh vocabulary.
E.g. Name 5 words with /ɑː/.
 PLANIFICACIÓN ANUAL
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C
F

O
PD
Dado que el aprendizaje de una lengua extranjera no es lineal sino espiralado, de niveles cada vez más amplios y profundos, los contenidos, habilidades y estrategias incluidas

.D
en cada unidad se reutilizarán e integrarán en las demás unidades.
Aún cuando las estrategias se mencionan por separado en cada unidad, su aprendizaje se hará en forma integral desde la primera lección, profundizándolas a lo largo del año.

Dimensión contextual Dimensión textual Class & WB Audio

Tiempo /
(Temas, situaciones comunicativas y Estrategias
Unidad macrohabilidades) Vocabulario Gramática Fonología

Unidad Comprensión y producción Palabras de uso Organización de la forma diaria y semanal de trabajo
Preparatoria | relacionados con los temas común, en inglés Reflexión sobre la organización y modo de uso del Answer Key

Get Ready necesarios para comenzar el La escuela libro

trabajo con MY LIFE STARTER Números 1-10 Desarrollo de la atención selectiva en clase
4 horas Abecedario Recuperación de conocimientos previos
Iniciación del trabajo participativo, responsable y
cooperativo Background
12

12
Information

1 | Me and my Comprensión de un diálogo sobre Información personal: Inferencia de reglas Pronunciación de Aprendizaje de la planificación de tareas: naturaleza
friends información personal nombre, edad, gramaticales aren’t e isn’t de la tarea, recursos, etc.
Comprensión de una página web proyecto, aula Presente simple Formas fuertes y Iniciación en estrategias para la comprensión de Digital Connections
12 horas
escolar Proyectos escolares del verbo to be débiles textos orales y escritos
Diálogos de intercambio de Números 11-20 en sus formas Entonación de Iniciación en actividades para inferencia de reglas
información personal Adjetivos de opinión afirmativa, negativa preguntas abiertas y gramaticales
Comprensión de un blog con Saludos e interrogativa cerradas Iniciación en la reflexión metalingüística
datos personales Pronombres Desarrollo de estrategias sociales (compromiso,
Redacción de un perfil personal personales cooperación y empatía con otros)
para una red social Palabras Desarrollo de la conciencia cultural y su diversidad
Actividades de integración interrogativas: What y
How old …? CLIL:
Posesión: my, your Blogs
Conectores:
Adición: and
 PLANIFICACIÓN ANUAL
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Dimensión
Dimensión textual
textual

O
Dimensión contextual

PD
Tiempo /
Tiempo

.D
(Temas, situaciones comunicativas y Estrategias
Estrategias
Unidad
Unidad macrohabilidades) Vocabulario
Vocabulario Gramática Fonología

2 | My life, my Comprensión de póster con datos Objetos Inferencia de reglas Pronunciación de s Lectura y comprensión auditiva
personales Colores gramaticales en el caso genitivo: Activación de los conocimientos previos para la
stuff
Diálogos de intercambio de Regalos Artículo indefinido: /s/, /z/ y /Iz/ interpretación de los textos
12 horas información personal a / an Formas fuertes y Reconocimiento del tipo textual y sus características Class & WB Audio
Elaboración de diálogos para la Plural / singular débiles Localización en tiempo y espacio del discurso oral y /
compra de un regalo Pronombres Entonación de o escrito
Lectura de conversaciones acerca demostrativos: this / preguntas abiertas y Utilización del paratexto para la elaboración de
de preferencias personales en un that / these / those cerradas hipótesis de lectura / escucha
foro digital Posesión: Patrones de Comprensión de la idea global del texto Answer Key
Escritura de una conversación en Caso genitivo acentuación y ritmo Comprensión detallada del texto
un foro Palabras Análisis de la intencionalidad del mensaje oral y / o
Actividades de integración interrogativas: escrito
What colour …? Interpretación de sentimientos, actitudes u
How much? opiniones expresadas en el texto a través de la Background
Orden de los estructura, el énfasis y la entonación
14

13
Information
adjetivos Transferencia de la información del texto relevada a
nuevos contextos

CLIL:
Foros en Internet
Digital Connections

3 | Our world Comprensión y producción de La familia: los Inferencia de reglas Pronunciación de /D/ Oralidad:
textos orales y escritos sobre la integrantes gramaticales Pronunciación de s + Utilización de elementos lingüísticos conocidos en
12 horas composición y descripción de la Mascotas y otros Posesión: consonante nuevos contextos comunicativos
familia animales Adjetivos Formas fuertes y Gramática:
Diálogos que describen la familia Hobbies posesivos débiles Inferencia de reglas gramaticales a partir del análisis
Creación de un héroe de un cómic Partes de la cabeza Presente simple Entonación de de oraciones
y de un avatar del verbo have preguntas abiertas y Uso de técnica de subrayado para resaltar la forma
Participación en conversaciones got en sus formas cerradas de la estructura
para formular pedidos afirmativa, negativa e Patrones de Comprensión de la forma, el significado y la función
Actividades de integración interrogativa acentuación y ritmo del punto gramatical
Representación kinética para el aprendizaje de una
estructura gramatical
Deducción y aplicación de reglas gramaticales
Análisis contrastivo (Español / Inglés)

CLIL:
Cómics y avatars
Cambios introducidos a través de Internet
 PLANIFICACIÓN ANUAL
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Dimensión Contextual Dimensión textual

Unidad /
(Temas, situaciones comunicativas y Estrategias

C
Proyecto

F
macrohabilidades)

O
PD
Vocabulario Gramática Fonología

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Consolidación 1 Comprensión y producción de Revisión y Revisión y Expresión en forma Consolidación
textos orales y escritos que consolidación de consolidación inteligible Transferencia de nociones lingüísticas a nuevas
Time Out A
demuestren capacidad de transferir vocabulario de estructuras situaciones comunicacionales
3 horas las conocimientos adquiridos en y funciones Integración de saberes en nuevos contextos
las Unidades 1, 2 y 3 a un nuevo gramaticales Iniciación al uso del diccionario bilingüe
contexto: el arte Class & WB Audio

Answer Key
4 | Help Comprensión e interpretación Acciones Inferencia de reglas Formas fuertes y Escritura:
de diálogos sobre situaciones Adjetivos: new / old gramaticales débiles Búsqueda de información para la redacción de un
12 horas problemáticas Enfermedades Imperativo Entonación de texto
Intercambios dialógicos que Objetos Conectores: preguntas abiertas y Elaboración de esquemas para la organización de
expresan sugerencias Contraste: but cerradas ideas previo a la producción Background
16

14
Comprensión de una animación Preposiciones de Patrones de Desarrollo de la escritura procesual Information
digital lugar: on, in, under acentuación y ritmo Autocorrección
Comprensión e interpretación de Palabra interrogativa: Cooperación de pares en la redacción de textos
un anuncio Where? Análisis de un anuncio comercial
Redacción de un anuncio Enfermedades y recomendaciones básicas
Actividades de integración Digital Connections

5 | Likes Lectura de página web de una Materias y talleres Inferencia de reglas Pronunciación de /d / Vocabulario:
escuela escolares gramaticales Entonación de Desarrollo de estrategias para la comprensión de
12 horas Lectura de un blog sobre rutinas Adjetivos de opinión Gustos: like / don’t preguntas abiertas y vocabulario: inferencia de significado por contexto,
Intercambios dialógicos que Ropa y accesorios like cerradas uso del diccionario
expresan sorpresa Días de la semana Preposiciones de Patrones de Utilización de técnicas para la recuperación del
Comprensión de artículos sobre Partes del cuerpo tiempo: on, at acentuación y ritmo léxico: agrupamiento, asociación, uso de imágenes
arte contemporáneo Conectores: visuales y sonoras, clasificación, organización y
Comprensión de una entrevista con Opción: or mapas semánticos
un experto en arte
Redacción de comentarios sobre CLIL:
arte en un blog Arte contemporáneo
Actividades de integración
 PLANIFICACIÓN ANUAL
PLANIFICACIÓN ANUAL 15 prev next

Dimensión
Dimensión textual

C
textual

F
Dimensión
Dimensión Contextual

O
Unidad
Unidad // Contextual

PD

.D
(Temas,
(Temas, situaciones comunicativas
situaciones comunicativas yy Estrategias
Estrategias
Proyecto
Proyecto macrohabilidades)
macrohabilidades) Vocabulario
Vocabulario Gramática
Gramática Fonología
Fonología

6 | Routines & Comprensión de artículos sobre las Hábitos y rutinas Inferencia de reglas Pronunciación de la s Autoevaluación:
rutinas de dos jóvenes Actividades de gramaticales en la tercera persona Monitoreo de la propia producción
leisure
Comprensión de una entrevista tiempo libre Presente simple del del singular: plays /z/, Autocorrección
12 horas sobre rutinas laborales modo indicativo: starts /s/, finishes /Iz/ Autoevaluación de actitudes, habilidades y logros Class & WB Audio
Lectura de una encuesta rutinas Pronunicación /æ/ y Toma de conciencia del propio progreso
Elaboración de un artículo Permiso: can / can’t /A…/ en can y can’t Formulación de objetivos
descriptivo sobre la rutina de un Sugerencias: Let’s Formas fuertes y
personaje famoso débiles
Intercambio dialógico sobre Entonación de
Answer Key
permisos preguntas abiertas y
Actividades de integración cerradas
Patrones de
acentuación y ritmo
Background
18

15
Information
Consolidación 2 Comprensión y producción de Revisión y Revisión y Expresión en forma Consolidación:
textos orales y escritos que consolidación de consolidación inteligible Transferencia de nociones lingüísticas a nuevas
Time Out B
demuestren capacidad de transferir vocabulario de estructuras situaciones comunicacionales
3 horas los conocimientos adquiridos en y funciones Integración de saberes en nuevos contextos
las Unidades 1 a 6 a un nuevo gramaticales Iniciación al uso del diccionario bilingüe
contexto: el poder de la mente Digital Connections
CLIL:
Investigación sobre el poder de la mente

Evaluación: ver detalle de herramientas disponibles en p. 8.

 GOING DIGITAL
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For your students ...

Online activities and Workbook Audio MP3
language games files to download

Grammar and vocabulary

pop-up notes for
contextualised revision
www.pearsonelt.com.ar/mylife

Class & WB Audio

Instant feedback to
sustain motivation
and autonomy

Answer Key

Listen and
repeat activity for
Background
16

17
comprehension and Information
intonation practice

Voice recording
tool to help enhance
students’ fluency Digital Connections

www.pearsonelt.com.ar/mylife
español

Rubric translation
into Spanish to support
student autonomy

Bonus Practice and Self

Assessment activities
to help students practice
and monitor their own
progress
 GOING DIGITAL
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For you ... e-Teacher's Resource Book:

Learning objectives, background notes,
Contents aligned with Meaningful Resources & links
curricular demands learning only a click away
digital connections and more!

Class &
Workbook Audio:
www.pearsonelt.com.ar/mylife
Downloadable
audio files

Class & WB Audio

Planificación
Anual,
Anual
Planificación
de Proyectos Planificación
downloadable
Digitales and Answer Key
Assessment:
Assessment as a PowerPoint
Editable Word document to
documents, easily adapt to
true time-savers! your needs

Background

19
18

Information

Guía de Proyectos Digitales: Teacher's Reading Corner:

Fully-planned digital projects Regularly updated section with articles Simple and clear
and links to reference materials examples of classroom
instructions
Projects organised Digital Connections
in 3 stages:
> Preparation Tasks
> Core Tasks
About our > Follow-up Tasks
Guía de proyectos digitales
• There are a total of two (2) projects in MY
LIFE STARTER, one every three units in
the Student’s Book.

www.pearsonelt.com.ar/mylife
• They have been designed to be used either
before, in correlation with, or after the
corresponding Student’s Book units.
• They are all set in a communicative
situation that, in turn, triggers grammatical,
lexical and phonological aspects of the
language, all of which are systematised in
the Student’s Book.

Clear
objectives
 GOING DIGITAL
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iTools Planificación de proyectos digitales

Practical
advice on This is an abridged version of the actual document.

TP
the use of For the full document, go to www.pearsonelt.com.ar/mylife

.P
ICT tools

Dimensión Textual
Unidad / Dimensión
Proyecto contextual Aspecto Aspecto Aspecto
lexical gramatical fonológico

Elaboración de Animales El uso del presente Forma débil del

clip audiovisual de simple del verbo verbo have got Class & WB Audio
Tutorials to help you concientización en Partes del cuerpo have got
quickly visualise how Project 1 | Units 1-3 contra del tráfico de
the suggested tool Animals in Danger animales Hábitats de
works animales

Answer Key
Elaboración de Hábitos y rutinas El uso del presente Contracción de
muestra fotográfica simple Do you /dju… / like it?
intercultural La hora
Project 2 | Units 4-6 Entonación de
Links to Opinión sobre preguntas
Through My Eyes
suggested gustos Background
20

websites
20

21
Information
for further Localización
information

Digital Connections
www.pearsonelt.com.ar/mylife

Printable worksheets
for students

... and much more!

 Student’s Contents prev next

Speaking & Use your

Unit Topic Grammar Vocabulary Reading Listening Writing
Pronunciation English

Get ready
Welcome to English! | Common English words | The school | Numbers 1 – 10 | The alphabet
Page 6

Personal information in a
Subject pronouns An exchange of personal
Numbers 11 – 20 Discrete listening (numbers) social network
1 | Me and Personal information Verb to be information Say hello and
School projects Notice board info A dialogue between two A paragraph about
Meeting people What’s your ...? An exchange of other goodbye
my friends Opinion words teenagers another person’s personal
How old ...? people’s information
Page 10 information
Task: Design and write in your personal blog.
Class & WB Audio
Integration: All about me | A personal blog: Me | An interview: Viggo Mortensen - The Lord of the Rings

Indefinite article
Word order (adjective + noun)
School Objects
2 | My life, Plurals A dialogue between Buy a present for a A list
School objects Colours A glog A memory test
Demonstrative pronouns two friends friend A description of objects
my stuff At a sports shop Presents
Possessive ’s
Page 18 How much? Answer Key
Integration: Favourite things | A forum chat: My Stuff, My Life | A quiz programme: Task: Participate in a forum conversation.
Celebrities’ Quiz Show
Family Family words A social network A game A description of a family
Possessive adjectives A dialogue describing
Pets and other animals Pets and other animals presentation and A dialogue about Ask for things A paragraph about a friend’s
3 | Our world Have / has got a family
Matt’s hobby Parts of the head comments possessions possessions
Page 26 Background

23
22

EDB 1: Comics | e-magazine articles & characters’ descriptions: e-Comics & Comics Heroes Task: Create a comics hero and write a description. Information
Actions A memory game
Help Imperative
New / old A web page with a
Health problems But Problematic situations A dialogue with a friend who Make suggestions School instructions
4 | Help Illnesses funny situation
Location Where? On, in, under is not OK
Objects
Page 34
Integration: Technology in use | A web ad: An excellent teacher | D
 escriptions of innovative products: Task: Write a short ad for a product.
Techno solutions Digital Connections
School subjects
School Optional workshops A teenager’s A presentation of a school
Like A description of your likes
Fashion Opinion words comment on her Teenagers talking about their A guessing game Express surprise
5 | Likes Prepositions of time: on, at and dislikes
Schedules Clothes and accessories own photo likes and dislikes
Page 42 Days of the week
Integration: Art and fashion | A blog for teenagers: Teens around the World | A
 n interview to an artist: Task: Post your comments in a blog and share them with your friends.
Sebastián Govino

Habits A description of some A dialogue with a friend A paragraph with your

6 | Routines Present simple Habits and routines
Preferences A survey friends’ habits and about a member of his / her Ask for permission best friend’s habits at the
Can (permission) Leisure activities
& leisure Different personalities preferences family weekend
Page 50
EDB 2: Passions | Articles in an e-magazine: Magic Hands & Coty the Photographer Task: Write an article about a person you admire or respect for a class or e-magazine.

EDB Listening Tasks page 58 Time Out Mag page 59 www.pearsonelt.com.ar/mylife

 GET READY
The aim of Get Ready is to help Ss realise that
they already know some English words, phrases
and characteristics of their pronunciation.
Get Ready covers the main vocabulary of My
Life Starter first units. This section has been
thought to help you have an idea of the level of
the class at the beginning of term.
Welcome to English!
1a 2 Escuchá cinco presentaciones
en distintos idiomas. Numeralas en el orden
correcto. ¿Cuál de ellas te parece que es en
inglés? ¿Por qué?
Ask Ss to look at the words in the picture and
predict what language they belong to.
Then Ss read the rubric and the possible
languages.
You may ask them if they know words in these
languages and / or if they can imitate the way they
sound.
Ss listen to Track 2 and write the order in which the
different languages appear.
Answers
b1 c2 a3 e4 d5
24
24
2 Audioscript
1 Bonjour! Je m’appelle Françoise, j’ai 20 ans et j’habite avec ma
famille. J’aime beaucoup me promener dans mon quartier. Et toi,
qu’est-ce que tu aimes faire?
2 Hi! My name’s Bill and I’m twenty years old. I live with my
family and I like walking around my neighbourhood. What do you
like doing?
3 你好！我叫李芳，今年15岁了！我跟我的家人住在一起。我喜欢
在我的小区散步。你喜欢做什么呢？
4 Maitei, che réra Anai. Aguereko mokôipa ary, aiko che
rogaygua ndive ha ahayhu asê aguata che tavapy rupi. Mba’épa
nde rehayhu rejapo.
5 Oi! Tudo bem? Meu nome é Carlos Pereira, tenho 40 anos,
vivo com a minha família e adoro caminhar pelo meu bairro.
E você? O que você gosta de fazer?
b 3Escuchá nuevamente la presentación
en inglés. ¿Podés reconocer alguna/s
palabra/s? ¿Cuál/es?
Before playing Track 3, ask Ss to tell you which
words in English they remember from Exercise 1a.
Write them on the bb.
Play the recording again. Ask Ss to write down the
words they hear in their books. Tell them not to
worry about the correct spelling. They should write
the words as they can. Then, check with the class
GET READY prev next
whether the words on the bb were on the recording. The school Extra practice 1
Ask Ss to read out the words they have spotted
Memory Game: Allow Ss to look at the picture
and write them on the bb. 1 Listen and repeat.
4
on page 8 for 30 seconds. Then, in pairs, Ss
Ask Ss to look at the picture and the words written
check how many objects their classmates can
Answers next to some drawings. Encourage them to predict
Ss’ own answers.
remember.
how they sound in English.
Play Track 4. Ss double-check their predictions and
repeat the words.
3 Audioscript
Hi! My name’s Bill and I’m twenty years old. I live with my family
Answers
and I like walking around my neighbourhood. What do you like
student, teacher, bulletin board, book shelf, CD player, pencil
doing? case, dictionary
At this stage, it is essential that Ss
become aware that, unlike in Spanish, 4 Audioscript Class & WB Audio
the pronunciation of the words in English and See Answers box above.
their spelling do not always have a one-to-one
correspondence. E.g. My, years 2 Match the words in the box with the
5
objects. Then listen and check.
In pairs, Ss write the number for each word. Then,
2a Es probable que conozcas muchas they compare their answers with another pair. Answer Key
palabras que se usan en inglés. ¿Cuáles de esta Play Track 5. Ss check their answers.
lista conocés? Unilas con las ilustraciones a-t. At this stage, it is not necessary for Ss to say the
Ask Ss to look at the list and match the words to numbers in English.
the photos. At this stage it is not necessary for Ss
to say the letters and numbers in English. Answers
1 blackboard 7 book 10 bin 9 door 5 pen 2 desk Background
25
25
8 poster 6 binder 4 bag 3 computer (netbook / laptop) Information
Answers
a 11 b 4 c 1 d 18 e 13 f 2 g 20 h 15 i 7 j 3
k 12 l 14 m 17 n 19 o 5 p 16 q 10 r 6 s 8 t 9
5 Audioscript
1 blackboard, 2 desk, 3 computer, 4 bag, 5 pen, 6 binder,
b Creá tu propio graffiti con las palabras que 7 book, 8 poster, 9 door, 10 bin
conozcas en inglés. Digital Connections
Extra practice 1
Ask Ss to look at the graffiti on pages 4 and 5 and
identify the words they know. Then ask them to
create their own graffiti using as many words in Numbers
English they know as possible. Tell them to look
at the drawings too: house, roof, door, window, 1 6 Complete with the words from the box.
flashes, clouds, the different colours, etc. Then listen and check.
You may have a class display of their answers (or Elicit from Ss the numbers they know in English.
“creations”). You may want to help them with examples such as
While Ss go around the classroom to look at their Seven-Up, U2, Maroon 5.
friends’ graffiti, they can make a list of the words Ss complete the blanks with the numbers in the
that are new to them. box. Then they listen to Track 6 and double-check
their answers.
Digital connection
Answers
Ss complete activity 2b on page 7 using: three five seven ten
a) The Graffiti Creator to generate words in
graffiti style: www.graffiticreator.net
6 Audioscript
b) PowerPoint to create the wall and paste the
one, two, three, four, five, six, seven, eight, nine, ten
screen shots of the words generated.
Extra practice 2
 GET READY GET READY prev next

Pronunciation 2 9Listen and circle the letters you hear. Extra practice 2

Encourage Ss to pronounce the /T/ sound in three
showing the tip of their tongue. You may also want
to draw their attention to the aspiration of initial
/t/ in two and ten. It may be a good idea to ask
them to say the following sentences as if they were
English speakers: Teté. Tengo tiempo. Tomemos un
té de tilo. ¡Tito tiene tantos tíos!
2 Listen and circle the numbers you hear.
7 Battleship: Draw the following grid on the bb
Ask Ss to read the numbers individually.
Play Track 7 and ask them to circle the numbers
they hear. Tell them there are more than one
number per line.
Answers
a) 3, 7, 9, b) 4, 6, 8 c) 1, 5, 10 d) 2, 6, 8, 9
Ask Ss to read the letters individually. Then play Write the symbols + and - on the bb and tell Ss
Track 9 and ask them to circle the letters they hear. how to say them in English (plus and minus).
Tell them there are more than one letter per line. Give Ss an example of an addition (2 plus 3) and
a substraction (9 minus 5). Then, ask Ss
Answers to show you the result with their fingers
a) A G M Y b) E K Q W c) D J P R d) E H U Z (addition: 5 fingers / substraction: 4 fingers).
Call out Ss to give their answers orally. E.g. 5; 4
9 Audioscript Extra practice 3
See Answers box above.
Ask Ss to check their answers in pairs before you and ask Ss to copy it. Then tell them to secretly
do the whole class correction. Elicit form Ss which locate 7 ships (crosses) on it, as shown in the
letters were not read out on the recording: a) C, D, example. Class & WB Audio
O, U b) B, H, L, V c) F, I, N, T d) A, I, J, X.
A B C D E F G H I J
3 Choose a famous person. Spell and
guess. 1 X

Ask Ss to write the name of a famous person in 2 X

their binder. Then, in pairs, one spells out the name Answer Key
7 Audioscript 3 X
and the other guesses the name.
See Answers box above.
4
Ask Ss to check their answers in pairs before you Answers
do the whole class correction. Elicit form Ss which Ss’ own answers. 5
numbers were not read out on the recording: a) 1, 5 6 Background
b) 2, 10 c) 4, 7 d) 3.

27
26

27
Information
26

Extra practice 3
7 X
The alphabet
8 X X

1a 8 Listen and repeat 9 X

Ask Ss if they can read any letters in English.
10
You may write ESPN, U2, email and iPod on the bb Digital Connections
and ask them to read these words.
Play Track 8 and have Ss repeat the alphabet. Ss play in pairs, taking turns to guess where
Ss may have difficulty with A, E, I, so you may ask their classmates’ ships are. If the ship is located
them to create their own memory strategies. E.g. in the square, the player says HIT otherwise he
associate A with ABC, E with e-mail and I with iPod. says WATER. E.g. A-8? WATER, H-2? HIT
The first player to guess the location of the 5
8 Audioscript ships wins.
ABCDEFGHIJKLMNOPQRSTUVWXYZ/AEIOU

The use of memory techniques

(mnemonics) can help Ss remember
information more easily as they add an
element to the new information that makes
it unique and more personal. Mnemonics can
make use of auditory, visual or kinesthetic
(movement) tools.

b Follow the colours and read.

In pairs, Ss try to find what the letters with the
same colour have in common (they share one
sound).
1.1 I’m in Room 18. 1.1 prev next

Weekly Objectives
Answers
5 Circle the correct words. Extra practice
Topic Personal information 1b 2c 3a 4f Ask Ss to read the whole text before doing the
Tic Tac Toe: To practice the Wh- questions,
Grammar Subject pronouns: I, you, it exercise.
3 periods divide the class in 2 teams (Team A noughts 0
Verb to be: am, are, is (singular) Elicit from them the difference between my and
and Team B crosses X).
What’s your name? 3 Read, listen and repeat.
11 your and ask Ss to associate each one of them to
Draw the chart below on the bb.
Vocabulary Numbers Write numbers 1 to 10 on the board and ask Ss their corresponding personal pronouns (my > I /
to say the numbers you point to. your >you). Sanchez Pedro Arts
Ss listen to Track 11 and repeat the numbers.
Warmer 13 Benvenutti María
Ss may need some help to pronounce /T/ in Answers
As a warm up, you could play the following game: 1 is 2 ’m 3 your 4 is 5 is
thirteen (showing the tip of their tongue between Drama 15 Malcom
Spell a S’s name (E.g. F-L-O-R-E-N-C-I-A) and
their lips as they release the air) and /v/ in eleven,
tell the S to answer: Here! Then ask the S to spell
twelve and seventeen (almost touching their lower Tell Ss that to play the game, they need to make
another classmate’s name.
lip with their upper teeth).
6 Match the questions with the answers.
the correct Wh- questions go with the different
At this stage, it is not necessary to explain how
Help them notice numbers 13 to 19 are stressed on answers.
1 Listen and match the girls with the
10
the last syllable, E.g. thirteen, fifteen.
questions are formed in English.
Team A chooses one square and asks the
Class & WB Audio
rooms. Ask Ss to read the questions aloud as set phrases.
corresponding Wh- question. If the question
My Life Starter introduces a group of friends In pairs, Ss match the questions with the answers.
11 Audioscript is correct, they put their marker on it (0 or X).
who work together on a school project. They are
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, Then, it is Team B’s turn to choose and ask.
in different years at the same school and they all Answers
eighteen, nineteen, twenty 1b 2d 3a 4c The team that gets three markers in a line
love Arts and Technology (A & T). Two of the main
(vertical, horizontal or diagonal) wins.
characters are introduced in this lesson: Olivia and Answer Key
Laura.
4 12 Listen and circle.
Extra practice
Ss listen to Track 12 and circle the numbers they
Workbook
Before listening, ask Ss to look at the photo and hear. Check the answers with the class. Play the
say if the girls are at school or elsewhere. recording again if Ss have different responses. 7 Choose a person from the lists on page 10.
Answers

In order to understand the situation, Ss describe Ask Ss to say which numbers are missing in each In pairs, ask questions to complete the table. 1a a) sixteen b) thirteen c) twelve d) fifteen e) nineteen
f) fourteen g) eleven h) eighteen i) twenty
what they see in the photo. sequence. E.g. In a) 12, 14, 16, 18, 19, 20 Each S chooses one name from the list on the board. Background
b seventeen

29
28
28

At this stage, allow Ss to account for their answer
in Spanish.
You may need to teach the numbers 11, 14 and 18.
Ss read the rubric. Ask them to predict which room
29
You may want Ss to note the difference in the In pairs, Ss take turns to ask and answer questions Information
2 2 1 Tom Frank 45-4568-2341, Pat Main 15 5790
spelling of three /Tri…/, thirteen / T‰…"ti…n / and five to complete the table. 2873, Ted Bundy 20 9642 87231
/ faIv /, fifteen / fIf"ti…n /. Then, Ss may role play the dialogue.
Give them a few minutes to rehearse their lines and 2 Audioscript

the girls are in. Answers then, encourage them to say the dialogue without 1
Play Track 10. Ss double-check their predictions. a) 11, 13, 15, 17 b) 12, 14, 16, 20 c) 13, 15, 18, 19 reading. Woman: Hi, what’s your name?
d) 11, 12, 17, 20 Boy: Tom Frank. Digital Connections
Woman: Tom … France.
Answer
Digital connection Boy: No, not France. Frank. F – R – A – N – K. Frank.
Room 18
Woman: And your telephone number, please?
12 Audioscript
Ss work in pairs: S A and S B. S A records Boy: 45-4568-2341
See Answers box above.
questions and S B answers about his or her Woman: Thanks. And what’s your school …?
10 Audioscript 2
Grammar | Verb to be: singular classmate. Then, Ss swap recordings and
See SB page 10. Man: Your name, please.
In pairs, Ss re-read the dialogue between Laura and try to organise the different answers in short Woman: Yes! It’s Pat Maine.
Olivia on page 10 and complete the Grammar box. interactions as shown in the book. Man: Sorry. Rain?
Always bear in mind that it is not You may want to tell them the verb to be means both Suggested website: Woman: No, Maine. M – A – I – N – E. Maine.
important whether Ss’ predictions are ser and estar in Spanish (I’m Laura. and I’m in Arts.). www.audacity.sourceforge.net Man: Thank you. And your mobile number, please?
correct or incorrect. Predicting is a useful Help Ss notice that we use the pronoun I to refer to Woman: Sure. It’s 21-5790-2873.
tool for comprehension because it guides Man: Are you …?
the speaker and you to refer to the person we are
the listening / reading process and makes it
talking to. I is always written with a capital letter.
8 Write about you. 3
more productive. It is a good idea to write Ss’ Ss write about themselves and then read their Woman: OK, so, What’s your name?
guesses on the board and double-check them Boy: Ted Bundy.
sentences to their classmates. Ask some Ss to
after listening or reading the texts. Answers Woman: Sorry? Is your surname Randy?
read their sentences aloud for the rest of the class. Boy: No, it’s Bundy. B – U – N – D – Y. Bundy.
am are is am are is
Woman: Thank you. And what’s your phone number?
Boy: 20-9642-87231.
2 Match. There’s an extra word. Note! Woman: Thanks. Now can you ...
Ss read the information and choose the possible
Focus on the pronunciation of the final /m/ in I’m
answers. 31b 2d 3a 4e 5c
(with lips pressed tightly) and on the / ´ / in you’re
Then they listen to the dialogue again and check 41a 2c 3b
/ jU´(r)/.
their answers. 5 1 ’s 2 ’m 3 ’s 4 ’re 5 ’s 6 ’s 7 ’m
1.2 He’s in Technology. 1.2 prev next

Weekly Objectives in computer, animation, technology or different Answers Extra practice 1

Topic Personal information sounds as in music). 1 ’m / ’m not 2 is’n t / is 3 is / isn’t 4 is / isn’t
Spot the mistakes!: Write 5 true sentences and
Grammar Subject pronouns: he / she / it
3 periods 5 false sentences. E.g. The school is 19 years
Verb to be Answers
Extra practice 1 old. XX is in Year 2. Violeta is 18 years old.
How old …? a4 b6 c3 d1 e7 f2 g5
Divide the class into 2 teams. Read the
Vocabulary School projects
Note! sentences aloud and ask Ss to try and spot the
14 Audioscript Tell Ss we use the verb to be as well as How old to false information. The teams should say what
Warmer 1 robotics, 2 computer animation, 3 multimedia, 4 drama, talk about age. information is incorrect and provide the correct
Who says this? Read a sentence aloud and ask Ss 5 music, 6 art and technology, 7 science Help them notice we can either say I’m 13 or I’m 13 data. E.g. The school isn’t 19 years old. It’s 18
to identify which of the girls in Lesson 1 is speaking years old. years old.
(Laura and / or Olivia). E.g. My last name is Malcom. Grammar | Subject pronouns: he, she, it
(Laura) My name is O – L – I – V – I – A. (Olivia) I’m In pairs, Ss re-read the text and complete the 6a Look in the lessons and complete the Extra practice 2

in room 18. (Both) Grammar box. table. In pairs, Ss invent a new friend for My Life
Tell them it is compulsory to use a subject in Ss re-read the information in the photo at the Starter and tell their classmates about him / her. Class & WB Audio
1 Listen and complete the information.
13 English. It cannot be omitted. beginning of the lesson and complete the table. E.g. Horacio is 14. He’s in Year 3. He isn’t in
Ss look at the photo and try to identify what it is Help Ss notice the pronoun it has no equivalent A & T. He’s in Drama.
about (a presentation of the A & T group). Then, in Spanish. Point out it is used for objects and Answers They prepare a presentation of the new
they talk about the information it offers (name, age, animals. Mat 13 Patty 15 Laura 14 Lucas 15 Olivia 12 character with a photo. They may look for it in
school year). Ss frequently confuse the meaning of he and she. You: Ss’ own answers. magazines or on the Internet. The class may
Ss predict the missing ages and years of each Ask them to create an association or a mnemonic vote for the character they like best. Answer Key
character. Check Ss understand Yr stands for year. device and share it with the class (E.g. associate he
b Write sentences about the kids.
Ss listen to Track 13 and double-check their with Harry Potter and she with Shakira).
Ss write sentences about My Life Starter new Digital connection
answers.
friends.
Answers Ss record their personal presentations
Answers She It using an avatar and post them on the
Laura Malcolm 14 Lucas Bermúdez 15 Mat Redman 2 c Ask your friend and check the information. class or student blog. Background

31
30

31
Olivia Newton 12 Patty Rosso 4 In pairs, Ss ask and answer questions about their Information
Suggested website:
4 Circle the correct words. new friends.
www.voki.com
Ss work in pairs and then check with the class.
13 Audioscript Ask them to say which person each pronoun refers Answers b & c
Laura is in the Art & Techno project. She’s in Year 3 at school. to. E.g. 1 she = Marian Ss’ own answers.
She’s 14 years old. Lucas isn’t in Year 3. How old is he? He’s 15.
He is in Year 4 and he’s in the A & T Project too. Mat is 13 years Answers Extra practice 2 Digital Connections
old and he’s in Year 2. Olivia is 12 but she’s in Year 2! How old is 1 She 2 She 3 He 4 He 5 It
Patty? She’s 15 and she’s in Year 4.
7a Listen and complete.
15
Grammar | Verb to be: singular. Affirmative and Ss make predictions about Kim and Sue. They may
The Art & Techno Project is in Room 18.
negative. ask and answer questions about their guesses.
Using the information in the text, Ss complete the E.g. How old is Kate?
2 Circle the correct options. Grammar box in pairs and work out the rules. Ss listen to Track 15 and complete the table.
Ss predict the answers before they listen to Track 13
Ask Ss what the apostrophe stands for in isn’t and
again.
aren’t (the letter o). Answers
When doing the class check, encourage Ss to read Ss listen to Track 15 and complete the table.
Work with Ss on the pronunciation of isn’t / "Iznt/ Kim: 14 (years old), Year 3, Music project
the complete sentences. Sue: 13 (years old), Year 2, Science project
and aren’t /A…nt /.
Answers
Answers
1b 2c 3c 4a Answers 15 Audioscript
Affirmative: are / is Negative: not / are not / is not
Kim: Hi! I’m Kim. I’m 14 years old. I’m in Year 3 at school and
I’m in the Music project. It’s fantastic! I’m a music fan! How old Workbook
3 Match the projects with the
14
illustrations. Then listen and check.
5 Complete. Use contractions when possible. are you, Sue? Answers
Ss complete the exercise in pairs. Sue: I’m 13. I’m in Year 2, but I’m not in the Music project. I’m in 1 1 science 2 multimedia 3 technology 4 music
Ss read the names of the projects and match them 5 robotics
Help Ss notice we stress the negative word in the the Science project.
with the pictures on their own. 21b 2c 3d 4a
negative sentence (not, isn’t, aren’t).
Play Track 14. Ss check their answers and work 3 1 How old 2 What 3 How old 4 What 5 What
b Write about Kim. 4 1 is 2 isn’t 3 is 4 am 5 aren’t 6 is
on pronunciation. Ask them what differences with
5 1 is 2 is 3 isn’t 4 ’m
Spanish they notice (E.g. different stressed syllable
1.3 They are techno fans. 1.3 prev next

Weekly Objectives Extra practice 1

Digital connection 1 Answers
Topic Meeting people 1 Is Lucas your friend? 2 Are you in Room seven? Ss may listen to the following song choruses
Grammar Verb to be (plural) Ss brainstorm a topic (Why should we 3 Are Laura and Olivia fine? 4 Is he in Year one?
3 periods and spot the subject pronouns repeated in each
Vocabulary Opinion words learn to use technology?), give their ideas
song:
and opinions; and then vote for the most
“We’re the champions” by Queen – we
Warmer
interesting ideas. b Answer the questions.
“Helplessly Hoping” by Crosby, Stills & Nash –
Suggested website:
Challenge Ss to say the 7 projects presented in he and they
www.tricider.com Answers
Lesson 2. You may tell them the initial letter of each 1 No, he isn’t. 2, 3 & 4 Ss’ own answers. “Hot N’ Cold” by Katie Perry – you
Remind Ss that they have 14 days to post
word as a clue. E.g. S (for Science)
their ideas in Tricider! Extra practice 2

1 16 Listen and answer true (T) or false (F).

Grammar | Verb to be: plural
Extra practice 2
In pairs, Ss invent a question about their friends
Ss predict what is the girls’ topic of conversation. in My Life. They write it down on a sheet of
In pairs, Ss complete the Grammar box and work
They listen to Track 16 and check their predictions.
out the rule.
7 Listen and repeat.
18 paper and cut it up in words.
Ss listen to the dialogue. E.g. OLD IS 12 OLIVIA ? YEARS . Class & WB Audio
Help them notice we use the pronoun you both for
Answer Ask them what happens in the dialogue (they greet Then they swap pieces with another pair of Ss.
T the singular and the plural form.
each other). Each pair put the words in order, write the
Play Track 18. question in their notebooks and answer it.
Answers
Affirmative: They / We Negative: We / They … are Ss repeat the conversation after the recording. The swapping is repeated 3 times before
16 Audioscript
Help them focus on the intonation of the questions reading the questions and answering them
See SB page 14.
and answers. aloud: Is Olivia 12 years old? Answer Key
4 Complete with you, we or they.
2 Match. Ss work in pairs. Remind them to read the whole 18 Audioscript
In pairs, Ss do the matching. Then they read the
text before completing the exercise. Encourage See SB page 15.
dialogue and listen to Track 16 again in order to
them to answer the question at the end of the text.
double check their answers.
In order to start implementing self- Background
Answers

33
correction as part of the learning process,
32

33
Answers
1 we 2 We 3 They 4 They 5 you Information
1c 2a 3b if Ss have made mistakes in their pronunciation
or in the construction of the sentences, refer
them to the Grammar and / or Note! boxes.
Extra practice 1
Furthermore, at the end of each lesson, you
3a 17 Listen and repeat.
may have Ss listen to the lessons recordings
Ss read the opinion words and say which ones they 5 Complete with the verb to be in the correct again. In time, this will help Ss understand the
know. form. texts better. Digital Connections
They listen to Track 17 and repeat the words they Ss write the answers individually. Then, they
find difficult to pronounce. compare them with their partner. You may ask Ss to
read out the sentences for class correction.
17 Audioscript
8 In pairs, role play similar conversations.
Ss practice the conversation in pairs, swaping roles.
See SB page 14. Answers
1 are 2 are 3 is 4 is 5 are 6 is 7 is Encourage them to use different ways to say hello
Workbook
and goodbye.
Answers
When Ss are asked to repeat words
or sentences in order to improve their 1 JJ brilliant, great J good, cool, fine L horrible
Grammar | Verb to be. Interrogative.
pronunciation, you may ask the whole class to Digital connection 2 21c 2e 3b 4d 5a
In pairs, Ss read the dialogue, complete the Grammar 3 1 we 2 you 3 we 4 they 5 they
repeat them first. Then Ss may do it in small
box and work out the rule. In groups of 4, Ss look for photographs that 4 1 Hi! 2 How 3 fine 4 Are you 5 We 6 See you
groups and finally, individually. 3
Help them notice the order subject-verb / verb- illustrate the following topics: Technology in
subject in the questions is different in English. Arts, Technology in Science and Technology in 3 Audioscript

Elicit from Ss that the question mark is used only at Nature (or any other topic). William: Hello! I’m William.
b Complete with your opinion. the end. Ask each group to choose one picture and Pat: Hi! We’re Sammy and Pat. How are you,
Ss write their opinions about each topic with words William?
explain what they liked about it. In order to
or phrases. William: I’m fine, thanks. Are you in Year 2, girls?
Answers start the conversation, it might be a good idea Sammy: Year 2? No, we’re in Year 1.
Then, they work in pairs, trying to find Questions: Are Short answers: am / ’re / is / not to go through the opinion words again on William: Ah! I’m in Year 3. Well ... Bye, girls!
coincidences. E.g. A: Rock is cool. B: Yes, it’s very
Exercise 3a. Pat: Goodbye, William. See you!
good. / No, it’s horrible.
Suggested websites:
Answers
6a Put the words in order to make questions. www.flickr.com 5 1 What is your name? My ... (Ss' own answers.)
2 How old are you? Ss' own answers. 3 Are you in
Ss’ own answers. Ss work in pairs www.picasaweb.google.com
Year 2? Ss' own answers.
 INTEGRATION 1 INTEGRATION 1
prev next

Weekly Objectives When doing the class check, encourage Ss

Consolidating new notions
Developing reading, listening and writing
3 periods
Integrating skills
All About me
Warmer
Ask Ss if they read blogs and find out who, in the
class, is a regular blogger. Elicit what information
they generally find in blogs.
Tell Ss not to worry if they find words
they don’t know in the text. Ss have to
learn and understand that it is not necessary
to know the meaning of every single word to
understand a text.
1 Read Rodrigo’s blog and complete the
table.
Ask Ss what type of text they are going to read.
Encourage them to look at the photo and predict
the content of the blog.
Write their predictions on the bb.
Ss read the blog and check their predictions.
to correct the false statements (3 No, he is an Try to use as much English as possible
in class. If Spanish is necessary, always
Argentina fan. 4 No, he is not a rugby fan).
provide the English version. Body language
and gestures are great help in these initial
Answers stages. Do encourage Ss to use the classroom
1T 2T 3F 4F vocabulary presented on page 8 and in the
Picture Dictionary flap at the very beginning of
the book.
19 Audioscript
Interviewer: Hi, Viggo. How are you?
Viggo: Fine, thanks!
Interviewer: Are you really a San Lorenzo fan?
Viggo: Of course! It’s my favourite team. San Lorenzo de
Almagro. Sports are great. I’m also a hockey fan.
Las Leonas are great. Las Leonas, Maradona and Class & WB Audio
Messi are fantastic.
Interviewer: Well, I see you are an Argentina fan!
Viggo: Yes.
Interviewer: And rugby ... Los Pumas?
Viggo: No, sorry. I’m not a rugby fan.
Answer Key
3 Create your blog.
Analyse the writing task with Ss.
Make sure they understand they are going to write
a personal presentation for a blog.
Ask Ss to re-read Rodrigo’s blog and write their
own blog, using the model. Background

35
34

35
Information
Ss re-read the text and complete the table in pairs. In pairs, Ss swap their texts and give suggestions
to one another.
Answers Ss may read their presentations to the class.
Rodrigo You You may turn this into a game:
Name Rodrigo Ask Ss to swap texts and read the presentations
Surname Val without reading the S’s name.
Digital Connections
Age 12 The class should listen and guess whose
presentation it is.
Country Argentina
Ss’ own If the class has a class blog, Ss may upload their
Sport football answers. personal presentations onto it.
Club San Lorenzo
Music / band Morzipunk
Films Lord of the Digital connection
Rings
Ss visit 5 blogs in order to see what bloggers
use (text, images, audio, video) and how they
design their blogs to attract visitors to their
After checking the answers with the class, sites. Ss make a list with their observations
ask them to complete the information about and decide what they can imitate in their
themselves. blogs (refer to Rodrigo’s blog).
Suggested tool:
2 Listen to Viggo Mortensen, the actor of
19 Ask Ss to do a Google search entering the
The Lord of the Rings. Answer true (T) or false (F). following words: blog + [topic]
Ss read the rubrics and identify the speaker in the
conversation.
Ask them to read the statements and predict the
possible answers.
Ss listen to Track 19 and check their predictions.
2.1 A cool poster
Weekly Objectives
Topic School It is important to highlight that in English
words have one main stressed syllable
Grammar Indefinite article
3 periods whereas the other syllables mainly carry weak
Word order (adjective + noun) sounds (E.g. umBRElla).
Vocabulary Objects, colours Ss need to become aware of this, as it will
improve their understanding while listening
to the recordings (and / or to other people) as
Warmer well as improve their oral production and / or
Ask Ss what digital / Internet tools they use. E.g. reading aloud skill.
You may also underline the fact that, in
blog, chat, Photoshop, YouTube, etc. What’s their
English, transparent words are often stressed
favourite tool / site?
on a different syllable from the Spanish version
(E.g. phoTOgraphy).
1 Choose the correct words.
Ss look at the photo and try to identify what it is
(a digital poster). Grammar | Indefinite article: a / an
Ask Ss to look at the words in the box and choose Ss read the examples and work out the rule in pairs.
two to complete the sentence. Make sure they notice the use of a or an depends
You may want to tell Ss that a glog is a graphic on the pronunciation and not on the spelling of the
blog or an online poster. word that follows. E.g. (an) SOS, (an) FM radio.
Answer
Answers
glog and poster a pencil an eraser
a before consonant sound an before a vowel sound
Ss look at the glogster again and elicit the
information in the poster (personal data, friends, 4 Complete with a or an.
favourite things, essentials). Ss work on the exercise in pairs.
Call out different Ss to read out their answers.
36
2 Choose an option. This information is
probably …
Answers
Ss read the text and choose one option. If Ss find 1 a 2 an 3 an 4a 5 an 6a
it difficult to answer, draw their attention to the
topic of the glog in the top left hand corner (Topic:
SCHOOL LIFE).
5 Write your five essentials.
Before Ss write their essentials, brainstorm possible
objects and write them on the bb. Encourage Ss to
Answer
b use a / an.
Ss read their lists to the class and look for
coincidences.
3 Match the words with the objects in
20
the glog. Then listen and check. Answers
Ask Ss to look at the objects and say which ones Ss’ own answers.
they already know.
Ss listen to Track 20 and check their predictions. Extra practice 1
Ask Ss to repeat the words after the recording,
paying special attention to word stress. 6 21 Match. Then listen and repeat.
Ask Ss which colours they know in English.
Answers You could present some well-known institutions
1 mobile 2 pen 3 umbrella 4 binder or music bands that have a colour in their name:
5 sweatshirt 6 notebook 7 MP3 8 eraser 9 pencil case Greenpeace, All blacks, Red Hot Chilli Peppers,
10 coloured pencils
Pink, etc. Check if they know them and can
associate them with a colour.
Ss look at the pictures and try to match colours and
20 Audioscript
pencils.
See Answers box above.
Then they listen to Track 21 and check their
predictions.
Answers
1 purple 2 black 3 green 4 yellow 5 brown
7 blue 8 orange 9 pink 10 red
21 Audioscript
See Answers box above.
Note!
Deduce from Ss we use the question What colour …?
to ask about colours. Help them notice the
question word has 2 elements. Remind them we
use a falling intonation in Wh- questions.
7a Memory test. Look at the objects in
the glog and ask your friend.
Ss work in pairs.
Encourage Ss to use the falling intonation in the
questions.
b Look at the glog again and describe five objects.
Before doing the class check, Ss write the
sentences and work in pairs.
Answers
Ss’ own answers.
Extra practice 2
Note!
Help Ss notice that in English, the adjective
precedes the noun in noun phrases.
Word order: you may want Ss to compare the
differences between English and Spanish. E.g. a
blue book / un libro azul.
8 Re-write the sentences.
Ss work in pairs and then check with the class.
Answers
1 It’s a yellow umbrella. 2 It’s a white computer.
excellent CD.
Digital connection
In groups of 4, Ss create a Bingo game
based on pictures from Lessons 2.1 and 2.2
(SB pp. 3 & 4). Ask them to find 20 pictures
of objects and look up their names. Ss make
4 boards with a table of 3 rows and 4
columns each, and stick 5 pictures in each.
Ss create one descriptive card for each of
the 20 pictures. E.g. It’s a yellow umbrella.
Then, groups swap their bingo cards to play.
Suggested tool:
MS PowerPoint
2.1 prev next
Extra practice 1
6 white
Memory game: In pairs, Ss look at the picture
on page 8 for 30 seconds and close their books.
Then they say all the objects they remember.
The S who remembers the most objects is the
winner. E.g. a computer, a bag, etc.
You may want to repeat the game (as well as
double the challenge!) by adding colours to the
each objects.
Extra practice 2
Colour quiz: Name well-known objects /
buildings and Ss write down which colour they are.
E.g. What colour is the Casa Rosada? (pink) … the
Class & WB Audio
Cabildo? (white) … Manchester City’s T-shirt?
(blue and white) … the Brazilian flag? (yellow,
blue and green), etc. What colour is Boca’s
T-shirt? (yellow and blue), etc.
Check the answers with the class. The S with
the most correct answers wins.
Answer Key
Background
37
37
Information
Workbook
Answers
11f 2d 3g 4b 5e 6a
2 1 book 2 binder 3 schoolbag 4 pen 5 notebook
3 a) a pencil case b) an eraser c) a sweatshirt
d) a mobile e) an umbrella f) a pencil g) a Digital Connections
notebook h) a pen
4 green yellow pink orange brown blue white
purple red black
5a 4 1c 2b 3c 4a
b 1 purple 2 red and orange 3 pink 4 purple
5 orange
4 Audioscript
3 It’s an
Hi! My name is Violet. I’m 12 years old and my surname
is Green. My surname is a colour! I’m a fan of funky
colours and of funky combinations. Violet and green is
a funky combination of colours, isn’t it? For example:
my notebook is green. My pencil case is purple and my
school bag is red and orange. And … what colour is my
sweatshirt? It’s green and purple! Look in my school bag!
An orange and blue umbrella, a pink eraser, a purple
mobile … and my MP3 is … is …? What colour is it?
Guess! Orange!
c 1 What colour is your pencil case? 2 What colour is
your school bag? 3 What colour is your MP3?
6 1 A blue book 2 a purple notebook 3 a white eraser
4 three yellow pencils 5 two red apples
2.2 These are my school things. 2.2 prev next

Weekly Objectives Write the following words on the bb (camera, CD,

6 Circle the correct words. Extra practice 1
Topic School objects blackboard, poster, mobile phone, tennis ball,
In pairs, Ss choose the right option. Incomplete drawing game: You may divide
Grammar Plurals eraser, graffiti, classroom, school) and ask Ss to say
3 periods Then, they check their answers with the class. the class into two teams (A and B) to play this
Demonstrative pronouns which ones are typically big or small.
game. Brainstorm some of the relevant / useful
Vocabulary Objects
Answers vocabulary from this unit and the previous one.
4 Match the words with the photos.
1 This 2 Those 3 These 4 That Start drawing a small part of an object on the
Ss do the matching in pairs and then check with the
Warmer board and encourage Ss from Team A to identify
recording.
Memory game: Ss try to remember the colour of it. Allow 15 seconds for Team A to guess the
7 What are they? Ask questions and answer
Olivia’s favourite things. E.g. T: What colour is the word. If they cannot do so, add some details
Answers them.
mobile? S1: It’s pink. to the drawing. The more details you add, the
1c 2d 3a 4b Ss work in pairs.
fewer points the team gets. After 15 additional
When Ss share their answers with the class, you
1 Listen and answer true (T), false (F) or
22 seconds, give Team B the chance to guess.
Extra practice 1 may ask them to justify their answers.
doesn’t say (DS). Then start a new drawing. E.g. Team A: Is it an
Ss look at the photo, identify their new friends and apple? T: No, it isn’t. Class & WB Audio
Grammar | Indefinite article: a / an / Ø (no article) Answers
deduce the name of the objects they know. E.g. a
Ask Ss to look at the table and describe which 1 What’s this? It’s a bag. 2 What are those? They’re apples. Extra practice 2
bag, a ball, etc.
elements help them distinguish between singular 3 What are these? They’re pens. 4 What’s that? It’s an MP3
They read the statement and guess the correct 5 What’s this? It’s an umbrella. Ask Ss to read the dialogue on page 20 in pairs
and plural nouns.
answer. and then role-play the situation without looking
Ss explain the rule for the use of the indefinite
Ss listen to Track 22 and check their prediction. at the lines. You may want to play Track 22
article.
Digital connection again to help them improve their intonation.
Answer Key
Answer
Answers Ss choose one painting of a still life and
DS
a an with a) Ø (no article) with b) make it a jigsaw puzzle. In pairs, Ss swap
their puzzles. Each Ss should predict the
22 Audioscript objects in the painting by looking at the
5 Put a, an or Ø. Then listen and check.
24
See SB page 20. pieces. Ss solve the puzzle and check their Background
Make sure Ss understand the Ø symbol means no
38

39
39
predictions.
38

article. Information
2 Circle the correct options. NB: Ss can increase the number of pieces to
Ss work in pairs.
Ss listen to Track 22 again but this time they also make it more difficult.
When sharing the answers with the class, ask Ss to
read the text. To make it even more difficult, suggest using
justify their choices.
Ss work individually and check in pairs, before cubist still life paintings.
sharing with the class. Suggested tools:
Answers
www.jigsawplanet.com Digital Connections
1a 2Ø 3Ø 4a 5Ø 6 an
Answers
1a 2c Extra practice 2

24 Audioscript
1 a poster, 2 posters, 3 erasers, 4 a ruler, 5 boots, 6 an apple
3 Match the name with the object. Then
23 Learning vocabulary may take time. It
listen and check. is important Ss are frequently asked to
Grammar | Demonstrative pronouns use the new words in different ways so as to
Ask Ss to identify the words they know.
Make sure Ss notice that in English, in order to incorporate them. It could be a good idea to
Ss do the matching in pairs and then check with
identify things, we use the demonstrative pronouns. devote some minutes every week to playing
the recording. Bingo, Mime games, Guessing or Memory games.
Ss work out the rules in pairs, taking into account
Encourage Ss to repeat the words they find difficult Workbook
the number of objects and the distance from the
to pronounce.
speaker. Answers
Work with Ss on the difference in pronunciation 1 sharpener ruler compass protractor eraser
Answers of this /DIs/ and these /Di…z /. In order to work on pencil triangle
1 protractor 2 compass 3 ruler 4 eraser 5 pencil
recognition, you may ask them to put up one hand 2 1 braces 2 apple 3 T-shirt 4 boots
6 triangle 7 pencil sharpener 8 mechanical pencil
when they hear you say this and both when they 3 1 posters 2 a book 3 apples 4 an MP3 5 shirts
hear these. 6 an e-mail
23 Audioscript 41c 2d 3a 4b
See Answers box above. 5 1 that 2 This 3 That 4 those 5 These 6 this
Answers
7 this 8 this 9 That
Singular: Those Plural: This
6 1 What are those? 2 Are those your boots?
Note!
3 What’s that? 4 Is this your pencil? 5 What are
Ask Ss if they know the difference between the two these?
words.
2.3 Mat’s birthday present 2.3 prev next

Weekly Objectives Note!

Topic At a sports shop Ss say which noun is in the singular and which in
6 It’s your friend’s birthday. Look for a Extra practice 1

present on the Internet. Then, role-play similar Ss write their own name and their favourite
Grammar Possessive ’s the plural. Draw their attention to the position of the
3 periods conversations in a shop. sportsperson on a slip of paper. T puts all the
How much? apostrophe in each case.
Ss look for a present for their friend on the Internet. slips in a bag. A S picks out one slip and reads
Vocabulary Presents
Note! They may browse shopping sites online. only the name of the sportsman aloud. The rest
In pairs, Ss role-play the dialogue between the of the class tries to identify whose favourite
Warmer 26 Pronunciation
customer and the assistant in the shop. sportsperson it is. E.g. S1: Nalbandian! S2: That’s
Talk about birthday presents. Brainstorm ideas for
Ask Ss to listen to Track 26 and check if they notice Encourage Ss to say their lines without reading Pedro’s favourite sportsperson.
a good, great or an economical birthday present for
any differences in the pronunciation of the ’s. Once their notes.
a friend, a mother or a coach. E.g. A mobile phone Extra practice 2
they have listened to the recording, Ss say what
is a great present for my mother. A chocolate is a
they have noticed. Collect objects from different Ss. Show one at a
good present for a coach. Digital connection
Help Ss deduce the rule (words ending in /s/ or /z/ time and ask one S to describe it and say whose
add an ’s, which is pronounced /Iz/). In groups of 4, Ss create a time-lapse video it is. E.g. S: That’s a blue bag. It’s Maria’s.
1 25Listen and circle the correct option.
Play Track 26 again and have Ss repeat the words. titled “A Present for My Friend”. Class & WB Audio
Ss say what they can see in the picture. Where are
Ask them to provide other examples using their Based on the Dialogue of L 2.3 on page 22,
their friends? (In a shop)
friends’ names. E.g. Marcos’s mobile Ss plan a story (beginning, middle, end)
Ss predict the topic of the conversation.
about how they chose a present for a friend
Write their predictions on the board.
26 Audioscript and write a dialogue. Then, they shoot
Ss listen to Track 25, check their predictions and
See SB page 23. the photos, record the audio and compile
choose the correct option.
everything in a time-lapse video. Answer Key
You may need to tell Ss the pound /paUnd/ (£) is the
3 Circle the correct words. Suggested tools:
UK currency.
Ss work in pairs. Photo camera
It may be a good idea to ask some Ss to write the Windows Live Movie-Maker
Answer
Answer answers on the board, to help the class visualise Audacity (www.audacity.sourceforge.net)
a
the responses.
Background

41
40

41
25 Audioscript Answers
Information
See SB page 22. 1 Olivia’s 2 The boys’ 3 Laura’s 4 teachers’ 5 band’s

2 Complete.
4 Match the kids with the bikes. Then write
Ss read the statements and complete them in pairs.
sentences.
Then they double-check their answers with the
Digital Connections
recording.
Answers
You may ask Ss to predict whose each bike is,
1 Patty’s
before bike isthe
doing yellow 2 Olivia’s bike is blue. 3 Lucas’s
activity.
Answers
bike is red. 4 The girls’ bike is orange. 5 The boy’s bike
1 football 2 T-shirt 3 12
is green.

Grammar | Possessive ’s Extra practice 1

Ask Ss to read the sentences and deduce from
Extra practice 2
them that ’s and s’ express possession or relations.
Then, ask them to work on the rule in pairs.
5 27 Listen and repeat.
The possessive ’s is difficult for Spanish speakers,
Ss listen to the dialogue, paying special attention Workbook
as they tend to keep the Spanish word order.
to the intonation and pronunciation.
Ss could compare the Spanish and English Answers
Draw their attention to How much? and help
structures in order to understand the inversion and 1 1 pendrive 2 T-shirt 3 boots 4 school bag
them understand this is the question to ask for a 5 sweatshirt 6 mobile 7 notebook 8 camera
the fact that the ’s is attached to the possessor.
price. Ask them to repeat the sentences after the 2 1 Tom’s present is a CD. 2 The girls’ present is a
E.g. La mochila de Mat / Mat’s bag (person + ’s +
recording. T-shirt. 3 Alice’s presents are comics. 4 My school
object).
Help them notice the differences in the intonation of friends’ present is a technical pencil. 5 My parents’
Yes / No questions and Wh- questions. present is a geometry set. 6 Charles’s present is a
Answers sweatshirt.
We use … ’s to indicate b ’s after a ’ after a) 3 1 the boys’ 2 The girls’ 3 Justin Bieber’s 4 Selena
27 Audioscript Gomez’s 5 the boys’ 6 Rafa’s 7 Carlos’s
See SB page 23. 4 1 please 2 Is this 3 perfect 4 How much 5 Here
you are 6 Here’s 7 Thank 8 welcome
 INTEGRATION 2 INTEGRATION 2
prev next

Weekly Objectives STV25 Hello, I’m STV25. I’m 14 years old. I’m a
Revision 1
Consolidating new notions Answers sports fan.
Answers
Developing reading, listening and writing My favourite … 1 1 She 2 She 3 They 4 We 5 I 6 he 7 It 8 They
Integrating skills 3 periods Participant 1 Participant 2 My friends’ favourite … 9 you
Question N° 15 11 2 1 Boris’s 2 friend’s 3 Carol’s 4 students’ 5 Ross’s
DOE Hi! Those ... aren’t good!
3 1 this / an 2 those / Ø 3 that / an 4 this / a 5 these / Ø
Celebrity’s name Messi Penélope Cruz 41d 2f 3g 4h 5a 6b 7c 8e
Favourite stuFF 5 1 How are you? 2 I’m good / very well / fine / OK / not
Object/s ---- Bags
Warmer Brainstorming is a useful way to collect bad. 3 What colour? 4 Here 5 How much is it?
Colour/s Red White ideas. Some groups are very creative 6 Here 7 welcome
Ask Ss if they know what a forum on the Internet
while others need some help. Collecting ideas
is. Do they participate in any? What are the main
collaboratively and recording them on the bb CheCk youR PRogRess 1
topics / threads? may ensure that all Ss complete the activity Answers
28 Audioscript
successfully. 11F 2T 3 F 4 NT 5 NT 6 T
TV presenter: Hello and welcome to our show. This is ...
Background information 21c 2e 3f 4a 5d 6b
Celebrities’ Quiz Show and today our topic is ...
An Internet forum is an online discussion site, with 3 5 a5 b 20 c 18 d 16 e 11 f3 Class & WB Audio
“favourite stuff”. Here’s participant number 1:
conversations in the form of posts or messages.
Hello. What’s your name? Digital connection 5 Audioscript
A thread is a particular conversation in a forum.
Participant 1: Hello, my name’s Pablo Montero. a five books, b 20 compasses, c eighteen notebooks,
E.g. favourite TV shows, games, films, console, etc. Ss find 5 forums that discuss topics they
TV presenter: OK, Pablo. Here’s your question. It’s question d sixteen blogs, e eleven triangles, f three friends
might be interested in (aquariums, cars,
number 15. What’s Lio Messi’s favourite colour?
sports, etc.). They share their findings and
1 Read and choose the correct option. Participant 1: Err... Is it blue? Or red?
4 1 This 2 those 3 those 4 these
5 1 a 2 Ø 3 an 4 a 5 an
explain why they would like to participate in Answer Key
Ask Ss to look at the text and say the number of Presenter: Final answer ...? 6 1 Peter’s 2 friend’s / friends’ 3 teacher’s / teachers’
the discussions (refer to Unit 2).
participants there are (4) and what kind of text it is Participant 1: Blue. 4 Lucas’s 5 girls’
Suggested tool:
(forum). Tell them to read the options and make a Presenter: Pablo … I’m sorry. That’s incorrect. Lio Messi’s 7 1 What’s 2 is 3 Are 4 we 5 are 6 How old
Ask Ss to do a Google search entering the 7 We’re 8 are 9 How much 10 welcome
prediction. favourite colour is red.
following words: forum + [topic]
Then Ss read the text and complete the statement. Participants1: Oh, no.
TV presenter: OK. So now... participant number 2. Your name, Background

43
42

43
Answer please. Information
b Participant 2: Hi! I’m Deborah, Deborah Ring.
TV presenter: Hi Deborah. How old are you?
Participant 2: I’m 18.
2 Answer true (T), false (F) or not in the text
Presenter: Welcome to our show! Well, here’s your
(NT).
question. Deborah’s question is number 11.
In pairs, Ss write their answers and check them
What’s Penélope Cruz’s favourite thing? Digital Connections
after a second reading.
Participant 2: Yes! Yes! Bags.
You may ask them to provide evidence from
TV presenter: Correct! And Deborah, what colour are they?
the text to justify their answers (4 Loop3 Paper
Participant 2: Mmm … black? yellow? No, they are … white!
notebooks are my favourite things. / Sportsmaniac
Yes, white.
My favourite stuff? Sport stuff: football boots, …).
TV presenter: Final answer?
Participant 2: Yes!
Answers
TV presenter: Your answer is ... correct. They’re white
1T 2T 3 NT 4F 5 NT
… and black … and blue … and yellow …
Congratulations, Deborah! And now …
3 28 Listen to Celebrities’ Quiz Show and
complete the table. 4 Work in groups of four. You are
Ask Ss to look at the photos and identify the participants in a forum conversation. Create
celebrities. Tell them to look at the table and predict your usernames and choose a thread to write
what the show is about. about.
Ss listen to Track 28 and complete the table. Brainstorm ideas for each of the topics listed in the
In pairs they compare their answers and listen exercise and write them on the bb. Ss get together
again to double-check them. in groups of four and choose one thread.
Remind them they should invent their usernames
and introduce themselves (age, school year, fan of …,
favourite stuff, etc.).
E.g. Thread: Favourite sites
3.1 Her favourite family photos
Weekly Objectives
Topic Family
Grammar Possessive adjectives
3 periods
Vocabulary Family words
Warmer
Write the word family on the bb and ask Ss if their
families are big or small and to tell you the number
of members.
1 Read and circle the correct option.
Ask Ss to look at the photo and say what they
can see. Whose webpage is it? (Olivia’s) Who has
written comments? (Laura, Lucas and Patty)
Ss read the text and choose the correct option.
Answer
b Answers
2 Circle the correct option.
In pairs, Ss choose the correct option. Then, they
read the text again and check their answers.
Answers
1a 2b 3b
44
3 Complete.
Check whether Ss know the symbols for masculine
and feminine.
Ask them to read the text and identify the family
members.
Help them work on the pronunciation of the words,
especially on friend /frend/ as Ss tend
to mispronounce it.
Draw Ss attention to the spelling of th /D/ here.
In order to practice this new sound, tell them
to put the tip of their tongues between their teeth.
E.g. brother, they, this, mother. Have Ss repeat
the sound a few times.
Answers
brother mother
Extra practice 1
Grammar | Possessive adjectives
In pairs, Ss read the sentences and complete the
table.
Ask Ss which subject pronouns completely change
their form when turned into possessive adjectives:
I › my, she › her, we › our.
Encourage them to create a memory strategy to
remember them and share it with the class.
3.1 prev next
Draw Ss attention to the use of the possessive music fan. Punk, rock, rap, hip hop, classical Extra practice 1
adjectives before nouns. E.g. My brother, her … and what not! The girl? My sister, Sue. A
Tell Ss the name of a famous TV family (The
camera. sports fan: football, tennis, hockey … And … my
Simpsons). Say the name of one of the family
mother. Mum is in art. You know… Leonardo da
Answers
members and ask Ss to say who he / she is.
Vinci, Antonio Berni, Marta Minujín ... Oh! And
My your His Her our Their E.g. T: Lisa? S: Bart’s sister.
this is our dog, Flaps.
In pairs, Ss may prepare a short quiz about TV
families for their classmates.
4 Circle the correct words.
7 Describe Duncan’s family.
Ask Ss to use the information from Exercise 6 Extra practice 2
Ask Ss to read the text entirely before choosing the
to write sentences about Duncan’s family.
options. Ss bring photos and present their own family or
Tell Ss to read out their sentences so that you can
Ss work on the exercise in pairs. a family they know.
check the information, grammar and pronunciation.
You may ask them to identify the nouns the
possessive adjectives refer to. Extra practice 3
Answers
To exploit the text a little further, you may ask Ss to In pairs, Ss invent a TV family and present it to Class & WB Audio
Ss' own answers.
create 3 questions about Carol and ask their peers. their classmates. E.g. This is the Robinson’s
E.g. What’s her mother’s name? family. Greg is 10. He’s Tina and France’s father.
Extra practice 2
His hobby is ...
Ss draw a family tree in groups and show it to
Extra practice 3
1 My 2 They 3 Her 4 His 5I 6 Our their class.
Digital connection
Answer Key
5 Write about Olivia’s family.
Ss create an online crossword puzzle using
Ss work in pairs. Refer them to 2.3 Grammar box
information about celebrities or TV families.
on the possessive ’s, if necessary.
E.g. Wanda Nara’s sister (Zaira); Dalma
Check answers by asking several pairs to read their
Nerea’s father (Diego), etc.
sentences aloud. Background
Ss title their puzzles with the main topic to guide
45
45
You may need to work on the pronunciation of Information
the gamers. Ss swap puzzles and solve one.
Ross’s /sIz/.
Suggested website:
readwritethink crossword puzzle tool @ www.
Answers cor.to/KzTN
1 Karen is Olivia’s mother. 2 Frank is Ross’s father
3 Ross is Olivia’s and Lizzie’s brother. 4 Ross is Sheila’s
boyfriend. 5 Wilson is the family’s dog. Digital Connections
It can be useful to create a correction
code with Ss based on simple gestures to
help them self-correct their oral production.
6 Listen and complete the table.
29
E.g. flipping fingers = wrong word order.
Ss look at the photo and describe what they can
Workbook
see.
Ask them to predict the possible relations between Answers
these people and their possible hobbies. 1 1 mother 2 girlfriend 3 father 4 brother 5 sister
2 1 Her 2 Our 3 He 4 Their
Ss listen to Track 29 and complete the table.
3 1 My 2 their 3 his 4 her 5 our 6 your
Ss check their answers in pairs and then listen 4 6 1 F (Music) 2 T 3 T 4 T 5 F (Photography)
to the recording again.
When you do the class check, encourage Ss 6 Audioscript
to make full sentences. Emma: Karen! The music, please! ... Oh! My sister and
her guitar.
Pat: It’s OK ... Hey, what’s that?
Answers
Emma: It’s a robot. My brother Thomas is in robotics.
1 father, Marcos, technology 2 brother, Alex, music
Pat: Thomas! Wow! And you? Are you a techno fan
3 sister, Sue, sports 4 mother, Lucy, Art 5 dog, Flaps, X
too?
Emma: No, not me, my father. He’s a techno MANIAC.
Pat: Ha! Ha! And you? Sport? Science?
29 Audioscript Emma: Science? Ugh! No ...That’s my mother’s hobby.
School friend: Hi Duncan! What’s that photo? Is it your family? Pat: Really?
Emma: Yes, my mother is a science girl. My thing is
Duncan: Yes. This is my father. His name is Marcos. He’s
photography!
a techno maniac. You know … computers, cars,
Pat: Yeah! Photos are cool!
mobiles … And this is my brother, Alex. He’s a
3.2 She has got a spider. 3.2 prev next

Weekly Objectives Grammar | Have got. Affirmative and negative. Extra practice
Answers
Topic Pets spider tortoise frog monkey iguana snake Ss read the mini-dialogue and complete the table
Ask Ss to create a family fan of pets for a comic
Grammar Have / has got in pairs.
3 periods and tell them to invent what pets each member
Vocabulary Pets and other animals Elicit from Ss Have got applies to the following
of the family has got. They draw a picture of the
pronouns I, you, we and they.
Digital connection 1 family and their pets. E.g. These are the White
Make a point of the pronunciation of haven’t
Warmer family. They’ve got ten pets. The mother’s got
Ss may play a Memory game to practise /"hœvnt/.
Ask Ss what they remember about the characters two dogs.
different vocabulary categories such as
in My Life Starter (name, surname, age, school
Animals, Fruits, Furniture, etc. Answers
year, project, hobbies and interests; about Olivia, Affirmative: We … have Negative: She … got
Suggested website:
they may also talk about her family.)
English Word Recognition Game @
www.cor.to/zmpC Note!
1 Listen and circle the best option.
30
You may want to work on the pronunciation of ’s /z/
Ask Ss to identify the book’s friends.
and ’ve /v/.
Ss listen to Track 30 and answer the exercise. Pronunciation Class & WB Audio
It is quite common for Spanish speakers to have
Answer difficulty in pronouncing initial s + consonant as in 5 Complete the conversation with have /
animals spider, snake, school, speak, Spanish, etc. It might haven’t got.
be useful to tell Ss to pronounce the s two or three Ask Ss to read the whole dialogue individually and
times before saying each word. E.g. s, s, spider / s,
then to complete the exercise in pairs.
s, snake / s, s, speak, etc.
30 Audioscript Tell them to read out the dialogue in pairs and use
See SB page 28. the contracted form of have. Answer Key
Note!
2 Answer true (T) or false (F). Elicit from them that these 2 expressions (at home Answers
Ss work in pairs. Then, they listen to the dialogue and in my house) have the same meaning. 1 have got 2 haven’t got 3 ’ve got 4 have got
again and check their answers. 5 haven’t got 6 have got
Grammar | Has got. Affirmative and negative.
Ask Ss to read the sentences and complete the Background

47
47
46

Answers Extra practice Information

1F 2T 3T 4F
3a 31 Listen and number. Match. Then
listen again and check.
Ask Ss if they know any name of animals in English.
Ss listen to Track 31 and write the number next to
the words in the box, in the order they hear them.
Answers
1 dog 2 bird 3 spider 4 tortoise 5 snake 6 lizard
7 frog 8 monkey 9 cat 10 goldfish
Then tell them to match the name of the animal
with the drawing and write the number in the small
box next to each letter.
They listen to the recording again and check their
answers.
31 Audioscript
See Answers box above.
b Which animals are not pets?
Ask Ss to say what they think. It may happen that a
S has an illegal pet such as an iguana or a tortoise.
This may be a good opportunity to discuss with the
class why this is not recommended.
table in pairs. Elicit from them that this form applies
to the pronouns he, she and it.
Make a point of the pronunciation of hasn’t
/ "hœznt/.
Answers
Affirmative: It has Negative: She … got
4 Write sentences about Olivia and Lucas.
Ss work on the exercise individually and then check
in pairs. Ask for complete sentences when doing
the whole class check.
Ss can make sentences with the information from
the table they have not used in the exercise.
Answers
1 Olivia hasn’t got a snake. 2 Lucas hasn’t got a goldfish.
3 Olivia has got a dog. 4 Lucas hasn’t got a snake.
5 Lucas has got a dog.
As a follow up, Ss may tell the class about their
own pets at home. Remind Ss they may invent
information, if they want to.
Digital connection 2
Ss find out about celebrities’ pets (animal,
colour, name, etc.) and talk about them in
pairs.
6 Game time.
Explain to Ss this is a Memory game. They are
supposed to remember the order of the speakers
and the animals that have been mentioned.
The game stops when someone makes a mistake Digital Connections
with the order of the speakers or with the names of
the animals.
Tell Ss there is no need to mention a real pet, they
may invent an animal if they haven’t got any.
You may want to choose a funny forfeit with Ss for
those who lose the game. E.g. They should sing a
song, dance, say a tongue-twister, etc.
Workbook
Answers
1a & b 1 monkey c 2 tortoise f 3 spider b 4 cat d
5 bird e 6 goldfish a
2 1 Pat’s got a small school bag. Ben hasn’t got a small
school bag, he’s got a big school bag. 2 Pat’s got
a white T-shirt on her bed. Ben’s got a black T-shirt
on his bed. 3 Pat’s got a skirt on her bed. Ben’s
got a pair of trousers on his bed. 4 Pat’s got a cat.
Ben hasn’t got a cat, he’s got a dog. 5 Pat’s got a
camera. Ben hasn’t got a camera, he’s got a guitar.
6 Pat’s got a hamster. Ben hasn’t got a hamster, he’s
got a spider. (7 Pat’s got 2 posters on the wall. Ben’s
got 3 posters on the wall.)
3.3 Has it got your ears? 3.3 prev next

Weekly Objectives Extra practice 1

Answers Digital connection
Topic Mat’s hobby What has she… got
Have you … got / we / I / we Has it / she … has / he Say a part of the head (eyes) out loud and ask
Grammar Have / has got What have they What has she ... got
Ss create a Trivia game (a version of
3 periods Ss to touch it. You may say 3 or 4 in a quick
Vocabulary Parts of the head Jeopardy). Ss work in groups of 4. Each
sequence to make it more fun. E.g. nose, hair,
group works on a category assigned: sport
eye, mouth. Then, Ss may play the game in pairs.
4 Look at the avatars again and answer the celebrities, film or music celebs, politicians,
Warmer
questions. etc. Each group records 5 celeb descriptions Extra practice 2
Talk to Ss about avatars. What are they? Which
Ss look at the avatars on page 30 to answer the worth 100, 200, 300, 400, and 500 points.
ones do they know? Which are their favourite ones? Ss draw an avatar in their binders. In pairs, Ss
questions. Ask some Ss to read their answers aloud. The T makes a 4x6 table on the bb (see
take turns to ask and answer about each other’s
As a follow up activity, Ss may describe one avatar Jeopardy board). The heading row will show
1 32 Listen and circle the correct option. avatar so as to draw their friend’s avatar. E.g.
to a friend for him / her to identify it. the categories and the rows below the value
Ask Ss to look at the drawings. What are they? S1: Has your avatar got 3 eyes? S2: Yes, it has.
of each question.
What’s the connection between the avatars and Answers
Afterwards, they compare their drawings and
Ss play in teams choosing a category and a
Lucas and Mat? 1 Yes, they have. 2 Yes, they have. 3 No, it hasn’t. check if the avatars look similar. Finally they
value: “Music celebs for 300”. The owner of
Ss listen to Track 32 and answer the exercise. 4 No, it hasn’t. 5 No, it hasn’t. write a description of each. E.g. My avatar’s got Class & WB Audio
the recording plays it and the guessing group
4 blue eyes but Maria’s avatar has got ...
tries to get points. NB: groups cannot ask
Answer
b 5 Put the words in order to make questions. questions of the category they worked on.
Then answer them and check your friend’s Suggested websites: Pronunciation
memory. www.en.wikipedia.org Make a point of the difference in pronunciation
32 Audioscript Tell Ss this is a Memory game. In pairs, Ss should www.audacity.sourceforge.net of has /h æz / and have /h æv / in short answers
See SB page 30. put the words in order to make questions. Then, (strong form) and in questions and / h " z / or Answer Key
they should take turns to ask and answer them 7 Listen and repeat.
34 / " z/ (weak form).
2 Answer true (T) or false (F). according to what they remember about the Ss listen to Track 34 and repeat the dialogue after
Ss answer the exercise in pairs and underline the characters, without looking at the book. the recording.
information in the text. The pair with the most correct answers are the Encourage them to imitate the intonation they hear.
Ask Ss to account for their answers when you do winners. Analyse the table together and check if they Background
48

49
49
the class check. (2 Matt says the avatar isn’t ready). To make it more fun, you may assign a time limit understand the use of the new expressions.
48

Information
to the activity.
Answers 34 Audioscript
1F 2T See SB page 31.
Answers
1 Has Laura got black hair? (ü) 2 Have the boys got blue

3 Match the words with the parts of the

33
eyes? (X) 3 Has Olivia got two sisters? (X) 4 Has Mat got 8 Role-play similar conversations.
a Barcelona T-shirt? (ü) 5 Has Lucas got 10 pets? (X) In pairs, Ss role-play similar dialogues using the
avatar. Then listen and check. Digital Connections
suggestions in the box.
Ss match words with the parts of the avatar.
6a Complete the table about you. Walk around the classroom to check whether
Then play Track 33 to check.
Ss complete the table with information about Ss need help but try to avoid unnecessary
Work on the pronunciation of the words, especially
themselves. interruptions.
on eye. Ask Ss if they know any other word in
Ss may act out the dialogue at the front and / or
English that is pronounced this way (I).
Answers record it and play it to the class.
Ss’ own answers.
Answers
1 head 5 hair 4 mouth 2 eyes 3 nose 6 ears When Ss are engaged in activities that Workbook
b Ask your friend. Complete the table. aim at developing fluency, it is important Answers
Then, in pairs, they take turns to ask and answer not to interrupt them while they speak. It is
1 1 HEAD 2 HAIR 3 EAR 4 MOUTH 5 NOSE
33 Audioscript questions of a friend and complete the table. E.g. advisable to keep a record of their mistakes
6 EYE
See Answers box above. Has he / she got a netbook? and reflect on them later. Interruptions may
21c 2a 3e 4d
discourage some Ss from participating in
3 Ss’ own answers.
speaking activities.
Extra practice 1
c Now write about your friend. 4 7
Peter: Thank you. 5
Ss write about their friend’s possessions.
Grammar | Have got / has got. Interrogative. Peter: Hey, Andy. Have you got a protractor? 1
E.g. He / She has / hasn’t got a netbook.
Ss read the dialogue on page 30 again and Peter: That’s OK. And a compass? 3
complete the table. Andy: You’re welcome! 6
Answers b & c Andy: A compass? Yes. Here you are. 4
Help Ss notice that in English, in order to make Ss’ own answers. Andy: No, I’m sorry. 2
questions, have / has to go to the front position
of the phrase. 7 Audioscript
Extra practice 2
Elicit from Ss the intonation of Yes / No (rising) and See Exercise 4 keys above.
Wh- questions (falling).
 EDB
EDB11
Weekly Objectives Answers
Consolidating new notions
HERO’S NAME Dennis Brown
Developing reading, listening and writing
3 periods PROFESSION special agent
Integrating skills
black hair, green eyes, big nose,
DESCRIPTION
25 years old
Warmer FAMILY 3 brothers and one sister
Ask Ss if they read comics. Elicit the names of GIRLFRIEND Alison Mc Gregor
famous comics and famous comic characters. A mini digital camera XX1, an iPhone
ESSENTIALS
7T with GPS and a dog
EXPLORE & DEVELOP HOBBIES puzzles
PASSIONS truth and justice
E-TEENMAG.com
1 Read and answer the question. What is
It is important that Ss read texts more
special about comics today?
than once in order to grasp their meaning.
Ask Ss to look at the photo and predict possible
Remind them that it is not necessary to
answers. understand every word. Make it clear to
them they should use the context to infer the
Answer meaning of the words they do not know.
You can find them on the Internet and download them for free.
BUILD
2 Answer true (T) or false (F).
In pairs, Ss read the statements and answer them My comics hero
according to what they remember. Then they read
the text again and check their answers. 4 Create a comics hero and write a
50
Encourage them to underline the information in the description.
text. As this is the first writing task, you may ask Ss
Finally, check the answers with the whole class to talk a bit about their writing habits. Encourage
and ask Ss to correct the wrong statements (1 them to say if they often write, what type of texts
It's informative. 3 The text says "extraordinary they write, who to, why, etc.
colours". 4 The text says "It's free!" 5 The text
says "Traditional comics, paper comics, are very Help Ss analyse the writing task:
popular, too."). a) purpose (creating and describing a comics hero)
b) the readers (their classmates and teacher)
Answers c) the product (a paper or digital poster)
1F 2T 3F 4F 5F
Before Ss start working, you may want to go over
the four suggested steps:
3 Read about Dennis Brown below and
complete the table.
Ask Ss to look at the drawing and heading (Comics Step 1 Plan
Heroes) and tell them to say as much as they can In pairs, Ss look for information about comic
about this character (physical description, pet, heroes on the Internet. Then they create their own
essentials, profession). hero. They have to think of the name, profession,
Ss read the text and complete the table individually characteristics, special stuff, hobbies and passions,
and then compare their answers with a friend friends / enemies, etc.
before the class check. Encourage Ss to collect the information in a box
similar to the one in Exercise 3.
Step 2 Draft
Ss read the information they have gathered in their
boxes and write a description of their hero.
Make a point of the use of exclamation marks
EDB 1
prev next
presented in the Writing notes. Extra Listening task (See SB page 58)
Encourage them to create a possible illustration
and the necessary effects for the presentation. 35 Diana Spear has got a new webcomic.
Listen to her conversation with John Karr, the
Step 3 Edit presenter at the online radio Webcomics.co.ul
and complete the table.
a) Remind Ss they should re-read their texts at
Ask Ss to predict possible answers and listen to
least once, and that they may use the Grammar
Track 35 to check them.
boxes in the book and bilingual dictionaries as
tools for self-correction. Answers
b) Tell Ss to read their friends’ text before correcting Trixton's Body: man Head: cat Eyes: 3 Ears: 4
specific mistakes (Can they understand it? Do Mouth: small Profession: detective Family: mother,
mistakes interfere in the comprehension of the father, brother and sister
message?)
Encourage them to make suggestions for Class & WB Audio
35 Audioscript
improvement and write them on the margin.
John: Diana, are these your new creations?
Ask Ss to hand in their drafts so that you may add
Diana: Yes, John. This is Trixton: an intelligent head in a
your comments before they write their final copy.
strange body. A very special man.
John: A man? It’s got a cat’s head!
Step 4 Present Diana: Yes, but a man’s body.
Answer Key
Ss write their final copy. E.g. This is … He / She / It John: Yes! And what are these? Has he got three eyes and
has / hasn’t got ... He / She is ... His / her hobbies … one … two … three … four ears?
are… Diana: Of course! He’s a detective … A small mouth but
Ss decorate their work using photos and drawings many eyes and ears.
and may put up their texts on the class bulletin John: Brilliant! But a CAT’s head? What’s the reason?
board or on the net to share with their peers. Diana: Well, it’s not exactly a cat. His mother is Background
51
51
Ss may also give oral presentations on their heroes. Pantherwoman. Information
Ask Ss to vote for the hero they like the most. The John: Has Trixton got a big family?
one with the highest number of votes is the winner. Diana: Well … he has got a brother and a sister, but Trixton
is his mother’s favourite.
Writing notes
Exclamations
Elicit from Ss when they use exclamations (to Digital Connections
express a comment or show a reaction).
Tell them to look for examples in the texts in the
EDB section.
Ask them if they notice any difference in the use of
this punctuation mark between Spanish and English
(in English, we write the exclamation mark only at
the end of the sentence).
 TIME OUT A TIME OUT A prev next

Weekly Objectives
Integrating skills
Transferring knowledge to new situations
3 periods
Developing comprehension strategies
The Language of The arTs
SPIDERWOMAN AND HER GIGANTIC ‘MUM’
Background information
Maman is a huge sculpture made by a French
artist called Louise Bourgeois. It is a very impressive
ten-metre tall spider that tries to transmit the strength
of Bourgeois’ own mother, who always protected her.
Bourgeois has made many Maman sculptures
and they visit museums around the world (Europe,
Asia, USA, Latin America, etc). In 2011, one of
the gigantic spiders came to the Proa Museum
in Buenos Aires City (Argentina) but the Big Mum
Maman 1 always stays at the Tate Modern in
The most famous ones are: Forever alone, Why MY TIME OUT
not?, Why me?, Troll, Poker face, etc. Engaging Ss in games and creative
activities in which they have to apply the MY MEME
They can be downloaded from Google Web store.
language they know in a new situation or with
a different purpose may help them to learn Ask Ss to look for memes on the Internet,
HERE IS CEREAL GUY – A POPULAR MEME content better. choose one and use it in a comic strip they draw
in pairs. Ss may also draw their own meme.
Ask Ss to look at the drawing and say if they have
got memes. You may ask them to describe them.
They write its name, and may include a short
description of their meme’s face and personality.
Tell Ss to read the comic strip individually and say
Encourage them to use the adjectives of the
what is the matter with Cereal Guy.
TIME OUT text.
Answer
He had forgotten it was his birthday today.
Find 10 words Class & WB Audio
Answers
M O T H E R H A S N
E L O R E F O X P J

London. Answer Key

M O G I G A N T I C
Warmer
E R E F I N O L D V
Ss look at the photograph and say what they see.
Ask them what they know about spiders. You may S C U L P T U R E X
want them to do the Guess exercise. Then they
may self-correct their answers with the answers on G E W E Q A X I R G
Background

53
52

53
Information
page 60 and see how much they really know about
E R U B I S T T E U
spiders.
Ask Ss to read the title of the text (Spiderwoman S E B A R T I S T Y
and her gigantic ‘mum’) and predict what the text
is about. Tell them to read the text and find who the R A O R G I W Z E E
Spiderwoman is.
O L A M U C O O L E Digital Connections
Write this chart on the bb. Ask Ss to read the text
again and correct the information in the table.

bb Correct answers You may ask Ss to use these words in sentences of

Spiderwoman a painting a sculpture their own.
Maman: mother
German French
in ...
Bourgeois’s Bourgeois’s
In memory of:
classmate mother
museums in museums all over
Present in:
Argentina only the world

MEMES ON THE INTERNET

Background information
An Internet meme /mi…m/ is a concept that is
spread via the Internet.
Memes can be images, videos, phrases or hash-
tags. They are used to communicate ideas.
People create them and upload them on the
Internet, and they spread from person to person via
social networks, blogs or email.
4.1 Don’t run! 4.1 prev next

Weekly Objectives Grammar | Imperative Extra practice 1

Digital connection
Topic Help Elicit from Ss that in English, we use the imperative
Mime game: A S mimes an action and the rest
Grammar Imperative to give instructions and recommendations. Ask Ss to watch the video of a collective
3 periods of the class says which one it is. E.g. Run. Don’t
But Make a point of the use of Don’t in negative flash mob in NYC on YouTube (Go to www.
walk. Stop.
Vocabulary Actions imperative sentences. youtube.com and enter the following code:
Alternatively, the S may mime 3 or 4 actions in a
New / old In pairs, Ss read the sentences and complete the ZG7F9G4AEak). Meanwhile, you write the
row for his / her classmates to identify. E.g. Sit
table. instructions given to the people on the bb
down and open your book. You may ask Ss to
and ask Ss to order them according to the
Warmer Answers write the action sequences before playing the
video:
Ask Ss if they have got (or play) video games. If so, Affirmative: Drink Negative: run / Don’t game.
a) jump
ask them to say the names of the main characters. We use the imperative for a).
b) dance with your flash stick Extra practice 2
c) walk to the neutral zone
1 Listen and answer.
36
4 Circle the correct instructions. d) give a high five
Ss make a poster / graffiti with their own
Ask Ss to look at the photo and say what the boys classroom rules.
Ask Ss to choose the answers individually. Ss e) press play
have got in their hands (a bag and a controller) and Class & WB Audio
compare with a friend before class check. f) put on your mask
to predict the answer to the question.
Draw Ss’ attention to the stress pattern for the g) turn on your flashlight
negative. Generally, we stress both words (don’t h) say goodbye
Answer
A video game and the verb). i) flash your camera
j) dance in pairs
Answers Answer Key
36 Audioscript 1 Don’t run. 2 Walk. 3 Don’t use your mobile. 4 Do your Answers
See SB page 34. exercise. 5 Don’t chat with your friends. 1e 2a 3j 4d 5c 6g 7b 8i 9f 10 h

2 Complete with the names. Extra practice 1 For further exercises of this kind, go to
Ask Ss to write the answers in pairs. Then, tell them www.tapintotheteenworld > Enter and go to
to re-read the dialogue and check their answers. Note! “Labels” Background

55
54
54

55
Elicit from Ss the meaning of but and the Information
Answers connection it makes between the two parts
1 Mat 2 Lucas 3 Mat 4 Mat & Lucas 5 Lucas (contrast).
Make a point of the weak form of but /b´t/ for these
Note! cases.
Ask Ss whether they notice any difference between
the two computers in the pictures and draw their Digital Connections
Weak forms: For the sake of rhythm,
attention to the adjectives we can use in English
content words (nouns, adjectives and
to describe them. adverbs) have a stressed syllable while
Tell them to say whether their computer and / or prepositions and conjunctions are not usually
their brother’s or sister’s computers are new or old. stressed and carry a weak form. E.g. at /´t /, to
/t´ /, but /b´t /, and /´nd /.
3 Complete with the words from the box.
37
Then listen and check.
Extra practice 2
Read the words in the box and ask Ss to repeat
them. Then, ask them to write each word under its
corresponding picture.
5 Write the instructions for your school.
In pairs Ss write the instructions. Then, tell them
Ss listen to Track 37 and check their answers.
to read them aloud and check pronunciation,
Answers especially the weak form of but.
1 Stop. 2 Open. 3 Sit down. 4 Drink. 5 Run. 6 Eat. You may want to ask Ss to invent two new rules for
Workbook
7 Walk. 8 Help. their school.
Answers

Answers 1 1 WRITE c 2 DRINK e 3 WALK d 4 READ f

37 Audioscript 1 Go to the yard but don’t play football. 2 Use the Internet 5 RUN b 6 EAT a
See Answers box above. but don’t chat with your new friends. 3 Start the computer 2 1 small 2 start 3 open 4 no 5 new 6 sit down
but don’t play games. 3 1 Be 2 Walk 3 Don’t eat 4 Listen 5 Don’t use
6 Don’t stand up
4 1 and 2 but 3 and / but 4 but
5 1 Listen to music. 2, 3, 4 & 5 Ss’ own answers.
4.2 He’s got a temperature. 4.2
prev next
Answers
Weekly Objectives Help Ss notice that ch (stomach) and che Extra practice 1
1d 2e 3a 4b 5c
Topic Health problems (headache) are pronounced /k/.
Mime game: Write the names of all the illnesses
Grammar Imperative
Ss know in English on small pieces of paper.
Vocabulary Illnesses 3 periods 39 Audioscript 6 Your friend is not OK. Give
Ask a S to take one piece of paper and mime
See Answers box above. recommendations.
the illness. The rest of the class tries to guess
Ss brainstorm names of different illnesses and
Warmer what illness it is. Then, ask another S to give
possible recommendations to avoid them. It may
Play a Memory chain game. E.g. S1: I’ve got a cat. It is always a good idea to review a recommendation for this specific illness.
be a good idea to write them on the bb so that
S2: She’s got a cat and I’ve got a bicycle. S3: She’s vocabulary using mind maps. You may Encourage Ss to say complete sentences.
also ask Ss to provide their own ideas on how
all Ss have the necessary tools to work on the
got a cat and he’s got a bicycle and I’ve ... E.g. You’ve got a temperature. Take an aspirin.
to review and record vocabulary. exercise.
For instructions for this game, look at Unit 3 Lesson This activity may also be carried out in pairs or
In pairs, Ss create conversations. They may choose
2 on page 29, Exercise 6. small groups.
different recommendations for the same illness and /
or invent their own recommendations.
1 Listen and answer.
38 Extra practice 1 Extra practice 2
They may then role-play the dialogues for the class
Ask Ss to look at the photo and elicit from them Ss may role-play a conversation between them
Note! or record them on the Internet. Class & WB Audio
who the people in the photo are, where they are and their pet’s vet. The pet is not OK.
Elicit from Ss we use What’s the matter? to ask
and what they think may be wrong with them E.g. What’s the matter with your dog? It’s got a
people about their problems. Answers
(Lucas is sick). Ss’ own answers.
cold ...
Remind Ss that Wh- questions take a falling
Write Ss’ predictions on the bb to help them focus
intonation.
while they are listening.
Ss listen to Track 38, check their predictions and Digital connection 1
4 Listen and answer.
40 Answer Key
answer the question.
Brainstorm the illnesses Ss know in English. Ss carry out a visual health campaign
Ss read the questions and predict possible by creating collages to illustrate a health
Answer
He’s got a temperature. answers. problem. The collage should be made out
Play Track 40. Ss answer the questions and share of pictures and text that give advice on how
their responses. Encourage them to make complete to prevent or overcome the illustrated health
Background
56

57
Audioscript sentences. problem.

57
38
56

See SB page 36.
2 Answer true (T) or false (F)
Ss work on the exercise individually and check in
pairs.
Then, they listen to Track 38 again and check their
answers.
When doing the class check, encourage Ss to
correct the false statements (3 Laura is Lucas’s
friend.).
Answers
1T 2 T 3F
3 39 Read and match. Then listen and
check.
Ss look at the pictures and discuss the meaning of
the words in pairs.
They match the pictures with each word and then
check with the recording.
In order to work on pronunciation, play Track 39
again and ask Ss to repeat the new words.
Answers
1 a stomachache 2 a headache 3 a temperature
4 a cold 5 a toothache 6 an earache
You may ask them what information in the recording
helped them identify the illness.
Answers
1 She’s got a temperature. 2 He’s got a cold.
a toothache.
40 Audioscript
1 A: Have you got a thermometer, Liz?
B: A thermometer? Yes, I have. What’s the matter?
A: Sam’s got a headache and he’s probably got a …
2 A: Achoo! Cough! Cough!
B: Oh, no! Poor baby! You’ve got a … !
3 A: No sandwiches for me. And no coffee, thank you.
B: What’s the matter, Sam?
A: It’s my mouth. I’ve got …
B: Oh, no! Go and see a dentist then.
A: Yeah …
5 Match the illness with the recommendation.
Tell Ss to read all the sentences first. Then, they
start working on the exercise. Remind them that
some recommendations may be used with more
than one illness.
You may ask Ss to provide other recommendations
for the same illnesses.
Suggested tool:
MS PowerPoint
Extra practice 2
3 He’s got
Digital connection 2
Go to www.youtube.com and enter the
following code: sJbWW2kbRhM.
Watch the video and record your own
version, using the same words and devices.
After doing it, show the video to your Ss so
they can see the project is being done in
other parts of the world.
Then, look for similarities and differences in
the productions.
Suggested tool:
WebCompanion (installed on Conectar
Igualdad netbooks), or a camcorder
In order to start implementing self-
correction as part of the learning process,
refer Ss to the Grammar box if they have made
mistakes. At the end of the lesson, have Ss
listen to the recording and read the dialogue
in Exercise 1 again. This will help them
understand the text better.
Information
Workbook
Digital Connections
Answers
1 1 HEADACHE d 2 STOMACHACHE b
3 TOOTHACHE c 4 COLD e 5 EARACHE a
21d 2e 3c 4a 5b
3 1 Don’t run. 2 Go 3 Don’t eat 4 Drink 5 Take
6 Play
4 8 1 DS 2 F 3 T 4 T 5 F
8 Audioscript
Mother: Hi Penny. How are you, sweetie?
Penny: Hi Mum.
Mother: What’s the matter?
Penny: I’ve got a terrible cold.
Mother: Go home, Penny, and rest.
Penny: That’s the problem. I haven’t got my keys.
Mother: I see, the keys again ... Well, don’t phone dad.
He’s at the doctor’s.
Penny: Oh, no! And Tom?
Mother: He’s at the club, with his girlfriend. Listen
Penny, walk to the club and ...
Penny: Walk? Mum, I’m terrible.
Mother: Well, he’s got the keys.
Penny: Uff … OK mum, bye.
Mother: Bye, sweetie. Take care.
Penny: Yes, mum…
4.3 Where’s my key?
Weekly Objectives
Topic Location
Grammar Where? On – in – under
3 periods
Vocabulary Objects
For background information on memes /mi…m z/,
see TIME OUT A on page 52.
Warmer
Ask Ss if they use emoticons or memes when they
chat on the Internet or send messages. What for?
Which are their favourite ones?
1 Read. Tick the words on the computer
screen.
Ss look at the photo. Ask them if they can guess
the connection between Lucas and Mat, the TV
programme and the meme (The boys are drawing
the meme on their computer and making fun of the
TV programme).
Check they understand that the boxes in the four
pictures are the computer screen mentioned in the
rubric. Ask if they know the name of this meme
(Cereal Guy).
Ask them to look at the box and tick the words that
are included in the text.
58
Ss read the text and check their answers.
Answers
key table bag eyes
2 Circle the correct options.
Ss read the statements and answer them in pairs.
Then they re-read the dialogue and check.
Ask some Ss to read their answers. You may want
to ask them what helped them decide on each
option.
Answers
1a 2a 3a 4a
Note!
Elicit from Ss the location indicated by the different
prepositions.
You may ask Ss to put a school object (E.g. a
pen) in / on / under other objects to check they
understand the differences in meaning clearly.
E.g. Put your pen under your binder. You may also
ask some Ss to give the instructions.
Draw their attention to the use of where to ask
about location.
Extra practice 1
3 Where are the memes? Complete the
sentences with on, in or under.
Ss work on the exercise individually and then check
in pairs.
You may ask Ss to draw a new meme in the picture
and tell the class to ask him / her where the meme
is. E.g. Is your meme under the table? Yes / No, it
is(n’t).
Answers
1 on 2 in 3 under 4 & 5 on
Digital connection
Ask S A to write out directions so S B can
create a still-life made of images from the
Internet. All Ss write directions for his / her
classmate on his / her right, so everyone
creates their work of art. Ss can share their
productions on their blogs.
Suggested tool:
MS PowerPoint
4 Complete the questions and match them
with the answers. There is an extra answer.
Ss fill in the gap with the correct word and match
the question with the answer individually.
Then, they check the answers in pairs before class
check.
Answers
1 c / are 2 d / Where 3 a / is 4 b / where
5 Where are they? Look at the photo on page 20.
Check your friend’s memory with 5 questions.
1 point for each correct answer.
Ask Ss to open their book on page 20, look at the
photo and write 5 questions about the location of
the different objects they know.
Then they close their books and answer their
friend’s questions.
The one to answer the most questions correctly is
the winner.
Ss compare their results.
Answers
Ss' own answers.
Extra practice 2
Mistakes are an important part of the
learning process. If there are no mistakes, it
may be a good idea to create a cognitive conflict
by asking Ss to explain why something is not
possible in English. E.g. Where’s the keys? vs
Where are the keys? In the chair. vs On the chair.
6 Listen and repeat.
41
Ss listen to the conversation. Ask them to identify
A’s and B’s suggestion (A: go to the park / B: visit
Susan).
Listen to Track 41.
Encourage Ss to repeat the dialogue imitating the
intonation and pronunciation of the characters as
much as possible.
Ss read the box and identify the ways to accept
and refuse suggestions.
41 Audioscript
See SB page 39.
7 In pairs, make similar conversations.
Phone a friend and suggest an activity.
Brainstorm possible fun activities to do with a friend
and write them on the bb.
In pairs, Ss create their own conversations.
E.g. S1: Hey Fran! Let’s go to the shopping centre.
S2: Great! And let’s ... / Oh no! Not the shopping
centre. Let’s …
Give Ss some minutes to practise their dialogues
before sharing them with the class.
Encourage them to change roles and partners.
Remind them you expect them to say their lines
and not read them.
4.3 prev next
Extra practice 1
I see, I see: This is a guessing game. Ss are
supposed to identify which object you have
chosen. E.g. I see, I see a pen. S1: Is it on my
desk? S2: Is it under XX’s chair? etc.
Extra practice 2
Copy the poem below on the bb and elicit
from Ss who / what the poet is talking about (a
person, an object or an animal) and why he /
she / it is waiting and what’s the importance of
the person / object or animal.
Encourage Ss to write their own prepositional
poems based on this pattern. Class & WB Audio
Where?
On the tree, In my room,
In the cave in my bed,
Under the bed ... Under the covers ...
I don’t know ... My favourite place in Answer Key
I simply wait. the world
Workbook Background
59
59
Answers Information
1 1 It’s on the 2 It’s under the 3 It’s in the 4 It’s on the
2a 9 1 … my new computer, it’s on the big table.
2 … my pencil case is under the table. 3 My white
sweatshirt’s on the chair. 4 My racket is on the chair.
5 The bin is in the box. 6 I’m a River Plate fan.
b 1 His racket is in the box. 2 His new computer is on
Digital Connections
the small table. 3 His pencil case is under the chair.
4 His sweatshirt is white. 5 The bin is under the small
table. 6 He’s a River Plate fan.
9 Audioscript
Hi guys! This is my room. Not very big but OK, eh? Look
at my new computer, it’s on the big table. It’s fantastic! My
notebooks are on my desk. That’s good. But … my pencil
case is under the table. My organisation is not very good. My
white sweatshirt’s on the chair… Well, my school bag is in my
room (one point for me!) and … my boots are in the school
bag. That’s OK, too. My racket is on the chair and my football
is under the desk. I’m a River Plate fan so my team’s poster is
on the door! Where’s the bin? Over there! In the box.
c 1 Where is Harry’s sweatshirt? It’s on the chair.
2 Where are his boots? They’re in his bag. 3 Where is
his football? It’s under the desk.
3
3
Mary: OK. Let’s go to the park then.
5
Mary: Great! Let’s take our bikes.
1
Mary: Hi, Simon! Let’s go to the cinema.
Simon: Good idea. I’ve got my new bicycle. 4
Simon: No, not to the cinema, Mary. 2
 INTEGRATION 4 INTEGRATION 4 prev next

Weekly Objectives
Consolidating new notions
3 Techno solutions. What have these
42 Answers Revision 2
people got? Listen and match the photos a-d Ss’ own answers. Answers
Developing reading, listening and writing 1 1 new
3 periods with the speakers 1-4. 2 braces 3 binder 4 head 5 apple 6 key
Integrating skills 21b 2d 3e 4a 5c
Ss identify the objects in the photos and predict
possible uses. E.g. a watch to phone a friend, Digital connection 3 1 His 2 Our 3 Her 4 their 5 His 6 my / your
a bed to relax, etc. 4 1 Have 2 haven’t 3 have 4 Has 5 hasn’t 6 ’s
Techno soluTions Ss listen to Track 42. Check their predictions and
Ss visit eBay.com and browse the online 7 Has 8 have
offers. They have to choose 3 objects they 5 1 in 2 on 3 under 4 in
Warmer match the pictures with the speakers.
are interested in, mention the category of the 6 1 Let’s 2 idea 3 let’s 4 haven’t 5 Don’t 6 Where’s
Encourage Ss to talk about the technology they
object and the price in the local currency. 7 in 8 Look
use every day. Check if they consider pens, bags,
Answers Suggested website:
books and other everyday objects technology.
a1 b4 c2 d3 www.ebay.com CheCk youR PRogRess 2
Ask Ss what technology means. Answers
This might be a good opportunity to work with 1 1 She has a terrible cold. 2 She’s in bed. 3 No, she
dictionaries and the Internet. 42 Audioscript hasn’t. 4 No, he isn’t. 5 Yes, they have. Class & WB Audio
Eventually, you may go into what type of 1 Ted: Look at my new watch! Cool, eh? 2 Body parts: eye, ear, head, hair
technology you have in your school and what Ss Nick: What? A watch? That’s VERY old, Ted! Illnesses: cold, toothache, stomachache, temperature
Actions: drink, walk, eat, close
consider the school should definitely have as far Ted: No it isn’t! Look! It has got videos, music, Internet
Animals: hamster, frog, iguana, goldfish
as technology devices are concerned. What’s the connection. I can send e-mails, chat and ... 3 1 Have 2 My 3 have 4 has 5 Has 6 ’ve 7 hasn’t
most popular technological object in the class? Nick: Cool! 8 is 9 aren’t 10 our
2 Thomas: Mum, can I use your mobile phone for a text 4 1 Read the text but don’t answer the questions. Answer Key
1 Read and answer. What's Engbot? message, please? 2 Open the books but don’t do the exercises. 3 Start the
Before working on this exercise, ask Ss to close Mum: Yes, sure, darling. It’s in my white bag. notebooks but don’t chat with your friends.
5 1 in 2 under 3 on
their books and think of the definition of “an Thomas: Ah! Here it is! Good ... But mum! The battery is dead!
6 1 let’s 2 Good 3 got 4 Have 5 sorry 6 OK 7 let’s
excellent teacher”, what or who he / she / it is for Mum: Is it? Sorry about that! Put it in the bag again and
them. Write their answers in the bb. recharge it.
Background
Then, ask Ss to open their books, read the title 3 Annie, stop! Don’t close that window! It’s not necessary. This

61
60
60

and look at the picture. Encourage them to make
predictions about this teacher. E.g. Is it a woman?
How old is she? Describe her / him, etc.
Ss read the text, check their predictions and
answer the questions.
Answer
A teaching robot
Elicit from Ss what type of text this is (an ad) and
what it is trying to persuade you to do (buy a robot).
2 Circle the correct word.
Ss choose the correct option individually and read
the text again to look for more detailed information.
Then, they check in pairs before the class check.
Answers
1 ad 2 funny 3 good 4 Korea
It is very important to set a listening task
before listening to a recording. In this way,
Ss know what to focus on when they listen
to the text. Furthermore, it is always a good
idea to allow some thinking time after doing the
listening and let Ss check their answers in pairs
before checking the answers from the class.
61
Information
house has got a central computer. Look, “CLOSE WINDOW ONE”.
4 Traffic problems? Pollution? We’ve got THE solution: The
Tango 4, your personal transporter. Stand on your Tango 4, start
moving, and stop pollution and traffic problems.
4 Write a short ad for a product: a real Digital Connections
product or an invention. Use verbs from the
box. Present the ad to the class and vote for the
favourite one.
Ask Ss what they think the most common elements
of an ad are. Then ask them to read the list in
the box. You may ask Ss to identify them in the
ENGBOT ad. Draw their attention to the use of
questions, short descriptive sentences and the
imperative in the ad.
Remind them they can use this text as a model.
You may want to have a general revision of the
structures and vocabulary before Ss complete the
task / write their ads.
Encourage them to illustrate their texts with photos
from the Internet.
Ss exhibit their work for their peers to vote for their
favourite ad. They may also decide on different
criteria for the vote (funny, original, creative, etc.).
Then, ads may be posted on the class blog and Ss
may write comments under each one.
5.1 We like Music. 5.1 prev next

Weekly Objectives Ask Ss to correct the false statements (3 Laura’s

5 Listen and complete the table.
44 Extra practice 1
Topic School favourite subjects are Art, Grammar ans Spanish
Ss predict possible answers. Make sure they Ss look for similarities and differences between
Grammar Like / don’t like 4 Alan’s an Algebra, Geometry and Physics fan).
3 periods understand there may be more than one subject subjects and workshops at their school and
Vocabulary School subjects and optional
per line. Ss listen to Track 44. at Wexford’s school. Then, they choose their
workshops Answers
1 NT 2 T 3F 4F 5 NT favourite optional workshops from the list.
Opinion words
Answers
like: (Douglas) Chemistry, languages (Marian) Communication, Extra practice 2
Extra practice 1 Spanish and Technology (Fabián) Music, Art (Jill) PE
Warmer Elicit sports and leisure activities from Ss. E.g.
dislike: (Douglas) History, Geography (Marian) Biology
Write the name of the school on the bb and ask Ss basketball, skating, bowling, etc.
Make a point of the different stress pattern of (Fabián & Jill) school
to talk about it. E.g. name, number of course, Ss’ In pairs, ask Ss to classify them into boring /
difficult / "dIfIk´lt/ in English and the pronunciation
ages, head’s of school name, etc. fun – easy / difficult. Then, they may compare
of easy / "i…zi/.
44 Audioscript their opinion with the rest of the class and try to
Help them identify which adjectives have a positive
1a 43Listen to the presentation on the
connotation (fun / easy) and which ones have a
Douglas: Hi! I’m Douglas. I’m in the Science project. My favourite identify which activity is the most fun, the etc.
Wexford School website and circle the subjects subject is Chemistry. I like the school laboratory. I’m not Class & WB Audio
negative one (difficult / boring).
and workshops mentioned. a History or a Geography fan, but I like languages.
Digital connection
Elicit from Ss this is the Wexford School Website. Marian: My name is Marian Skoll. I’ve got 3 favourite subjects
Ss listen to Track 43 and tick the workshops they hear.
3 Complete the sentences with the words in
Ss create a digital poster that illustrates
at school: Communication, Spanish and Technology.
the table above.
Biology? Urgh … their likes and dislikes. They can use
See if they remember the use of but to express
Answers Fabián: Hi! My name is Fabián Britos. I’m Spanish. My favourite background colours or other resources
Subjects: Social Studies, Computer Education, Spanish
contrast (see Note! box on SB p. 35 / TB p. 34).
subjects? Mmm … Let me think … er … Music … er … to distinguish likes from dislikes. They Answer Key
Language Elicit they need to use adjectives with opposite
Art … and … No! Only Music and Art. School is not my should include phrases, photos, videos
Optional Workshops: Theatre, Fashion design, Health, connotations.
Sports, three second language courses
favourite activity. Mmm … don’t like it. and audio files. Ss can share their
Jill: Oh! Is this an interview? I don’t like interviews. I don’t like productions on their blogs.
Answers
1 boring 2 difficult 3 boring 4 fun school. I don’t like school subjects. What do I like? Mmm … Suggested website:
43 Audioscript My netbook, my MP3 … Ah! Yes … I like one subject: PE. www.glogster.com:
Our school has got subjects and optional workshops. Subjects Background
62

63
63
Note!
62

such as Social Studies, Computer Education, Spanish Language, 4 Write your opinions on 5 school subjects. Information
Ask Ss which of these words (and, but and or)
and optional workshops such as Theatre, Fashion design, Ss choose 5 subjects and write their opinion about
expresses addition (and), which contrast (but) and
Health and Sports. Our students have got all the possibilities them.
which option (or).
and opportunities here. We have got excellent teachers, science
Help them notice we use or to add an option in a
laboratories, three second languages and lots of extra activities. Answers
Ss’ own answers. negative sentence.
Digital Connections
b Complete with the subjects and workshops
6 Look at the information in Exercise 5 and
Workbook

not mentioned. Grammar | Likes and dislikes. Affirmative and Answers

write the students’ words.
Ask Ss to look at the school website and write negative. 1 m u s i c l a n g
down the subjects and workshops not mentioned Ss read the examples in the box and complete the a d o t h e a i p
in the recording. table. Answers d a r r e s r l h
1 I’m Douglas. I like Chemistry and languages, but I don’t like
Draw their attention to the use of don’t in the r g e o m e t r y
History or Geography. 2 I’m Marian. I like Communication,
Answers negative sentence. Elicit what the apostrophe in Spanish, and Technology but I don’t like Biology. 3 I’m
a n d c i m u n s
1 Subjects: Maths, Art, Science, Computer Education, don’t stands for (the letter o). m a t h s e x a i
Fabian. I like Music and Art but I don’t like school. 4 I’m Jill.
Physical Education (PE) a h i s t o r y c
I don’t like school or school subjects but I like PE.
2 Optional workshops: Choreography, Cinema, Music, Art & a s c i r e n e s
Answers
Technology, Radio, Drama, Sculpture
Affirmative: We Negative: don’t r u i n y i f s h
Extra practice 2

You may go over these words and help Ss
pronounce them correctly. You may want to
highlight that Ss normally refer to Physical
Education as PE only.
2 Answer true (T), false (F) or not in the text (NT).
Ask Ss who is chatting on the school social
network (Laura and Alan).
Ss read the text in detail and check their
predictions.
Pronunciation
Help Ss pronounce /d/ by telling them to put the
tip of their tongue behind their upper teeth when
they say don’t.
You may ask them to compare the Spanish words
with /d/ with English words with /d/. E.g. dado /
do, donde / don’t, dedo / leader
1 Chemistry 2 Music 3 Geometry 4 Maths
7 Write about you. What do you like? 5 History 6 Drama 7 Art 8 Physics
Brainstorm words connected to each category and 2a 1 boring 2 easy 3 fun 4 difficult
write them on the bb. E.g. music: rap, rock, etc. b 1 fun 2 easy
Refer to the use of plural nouns when generalising. 3 Ss’ own answers.
E.g. I like cats. 4 1 They don’t like 2 They like 3 They don’t like
Ss write about their likes and dislikes.
4 They like
5 1 I like Maths and Physics but I don’t like English or
French. 2 They like rock and classical music but they
Answers don’t like tango. 3 They like Technology and Art but
Ss’ own answers. they don’t like drama. 4 We like dogs and cats but
we don’t like reptiles or birds.
5.2 Do you like clothes? 5.2 prev next

Weekly Objectives (Total Physical Response), and ask Ss to touch Ss’ own answers to all questions.
Answers Extra practice 1
Topic Fashion the part of the body you mention, to check they 1 Do you like online games? Yes, I do / No, I don’t. 2 Do
A S spells one of the clothes or accessory
Grammar Like understand all the words on the list. you like school? 3 Do your friends like music? 4 What do
3 periods your friends like? 5 Do your teachers like your project? words backwards and the rest say which one it
Vocabulary Clothes and accessories In pairs Ss order the clothes words and then match
Ss’ own answers to all questions. is and point to the part of the body where they
them with the part of the body.
usually wear that garment / accessory. E.g S1:
Then, they check with the rest of the class.
Warmer S – K – C – O – S S2: says socks and points to
6 Guessing game. Work with your friend
Elicit the different workshops in Lesson 5.1 (see SB his / her feet.
Answers and complete the table.
p. 42) and ask Ss which ones they like, which ones
1 dress f 2 earring d 3 cap e 4 glove b 5 shoes c Brainstorm vocabulary for each of the categories Extra practice 2
they don’t and which is their favourite. 6 trousers a on the table and write it on the bb.
Find 2 friends who …: Write the following table
1 Listen and answer.
45 a Write your friend’s name and your guesses. on the bb and ask Ss to copy it in their folders:
Ss look at the photo and try to predict what the Then ask your friend and check.
Total Physical Response (TPR) activities
matter with Mat is. Ask each Ss to make predictions about his / her Find 2 friends who ... NAMES
are designed to help Ss learn new words
Ask them to read the leaflet and predict what Patty with movement of their bodies. These friends’ likes and write them in the Your guess like tango Class & WB Audio
and Mat are talking about (choosing a workshop). kinaesthetic activities may be fun and facilitate column.
don’t like bicycles
Write their predictions on the bb. the acquisition of vocabulary. In pairs, Ss take turns to ask and answer and
Ss listen to the conversation, check their check their guesses. like pizza

predictions and answer the question. You may turn this into a game by assigning 1 point don’t like dogs
Extra practice 1 per correct answer. The S with the most points is
like football
Answer the winner. Answer Key
No, Art is Patty’s option only. Grammar | Likes and dislikes. Interrogative. don’t like video games
Help Ss notice the questions refer to likes and Answers
dislikes. Ss’ own answers.
This is a mingling activity. Ss stand up and try to
45 Audioscript Ask Ss to look at both questions in the box and say
find two friends who meet the condition.
See SB page 44. what they have in common (do).
Elicit the question from Ss and write an example
Point out that the auxiliary do has no equivalent in Digital connection Background
on the bb. E.g. Do you like bicycles?
2

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64

Complete.
Ss complete the sentences and check in pairs.
Then, they listen to Track 45 again and check their
answers.
Answers
1 Fashion 2 Music
3 Listen and repeat.
46
Elicit clothes and accessory words Ss already
know. E.g. T-shirt, boots, shorts, bag
Ask Ss to look at the drawings and say which
words are familiar to them.
Ss think how each word is pronounced. Then
they may say one word aloud and check if their
prediction was correct with the recording. Do the
same with all the words in the exercise.
46 Audioscript
cap, jacket, trousers, bag, gloves, skirt, socks, earrings, dress,
shoes
4 Discover the clothes and accessories and
match them with the parts of the body.
Ss may not know all the parts of the body
presented in the activity (for body vocabulary go
back to 3.3 on page 30). Some of them may need
help with leg and feet. You may do a TPR activity
65
Spanish. Information
Ask S A to create a collage with 10 photos Tell Ss they should find two friends and write
Make them realise what pronouns are not in the box
of objects, animals and / or people he / she their names down. Once they have all the
(he, she, it).
likes or dislikes. Four of the photos should names, they should sit down.
Ss deduce the rule about the formation of the
show misleading information. You may want to set a time limit for the activity.
questions and complete the table.
S B guesses what S A actually likes or Check the responses by asking some Ss to
Help them notice that in short answers, we use the
dislikes. share the results of their survey.
first word of the question. Do you like dogs? Yes, Digital Connections
Suggested website:
we do.
www.photovisi.com
Work on the pronunciation of do: weak form in
questions /d´ / and strong form in short answers
b Results. Correct guesses.
/du…/.
Ss write down the number of correct guesses they
Remind them of the falling intonation in Wh- questions
have made.
and the rising intonation in Yes / No questions.
Extra practice 2
Answers
Yes / No questions: we Short answers: they / I … don’t Workbook
Wh- questions: like When doing oral correction, first tell Ss Answers
there is something wrong in the way they 1 1 earrings 2 dress 3 shoes 4 bag 5 cap
have pronounced a word and give them 6 jacket 7 T-shirt 8 trainers 9 trousers
5 You are Mat’s new online friend. Order his time to think what it could be. If they can’t 2 1 Tim and Sue don’t like black jeans or earrings, but
correct themselves, provide some clues, refer they like trainers and boots. 2 Lu and Kim don’t like
questions and answer them.
them to the Grammar and Note! boxes in their black jeans or boots but they like trainers and earrings.
Explain to Ss they should give their own answers. books or to dictionaries. Self-correction is a very 3 Silvia and Jeff don’t like boots or earrings but they
Ss work individually first and then check in pairs. important part of the learning process.
like black jeans and trainers. 4 Santiago and Ron
Check with the class by eliciting the question and don’t like black jeans or trainers but they like boots
answer from different Ss. and earrings. 5 Ss’ own answers.
31f 2c 3b 4e 5a
You may also turn this activity into a game, by
4 1 Do you like music? 2 do 3 Do your mum and dad
asking Ss to predict what their friends have
like music too? 4 do 5 Do they like play rock?
answered before they read their responses.
6 don’t 7 Do you like their music? 8 do
5.3 Busy! 5.3 prev next

Weekly Objectives Elicit the name of school subjects and extra Ask them to pay special attention to the intonation Extra practice 1
Topic Schedules activities your Ss may go to during the week (guitar of the sentences.
Challenges. Challenge Ss to say the days of the
Grammar Prepositions of time: on, at lessons, football match, gym, etc.). Play Track 48. Ss repeat the conversation to
3 periods week starting from different days. E.g. Saturday.
Vocabulary Days of the week Ask Ss to complete the calendar with their own improve their intonation and pronunciation.
Then, they may say them from the last one to
activities.
the first one. They may also say them skipping
48 Audioscript
Warmer Answers one day at a time. E.g. Monday, Wednesday,
See SB page 47.
Elicit from Ss which extra activities they do after Ss’ own answers. Friday, Sunday.
school. What do they do when they are not at
school? Are they very busy? Are they generally tired?
7 Practise three similar conversations in Extra practice 2
pairs.
Pronunciation Guessing game. Each S chooses one activity he
You may want to demonstrate the conversation
1 Read and answer. If Ss have difficulty pronouncing the sound th /T/, or she does on Saturdays and writes it down in
with a S before they start working in pairs.
Ss look at the photo and predict what the text is you could ask them to put the tip of their tongue his / her folder. The rest of the class try to guess
Encourage Ss to change roles and partners.
about. between their teeth. You may challenge them which one it is. E.g. S1: Have you got hockey on
Ss may record their productions and / or role-play
Write the predictions on the bb. to say these tongue-twisters: Theo’s birthday is Saturday? S2: No, I haven’t. Class & WB Audio
them for their classmates.
Ss read the text, check predictions and answer the Thursday. Dorothy’s got three teeth. It would be a good idea to go round the class,
question.
encouraging Ss to use the correct intonation and
Note! pronunciation.
Answer
She’s very busy. Help them notice how we pronounce weekend
/ " wi…k "end/.
Performing in front of an audience is a Answer Key
powerful tool that may facilitate learning.
2 Choose the correct option. Note! Be careful, some shy Ss may find it easier
Ss choose one of the options, read the text again Elicit from Ss we use the preposition on with to perform together with other friends.
and double-check their answers before the class weekdays and at with the word weekend. Make
check. Encourage them to find evidence to support a point that here they are used as prepositions
their choice. to indicate time. Digital connection Background

67
66

67
Information
Ss write a comic strip about a very busy hero /
Answer 4 Abbreviations. What’s the word?
2 heroine that fights against liars. You may tell
Ss work on the exercise individually and check in
Ss that their hero or heroine can fight any
pairs.
ordinary thing in life such as prices increase,
You may turn this activity in a game by setting a
3a 47 Listen and repeat.
time limit.
exams, break-ups, etc.
Elicit from Ss this is a calendar and the words Ss learn about speech bubbles and design of
Workbook Digital Connections
are the days of the week. Check if they know any Answers vignettes.
Answers
of them and if they can tell which ones are the 1 Tuesday 2 Friday 3 Wednesday 4 Sunday 5 Monday Suggested websites:
five typical working days. You may want to teach 6 Thursday 7 Saturday 8 Weekend www.makebeliefscomix.com 1a 1 Monday 2 Wednesday 3 Saturday 4 Tuesday
5 Sunday 6 Friday / Thursday is missing.
weekday. www.marvelkids.marvel.com
b Ss’ own answers.
Encourage Ss to say how each word is pronounced Enter “Activities” > “Create your own comic” 2 Ss’ own answers.
Extra practice 1
before they check with the recording. 3a 10 Monday c Tuesday f Wednesday a
Play Track 47. Ask them to repeat the words
individually, in pairs and small groups.
5 Look at the table in Exercise 3a and Thursday e Friday d Saturday and Sunday b & g

complete with your information. 10 Audioscript

As Ss tend to mistake Tuesday for Thursday, it may
When Ss share information and answers, Yes, my family is very big and my days are difficult. On
be a good idea to ask them to create a strategy to
encourage them to use full sentences as well as Monday, the two boys have got their football lesson
recognise them and share it with the class.
the prepositions on and at. and Sandra has her piano lesson. What a day, eh? On
Remind Ss that in English, the first letter of the Tuesday, Jeff has got his guitar lesson and Maria, English.
days of the week is always written in capital letter. On Wednesday, Lucy has got her Italian lesson and
Answers
To help them remember the words, you may write Ss’ own answers.
the boys their computer lesson. Mmm … Thursday …
one day on the bb and ask Ss to say the day before Thursday … ah yes! It’s Sandra’s piano lesson and
María … English again! And on Friday, the boys have got
and after it.
Extra practice 2
a football match. Saturday and Sunday? NOTHING!!! At
weekends, we’re all at the club.
47 Audioscript
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
6 48 Listen and repeat.
b 1 The boys have got a computer lesson on
Ss listen to the dialogue and say how the speakers
Wednesdays. 2 Sandra has got piano lessons on
express surprise.
b Complete the calendar with your information Mondays and Thursdays. 3 María has got English
lessons on Tuesdays and Thursdays.
(subjects and activities).
4 The boys have got a football match on Friday.
4 A: 2 B: b A: 1 B: a A: 3 B: c
 INTEGRATION 5 INTEGRATION 5
prev next

Weekly Objectives Interviewer: Cool T-shirt!

Consolidating new notions
Developing reading, listening and writing
Integrating skills
Art & fAshion
Warmer
Write ART on the bb and elicit from Ss different
forms of art they can think of (painting, music,
dancing, graffiti, sculpture, drawing, etc.). Ask them
to say which one(s) they like best.
1 Read and answer.
Ask Ss to look at the photos and predict what type
of art the text is about (graffiti). Elicit the kind of text
it is (blog).
Read the text and find the answer to the question.
Answer
In Villa Ballester
2 Answer true (T), false (F) or not in the text (NT).
Ask Ss to answer the statements.
Then they read the text again and check their
Digital connection
Sebastián: Thanks! This is my design.
Interviewer: Oh, yes it is! There’s your name. Your T-shirts are Ss visit Matthew Carden’s site, an American
3 periods very popular. photographer, to discover what type of art he
Sebastián: Yes, and that’s great, but I don’t make the T-shirts. makes (miniatures in action in edible settings).
I do the art work. Ss vote if they had seen something similar and
Interviewer: Of course ... Let’s talk about your art, Seba. What explain what has called their attention.
do you do, exactly? Suggested website:
Sebastián: Well, basically, I draw and paint. I like pictures with www.matthewcarden.com
action. I don’t like static pictures.
Interviewer: Have your works got a message?
Sebastián: Completely. People are my principal interest.
Interviewer: I see. Please, tell me about your creative process.
Sebastián: Sure. I’ve got ideas, or a reflection, about ... for
example ... ecology, liberty, politics, justice, etc. … Class & WB Audio
Interviewer: I see. And then? What do you do?
Sebastián: Then I do the design. Hours and hours of work.
Interviewer: Oh ... yeah, I imagine. And then?
Sebastián: Then people print the T-shirts. If they like them.
Interviewer: Seba, do you like one specially? Have you got a
Answer Key
favourite T-shirt?
Sebastián: “Make Your Own Universe” is my favourite.
Interviewer: Do people write to you? Do you receive opinions?
Sebastián: Yes! I’ve got my fans on the Internet forums.
Interviewer: Cool, Seba. Congratulations!
Sebastián: Thanks! This is a T-shirt for you, with my new Background

69
68

69
answers before class correction. design. Information
You may ask Ss to correct the wrong statement Interviewer: Wow. Thanks!
(4 The texts says "Take graffiti, for example, very
attractive. That’s what I like."). 4 Post your comments about art on Teens
around the world blog and share it with your
Answers friends. Illustrate with photos or drawings.
1 NT 2 T 3 NT 4F 5T Work with Ss on the different forms of art. Ask Digital Connections
them to say who their favourite artist is, what they
especially like about him / her. Elicit how they
3 Listen to an interview with Sebastián
49
might start their post (Hi My name’s ...) and how
Govino and choose the correct options.
they might express their opinion. Highlight the
Ask Ss to read the title and predict what kind of art
expressions in Exercise 1 blog to encourage the
Govino does.
reader’s participation: Do you like it? Cool, eh?
Tell them to read the statement before they listen to
Ss may post their comments on the class blog.
the recording and predict possible answers.
Play Track 49. Ss check their predictions.
Answers
Ask Ss to read their answers and if there are Ss’ own answers.
differences between the different answers, use the
recording to find the right answers.

Answers Providing Ss with samples to imitate when

1b 2b 3b 4c 5b they have to write their own texts can be
a good way to improve their writing skills.
When working with a text, encourage them to
underline words or phrases they may later need
49 Audioscript
for their own production.
Sebastián is from Rosario, Argentina, and he has got a lot of
T-shirts with his designs in the market.
Interviewer: Hi Sebastián, and welcome to our programme.
Sebastián: Thanks for the invitation.
6.1 She doesn’t like parties. 6.1 prev next

Weekly Objectives Ask Ss to state the rule for the negative and elicit Extra practice 1
Answers
Topic Habits that the s in the negative goes in the auxiliary, not in 1 She doesn’t like cats. 2 Patty goes to school parties. Reverse mime: Two Ss come to the front and
Grammar Present Simple: he, she, it the verb. 3 She doesn’t dance at parties. 4 She doesn’t watch sports
3 periods stand up with their backs to the bb. T writes a
Vocabulary Habits and routines Check if they notice the similarities between don’t on TV.
habit or routine on the bb. The rest of the class
and doesn’t as auxiliaries to form the negative.
mimes the activity for these two Ss to guess.
Warmer Extra practice 2
The one who guesses stays at the front for a 2nd
Answers
Write the word party on the bb and ask Ss if they round. E.g. talk
like parties. Do they give parties? When? What for?
Affirmative: He … likes Negative: doesn’t / like 6 Complete the text with the correct form of
In the affirmative we use b) the verbs in brackets.
Do they go to school / club / family parties? Which Extra practice 2
In the negative we use b)
Ss work in pairs.
parties do they prefer? What’s important in a party We use Verb + s in a) Ss write 2 true and 2 false sentences about a
Remind them to read the text before starting to
(music, food, people, etc.). friend’s routine. Then one S reads them aloud
write, so that they understand meaning before
and the rest of the class tries to correct the
focusing on form.
1 50 Listen and answer. Pronunciation false statements. E.g. S1: Alicia likes rock. She
If they have doubts, refer them to the Grammar
Ask Ss to look at the photo and predict the topic of If your Ss are ready, tell them the final -s is doesn’t go dancing. She stays at home on Class & WB Audio
boxes.
the conversation between Lucas and Laura. Who pronounced /s/ after voiceless sounds (talks, likes, Saturdays. She doesn’t play computer games.
are they talking about? invites), /z/ after voiced sounds (phones, stays), S2: Alicia doesn’t like rock and she plays
Answers
Ss listen to Track 50, check their predictions and and /Iz/ when the verb ends in /S/ as in finishes, 1 doesn’t like 2 doesn’t talk 3 doesn’t dance 4 talks computer games.
answer the question. /tS/ as in watches, teaches, /s/ as in dances or /z/ 5 dances 6 likes
as in uses.
Digital connection
Answer Answer Key
No, she isn’t. Ss create a character to join the The Kelly’s
Note! Ss self-correction of their own production
Racing Team and write a short description
Elicit from Ss the general rule for the Present against clear criteria and rules (E.g. Grammar
boxes and vocabulary lists) facilitates the for the “About the Kellys” web page (who
50 Audioscript simple: we generally add a final -s to the verb
comprehension and use of correct forms. the character is, his / her role in the team
See SB page 50. to make the 3d person singular affirmative forms
and what he / she likes, hates, does every
(talks, plays, stays). Background
day, etc.).
2

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70

71
Write true (T), false (F) or doesn’t say (DS). Help them deduce that the examples in the box Information
Suggested websites:
Ss work on the exercise individually and then check represent exceptions to the rule and that these 7 Write about your best friend’s habits at
In order to create a Kelly character go to
in pairs before listening to the recording again. exceptions also have a pattern. Work with Ss and the weekend.
www.teamkellyracing.com Enter > “Create
Ss should correct the false statements and justify spell out the rule on the bb as follows: Ask Ss what they generally do at the weekends and
Your Own Character”
their answers using the information in the text • verbs ending in -o (does, goes) or in -ch write their ideas on the bb.
In order to go to the “About The Kellys” web
(1 … Patty doesn’t go to parties … she doesn’t (watches) add -es. You may also ask Ss to write about a friend and
page go to www.teamkellyracing. com
dance or talk much). • verbs ending in consonant + y, change y à i then read the text for him / her to correct the wrong Digital Connections
Enter > “The Team”
and add -es (studies). information.
Answers When Ss have to present their ideas, it would be
1 F 2 T 3 DS 4 DS 5 DS 4 Complete with like or likes. advisable to be aware that they may tend to omit
Ss work in pairs. the subjects or use commas to connect them.
When doing the general check, you may ask Ss to Remind them that subjects are not omitted in
3 Listen and repeat.
51
draw the final -s in the air to apply movement as a English and that ideas are divided by means of full
Ask Ss to look at the words and identify the ones
memory strategy. stops. This might also be a good opportunity to
they know. Ss predict the pronunciation of the
highlight that in English, sentences are normally
words they don’t know. Then they listen to Track 51,
Answers shorter than in Spanish. E.g. At the weekend, my Workbook
check and repeat. 1 likes / like 2 like / likes 3 likes / like best friend goes to … . He / She plays ... . He / She Answers
doesn’t … . 1a 1 stay 2 go 3 dance 4 go 5 play 6 watch
51 Audioscript
stay home, watch TV, go to school, go out with friends, talk, 5 Correct me! 7 talk
b a go out with friends b go to school c watch TV
dance, play on the computer Ss work in pairs and then check with the whole
d play basketball e talk with friends f dance tango
class. g stay at home
Extra practice 1
You may want them to dramatise these short c Bill 1 goes out with friends 2 talks 3 plays
situations. It may be fun and conducive to the Kim 4 goes to 5 dances
Grammar | Present simple: he, she, it.
learning process. 2 1 doesn’t stay 2 goes out 3 goes 4 doesn’t do
Affirmative and negative.
5 stays 6 plays 7 doesn’t like 8 watches
Help Ss understand the sentences express habits. 9 takes
Elicit from Ss that we add a final s to the verb in 3 1 she doesn’t eat 2 doesn’t chat 3 likes 4 doesn’t
affirmative sentences when the subject is he, she or study 5 does
it: She likes parties. vs I like parties.
6.2 Does she play sports? 6.2 prev next

Weekly Objectives Grammar | Present simple: he, she, it. Then, they ask and answer the same questions Extra practice 1
Topic Habits and preferences Interrogative. about themselves. Ask them to write the
BINGO: Elicit the habit and routine vocabulary
Grammar Present Simple Elicit from Ss we use the Present simple to ask information so that they can report their finding to
3 periods Ss know and write the words on the bb. In pairs,
Vocabulary Habits and routines information about habits and routines. the class.
Ss choose 6 words and write sentences with
Ask Ss to identify the pronouns in theses sentences
each one of them on slips of paper. Collect all
(he, she, it). Answers
Warmer slips of paper and put them in a bag.
Draw their attention to the use of does in the 1 Does Laura listen to pop music? No, she doesn’t. 2 Does
Discuss surveys with Ss. Do they read surveys? she practise sports? 3 Does she play the guitar? 4 Does
Start the game by asking a S to draw a slip of
questions and short answers.
Do they answer them? What kind of surveys do she read novels? 2 to 4: Ss’ own answers. paper. He / She should read the sentences he / she
Check if Ss notice we do not use the -s after the
they like? Do they answer magazine surveys or has written with the action he / she has picked
verb when we include does.
do they prefer surveys online? from the bag. Ss cross out the actions they hear.
Work on the intonation of Wh- and Yes / No
questions.
5 Match the questions 1-5 with the answers The first S to cross out the six actions is the
1 Read and answer. a-f. There is an extra answer. winner.
Ss look at the text and identify what it is. Ask them In pairs, Ss match questions and answers.
Answers Extra practice 2
if this is a survey online or in a paper magazine. Ask When you check the answers with the group, ask Class & WB Audio
Yes / No questions: she / Does he ... read
them to explain how they know it is a survey online Short answers: he... she
Ss to explain why they have chosen the different Tic-Tac-Toe: To practise questions, divide the
(SUBMIT button, comments thread). pairs. class into 2 teams (noughts 0 and crosses X)
Ss read the text and answer the question. and draw this chart on the bb.
Answers
After asking the class a question, it is 1 No, they don’t. 4 We stay at home. 7 Yes, he does.
Answer 1c 2e 3f 4d 5b
Your ideal boyfriend / girlfriend important to give Ss some time to think of 2 She likes football. 5 She writes novels. 8 No, she doesn’t.
the possible answers. Ask them not to shout 3 They watch TV. 6 I play the guitar. 9 Yes, we do. Answer Key
out their answers, but wait to create time for Extra practice 2
everyone to reflect on the possible answer. “Wait
2 Answer the questions. time” enables shy or weak Ss to have time to 6 Ask your friend the questions in
Team A chooses one square and makes the
In pairs, Ss answer the questions and then check participate more. corresponding question. If the question
Exercise 5 about one of his / her family
with the text. is correct, they put their marker on it (0 or X).
members (mum, dad, brother or sister) and
Ask them to underline the information in the text. Then, it is Team B’s turn to choose and ask. Background
write the answers.
72

73
73
72

Check the answers with the whole group by asking The team that gets three markers in a line Information
several Ss to read their sentences aloud.
4a 53 Listen and complete the table with Ss ask and answer questions in pairs.
(vertical, horizontal or diagonal) wins.
ü or X. Remind them to record the information so that they
Ss predict possible answers according to what they can then report their findings to the group.
Answers
know about the book characters. Ask some Ss to share their findings.
1 No, it isn’t. 2 No, it isn’t. 3 Yes, they are. 4 Football
Then, they listen to Track 53 and check with the You may turn this into a game: ask Ss to predict
recording. what their classmates will say about their parents
Digital Connections
3 Number the actions in the order you
52 If there are different answers, play Track 53 again before they read their texts. E.g. X’s mom / dad
hear them. Then listen again and check. for Ss to check. has / hasn’t got a favourite sport. He / She plays /
Ss read the words and say which ones they know. doesn’t play a …
Then they predict the pronunciation of the new Answers
words and check them with the recording. Laura Olivia Lucas Answers
If they find it difficult to pronounce some words, Listen to pop music X ü ü Ss’ own answers.
ask them to create a mnemonic rule and share it Practise sports ü X ü
Play the guitar X X ü
with the class.
Read novels ü ü X
Digital connection
Answers
Ss carry out a survey on people’s habits and
1 sing 2 listen to music 3 write 4 read 5 play an
instrument 6 chat
53 Audioscript routines to analyse how responsibilities change
Laura is not a pop music fan, but she loves sports. She plays along life. Ss should collect data from students
hockey at the club. Instruments? No, no instruments. Well … she at secondary school, young adults and adults.
Workbook
52 Audioscript reads books. What does she read? Comics and novels. Suggested website:
1 Does she sing in a band? 2 Sshhh! Today is Saturday. He Olivia is practically the opposite: she loves pop music, no sports Google Drive - Create forms Answers

listens to music on the radio on Saturdays. 3 I don’t use a or instruments. Ah! She likes novels. 1 1 plays 2 listen 3 sing 4 write 5 reads 6 does
computer. I write in my notebook. 4 She’s got a book in her What about Lucas? Lucas listens to pop music, plays sports, 2 1 Does your friend like tennis? Yes, he does. 2 Does
hands. In Spanish! Does she read Spanish novels? 5 He doesn’t plays the guitar, and reads, but … he doesn’t like novels. your dad got to the club at weekends? No, he doesn’t.
3 Does your sister play a musical instrument? No,
play the piano; he plays the guitar. 6 Hours on the computer! He
she doesn’t. 4 Does your mum study English and
chats with his friends all the time! b Ask your friend. What habits do you share? Portuguese? Yes, she does.
In pairs, Ss ask and answer questions about the 31g 2e 3b 4h 5a 6d 7c
Extra practice 1
book characters, using the information in the table.
6.3 We don’t go to the same school. 6.3 prev next

Weekly Objectives simple, it may be a good idea to ask Ss to circle the
Topic Different personalities subject in each sentence, if they have any difficulty.
Grammar Present simple Remind Ss to read the text through before starting
3 periods
Can (permission) circling the options.
Vocabulary Leisure activities Check the answers with the whole class and ask Ss
to justify their choices.
Warmer
Guessing game: Ss try to guess what is your Answers
1 like 2 likes 3 don’t 4 play 5 doesn’t 6 loves
favourite activity at the weekend. Do you ... at
7 don’t 8 Does 9 do
the weekend? You may provide clues for them to
guess. E.g. It’s a sport, I play with a friend, etc.
Some Ss may then think of their activity and the
class tries to guess it. When Ss read their answers, it is a good idea
that you focus your feedback on the main
content they are working on (E.g. grammar)
1 Listen and answer true (T) or false (F).
54
and avoid comments on other aspects. It is
Ss look at the picture and predict what the friends important to give them the chance to write / say
are talking about. What do they notice about again what they have done wrong before.
Lucas? What do they think he is talking about?
Then they listen to Track 54, check their predictions
and answer the question. 4 Order your dialogue with Michael.
Ss order the dialogue individually and then check in
Answer pairs.
No, he hasn’t (he’s got one brother and one sister). Ask them to explain what information helped them
decide on each choice they have made.
Ss write the dialogue down in the correct order.
54 Audioscript
As a follow up activity, they may role-play the
See SB page 54.
pairs and in small groups, paying special attention Extra practice 1
to the stress patterns.
Teapot Game: A S leaves the room and the
class comes up with a daily activity for him / her
55 Audioscript
to guess. Then, the S returns to the classroom
See SB page 55.
and listens to his / her classmates’ clues, which
are sentences in which the verb is replaced
Pronunciation by the word teapot. E.g. I teapot at the club.
In normal speech, content words (nouns, verbs, I teapot with my friends. I teapot with a ball,
adjectives and adverbs) are stressed. Help Ss to etc. The S has 3 chances to guess what teapot
notice that in each statement one of them carries stands for (E.g. play tennis).
the strongest stress for the sake of meaning.
Extra practice 2
Ss create a similar dialogue of their own and
scramble it for their classmates to put in order. Class & WB Audio
6 Your friend’s party is on Saturday. Ask
for permission. You can use the phrases in the
box.
Ss create dialogues in pairs, using the information
in the boxes.
Encourage them to use different expressions and
to change roles and partners. Answer Key
Promote the use of the intonation and stress
patterns learnt in the dialogue.
Ss may role-play the dialogues for their classmates
or record and upload them on the Internet.
Background

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75
conversation adding new lines. Their classmates Answers Information
should listen to the dialogue and say what the new Ss’ own answers.
2 Answer the questions. information is.
Ask Ss to answer the questions in pairs, before
listening to Track 54 again. Digital connection
Answers
Then, some Ss read their answers. If there are any a6 b2 c3 d1 e4 f5 Ss create an animation where characters
differences, check with the recording.
ask for permission to make a difference in Workbook Digital Connections
another person's life. Answers
Answers
When you pair Ss up, it would be good Suggested websites: 1 1 like 2 prefers 3 loves 4 don’t 5 doesn’t
1 Yes, he has. 2 No, he doesn’t. 3 No, he isn’t. 4 Yes,
she does. to vary the way they are grouped so that www.xtranormal.com 6 watches 7 don’t 8 reads
they have the chance to share learning www.goanimate.com 2 1 do / I don’t 2 Does / he does 3 Does / she
experiences with Ss with different abilities or doesn’t 4 Do / we do 5 Does / it does
Grammar | Present simple styles. Ss gain from sharing time with learners 3a 11 Michael (sport, pop music) Grace (pop and
In pairs, Ss complete the Grammar box. If they who have both similar and different language and classical music, guitar and piano) Grace’s boyfriend
It is always a good idea to give Ss time to
need help, they may look for information in the cognitive skills. (classical music) You (Ss’ own answers.)
prepare a presentation or dialogue in pairs
Dialogue on page 54. before they have to speak in front of the
11 Audioscript
Ask Ss to state the similarities and differences whole class. In this way they will have the chance of
Extra practice 2 practising and feeling confident to speak in public. Hi! I’m Michael. I like sports and music. My sister, Grace,
between the sentences.
doesn’t like sports but she’s a music fan. She plays the

Answers
5 Listen and repeat.
55 guitar and the piano. We go to pop music concerts. I like
pop but I don’t like or listen to classical music. My sister
Affirmative: They / She
Ask Ss to read the title and predict what the girls
does. She goes to concerts with her boyfriend. He loves
Negative: You … watch / He … doesn’t
are asking permission for. music too, but he doesn’t play an instrument. What about
Interrogative: do / Does / doesn’t
Ss listen to the dialogue and check their you? Do you like classical music? Does your brother or
predictions. sister like music? What about sport?
Remember the dialogues in the Use your English
Extra practice 1 b 1 Michel likes sport and pop music. 2 Grace
sections are great tools to work on pronunciation
and intonation. You may ask Ss to say which words doesn’t like sport. She likes guitar and piano.
3 Circle the correct words. are said with more prominence in each sentence.
3 Grace’s boyfriend likes classical music. 4 Grace’s
Ss work in pairs. As this exercise aims at the boyfriend doesn’t play any instrument.
Then, play Track 55 again for them to check.
contrast between the two forms of the Present 4 1 can I go out 2 can 3 can I go to a disco? 4 can’t
Ask Ss to repeat after the recording individually, in
 EDB
EDB22 EDB 2
prev next

Weekly Objectives Extra Listening task (See SB page 58)

Help Ss become aware that sentences are You may want to compile all the articles into a
Consolidating new notions
grouped into paragraphs and that there is class magazine. Ss may create a power point or 56Listen to the interview with Contanza
Developing reading, listening and writing
3 periods
one main idea in each paragraph. publisher presentation or they may use the tools on and answer true (T) or false (F).
Integrating skills
www.issuu.com Ask Ss to tell you what they know about
Constanza (Text 2 EDB 2). Ss read the
Warmer BUILD Writing notes statements before they listen to the recording to
Spell out different habits, routines or leisure Then help them focus on the relevant information for
activities. Ss should say what they are. You may Coty, the photographer Write the word then on the bb and ask Ss to find it the exercise. Then they listen to Track 56 and
also spell them backwards. Then ask Ss to do the in both texts. Elicit from them the use of this linking write their answers.
4 Make a class magazine with articles about
spelling. E.g. P-L-A-Y-H-O-C-K-E-Y word and see if they realise that it is used to mark a
people you like. In groups, write about a person
sequence of time. Answers
you admire or respect: a friend, sportsperson, an
EXPLORE AND DEVELOP Ss read the writing notes and ask them to provide 1T 2F 3F 4F 5F
artist, an inventor, etc.
an example on their own.
Help Ss analyse the writing task:
Magic hands Class & WB Audio
a) purpose (writing an article) 56 Audioscript
CheCk YouR PRogRess 3
b) the readers (their classmates and teacher) Interviewer: Constanza, I imagine you like the arts and
1 Read the journalist’s notes and correct Answers
c) the product (a paper or digital article for the class socio-political subjects. Do you like the theatre
the article about Diego Simonet. 1 1 NT 2F 3F 4T 5 NT 6F
magazine) and the cinema too?
Ask Ss to look at the photograph and say if they 2a 12 1 ‘Talk Spanish’ 2 on the radio 3 No, she doesn’t
Constanza: Sure! I like all the things connected with
know the players, what sport they are playing, for 4 Danni 5 He talks, reads stories, shows videos and sings.
Step 1 Plan people. I don’t like Mathematics or Science
what team, etc. Answer Key
… and I haven’t got time for online chats, or
Ss read the notes and the article in pairs, and Go over the instructions with Ss and elicit the 12 Audioscript
computer games.
correct the wrong information in the text. kind of information they need. They may google Interviewer: Muriel, can I ask you three or four questions?
Interviewer: I see … it’s clear, Coty. Er … Sport? Do you
Make sure that Ss understand that the correct the person on the Internet. Suggest Ss use a Muriel: Sure!
practice a sport?
information is in the notes before they start table similar to the one in Exercise 3 to collect the Interviewer: It’s for the programme ‘Talk Spanish’.
Constanza: Mmm … no.
working. information about the person they have chosen. Muriel: Cool.
Interviewer: You’ve got a brother. Does he like the arts too? Background
For class check, you may ask Ss to read the article Interviewer: Do you listen to the programme on the radio?

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Constanza: My brother? He’s totally different. Just the Information

with the correct data. Step 2 Draft Muriel: No, I don’t. I watch the programme on cable TV.
opposite. One example, he studies Engineering
Interviewer: And what’s your opinion?
Help Ss decide how they can organise the …
Answer Muriel: It’s very good.
Diego Simonet information in paragraphs. E.g. Personal data
Interviewer: Do you use workbooks at school? Revision 3
22, Province of Buenos Aires 2 brothers, mum and dad (Name, age, hometown) / Hobbies and routines /
Muriel: Mmm, yes, but they’re fun. Answers
are handball players Training: runs 2 hours, does gym and Family / Other information.
works on tactics and then plays handball Weekends: goes Interviewer: Aha. And your favourite teacher? 1 1 School subjects / workshops: sculpture, Geometry,
Encourage Ss to use the linking words they know Sports, Biology 2 Opinion words: boring, difficult, easy, Digital Connections
out with his friends and plays footbal Friends in Argentina, Muriel: Dani of course! Great! He talks, reads stories,
(and, but, or, then). fun 3 Clothes: dress, cap, trousers, jacket 4 Habits:
Brazil, Spain and France shows videos and sings!
study, talk in class, listen, go out
Interviewer: And does he … ?
Step 3 Check 2 1 On 2 On 3 At 4 On
Muriel: It’s four questions! And … sorry, but … it’s …
2 Read the article in e-teenmag and 3 1 doesn’t go out 2 studies 3 don’t watch 4 does
a) Remind Ss they should re-read their texts at least boring.
answer. What does Coty do on Fridays? (Kevin) play 5 Do (you) study
once, and that they may use the Grammar boxes Interviewer: That’s OK. Sorry, Muriel. And … thank you.
Ss look at the photo and predict as much as they 4 1 I play tennis. 2 I don’t like football. 3 My sister listens
in the book and bilingual dictionaries as tools for to concerts. 4 Do you go out with friends? 5 Sam
can about Constanza (personal information, family,
self-correction. b Programme (like, watch) Opinion (very good) doesn’t go to the cinema. 6 Does Sam’s brother watch
hobbies, work, habits, possessions, etc.).
Workbooks (boring) Teacher (sings, plays videos) films?
b) Ask Ss to read their friends’ text entirely 3 1 designs 2 doesn’t design 3 does (he) like 4 likes 5 5 1 I like the cinema and the TV, but I don’t like the theatre
Answer or the ballet. 2 Alice dances rock but she doesn’t dance
before correcting specific mistakes (Can they practices 6 plays 7 goes 8 go 9 study 10 Do (they)
She goes to her Sociology classes and her photography salsa. 3 We read comics but we don’t read novels or
lessons.
understand it? Do mistakes interfere in the like 11 do 12 don’t like
blogs. 4 Alice studies on Monday(s) and Friday(s) but she
comprehension of the message?) 4 1 What does he design? 2 Does he design shoes? doesn’t study on Saturday(s) or Sunday(s). 5 They listen
Encourage them to make suggestions for 3 Does he play sports? 4 Where does he go to? to the radio but they don’t watch TV.
3 Complete the table. improvement and write them on the margin. 5 Where do his daughters go to school? 6 Do they like 6 1 Can I go to the cinema 2 can’t 3 Have you got
Japanese? Selena’s CD? 4 Are you a fan? 5 can 6 can I watch
TV with my friends? 7 can
Answers Ask Ss to hand in their drafts so that you may add 5 1 Can I watch 2 can’t 3 can’t 4 can
Name Constanza Cova Age 18 Studies Sociology your comments before they write their final copy.
Hobbies Photography Routines Sociology classes every
day, photography lessons on Fridays, go out with friends at
Step 4 Present
the weekends Camera Reflex
Ss write their final copies, they may include
illustrations or photos.
 TIME OUT B TIME OUT B prev next

Weekly Objectives MEDICINE AND THE MIND MY TIME OUT

Integrating skills
Transferring knowledge to new situations
3 periods
Developing comprehension strategies
The Power of The Mind
YOUR ARDUINO ROBOT
Background information
The Maker Faire is a two-day festival of inventions
in the USA, organised by Make Magazine. In the
event, inventors and makers show their creations
to the general public. The exhibition includes works
of arts, crafts, engineering, science projects and
the Do-It-Yourself mindsets.
Ask Ss to read the title and to look at the drawing. OUR INVENTION
Tell them to predict what the text is about.
Ask Ss to create, in pairs, an invention they feel
Write these questions on the bb and ask them to
may make their lives easier, or more comfortable.
read the text and answer them.
Ask them to draw some pictures to show how
You may ask them to underline the text to support
their answers.
it works, to write some instructions of how it
operates and a brief description of its use.
1 Who does this technology help?
2 What do the doctors put on the brain?
3 What does the sensor do?
4 Is this project in its final part?
Answers
1 A person without arms or with paralysis 2 A sensor Class & WB Audio
3 It picks up the signal. 4 No, it isn’t.

Kimmo and Tero Karvinen presented their book

“Make a Mind-controlled Arduino Robot” in the
San Francisco Maker Faire. The robot is controlled
using an EEG headset, which transmits the Answer Key
electrical activity of the brain to the machine.

Suggested websites:
The Guardian (Science) Enter: www.goo.gl/xnVAV
OR Brown University page: www.goo.gl/zBW4D Background
78

79
79
78

Information
Ss look at the photograph and say what they see.
Ask them to read the title of the article and predict
what it is about.
Write these statements on the bb and ask Ss to
read the text and the caption under the photo, and
decide if they are true or false. Digital Connections
You may ask them to underline the text to support
their answers
1 Arduino is a special robot.
2 You put on a headset and control the robot.
3 You concentrate and the robot doesn’t move.
4 It is impossible to make this robot.
5 Make a Mind-controlled Arduino Robot is a book.

Answers
1T 2T 3F 4F 5T
 Name: Name:
UNIT TEST 1 A Class: Date: UNIT TEST 2 A Class: Date:
prev next

1 MATHS TIME. Write the answers. 4 Read this information and write sentences 1 Write the objects in Lucas’s school bag. 4 Match the questions with the answers.
about the kids. 1 s rp e 1 What are these? a) No, it’s in Room 12.
1 TEN + FIVE =
2 NINETEEN – THREE = 2 sw sh rt 2 Is that your new bag? b) They are my new
Nacho &
3 ELEVEN + SEVEN = Name Ángeles
Felipe
Oliverio 3 a r 3 What colour is Jane’s football boots.

C
F
4 pr ac computer? c) $45.

O
PD
4 TWENTY – NINE =

.D
Age 12 15 14
5 EIGHT + FOUR = 5 n eb k 4 How much is that CD? d) Blue and green.
Year 1 3 2 5 Are those his books? e) No, it’s Rosa’s.
5
5 6 How old is your friend? f) 13.
Fan Robotics Multimedia Drama
7 Is A & T in Room 14? g) No, they aren’t.

1 Ángeles . 2 Order the words to make sentences.

2 Circle the correct words. 7
. . 1 Helen’s / that / new / is / computer / . Class & WB Audio
My first name 1is / am Ignacio. I 2is / am twelve
years / years old. My favourite projects 4is / are
3 2 Nacho & Felipe .
A & T and Robotics. They 5is / are cool. My friend . . 2 are / friends’ / my / bikes / these / red / ? 5 It’s four o’clock p.m. Complete this dialogue at
a sports shop.
Santiago 6is / are in the Music project. 7He / She is a 3 Oliverio .
rock fan. 8We / He are in different rooms. The Music Assistant: 1
afternoon.
. . 3 father’s / your / the / football club / favourite / Barça
Answer Key
project is in Room 16 and my projects 9is / are in / is / ? You: 2
.
Rooms 11 and 12. 18 Some 3 , please .
Assistant: Sure. 4
those trainers
9 4 Room / is / Amy’s / in / 13 / teacher / ?
OK?
5 What about you? You: Yes. They’re really good. 5 Background

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80

5 those / colour / what / boxes / are / ? Information

1 Alan: What’s your first name?
3 Complete the conversation. ?
You:
Juan: Hi! My name 1
Juan. 2
Assistant: 15 pounds.
2 Alan: What’s your surname? 10
your name? You: 15? That’s OK.
You:
Federico: Federico! 3
you in the Drama .
Digital Connections
project? 3 Alan: How old are you? Assistant: Ok. Here are your 7
.
3 Circle the correct words.
Juan: No, 4 not. It’s not my favourite. You: You: 8
.
These / This are my friends Tomás and Ana. He is 2a /
1
My Life Starter

photocopiable
And you? Assistant: You’re 9
.
4 Alan: Are you in a project at school? an art fan and she is 3a / an techno fan. Tomás 4is /
Federico: Yes, I am. It 5
great. My friends 6
You: are in Year 4; 5she / he is 15. Now he is in A & T. Ana 18
in this project too. 7
your project?
is / are in Year 3 and she is in Robotics. Tomás’s /
6 7
Juan: Multimedia. 8
Tomás’ essentials 8is /are paper, paint and design
Manuela: Hi, Juan!
© Pearson

programmes. 9Ana’s / Anas essentials are 10a / an

© Pearson
Juan: Hi, Manuela. This is Federico. 8 in
computer and HI-TECH programmes.
the Multimedia project.
Manuela: I’m in this project too. 9 in Room 10
photocopiable

My Life Starter
13?
Federico: No, 10 in Room 14.

10

TOTAL 50 TOTAL 50
 Name: Name:
UNIT TEST 3 A Class: Date: Mid-year Test A Class: Date:
prev next

1 Put the letters in order and write the name of 4 Complete the table about you. Write sentences Reading Vocabulary, Grammar and
the animal. about you, Pam and Manuel. Communication
1a Read the text and answer the question.
1 STTROEIO T
What’s the name of Janet’s favourite avatar?
2 Complete the crossword puzzle.
2 RDPSEI S YOU PAM MANUEL

C
F

O
3 NSAEK S

PD
2

.D
4 SHOGLFDI G 1
1 T
5 YMNOEK M ? YES YES 6

5 3 S A
Hi! I’m Janet. I’m 13 years old. I’m an A & T
fan. This is my project at school. I’ve got four
2 Circle the correct words. different avatars. I’ve got a special photo mixer. Class & WB Audio
5
Pedro and his / her friends, Tomás and Juan, have /
1 2
My favourite avatar is Monster. It’s got five blue
has got the same passion: football. They’ve got / They
3
? NO YES eyes and a small nose. It’s my mother’s nose!
4 T - I
are different favourite footballers and clubs. Pedro It’s got two mouths and four big ears. It hasn’t
is / are a River fan but Tomás and Juan 5is / are (an)
4
got hair.
Independiente fans. They have got their / his special
6
My friends have got their avatars too. Anna’s Answer Key
football boots. They / It are red and black. This /
7 8
avatar, Funny, has got a big green head and
Across Down
These boys have got the same hobby: cinema and TV. Ricky’s avatar, Horror, has got a small red
Juan 9have / has got a special collection of old films; head. 1 2
? YES NO
Pedro and Tomás have / has got their / his special
10 11
Anna and Ricky aren’t in A & T. They’re Drama
Background

83
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collection too: cartoons. 12Tomás’s / Tomás’ favourite fans and are in the Drama project, in Room 14.
10 + 2 = Information
cartoon is Tom and Jerry. 13Have / Has Pedro got
a favourite cartoon? Of course: The Pink Panther.
b Write T (true) or F (false).
14
Have / Has you got a favourite cartoon or film? 1 I a cat. Pam and Manuel
. 1 Janet, Anna and Ricky are A & T fans.
14
2 Janet is in the A & T project. 3 5 Digital Connections
2 Pam but Manuel .
I . 3 Janet has got special programmes.
3 Complete the conversation.
My Life Starter

photocopiable
3 Manuel but Pam 4 Funny has got a red head.
Annie: What’s this, Johnnie?
.I .
Johnnie: It’s my new avatar. 1 5 The Drama project is in Room 15.
a big head. 12
Annie: Are 2 its eyes? 3 10
6
© Pearson

4
three?

© Pearson
5 Write the conversation.
Johnnie: Yes! 4 blue and yellow. Look at
You: 1
?
its mouth.
(ask for a protractor)
photocopiable

Annie: Is it your mouth?

My Life Starter
Your friend: Yes. Here 2 .
Johnnie: No,5 .
You: 3
.
It’s 6 my mum’s mouth.
Annie: Wow! 7 you a 3
special computer programme? 8
Johnnie: Yes, 8 a photo mixer.

16 TOTAL 50
 Name: Name:
Mid-year Test A Class: Date: UNIT TEST 4 A Class: Date:
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3 Read about Rick, Janet’s boyfriend, and circle Listening 1 Circle the word that is different. 4 Look at the pictures and complete the
the correct option. sentences.
5a Listen to Janet and Rocco, a new boy
57 1 earache run sit down walk
I’ve got 1a / an Science test. No problem … I 2am /
at her school, and answer the question. 2 table chair desk key
A
are a Science fan. My teacher, Miss Peres, 3is / are
Is Rocco in the Drama project?

C
super. 4Her / His lessons are great and 5her / his 3 headache cold open temperature

O
PD

.D
tests isn’t / aren’t difficult. My friends, Joaco and
6
4 under in play on
Inés, 7is / are Science fans too. 8I / We are in the 1
5 homework exercise test drink
Science project in Room 11. Joaco 9has got / have
got a favourite experiment, “Electricity”, 10and / but
5
Inés and I 11haven’t got / hasn’t got one. 12Have / b 58 Listen again and write answer true (T),
false (F) or doesn’t say (DS).
Are we got essentials? Of course, 13our / their
computers! 14Inés’s / Inés’ notebook is pink!!! 1 Janet is a new student. 2 Circle the correct words. B Class & WB Audio
My / Her computer … pink? No way! My computer
15 2 A & T is in Room 16.
A visit to The Art Museum. Instructions:
and Joaco’s / Joacos computer is / are blue
16 17 3 The school has got a new room for the
Drama project. 1 Be / Don’t be at the museum on time.
and white.
34 4 Janet has got two friends in the Drama 2 Eat / Don’t eat in the rooms.
Project. Answer Key
3 Eat / Don’t eat in the museum park.
5 Rocco and Janet are Drama fans.
4 Read Janet’s chat with a follower and 4 Listen / Don’t listen to the guide.
complete the questions. 10
5 Use / Don’t use your mobile phone.
Janet: Hi, Marcos! 1 In Picture A, the school bag is the bed,
Marcos: Hello, Janet. 1
OK? 6 Look / Don’t look at the pictures on the wall. but in Picture B it’s the chair. Background

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84

Writing Information
Janet: Perfect. I’m in a new project!
2 In Picture A, the mobile phone
12
Marcos: Cool … 2 project? 6 Write about a friend (name, surname, age, the pencil case, but in Picture B .
Janet: Multimedia. favourite club / music band, eye colour, brothers /
sisters, pets). 3 Complete the conversation. 3 In Picture A, the crayons ,
Marcos: 3
got that project at
school? Anna: Hi, Mike. 1
go to the but in Picture B .
Digital Connections
Janet: Yes, and my friends are in this project too. shopping centre.
4 In Picture A, the netbook ,
Marcos: 4
Amy in the Multimedia project? Mike: No, not to the shopping centre.
but in Picture B .
My Life Starter

Anna: OK. 2 a

photocopiable
3
Janet: No … she’s in A & T.
video game. 14
Marcos: Well, you know, she’s a techno fan. 5
in Year 2 or 3? Mike: Great! But I 4 5

games here. 6 you 5 Read the following recommendations and

Janet: 2. write what’s the matter with them.
Marcos: Year 2! 6
7
games on your computer?
© Pearson

Anna: Yes, a 1 Facu, go to the dentist!

© Pearson
8 9
? 15
new game, Ghosts 4. It’s fantastic! Facu’ s got .
Janet: 14 years old. 7 14
too? Mike: I don’t know that game. 10 2 Manuel and Julia, don’t eat chocolate.
photocopiable

play it now! They .

My Life Starter
Marcos: No. 15, my friend, 15 …
Anna: Of course.
21 3 Mary, use this thermometer.
10 She .

TOTAL 100 TOTAL 50

 Name: Name:
UNIT TEST 5 A Class: Date: UNIT TEST 6 A Class: Date:
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1 Complete this crossword with the 7 days of 4 Order the words to make sentences. 1 Match the verbs with the nouns. 4 ,
the week. .
1 you / your / friend’s / do / like / bike / ? 1 practise a) at home
7
2 play b) a song 5
1   U   S       3 listen to c) the piano .
2 we / like / do / design / not / our / .

C
F
    T      

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R

PD
2 4 sing d) music

.D
6 the weekend,
3   O       5 stay e) sports
3 father / her / and / like / mother / her / do / clothes / ? .
4 W              
5 14
5         Y
6   H           4 they / do / like / what / school / at / ?

7 2 Complete the text with the correct form of the 4 Complete the interview.
5 those / I / exercises / like / difficult / . verbs in brackets. Class & WB Audio
Interviewer: Hi John! Thanks for this interview.
2 Circle the correct words. My new Science teacher, Mr Smith; is great. John: You’re welcome!
My friend’s family is very big. He 1has got / have got I 1
(like) his lessons. They are Interviewer: 1
play your
10
three brothers and two sisters.2Their / Our mother fantastic. My friend Tomás 2
(not violin six hours a day?
like) Science. He 3
(love) Art. Mr John: Yes, 2______ ______. On Saturday and
and father 3have got / has got a busy life 4and / or 5 Look at the table. Does Anna’s family like her
they like it. 5They / We say it is fun. Rocco, my friend, new clothes? Complete the sentences using the Smith is a music fan. He 4
(not like) Sunday I 3 five hours. Answer Key

and 6his / her family love music. He and 7his / her linkers and and but. pop music but he 5
(like) rock and Interviewer: 4
got a band?
brothers like rock. 8His / Her sisters like pop music. roll. Tomas and I 6
(love) rock and John: Yes. My brother and sister have got their
father & mother brother & sister
His / Her mother and father don’t like tango 10and /
9 roll. We are fans of The Rolling Stones. band, too.
but they love Argentinian folklore music. 12 Interviewer: 5
like their Background

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music? Information
10
John: It’s great! 6 got millions of
3 This is typical week in Pam’s life. Write fans.
sentences about her routines. Interviewer: Wow! 7 your father and
3 Match the questions with the answers
mother to your concerts?
1 Do you like my a) No, they say it’s too MONDAY TUESDAY WEDNESDAY
John: Yes, they 8 of course! Digital Connections
green jacket? difficult.
1
play on the 2
read books 3
not stay
2 Do your friends like b) Classical music. 16
computer home / play
My Life Starter

photocopiable
Maths? 1 Her father and mother her handball at the
3 What do your c) Science. club
brother and sister . 5 Ask for permission.
father and mother
2 , 1 You like your father’s new computer. (use)
like? THURSDAY FRIDAY WEEKEND
. your new computer, Dad?
4 Do your teachers d) Yes, they do.
© Pearson

4
go out with 5
watch funny 6
not go to

© Pearson
like your design? 3 friends films school 2 You like football matches. (watch)
5 What’s your e) No. It’s easy. . the football match, Mum?
favourite subject?
3 You like Michael. (invite)
photocopiable

16 1 Monday, Pam

6 Do you like Social
Studies?
7 Is PE difficult?
My Life Starter
f) Yes, it is fun.
. Michael to my party Mum,
please?
g) Yes, green is perfect! 2 ,
. 3

7 3 , . She
.
TOTAL 50 TOTAL 50
 Name: Name:
End-of-year Test A Class: Date: End-of-year Test A Class: Date:
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Reading b Write T (true), F (false) or DS (doesn’t say). b Answer the questions in Exercise 3a with 6 Read Football fan’s typical week and write
1 Tennisgirl plays tennis competitions. information about you. about his habits and routines.
1a Read this chat.
Is Tennisgirl OK? 1 MONDAY TUESDAY WEDNESDAY
2 Dogboy is at school.
2 1
go to the 2
play football 3
not go out

C
F
3 Footballfan has got four exams this week.

O
PD
3 dentist’s at the club with friends

.D
1
4 Dogboy is in Paris. 4
THURSDAY FRIDAY WEEKEND
5
5 Maths is Tennisgirl’s favourite subject. 4
chat with 5
go to a party 6
watch sports
Chat 10 Tennisgirl on TV
5

Tennisgirl 1 On Monday, Footballfan

Hi, there! I’m in bed … I’ve got a temperature Vocabulary, Grammar 4 Circle the correct words.
and Communication 2 Class & WB Audio
Dogboy Dogboy, Tennisgirl’s / Tennisgirls’ friend, love /
1 2
3
Cool… Bed … bed …. BED! Perfect life!
2 Write sentences about Tennisgirl. Use these loves dogs. He has got / have got two. They / It
3 4
4
Tennisgirl ideas.
You don’t understand, I’ve got a tennis match on
are black and white. His / Their names are Spot and
5
5
Saturday!! 1 two new rackets Snowy. His / Her brother and sister is / are animal
6 7
6
Dogboy fans too. They have got / has got two cats. Dogboy
8
Answer Key
18
Ah Sorry, Tennisgirl … is it an important match?
studys / studies at The Madame Curie School. He /
9 10
2 essentials: rackets and MP3
Tennisgirl She is in Year 8 and his favourite subject is Science.
Important?! It’s the final match … and I’m here
Listening
He doesn’t like /don’t like languages but he love /
11 12

Footballfan 3 watch horror films / Saturday loves Maths and Natural Sciences. 13Has he got / 7a Listen to Tennisgirl’s sister, Oli, and
59
Relax, Tennisgirl. Today’s Tuesday. Stay in bed ... Background
On Friday you are OK and you play the final on Sat. her friend Maggie and answer the question.

89
88

he has got essentials? Obviously! His science books Information

Tennisgirl
Thanks, Footballfan. How are your things, guys?
Dogboy
Great! It’s summer holiday here in France. I don’t
go to school these days. My friends and I go out in
the afternoon. Sometimes we play football in the
park or watch a film at home.
Footballfan
Wow! YOU are lucky. It’s exam time at my school
My Life Starter
Where’s Maggie?
4 hate / coffee and his new notebook. 14They / It is a blue computer
with special programmes. 15Dogboy’s / Dogboys’
friends 16are / aren’t science fans; they 17likes / 1
5 mother and father / not play tennis
like Social Science. “18Their / Our favourite subject
is History,” they say. Dogboy and his friends like Digital Connections
b 60 Listen again and answer true (T) or false (F).
5 football. They 19plays / play 20at / on the weekend.
1 Maggie and Oli’s sister are in bed.

photocopiable
… This week: Maths, Science … and Spanish! 20
2 Maggie’s got four new computer.
3a Order the words to make questions for
Tennisgirl 3 Oli can go to Maggie’s house.
Poor you! Are they difficult?
Tennisgirl.
4 They can play in Maggie’s room.
Footballfan
1 old / you / are / how / ? 5 Complete Dogboy’s conversation with his mother.
5 Oli loves chocolate cake.
Maths is impossible!
Dogboy: I like this new book on elephants.
6 Maggie and Oli like biscuits.
© Pearson

© Pearson
Dogboy Mother: 1
_______ you?
Have you got a Maths fan in your class? Ask him /
2 you / parties / like / do / ?
6
her for help. Dogboy: Yes! 2_______ great!
Footballfan Mother: 3
_______ I see it?
3 got / a / car / your / new / father / has / ? Writing
photocopiable

Yeah that’s a good idea . Thanks Dogboy.

My Life Starter
Dogboy: Sure you can.
Tennisgirl Mother: I like it too. 8 Write about you on a new blog (name, surname,
I love Maths ... it’s my favourite. What’s your
4 your / sport / mother / does / practise / ? Dogboy: 4______ _____ use it for my project? age, family, habits and routines, essentials, likes).
favourite subject?
Mother: Yes. It 5_____ _____ pictures and interesting
Footballfan
Not Maths … Art! … but I haven’t got an Art exam 5 got / a / notebook / have / you / brown / ? information.

10 14

10
TOTAL 100
 Tests A: Answer key & Audioscript prev next

Unit Test 1 A 4 1 Are you 2 What’s your 3 Have you 4 Is 5 Is 4 1 Do you like your friend’s bike? 2 We do not like Maggie: Mm … I’ve got a temperature.
1 1 fifteen 2 sixteen 3 eighteen 4 eleven she 6 How old is she 7 Are you our design. 3 Do her father and mother like her Oli: My sister, too. She is in bed. Boring?
5 twelve 5a 57 No, he isn’t. clothes? 4 What do they like at school? 5 I like Maggie: Very boring.
2 1 is 2 am 3 years old 4 are 5 are 6 is those difficult exercises. Oli: Can I come to your house? We can play in
7 He 8 We 9 are b 58 1 DS 2F 3T 4T 5F 5 1 g 2 a / d 3 b or c 4 d 5 c 6 f 7 e your room.

C
F
3 1 is 2 What’s 3 Are 4 I’m 5 is 6 are Audioscript Maggie: Let’s see ... Mum, can Oli come in the

O
57 & 58

PD

.D
7 What’s 8 He’s 9 Is it 10 it’s Unit Test 6 A afternoon?
Janet: Hi! Are you a new student?
4 1 Ángeles is 12 (years old). She is in Year 1. She is 1 1 e 2 b, c or d 3 b, c or d 4 b 5 a ... OK but we can’t go out.
Rocco: Yes.
a Robotics fan. 2 Nacho and Felipe are 15 (years 2 1 like 2 doesn’t like 3 loves 4 doesn’t like Oli: Right. Can we play on your computer?
Janet: My name’s Janet. What’s your name?
old). They are in Year 3. They are Multimedia fans. 5 likes 6 love Maggie: Sure. I’ve got new games: Dolls IV and City
Rocco: Rocco. Is this Room 12?
3 Oliverio is 14 (years old). He is in Year 2. He is a 3 1 On / plays on the computer. 2 On Tuesday, Planning.
Janet: No, it’s 16. I’m in the A & T project. What’s your
Drama fan. she reads books. 3 On Wednesday, she doesn’t Oli: Cool!
project?
5 Students’ own answers. stay home. She plays handball at the club. 4 On Maggie: Do you like chocolate cake? I’ve got a super
Rocco: Art and Technology.
Thursday, she goes out with (her) friends. 5 On delicious cake. Class & WB Audio
Janet: Cool! We’re in the same project … but A & T
Unit Test 2 A Friday, she watches funny films. 6 At the weekend, Oli: Sorry. I don’t. Biscuits?
isn’t in Room 12. It’s in Room 14.
1 1 sharpener 2 sweatshirt 3 eraser 4 protactor she doesn’t go to school. Maggie: No problem. We can eat biscuits. I’ve got …
Rocco: Hey, what’s that, Janet?
5 notebook 4 1 Do you 2 I do 3 play 4 Have you 5 Do you
Janet: A new room for Drama …
2 1 That is Helen’s new computer. 2 Are these my 6 They’ve 7 Do / go 8 do 8 Ss’ own answers.
Rocco: Are those the boys and girls in the
friends’ red bikes? 3 Is your father’s favourite 5 1 Can I use 2 Can I watch 3 Can I invite
Drama project?
football club the Barça? 4 Is Amy’s teacher in Answer Key
Janet: Yes, those two are my friends Anna and Ricky.
Room 13? 5 What colour are those boxes? End-of-year Test A
Rocco: Are they drama fans?
3 1 These 2 an 3 a 4 is 5 he 6 is 1a No, she isn’t. She’s in bed with a temperature.
Janet: Fans??!! They’re Drama maniacs!
7 Tomás’s 8 are 9 Ana’s 10 a b 1 T 2 F 3 F 4 DS 5 T
4 1b 2e 3d 4c 5g 6f 7a 2 1 She’s got two new rackets. 2 Her essentials
5 Good 2 Good afternoon 3 trainers 4 Are 6 Ss's own answers. are her rackets and an MP3. 3 On Saturday(s),
5 Are How much are they 6 Here you are she watches horror films. 4 She hates coffee. Background

91
90

7 trainers 8 Thank you 9 welcome
Unit Test 3 A
1 1 TORTOISE 2 SPIDER 3 SNAKE
4 GOLDFISH 5 MONKEY
2 1 his 2 have 3 They’ve got 4 is 5 are
6 their 7 They 8 These 9 has 10 have
11 their 12 Tomás’s 13 Has 14 Have
3 1 It’s got 2 these 3 Has it got 4 They’re 5 it
My Life Starter
Unit Test 4 A
1 1 earache 2 key 3 open 4 play 5 drink
2 1 Be 2 Don’t eat 3 Eat 4 Listen 5 Don’t use
6 Look
3 1 Let’s 2 I’ve 3 got 4 haven’t 5 got
6 Have 7 got 8 I’ve 9 got 10 Let’s
4 1 on (1 mark) / under (1 mark) 2 is in (2 marks) /
it’s in the school bag (2 marks) 3 are under the
pencil case (2 marks) / they are on the chair (2 marks)
5 Her mother and father don’t play tennis. Information
3a 1 How old are you ? 2 Do you like parties?
3 Has your father got a new car? 4 Does your
mother practise sport? 5 Have you got a brown
notebook?
b Ss’ own answers.
Digital Connections
4 1 Tennisgirl’s 2 loves 3 has got 4 They
5 Their 6 His 7 are 8 have got 9 studies
10 He 11 doesn’t like 12 loves 13 Has he got

isn’t 6 got 7 Have … got 8 I’ve got
4 1 I have / haven’t got a cat. Pam and Manuel have
got a cat. 2 Pam hasn’t got football boots but
Manuel has got football boot. I have / haven’t got
football boots. 3 Manuel hasn’t got an eraser
© Pearson
photocopiable
4 is under the bed (2 marks) / it is on the chair 14 It 15 Dogboy’s 16 aren’t 17 like 18 Our
(2 marks) 19 play 20 at
5 1 a toothache 2 have got a stomach ache 5 1 Do 2 It’s 3 Can 4 Can I 5 has got
3 has got a temperature 6 1 On Monday, Footballfan goes to the dentist’s.
2 On Tuesday, he plays football at the club. 3 On
Unit Test 5 A

but Pam has got an eraser. I have / haven’t got an Wednesday, he doesn’t go out with friends. 4 On

© Pearson
eraser. 1 1 Tuesday 2 Saturday 3 Monday Thursday, he chats with Tennisgirl. 5 On Friday,
5 1 Have you got a protactor? 2 Here you are. 4 Wednesday 5 Friday 6 Thursday 7 Sunday he goes to a party. 6 On Saturday and Sunday /
3 Thank you 2 1 has got 2 Their 3 have got 4 and 5 They At the weekend, he watches sports on TV.
6 his 7 his 8 His 9 His 10 but
photocopiable

My Life Starter
7a 59 (She’s) in bed / at home.
Mid-year Test A 3 1 like her (new) trousers but … don’t like her (new)
1a Monster trousers / them. 2 Her father and mother like b 60 1T 2F 3T 4T 5F 6T
b1F 2T 3T 4F 5F her dress and her brother and sister like her (new) 59 & 60 Audioscript
2 1 TWELVE 2 SWEATSHIRT 3 SHARPENER dress / it (too). OR Her father, mother, brother and
4 T-SHIRT 5 BIKE 6 SNAKE sister like her (new) dress. OR Her family likes her Maggie: Hi, Oli!
3 1 a 2 am 3 is 4 Her 5 her 6 aren’t 7 are (new) dress. 3 Her father and mother don’t like Oli: Hi, Maggie! Are you at home?
8 We 9 has got 10 but 11 haven’t got 12 Have her (new) skirt but her brother and sister like her Maggie: Yes, in bed.
13 our 14 Inés’s 15 My 16 Joaco’s 17 are (new) skirt / it. Oli: What’s the matter?
 prev next
Dumas, Andrea
My Life Teacher’s Resource Book Starter / Andrea Dumas; Augusta Rabinovich. - 1a ed. –
Buenos Aires: Pearson Education S.A., 2013.
E-Book
ISBN 978-987-615-372-0
1. Enseñanza de Inglés. I. Dumas, Andrea. II. Rabinovich, Augusta. III. Título.
CDD 420.7

Class & WB Audio

Pearson Education S.A.
Av. Belgrano 615 piso 11°
C1092AAG Ciudad Autónoma de Buenos Aires, Argentina.

www.pearsonelt.com.ar

© Pearson Education S.A. 2013

Answer Key
All rights reserved. No part of this book may be reproduced, stored
in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise,
without the prior written permission of the Publishers.

ISBN 978-987-615-372-0 Teacher’s Resource Book Background

Information
This edition published by
Pearson Education Río de la Plata, 2013
Publisher Silvina Ferrante
Editor Silvia Kosaruk
Digital Editor Guadalupe Herrera
Digital Connections
Design Trineo Comunicación Visual
Production Karina Liste
Illustrations Pablo Felíz, Fernando Martín Gómez
Cover design Trineo Comunicación Visual

The publisher would like to acknowledge Gonzalo H. Rosetti

for the development of “Guía de proyectos digitales” at
www.pearsonelt.com.ar/mylife.

The authors would like to thank Carlos A. González for his

collaboration during the development of this Teacher’s Book,
and María Magdalena Calvo de de la Vega for her valuable
suggestions.

We are grateful to © Shutterstock.com for permission

to reproduce copyright photographs and illustrations.