Edición en castellano

1
Teacher’s Book

Tim Bowen
Macmillan Education
4 Crinan Street, London N1 9XW, UK
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978-0-230-47966-1
Text © Macmillan Publishers Limited 2014
Design and illustration © Macmillan Publishers Limited 2014
Written by Tim Bowen
The author has asserted his rights to be identified as the author of this work
in accordance with the Copyright, Designs and Patents Act 1988.
First published 2014
All rights reserved; no part of this publication may be reproduced, stored
in a retrieval system, transmitted in any form, or by any means, electronic,
mechanical, photocopying, recording or otherwise, without the prior written
permission of the publishers.
Designed by James Osborne
Cover design by Andrew Oliver
Student’s Book acknowledgements:
Original design by Andrew Oliver
Designed by Designers Collective
Illustrated by Beach pp4, 97; Mark Draisey pp44, 54, 64;
Mark Willey pp14, 24, 34, 56, 64, 66, 68, 78, 88, 98.
Picture research by Sally Cole
The authors and publishers would like to thank the following for permission
to reproduce their photographic material:
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p13(cr); Xbox p74. Commissioned photos by Studio8 pp5, 8, 9, 16, 17, 26,
27, 36, 37, 48, 49, 58, 59, 68, 69, 81, 82, 90, 91, 95, 100, 101.
Thanks to Chris, Ellie, Kai, Molly, Annabelle Mitchell, Emmy Happisburgh,
Josh Parris, Louis Cordice and Roxanne Rickets.
The authors and publishers are grateful for permission to reprint
the following copyright material: Stuck at Prom® text and images
reproduced by permission of ShurTech Brands, LLC; quote by Joe English
reproduced by permission of Dazl Diamonds on behalf of Joe English; facts
from website http://fabulousmag.co.uk/2012/04/08/
im-not-proud-of-my-figure/ reproduced by permission of News International;
quote by Leona Lewis from www.brit.croydon.sch.uk reproduced by
permission of Modest! Management; extracts from
www.skatestudyhouse.com reproduced by permission of Skate Study
House; the designer Gil Le Bon Delapointe designed the whole building
inside (the skate furniture and transitions) and outside (the “ribbon” concept);
quotes and facts by Paige Wheeler from www.paigewheeler.co.uk
reproduced by permission of Dionne Tomlinson and Andy Wheeler.
These materials may contain links for third party websites. We have
no control over, and are not responsible for, the contents of such
third party websites. Please use care when accessing them.
Material curricular para la Educación Secundaria Obligatoria
del área de Lengua Extranjera, Inglés, que corresponde al
proyecto presentado para su supervisión y/o aprobación /
homologación / registro en las Entidades de Educación de las
Comunidades Autónomas.
Pulse conforms to the objectives set by the Common European
Framework of Reference and its recommendations for the evaluation
of language competence.
2018 2017 2016 2015 2014
10 9 8 7 6 5 4 3 2 1
contenidos
INTRODUCCIÓN A PULSE página iv

COMPONENTES DEL CURSO página vi

CONTENIDOS DEL STUDENT’S BOOK página xiv

STARTER UNIT – WELCOME TO MY WORLD página T4

UNIT

1 SCREEN STORIES página T10

UNIT

2 SCHOOL DAYS página T20

UNIT

3 ACTIVE! página T30

Collaborative project 1 página T40

UNIT

4 LOOKING GOOD? página T42

UNIT

5 FEELING GREAT! página T52

UNIT

6 HOME SWEET HOME página T62

Collaborative project 2 página T72

UNIT

7 FUN AND GAMES página T74

UNIT

8 SONG AND DANCE página T84

UNIT

9 SPECIAL DAYS página T94

Collaborative project 3 página T104

EXTERNAL EXAM TRAINER página T106

PRONUNCIATION LAB página T124

CLAVE DE RESPUESTAS DEL WORKBOOK página T127

 introducing pulse
introducción a pulse
Pulse es un curso para la ESO con unos contenidos
actuales sacados del mundo real, muy interesantes para
los adolescentes. Además, por su ritmo rápido y por usar
textos auténticos, unos temas y un inglés de hoy, no solo
aumenta el interés de los jóvenes de este grupo de edad
sino que proporciona un desafío muy apropiado para los
estudiantes del siglo XXI.
Los principales objetivos de Pulse son desarrollar al máximo
la competencia lingüística de los alumnos, enseñarles
herramientas y estrategias para el aprendizaje permanente
dentro y fuera del aula, y prepararlos en las destrezas de
examen que les serán útiles en la ESO y después.
Para conseguir tales objetivos Pulse ofrece:
Contenido lingüístico
Vocabulario y gramática en contexto
Pulse utiliza un enfoque inductivo sobre el vocabulario,
garantizando que las palabras nuevas se presentan poco
a poco y se practican a fondo antes de pasar al siguiente
grupo léxico. Para captar el interés de los alumnos, el
curso presenta y practica el vocabulario de diversas
formas, incluidas presentaciones contextualizadas. Los
grupos de palabras están grabados en los CD de clase
para que escuchen y practiquen la pronunciación.
Las estructuras gramaticales se presentan en textos
variados y redactados como los de la vida real, que
proporcionan a los alumnos el contexto esencial para
poder entenderlos. Unas tablas de gramática muy claras
les ofrecen un material de referencia muy fácil de usar.
Destrezas integradas
Pulse enfoca las destrezas de un modo integral para que los
alumnos desarrollen en paralelo tanto las productivas como
las receptivas. Cada unidad del Student’s Book contiene
una innovadora doble página llamada Integrated skills, con
actividades de reading, listening, writing y speaking para
que mejoren las destrezas comunicativas en un contexto
realista. Las destrezas receptivas las practican leyendo un
texto auténtico y escuchando una interesante grabación;
las productivas, viendo un diálogo grabado en vídeo que les
sirve de modelo y de base para que practiquen la producción
oral y escrita de una forma cuidadosamente estructurada.
Reading
Pulse contiene textos muy variados e interesantes para
los jóvenes de estas edades. Los hay de diferentes
estilos, convenientemente estructurados y graduados en
dificultad para que los alumnos conozcan distintos tipos
de material de lectura.
iv
Writing: Interacción y producción
La destreza de writing se enseña y practica de manera muy
estructurada ya que los alumnos, antes de escribir un texto del
tipo que sea, trabajan sobre un modelo y siguen paso a paso
unas pautas que les dejan claro que, para escribir bien, hay
que planificar, escribir un borrador y luego pasarlo a limpio.
Listening
La destreza de listening quizá sea una de las que más cuesta
desarrollar, por eso Pulse proporciona a los alumnos el apoyo
que necesitan antes de oír la grabación y mientras la escuchan,
para ayudarlos a entenderla y aumentar su confianza.
Speaking: Interacción y producción
Los alumnos se expresan oralmente en las actividades de
la sección Express yourself, que les brinda la oportunidad
de dialogar e intercambiar opiniones.
En el Curso Digital, la doble página Integrated skills
incluye un modelo de conversación totalmente interactivo,
con videoclips de personas del Reino Unido que hablan
en situaciones cotidianas y actividades cuidadosamente
pautadas que guían a los alumnos en la producción y la
práctica de sus propios diálogos.
Destrezas para el aprendizaje
permanente
Autonomía en el estudio y autoevaluación
Pulse promueve la autonomía de los alumnos y los anima a
intervenir de forma activa en su aprendizaje.
Con este objetivo, les proporciona materiales para que
estudien y practiquen solos tanto en el Student’s Book
como en el Workbook. El Self-study bank del Workbook
contiene muchísimas actividades de refuerzo y ampliación
para que consoliden y amplíen lo que aprenden en clase,
además de una Word list, una Speaking reference y una
Pronunciation reference.
También los anima a evaluarse utilizando los cuadros Self-
evaluation que hay al final de cada unidad del Workbook
y a evaluarse como grupo en la realización de los trabajos
de colaboración o Collaborative projects incluidos en el
Student’s Book.
Estrategias de aprendizaje
Es muy importante que los alumnos desarrollen estrategias
de aprendizaje; por esta razón, Pulse incluye unos consejos
muy útiles en los Learning to Learn tips y unos cuadros
(Analyse) que los hacen reflexionar sobre las diferencias que
hay entre el inglés y su lengua materna. En los niveles 3 y 4,
Pulse enseña también a desarrollar el pensamiento crítico.
Conciencia sociocultural y destrezas para la vida
Pulse tiene como objetivo dotar a los alumnos de la
conciencia sociocultural y las habilidades que necesitan
para convertirse en ciudadanos informados de un mundo
globalizado. Con un enfoque cuidadosamente diseñado,
los guía desde la conciencia cultural (niveles 1 y 2) y la
conciencia social (nivel 3) hasta las destrezas para la vida
(nivel 4). El Curso Digital incluye videoclips sobre temas
culturales y sociales diseñados para complementar el
Student’s Book. Estos vídeos son una ventana a la cultura
y la sociedad de muchos países de habla inglesa y llevan
worksheets fotocopiables en el Teacher’s Resource File.
Contenidos interdisciplinares
En los niveles 1 y 2, las actividades Grammar in context
del Student’s Book tienen un enfoque CLIL, al estar
relacionada cada una con una asignatura del programa de
estudios. Además, el Teacher’s Book ofrece enlaces a otras
materias del currículo escolar. En los niveles 3 y 4, el foco
cambia a la literatura. Cada actividad se basa en una lectura
graduada de la serie Macmillan Readers, y el Teacher’s
Book ofrece información adicional para los profesores que
deseen utilizar esa lectura en clase o como tarea para casa.
También pueden encontrar útiles recursos e información
sobre la forma de explotar estas y otras lecturas en clase en
la página web www.macmillanreaders.com.
Competencia digital
Pulse promueve la competencia digital de numerosas
maneras, entre ellas, haciendo que los alumnos naveguen
por internet para completar Web quests y usen paquetes
informáticos y herramientas en línea para realizar trabajos
El Consejo de Europa y las
competencias básicas
Pulse se ha diseñado siguiendo las directrices del Consejo
de Europa, cuyo objetivo curricular no es sólo enseñar
una lengua, sino enseñar a comunicarse a través de ella.
Según el Marco Común Europeo de Referencia para las
Lenguas (MCER), los alumnos deben ser capaces de
realizar tareas comunicativas cada vez más avanzadas
con el fin de desarrollar gradualmente su competencia
comunicativa en una lengua extranjera.
Los contenidos de Pulse están pensados no sólo para
cumplir con las competencias lingüísticas y comunicativas
enumeradas a continuación, sino también para mejorar las
habilidades de los alumnos en todas las competencias clave.
CCL  Competencia en comunicación lingüística
CMCT Competencia en matemáticas, ciencia y tecnología
CD  Competencia digital
CAA  Aprender a aprender
CSC  Competencias sociales y cívicas
SIE  Sentido de iniciativa y emprendimiento
CEC  Conciencia y expresión cultural
Apoyo y soluciones para el profesorado
Pulse cuenta con una completa gama de componentes
para apoyar a los profesores y ofrecerles soluciones a los
problemas que surgen en las aulas. Son estos:
1
Teacher’s Book

en grupo en los Collaborative projects. También amplían 1

Teacher’s Resource File

sus conocimientos sobre herramientas web haciendo

las actividades de las Digital competence worksheets Includes
• Pulse Basics
• Vocabulary and grammar

incluidas en el Teacher’s Resource File. En la Página web

worksheets
• Translation and dictation
worksheets
• Key competences worksheets
1
• Key competences evaluation
grids Teacher’s

del alumno hacen actividades de práctica para mejorar

Tim Bowen • Culture and CLIL worksheets
• Culture video worksheets
ISBN 978-0-230-43922-1
• Digital competence worksheets
• Macmillan Readers worksheets
• Answer keys for each section
Resource File
Multi-ROM
Version 1.0 Impression 1
Audio files You can listen to the audio on a normal CD player.
Windows This is an autorun CD. If the application does not
start automatically, navigate to your CD-ROM drive and open
the file index.html in a web browser.

su adquisición de la lengua inglesa, y con los materiales

Macintosh/Linux Navigate to your CD-ROM drive and
©

.
al
open the file index.html in a web browser.
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digitales interactivos aprenden a usar herramientas

digitales de forma independiente. Teacher’s Book Teacher’s Teacher’s
Resource File Resource File
Material de evaluación con CD de Multi-ROM
Pulse proporciona todo lo necesario para hacer una Audio
evaluación continua de las destrezas de los alumnos y
para evaluar las competencias clave. Los estándares de
aprendizaje se pueden evaluar usando el Tests and Exams
Multi-ROM, el CEFR Skills Exam Generator y el External Class Audio CDs
1
Exam Trainer del Student’s Book y del Workbook.

Los alumnos adquieren las habilidades que necesitan

para superar con éxito los exámenes porque aprenden
a abordar una gran variedad de tests sobre las cuatro
Curso Digital CD de Clase Tests and Exams
destrezas. En el External Exam Trainer ven modelos
Pack
de respuestas y analizan las preguntas paso a paso,
para que se sientan seguros cuando hagan un examen.

v
 componentes del curso
Student’s Book de Pulse 1
El Student’s Book contiene:
• Una unidad introductoria de seis páginas
• Nueve unidades de diez páginas
• Tres trabajos de colaboración
• Un preparador de exámenes externos centrado en
pruebas de listening y speaking
Vocabulary and Speaking
La actividad Think about it capta la
atención de los alumnos y los anima
a recordar vocabulario conocido.
El primer grupo léxico se presenta
mediante distintas técnicas, incluyendo
fotos y contextos reales. Las palabras
están grabadas en los CD de clase para
poder practicar la pronunciación.
La sección de debate Express yourself
hace que los alumnos hablen y usen el
vocabulario del tema.
Grammar
Unos sencillos cuadros presentan la
gramática al principio de la página.
Unos ejercicios graduados en
dificultad ayudan a los alumnos a
practicar lo aprendido.
El cuadro Analyse los anima a
reflexionar sobre las diferencias que
hay entre la gramática inglesa y la de
su lengua materna.
Cada sección gramatical enlaza
con el Pronunciation lab del final
del libro, donde hay ejercicios de
pronunciación.
Cultural awareness
Los textos de estas secciones
resaltan algún aspecto de la vida en
un país de lengua inglesa.
Las páginas de Cultura enlazan con
unos vídeos culturales que ofrecen
imágenes de la vida en países en los
que se habla inglés. Hay worksheets
para explotar mejor estos vídeos.
vi
El Curso Digital para el Profesor ofrece una versión
totalmente interactiva del Student’s Book que es
compatible con todos los dispositivos, incluidas las pizarras
electrónicas.
Reading
Los textos de lectura presentan la
UNIT
THINK ABOUT IT
What’s your home like? How
lengua en contexto y cubren muchos
is your bedroom different
from the pictures?
Vocabulary and Speaking
At home
1 2.25 Listen and repeat the words in the box.
Which things can you see in the pictures?
temas del mundo real. Los hay de
Is this your idea of a dream house?
desk chair shelf cooker toilet fridge Tell us what you think!
wardrobe cupboard lamp sink mirror Comments
sofa bath armchair table bed Imagine skateboarding all around the house – without getting in trouble!
That’s the case in this unusual house. You can skateboard across the floor James, 22nd May @ 19:46
Give your and up the walls and on the ceiling. You can even skateboard over the It’s fantastic! It’s better than a skate
2 Which of the things in exercise 1 are in each of table, the sofa and the fridge. It’s better than going to a skate park! park because you can practise indoors
these rooms in your house? bedroom a
diversos tipos, desde artículos web
when it’s raining!
completely For champion skateboarder Pierre André Senizergues, this dream is
bathroom bedroom kitchen new look in this becoming a reality. Designer Gil Le Bon Delapointe and architect François Hazel, 23rd May @ 14:22
living room dining room month’s great Perrin are building his dream house in Malibu, California. This house is as It’s interesting, but it isn’t as cosy as
big as a normal house, but its design is more unusual. There are three my house. And I imagine it’s more
bathroom: sink, toilet, bath, … competition.
different ‘spaces’: one for the living room, dining room and kitchen; one difficult to clean!
3 Read the competition information. Find words for the bedroom and bathroom; and one for skateboard practice. There’s
The prize includes: all the usual furniture, but it’s specially designed for skateboarding. And Sonia, 23rd May @ 21:14
that match these definitions.
a entrevistas publicadas en revistas.
• fantastic new furniture there are fabulous views over the ocean! This house is cool! It’s bigger than
1 The place where you put your clothes. (bed, desk, wardrobe …) my apartment, but I’m sure it’s more
2 A table where you study. • fabulous accessories Word check expensive too!
3 You can put your books here. (lamp, mirror, shelves …) get in trouble view indoors cosy cool DID YOU KNOW?
£2,000
4 You can see yourself in this. • new technology worth American surfers invented
…)
5 A small light. (computer, music system skateboarding in the 1950s.
6 The piece of furniture you sleep on.
Reading
Todos los textos están grabados en
4 Imagine you enter the competition. To enter, complete this sentence in no more
Complete the sentence with your ideas. than 50 words: An online article 4 Read the text again and answer the questions.
1 Where is the PAS house?
My per fect bedroom is … 1 Check the meaning of the words in the box.
2 Who is Pierre André Senizergues?
Which four do you think are in the article?
Send your entry to perfectbedroom@teenmag.co.uk 3 Is the furniture designed specially for the house?
EXPRESS YOURSELF ceiling skate park windows champion 4 Is the house near the sea?
architect garden 5 Why does James like the house?
los CD de clase.
5 Where do you do the activities in the box? 6 Does Hazel want to live in the PAS house?
Write sentences. 2 2.26 Read and listen to the article and
comments. Check your answers to exercise 1. 5 Would you like to live in this house? Why (not)?
relax watch TV do your homework
Write your comment.
chat to friends listen to music
have breakfast / lunch / dinner 3 Read the article and the comments again. Then
find the comparative form of the adjectives in
FINISHED?
I usually relax in my bedroom. the box.
In your notebook, design your dream house.
6 Work in pairs. Ask and answer questions about good unusual difficult big expensive
Draw pictures and write a description.
the activities in exercise 5. good - better
Where do you usually watch T V?
I usually watch T V in the living room. WEB QUEST
Find articles, pictures and videos about the PAS house.
1 Write a list of keywords to search for information about the PAS house. Remember to
2 Look at different articles, pictures and videos. Choose your favourites. bookmark the
62 Vocabulary
Interactive
extension:
Grammar
Workbook
Table: page 107 page xx
Workbook 3 Write the URLs of your favourite
Interactive websites.
Grammar Compare
Table: andpage
Workbook share
xx with your classmates. websites you visit. 63
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Vocabulary and Listening
UNIT
Grammar
Comparative adjectives
1 Read the spelling rules in the Study guide on
Prepositions of place
4 Look at the prepositions in the box. How do you
Vocabulary and Listening
Places to stay
1 2.29 Look at the web page. Listen and repeat the words in blue.
Aquí se presenta y practica el
segundo grupo léxico.
page 71. Then complete 1–3 in the table. say them in your language?
Home from home!
short adjectives and adjectives prepositions of place
ending in -y opposite under behind on
It’s tidier than my bedroom. in front of in between next to
It’s (1) … (small) than my room. Book your holiday now!
long adjectives 5 Look at pictures a) and b) and choose the correct
words. QUICK SEARCH Country … Type … Arrive: Depart: Pets? Y N
It’s more unusual than my house.
It’s (2) … (expensive) too. 1 Kate’s shelves are between / opposite the
wardrobe and the bed.
irregular adjectives
2 Kate’s bag is in / on the chair.
El listening consiste en un texto de
good – better bad – worse 3 Kate’s mirror is behind / opposite the bed.
It’s (3) … (good) than a skate park! 4 Rob’s rubbish bin is next to / under the desk.
5 Rob’s chair is in front of / behind the desk.
2 Choose an adjective and complete the
sentences with the correct comparative form. EXPRESS YOURSELF Rent a caravan for 2–5 A family tent in France. A mobile home – more Family rooms at a
people. space for all the family! youth hostel.
China is … (big / small) than Spain. 6 Work in pairs. Ask and answer about these
things in the pictures.
cierta extensión que desarrolla la
China is bigger than Spain.
1 The royal palace is … (cheap / expensive) Rob’s sock / shorts / dog
than my house. Kate’s dress / books / cat
2 The king is … (rich / poor) than me. Where’s Rob’s sock?
3 Real Madrid are … (good / bad) than Real Betis. It’s under the bed.
4 Usain Bolt is … (fast / slow) than me.
5 Japanese is … (easy / difficult) than English. Rent a log cabin in the Holiday on water in a Stay in a remote A luxurious Scottish
destreza de comprensión oral al
ANALYSE forest. beautiful old barge. lighthouse! castle.
3 Look at pictures a) and b). Write comparative
sentences with the adjectives in the box. In English, comparatives are different when
the adjectives are short, long or irregular. Are
big small colourful tidy clean dirty they the same or different in your language?
Rob’s room is bigger than Kate’s room.
tiempo que recicla la lengua objetivo
a) Rob’s room
b) Kate’s room Choose a hotel. Rent a self-catering A villa with a pool in Stay on a farm!
apartment. Spain.
Click on a picture to see more details and prices.
en contexto.
2 Find words on the web page that match definitions 1–5. 4 2.30 Listen to a family conversation.
1 It’s a type of boat. Are they going on holiday to France,
2 This place has got a swimming pool. Spain or the USA?
3 Kings and queens lived here.
4 This place is made of wood. 5 Listen again. Which place does each
5 This place hasn’t got solid walls. person prefer?
hotel tent villa mobile home
3 Work in pairs. Which places do you prefer? Put them in
order from best to worst. Number 1 is the best. 1 Dad … 3 Alice …
2.27–2.28 Pronunciation lab: /ə/, page 125 1 castle, 2 … 2 Mum … 4 Ben …
64 Digital course: Interactive
Interactive
grammar Grammar
table Table: Workbook pageStudy
xx guide: page 71 Interactive Grammar Table: Workbook page xx 65
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Grammar
La segunda página de gramática
UNIT
Cultural awareness
Fact box
Grammar
presenta y practica un nuevo punto
Different lifestyles
The population of Ireland can / can’t and must / mustn’t CLIL Grammar in context:
is about 4.5 million, but more
than 80 million people around 1 Look at the tables and answer questions a) and b).
Geography
1 Read the text quickly. What is it about?
gramatical.
the world have got Irish origins! 5 Read the text and choose the correct answers.
can / can’t:
a) People who go on holiday to Ireland.
possibility and (lack of) permission
b) An ethnic minority group called ‘Irish travellers’. 6 2.32 Listen and check your answers.
I / You / He / She / It / can move house.
2 2.31 Read and listen to the text. Do you agree with Paul, Beth or David? We / You / They can’t stay here.
must / mustn’t:
obligation and prohibition
I / You / He / She / It / must do this.
Mega-cities
● The biggest mega-city* in the world is Tokyo,
Irish travellers We / You / They mustn’t do that. (1) on / in / at Japan. It’s got a population of more
than 34 million people. (2) Can you / You can / You
a) Does the form of can and must change with
Toda la gramática de la unidad se
Irish travellers have their own culture and language. They’re originally What do you think? Could must imagine? That’s like the population of Portugal,
from Ireland, but now many Irish travellers live in other countries, the different subject pronouns? Ireland and Greece combined!
you live a nomadic life?
including the UK and the USA. There are about 30,000 travellers in b) Do we use to after can and must?
● In 1800, the world’s urban population was only
Ireland today. 3% and the rural population was 97%. Now the urban
Paul, 13 2 Correct the mistakes.
Traditionally, Irish travellers lived in small, old-fashioned caravans and population is (3) big / bigger / small than the rural
they travelled from place to place with horses. Now, about half live in Yes, definitely! There are too
many rules in society. People 1 Travellers must to change schools. ✘ population.
bigger caravans or mobile homes and half live in houses or flats. They 2 A traveller can’t stays at the same school all
still travel sometimes to go to horse fairs and family weddings. always say ‘you must do this’ ● Why (4) do / does / are people move from villages
the time. ✘
repasa en Grammar in context.
and ‘you mustn’t do that’. to mega-cities? They think it’s (5) more / easier /
Irish travellers are an ethnic minority. They sometimes suffer I think you can have more 3 We don’t must discriminate against ethnic
discrimination from people who don’t understand their culture. than to find work. They (6) is / am / are looking for a
freedom with a nomadic life. minorities. ✘ (7) worse / better / bad life for their families, but
4 We must respecting people of all cultures. ✘ often the opposite is true.
Beth, 12
● In mega-cities, many poor people (8) live /
No, I wouldn’t be happy. You 3 Read the text and choose the correct words. to live / not live in unhealthy areas called slums.
can’t stay in one place so you The sanitation is terrible and the pollution is much
have to go to lots of different
(9) more bad / better / worse than in rural areas.
Es un ejercicio de ampliación sobre
schools and make new
friends all the time. Welcome to Firhall! When the pollution is very bad, you can’t (10) breathe /
to breathe / breathing without a mask.
Firhall is an unusual village in Scotland.
David, 14 To live there, you must be older than 45. *A mega-city is
The world’s biggest cities
I’m not sure. I think we must Children (1) must / can visit Firhall, but they a city with more
respect people from different (2) can’t / must stay for more than three
City Population than 10 million
Tokyo (Japan) 34,300,000 inhabitants.
cultures and we mustn’t weeks. They (3) mustn’t / must be noisy and
discriminate against them.
CLIL, enfocado cada vez en un
they (4) must / can’t play football in the street. Guangzhou (China) 25,200,000
But I love my house! Residents can have a cat or a dog, but they Seoul (South Korea) 25,100,000
(5) can’t / must have birds or rabbits. There
are a lot of rules in Firhall!
Word check
ethnic minority discrimination rule freedom nomadic respect
EXPRESS YOURSELF
tema de una asignatura distinta del
3 Read the text again and choose the correct words. CULTURAL COMPARISON
4 Write about your English class.
1 About 50% of Irish travellers live in mobile 4 Answer the questions. Use must / mustn’t and ideas 1–6.
homes or caravans / tents.
2 Modern caravans are bigger / smaller than 1 Are there any travellers in your country? speak English We must speak English.
2 Would it be easy or difficult to live a nomadic CLIL TASK
old-fashioned caravans. 1 use our mobile phones 4 do our homework
3 Paul thinks there are lots of rules in society and life in your country? Go online. Find out about the three biggest
2 listen to the teacher 5 forget our books
3 Would you like to live a nomadic life? cities in Europe. Are they mega-cities?
currículo escolar.
a nomadic life is more independent / boring. 3 shout in class 6 respect people
4 Beth thinks it’s better / worse to live in one 4 Do many people from your country / region Make a table like the one above.
place. now live in other countries? Where?
5 David would be happier in a caravan / house. 2.33–2.34 Pronunciation lab: Contractions: can’t and mustn’t, page 125
66 Interactive Grammar
Culture video:
Table: Homes in the
Workbook UKxx
page Digital course: Interactive
Interactive
grammar
Grammar
table Table: Workbook page xx Study guide: page 71 67
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Integrated skills
Los alumnos leen un breve texto de Después de escuchar o ver el
UNIT

integra
integra
ted
tedskills
skills integra
integra
ted
tedskills
skillsintegra
integra
ted
tedskills
skills
Getting around town ASKING FOR
My friend Michael is moving house today. AND GIVING

diálogo, los alumnos escriben un

DIRECTIONS

la vida real que los introduce en el

Ro
ad His new house is near Green Park.
P A Have you

GRE
l ’s
l’s LA
St
Pau ever moved house? CE
RO
AD

EN S
A Cutt
ns Cu
From Old Street ue

TREE
Quee enue
ictt Av
ic Aven
B e ne d
B

A14
To Green Park Gre
Gr e en Park
ROAD

T
TLE
CAS

tema y practican la comprensión. diálogo del mismo tipo.

B

Bea
AD
RO

t ri
ric
TLE

c
1 km 7 minutes CAS

eR
d
GRE
St
Walking directions Aca
Norman

EN ST
Gardens
Gar dens
A

A14
e
Old Street Drii v
n Dr
e l l C ou
ourr t N orm
an
a Excuse me! Can you tell me
eyw Roman Street? Let me think.
how to get to Roman Street, please?

nce
H on
one
Go straight along Old Street. A

RE

Pri
It’s near (1) Castle Park / the campsite. Ah, yes. I know where it is!

E T
Turn right onto Green Street. ET
RE Which way is it? Go straight on, then turn (2) left / right.
ST

Escuchan un inglés funcional en la

St

En parejas, representan los diálogos

ey D
rnlley
OL
rn
Turn left onto Castle Road. Bu
Yes. Then cross the road and go past the park.
oree
Rd Straight on, then left?
Your destination is on the right. ey
Rd ET m or
ssm Roman Street is on the (3) left / right.
mp
er n RE Din

A1
Po ST
B LD OK. Is it far? No – it’s a (4) five / ten minute walk.

S h aw
Green Park

4
O

GR
Thank you! No problem. Bye!

St
EE
N
grabación de una situación auténtica que han escrito y practican la

ST
5 2.36 Read and listen to the dialogue. Step 4: Communicate

REE
Choose the correct answers for 1–4.

T
9 Work in pairs. Take turns to practise your dialogues.
6 Listen again and repeat. Practise your intonation.
Excuse me! Can you tell me how to get to
Step 1: Read Step 2: Listen the nearest café, please?
Step 3: Write

y ponen a prueba su comprensión expresión oral.

The nearest café? Let me think.
1 Look at the directions and the map. Then 3 2.35 Copy the GPS instructions into your
match 1–4 to symbols a–d. notebook. Then listen and number them in the 10 Act your dialogue for the class.
order you hear them. 7 Choose one of the places a–e. Then write
1 turn left a)
directions from your school to the place.
2 turn right b) a) At the end of the road, turn right. SKILLS BUILDER
b) Depart. a) the nearest café
3 go straight c) c) After 300 metres, turn left. b) the park Speaking: Being polite
4 your destination d) d) Your destination is on the right. c) the supermarket You must be polite when you speak to

oral.
e) Go straight along Magnolia Avenue. d) the sports centre someone you don’t know.
2 Read the directions again. Choose the e) the library Remember to say excuse me, please and
correct answers. 4 Listen again. Are the sentences true or false? thank you!

El Communication kit contiene

1 The starting point is … Correct the false sentences. 8 Prepare a new dialogue. Write both parts. Use
a) Old Street. b) Castle Road. 1 Michael’s mum sets the GPS. your notes from exercise 7 and the dialogue in COMMUNICATION KIT
2 The directions are for … exercise 5 to help you.
2 Their new house is at 25 Roman Street. Asking for and giving directions
a) going by car. b) walking. Excuse me! Can you tell me how to get to the
3 Their new house is in a different town. Excuse me! Can you tell me how to get to … , please?
3 The destination is … nearest café, please?
a) Green Street. b) Green Park. 4 The new house is bigger than the old house. Which way is it? Go past … .
The nearest café? Let me think. Go straight on. Is it far?
4 It takes … minutes.

A continuación ven el vídeo de un lenguaje funcional para una fácil

a) five b) seven Turn left / right. It’s a five / ten minute walk.
5 It’s about … km. Cross the road.
a) 1 b) 7

68 Integrated skills: Workbook page 116 69

diálogo en una situación cotidiana, consulta.

9780230429697_Pulse_06.indd 68 29/08/2013 17:01
9780230429697_Pulse_06.indd 69 29/08/2013 17:01

como preguntar por una dirección.

Writing Study guide

UNIT

La página de Writing muestra Writing

An opinion essay
Grammar
Comparative adjectives
Study guide

Comparative adjectives:
spelling rules
La Study guide es una página de
modelos de diferentes tipos de texto. consulta muy útil que recoge todo lo
1 2.37 Read and listen to the essay. Do you agree with Jane’s opinion? short adjectives and adjectives • For short adjectives, add -er.
ending in -y
small smaller loud louder
London is smaller than Tokyo.
IN YOUR OPINION, IS IT BETTER TO GO ON The city is busier than my home town. • For short adjectives that end in vowel
HOLIDAY TO A HOTEL OR ON A BARGE? long adjectives + consonant, repeat the consonant and
add -er.
Caravans are more popular than tents.
In my opinion, it’s better to go on holiday on Hotels are more expensive than youth hostels. big bigger hot hotter

enseñado en la unidad.
a barge. My family and I spend two weeks on a irregular adjectives • For short adjectives that end in -y, remove
barge every summer. It’s more interesting than good – better bad – worse the -y and add -ier.
staying in a hotel. I think caravans are better than tents.

En el cuadro Writing focus se

busy busier tidy tidier
I like staying on a barge because you have
more freedom – you can go wherever you want. Prepositions of place
• For long adjectives, do not change the word.
Add more before the word.
I also like it because it’s relaxing – you’re always
on in under between unusual more unusual
near the water.
Some people prefer hotels, but not me! I organized more organized
don’t like staying in hotels because it’s boring. • Some adjectives are irregular. They don’t

resalta y practica un punto lingüístico También fomenta la autonomía en

It’s more fun going on holiday on a barge. follow the rules!
in front of opposite next to behind
good better bad worse
By Jane, 13

2 Look at the Writing focus. How do you say can / can’t and must / mustn’t

importante. el aprendizaje con los consejos del

because in your language? Vocabulary
can / can’t: possibility and
(lack of) permission At home
Writing task armchair desk sofa
WRITING FOCUS I / You / He / She / can go on holiday.
Write an essay with this title: It / We / You / They can’t drive. bath fridge table
because
In your opinion, is it better to live in a city or must / mustn’t: obligation and
bed lamp toilet
We use because to give reasons. chair mirror wardrobe
a village? prohibition

cuadro Learning to Learn.

I like staying on a barge because you have cooker shelf
Plan Decide which option you prefer. I / You / He / She / must listen to the teacher.
more freedom. cupboard sink
Then make notes. It / We / You / They mustn’t skateboard inside.
I also like it because it’s relaxing.

La Writing task guía a los

I like … because … Places to stay
I don’t like … because ...
3 Read the essay again. Find one more Speaking apartment farm mobile home
example of because. Write Write three paragraphs using sentences barge hotel tent
1–3. Use the essay in exercise 1 to help you. Asking for and giving caravan lighthouse villa
4 Match 1–4 with a–d. Then join the sentences 1 In my opinion, it’s better to ... . directions castle log cabin youth hostel
with because. 2 I like … because ... .
Excuse me! Can you tell me how to get
3 Some people prefer … , but not me!
1 I like living in a city. to … , please?

alumnos paso a paso en la

I don’t like ... .
2 I prefer living in a village. Which way is it? Go past … .
3 I’d like to live near the sea. Check Check your writing.
Go straight on. Is it far? LEARNING TO LEARN
4 I can’t live in a palace.
✔ using because to give reasons Turn left / right. It’s a five / ten minute walk. Label objects in your home. If you see the
a) I love windsurfing. ✔ comparative adjectives Cross the road. words every day, it’s easier to remember them.
b) There are more facilities. ✔ vocabulary for places
c) It’s very expensive!

preparación y creación de su texto.

d) It’s quieter.

70 Build your confidence: Writing reference and practice. Workbook page 130 Progress check: Workbook page 54 Grammar reference: Workbook page 94 71

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Collaborative projects
Step 1: Think

Estos proyectos promueven el El cuadro Digital literacy aconseja a

Step 2: Listen and plan
Collaborative
Project 1 Step 3: Create
Step 4: Evaluate

trabajo en grupo y desarrollan Making a wall

TASK

Work in groups of three to create a ‘wall’

Digital Literacy
When you make a wall, remember to:
• write the information in your own words
– don’t copy and paste!
Step 2: Listen and plan Step 3: Create
los alumnos sobre cómo mejorar sus
la competencia digital de los habilidades digitales.
about a famous sports star from your country. • use ICT and web resources in a
responsible way.
2 1.49 Listen to Mario, Ana, Silvia and David 5 Follow the steps to create your wall.
• include different types of information –
doing the task and answer the questions.
Step 1: Think text, photos, video clips, links …
Share information
1 Who do they decide to do the wall about?
Read and listen to each other’s work. Discuss
1 Look at the wall below. Find an example of: a) Miguel Indurain b) Fernando Alonso
your work. Check these things:
1 a video clip c) Borja González

alumnos porque utilizan programas

2 facts about the person 2 Which things from Step 1 do they decide to • Is it in your own words?
3 a description of the person include? • Have you got all the information you
4 a photo of the person 3 Do they copy the information from a website? need?
5 a link for more information • Have you got photos, video clips and
6 a quote by the person 3 Complete the conversation extract with the links?
7 an introduction words in the box. Listen again and check your • Is the grammar and vocabulary correct?
answers. • Is the spelling and punctuation correct?

informáticos o herramientas web.

like can choose Let’s agree think
Create the wall
Tom Daley Pablo Put the information on the wall. Add your
Mario: OK, let’s (1) … a sports star. We can write photos and video clips. Decide the final
Olympic diver Tom has got short,
straight dark hair about Miguel Indurain or Fernando Alonso. design. Then, check the grammar, vocabulary,
and brown eyes. David: They’re OK, but I’d (2) … to write about a spelling and punctuation again.
Sara young sports star.
Tom Daley is a British diver. He Show and tell
Ana: That’s a good idea. What about Borja
specializes in the 10 metre platform Present your wall to your class.
González? He’s a footballer. He’s only 17.
event – he dives from 10 metres above What do you (3) … ?
the water! Mario: Yes, I (4) … . So what information can we
Pablo include? Step 4: Evaluate
Tom trains every day. In fact, he usually trains twice David: (5) … give some facts about him, for
6 Now ask your teacher for the group and
a day! First, he goes to the gym for an hour to get example where he’s from and what he likes
individual assessment grids. Then complete
strong. Then he practises in the pool for an hour. doing in his free time.
the grids.
Silvia: Yes, and we (6) … include some photos and
a video clip.
Bea Useful language
Pablo
On this website, Born: We can write about a famous tennis player.
4 Work in groups. Plan your wall. Use the Useful
you can find more 21 May 1994 What information can we include?
language box to help you.
information about From: Let’s write about ... .
Bea Tom: • Choose a person to write about. I’d like to find the photos.
Plymouth, England
In this video • Decide what information to include. Do you agree?
www.tomdaley.tv Medals / prizes:
Tom Daley talks • Decide how to share the work. Make sure Yes, I agree. / No, I don’t agree.
Tom has got one
about diving. everyone contributes. That’s a good idea.
Olympic® bronze
You can also see Sara • Decide when to meet again to share your That’s very difficult.
medal (2012) and two
him training and ‘I’m a diver not a information. I can find some facts.
Commonwealth gold
diving in the pool! swimmer!’ Tom Daley medals (2010).
40 41

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External exam trainer

En Your exam preparation se En la página Your exam practice los
UNIT

1 External exam trainer

About the exam
Speaking: Giving personal information
1
information
Giving personal

Giving personal information

Your exam preparation The examiner asks you questions about Your exam practice
yourself, your family, your school or your

presentan preguntas típicas de alumnos practican las estrategias de

interests. This tests your ability to understand
1 Read questions 1–5 in the Model exam. and answer questions. 4 Match answers a–f with questions 1–6 in Your 5 Copy and complete your personal information.
Translate the questions into your language. exam. Then copy and complete the answers with Practise spelling the names and saying the
2
activity
True or False

information that is true for you. numbers and dates.

3 3.41 Match 1–6 with a–f. Then listen, check
2 3.40 Read and listen to the Model exam.
and repeat. a) I’m from … . My personal information
Does Miguel give any one-word answers?
1 first name a) 628 134 759 b) My surname is … . First name:

examen y se prepara a los alumnos examen.

2 surname b) the 18th of January c) Yes, I have. It’s … .
Surname:
EXAM TIP: Give full answers 3 birthday c) M-I-G-U-E-L d) Yes, of course. It’s … .
Address:
3
4 address d) 23, Calle Betis e) My phone number is … .
activity
Pairwork

Don’t give one-word answers! Try to give as much Phone number:

5 email address e) G-O-M-E-Z f) My birthday is on … .
information as possible. Email address:
6 phone number f ) mgomez@mail.com
Where do you live? Coslada. ✗ Birthday:
I live in Coslada. It’s near Madrid. ✓ EXAM TIP: The alphabet and numbers

para responderlas.
You often need to spell your name or give your
6 Work in pairs. Ask and answer the questions in 4
Your exam.
activity
Gap-fill

telephone number or email address. Practise the

Los Exam tips les proporcionan

English alphabet and numbers!

1 What’s your surname?

5
a photo
Describing

1 What’s your name? 2 Can you spell your surname?

El Model exam les ofrece un claro consejos y técnicas que los ayudan a
My name’s Miguel.
3 Where are you from?

2 Can you spell that, please? 4 When’s your birthday?

6
pictures
Multiple-choice

Yes, of course. It’s M-I-G-U-E-L.

5 What’s your phone number?

ejemplo de pregunta y un modelo 3 How old are you?

6 Have you got an email address? 7
responder con éxito las preguntas de
activity
Role-play

I’m twelve years old.

de respuesta. los exámenes.

4 Where do you live?
EXAM KIT: Useful Vocabulary EXAM KIT: Useful expressions
I live in Coslada. It’s near Madrid. Personal information My name / surname is … . My email address is … . 8
answers
Multiple-choice

(first) name surname I’m from … . I’m … years old.

address phone number I live in … . My birthday is on … .
5 Have you got any brothers and sisters? at = @ email address My address is … . My phone number is … .
I’ve got … brothers / sisters.
Months of the year
Yes, I have. I’ve got two sisters. January February March April May June July 9
August September October November December
a topic
Discussing

Countries and nationalities

Spain – Spanish China – Chinese
106 Morocco – Moroccan Mexico – Mexican 107

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vii
Workbook de Pulse 1
El Workbook contiene: • Grabaciones de audio en línea

• Ejercicios para practicar toda la gramática y el El Workbook está disponible en tres ediciones: inglés,
vocabulario del Student’s Book castellano y catalán. El Curso Digital para el Profesor
• Una sección a todo color para que los alumnos ofrece una versión totalmente interactiva del Workbook
estudien solos, con más ejercicios, actividades de que es compatible con todos los dispositivos, incluidas
ampliación y material de consulta las pizarras electrónicas.

Vocabulary 1 Grammar 1
UNIT

Las variadas actividades garantizan Unos ejercicios claros y con

UNIT

6 Grammar 1
Comparative adjectives
1 Write the comparative form of the adjectives.

un excelente repaso del vocabulario instrucciones fáciles amplían la

4 Write sentences that are true for you.
old older
1 My dad / tall / me.
Vocabulary 1 air irro
1 big
ch m 2 cheap

cu

r
At home

p
2 My bedroom / small / our living room.

sk
3 difficult

m
pb
de

la
oa
1 Find six home words in the wordsnake. rd 4 short

lf
she

presentado en el Student’s Book. práctica de la gramática enseñada

5 expensive 3 My phone / new / my dad’s phone.
2 Label the picture. 4
6 good
2 3 4 I / quiet / my friend.
7 bad
1
2 Complete the sentences with the comparative form
of the adjectives in brackets. Prepositions of place

en Pulse.
I am taller than my sister. (tall) 5 Write sentences about the picture using
5
1 My maths homework is than your science the correct form of be and the words in the
box.
6 homework. (easy)

En Express yourself los alumnos

2 His cousin is than him. (small) behind between in
in front of in front of next to
3 The sofa is than the armchair.
on opposite under
(comfortable)

9 4 Jack is than Luke. (popular)

5 My new bed is than my old one. (long)

personalizan sus respuestas.

10 8 7
3 Look at the information in the table. Then complete
4 What is it? Write words from exercises 1 and 2. the sentences with the comparative form of the
Learning to Learn
adjectives in brackets and words for furniture.
Label things in your home. If you see a word every It’s comfortable and you sleep in it. bed
day, it’s easier to remember it. price made in
1 You look in it when you want to see
3 Complete the sentences with words from table £65 2014
what you look like. The cupboard is in front of the table.
exercises 1 and 2.
2 There is often one of these next to 1 The box the table.
My sister does all her homework on the your bed so you can read at night. 2 The books the cupboard.
armchair £80 1960
desk in her bedroom. 3 It’s hot. You cook food with it. 3 The lamp the table.
1 I sit on a when I’m at my desk. 4 It’s comfortable. It’s in the living room. 4 The armchair the table
2 They’ve got all their clothes in the big mirror £25 1950
One person sits on it. and the bath.
next to the door. 5 The mirror the bath.
3 I’ve got lots of books, so I’ve got lots of 6 The sofa the bath.
lamp £70 2000
in my bedroom to put them on. 7 The table the armchair.
4 Let’s sit on the together and watch 5 Complete the sentences so they are true 8 The table the cupboard.
this detective film on TV. for you.
The lamp is newer than the mirror . (new)
5 Your hands are dirty. Go and wash them in 1 In my bedroom there is .
1 The table is . (expensive)
the  . 2 In the living room there is .
2 The lamp is . (cheap)
6 We’ve got a new and chairs in our 3 In the bathroom there is .
3 The armchair is . (old)
dining room. We all sit round it when we eat.

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Vocabulary 2 Grammar 2
Actividades y tareas para practicar Esta página ofrece una práctica
UNIT

Vocabulary 2 Grammar 2
Places to stay 2 Circle the correct words. can / can’t and must / mustn’t 4 Look at the pictures. Match beginnings 1–4
with endings a–d. Then write sentences about

el segundo conjunto léxico de la completa del segundo punto

1 Use the clues below to complete the puzzle. We’re staying in a castle / youth hostel 1 Circle the correct words.
the pictures using can, can’t, must or mustn’t.
1 because it’s cheap. You can / must always read the question first.
1 rent this villa a) at school
2 3 4 5 1 We’ve got our tent / mobile home in the car 1 I can’t / mustn’t do my homework because my
2 go shopping here b) next to your tent
6
and we’re driving to the campsite. books are at school.
3 listen to music c) on Sundays
2 We’re renting a hotel / log cabin on a campsite 2 You can / must buy a ticket for the train.
7
4 make a fire d) between May and
in a forest this week. 3 We can’t / mustn’t use our mobile phones in
October

unidad. gramatical presentado en la unidad

3 Grandad is driving around France with his lessons. It’s the school rule.
caravan / lighthouse. 4 Can / Must I use your computer, please? 1 2
8 4 This tent / villa has got five bedrooms, three 5 I can’t / mustn’t go swimming today because
9 bathrooms and a pool! the sports centre is closed.
10 5 Mum stays in an apartment / a castle when she
travels to New York. 2 Complete the rules for the youth hostel with
can, can’t, must or mustn’t.

del Student’s Book.

ber
11 3 Complete the sentences with words in y-Octo
le Ma
exercise 1. availab
12 It’s raining and I’m staying in a tent . It’s ToTland youTh hosTel Rules
really wet in here! • You (1) can stay here from March to
Across October.
1 This modern has got 100 bedrooms, a • You (2) park your car here because 3 4
restaurant and a gym. there isn’t a car park.
2 4 7
• You (3) bring dogs, but no other
2 The is very tall. It’s on the coast, very
type of animal.
near the sea and has a big light. • The youth hostel is closed after 9.30pm. You
3 There are six beds in every bedroom in the (4) go out after this time, but you
(plus 5 down) (5) ask for a key.
. School groups often stay here. • Adults (6) smoke in the rooms. It is
11 12 4 I’m travelling on a on the River illegal.
Danube. I love being on the water.
5 The is 700 years old. Lots of tourists 3 Complete the sentences with can, can’t, must
or mustn’t and the verbs in the box.
visit it every year.
Down be do phone show use watch 5 Write sentences that are true for you using the
words.
1 2 3
We can watch TV in the living room or in the
1 can / at weekends
4 Answer the questions. Write sentences that kitchen because we’ve got two TVs.
are true for you. 1 I my mum now because she’s
2 can / with my friends
1 Do you like staying in a tent? Why (not)? not at home, so I must do it later.
5 6 8 2 You me your holiday photos.
3 must / my bedroom
2 Is there a castle in your region? Where is it? I really want to see them!
3 Jake very hungry – he doesn’t
4 can’t / at home
(plus 4 across) 3 Where do you stay when you go on holiday with want to eat his lunch.
your family? 4 You your phone at the cinema.
9 10 5 can / on holiday
5 If you want, we the homework
together at my house.
6 mustn’t / at school

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Reading Communication skills

Textos muy variados sobre temas Los alumnos escuchan grabaciones
UNIT

Listening Speaking
Do you want to live in a lighthouse? 5 Complete the dialogue with the words in the box.

relacionados con el de la unidad y de textos sobre temas relacionados

cross excuse far get minute
Do you like being alone? Do you like the idea of helping the island for you. You can’t get any water from taps on the past right straight tell turn
tourists? Then we might have the perfect job for you! On island, so the keeper must show the campers how to use a
the west side of Lake Superior in North America are the pump to get water from Lake Superior.
Apostle Islands. There are six important old lighthouses on Emily: (1) Excuse me! Please can you
the islands. These days the lights are automated – they don’t Sand Island
need a lighthouse keeper to work there. However, in summer It is much easier to travel to Sand Island than to the other (2) me how to (3) to
months, volunteer keepers go to three of the lighthouses. The islands, so it’s a busier island. Unlike the volunteer keepers Medway Drive?

práctica exhaustiva de todos los con la unidad.

volunteer keepers work as tourist guides. People go to the at the other lighthouses, the Sand Island lighthouse keeper
Apostle Islands to camp and to go kayaking or sailing. The spends more time at the campsite with tourists than at the Man: Yes, of course. Go (4) on, then
keepers show tourists the lighthouses and help them set up lighthouse. (5) left. Then (6) the
camp on the islands’ campsites. 1 14 Listen to Callum talking to his mum. What
Does this sound interesting? Choose an island and contact us road.
does Callum want to find?
for more details. Emily: Is that the road where the cinema is?
2 Listen again and order the rooms that are
Devils Island Man: Yes, that’s right. Go (7) the
mentioned. Which room doesn’t Callum look in?

tipos de preguntas.
This is a popular island. Visitors arrive by kayak and stay on cinema and turn (8) . That’s
the island’s small campsite. The keeper spends most of the the living room the dining room
time at the lighthouse, explaining how it works. The keeper the kitchen 1 his bedroom Medway Drive.
also helps the campers at the campsite.

Las actividades de speaking les

the bathroom Emily: Thanks. Is it (9) ?
Michigan Island 3 Circle the correct words and add prepositions of Man: Not really. It’s a ten (10) walk.
There aren’t many visitors to this island. The keeper is often place.
alone for days. If you prefer being with lots of people, this isn’t
Develop your speaking: Integrated skills page 116
Callum’s phone is usually in his bag / desk.
1 He usually keeps his bag his bed /
Reading desk. Writing

hacen recordar el lenguaje funcional

1 13 Read and listen. What is the text about? 3 Circle the correct words. 2 The bag is the bathroom / door. 6 Circle the words that are true for you. Then
a) campsites in the Apostle Islands 1 There are six / three important lighthouses on 3 He sometimes leaves his phone the complete the sentences with because and your
b) volunteer work on the Apostle Islands the Apostle Islands. table / bathroom. own ideas.
c) North American lighthouses 2 The volunteer keepers work all year / I like cycling / walking because it’s good exercise .
4 There’s a computer the dining room /
part of the year.
2 Read the text again and match the words with living room. 1 I like going shopping / swimming

presentado en el Student’s Book.

the definitions. 3 The tourists stay in / visit the lighthouses.
5 The phone is the computer / books. .
4 The volunteer keeper on Devils Island works
1 automated d 5 set up some / all of the time at the lighthouse. 2 In my opinion the countryside is / cities are
4 Answer the questions. Write short answers or
2 keeper 6 visitors 5 More people stay on Michigan Island / complete sentences. great .
3 guide 7 campers Sand Island than on Devils Island. 3 I like visiting friends and family / new places
1 Why does Callum need his phone?
4 kayaking 8 pump 4 Answer the questions. Write complete sentences. .
a) someone who shows or explains something 4 I prefer doing homework in the evenings /
1 What are the duties of a volunteer keeper? 2 Where does he usually put his bag?
b) similar to canoeing at weekends
c) tourists, people on holiday
2 Which island is especially quiet? 3 Who is Lisa? .
d) something that works without a person
operating it 5 I don’t like / mind staying in a tent
e) people staying on a campsite 3 How do people on Michigan Island get water? 4 Is Lisa trying to help? .
f ) a machine to move water from one place to
Develop your writing: Writing reference page 130
another
g) someone who looks after something 4 Which island is good for sociable people to 5 Why do you think the phone is on the shelf in
h) make, organize work on? the living room?

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Progress check Self-evaluation and

Extension
Ejercicios con los que hacer
UNIT

Progress check Self-evaluation Extension

Vocabulary 1 At the end of Unit 6, can you do these things? Cumulative grammar
Grammar
Tick (✓) the box that is true for you.

Los alumnos rellenan el cuadro

1 2 3 4 5 6 7 8 9

un examen a fondo de todo el

At home Comparative adjectives
1 Complete the description with the words in 3 Rewrite the sentences using the words in 1 Complete the blog with the correct form of the
the box. brackets. I can … Yes! No No, I need words in the box.
problem! more practice.
bed cupboards desk lamp 1 I’m faster than you. (you / not / fast) be can every good many much
name 14 pieces must next not be opposite our
mirror shelf sofa wardrobe
of furniture ride share small stay twice

vocabulario y la gramática de la para evaluar sus progresos y luego

2 Millie is 14. Alex is 13. (old) name 12 places
I like my house. In my bedroom I’ve got a to stay
(1) to sleep in – of course! There’s also use comparative
3 My book is good. Your book is boring. (good)
adjectives
a (2) where I do my homework. I’ve got a
use prepositions
(3) for when I read at night. There’s a 4 Your room is tidy. My room is dirty. (than) of place

elaboran un plan de acción para

(4) for my clothes and a (5) use can and

unidad.
that I look in when I brush my hair. Downstairs, in must
5 His bag is heavy. Her bag is light. (not / heavy)
ask for and give
the living room there’s a big (6) .
directions
I usually sit on it with my brother to watch TV. write an opinion
We’ve got lots of DVDs on a long (7)
Prepositions of place essay
next to the TV. Our kitchen is quite big. We keep 4 Circle the correct words.

our plates and cups in two (8)
Places to stay
2 Write words for the definitions.
1 This is a home for kings and queens.
2 You camp in it. It’s cold at night!
3 This is a very tall building with a
mejorarlos.
. 1 My desk is in / on my bedroom.
2 Think about what you
2 The lighthouse is under / next to the sea. Welcome to my holiday blog! I’m (1) staying
need to improve. Write it here.
3 Our caravan is under / on a tree. 1 with my family on a farm in the Yorkshire Dales.
4 We sit between / opposite our teacher. It’s a National Park in the north of England.
There (2) lots of mountains here.
can / can’t and must / mustn’t
The countryside is beautiful. There aren’t
5 Correct the sentences. (3) cars here. It’s very quiet.
1 You can to come to my house. 2 I’m (4) a room with my sister.
(5) parents have got a room

El texto de ampliación proporciona

large lamp next to the sea. 2 Gemma must finishes her homework.
(6) to us. We’re in a small building.
4 It’s a small house in the forests 3 We not must use mobile phones
It’s (7) than the farmhouse. The
made from wood. at school. farmhouse is (8) our building. There
5 Animals like cows, sheep and 4 I can’t doing PE today, I forgot my kit. 3 (9) a kitchen in our building so we go
horses live here. 5 You must to wear a uniform at school. to the farmhouse to eat.
The farm has got sheep and horses in it. The
6 This is like a cheap hotel. People

una práctica acumulativa de la

6 Circle the correct words. farmer says we (10) help to look after
often share a room. the horses. They need food (11) a day,
We’ve got a new house, so I’ve got a new
7 This is often in a city. It’s usually bedroom. It’s (1) better / more good than my old in the morning and evening. Tomorrow we’re
smaller than a house. bedroom because it’s (2) more big / bigger. It’s going horse-riding. My sister is (12)
8 It’s a house, often in a warm country. also (3) comfortabler / more comfortable – I’ve than me because she’s got a horse at home
got a small sofa (4) on / in it. My desk is and she (13) it (14) day.
There’s sometimes a pool.

gramática enseñada en el curso.

(5) under / between the window. We live More practice Finally, here’s a question: how (15)
(6) opposite / next the park, so I (7) must / can food can you eat after a day on a farm? Answer:
➜ Grammar reference page 94
see it. My parents say I (8) must / can keep my a lot! I’m SO hungry. Oh good! Mum is calling
room tidy!
➜ Vocabulary extension page 107 me for dinner, so I (16) go now.
➜ Integrated skills page 116
➜ Wordlist page 151–157

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viii
El Self-study bank incluye todas estas secciones:

• Grammar reference y ejercicios • External exam trainer

• Vocabulary extension • Speaking reference
• Integrated skills • Pronunciation reference
• Writing reference y ejercicios • Wordlist
• Irregular verb list

Grammar reference
UNIT
UNIT UNIT

6 62

La sección Grammar reference Grammar reference

Comparative adjectives
• we use the comparative form of adjectives to
can / can’t
Grammar exercises
Comparative adjectives Prepositions of place
Las páginas Grammar exercises van
proporciona cuadros y explicaciones intercaladas cada una justo enfrente
affirmative 1 Write the comparative form of the adjective. 4 Circle the correct words.
compare one thing with another
I / You / He / She / It / We / You / They can drive healthy 5 wide The cinema is next to / under the park.
• adjectives have different comparative forms
negative healthier 1 Susie’s coat is at / in the wardrobe.
short adjectives and adjectives ending in -y 1 strong 6 red 2 We’re between / on the train.
I / You / He / She / It / We / You / They cannot drive
It’s cheaper than a hotel. It’s busier than a village. 3 There’s a park in front of / between my house.
contracted form
long adjectives 2 intelligent 7 tidy 4 In class, Alan usually sits between / in Kevin
I / You / He / She / It / We / You / They can’t drive
and Stacey.

más amplias de la gramática de la página de referencia gramatical

It’s more expensive than camping.
It’s more comfortable. • we use can to talk about possibility and (lack of) 3 bad 8 comfortable 5 The café is on / opposite the sports club.
permission
irregular adjectives
You can stay for two weeks. can / can’t
good – better bad – worse We can’t visit the museum on Monday. It’s closed. 4 late 9 popular
It’s better than camping in the rain! 5 Write sentences with the affirmative, negative or
• after can we use the infinitive without to question form of can.
Comparative adjectives spelling questions and short answers 2 Circle the correct word. You / stay / in the library / until 5pm ✓
rules

enseñada en el libro. Está disponible

You can stay in the library until 5pm.

correspondiente a cada unidad.

Can I / you open the door? Rob is more tall / taller than Katie.
• for short adjectives that end in vowel + consonant, Yes, I can. No, I can’t. 1 Her flat is moderner / more modern than ours. 1 He / stay out / late ✗
repeat the consonant and add -er 2 You are gooder / better at maths than I am.
Can he / she / it open the door?
hot ➜ hotter big ➜ bigger 3 Joe’s room is tidier / tidyer than Linda’s. 2 You / be noisy / in class ?
Yes, he / she / it can. No, he / she / it can’t.
• for short adjectives that end in -y, remove the -y 4 A five star hotel is more comfortable /
and add -ier Can we / you / they … ?
comfortabler than a caravan. 3 We / have a party / in the street ✗
tidy ➜ tidier noisy ➜ noisier Yes, we / you / they can. No, we / you / they can’t.
5 That computer is expensiver / more expensive

en tres versiones: inglés, castellano y

• for long adjectives, do not change the word. Add than this one. 4 She / have / pets ✓
• the word order is different in questions
more before the word
They can stay in a caravan park. 3 Write sentences comparing these things. Use the
expensive ➜ more expensive
Can they stay in a caravan park? adjectives in brackets. 5 We / go / to the concert / this Saturday ?
intelligent ➜ more intelligent
• irregular adjectives don’t follow the rules! must / mustn’t cheetah / lion (fast)
6 We / watch TV/ before dinner ✓
good ➜ better bad ➜ worse A cheetah is faster than a lion.
• comparative adjectives are followed by than affirmative
1 Chinese / English (difficult)
I / You / He / She / It / We / You / They must be quiet 7 You / use / your mobile phone / in class ✗

catalán.
My room is bigger than yours.
This chair is more comfortable than the sofa.
Prepositions of place
on in under
in front of opposite
• prepositions of place describe where things are
The TV is on the table.
The book is in the bag.
Jon is under the tree
Sally is between Joe and Amy.
There’s a park in front of our house.
The table is opposite the bed.
The café is next to our school.
Sarah sits behind my brother in class.
negative 2 Everest / Annapurna (high)
I / You / He / She / It / We / You / They must not shout must / mustn’t
between contracted form 3 Vegetables / hamburgers (healthy)
6 Complete the sentences with must or mustn’t.
I / You / He / She / It / We / You / They mustn’t shout
4 A hotel / camping (expensive) You mustn’t be noisy in class.
• we use must for rules, regulations and obligations 1 We speak Spanish in our English
next to behind lesson.
You must wear a uniform at this school. 5 A barge / a car (slow)
• we use mustn’t for prohibition 2 They wear a school uniform.
You mustn’t talk in the library. 3 You leave rubbish on the street.
• after must / mustn’t we use the infinitive 4 Professional footballers train every
day.
without to
5 You do your homework before you go
to bed.
6 We listen to our teacher.

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Vocabulary extension Integrated skills

UNIT UNIT

Esta sección usa fotos y dibujos Estas páginas tienen ejercicios de

62 6
UNIT

Vocabulary extension Integrated skills

Parts of the house Asking for and giving directions

para presentar vocabulario nuevo f 3 Listen to the dialogue and circle the correct

reading, writing, listening y speaking

41

answer.
b c MAPS
From A [Parker Street]
e
d To B [West Monmouth

relacionado con el tema de cada que refuerzan la sección Integrated

School]
Going by car
j 0.3 miles: 2 minutes
g k
i A Parker Street
Go straight along
h Parker Street.

unidad. Ese vocabulario está skills del Student’s Book con la

l Turn left onto
a Victoria Road.
Turn right and
follow Mill Road.
Take the second right
1 26 Tick the words you know. Check the meaning 4 Complete the email with the correct words from onto Benson Road.
of the other words. Listen and repeat. exercise 1.

grabado para que los alumnos práctica en casa.

B Your destination is Excuse me! Can you
roof wall ceiling on your right: West tell me how to get Westwood Bank? Let
floor stairs windows Monmouth School to Westwood Bank, me think.
To: Marie@pulse.com
fireplace chimney balcony please?
garage garden door Subject: My new house!
1 Read the directions and circle the correct It’s near the town Ah, yes. I know where
answers. (1) library / park. it is!
Hey Marie,
2 Look at the picture and complete a–l with words The start point is West Monmouth School /

puedan escuchar las palabras y

We’re finally living in our new house and it’s brilliant! Go straight on along
from exercise 1. Parker Street. Which (2) way / road
There are wooden floors in every room, and there are this road and then turn
lots of big (1) windows so there’s lots of light. In the 1 The directions are for going by car / walking. is it?
a) wall b) right onto Kings Road.
living room there is a (2) , so we can have a 2 The school is on Victoria Road / Benson Road.
c) d) fire in the winter. Dad’s happy because there is a big No, straight on and then
3 It takes seven / two minutes.
e) f) (3) where he can park his car and mum’s turn right. Then go past
happy because there’s an enormous (4)
4 It’s about 0.3 km / miles. Straight on, then left? the town (3) library /
g) h)
with lots of trees and beautiful plants!
2 Listen to Kate and Mark. Correct the
40
cinema. The bank is on

practicar la pronunciación.
i) j) My bedroom is amazing! Mum says I can decorate it, the (4) left / right.
sentences.
so I’m painting stars and moons on the (5)
k) l) No – it’s about a
– it’s like the night sky. I have curtains on my The museum is at 23 Old Bridge Road.
3 Read the definitions and write words from windows and I also have a (6) with a chair The museum is at 32 Old Bridge Road. OK. Is it (5) far / near? (6) five / ten minute
exercise 1. where I can sit outside in the sun.
1 The map is in the car. walk.
I can’t wait for you to see it!
The top outside part of a building roof Oh, good! Thank you! No problem. Bye!
Jess
1 this structure separates rooms 2 They are looking for the Museum of Modern
2 you go up or down these History. 4 Give directions from your school to the park. Write
3 you open this to go in or out of a 5 Complete the sentence so they are true for you. a similar dialogue to the one in exercise 3.
room 3 The museum is past the park. Excuse me! Can you tell me how to get to the
1 My favourite room in my house is
4 smoke from a fire goes up this because . park, please?
5 you can look out through these 4 They must walk for about 10 minutes. The park? Let me think.
2 I spend a lot of time in .
6 the place to keep a car
3 In my bedroom there is and . 5 Practise your dialogue in pairs.

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Writing reference
Presenta un texto modelo sobre Las páginas Writing task enseñan
UNIT UNIT

6 62
UNIT

Writing reference
Text type: An opinion essay Writing task
Writing an opinion essay

el tema de cada unidad, con a los alumnos los pasos que deben
In your opinion, is it better to live in a big house with a garden or a flat in the city centre?
In your opinion, is it better to go on
holiday to the mountains or the beach? Step 1 Plan
In my opinion, it’s better to go on holiday to the mountains. Use comparative Before you write, make some notes about the good points and bad points of each option. Complete the
My family and I spend two weeks there every summer and I adjectives to table below with your notes.
compare different

anotaciones que indican a los seguir para planear, preparar y

usually invite a friend. It’s more interesting than going to the
things
Use the beach. I go rock climbing and mountain biking. Living in a house Living in a flat
expressions in my I like camping in the mountains because you have bigger
opinion / I think / more freedom – you can stay in different places. +
I don’t think to Some people prefer the beach, but not me! I don’t like doing
give your opinion. Use because to you need a car
water sports because I think they’re more dangerous than –
give reasons for
mountain sports. The mountains are better!

alumnos lo que tienen que tomar redactar sus textos en casa.

your opinions
by Paul, 13 Step 2 Write

Write your first draft. Use your notes from Step 1 and the essay on page 130 to help you.

en cuenta cuando hagan un trabajo 1 53 Listen and read the text. Then circle T (true)
or F (false).
1 Paul goes to the mountains all summer. T F
3 Complete the text with the phrases in the box.

because it’s more comfortable

escrito.
2 He thinks holidays in the mountains are are more boring than dancing in the disco
relaxing. T F In my opinion because you can
because they aren’t
3 He likes camping because you stay in
the same place. T F Step 3 Check USEFUL EXPRESSIONS
(1) , it’s better to go on holiday
4 He thinks mountain sports are dangerous. T F Check your work. Check: In my opinion, …
to the beach than to the mountains. It’s more
5 He thinks water sports are dangerous. T F I think / don’t think …
interesting than going to the mountains opinion expressions: In my opinion, I think /
(2) go swimming and I don’t think It’s more … than …
2 Connect the two sentences using because.
kite surfing. I like staying in a hotel I (don’t) like … because …
1 I like rock climbing. It’s exciting. because to give reasons why
(3) than camping. I like I also like it because …
comparative adjectives Some people prefer … , but not me!
(4) or going to barbecues.
2 I travel by plane. It’s faster than by car. vocabulary for houses, places, facilities, transport
I don’t like doing mountain sports
(5) as exciting as beach I like / don’t like because …
3 They love the sea. They can swim very far! activities.I think mountain holidays I like / don’t like + -ing
(6) beach holidays. You often Finally remember to always check your:
4 My cousin lives in a caravan. He likes to travel. go camping in the mountains and I hate that! grammar vocabulary spelling

5 We stay in hotels. They’re more comfortable Step 4 Write

than going camping.
Write your final copy in your notebook.

130 131

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External exam trainer

Esta sección del Workbook prepara En la página Your exam practice
EXAM

21 External exam trainer

About the exam
Reading: Choosing the correct answers

Your exam preparation Your exam practice

Choosing the correct answers
You read part of a conversation and choose
the correct response. This tests your ability to

a los alumnos para las pruebas los alumnos ponen en práctica las
understand written English.
1 Read the example question below. Which word
shows that b) is the correct answer? Step 1: Understand the situation. Step 3: Read the conversations again. 2
correct answers
Choosing the

EXAM TIP: Eliminate options that are

Read the conversations in Your exam and think Choose the most likely answers.
Example question not relevant
about these things:
Mum: What do you want for breakfast? Read the sentence and underline key words. What are the people talking about? Step 4: Read again.

de reading y writing típicas de los estrategias de examen aprendidas.

Son: a) I’m having a shower. Sometimes the correct answer contains similar What words would you expect in the answers?
Check your answers. 3
b) Some toast please. words or even the same words. Then you can
eliminate the other options. Step 2: Consider all the possible answers.
test
Open cloze

c) I always eat breakfast before I EXAM TIP: Check your answers

go to school. Now read all the questions and answers again and
2 Read the questions and answers in the Model Always check your answers again. Read the
identify key words. Then decide if any options can
exam below. Can any of the options be eliminated? conversations to yourself. The conversations
be eliminated.
Why (not)? must make sense and be logical.
4

exámenes externos.
reading test
True or False

3 Read the conversations and choose the correct answers.

5
Los Exam tips les proporcionan
email
An informal

1 I feel terrible, my head hurts. 4 Read the conversations and choose the correct answers.
a) Why don’t you go to bed?
This means the boy feels

El Model exam les ofrece un claro consejos y técnicas que los ayudan a
b) Why don’t you wash your hair? ill. The best answer 1 How are you? a) I’m a student.
c) Why don’t you jump around? option here is option a). b) I’m fine, thanks.
c) I’m 13 years old.
2 My grandmother has three dogs and
2 Did you bring your a) Yes, I left it at home.
two cats. homework? b) Yes, here it is.
a) Really? That’s terrible! c) Yes, I always do it in 

ejemplo de pregunta y un modelo de responder con éxito las preguntas de

the library.
b) Really? That’s a lot of animals! a lot here means many and
c) Really? She mustn’t like animals. refers to the number of 3 You’re late. a) Sorry. It’s too early.
animals she has. Option b) is b) Sorry. I hope so.
the best answer. c) Sorry. The bus arrived late.

4 I don’t know where your a) Oh good!

book is. b) Don’t worry about it. I don’t need it.

respuesta. los exámenes.

‘mustn’t’ means must not. c) That’s terrible!
She has many animals, so
this means she likes them.
This option can be eliminated.

140 141

439085_Pulse_WB1_pp138-147_ENG.indd 140 03/10/2013 13:55 439085_Pulse_WB1_pp138-147_ENG.indd 141 03/10/2013 13:55

ix
Curso Digital Pulse Live!
El Curso Digital Pulse Live! está disponible en versiones
para el profesor y para el alumno, proporcionando
soluciones digitales personalizadas adecuadas a las
distintas tecnologías habilitadas en los entornos de
aprendizaje. Es un curso digital compatible con todos los
dispositivos electrónicos, incluidas las pizarras interactivas.
La versión para el Profesor es un material completo que
reúne en un solo paquete las versiones digitales de todos
los componentes de Pulse para su comodidad.
El curso contiene:
• Una versión digital completamente interactiva del
Student’s Book con funciones de audio y vídeo
integradas, y las respuestas para facilitar la corrección
en clase.
• Una versión digital completamente interactiva del
Workbook, con audio integrado y con las respuestas
para ayudar a corregir las actividades en clase
• Un Markbook para consultar las calificaciones de los
alumnos y controlar sus progresos a lo largo del curso
Recursos adicionales para los
alumnos
Macmillan Secondary Student’s Website
Esta web les propociona centenares de actividades con
las que practicar los contenidos del Student’s Book. Hay
ejercicios de gramática, vocabulario, reading, writing
y listening. Pueden hacerlos en casa o en el centro y
sus resultados siempre se grabarán en el markbook
del profesor. La web permite que alumnos y profesores
puedan hacer un seguimiento del trabajo en línea. La
dirección es www.macmillansecondary.com
x
• Vídeos interactivos de los diálogos propuestos como
modelo en las páginas Integrated skills del Student’s
Book, para que los alumnos vean y oigan el inglés
funcional que se habla en la vida real
• Culture videos y worksheets que complementan cada
unidad del Student’s Book
• Un Vocabulary trainer que ayuda a los alumnos a aprender
y practicar el vocabulario esencial del Student’s Book
• Materiales del Teacher’s Resource File
• Materiales del Test and Exams Pack
• Notas para el profesor
• Transcripciones de los audios de todos los componentes
También hay versiones digitales del Student’s Book y el
Workbook para el alumno, y todos los alumnos que utilicen
la edición impresa del Workbook tienen además acceso a los
materiales digitales interactivos.
En todos los cursos digitales hay enlaces al markbook del
profesor para facilitarle las tareas de corrección y evaluación.
Macmillan Dictionary Online
DICTIONARY
Es un diccionario gratuito
que proporciona la definición
clara de cada palabra, grupos
de palabras relacionadas
y cuadros con sinónimos
muy útiles, además de
información gramatical, oraciones de ejemplo, frases
comunes y grabaciones con la pronunciación de las
palabras en inglés británico e inglés americano.
El Diccionario Macmillan en línea también ofrece
herramientas y recursos innovadores que los profesores
pueden utilizar en la clase, como e-lessons y language
games.
Los alumnos pueden también usar esta web como
material de estudio para ganar más confianza en sí
mismos cuando hablen en inglés. Por ejemplo, pueden
practicar los verbos irregulares y los phrasal verbs
con unos juegos interactivos que son un excelente
complemento a lo que han aprendido en clase. La
dirección es www.macmillandictionary.com
Materiales de Pulse para los profesores
Teacher’s Book Teacher’s Resource File
Contiene todo lo necesario para El Teacher’s Resource File
trabajar con Pulse en clase sin ningún contiene una gran cantidad de
1 1
Teacher’s Book Teacher’s Resource File

problema. recursos fotocopiables para

reciclar y practicar lo aprendido,
En cada unidad hay una vista general Includes
mejorar las destrezas y evaluar a
muy clara de sus contenidos y
• Pulse Basics
• Vocabulary and grammar
worksheets

los alumnos. Entre tales recursos,

• Translation and dictation
worksheets
• Key competences worksheets

objetivos, unas completas notas • Key competences evaluation

grids

hay soluciones para atender a la

• Culture and CLIL worksheets
Tim Bowen • Culture video worksheets
• Digital competence worksheets

didácticas, las respuestas a los

• Macmillan Readers worksheets
• Answer keys for each section

diversidad en el aula, materiales

ejercicios y las transcripciones
de CLIL, hojas de evaluación muy
de audio. También se detallan los
detalladas y worksheets para
objetivos de cada lección, hay
desarrollar la competencia digital.
notas culturales y sobre aspectos
lingüísticos, y actividades para fast
finishers. El Teacher’s Book incluye
asimismo todos los materiales de
referencia del Student’s Book y las
respuestas del Workbook.

Teacher’s Resource File Multi-ROM Class Audio CDs

El Multi-ROM contiene todos los Todas las grabaciones del
1 materiales del Teacher’s Resource File en Student’s Book se proporcionan
Teacher’s

formato Word para poder editarlos, y las en tres CD de audio que incluyen
ISBN 978-0-230-43922-1
Resource File
Multi-ROM
Version 1.0 Impression 1

Audio files You can listen to the audio on a normal CD player.

Windows This is an autorun CD. If the application does not

grabaciones de audio correspondientes. las listas completas de lo que hay

start automatically, navigate to your CD-ROM drive and open
the file index.html in a web browser.
Macintosh/Linux Navigate to your CD-ROM drive and
©

.
al

open the file index.html in a web browser.

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en cada pista.

Tests and Exams Pack

Tests and Exams Multi-ROM CEFR Skills Exam
Tests and
1 Este Multi-ROM contiene los siguientes CEFR
Generator Multi-ROM
exámenes, en formato Word para poder El Tests and Exams Pack incluye el
Exams Skills Exam
ISBN 978-0-230-43921-4 Multi-ROM ISBN 978-0-230-47254-9
Generator
Multi-ROM
Version 1.0 Impression 1 Version 1.0 Impression 1

Audio files You can listen to the audio on a normal CD player. Audio files You can listen to the audio on a normal CD player.
Windows This is an autorun CD. If the application does not Windows This is an autorun CD. If the application does not start

editarlos y en formato PDF: CEFR Skills Exam Generator Multi-ROM

start automatically, navigate to your CD-ROM drive and open automatically, navigate to your CD-ROM drive and open the file
the file index.html in a web browser. index.html in a web browser.
Macintosh/Linux Navigate to your CD-ROM drive and Macintosh/Linux Navigate to your CD-ROM drive and
©
©

.
al
.

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open the file index.html in a web browser. open the file index.html in a web browser.
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• Un test de diagnóstico sobre las

a su conveniencia tests con los que
competencias clave que se puede usar
evaluar las destrezas de sus alumnos.
para averiguar el nivel de lengua que
Cubren los niveles A1+/A2, A2, A2+ y
tienen los alumnos al empezar el curso
B1/B1+ del Marco Común Europeo de
• Tests en tres niveles de dificultad:
Referencia con ejercicios de reading,
básico, estándar y alto. Cada nivel
writing y speaking típicos de los
cuenta con:
exámenes externos.
un test de aptitud
nueve tests de progreso
tres tests trimestrales
un test de fin de curso
• Las respuestas, grabaciones y
transcripciones de audio de todos los
exámenes.

xi
Teacher’s Book
Contiene todo lo necesario para que los profesores saquen el máximo partido posible de todos los materiales de Pulse.

Cada unidad empieza con un UNIT

home sweet
Los cuadros Language note
home
Overview a doble página dividido
Evaluation

aportan información extra sobre

Lifelong learning skills

Self-study and • Unit 6 End-of-unit test: Basic, Standard and Extra

self-evaluation • End-of-term test, units 4–6: Basic, Standard and Extra
• Study guide: • CEFR Skills Exam Generator
Student’s Book page 71
• Progress check and

en: Objetivos y competencias clave, pronunciación, vocabulario o

Unit objectives and key competences self-evaluation: External exam trainer
Workbook pages 54–55

In this unit the student will learn … In this unit the student will learn how to ...
• Grammar reference and practice: • Listening: Multiple-choice pictures
Workbook pages 94–95
• understand, memorize and correctly use words • identify specific information in an online article • Wordlist:
for furniture CLC CMST CLC DC CAE
Workbook pages 151–157
• understand, memorize and correctly use words • look for information about unusual homes CLC Digital material

Contenidos lingüísticos, Destrezas, gramática. Pueden dar la definición

for places to stay CLC CMST CAE DC CAE CIE Learning strategies
• understand and correctly use grammar • identify specific information in a conversation and thinking skills
Pulse Live! Digital Course including:
structures related to comparative adjectives about holidays CLC SCC CAE • Reading for general information • Interactive grammar tables
and draw parallels to L1 CLC L2L • speak about their domestic routines CLC SCC • Listening for specific information • Audio visual speaking model: Asking for and giving
• understand and correctly use grammar • write an opinion essay CLC CMST CAE • Speaking skills: using polite directions
structures related to possibility, permission, • read a map for directions, listen to a language
• Audio visual cultural material: Homes in the UK
obligation and prohibition CLC conversations about directions and ask for and

Destrezas para el aprendizaje de una palabra o frase difícil, o su

Cultural awareness
• about the lifestyle of travellers in Ireland CLC give directions CLC SCC
• Travellers in Ireland
Student’s website
CMST SCC CAE
• about homes in the UK by watching a short • Comparing the life of Irish
travellers with groups in students
video CLC CMST CAE
own countries Digital competence
Cross-curricular
• Web quest: Researching the PAS house

permanente, Evaluación, External transcripción fonética; o explicar con

contents
Linguistic contents Skills • Geography: mega-cities • Digital competence worksheet: Writing tools
• ICT: searching the internet for
Main vocabulary Reading information
Reinforcement material
• Furniture: wardrobe, mirror, shelf, • Read an online article about a dream house • Language and literature:
etc • Read a text about travellers in Ireland conventions for writing an opinion
• Basics worksheets, Teacher’s Resource File pages 35–40
• Places to stay: tent, caravan, log • Read directions to an address essay
• Vocabulary and Grammar: Consolidation worksheets,

exam trainer, Materiales digitales, más detalle un punto gramatical o un

cabin, etc
Writing: Interaction and production Teacher’s Resource File pages 23–24
Grammar • Write a personalized dialogue
• Comparative adjectives: bigger • Write an opinion essay in three steps: plan, write, check
than Key competences
Listening Extension material
• Modal verbs: can / can’t, • Listen to a conversation about holidays
must / mustn’t
• Listen to people asking for and giving directions
CLC ompetence in linguistic
C
• Fast-finisher activity: Student’s Book page 63

Competencia digital, Materiales de uso idiomático del inglés.

communication
Functional language • Prepare to listen for important information in CMST Competence in mathematics,
• Extra activities: Teacher’s Book pages T66, T68
• Asking for and giving directions conversations
science and technology
• Vocabulary and Grammar: Extension worksheets,
Teacher’s Resource File pages 25–26
Pronunciation Spoken interaction DC Digital competence
• /ə/ • Exchange information about domestic habits L2L Learning to learn
• Contractions: can’t and mustn’t Spoken production
SCC Social and civic
competences Teacher’s Resource File
• Prepare and act out a dialogue about giving directions

refuerzo, Materiales de ampliación y

SIE Sense of initiative and
entrepreneurship • Translation and dictation worksheets pages 7, 17
CAE Cultural awareness and • Evaluation rubrics pages 1–7

Los cuadros Culture note

expression • Key competences worksheets pages 11–12
• Culture and CLIL worksheets pages 21–24
• Culture video worksheets pages 11–12 Baseline U6
• Digital competence worksheets pages 11–12

Teacher’s Resource File.

• Macmillan Readers worksheets pages 3–4

proporcionan un contexto cultural más

Al principio de cada lección se detallan amplio a los profesores y les brindan
de forma clara los objetivos de Vocabulary and Speaking
información útil para responder
At home •

aprendizaje, proporcionando un útil

3 Students read the information about a

preguntas que podrían hacer los

UNIT
competition to win your perfect bedroom and
Lesson objectives the definitions.
THINK ABOUT IT
In this lesson students will:
• They find the words which match the
definitions.
What’s your home like? How
is your bedroom different
• l earn vocabulary for rooms • They compare answers in pairs.
from the pictures? • l earn vocabulary for furniture • Check answers as a class.
Vocabulary and Speaking • a sk and answer questions about where

resumen del vocabulario y la gramática alumnos sobre las personas, lugares o

they do activities
• Check that they understand all the
At home vocabulary, eg a new look (a completely new
appearance), worth £2,000 (with a value of
Exercise 1 1 2.25 Listen and repeat the words in the box.
£2,000) and point out that the plural of shelf
Which things can you see in the pictures? Warmer
shelf, lamp, is shelves.
table, bed Play a spelling game. Choose six objects in the
desk chair shelf cooker toilet fridge
wardrobe cupboard lamp sink mirror classroom and mix the letters of each word up. 4 • Students write a short paragraph (no

que se van a explicar y de las tareas hechos citados en el Student’s Book.

Exercise 2 sofa bath armchair table bed Write the words on the board with the letters in more than 50 words) beginning My perfect
Possible
the wrong order, eg r o p e c t u m (computer). bedroom is ...
answers 2 Which of the things in exercise 1 are in each of
these rooms in your house?
Give your
bedroom a
Put the class into teams of three. The first team • Encourage them to use some of the words
bathroom
completely
to unscramble all the words and spell the six from exercise 1.
– shelf,
cupboard, bathroom bedroom kitchen new look in this objects correctly wins. • Students read out their paragraphs to the
mirror living room dining room month’s great class.
bedroom
– chair,
bathroom: sink, toilet, bath, … competition.

que van a realizar los alumnos.

wardrobe,
Think about it EXPRESS YOURSELF

table, bed 3 Read the competition information. Find words

that match these definitions.
The prize includes: Explain that a home can be a house or a flat
5 • Students work individually and write
kitchen –
• fantastic new furniture sentences saying where they do each activity
chair, shelf, (or apartment). Remind students that when
1 The place where you put your clothes. (bed, desk, wardrobe …) using the names of rooms from exercise 2.

Los cuadros Extra activity contienen

cooker, fridge,
we ask the question What is ... like?, we are
cupboard,
sink, table
2 A table where you study.
3 You can put your books here.
• fabulous accessories
(lamp, mirror, shelves …) asking for an opinion, eg It’s nice. It’s great.
• Make sure they understand chat (to talk in
£2,000 a friendly way). If necessary, ask them to
living room – 4 You can see yourself in this. • new technology worth It’s OK. Students work in pairs and discuss
…) translate it into their language.
desk, chair, 5 A small light. (computer, music system what their home is like and if their bedroom
shelf, lamp, 6 The piece of furniture you sleep on.
mirror, sofa,
armchair To enter, complete this sentence in no more
is different from the ones in the pictures. 6 • Nominate two students to read aloud the
4 Imagine you enter the competition. Listen to their ideas as a class. example question and answer.
dining room than 50 words:
•
Complete the sentence with your ideas.
– chair, Students work in pairs and ask and answer

Las actividades de calentamiento ejercicios adicionales para los alumnos

cupboard,
mirror, table
My per fect bedroom is … questions about where they do the activities
1 2.25
Send your entry to perfectbedroom@teenmag.co.uk in exercise 5.
EXPRESS YOURSELF
• Play the CD. Students listen to the words and
• Listen to some pairs as a class.
Exercise 3 repeat them.
5 Where do you do the activities in the box?
1 wardrobe Write sentences. • Highlight the silent p in cupboard /ˈkʌbəd/.
•
Vocabulary extension: Workbook page 107
2 desk Elicit which things in the word pool students
3 shelf / relax watch TV do your homework
can see in the pictures.
shelves chat to friends listen to music

(Warmer) opcionales, breves y prácticas, que terminan las tareas del Student’s
4 mirror have breakfast / lunch / dinner • Check answers as a class. Make sure
5 lamp students understand all the words, eg sink
I usually relax in my bedroom.
6 bed (where you wash yourself or the dishes).
6 Work in pairs. Ask and answer questions about
the activities in exercise 5. Language note
Where do you usually watch T V?
In compound nouns, the first word almost
I usually watch T V in the living room.

preparan a los alumnos para la lección. Book antes que los demás. Por tanto,
always carries the main stress, eg wardrobe,
cupboard, armchair.

62 Vocabulary
Interactive
extension:
Grammar
Workbook
Table: page 107 page xx
Workbook
2 • Students categorise the words in exercise 1
by matching them with the rooms.
• They compare their answers in pairs.
•

ayudan a tratar la diversidad en el aula.

9780230429697_Pulse_06.indd 62 29/08/2013 17:01
Check answers as a class.

T 62

Teacher’s Resource File

Con 290 páginas de materiales fotocopiables, claves Además, todos los materiales están incluidos en el
de respuestas y transcripciones de audio, el Teacher’s Teacher’s Resource Multi-ROM en formato Word para
Resource File de Pulse proporciona todas las worksheets poder editarlos atendiendo a las necesidades de cada
y los recursos extra necesarios para que los alumnos clase.
aprendan inglés de una forma plena y llena de sentido. El Teacher’s Resource File está dividido en secciones
para facilitar su uso. Las claves de respuestas se
encuentran detrás de las worksheets de cada sección.

Pulse Basics Vocabulary and Grammar

UNIT

6 PULSE BASICS PULSE BASICS

UNIT

6
Consolidation and Extension
Vocabulary 1 Study guide
At home must
Grammar
VOCABULARY CONSOLIDATION VOCABULARY EXTENSION
UNIT UNIT

1 Label the pictures with the words in the box. • we use must for rules, regulations and 6 6
4 b
Comparative adjectives obligations
sofa armchair table shelves bed 6 d • we use the comparative form of adjectives to You must wear a uniform at this school.
desk chair wardrobe lamp toilet sink 3 f compare one thing with another At home Places to stay At home 3 Use the words from exercise 2 to complete the
5 c • we use mustn’t for prohibition
mirror bath cooker fridge cupboard 2 w My sister’s bedroom is tidier than mine.
definitions.
You mustn’t run in the classroom. 1 Read the clues and complete the puzzle. 2 Order the letters and label the pictures. 1 Complete the sentences. A hotel is a place where people stay
1 l • Adjectives have different comparative forms:
• we use the same form for all subject pronouns Across aeltcs erbga fmra ivlal ntne I need a new cooker . The one I’ve got when they go on holiday.
sofa
after must / mustn’t we use the verb without to 1 You use this to help you see when it’s dark. ohyut tehols sgtuelhoh varcana keeps burning the food. 1 A is an old building that might
Short adjectives
7 c 5 You use this to sit on. 1 My mum has got a new three-seater have a tower or a dungeon.
• they have one syllable and we add -er to make 7 You keep things in this. There are lots for the living room. It’s purple! 2 A is a tall building with a light that
the comparative form of the adjective in the kitchen. 2 The in the bathroom needs shows sailors where the rocks are.
Vocabulary 8 You use this to heat food. cleaning. I can’t see myself in it! 3 A is a long boat that you can
David is taller than Mike.
8 c
At home 9 You sleep on this. 3 This is very comfortable. I could sleep on.
Long adjectives 11 You usually find this in the living room. sit here all day. 4 A is a place where you can stay
armchair for a low price. You usually have to share a
Two or three people can sit on it. castle 4 The dining room has got a lot of
• they have more than one syllable and we add bath 1 food on it. I hope you’re hungry! room.
more + the comparative form of the adjective Down 5 I must clean the in the kitchen 5 A is a mobile house that you pull
bed
A hotel is more expensive than a youth hostel. 2 This is a comfortable seat for one. before I put the shopping away. behind your car. You can sleep in it at night.
chair
10 s 3 You keep clothes in this. 6 James is working at his . He’s got a 6 A is something you need when
12 t 13 s 14 b 15 t Irregular adjectives cooker 4 You find this in the kitchen or dining room. lot of homework tonight. you go camping.
9 a 11 m You eat your food on it. 7 The light isn’t very good in here. The 7 A is a house that you can rent for
• good and bad are irregular adjectives and they cupboard
2 Complete the sentences with the words in 3 Look at the furniture words in the box. Write the 6 You use this to look at yourself. isn’t very bright. a week or more for a holiday.
have a different comparative form desk
10 You do your homework on this. 2 3 8 I need to sort out my clothes before I buy 8 A is something in between a
the box. words next to the definitions.
good – better bad – worse fridge any more. I don’t have any space in my caravan and a house.
desk shelves sink armchair bed cooker cupboards mirror 1 at the moment. 9 A is a place in the country where
sofa table wardrobe Spelling rules lamp L 2A M P 3
you can find animals or crops.
bed mirror 4 5

desk
It’s comfortable. You sleep in it. • one-syllable adjectives with a short vowel Places to stay
I’ve got a in my bedroom. It’s got my 1 You look in it when you want to see what you followed by a consonant -t, -d, -g, -m and -n, shelf 6

computer on it. double the consonant to make the comparative 2 Look at the pictures. Find ten words in the
look like. m sink 7
form 4 5 wordsquare.
1 All my clothes are in my w . 2 You put things in them. There are a lot of these sofa
2 My aunt has got lots of books. There are big – bigger sad – sadder hot – hotter
in the kitchen. c table 8 S B M C J C E R V P
s in every room in her house! toilet
3 You cook food on this. It’s in the kitchen. Prepositions of place C A R A V A N T I I
3 Let’s sit on the s together and watch c wardrobe 9 10
• we use prepositions of place to describe where D R V B K S U G L N
TV. 4 It’s comfortable. It’s in the living room. One things are
4 Your hands are dirty. Go and wash them in the
Places to stay T G A I O T D F L Y
person sits on it. a My bed is opposite the door. 11 6 7
Y E W N P L S H A T
s . The library is next to the café. apartment log cabin
3 Circle the correct words.
M O B I L E H O M E
5 We’ve got a new t and chairs in the barge mobile
can home Last year we stayed in a hotel / tent in
dining room. caravan H O S T E L L T O N
4 Complete the sentences so they are true for you. London. It was wonderful with a very comfy
• we use can to talk about possibility and (lack of ) castle tent bed and a buffet breakfast. P T H F A R M E S T
armchair bath bed chairs permission villa 1 We go on holiday in a tent / caravan. It’s
cupboards desk toilet farm L R F D S A N L B C
You can stay for three weeks. youth cheaper than staying in a hotel, but not as
hotel L I G H T H O U S E
We can’t visit the shop on Sunday. It’s closed. hostel uncomfortable as camping.
1 There’s a in my bedroom. lighthouse 2 This summer we’re going to rent a villa /
2 There’s a in my living room. • we use the same form for all subject pronouns farm in Spain. It’s near the beach and has a
3 There’s a in my bathroom. • the negative form of can is can’t (cannot) swimming pool.
3 They stayed on a farm / lighthouse over the
4 There are some in my kitchen. • after can we use the verb without to
summer. The children loved it. They fed the
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35 Text Pulse © Macmillan Publishers Limited 2014 Text Pulse © Macmillan Publishers Limited 2014 40
4 I want to rent a log cabin / castle this summer
and explore the woods and lakes nearby.
5 My parents stayed on a mobile home / barge
at Easter. They travelled down the canal for a
week and had a great time.
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Workbook fotocopiable de 66 páginas para los alumnos

de menos nivel —una solución ideal para atender a la Pulse 1 - revised finals 26/09/13 Pulse 1 - revised finals 26/09/13
Hay dos worksheets de consolidación y dos de
diversidad. Incluye un repaso del vocabulario y la gramática ampliación para cada unidad con el fin de repasar Pulse 1 - revised finals 26/09/13 Pulse 1 - revised finals 26/09/13

del Student’s Book, actividades de reading y writing, una y practicar todo el vocabulario y la gramática del
sección de consulta y la clave de respuestas. Student’s Book.

xii
Translation and Dictation Evaluation rubrics
TRANSLATION DICTATION
UNIT UNIT

6 5

Comparative adjectives 2.27 There is / There are: affirmative and negative Student’s
Student’s
namename
1 Joe’s room is tidier than Rick’s. ________________________________________________ 1 There’s a sports centre on my street.
2 This hotel is more expensive than that one. ______________________________________

Result

Result
2 There are two supermarkets near here.
3 The castle is much older than the lighthouse. ____________________________________ 3 There isn’t a library in my town.
4 This sofa is more comfortable than the old one. __________________________________ 4 There aren’t any apples in that shop.

minimal difficulty and

minimal difficulty and

information from web

5 I don’t think the dining table is bigger than the kitchen table. _______________________

is able to do the task.

difficulty. Can answer

points but with some correctly and without

correspondence with

Understands specific
Understands the gist

general and detailed

5 There’s some milk on the table.

erence material with

about contemporary
Can answer detailed

pages and other ref-

difficulty. Can answer significant difficulty.
and the main points

orrespondence with

fiction with minimal

Can answer general

answer general and

questions correctly.

questions correctly.
specific questions.

detailed questions
without significant
__________________________________________________________________________

minimal difficulty,

minimal difficulty.
and more specific
6 There are some potatoes in the kitchen.

general and more

Understands some of Understands most of Understands and

Is able to answer

information from
with some difficulty. instructions with

Understands the

Understands the

Understands the

journalistic texts

Understands a little Understands some of Understands the

including formal
6 Ben’s boots aren’t as dirty as Dan’s. ____________________________________________

comprehension

comprehension
most important
can respond to

contemporary
appropriately.

the key information most relevant

difficulty. Can
main ideas of
conventions.
points of the
2.28 There is / There are + a / an, some and any

the instructions but the instructions but follows the

Prepositions of place

questions.
questions

fiction.
1 There is a cinema in my town.
1 His rucksack is next to the table. ______________________________________________ 2 There are some nuts and crisps.

4
2 The sofa is opposite the television. ____________________________________________ 3 There isn’t a Chinese restaurant.

information from web information from web

3 The dining room is between the kitchen and the living room. _______________________

Understands some of Understands most of

journalistic texts but
4 There are two ice creams.

but with considerable correspondence but

with some difficulty.

correspondence but correspondence but

with some difficulty.

with some difficulty.

formal conventions.
Can answer general

Can answer general

contemporary fiction. contemporary fiction. fiction. Can identify

from contemporary
Understands some of Understands many

key characters and

Understands some

material. Is able to
__________________________________________________________________________

general questions
5 There aren’t any shops on my street.

Can answer basic

understand the main and some of the main gist and the main

the key points of the key points of the

Understands the gist Understands the

Understands the
about the topic.
4 The book is behind the sofa. __________________________________________________

comprehension

comprehension

erence material, but other reference

answer general
6 There isn’t any yoghurt.

main ideas of

answer basic
Understands some of Understands
5 My books are in my bag. _____________________________________________________

the specific
the correspondence most of the

questions.

questions.

questions.

questions.

questions.
pages and other ref- pages and
6 The café is in front of the castle. _______________________________________________ 2.29 Is there ...? Are there ...?
can / can’t 1 Are there any hotels in your town? Yes, there are.

3
2 Is there a supermarket near here? No, there isn’t.
1 Guests can use the swimming pool. ____________________________________________

journalistic texts but

3 Are there any apples in your bag? No, there aren’t.

of the main ideas of

significan difficulty.

Understands some
2 We can’t stay in the caravan. It’s too small. ______________________________________

with considerable
4 Are there any parks on your street? No, there aren’t.

structured and contains a plot and characters key information from information from
3 They can’t feed the animals on the farm. ________________________________________

points but with

5 Is there any water on the table? Yes, there is.

with difficulty.

with difficulty.

with difficulty.
4 I can’t drive to the hotel. The road is closed. _____________________________________ 6 Are there any museums here? Yes, there are.

the specific

of the key
5 We can rent this villa for $500. ________________________________________________

difficulty.

difficulty.
6 He can swim in the sea by the hotel. ___________________________________________ 2.30 How much ...? How many ...?

2
must / mustn’t 1 How many vegetables do you eat every day?
2 How much protein is there in a chicken salad?

understand much or

specific information
ideas of journalistic

and other reference

correspondence. The correspondence should or none of the most

or none of the main

little or none of the

little or none of the

little or none of the

1 You mustn’t run next to the swimming pool. _____________________________________

points and little or

Understands little

Understands little

Understands very

Understands very
3 How many calories are there in this slice of cake?

correspondence.

correspondence.
none of the gist.

from web pages

2 We must take the bus into town. ______________________________________________ 4 How much milk is there in the fridge?

in either a personal, academic or vocational points of the

3 They mustn’t jump off the barge. ______________________________________________

instructions.
Is unable to

Is unable to

any format) in which the student talks about understand

any of the

important
4 We mustn’t use our mobile phones by the pool. __________________________________ 2.31 Revision

Is able to

city, sport). The students can re-read difficult material.

5 Tessa must stay in the log cabin. ______________________________________________

texts.
6 I mustn’t forget to take the tent. _______________________________________________ Sri Lanka is an island near India in the Indian Ocean. It’s very popular with tourists. There are

1
some fantastic beaches with white sand and beautiful blue sea, and there are a lot of hotels.
Revision

events, real or fictional, and which expresses

is guided by numbers, names or illustrations

instructions (e.g. in a school, public place or
Colombo is a city where there are some fantastic restaurants and big shopping centres. But

from clear and simple advertisements, from

journalistic texts in any format. The student

magazines or the internet, which are related

include information about topics of interest

Understands specific information from web

places; or describes past, present or future
him/herself; describes people, objects and

pages or other reference material which is

which can be easily followed. For example,

Understands personal correspondence (in

structured clearly and relates to academic

feelings or opinions about familiar topics.
Sri Lanka is really famous for its beautiful landscapes. There are forests, mountains and rivers.

or vocational topics, or topics of personal

Understands the gist and the main points

interest (e.g. curricular subjects, music, a

contemporary fiction which is short, well

With the help of visual aids, understands

to a familiar topic (personal, academic or

Today, the children in Park High School aren’t playing football. They’re playing Australian rules

context (e.g. about a language course).

appliances or machines work, or safety
Are there any ancient cities? Yes, there are. Is there lots of traffic? No, there isn’t. It is a relaxing

instructions about the way electronic

Understands the main ideas of short

football. I think it’s easier than football. Each team must have 18 players and they kick and pass place where you can get close to nature.

Understands key information from

the ball. They can hold the ball, but they can’t throw it. One boy is hitting the ball with his hand.

Understands key points of formal

Learning outcomes: Reading

Learning outcomes: Reading

You can hit it with any part of your body. Now, a boy is kicking the ball between the posts. It’s
a goal!

to aid understanding.

fiction for teenagers.

parts if necessary.
leisure centre).

vocational).
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PULSE_TRF1_Section_I_signoffs.indd 1 10/02/2014PULSE_TRF1_Section_I_signoffs.indd
15:37 2 10/02/2014 15:37

Los ejercicios de traducción y los dictados Las rubrics son herramientas para evaluar a los alumnos
están ligados a cada unidad. Los dictados están en las cuatro destrezas y medir sus progresos. Se centran
grabados en el Dictations Audio CD. en estándares de aprendizaje que han trabajado en clase,
Pulse 1 - revised finals 26/09/13 Pulse 1 - revised finals 26/09/13

como escribir una carta formal o hacer una presentación

oral, e incluyen criterios de evaluación que muestran lo que
los alumnos saben hacer realmente.

Key competences worksheets Culture and CLIL worksheets

KEY COMPETENCES WORKSHEET KEY COMPETENCES WORKSHEET CULTURE WORKSHEET CLIL WORKSHEET
UNIT UNIT UNIT UNIT

6 6 6 6

Reading Writing Listening Dublin Language: Irish Gaelic

Go online!
Key competences Key competences Key competences 1 How many languages can you speak? Can you say anything
C1 Competence in linguistic communication C1 Competence in linguistic communication C1 Competence in linguistic communication
Key facts in Irish Gaelic? Read about the Irish Gaelic language.
C3 Competence in knowledge of and interaction with the physical world C3 Competence in knowledge of and C3 Competence in knowledge of and • Dublin is the capital of the Dublin
There are two languages spoken in Ireland: English
C6 Artistic and cultural competence interaction with the physical world interaction with the physical world Republic of Ireland.
and Irish Gaelic, or Gaeilge. This is the first official
C6 Artistic and cultural competence C6 Artistic and cultural competence • Its population is about 506,000. language and it is used by half a million people as their
1 Read Ramón’s online guide to Madrid. Which places would you like to visit? • Dublin was originally a small mother tongue. It is also one of the official languages
Viking village and is now one of
4 You are going to write a short tourist guide the world’s most important cities. of the European Union and almost 2 million people
about where you live for the school magazine. around the world speak Gaeilge.
Look at the notes. Make notes and write a
Fun in Madrid Language Cities Countryside Culture Food People 1 Read about Dublin. It is a Celtic language and is similar to Scottish Gaelic, Welsh and
paragraph of 80 to 100 words. Breton, which is spoken in the northwest of France. Its alphabet is
River Liffey similar to English.
Every year, thousands of tourists love Santiago Bernabéu Dublin is on the River Liffey. The bridges across the river are beautiful and In Ireland there are Gaeilge-language newspapers, radio stations
visiting the wonderful Prado Museum, Do you like football? include Ha’penny Bridge. There are also bridges named after famous authors and television shows and school students have to study the language.
from Dublin, such as the Samuel Beckett Bridge and the James Joyce Bridge. As Traffic signs and notices in shops appear both in English and Gaeilge.
the Reina Sofía and the Royal Palace One of my favourite well as walking along the river, you can go rowing or you can participate in the
in Madrid. But there are also lots of places is the Real 5 1.07 Listen to a radio interview about annual Liffey Swim, a swimming race in late summer. It is also one of the oldest languages in Western Europe.
exciting places for young people to have Madrid football a sports programme and circle the correct TEST YOUR
fun, too. Read my online guide to Madrid stadium, the Santiago answers.
Cultural Dublin
MEMORY!
and find out. Bernabéu. You can 2 Look at the Irish Gaelic names and their pronunciations. Practise
1 The radio interviewer is in … • When is the Liffey Swim?
go on a tour and visit
Dublin’s cultural district is called Temple Bar. It is on the south side of the River saying them. Then circle T (true) or F (false). FIND OUT:
The Parque de Atracciones a) Cambridge. Liffey and it is very popular with tourists and young people. It has many shops, • What is the name of the
the President’s Box, art galleries and restaurants. Every Saturday, Temple Bar has the Cow’s Lane How is the alphabet of
This is Madrid’s main amusement park. b) London. district popular with Irish Gaelic name phonetic pronunciation
the players’ dressing fashion and design market, where shoppers buy unique designer clothes. Gaeilge different to the
There are lots of exciting rides, including a c) Brighton. young people? Ciara Kee-ra
room and the English alphabet?
water ride and a roller coaster ride. There are d) Oxford. • Which building is similar Siobhan Sha-vawn
also some great cafés and restaurants, Trophy Room. 2 There are … different sports in the Street Sport Important places to Washington’s White Pádraig Paw-rig
street theatre and puppet shows, so you Madrid Zoo programme. Places of interest include Dublin Castle and the Áras an Uachtaráin. This is where House? Niamh Neev
can spend the whole day here! Madrid Zoo has over What can you see a) three the Irish president lives and it is similar to the White House in Washington DC. WEB QUEST
Places
The Retiro Park 3,000 animals. My favourites are the giant or do there? b) four Do the Find out activity. Then circle T (true) or F (false). Find more information about
In Retiro Park, there’s a lake where you pandas. There are only nine giant pandas c) five 2 Answer the questions. TASK the Irish Gaelic alphabet.
a museum / gallery 1 The Irish Gaelic alphabet hasn’t
can go out in a rowing boat. There are in Europe, and two of them are in Madrid. d) six Describe what’s happening
I also love the dolphin show. It’s amazing! palaces / castles / 1 What is the name of the river in Dublin? got the letters: j, k, q, w, y, z. T F
also free concerts, puppet shows and 3 The children are playing … 2 Name one of the famous bridges on the river. in Temple Bar. Ask your 2 Some letters have accents, eg á. T F
Children can visit the animals in the Little a cathedral a) dodgeball.
plays, as well as lots of places to eat. teacher for instructions. 3 The letters have the same
Farm and you can eat in one of the zoo’s a park b) street soccer.
I often play football here with my 3 What event happens in the river in late summer? pronunciation in English. T F
friends and sometimes we ride our cafés or restaurants. restaurants / cafés c) skater hockey. 4 Some letters are silent. T F
bikes through the park. I hope you visit Madrid soon! a zoo d) touch rugby. 4 Name three activities you can do on, or by, the river.
a department store / 4 The sport they’re playing is … WEB QUEST 3 Match the English names with their Irish Gaelic names.
market a) exciting. Find out which famous
b) boring. 3 Look at the pictures. Label the map of Temple Bar in Dublin. musicians are from Dublin.
2 Answer the questions. 3 Complete the sentences. What types of music do
c) dangerous. 1 2 3 4 5
1 Where can you go on a roller coaster ride? 1 You can see an amazing dolphin show at d) amazing. art gallery cinema restaurant River Liffey shop they play?
. 5 There are also … in the summer.
2 There are giant pandas in Madrid a) dance shows
2 Where does Ramón play football with his Zoo. b) singing lessons
friends? 3 There is an exciting water ride at 5
c) dance lessons 1
. d) musical shows 2
4 You can go on a tour at . 6 The programme is … Rose Patrick Lucy Neil Sarah
3 Where is there a lake? a) in a shopping centre. 3
b) in different parts of the city. 4 a) Pádraig b) Saraid c) Niall d) Rós e) Luseach
c) outside.
4 Name two places you can see a puppet show. d) in a sports centre.

1 2 3 4 5
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Las hojas de trabajo sobre las competencias básicas Hay una worksheet de cultura y otra de CLIL por unidad. Las
proporcionan más práctica de las destrezas de reading, de Cultura tratan de ciudades de países de lengua inglesa
writing, listening y speaking mediante actividades y llevan ejercicios de comprensión sobre datos de interés
Pulse 1 - revised finals 26/09/13 Pulse 1 - revised finals 26/09/13 Pulse 1 - revised finals 26/09/13 Pulse 1 - revised finals 26/09/13

en parejas. Cada worksheet indica claramente la cultural e histórico. Las de CLIL relacionan temas culturales
competencia que se trabaja en ella. con otras áreas del currículo escolar. Hay Teacher’s notes
con ideas sobre cómo usar estos materiales en clase.

Culture video worksheets Digital competence worksheets

CULTURE VIDEO WORKSHEETS CULTURE VIDEO WORKSHEETS DIGITAL WORKSHEET DIGITAL TEACHER’S NOTES
UNIT UNIT UNIT UNIT

6 6 2
6 2
6

Homes in the UK Homes in the UK Writing tools Writing tools

Before you watch While you watch Final viewing 9 What do you know about homes in your country? Part 1: Let’s discuss C Part 1: Let’s discuss Part 3: Let’s do it!
Answer the questions.
1 Complete the puzzle. First viewing 7 Answer the questions. a What are typical homes in your country like? 1 Read the text and answer the questions. 1 Read the text and answer the questions. 1 Look at some examples of written texts. Answer
the questions in groups.
a How long does it take Pete to walk to the town Dear Mum and Dad, • Ask students to read the text and discuss the
1 2
A 3 What is the man’s name?
centre? A writing tool allows you to create written I am having a wonderful questions in pairs. Elicit some answers and • This can be completed in class or as homework.
3 4
a Pete b What type of home do you live in? projects and share them easily with others holiday in Ireland and discuss as a class. • Ask students to choose a text type from the
5
b Dave b What are the two names for Pete’s home? on the web. These writing tools can help I’m about to learn about Mr and Mrs Stephens list and write their text online. Remind them to
F c Matt you to organize your thoughts and ideas. organize their ideas on a Task Sheet.
6 the Irish travellers – the 39 Price Street What is a Writing tool?
d Sam c How wide is Pete’s home? c Do you have a garden? What do you use it for? Oxford • Once you have all the links to the texts, use one
7
M S Writing tools help you to create stories, Pavees. There are still
postcards, letters, descriptions, opinions, OX1 9JJ A writing tool allows you to create written lesson to view them all as a class. Students can
families who sometimes
4 What is his favourite time of year? d What did it do last year which Pete thought projects and share them easily with others vote on their favourites and choose the best
notes, essays, diary entries and projects. travel by horse and cart!
a Spring was beautiful? d Do you know anyone who lives in a very on the web. These writing tools can help three.
8 Some of them allow you to add photos See you soon!
b Summer different type of home? you to organize your thoughts and ideas.
and images to your work to make it more Sam xx Edit Print
c Autumn e Why does Pete have to go? interesting. Writing tools help you to create stories,
d Winter postcards, letters, descriptions, opinions,
Across e Where do you want to live when you are older? RECOMMENDED
1 What can you use writing tools for? notes, essays, diary entries and projects.
1 A very old home where kings and queens live. Second viewing After you watch Some of them allow you to add photos WEBLINKS
2 Do you use any writing tools? Which ones do 1 What types of writing are texts A–C?
6 A home which only has one floor. and images to your work to make it more
7 A home with lots of land and a large space for
5 Circle the correct words. 8 What can you remember? Look at the pictures. you use? 2 What is text A about? Writing tools
interesting.
animals. Match the sentences with the pictures. One 3 Are the texts in B by the same person?
a Pete lives on the Thames / Tyne river.
sentence is not needed. HOMEWORK
Part 2: Let’s analyse 4 Where is Sam writing from in example C? www.padlet.com
8 A very big house where rich people live. b There is a long / no road to his home.
Answer key www.linoit.com
c In summer / winter it can get very cold on a It’s only two metres wide. WEB QUEST 2 Look at some examples of written texts. Answer Part 3: Let’s do it! Allows you to create a collaborative notice
Down Pete’s boat. b Pete lives on a narrow boat on the Thames. Choose a famous home to research: the questions in groups. 1 You can use a writing tool to create written board with stickie notes.
2 A home which is a small part of a larger d Pete likes to sit and eat on his roof / terrace in c In winter it can get really cold. projects and share them. You can also create
• 10 Downing Street A Step 1 First decide what type of text you
building (US English). summer. d Last year it snowed and it was beautiful. stories, letters, etc.
• Longleat House would like to create. Here are some ideas: beta.mural.ly
3 A traditional home which stands alone or in a e When it’s really hot, Pete goes e There is no street lighting at night. 2 Students’ own answers
• Kelburn Castle • a postcard sent from an imaginary destination. www.popplet.com
street with others. fishing / swimming.
4 A home which floats on a river or canal. 1 2
• Buckingham Palace VICTORIAN HOUSES • a wall where others can write a short description
of their room. Part 2: Let’s analyse
Allows you to create interactive posters.
5 A home which is a small part of a larger 6 Circle T (true) or F (false).
Use the internet and research your chosen Many people in Victorian times lived in • a description of a type of house from another www.inklewriter.com
building (British English). a The other name for a houseboat is a 2 Look at some examples of written texts. Answer
famous home. Think about the following homes without any of the modern comforts part of the world. www.mixbook.com
narrowboat. T F we have now. People had to manage without the questions in groups. Allows you to write descriptions, long texts
2 Circle the correct words. questions:
b There is no street lighting near central heating or hot water from the tap. Step 2 Go online and search for an • Ask students to look at the texts and discuss the or stories.
a The UK has a population of around 10 / 60 Pete’s home. T F • Who built it and why? appropriate writing tool. questions in groups of three or four. Elicit some
million people. c Pete’s houseboat is only four 3 4 • Who lived there in the past? answers and discuss as a class. www.readwritethink.org/files/resources/
b London is the smallest / largest city in the UK. metres wide. T F • Who lives there now? B Step 3 Organize your topic on the Task
interactives/postcard/
c Most people in the UK / London live in houses. d Pete keeps his boat in the same place • What happens at the home now? Sheet. Remember to include vocabulary and
Answer key Allows you to create your own postcard.
d The river in London is called the all the time. T F structures from this unit.
Thames / Medway. e It doesn’t get dark until about 10pm Use your information to write a presentation 1 A Description, B Wall, C Digital postcard
My favourite room MY HOUSE Step 4 Write your text. Include photos 2 Victorian houses
e Some people live in lighthouses / houseboats. in summer. T F for your class. Include photos and pictures. in my house is the
or pictures. 3 No, each note is by a different person.
kitchen. It’s where
4 The writer is in Ireland. He is writing to his mum
the whole family gets My favourite place is Step 5 Share the link to your text with your and dad.
together and we the living room. I have teacher and classmates.
have a lot of good my games console in
laughs there! • Go online and show students a few of the
there and, of course, the
recommended websites for writing texts.
TV! My dad and I play • Try making a group text using suggestions from
games together the class. Ask students what sort of text they
a lot. want to create and what information they want
to include. Make the changes on screen. Print the
finished text and stick it on the board.

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Cada página ‘Culture awareness’ del Student’s Book va Los alumnos desarrollan la competencia digital mientras
ligada a un vídeo de cultura que presenta situaciones aprenden inglés gracias a estas worksheets, que les
de la vida real en países de lengua inglesa. Los vídeos Pulse 1 - revised finals 26/09/13 Pulse 1 - revised finals 26/09/13

enseñan a utilizar herramientas web para hacer trabajos Pulse 1 - revised finals 26/09/13 Pulse 1 - revised finals 26/09/13

van acompañados de worksheets para evaluar la tales como crear un avatar, un podcast y una biografía en
comprensión de los alumnos mientras estos los ven y línea. Cada worksheet tiene Teacher’s notes que añaden
después de haberlos visto, y de Teacher’s notes que información sobre las herramientas web y sobre cómo
explican cómo utilizar mejor las worksheets en clase. realizar los trabajos en clase.

xiii
 LISTENING AND
UNIT VOCABULARY GRAMMAR READING
PRONUNCIATION

STARTER UNIT ● Family ● Pronouns ● Days, months and dates ● Possessive ’s ● Countries, nationalities and languages
page 4 ● be ● Classroom language ● Meeting and greeting

UNIT
SCREEN ● Describing people ● have got ● A web article: Acting ● Listening: A description:
1 STORIES
page 10
● The body ● Question words the part film characters
Grammar in context: Literature Cultural awareness ● Pronunciation: /h/
The film industry Rhythm and intonation

UNIT
SCHOOL ● School subjects ● Present simple: Affirmative ● A magazine article: ● Listening: A radio
2 DAYS
page 20
● Everyday
activities ●
and negative
Present simple: Questions
Welcome to the BRIT
school
programme: The Royal
Ballet School
and short answers
Cultural awareness ● Pronunciation: Syllables
Grammar in context: PSHE Boarding schools in and word stress
the UK Third person verb endings

UNIT
ACTIVE! ● Sports and ● Adverbs of frequency ● A magazine profile: ● Listening: A presentation:
3 page 30
●
activities
Action verbs
● love, hate, (don’t) like /
don’t mind + -ing
Active! profiles athlete profile
Cultural awareness ● Pronunciation: can
● Question forms: Word order
Winter sports in
Grammar in context: PE Canada

Collaborative project 1: Making a wall page 40

UNIT
LOOKING ● Clothes and shoes ● Present continuous ● A web article: Stuck at ● Listening: A radio
4 GOOD?
page 42
● Adjectives of
character
● Present continuous and
present simple
Prom! interview: colour theory
Cultural awareness ● Pronunciation: -ing
Grammar in context: Design Traditional costume endings
and technology

UNIT
FEELING ● Places to go ● There is / There are + a / an, ● An online message ● Listening: A TV interview:
5 GREAT!
page 52
● Food and drink
●
some and any
Countable and uncountable
board: Top tips for
feeling great?
Food at school
● Pronunciation: Difficult
nouns
Cultural awareness sounds: /ɪ/ and /iː/
● Is there...? Are there...?
Traditional food
● How much …? How many …?
Grammar in context: Science

UNIT
HOME ● At home ● Comparative adjectives ● An online article: The ● Listening: A family
6 SWEET
HOME
● Places to stay ●

●
Prepositions of place
can / can’t and must / mustn’t
PAS House discussion: Holidays
Cultural awareness ● Pronunciation: /ə/
page 62
Grammar in context: Different lifestyles Contractions can’t and
Geography mustn’t

Collaborative project 2: Making a leaflet page 72

UNIT
FUN AND ● Computer games ● was / were ● An exhibition guide: ● Listening: An informal
7 GAMES
page 74
● TV programmes ● there was / there were
● Past simple affirmative:
Game story conversation: TV
programmes
Cultural awareness
Regular verbs
Animated TV ● Pronunciation: was and
Grammar in context: were
Technology Past simple endings

UNIT
SONG ● Instruments and ● Past simple: Affirmative and ● A feature article: The ● Listening: A radio
8 AND
DANCE ●
musicians
Adjectives of
negative
● Past simple: Questions and
Liverpool Signing Choir programme: New music
Cultural awareness ● Pronunciation:
page 84 opinion short answers
Traditional music and Diphthongs
Grammar in context: Music dance

UNIT
SPECIAL ● Celebrations ● be going to ● A blog: 13 adventures ● Listening: A news
9 DAYS
page 94
● Adverbs ●

●
Object pronouns
Present continuous for
for my 13th year … extract: Resolutions
Cultural awareness ● Pronunciation: Rhythm
future plans
National days and sentence stress
Grammar in context: History

Collaborative project 3: Making a presentation page 104

xiv
 DIGITAL EXTERNAL EXAM
INTEGRATED SKILLS WRITING
COMPETENCE TRAINER

At the cinema ● A description ● Web quest: A glog ● Speaking: Giving

Reading: Cinema tickets
● Culture video: The Bollywood personal information
●
Writing focus: ’s
● Listening: Film descriptions film industry page 106
● Writing & Speaking: Buying tickets
● CLIL task: Comic books

At an after-school club ● A questionnaire ● Web quest: Finding information ● Listening: True or False
Reading: A school noticeboard online activity
●
Writing focus:
Listening: A typical school day
● Culture video: A typical day at a page 108
●
Punctuation
● Writing & Speaking: Asking for information UK school
● CLIL task: PSHE (Personal, Social,
Health and Economic education)

At the sports centre ● A class survey ● Web quest: A profile ● Speaking: Pairwork
Reading: A survey
● Culture video: Sport in the UK activity
●
Writing focus: Word
Listening: Talking about activities
● CLIL task: PE page 110
●
order
● Writing & Speaking: Asking about routines

Shopping online ● Describing photos ● Web quest: The history of Prom ● Listening: Gap-fill
Reading: A web page
● Culture video: Clothing and activity
●
Writing focus: Using
Listening: A phone enquiry appearance page 112
●
adjectives
● Writing & Speaking: Trying on clothes
● CLIL task: Fashion designers

At a café ● A recipe ● Web quest: A poster ● Speaking: Describing a

Reading: A menu
● Culture video: Typical food in photo
●
Writing focus:
Listening: Deciding what to order the UK page 114
●
Connectors of
Writing & Speaking: Ordering food
● CLIL task: Food groups
●
sequence

Getting around town ● An opinion essay ● Web quest: Research the PAS ● Listening: Multiple-
Reading: Directions house choice pictures
●
Writing focus:
Listening: Listening to GPS instructions
● Culture video: Homes in the UK page 116
●
because
● Writing & Speaking: Asking for and giving
● CLIL task: Mega-cities
directions

Playing games ● A review ● Web quest: Computer game ● Speaking: Role-play

Reading: Game FAQs history and development activity
●
Writing focus: also
● Listening: Information about a game
● Culture video: Soap operas in page 118
● Writing & Speaking: Explaining the rules of a the UK
game
● CLIL task: Flat-screen
technology

At a music festival ● A personal profile ● Web quest: Watch the Liverpool ● Listening: Multiple-
Reading: A web page Signing Choir choice answers
●
Writing focus: Time
Listening: Festival announcements
● Culture video: Music in the UK page 120
●
expressions
● Writing & Speaking: Talking about past events
● CLIL task: Researching a
famous composer

Going on a day trip ● An invitation ● Web quest: A class project ● Speaking: Discussing
Reading: A poster
● Culture video: Ways to a topic
●
Writing focus:
Listening: Trips in the UK celebrate in the UK page 122
●
Prepositions of time
Writing & Speaking: Making arrangements
● CLIL task: World Book Day
●
and place

xv
 STARTER

Vocabulary
Family
Ejercicio 1 1 1.02 Match the words in the box with
1 dad the people in the picture. Which people 3
2 brother aren’t in the picture? Then listen and repeat. 1 2
4
3 mum
mum dad brother
4 sister
sister grandma grandad
Grandma and
grandad aren’t
in the picture. 2 How many other family words can you
write in one minute?
aunt, …

Grammar
Demonstrative pronouns
3 Read the sentences in the table. How do you
say the words in blue in your language? Subject pronouns and
possessive adjectives
demonstrative pronouns
5 Copy and complete the table with the words Ejercicio 5
This is my brother. These are my parents.
in the box. 1 your
That’s my sister. Those are my pets. 2 its
our my your their its
3 our
Ejercicio 4 4 Copy and complete the sentences with this, subject possessive 4 their
1 That that, these or those. pronouns adjectives
2 This I my
3 Those you (1) …
4 These he his
she her
it (2) …
we (3) …
you your
they (4) ...
1 …’s my cat. 2 … is my dog.
6 Choose the correct words. Ejercicio 6
1 a my
1 a) Andy is my / you best friend.
b He’s
b) His / He’s 13 years old.
2 a our
2 a) These are our / we rabbits. b Their
b) They / Their names are Honey and Bunny. 3 a my
3 a) Bill and Joy are they / my grandparents. b They
b) They / Their are 72 years old. 4 a She
4 a) Katy’s my sister. She / Her is eight. b Her
3 … are my rabbits. 4 … are my snakes! b) She / Her favourite colour is pink!

4 Digital course: Interactive grammar table

9780230429697__Pulse__Starter.indd 4 29/08/2013 11:17

 Vocabulary
Family
Objetivos de la lección
• aprender / repasar los nombres de los
miembros de la familia
• aprender / repasar los pronombres
demostrativos
• aprender / repasar los pronombres sujeto
y los adjetivos posesivos
Warmer
Juega al ahorcado para presentar el tema de
los miembros de la familia y preparar el próximo
ejercicio. Usa las palabras mother y father.
1.02
1 • Los alumnos relacionan las palabras del
cuadro con las personas de la imagen y
averiguan quién falta.
• Haz que comparen las respuestas en parejas.
• Comprobad las respuestas todos juntos.
• Pon el CD y haz que repitan las respuestas.
2 • Destaca el ejemplo aunt.
• Individualmente, diles que tienen un minuto
para escribir todas las palabras que puedan
de miembros de la familia.
• En parejas, que comparen sus respuestas.
• Comprueba las respuestas con toda la clase.
Posibles respuestas: uncle, son, daughter,
cousin, grandchild.
Extra activity
Los alumnos dibujan el árbol genealógico de
su familia en inglés utilizando las palabras de
los ejercicios 1 y 2.
Grammar
Demonstrative pronouns
3 • Explica a los niños la diferencia entre this
y that cogiendo algun objeto cercano y
diciéndoles, por ejemplo: This is my pen.
• Señala algo dentro del aula que esté más
lejos y di, por ejemplo: That’s my coat.
• Explícales que these es el plural de this y que
those es el plural de that.
• Haz que los alumnos lean la tabla y anímalos
a traducir this, that, these y those.
• Los alumnos trabajan individualmente para
4 completar las oraciones con this, that, these
o those.
• Luego, que comparen las respuestas en
parejas o pequeños grupos.
• Comprobad las respuestas todos juntos.
Subject pronouns and
possessive adjectives
• Explica qué son los pronombres sujeto y los
5 adjetivos posesivos (puedes poner ejemplos
en castellano si es necesario).
• Los niños copian la tabla y la completan con
las palabras del cuadro.
• Comprueba las respuestas con toda la clase
y asegúrate de que pronuncian bien their
(/ðeə/).
• Haz que se fijen en la primera oración.
6 Explícales que you es imposible porque es
un pronombre sujeto.
• Diles que elijan individualmente cuál de las
dos palabras es correcta.
• Que comparen sus respuestas en parejas.
• Comprueba las respuestas con toda la clase,
y explícales que He’s es la forma contraída
de He is.
Finished?
Pide a los que acaben primero que escriban
oraciones parecidas a las del ejercicio 6 sobre
sus amigos, familiares y mascotas. P. ej.: Luis
is my best friend. He’s 12 years old.
Digital course: Interactive grammar table
T 4
 Vocabulary
Days, months and dates
Objetivos de la lección
• aprender / repasar los nombres de los
días y los meses, y las fechas
• aprender / repasar el posesivo ’s
• escribir oraciones sobre la familia
Look!
Explica que hay tres maneras de escribir las
fechas: 3rd August, August 3rd o 3 August.
Luego señala que se pueden decir de dos
maneras: the third of August o August the
third. Al escribirlas, no es necesario poner
the ni of, pero al decirlas sí que hay que
pronunciar esas palabras.

Warmer
Escribe en la pizarra los días de la semana
desordenados y haz una columna con los
Grammar
números del 1 al 7 en un extremo. Luego, Possessive ’s
que se pongan en parejas y ordenen los días,
4 • Los alumnos leen el cuadro de gramática.
empezando por Monday. Después, pide a
• Luego relacionan las oraciones 1–3 con las
algunos niños que vayan a la pizarra a anotar
normas gramaticales a o b.
la respuesta correcta al lado de cada número.
• En parejas, comparan las respuestas.
• Compruébalas con toda la clase.
1 1.03
• Individualmente, que escriban los meses del
año en el orden correcto.
Language note
• Que comparen las respuestas en parejas. Según la norma, los nombres acabados
• Pon el CD y diles que comprueben las en -s solo llevan el apóstrofo (p. ej. Charles’
respuestas, y que luego las repitan. birthday), aunque en la lengua oral muchas
• Di a algunos niños que vayan a la pizarra a personas también añaden la s, p. ej.:
escribir los meses ordenados correctamente. Charles’s birthday, Carlos’s sister.
• Comprueba que están bien escritos y
ordenados.
5 • Di a los alumnos que falta un apóstrofo en
2 • Anima a la clase a decir qué día es hoy, cada oración.
p. ej.: the first of September. • Individualmente, que sitúen los apóstrofos
• Destaca que usamos los ordinales para correctamente.
referirnos a las fechas. • Comprueba las respuestas con toda la clase.
• Copia en la pizarra los números 1-5 y anímalos EXPRESS YOURSELF
a decir a qué ordinal corresponden: first,
6 • Escribe en la pizarra dos oraciones de
second, third, fourth, fifth.
ejemplo sobre tu familia: My mum’s name is ...
• Señala que el resto de ordinales son como
My sister’s birthday is on ...
fourth y fifth y acaban en -th hasta el 21, 22 y
• Individualmente, los niños escriben al menos
23, que son como first, second y third. Esto
tres oraciones sobre su familia.
se repite con el 31: the thirty-first.
• Pídeles que intercambien los cuadernos con
• Los alumnos buscan en el calendario cuándo
un compañero y que comprueben si han
es el cumpleaños de Hazel.
escrito correctamente los adjetivos posesivos,
• Comprobad las respuestas juntos, y asegúrate
pronombres sujeto y el posesivo ’s.
de que no se olvidan de ninguna palabra
• Comprueba las respuestas con toda la clase.
(p. ej.: the twenty-fifth of September).
7 • En parejas, que se hagan preguntas
3 • Elige a dos niños para que lean en voz alta el
relacionadas con las oraciones del ejercicio 6
diálogo de ejemplo.
y las respondan.
• Luego, que en grupos de cuatro se hagan y
respondan la pregunta.
Digital course: Interactive grammar table
• Escuchad juntos algunos diálogos de ejemplo.

T 5
 STARTE R

Cinema Swimming
with James class
Back to Badminton
school 7pm Swimming
class
Badminton Swimming
7pm class
Hazel

7pm
Ejercicio 1
Badminton MYday AY
Birth BIRTHD
January
!
February 7pm PARTY
March
Badminton
April
May
June
July
August
Vocabulary
September Days, months and dates 5 Correct the sentences. Add one apostrophe (’) Ejercicio 5

October to each sentence. 1 mum’s

1 1.03 Write the 12 months of the year in the 2 sister’s
November
correct order. Then listen, check and repeat. My parents names are David and Patricia. ✘
December 3 brothers’
My parents’ names are David and Patricia. ✔
January, ... 4 Chris’
1 My mums birthday is on Wednesday. ✘ 5 John’s
Ejercicio 2 2 Look at the calendar. When is Hazel’s birthday? 2 My sisters name is Vanessa. ✘ 6 cat’s
3 My brothers names are Chris and John. ✘
25th September
LOOK! 4 Chris birthday is on 4th February. ✘
5 Johns birthday is on 15th March. ✘
When we write dates, we omit the and of. 6 My cats name is Felix. ✘
My birthday is on 7th August.
When we say dates, we say the and of. EXPRESS YOURSELF
My birthday is on the seventh of August.
6 Write three sentences about your family. Use
exercise 5 to help you.
3 When’s your birthday? Ask your classmates.
Pablo, when’s your birthday?
M y m u m’s n a m e i s …
It’s on the third of October.

Grammar
Possessive ’s
Ejercicio 4 4 Look at the table. Match sentences 1–3 with Check Check your writing.
1 a rules a) or b).
2 b ✔ possessive adjectives
possessive ’s ✔ subject pronouns
3 b
We use ’s to show possession. ✔ possessive ’s
1 My brother’s name is Charles.
2 Charles’ birthday is on Saturday.
3 My sisters’ names are Katy and Agnes. 7 Work in pairs. Ask and answer questions
about your sentences in exercise 6.
a) We use ’s after a singular noun or a name
that doesn’t end in -s. What’s your mum’s name?
b) We use ’ after a plural noun or a name that My mum’s name is Elena.
ends in -s.

Digital course: Interactive grammar table 5

9780230429697__Pulse__Starter.indd 5 29/08/2013 11:17

 Ejercicio 2
Ejercicio 1 6 European countries
the UK, Poland, Portugal,
Europe Spain, France, Germany, Italy,
Poland, Portugal, Spain, Russia, Austria, Belgium, etc
France 5 countries where people
Asia speak English
Japan, China the UK, Australia, South Africa,
Africa New Zealand, Canada, the
Morocco, South Africa USA, etc
Australasia 4 European capitals
Australia, New Zealand London, Madrid, Lisbon,
Rome, Paris, Berlin, etc
North America
Canada, the USA 3 countries in South America
Brazil, Argentina, Peru, Chile,
South America
Ecuador, etc
Argentina, Brazil
2 countries in North America
Canada, the USA
Vocabulary 1 country in Africa
South Africa, etc
Countries, nationalities and languages
1 1.04 Copy and complete the table with the countries in the box. Then listen, check and repeat.

the UK Australia Poland Portugal Japan Argentina Spain Morocco

New Zealand Brazil Canada China the USA South Africa France

Europe Asia Africa Australasia North America South America

the UK, ... Ejercicio 3
Chinese – China
2 Do the quiz in pairs. Can you finish first? Polish – Poland
French – France

Quick
South African – South Africa
Write the names of … American – the USA
6 European countries Portuguese – Portugal

Quiz!
5 countries where people speak New Zealander – New
English
Zealand
4 European capitals Brazilian – Brazil
3 countries in South America Canadian – Canada

2 countries in North America Australian – Australia

Japanese – Japan
1 country in Africa British – the UK
Spanish – Spain
Argentinian – Argentina
3 Match the nationalities in the box with countries from exercise 1. Write sentences. Moroccan – Morocco
Ejercicio 4
Chinese Polish French South African American Portuguese New Zealander
Spanish – Spain Brazilian Canadian Australian Japanese British Spanish Argentinian Moroccan
and Argentina
Mandarin – China Chinese people are from China.
Arabic – Morocco
English – the UK, 4 In which countries do people speak the languages in the box? LOOK!
Australia, New people = plural
Zealand, Canada, Portuguese Spanish Mandarin
the USA, South Arabic English French British people is from the UK. ✘
Africa, British people are from the UK. ✔
French – France Portuguese - in Portugal and Brazil

9780230429697__Pulse__Starter.indd 6 29/08/2013 11:17

 Vocabulary
Countries, nationalities Look!
and languages People es plural, así que para referirnos a
los británicos (British people) usamos are
Objetivos de la lección en lugar de is, igual que con los demás
países, p. ej.: French people are from France.
• aprender los nombres de los países, las
Siempre usamos un artículo definido para
nacionalidades y las lenguas
hablar del Reino Unido y los Estados Unidos:
• aprender a ubicar algunos países del
the UK, the USA.
mundo en el mapa
• aprender en qué partes del mundo se
hablan algunos idiomas
Language note
Los gentilicios acabados en -ese acentúan
Warmer la última sílaba, p. ej.: Chi ˈnese, Portuˈguese.
Con los libros cerrados, diles que se pongan Cuando terminan en -ish, el acento recae en
en parejas y que anoten los nombres de la primera, p. ej.: ˈEnglish, ˈSpanish. Podemos
todos los continentes que sepan en inglés decir ˈArgentine en lugar de Argenˈ tinian.
(están en la tabla del ejercicio 1). Pide a
algunos niños que los escriban en la pizarra
4 • Señala que las palabras que denominan
y asegúrate de que lo hacen sin faltas de
una lengua suelen coincidir con el gentilicio,
ortografía (Europe, Asia, Africa, Australasia,
aunque hay algunas excepciones (p. ej.
North America, South America).
English y Mandarin).
• Pide a los alumnos que utilizen los países
1 1.04
del ejercicio 1 para completar el ejercicio
• Comprueba que entienden que deben
individualmente.
relacionar cada país con su continente, y
• Luego, que comparen sus respuestas en
anotarlo en la columna correcta.
parejas.
• Luego, que comparen las respuestas en
• Compruébalas con toda la clase.
parejas.
• Pon el CD y diles que escuchen las
respuestas, corrijan las suyas y repitan las
palabras.

2 • En parejas, responden las preguntas del quiz.

• Comprobad las respuestas todos juntos.
3 • Señala que las palabras que designan las
nacionalidades son adjetivos. Haz que se
fijen en la oración de ejemplo: Chinese
people are from China.
• Los niños relacionan las nacionalidades con
los países del ejercicio 1.
• En parejas, comparan las respuestas.
• Luego, comprobadlas todos juntos.

T 6
 Grammar
be: affirmative, 5 • Los alumnos relacionan las preguntas con
negative and interrogative las respuestas breves.
• Compruébalas con toda la clase.
Objetivos de la lección
Look!
aprender / repasar el verbo be en
• 
Déjales claro que en las respuestas breves
afirmativa, negativa e interrogativa
afirmativas no usamos las formas contraídas;
aprender / repasar las formas contraídas
• 
en general, solo las empleamos para las
de be en present simple
respuestas breves negativas.
aprender / repasar las respuestas
• 
breves

Extra activity
Warmer En parejas, los niños se hacen las preguntas
Pide a los niños que cierren los libros y del ejercicio 5 y las responden. Se trata de que
escribe en la pizarra una oración afirmativa hagan el mayor número posible de preguntas
con be de la lección anterior, pero con pronombres sujeto diferentes y luego, por
desordenada: from people UK are British turnos, las respondan con respuestas breves
the. Luego diles que, en parejas, escriban la tanto en afirmativa como en negativa.
oración en el orden correcto (British people
are from the UK).
6 • Para empezar, haz otro ejemplo más con
toda la clase. Copia en la pizarra Rafael
1 • Individualmente, los alumnos cambian las
Nadal/French y anímalos a decir Is Rafael
formas contraídas por las formas plenas
Nadal French?, y a responder No, he isn’t.
utilizando las palabras del cuadro.
• En parejas, que escriban preguntas y
• Luego, comparan las respuestas en parejas.
respuestas breves sobre la información dada
• Compruébalas con toda la clase.
en el ejercicio 4.
• Comprobad las respuestas todos juntos.
Language note
Normalmente, usamos las formas contraídas Digital course: Interactive grammar table
cuando hablamos y las plenas cuando
escribimos, sobre todo en textos formales.

2 • Anima a los alumnos a emplear las formas

contraídas en este ejercicio.
• Pídeles que trabajen individualmente con la
ayuda de la tabla del ejercicio 1.
• Comprobad las respuestas juntos.
3 • Explica a la clase que las afirmaciones de
ejemplo son falsas.
• Pide a un alumno que las lea en voz alta.
• Luego, que corrijan los errores escribiendo
dos oraciones para cada ejemplo.
• Comprueba las respuestas con toda la clase.
4 • Rellena el primer espacio con toda la clase.
• Que rellenen los demás huecos con is o are.
• Diles que comparen las respuestas en parejas.
• Compruébalas con toda la clase.

T 7
 STARTE R

Grammar
be: affirmative, negative and interrogative
Ejercicio 1 1 Copy the tables into your notebook. Change the 5 Match questions 1–3 with short answers a–c. Ejercicio 5
affirmative short forms in blue for the full forms in the box. 1 b
I am questions 2 c
You are
are not am is not am not are is
1 Are you a football fan? 3 a
He is / She is
affirmative 2 Is he / she / it from Liverpool?
/ It is
We are / You I’m European. we / you / they English?
3 Are
are / They are You’re English.
negative He’s / She’s / It’s American.
I am not short answers
We’re / You’re / They’re Spanish.
You are not a) Yes, we are. / No, we aren’t.
He / She / It negative
is not b) Yes, I am. / No, I’m not.
I’m not Portuguese.
We / You / You aren’t Australian. c) Yes, he is. / No, he isn’t.
They are not
He / She / It isn’t South African.
We / You / They aren’t Japanese. LOOK!
We don’t use short forms in affirmative
Ejercicio 2 2 Copy and complete the sentences with the short answers.
1 ’m / ’m not correct affirmative or negative form of be. Yes, I’m. ✘ Yes, I am. ✔
2 are / aren’t Use short forms where possible.
3 ’m / ’m not 1 I … from Spain. Ejercicio 6
6 Write questions with Is or Are. Use the
4 ’s / isn’t 2 My parents … from Brazil.
information in exercise 4 to help you. Then write 1 Is he English?
5 aren’t 3 I … Australian. Yes, he is.
short answers.
6 isn’t 4 My teacher … Spanish. 2 Are his
5 Morocco and South Africa … in Europe. Steven Gerrard / an actor? parents from
6 Málaga … the capital of Spain. Is Steven Gerrard an actor? No, he isn’t. London? No,
they aren’t.
Ejercicio 3 3 Correct the sentences. Write one negative 1 he / English? 3 Is his wife’s
and one affirmative sentence for each. 2 his parents / from London? name
1 London isn’t
the capital of 3 his wife’s name / Victoria? Victoria? No,
France. It’s China is a small country. ✘ 4 his children’s names / Lilly-Ella, Lexie it isn’t.
the capital of China isn’t a small country. It’s a big country. and Lourdes? 4 Are his
the UK. children’s
5 his favourite number / four?
2 Italy and 1 London is the capital of France. ✘ names Lilly-
6 his favourite colours / blue and yellow? Ella, Lexie and
Germany 2 Italy and Germany are in Africa. ✘
Lourdes? Yes,
aren’t in 3 Luxembourg is a big country. ✘
Africa. They’re they are.
4 China and Japan are in Europe. ✘
in Europe.
5 Portugal is next to France. ✘ Profile: Steven Gerrard 5 Is his favourite
number four?
3 Luxembourg
isn’t a big Yes, it is.
4 Copy and complete the profile with is or are. 6 Are his
country. It’s a
small country. favourite
4 China and colours blue
Japan aren’t Steven Gerrard (1) ... a famous football player. and yellow?
in Europe. His teams (2) ... Liverpool and England. No, they
They’re in aren’t.
Asia. Steven (3) ... English. His parents (4) ... from
Liverpool.
5 Portugal
isn’t next to His wife’s name (5) … Alex. His daughters’
France. It’s names (6) ... Lilly-Ella, Lexie and Lourdes.
next to Spain.
Steven’s favourite number (7) ... four and his
favourite colours (8) ... red and white!
Ejercicio 4
1 is
Digital course: Interactive grammar table 7
2 are
3 is
4 are
5 is 9780230429697__Pulse__Starter.indd 7 29/08/2013 11:17

6 are
7 is
8 are
 integrated skills integrated skills
In the classroom

Hello! My name’s James

and this is my science class.
Welcome to the class!

[photo – 8.1 – commissioned photo of

classroom. Should take up a lot of the page]

Ejercicio 1
1 pencil case
2 book
3 notebook 1
4 rubber
5 ruler
2
6 pencil
sharpener 3
7 laptop 4
board
desk 1 Match 1–7 with words in the box. Which things 7
schoolbag can you see in your classroom? 5
Students’ own
answers clock notebook book board
6
laptop desk pen pencil
rubber ruler pencil sharpener
pencil case schoolbag dictionary
4 1.06 Listen and repeat the alphabet.

2 Look at questions a–e. How do you say them

in your language?
abcdefghijklmn
opqrstuvwxyz
a) How do you say ‘cuaderno’ in English?
b) Can you repeat that, please?
c) How do you spell that? 5 1.07 Listen and write the three names. Ejercicio 5
Ejercicio 3 d) What does ‘clock’ mean? 1 Rachel
1 e e) What page are we on? 6 Choose objects from your classroom. In pairs,
2 William
2 d ask and answer the questions.
3 Zoe
3 a 3 1.05 Listen to five dialogues and write a–e
How do you say … in English?
4 b from exercise 2 in the order you hear them.
Then listen again and repeat. It’s … .
5 c
How do you spell that ?

9780230429697__Pulse__Starter.indd 8 29/08/2013 11:17

 Integrated skills
In the classroom Language note
A muchos alumnos les resulta difícil
Objetivos de la lección aprender los nombres de la letra a
• aprender / repasar vocabulario del (pronunciada como en day), la e (see), la i
aula (I), la y (why) y la r (are). Copia en la pizarra
todas estas palabras para que los la clase
pueda memorizar fácilmente como se
Warmer pronuncian estas letras.
Diles que se pongan en parejas y que tienen
dos minutos para escribir en inglés nombres
6 • Primero, haz uno o dos ejemplos con toda
de cosas que haya en el aula (p. ej. book,
la clase, como How do you say ventana in
pen). Cuando terminen, anímalos a decir
English? It’s ‘window’. How do you spell
algunos y escríbelos en la pizarra.
that? W-I-N-D-O-W.
• En parejas, que se pregunten y respondan
1 • Diles que lean lo que dice James.
sobre cosas del aula.
• Luego que lean las palabras del cuadro y se
• Obsérvalos mientras trabajan y ayúdalos con
fijen en la foto.
vocabulario si lo necesitan.
• Individualmente, que anoten las cosas del
• Escuchad algunos ejemplos todos juntos.
cuadro que aparecen en la foto.
• En parejas, comparan las respuestas y luego
1.05 Transcripción, ejercicio 3
escriben las palabras del cuadro que hay en
el aula. 1 A What page are we on?
• Comprueba las respuestas con toda la clase. B We’re on page 8.
2 A What does ‘clock’ mean?
2 • Pide a los niños que lean la pregunta How do B It means reloj.
you say “cuaderno” in English? 3 A How do you say cuaderno in English?
• Pídeles que traduzcan al castellano How do B ‘Notebook’.
you say ... in English? 4 A Can you repeat that, please?
• En parejas, que traduzcan las preguntas b–e. B Yes – ‘notebook’.
• Comprobad las respuestas todos juntos. 5 A How do you spell that?
B N-O-T-E-B-O-O-K.
3 1.05
• Pídeles que copien en sus cuadernos las
preguntas a–e del ejercicio 2. 1.07 Transcripción, ejercicio 5
• Diles que van a escuchar cinco diálogos y
1 A Hi. What’s your name?
que en cada uno hay una de las preguntas. B My name’s Rachel.
• Deben ordenarlas correctamente anotando 1, A How do you spell that?
2, 3, 4 o 5 al lado. B R-A-C-H-E-L.
• Pon el CD. 2 A Hello. What’s your name?
• Los alumnos comparan las respuestas en B My name’s William.
parejas. A How do you spell that?
B It’s W-I-L-L-I-A-M.
• Compruébalas con toda la clase.
• Vuelve a poner el CD para que escuchen las 3 A Hi. What’s your name?
B My name’s Zoe.
respuestas y las repitan.
A How do you spell that?
4 1.06 B Z-O-E.
A Can you repeat that, please?
• Pon el CD para que los niños escuchen las
B Yes – it’s Z-O-E.
letras del alfabeto y las repitan. A Thanks!
5 1.07
• Pon el CD para que escuchen los tres
nombres y los anoten.
• Comprueba que los han escrito
correctamente.
T 8
 Integrated skills – continued
Meeting and greeting
Objetivo de la lección 10 • Pide a los alumnos que vuelvan a mirar el
diálogo del ejercicio 7.
• practicar expresiones que usamos cuando
• Explícales que tienen que escribir uno
conocemos a alguien por primera vez y
parecido a ese, pero con su nombre,
formas de saludarse.
población / país, etc. Diles que usen las
oraciones esenciales para presentarse y
saludar del Communication kit.
Warmer
Copia en la pizarra la pregunta Where
are you from?, pero con las palabras
Skills builder
desordenadas. Luego, di a los alumnos que Speaking: Mostrar entusiasmo
se pongan en parejas y que las ordenen para Mirad juntos el cuadro Skills builder y destaca
formar la pregunta correctamente. que es importante mostrar entusiasmo en el
momento de conocer a alguien.
7 1.08
• Los alumnos leen la conversación.
11 • Haz que los alumnos se pongan en parejas y
• Diles que escuchen el diálogo y completen
practiquen sus diálogos.
los espacios 1-3 del cuadro.
• ¡Asegúrate de que muestran entusiasmo!
• Pon el CD.
• Pregúntales si han escrito las tres palabras. 12 • Pide a algunas parejas que representen sus
En caso contrario, vuelve a poner el CD. diálogos.
• Que comparen las respuestas en parejas. • Si aún queda tiempo, haz que todas las
• Luego, comprobadlas todos juntos. parejas representen sus diálogos.
• Comprueba si los niños comprenden el
significado de next to usando un ejemplo:
Luis is next to Jorge.

8 • Vuelve a poner el CD, parando después de

cada intervención para que los alumnos la
repitan todos juntos.
• Haz que se fijen en la acentuación de las
preguntas: What’s your name? Where are you
from? Where exactly?
• Pídeles que repitan estas preguntas varias
veces todos juntos e individualmente.
• En parejas, practican el diálogo, y luego, lo
repiten con otro compañero.
9 • Los alumnos copian en sus cuadernos las
tres preguntas en negrita que hay en el
diálogo del ejercicio 7.
• Diles que las contesten con respuestas
personales: What’s your name? My name’s ...
• Corregid las respuestas todos juntos.

T 9
 STARTE R

ated skills integrated skills

MEETING AND GREETING

Hello. What’s your name? Hi! My name’s Rebecca.

Nice to meet you, Rebecca. Nice to meet you too!
Where are you from? I’m from (1) … .
Oh, really? Where, exactly? Ballyboden, near (2) … .
Welcome to the class, Rebecca! Thanks!
You can sit here, next to (3) … . OK, great.

Ejercicio 7 7 1.08 Listen to the dialogue. Copy and 11 Work in pairs. Take turns to practise
1 Ireland complete 1–3. your dialogues.
2 Dublin
8 Listen again and repeat. Practise your intonation. Hello. What’s your name?
3 James
Hi! My name’s ...
9 Copy the questions in bold into your notebook.
Then write answers that are true for you. 12 Act your dialogue for the class.

10 Write a new dialogue. Use the dialogue in COMMUNICATION KIT

exercise 7 to help you.
Meeting and greeting
Hello. What’s your name?
Hello. What’s your name?
Hi! My name’s ... My name’s … .
Nice to meet you, … .
SKILLS BUILDER Nice to meet you too!
Where are you from?
Speaking: Sounding enthusiastic
I’m from … .
When we meet someone for the first time,
Welcome to the class!
it’s important to sound enthusiastic.
Thanks!
Nice to meet you too!

9780230429697__Pulse__Starter.indd 9 29/08/2013 11:17

UNIT
screen
stories

Objetivos de la unidad y competencias clave

En esta unidad los alumnos aprenderán…
• a entender y usar correctamente palabras con
las que describir el aspecto físico y el cuerpo
CLC CMCT CSC
• a entender y usar correctamente have got y las
partículas interrogativas, buscar paralelismos
con su lengua materna y usar ambos en una
breve actividad de speaking CCL CAA
• sobre la industria del cine en otros países y a
compararla con la de su país CCL CMCT CEC
•  sobre la industria del cine llamada Bollywood,
viendo un vídeo corto CCL CMCT CEC
En esta unidad los alumnos aprenderán a…
• formar preguntas con partículas interrogativas CCL
• buscar información específica en un artículo
web que trata de películas CCL CD CEC
• buscar en internet sobre un actor y hacer un
póster o un glog (graphic blog) CCL CD CEC SIE
• buscar información específica en una
descripción de personajes de películas CCL CEC
• leer unas entradas de cine, escuchar a gente
hablando de sus películas favoritas y comprar
unas entradas CCL CSC CEC
• escribir la descripción de un personaje CCL CAA
• prepararse para una prueba oral en parejas y
hacerla CCL CAA SIE

Contenidos lingüísticos Destrezas

Vocabulario principal Comprensión lectora

• Adjetivos para describir el físico:
tall, short, slim, wavy, etc.
• Vocabulario de las partes del
cuerpo: teeth, toes, arms, legs, etc.
Gramática
• El present simple de have got en
afirmativa, negativa e interrogativa
• Las partículas interrogativas: who,
what, etc.
Lenguaje útil
• Frases para comprar entradas
• Frases para pedir y dar
información personal
Pronunciación
• /h/
• El ritmo y la entonación
• Leer un artículo web sobre la captura de movimientos
• Leer un cuestionario de una revista sobre películas
• Leer la información impresa en unas entradas de cine
• Leer las descripciones de unos personajes de cine
Expresión escrita: interacción y
producción
• Escribir un diálogo personalizado para comprar entradas
• Escribir una descripción en tres pasos: planear, escribir,
repasar
• Aprender a usar el posesivo ’s correctamente
Comprensión oral
• Escuchar a alguien describir a unos personajes de cine
• Escuchar a gente hablando de sus películas favoritas
• Escuchar cómo alguien compra unas entradas de cine
Expresión oral: interacción
• Hacer preguntas sobre el aspecto físico y responderlas
• Intercambiar información sobre gustos y preferencias en
cuanto a películas y actores

Expresión oral: producción

• Preparar y representar un diálogo sobre la compra de
unas entradas de cine
• Preparar un examen oral en parejas y hacerlo
Destrezas para el Evaluación
aprendizaje permanente
• Test de la Unidad 1: Basic, Standard y Extra
Autoaprendizaje y • CEFR Skills Exam Generator
autoevaluación
• ‘Study guide’:
Student’s Book, página 19 External exam trainer
• ‘Progress check’ y ‘self-evaluation’:
Workbook páginas 14–15 • Speaking: dar información personal
• ‘Grammar reference’ y ejercicios:
Workbook, páginas 82–83
• ‘Wordlist’: Materiales digitales
Workbook, páginas 151–157
Pulse Live! Digital Course, que incluye:
Estrategias de
• Tablas de gramática interactivas
aprendizaje y destrezas
• Vídeo modelo de expresión oral: comprar entradas
del pensamiento
• Vídeo con material cultural: la industria
• Aprender a adivinar el significado
cinematográfica de Bollywood
de lo que leen
Página web del alumno
Conciencia cultural
• La industria del cine en algunos
países, como la India y EE.UU.
• Comparar la industria del cine de
Competencia digital
su país con la de otros países
• Web quest: hacer un glog (graphic blog) o un póster
Contenidos • Worksheet de competencia digital: crear avatares
interdisciplinares
• Lengua y literatura: los libros de
cómics, escribir una descripción
Materiales de refuerzo
• Tecnología: buscar información
en internet, hacer un glog (graphic
• Teacher’s Resource File: ‘Basics’ páginas 5–10
blog)
• Teacher’s Resource File: ‘Vocabulary and Grammar
Consolidation worksheets’, páginas 3–4

Materiales de ampliación
Competencias clave
• Actividad para fast-finishers: Student’s Book, página 11
CCL  ompetencia en
C
• Actividades extra: Teacher’s Book, páginas T10, T15
comunicación lingüística
• Teacher’s Resource File: ‘Vocabulary and Grammar
CMCT Competencia en matemáticas,
Extension worksheets’, páginas 5–6
ciencia y tecnología
CD Competencia digital
CAA Aprender a aprender
Teacher’s Resource File
CSC Competencias sociales y
cívicas
• ‘Translation and dictation worksheets’ páginas 2, 12
SIE Sentido de iniciativa y
• ‘Evaluation rubrics’, páginas 1–7
emprendimiento
• ‘Key competences worksheets’, páginas 1–2
CEC Conciencia y expresión
• ‘Culture and CLIL worksheets’, páginas 1–4
cultural
• ‘Culture video worksheets’, páginas 1–2
• ‘Digital competence worksheets’, páginas 1–2
• ‘Macmillan Readers worksheets’, páginas 1–2
U 1
 UNIT

THINK ABOUT IT
What are your favourite films?

Vocabulary and Speaking

Describing people
Ejercicio 1 1 Look at the cards. Copy and complete 1–4 with the films in the box.
1 The Hobbit
Alice in Wonderland The Hobbit The Chronicles of Narnia The Amazing Spider-Man
2 The
Chronicles
of Narnia 2 1.09 Listen and repeat the words in blue.
3 The Amazing
Spider-Man
4 Alice in
Wonderland

Gandalf The Red Queen

Character: wizard
Jadis Peter Parker Character: queen
Film: (1) ... Character: witch Character: superhero
Film: (4) …
Height: average Film: (2) ... Height: short
Film: (3) ...
Build: average Height: tall Build: slim
Height: average
Hair: long, grey Build: slim Hair: wavy, red
Build: slim
Eyes: blue Hair: curly, fair Hair:
Eyes: brown
short, dark
Other beard and Eyes: brown Eyes:
Other red lips,
brown
features: moustache Other ice crown Other
features: painted
none
features: features: eyebrows

Ejercicio 3 3 Copy and complete the table with the blue words from exercise 2.
Height
average Height Build Hair: colour Hair: length Hair: type Other features
short tall slim red long curly beard
Build
average
Hair: colour
grey
fair EXPRESS YOURSELF
dark
4 Choose a character from exercise 2. Write three 6 Work in pairs. Ask and answer questions about
Hair: length
short sentences about him or her. your partner’s character from exercise 4. Guess
the character.
Hair: type Jadis is a witch in The Chronicles of Narnia.
curly She’s tall and slim. Her hair is curly and fair.
wavy
Is her hair red?
Other features 5 Write two questions about each of the No, it isn’t.
moustache characters in exercise 2 with Is or Are. Is it Jadis?
lips
eyebrows Is her hair red? Yes, it is!
Are her eyes blue?

10 Vocabulary
Interactive
extension:
Grammar
Workbook
Table: page 102 page xx
Workbook

9780230429697_Pulse_01.indd 10 29/08/2013 11:20

 Vocabulary and Speaking
Describing people
Objetivos de la lección
• aprender adjetivos para describir el
aspecto físico
• aprender a describir el aspecto físico de
los personajes de una película
Warmer
Haz que los niños se fijen en la pregunta
What are your favourite films? del cuadro
Think about it y diles que, individualmente,
anoten sus películas favoritas (en inglés o
en castellano, dependiendo del idioma de la
película). Luego, que comparen las respuestas
en parejas y comprobadlas todos juntos.
1 • Diles que observen las fotos y lean la
información sobre los personajes.
• Que escriban los títulos de las películas en
los espacios 1-4.
• Comprueba las respuestas con toda la clase.
Culture note
El Hobbit es una saga de películas basada
en el libro que J. R. R. Tolkien escribió en
la década de 1930. La primera se estrenó
en 2012. Las crónicas de Narnia es una
serie de películas basada en las novelas
del escritor inglés C. S. Lewis. The Amazing
Spider-Man, basada en el héroe de cómic de
Marvel, se estrenó en 2012. Alicia en el país
de las maravillas es una obra del escritor y
matemático inglés Lewis Carroll publicada
en 1865, un libro que se ha adaptado al cine
muchas veces. En 2010 se lanzó la versión
animada por ordenador.
2 1.09
• Pon el CD para que los alumnos escuchen
las palabras en azul y las repitan.
• Asegúrate de que pronuncian bien las dos
sílabas de average /ˈævrɪdʒ/, y que acentúan
la segunda sílaba de moustache
/məˈstæʃ/.
3 • Los niños copian la tabla en sus cuadernos.
• Luego, añaden las palabras en azul del
ejercicio 2.
• Comprueba las respuestas con toda la clase.
EXPRESS YOURSELF
4 • Lee en voz alta para toda la clase las tres
oraciones de ejemplo.
• Los alumnos eligen otro personaje del
ejercicio 2 y redactan tres oraciones más,
tal como muestra el ejemplo.
• Que comparen las oraciones en parejas.
• Comprobadlas todos juntos.
5 • Copia los tres ejemplos en la pizarra y
anímalos a decir dos o tres oraciones más,
p. ej: Is he tall? Is she short?
• Individualmente, que escriban un mínimo de
cinco preguntas más que empiecen por Is ...?
o Are ...?
• Comprueba que los niños las escriben
correctamente, ayudándolos si lo necesitan.
6 • Haz con toda la clase un juego de
adivinanzas utilizando uno de los ejemplos.
• Escoge uno de los personajes de las tarjetas
del ejercicio 2.
• Diles que deben formular preguntas que
empiecen por Is ...? o Are ...?, y que sólo
puedes responder Yes o No
• Continúa hasta que adivinen el personaje.
• En parejas, que hagan el mismo juego pero
con las preguntas del ejercicio 5.
Extra activity
Jugad a Twenty Questions como en el
ejercicio 6 con nombres de hombres y mujeres
famosos del mundo del espectáculo o del
deporte. Primero, haz un ejemplo con toda la
clase y luego diles que se pongan en parejas.
Vocabulary extension: Workbook, pág. 102
T 10
 Reading
Text type: A web article
Objetivos de la lección
• leer un artículo sobre cine en internet
• describir las diferencias entre un actor y
los personajes que representa
Enlaces web recomendados
www.serkis.com
www.avatarmovie.com
www.bfi.org.uk
Warmer
Escribe en la pizarra Who is your favourite
actor? y diles que comparen las respuestas
en parejas. Escuchadlas todos juntos.
1 1.10
• Los alumnos leen la pregunta.
• Pon el CD y diles que vayan leyendo el texto.
• Luego, que escriban la respuesta.
• En parejas, diles que comparen las respuestas.
• Comprueba las respuestas con toda la clase.
3 • Los alumnos leen las oraciones y rellenan los
espacios con las palabras del artículo.
• En parejas, comparan las respuestas.
• Comprobad las respuestas todos juntos.
4 • Lee el ejemplo en voz alta.
• Individualmente, tienen que encontrar tres
diferencias y escribir sus oraciones.
• Comprueba las respuestas con todo el
grupo.
Finished?
Pide a los que acaben primero que hagan
una lista de películas con buenos efectos
especiales o animación por ordenador.
Web quest
Si el aula dispone de conexión a internet,
puedes pedir a los alumnos que respondan
el Web quest. Si no, diles que lo hagan en
casa y que comparen las respuestas en la
próxima lección. Estos ejercicios les servirán
para mejorar las competencias a la hora de
procesar información y usar las TIC.

Los alumnos tienen que hacer un póster o

Word check
glog (blog gráfico) sobre un actor famoso.
Comprueba que los alumos entienden las
Diles que se fijen en el Web quest tip.
palabras nuevas.
1 • Los niños eligen a un actor famoso que
Culture note les guste.
2 • Pídeles que abran un navegador, como
Andy Serkis nació en Londres en 1964. Se
por ejemplo el Internet Explorer.
inició como intérprete en el teatro, pero a
• Luego, que vayan al buscador (Google,
principios de los 90 dio el salto a la televisión.
p. ej.) y tecleen el nombre del actor.
Debutó en el cine en 1994, y más adelante se
• Diles que seleccionen la opción de
hizo famoso gracias al personaje de Gollum
imágenes y busquen fotos del actor en
de la trilogía de El Señor de los anillos.
tres películas diferentes.
Haz que se fijen en el cuadro Did you
3 • Que muestren las fotos a los compañeros
know? La película Polar Express (2004) está
y describan cada personaje.
inspirada en el libro infantil homónimo de
Chris Van Allsburg.

2 • Copia las palabras del cuadro en la pizarra y

comprueba que los alumnos las entienden.
Pídeles que intenten traducirlas.
• Que lean el artículo y busquen los antónimos
de los adjetivos del cuadro.
• Luego, en parejas, que los escriban en sus
cuadernos, p. ej. ugly ≠ good-looking.

T 11
 Acting
the part
Many modern films use
a technology called motion
capture. Actors wear special
body-suits with sensors. They
can have hundreds of sensors on
their faces too. The British actor
Andy Serkis is one of the stars of
motion capture films. He’s Gollum in The Hobbit films and
Caesar in Rise of the Planet of the Apes.
In real life, Andy Serkis is 1.73 metres tall. He’s got blue
eyes and dark, curly hair. He’s also got a beard and a
moustache. He’s from London.
In The Hobbit, he isn’t good-looking at all! Gollum is small
and very thin. He’s got white skin and big ears and he
hasn’t got much hair. In The Lord of the Rings, Gollum is
very old – probably about 600 years old.
Ejercicio 1 In Rise of the Planet of the Apes,, Caesar is the leader of all
Gollum is a the apes. He’s very intelligent and he can
character in speak English. Caesar’s eyes are green and
The Hobbit he’s got a lot more hair than Andy Serkis!
films and
Caesar is a
character in
Rise of the Word check
Planet of the body-suit sensor star ape leader
Apes.
DID YOU KNOW?
The Polar Express was the firs
t
Ejercicio 2
Reading film made completely with
motion capture technology.
big ≠ small
fat ≠ thin
A web article
young ≠ old 1 1.10 Read and listen to the article. Who are Gollum and Caesar?
stupid ≠
intelligent 2 Check the meaning of the adjectives in the box. Then find opposite adjectives in the article.
ugly big fat young stupid
Ejercicio 3
ugly ≠ good-looking
1 dark, curly
2 blue 3 Read the article again and complete the sentences.
3 white
1 Andy Serkis has got … hair. 4 Gollum has got … ears. FINISHED?
4 big
2 Andy’s eyes are … . 5 Caesar has got … eyes.
5 green 3 Gollum’s skin is … . 6 Caesar can … . Which other films have got
6 speak interesting special effects or
English 4 Write three sentences about the differences between the computer animation? Write a list.
actor and his characters. Avatar, Mission Impossible, ...
Ejercicio 4 Gollum is small, but Andy Serkis is 1.73m tall.
Possible
answers
Gollum is very WEB QUEST
thin, but Andy Make a glog (graphic blog) or poster about a famous actor.
isn’t. Use the Images option
1 Choose a famous actor that you like.
Gollum hasn’t in your search engine to
2 Find pictures of the actor in three different films.
got much hair, search for pictures.
but Andy has 3 Show your classmates the pictures and tell them about the
Interactive Grammar Table: Workbook page xx 11
got dark, curly different characters.
hair.
Caesar has
got green
eyes, but 9780230429697_Pulse_01.indd
Andy 11 29/08/2013 11:20
has got blue
eyes.
 Grammar
have got 5 Look at the questions and short answers table. Ejercicio 5
Then choose the correct answers. 1 third
Ejercicio 1 1 Copy and complete the tables with have, 2 use
questions short answers
1 has haven’t, has or hasn’t. 3 don’t use
Have I / you got Yes, I / you have.
2 have
affirmative curly hair? No, I / you haven’t.
3 hasn’t
I / You have got dark hair. Has he / she / it got Yes, he / she / it has.
4 haven’t
He / She / It (1) … got blue eyes. blue skin? No, he / she / it hasn’t.
We / You / They (2) … got blue skin. Have we / you / they Yes, we / you / they have.
got green eyes? No, we / you / they haven’t.
negative
1 The first / third person form is different.
I / You haven’t got a beard. 2 We use / don’t use got in questions.
He / She / It (3) … got much hair. 3 We use / don’t use got in short answers.
Ejercicio 2
We / You / They (4) … got big ears.
1 have got / LOOK!
haven’t got
2 has got / LOOK! Yes, I have got. ✘ Yes, I have. ✔
hasn’t got
have got = ’ve got has got = ’s got
3 have got / 6 Complete the questions. Then write short Ejercicio 6
haven’t got
answers that are true for you. 1 Have you
4 has got / 2 Complete the sentences with the affirmative or
got red hair?
hasn’t got negative form of have got so they are true for Have you got brown eyes? Yes, I have .
2 Have
you. 1 … you … red hair? you got a
1 I … brown eyes. 2 … you … a brother? brother?
Ejercicio 3
2 Our teacher … a moustache. 3 … your best friend … a pet? 3 Has your
1 He hasn’t best friend
got grey 3 I … long hair. 4 … your friends … mobile phones?
got a pet?
eyes. He’s 4 My best friend … a sister.
4 Have your
got brown EXPRESS YOURSELF friends
eyes. 3 Correct the sentences with the information got mobile
2 She hasn’t in brackets. Write one negative and one 7 Choose a classmate. Write a short description phones?
got blonde affirmative sentence. but don’t write the name.
hair. She’s
got dark Kristen Stewart has got curly hair. (straight) She’s got dark hair and brown eyes. She’s tall and … .
hair.
She hasn’t got curly hair. She’s got straight hair.
3 He hasn’t 8 Work in pairs. Ask and answer questions about
got one 1 Maxi Iglesias has got grey eyes. (brown) the classmate in exercise 7. Guess the name.
sister. He’s 2 Selena Gómez has got blonde hair. (dark)
got one Has she got dark hair?
brother.
3 Zac Efron has got one sister. (brother)
4 Daniel Radcliffe has got two cats. (dogs) Yes, she has.
4 He hasn’t
got two Is she tall?
cats. He’s 4 Copy and complete the text with the correct
Yes, she is.
got two form of be or have got.
dogs. Is it Sara?
Jennifer Lawrence is an American
actor. She (1) … long, fair hair and her ANALYSE
Ejercicio 4 eyes (2) … blue. She’s slim and she
1 has got (3) … 1.75m tall. Her birthday (4) … In English, we don’t use have got to talk
2 are on 15th August. Jennifer (5) … two about age or to say how we feel. How do you
3 is brothers, Ben and Blaine, but she say these expressions in your language?
4 is (6) … any sisters. She (7) ... an Oscar® I’ve got 12 years. ✘ I’m 12. ✔
5 has got for her role in Silver Linings Playbook. I’ve got tired. ✘ I’m tired. ✔
6 hasn’t got Jennifer is Katniss Everdeen in the
film The Hunger Games.
7 has got
1.11–1.12 Pronunciation lab: /h/, page 124

12 Digital course: Interactive

Interactive
grammar
Grammar
table Table: Workbook pageStudy
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 Grammar
have got
Objetivos de la lección
• a prender y usar have got en afirmativa,
negativa e interrogativa, y a responder
con las respuestas breves
• emplear have got para escribir sobre
ellos mismos y para hablar de otras
personas
Warmer
Copia en la pizarra esta oración con las
palabras desordenadas: got he hair has
brown. Di a los alumnos que, en parejas, la
escriban correctamente, y luego cópiala en la
pizarra (He has got brown hair).
1 • Pide a los niños que completen la tabla con
have, haven’t, has o hasn’t.
• Comprobad las respuestas todos juntos.
• Destaca que, en afirmativa, la única forma que
cambia es he / she / it (de have a has).
Look!
En afirmativa, también podemos usar las
formas contraídas, p. ej., I’ve got blue eyes,
She’s got brown hair.
2 • Los alumnos completan las oraciones con
have got en afirmativa o negativa, de manera
que sean verdaderas para ellos.
• Luego, comparan las respuestas en parejas.
• Comprueba las respuestas con todo el grupo.
3 • Lee las oraciones de ejemplo en voz alta para
todo el grupo.
• Que hagan el ejercicio individualmente.
• En parejas, que comparen las respuestas.
• Compruébalas con toda la clase.
4 • Di a los alumnos que lean el texto.
• Individualmente, que rellenen los espacios
con la forma correcta de be o have got.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos.
5 • Los niños leen las oraciones 1–3.
• Que consulten la información de la tabla y
elijan las respuestas correctas.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos
Look!
Destaca que got no se usa nunca en las
respuestas breves.
6 • Lee en voz alta la pregunta de ejemplo y la
respuesta.
• Que completen las preguntas individualmente.
• Comprueba que las preguntas son correctas.
• Que escriban respuestas verdaderas.
• Compruébalas con toda la clase.
EXPRESS YOURSELF
7 • Di a los niños que redacten una pequeña
descripción de un compañero.
• Obsérvalos mientras escriben, ayudándolos
si es necesario.
8 • Haz la primera oración de ejemplo para toda
la clase.
• Piensa en un alumno, y diles a los demás
que tienen que adivinar quién es haciéndote
preguntas. Solo puedes responder Yes o No.
• En parejas, diles que tienen que hacerse
preguntas y responderlas para adivinar quién
es el alumno que el compañero ha descrito
en el ejercicio anterior.
Analyse
Diles que lean los ejemplos y destaca que, en
inglés, be se emplea para referirse a la edad
y acompañado de adjetivos. En cambio, have
got nunca se usa para decir la edad ni con
adjetivos.
Pronunciation lab: /h/, página 124
Digital course: Interactive grammar table
Study guide: pág. 19
T 12
 Vocabulary and Listening
The body
Objetivos de la lección
• aprender vocabulario referido a partes del
cuerpo humano y de los animales
• escuchar información concreta
Warmer
Juega a Simon Says. Los niños deben ponerse
de pie y seguir tus indicaciones, p. ej. Simon
says, wave your right hand. Hazlo tú primero
para que lo vean, y que luego repitan lo que
les dices. El alumno que represente una acción
que no empiece por Simon says (p. ej. Brush
your teeth), queda eliminado y se vuelve a
sentar. Sigue jugando hasta que solo quede un
alumno, que será el ganador.
1.13
1 • Pon el CD para que los niños escuchen las
palabras del cuadro y las repitan.
• Que te digan qué palabras no son partes del
cuerpo.
• Comprobad las respuestas juntos.
• Para asegurarte de que las entienden,
pídeles que las traduzcan.
• Individualmente, que escojan las palabras
correctas.
2 • Luego, que comparen las respuestas en
parejas.
• Compruébalas con todo el grupo.
Look!
Foot – feet y tooth – teeth son ejemplos de
plurales irregulares muy habituales en inglés.
Otros ejemplos son: man – men, woman –
women, child – children, mouse – mice.
3 • Diles que observen las fotos de Percy
Jackson y los dioses del Olimpo.
• Que miren los tres temas (a-c) y te digan de
qué va la película.
• Corregid las respuestas juntos.
T 13
4 1.14
• Los alumnos leen las descripciones.
• Que relacionen las descripciones con los
personajes de las fotos.
• En parejas, que comparen las respuestas.
• Pon el CD para que escuchen las respuestas
y comprueben si son correctas.
5 1.15
• Primero, haz que los niños lean las
descripciones atentamente y comprueba si
las entienden.
• Pon el CD y diles que rellenen los espacios.
Vuelve a reproducirlo las veces necesarias.
• En parejas, que comparen las respuestas.
• Compruébalas con toda la clase.
6 1.15
• Primero, pídeles que lean las preguntas con
atención. Comprueba que entienden todas
las palabras.
• Vuelve a poner el CD para que escriban las
respuestas breves.
• Comprobad las respuestas todos juntos.
1.15 Transcripción, ejercicios 5 y 6
I like the Percy Jackson stories. They’re by the
American author Rick Riordan. I’ve got all five of
the books! In the books, there are some different
characters – they aren’t all in the film.
For example, there’s the Cyclops. The Cyclops is
a giant. He’s got a big head, big hands and big
feet. He hasn’t got two eyes – he’s only got one
eye. In the story, the Cyclops’ name is Tyson.
Tyson isn’t a bad character – he’s Percy’s friend.
Then, there are the Sirens. The Sirens are very
beautiful creatures. They’ve got human faces,
with long, dark hair – but they’ve got birds’
bodies, with wings and feathers. They’ve got
beautiful voices – they can sing like birds – but
they are very dangerous.
I also like the Minotaur – this character’s in the
film too. The Minotaur has got a bull’s head and a
man’s body, with arms and legs. It’s got two horns
and a bull’s tail. The Minotaur is Percy’s enemy!
 UNIT

Vocabulary and Listening

The body
Ejercicio 1
1 1.13 Listen and repeat the words in the box. Which words are not parts of the human body?
wings, horns,
tail legs feet toes arms wings hands fingers head neck tail teeth horns

LOOK!
The Hydra
Irregular plurals
foot – feet tooth – teeth

Ejercicio 2 2 Choose the correct words.

1 wings
1 Dragons have got two wings / fingers.
2 teeth
2 Vampires have got big horns / teeth.
3 legs 3 Horses have got four arms / legs and a tail.
4 toes 4 Humans have got ten hands / toes.
5 horn 5 Unicorns have got one leg / horn.
The Centaur
3 Look at the characters in the photos. What do
Ejercicio 3 you think the film is about?
c a) The legend of Robin Hood
b) Latin American folklore
c) Greek mythology
Ejercicio 4 4 1.14 Read the descriptions. Match them to
1 The Centaur the characters in the pictures. Then listen and
2 Medusa check.
3 The Hydra 1 This character has got a man’s head and arms
and a horse’s body, legs and tail.
2 This character hasn’t got normal hair. She’s Medusa
got snakes instead. She’s also got blue eyes.
3 This horrible creature is a monster with many
heads. It’s got long necks and big teeth.
Ejercicio 5 5 1.15 Listen to the descriptions of three
1 head other characters from the Percy Jackson
2 eye stories. Copy and complete the notes.
3 hair
4 wings
5 horns
6 tail The Cyclops has got a big (1) … , big hands
and big feet. He’s only got one (2) … . 6 Listen again. Write short answers to the Ejercicio 6
questions. 1 No, he isn’t.
The Sirens have got long, dark (3) … .
Is the Cyclops a giant? 2 Yes, they
They’ve got birds’ bodies with (4) … are.
and feathers. Yes, he is.
3 Yes, they
1 Is the Cyclops Percy’s enemy? have.
The Minotaur has got a bull’s head and a 4 Yes, it has.
2 Are the Sirens beautiful?
man’s body. It’s got two (5) … and a bull’s 3 Have the Sirens got human faces? 5 No, it isn’t.
(6) … . 4 Has the Minotaur got a man’s body?
5 Is the Minotaur Percy’s friend?

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 Fact box
Cultural awareness
English around the world
The film industry
People speak English in many
Ejercicio 1 1 Read the quiz quickly and find: countries around the world,
six countries including the UK, Ireland, the USA,
a) six countries Canada, Australia, New Zealand,
India,
Canada, b) four cities South Africa and India.
Ireland, New c) three adjectives of nationality
Zealand,
Australia, 2 1.16 Read and listen to the quiz. Then choose the correct answers.
South Africa
four cities

Quiz: Are you a f ilm fan?

Bombay,
Ottawa,
Toronto,
Vancouver
three
adjectives of
nationality
American,
Indian, British Try our quiz about films around the world!
1 Hollywood is the centre of the American film industry.
Ejercicio 2 How many film studios has the city got?
1 b a) Two – Disney and Dreamworks b) More than ten
2 b
2 India has got a big film industry. Why is it called
3 a
Bollywood?
4 b
a) Because Bollywood is an Indian film director.
5 b
b) Because it’s a combination of Bombay and Hollywood.
6 a
3 There are film festivals in Ottawa, Toronto and
Vancouver. What country are these cities in?
a) Canada b) Ireland
4 They filmed The Hobbit films in New Zealand. Who is the director?
a) Pedro Almodóvar b) Peter Jackson
5 The seven Harry Potter books are by the British writer J.K. Rowling.
How many Harry Potter™ films are there?
a) six b) eight
6 Nicole Kidman, Russell Crowe and Sam Worthington
are famous actors. Where are they from?
a) Australia b) South Africa

Word check
film industry film studio film director film festival

3 1.17 Listen and check your answers.

CULTURAL COMPARISON

4 Answer the questions.

1 Has your country got any film studios? Where?
2 Who are the most famous actors in your country?
3 When and where are the film festivals in your country?

14 InteractiveCulture
Grammarvideo:
Table:
Bollywood
Workbook
filmpage
industry
xx

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 Cultural awareness
The film industry
Finished?
Objetivos de la lección Los que acaben antes pueden escribir dos
preguntas más para el quiz sobre películas
• hacer un quiz de una revista de cine
españolas con dos respuestas posibles, una
• aprender a buscar información específica
correcta y otra incorrecta. En parejas, que se
dentro de un texto
hagan preguntas y que las respondan.
• Hablar sobre la industria cinematográfica
de su país

CULTURAL COMPARISON

4 • Individualmente, que escriban las respuestas

Warmer
a las preguntas.
Diles que cierren los libros y escribe English en
• Que las comparen en parejas.
la pizarra. En parejas, que anoten los países
• Escuchad todos juntos las respuestas.
en donde se habla inglés y luego escucha
sus respuestas. Que abran los libros y las
Culture video: Bollywood film industry
comprueben consultando el cuadro English
around the world.
1.17 Transcripción, ejercicio 3
1 • Comprueba que entienden el ejercicio.
1 b There are more than ten film studios in
• Diles que lean el quiz y que busquen seis Hollywood.
países, cuatro ciudades y tres gentilicios.
2 b Bollywood is a combination of Bombay and
• Que comparen las respuestas en parejas. Hollywood.
• Compruébalas con toda la clase. 3 a Ottawa, Toronto and Vancouver are in
Canada.
2 1.16
• Pon el CD y diles que vayan leyendo el quiz 4 b Peter Jackson is the director of The Hobbit
films.
mientras escuchan.
5 b There are eight Harry Potter films.
• Individualmente, que respondan las
preguntas. 6 a Nicole Kidman, Russell Crowe and Sam
Worthington are from Australia.
• En parejas que las comparen.
3 1.17
• Pon el CD para que los niños comprueben si
las respuestas son correctas.

Word check
Comprueba que entienden las palabras nuevas
y diles que las traduzcan.

Culture note
Bombay es la capital de la industria
cinematográfica india, conocida como
Bollywood, la mayor productora de películas
del mundo. Hollywood, en California, genera
500 películas anuales para unos 2.600
millones de espectadores, mientras que
Bollywood produce 1.000 películas con una
audiencia de 3.000 millones.

T 14
 Grammar
4 • Individualmente, escriben las respuestas a
Question words
Objetivos de la lección
• a
 prender las partículas interrogativas, y
utilizarlas
• aprender a formular preguntas
Warmer
Escribe una w en la pizarra y diles que, en
parejas, tienen dos minutos para anotar
todas las palabras que sepan empezadas
por esta letra (p. ej. write, white, wing, with,
what). La pareja que consiga más palabras
correctas es la ganadora. Es probable
que también se les ocurran partículas
interrogativas, lo que les servirá para
preparar el próximo ejercicio.
las preguntas del ejercicio 3.
• En parejas, que se hagan las preguntas y las
respondan.
• Escucha las preguntas de algunas parejas.
CLIL Grammar in context:
Literature
Culture note
El primer cómic (comic book) se publicó en
los EE. UU. en 1933, cuando se empezaron
a reproducir tiras cómicas de periódicos.
Sin embargo, un cómic no tiene que ser
necesariamente divertido. Actualmente,
existen cómics de muchos géneros diferentes:
terror, ciencia ficción, aventuras.

1 • Los alumnos leen las preguntas de la tabla y
traducen las palabras en azul.
• Destaca la diferencia de pronunciación who
/hu:/ y how /haʊ/, ya que son palabras que
suelen confundirse muy a menudo.
• Señala el uso distinto de where en Where is
the actor? y Where is the actor from? Pídeles
que traduzcan las dos oraciones.
• Luego, que intenten responder las preguntas.
• Comprueba las respuestas con todo el grupo.
Look!
Destaca que, en general, cuando alguien
hace una pregunta que empieza por Why ...?,
la respuesta es Because... Lee la pregunta de
ejemplo y la respuesta en voz alta.
5 • Este ejercicio sirve para practicar be y
have got en present simple.
• Pídeles que lean el texto
• Que escojan la opción correcta.
• En parejas, que comparen sus respuestas.
6 1.18
• Pon el CD, que escuchen las respuestas
del ejercicio 5 y las corrijan.
Extra activity
Diles que se pongan en parejas para hacer
un dictado con las cuatro primeras oraciones
del ejercicio 5. Cuando hayan escrito las dos
primeras oraciones, que se intercambien los
papeles.

CLIL task
2 • Comprueba que los niños entienden el
ejercicio y diles que pueden mirar la tabla Los alumnos escogen a un superhéroe y
del ejercicio 1 si lo necesitan. con la ayuda de internet hacen una lista de
• Individualmente, que completen las películas relacionadas con el personaje de
preguntas y las relacionen con las cómic.
respuestas.
• Que comparen las respuestas en parejas.
Pronunciation lab: Rhythm and
• Comprobadlas todos juntos.
intonation, página 124
• Pregúntales quién es el personaje (Mortadelo).
EXPRESS YOURSELF
Digital course: Interactive grammar table
3 • Diles que lean la pregunta de ejemplo.
Study guide: pág. 19
• Individualmente, que escriban las preguntas.
• Compruébalas con toda la clase.

T 15
 UNIT

Grammar
Question words CLIL Grammar in context:
1 Look at the table. Translate the blue words into Literature
Ejercicio 1 your language. Can you answer the questions? 5 Read the text and choose the correct answers. Ejercicio 5
Who – Peter question words 1 are
Jackson
6 1.18 Listen and check your answers.
Who is the director of The Hobbit films? 2 aren’t
What – Hobbits 3 haven’t
What is The Hobbit about?
Which – Canada Which country is Ottawa in? 4 is
Where – Australia Where is the actor Sam Worthington from? 5 has
When – September When is the San Sebastián film festival? 6 are
Why – He’s an Why is Zac Efron famous? 7 are
actor and singer. How many Harry Potter™ films are there? 8 Who
How – eight How old is Harry Potter in the final film? Comic books (1) is / are very popular around
How – seventeen
the world. They (2) isn’t / aren’t difficult to read
LOOK! because they (3) hasn’t / haven’t got many
Why is India’s film industry called Bollywood? words. Today, many films are based on comic
Because it’s a combination of Bombay and book characters, such as Spider-Man™, Batman
Hollywood. and the X-Men. Superman (4) is / are the original
superhero from the 1930s. Japan (5) is / has got a
Ejercicio 2 2 Complete the questions with question words lot of comic book characters on screen too. Anime
1 Where, b from exercise 1. Then match them with answers film heroes like Akira and Astroboy (6) am / are
2 What, d a–e. Who is it? from Japanese Manga comics. In Spain, the most
3 How, e famous comic-book characters (7) is / are probably
1 … is he from?
4 Why, a Mortadelo and Filemón. (8) When / Who are your
2 … colour hair has he got?
5 Who, c favourite comic characters?
3 … old is he?
The character 4 … is he famous?
is Mortadelo. 5 … is his best friend?
a) Because he’s a comic character.
b) He’s from Spain.
c) His best friend is Filemón.
d) He hasn’t got any hair!
e) He is over 50.

EXPRESS YOURSELF
Ejercicio 3 3 Order the words to make questions.
1 Where are you old / you / are / How ?
from?
How old are you?
2 What colour
eyes have you 1 you / from / Where / are ?
got? 2 got / What / colour / have / eyes / you ?
3 When is your 3 birthday / When / your / is ?
birthday? 4 your / are / Who / favourite / actors ?
4 Who are your 5 cousins / got / you / have / many / How ?
favourite 6 country / is / Which / in / Manchester ?
actors? CLIL TASK
5 How many 4 Work in pairs. Ask and answer the questions Choose a superhero:
cousins have in exercise 3. • Superman • Wonder Woman • Batman
you got?
6 Which Find out about all the films based on the
How old are you?
country is comic books.
Manchester in? I’m twelve years old.
1.19 Pronunciation lab: Rhythm and intonation, page 124

Digital course: Interactive

Interactive
grammar Grammar
table Table: Workbook page Study
xx guide: page 19 15

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 integrated skills integrated sk
At the cinema
PARADISE CINEMA
PRESENTS…
Hi! I’m going to see Star Trek
DESPICABLE ME with my family. Which film do
you want to see?
2D
SCREEN ROW SEAT
6 M 15
DATE TIME PRICE
28/09 17.30 £6.50

PR ES EN TS …
MO VI E CI NE MA
STAR TREK
3D
RO W N SE AT 12
SC RE EN 4
PR ICE : £7.00
TIM E: 18.30
DATE : 23/09 MO VIE CIN EM A PR
ESE NT S…
THE AMAZIN
SPIDER-MAN G
Step 1: Read 3D
SC RE EN 1 RO W E SEAT 19
1 Look at the cinema tickets. Guess the DATE: 18/10 TIM
E: 16.00 PRI CE:
£7.00
meaning of the words in the box. How do you
say them in your language?
screen row seat

SKILLS BUILDER Step 2: Listen

Reading: Guessing meaning
3 1.20 Listen to three people talking about Ejercicio 3
Don’t worry if you can’t understand every word.
You can often guess the meaning from the the films in exercise 1. Write the names of the 1 Despicable Me
context. films in the order you hear them. 2 S
 tar Trek
3 The Amazing
4 Listen again. Choose the correct answers. Spider-Man
Ejercicio 2 2 Read the information on the tickets again.
Answer the questions. Speaker 1
1 October 1 In his opinion, this film is funny / terrible.
18th at Ejercicio 4
Where is Star Trek on? 2 Most of the characters are monkeys / yellow.
16.00 1 funny
It’s on at Movie Cinema. Speaker 2
2 3D 2 yellow
1 When is The Amazing Spider-Man on? 3 There are aliens / wizards in this film.
3 18.30 3 aliens
2 Is Star Trek in 2D or 3D? 4 The film has got great special effects / music.
4 £6.50 4 special
3 What time is Star Trek on? Speaker 3
5 six effects
4 How much are the tickets at Paradise Cinema? 5 This is an action / a science fiction film.
5 What screen is Despicable Me on? 6 The film is in 2D / 3D. 5 action
6 3D
16

9780230429697_Pulse_01.indd 16 29/08/2013 11:20

 Integrated skills
At the cinema
3 1.20
Objetivos de la lección
• practicar las cuatro destrezas
• leer la información en unas entradas de
cine
• escuchar a personas hablando de cine
• escribir un diálogo personalizado
• representar el diálogo
4 • Primero, haz que lean las oraciones y las
Warmer
Pide a los niños que lean lo que dice Hazel
y escribe en la pizarra la pregunta Which
film do you want to see? Que la respondan
en parejas y luego escuchad las respuestas
todos juntos.
Step 1: Read
1 • Los alumnos leen las entradas de cine y
buscan las tres palabras del cuadro.
• Luego, que los niños intenten adivinar su
significado.
• En parejas, las traducen a su lengua.
• Comprueba las respuestas con toda la clase.
Skills builder
Reading: Guessing meaning
Explícales que no siempre es necesario
que entiendan todas las palabras de un
texto y que, a veces, es posible averiguar el
significado de las palabras nuevas gracias
al contexto. Por ejemplo, pueden adivinar
lo que quiere decir umbrella a través de la
oración It’s raining today so John has got his
umbrella.
Step 2: Listen
• Comprueba que entienden lo que les piden,
y diles que deben averiguar las tres películas
a partir del diálogo.
• Pon el CD y diles que escriban el título de
cada película.
• Luego, que las comparen en parejas.
• Comprobadlas todos juntos.
posibles respuestas con atención.
• Vuelve a poner el CD y diles que escojan las
respuestas correctas.
• Comprueba las respuestas con toda la clase.
1.20 Transcripción, ejercicios 3 y 4
1  It’s a really funny film! The main characters
are Gru and all the little yellow creatures... some
of them have only got one eye! Gru is big and
fat. He’s the villain. It’s a really original film, I
recommend it!
2  I really enjoyed it ... it’s a science-fiction
film. It’s based on the old Star Trek films, but
the story is new. Chris Pine is the main actor.
There are lots of different characters, including
aliens! They’re cool but they’re a bit scary. The
film has got great special effects too...
3  ... yes, it’s an action film, it’s based on the
comic. My favourite character is Peter Parker –
the boy who becomes Spider-Man, of course!
The actor Andrew Garfield plays him in this film.
It’s such an exciting film and it’s in 3D too …

2 • Lee la pregunta de ejemplo y la respuesta en

voz alta para todo el grupo.
• Que lean las preguntas con atención.
• Que se fijen en las entradas y busquen las
respuestas.
• Luego, que las comparen en parejas.
• Comprobadlas todos juntos, señalando que
Six pounds fifty puede simplificarse: six fifty.

T 16
 Integrated skills – continued
Buying tickets
5 1.21
• En parejas, que los alumnos lean el diálogo
en voz alta.
• Haz que se fijen en las cuatro opciones (1–4).
• Pon el CD para que escojan las respuestas
correctas.
• Comprueba las respuestas con toda la clase,
destacando que g /dʒi:/ y j /dʒeɪ/ no se
pronuncian igual.

6 • Vuelve a reproducir el CD, parando después

de cada intervención para que los niños la
repitan juntos.
• Señala la acentuación de las preguntas: What
time? How many people? How much is it?
• Diles que repitan estas preguntas unas
cuantas veces en grupo e individualmente
con la acentuación y la entonación correctas.
• En parejas, que practiquen los diálogos y
que luego se intercambien los personajes.

Step 3: Write
7 • Los niños escogen una película de la
página 16 (u otra que les guste).
• Que anoten sus respuestas.
8 • Individualmente, que redacten un diálogo
basándose en el ejercicio 5 y en las
oraciones esenciales para comprar entradas
del Communication kit.
• Obsérvalos mientras escriben, ayudándolos
si es necesario.

Step 4: Communicate
9 • En parejas, que practiquen el diálogo.
• Que practiquen un poco más
intercambiándose los papeles en los dos
diálogos.

10 • Di a algunas parejas que interpreten el

diálogo para toda la clase.
• Los niños deben levantar la mano si
otra pareja ha elegido la misma película,
hora, personas o precio. Esto hará que
estén atentos a las intervenciones de los
compañeros.

Integrated skills: Workbook, pág. 111

T 17
 UNIT

egrated skills integrated skills

BUYING TICKETS

Next, please!
What time?
Yes, no problem. How many people?
OK. I’ve got four seats in row (3) G / J.
Have you got 3D glasses?
OK. So that’s (4) £18 / £28 please.
Thanks. Here’s your change.
Hello, have you got tickets for Star Trek in (1) 2D / 3D please?
At (2) half past six / eight o’clock.
Four, please – two adults and two children.
That’s fine. How much is it?
Yes, we have.
Here you are.
Thanks. Bye!

Ejercicio 5 5 1.21 Listen to the dialogue and

1 3D choose the correct answers for 1–4.
2 half past six Step 4: Communicate
3 J
6 Listen again and repeat. Practise your
intonation. 9 Work in pairs. Take turns to practise your
4 £28
dialogues.

Step 3: Write Next, please!

Hello, have you got tickets for … ?
7 Choose one of the films on page 16, or use your
10 Act your dialogue for the class.
own ideas. Copy and complete the notes.

Film: … COMMUNICATION KIT

2D or 3D? Buying tickets
What time?
How many people? Next, please!
Ticket prices? Have you got tickets for … ?
What time?
How many people?
8 Prepare a new dialogue. Write both parts. Use
I’ve got … seats in row … .
the model dialogue in exercise 5 and your
How much is it?
notes from exercise 7 to help you.
Have you got 3D glasses?
Next, please! Here’s your change.
Hello, have you got tickets for … ?

Integrated skills: Workbook page 111 17

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 Writing
A description
Ejercicio 1
1 the planet
Pandora Neytiri and Seze
2 blue
3 no Neytiri and Seze are my favourite characters from the
4 Neytiri’s first Avatar film.
best friend
5 yes
Neytiri’s a warrior princess from the planet Pandora.
6 yes
She’s three metres tall and she’s got blue skin.
Neytiri’s eyes are green and she’s got long, black hair.
Ejercicio 3 Her ears are big and she’s got a long tail like a lion.
is
Neytiri’s Seze is Neytiri’s best friend. He’s green, and he’s got
a warrior four wings and a tail. Neytiri flies on Seze. He’s like a
princess; She’s dragon and a bird combined.
three metres
tall; He’s
green; He’s like This film is in 3D and it’s got fantastic special effects.
a dragon I can’t wait for the next Avatar film!
has
she’s got bue
skin; she’s got
long, black
hair; she’s got 1 1.22 Read and listen to the description. Then answer
a long tail; the questions.
he’s got four
wings; it’s 1 Where is Neytiri from? 4 Who is Seze? Writing task
got fantastic 2 What colour is her skin? 5 Has Seze got a tail? Describe a character in one of your
special effects 3 Has Neytiri got wings? 6 Can Seze fly? favourite films.
possession
Neytiri’s eyes 2 Read the Writing focus. Translate the sentences Plan Choose your character and make
are green; into your language. notes.
Seze is
Neytiri’s best
friend
WRITING FOCUS Name of character?
Ejercicio 4 ’s = is, has, or possession Which film is he / she / it in?
’s = is Neytiri’s (= Neytiri is) a warrior princess. Where is he / she / it from?
1 Her
character’s ’s = has She’s (= She has) got blue skin. Physical description (hair, eyes, body,
name is ’s = possession Neytiri’s eyes are green. (= possession) other characteristics)
Neytiri.
(possession) 3 Look at the description in exercise 1 again. Are Special abilities?
2 Zoë’s got the examples in blue is, has or possession?
brown eyes.
(has) Write Write your description. Use your
4 Rewrite the sentences with an apostrophe (’).
3 Her hair’s notes and the description in exercise 1 to
Are they is, has or possession?
long and help you. Give your description a title.
dark. (is) Zoë Saldanas an actor. ✘
4 Zoë’s from Check Check your writing.
Zoë Saldana’s an actor. = is
the USA. (is)
5 Zoë’s 1 Her characters name is Neytiri. ✘ ✔ ’s for is, has or possession
mother 2 Zoës got brown eyes. ✘ ✔ the correct forms of be and have got
is from 3 Her hairs long and dark. ✘ ✔ vocabulary for the body and
Puerto Rico. describing people
(possession)
4 Zoës from the USA. ✘
5 Zoës mother is from Puerto Rico. ✘

18 Build your confidence: Writing reference and practice. Workbook page 120

9780230429697_Pulse_01.indd 18 29/08/2013 11:20

 Writing
A description 4 • Haz que se fijen en la oración Zoë Saldanas
an actor y señala donde va el apóstrofo.
Objetivos de la lección • Individualmente, escriben las oraciones con
los apóstrofos en el sitio correcto.
• leer una descripción de dos personajes de
• En parejas, que comparen las respuestas.
cine
• Comprobadlas todos juntos, y pregúntales
• usar ’s referido a is o has, o para indicar
cuándo podemos sustituir ’s por is o has, o si
posesión
se refiere a posesión.
• redactar una descripción de un personaje

Writing task
Warmer
Piensa en un personaje de película que sea El objetivo de este ejercicio es que los niños
conocido (uno de esta unidad, o que sea muy redacten un texto utilizando ’s correctamente.
famoso en España y tenga la misma edad Además, también les servirá para practicar
que los niños). Luego, diles que te hagan el uso de be y have got, emplear vocabulario
preguntas (p. ej. Is she young? Has she got referido a partes del cuerpo y describir a
black hair?). Solo puedes usar respuestas personas. Pídeles que sigan las indicaciones
breves con Yes o No. Continúa hasta que del Student’s Book, y en el paso Check, que se
adivinen el nombre del personaje. intercambien los cuadernos con un compañero
y corrijan el texto.
1 1.22
• Primero, que lean las preguntas con atención.
• Pon el CD para que los niños escuchen Writing reference and practice: Workbook, pág. 120
y lean la descripción en el libro. Cuando
termine, escriben las preguntas.
• En parejas, que comparen las respuestas.
• Corregidlas todos juntos.
2 • Escribe ’s en la pizarra.
• Diles que, en inglés, tiene tres usos distintos.
• Luego, que lean las oraciones de ejemplo del
Writing focus y las traduzcan.
• Comprueba las respuestas con todo el grupo
y destaca que en las dos primeras oraciones
podemos emplear las formas plenas de ’s (is
y has), pero que no es posible en la tercera.

3 • Los niños buscan los ejemplos en azul de ’s

dentro del texto.
• Luego, que digan qué significa cada ’s: is, has
o posesión.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos.

T 18
 Study guide
Grammar, Vocabulary and Speaking
Explica a los alumnos que la Study guide es Speaking
una página importante que aporta información • Comprueba que entienden el significado de
útil sobre el lenguaje de la unidad: la gramática, las expresiones para comprar entradas.
el vocabulario y el lenguaje funcional de las • Explícales que tienen que representar un
Integrated skills. Diles que pueden consultarla diálogo entre un vendedor y un cliente.
para preparar un test o un examen.
Additional material
Grammar Workbook
• Haz que lean las oraciones de ejemplo con Progress check, página 14
• 
have got y asegúrate de que aprenden a Self-evaluation, página 15
• 
escribir el verbo correctamente. Grammar reference and practice, página 84
• 
• Luego, diles que miren las oraciones de Vocabulary extension, página 102
• 
ejemplo con las partículas interrogativas y Integrated skills, página 111
• 
asegúrate de que las comprenden. Que las Writing reference and task, página 120
• 
traduzcan si es necesario.
• Diles que consulten la Grammar reference
en las páginas 84 y 85 del Workbook para
acabarlo de comprobar.

Vocabulary
• Di a los niños que lean la lista de palabras y
comprueba que las entienden.
• Diles que consulten la Wordlist de la página
151 del Workbook si han olvidado algunas
palabras.

Teacher’s Resource File Tests and Exams

• ‘Pulse Basics worksheets’, páginas 5–10 • Test de la Unidad 1: Basic, Standard
• ‘Vocabulary and grammar consolidation y Extra
worksheets’, páginas 3–6 • CEFR Skills Exam Generator
• ‘Translation and dictation worksheets’,
páginas 2, 12
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 1–2
• ‘Culture and CLIL worksheets’, páginas 1–4
• ‘Culture video worksheets’, páginas 1–2
• ‘Digital competence worksheets’, páginas 1–2
• ‘Macmillan Readers worksheets’, páginas 1–2

T 19
 UNIT

Study guide
Grammar Vocabulary
have got Describing people
affirmative average lips
I / You have got beard long
curly moustache
He / She / It has got dark hair. dark short
We / You / They have got eyebrows slim
fair tall
negative grey wavy
I / You haven’t got
He / She / It hasn’t got fair hair. The body
We / You / They haven’t got arms legs
feet neck
questions short answers fingers tail
hands teeth
Have I / you got Yes, I / you have.
head toes
red hair? No, I / you haven’t.
horns wings
Has he / she / it Yes, he / she / it has.
got red hair? No, he / she / it hasn’t.
Have we / you / Yes, we / you / they have. Speaking
they got red hair? No, we / you / they haven’t.
Buying tickets
Next, please!
Question words Have you got tickets for ... ?
question words
What time?
How many people?
Who is the director of Avatar? I’ve got … seats in row ... .
Which actors are in the film? How much is it?
What is the story about? Have you got 3D glasses?
Where is Zoë Saldana from? Here’s your change.
When is Zoë’s birthday?
Why is Zoë Saldana famous?
How many Avatar films are there?
How old is Zoë? LEARNING TO LEARN
Think of people you know and write
sentences to describe them. You can
remember things better if you write
something that is true for you.

Progress check: Workbook page 14 Grammar reference: Workbook page 84 19

9780230429697_Pulse_01.indd 19 29/08/2013 11:20

UNIT
school
days

Objetivos de la unidad y competencias clave

En esta unidad los alumnos aprenderán…
• a entender, memorizar y usar correctamente
vocabulario del aula CCL CMCT
• a entender, memorizar y usar correctamente
expresiones de actividades cotidianas CCL CSC
• a entender y usar correctamente estructuras
gramaticales en presente y hacer paralelismos
con su lengua materna CCL CAA
• sobre los colegios privados y las actividades
extraescolares en el Reino Unido CCL CMCT CEC
• a pedir información CCL CSC
• sobre un día cualquiera en un colegio inglés
viendo un vídeo corto CCL CMCT CEC
En esta unidad los alumnos aprenderán a...
• buscar información específica sobre una
escuela de artes escénicas en un artículo de
una revista CLC CMCT CEC
• buscar información sobre músicos famosos
CCL CD CEC SIE
• buscar información específica en un programa
de radio sobre una escuela de ballet CCL CEC
• hablar sobre las diferencias entre su centro y
los que aparecen en el libro CCL CMCT CEC
• escribir un cuestionario CCL CMCT
• leer un tablón de anuncios y apuntarse a una
actividad extraescolar CCL CSC

Contenidos lingüísticos Destrezas

Vocabulario principal Comprensión lectora

• Materias escolares: maths, art, • Leer un artículo en una revista sobre una escuela de artes
history, etc. escénicas
• Actividades cotidianas: have a • Leer un texto sobre la vida en un colegio privado
shower, go to school, have • Leer un tablón de anuncios
dinner, etc.
Expresión escrita: interacción y
Gramática producción
• Present simple: afirmativa y • Escribir un diálogo personalizado
negativa • Escribir un cuestionario en tres pasos: planear, escribir,
• Present simple: preguntas y repasar
respuestas breves
Comprensión oral
Lenguaje útil • Escuchar un programa de radio sobre la vida en una
• Pedir información escuela de ballet
• Escuchar cómo es un día cualquiera en un colegio
Pronunciación
• Prepararse para hacer un ejercicio de listening con dos
• Las sílabas y la acentuación
opciones de respuesta: verdadero / falso
• Terminación de los verbos en
tercera persona Expresión oral: interacción
• Intercambiar información sobre horarios escolares
Expresión oral: producción
• Preparar y representar un diálogo sobre actividades
extraescolares
Destrezas para el Evaluación
aprendizaje permanente
• Test de la Unidad 2: Basic, Standard y Extra
Autoaprendizaje y • CEFR Skills Exam Generator
autoevaluación
• ‘Study guide’:
Student’s Book, página 29 External exam trainer
• ‘Progress check’ y ‘self-evaluation’:
Workbook, páginas 22–23 • Listening con dos opciones: verdadero / falso
• ‘Grammar reference’ y ejercicios:
Workbook, páginas 86–87
• ‘Wordlist’: Materiales digitales
Workbook, páginas 151–157
Pulse Live! Digital Course, que incluye:
Estrategias de
• Tablas de gramática interactivas
aprendizaje y destrezas
• Vídeo modelo de expresión oral: pedir información
del pensamiento
• Vídeo con material cultural: un día cualquiera en un
• Lectura transversal de un texto
colegio del Reino Unido
para captar las ideas esenciales
• Leer con atención las diferentes Página web del alumno
opciones antes de un listening

Conciencia cultural
• Escuelas estatales e internados Competencia digital
en el Reino Unido
• Web quest: buscar información sobre un cantante famoso
• Comparar un internado inglés con
• Worksheet de competencia digital: hacer un podcast
su colegio o instituto

Contenidos
interdisciplinares
Materiales de refuerzo
• Matemáticas: información
numérica
• Teacher’s Resource File: ‘Basics’, páginas 11–16
• Tecnología: buscar información en
• Teacher’s Resource File: ‘Vocabulary and Grammar
internet
Consolidation worksheets’, páginas 7–8
• Lengua y literatura: leer horarios,
convenciones para responder un
cuestionario
Materiales de ampliación

• Actividad para fast-finishers: Student’s Book, pág. 21–22

Competencias clave • Actividades extra: Teacher’s Book, página T22
• Teacher’s Resource File: ‘Vocabulary and Grammar
CCL Competencia en Extension worksheets’, páginas 9–10
comunicación lingüística
CMCT Competencia en matemáticas,
ciencia y tecnología Teacher’s Resource File
CD Competencia digital
• ‘Translation and dictation worksheets’, páginas 3, 13
CAA Aprender a aprender
• ‘Evaluation rubrics’, páginas 1–7
CSC Competencias sociales y
• ‘Key competences worksheets’, páginas 3–4
cívicas
• ‘Culture and video clip worksheets’, páginas 3–4
SIE Sentido de la iniciativa y
• ‘Digital competence worksheets’, páginas 3–4
emprendimiento
• ‘Macmillan Readers worksheets’, páginas 1–2
CEC Conciencia y expresión
cultural
U 2
 UNIT
THINK ABOUT IT
What’s your favourite school
subject? And your least favourite?

Vocabulary THE SCHOOL OF

and Speaking PERFORMING ARTS
School subjects
1 1.23 Look at the poster. Listen and repeat
the subjects in blue.

Ejercicio 2 2 Look at pictures a–f. Which subjects can IN YEAR 1, YOU STUDY:
you see? Nine obligatory subjects and one option
a music
b art OBLIGATORY SUBJECTS: English, maths,
3 Copy and complete the sentences to make
c dance science, ICT, history, PE, technology,
them true for you.
d ICT citizenship and one foreign language
e PE 1 On Mondays I’ve got … and … . (French, Spanish or German)
f drama 2 I study English on … and … .
3 I’m good at … and … . OPTIONS: art, drama, music, dance
4 … isn’t my favourite subject.
a
b

LOOK!
on Tuesday(s)
in the morning / afternoon
at the weekend
c

EXPRESS YOURSELF
4 In your notebook, design your perfect Friday.
Choose your favourite subjects.

Friday e

10-11 Drama
11-12
12-
f

5 Work in pairs. Ask and answer questions

about your timetables. Who has got
the best Friday?
What have you got on Friday morning?
I’ve got drama at 10 o’clock and then … . ICT = Information and Communication Technology
PE = Physical Education

20 Vocabulary
Interactive
extension:
Grammar
Workbook
Table: page 103 page xx
Workbook

9780230429697_Pulse_02.indd 20 29/08/2013 13:08

 Vocabulary and Speaking
School subjects 3 • Individualmente, completan las oraciones
para que sean verdaderas para ellos.
Objetivos de la lección • Puede que tengas que ayudarles en caso de
que escriban materias que no aparecen en la
• aprender / repasar las materias escolares
lista del póster.
• repasar los días
• Que comparen las respuestas en parejas o
• aprender / repasar las horas
grupos pequeños.
• pensar cómo sería un día perfecto en la
• Luego, comprobadlas todos juntos.
escuela

Warmer
Di a los alumnos que se pongan en parejas
y que tienen dos minutos para escribir
todas las materias escolares que sepan (p.
ej.: English, maths, science). Anímalos a
responder y escribe lo que te digan en la
pizarra para preparar el próximo ejercicio.
Look!
Destaca que se usan distintas preposiciones
para referirse a los días (on Tuesday(s), etc.),
a las partes del día (también in the evening)
o al fin de semana (at the weekend). Señala
que at también se emplea para indicar las
horas (at ten o’clock, at half past four, etc.).

Language note
Think about it
Explica que usamos el plural: on Mondays, on
Individualmente, piensan cuál es su
Tuesdays, etc. para decir “todos los lunes”,
asignatura favorita y la que menos les gusta.
“todos los martes”... Si no ponemos la -s,
Que comparen las respuestas en parejas, y
entonces nos estamos refiriendo a un día
luego comprobadlas todos juntos.
concreto, p. ej.: This term finishes on Friday.

1 1.23 EXPRESS YOURSELF

• Los alumnos miran el póster.
4 • Explícales qué es un día perfecto (un día en
• Pon el CD para que escuchen las materias
el que todo lo que haces es interesante y
escolares en azul y las repitan.
divertido).
• Asegúrate de que pronuncian y acentúan
• Que escriban en sus cuadernos el horario de
correctamente estas palabras: ICT,
un viernes perfecto, con un mínimo de cinco
technology, citizenship.
materias.
• Comprueba las respuestas con todo el
Culture note grupo, asegurándote de que pronuncian bien
En el Reino Unido, citizenship (Educación todas las asignaturas.
para la ciudadanía) es una materia en la que
5 • Escoge a dos niños para que lean en voz alta
los niños aprenden los derechos y deberes
la pregunta y la respuesta de ejemplo.
que tienen las personas como ciudadanos, y
• Diles que se pongan en parejas.
se estudian conceptos como la democracia,
• Que se hagan preguntas relacionadas con
la justicia, las identidades y la diversidad.
su viernes perfecto y las respondan, y luego
digan qué horario prefieren.
2 • Los niños observan las seis fotos y escriben
a qué materia se refieren.
Vocabulary extension: Workbook, pág. 103
• En parejas, comparan las respuestas.
• Compruébalas con todo el grupo.

T 20
 Reading
Text type: A magazine article
Objetivos de la lección
• leer un artículo de una revista sobre
una escuela de artes escénicas y
tecnología
• comparar su centro escolar con el del
artículo
Enlace web recomendado
www.brit.croydon.sch.uk
Warmer
Repasad las materias de la lección anterior.
Escribe en la pizarra la primera y la última letra
de seis asignaturas, sustituyendo con rayas
las demás, p. ej.: h _ _ _ _ _ y (history), y diles
que las completen. Luego, que las comparen
en parejas. Pide a algunos alumnos que vayan
a la pizarra a escribir la letra que corresponda
en cada espacio.
1 1.24
• Los niños miran las fotos y dicen si conocen
a los cantantes (Jessie J. y Rizzle Kicks, ver
el cuadro Culture note).
• Pon el CD y diles que lean el artículo en sus
libros mientras escuchan.
Word check
Comprueba que entienden las palabras nuevas
pidiéndoles que las traduzcan al castellano.
Asegúrate de que entienden gym (lugar para
impartir las clases de Educación Física).
Culture note
Haz que se fijen en las fotos de los cantantes
y en el cuadro Did you know? Explícales
que Jessie J. nació en Londres en 1988,
y que ha ganado unos cuantos premios
como cantante y compositora. En 2008,
Jordan ‘Rizzle’ Stephens y Harley ‘Sylvester’
Alexander-Sule crearon Rizzle Kicks. Leona
Lewis, nacida el 1985 en Londres, se hizo
famosa gracias al programa de televisión
Factor X. The Kooks es un grupo de rock
alternativo de Brighton (Inglaterra).
T 21
2 • Escribe en la pizarra los verbos, go, cost,
perform, wear y study y comprueba que
saben su significado.
• Asegúrate de que entienden todas las
oraciones.
• Que las lean y te digan si son verdaderas o
falsas.
• Que corrijan las que sean falsas con la
información del artículo.
• Comprueba las respuestas con toda la clase.
3 • Que lean las preguntas y busquen las
respuestas dentro del texto.
• Que las comparen en parejas.
• Comprobadlas todos juntos.
EXPRESS YOURSELF
4 • Haz que lean la pregunta de ejemplo y diles
que respondan pensando en su escuela.
• Individualmente, que escriban tres oraciones
para explicar las diferencias.
• Compruébalas con toda la clase.
Finished?
Pide a los que acaben antes que escriban
dos o tres oraciones explicando por qué (o
por qué no) irían a la escuela BRIT.
Web quest
Los niños buscan información sobre un
cantante famoso de la escuela BRIT. Haz que
se fijen en el Web quest tip.
1 • Los alumnos escogen a uno de los tres
cantantes del texto.
2 • Que escriban tres preguntas sobre cosas
que les gustaría saber de esa persona,
p. ej.: How old is she? What is her home
town?
3 • Luego, que se intercambien las
preguntas con un compañero.
• Pídeles que abran un navegador de
internet, como el Internet Explorer.
• Que vayan a un buscador (Google, p. ej.)
y tecleen el nombre del cantante elegido.
• Que busquen las respuestas a las tres
preguntas planteadas por el compañero.
 UNIT

Welcome to the
T
he BRIT School in London is a very special place.
It’s a school for performing arts and technology
and many of its past students are famous.
Students go to the BRIT School when they’re 14
years old. It’s free – it doesn’t cost anything – but
there are only about 140 places each year. The
school has got excellent facilities. It’s got a gym,
a recording studio and a theatre. In the theatre,
students perform concerts and musicals.
BRIT School students don’t wear a uniform. They study obligatory subjects like
English, maths, science and PE. They also do a special course in art,
technology, media or performing arts.
Jessie J is a past student of the BRIT
School. She’s a very popular singer.

DID YOU KNOW?

Other famous past students include
Rizzle Kicks, Leona Lewis and The Kooks!

Word check
performing arts facilities
recording studio media

Reading
A magazine article 3 Read the article again and answer the questions. Ejercicio 3
1 Where is the BRIT School? 1 In London.
1 1.24 Look at the pictures. Do you know
2 Is it a normal school? Why (not)? 2 No. It’s a
these singers? Then read and listen to the school for
3 What facilities has the school got?
article. performing
4 What are the obligatory subjects? arts and
Ejercicio 2 2 Check the meaning of the verbs in bold. Are 5 What are the special courses? technology.
1 False the sentences true or false? Correct the false 3 A gym, a
4 Is your school similar to the BRIT School? recording
They go to sentences.
the school Write three differences. studio and a
when 1 Students go to the school when they’re 12. theatre.
Students go to my school when they are
they’re 14. 2 The school costs a lot of money. 4 English,
12 years old. maths,
2 False 3 Students perform concerts in the gym.
The school 4 Students wear a blue and grey uniform. science and
is free – it PE.
5 All students study English and maths.
doesn’t cost 5 Art,
anything. technology,
3 False FINISHED? media and
They performing
perform
WEB QUEST Do you want to go to the arts.
concerts in Find out about a famous singer from the BRIT School. BRIT School? Why (not)?
the theatre. 1 Choose one of the famous singers in the text about Before you search
I want / don’t want to go
4 False the BRIT School. the internet, decide
there because ...
Students 2 Write three things you want to know about this person. exactly what
don’t wear a information you’re
uniform. 3 Pairwork: swap your questions with another student.
Search the internet Interactive
for answers. looking
Grammar Table: Workbook page xx for. 21
5 True

9780230429697_Pulse_02.indd 21 29/08/2013 13:08

 Grammar
Present simple: 4 Change the words in bold to make the
affirmative and negative sentences true for you. Write one negative
and one affirmative sentence.
Ejercicio 1 1 Copy and complete the table with study, sings,
I study English on Sundays.
1 sings don’t and doesn’t.
I don’t study English on Sundays. I study English
2 study
affirmative on Mondays.
3 doesn’t
4 don’t I / You like the BRIT School. 1 I go to the BRIT School.
He / She/ It (1) … with The Kooks. 2 My teacher lives in England.
3 My classes start at ten o’clock.
We / You / They (2) … science and PE.
4 My school day finishes at six o’clock.
negative 5 We study 20 subjects.
I / You don’t study performing arts.
He / She / It (3) … live at school. 5 1.25 Complete the text with the correct form Ejercicio 5
of the verbs in brackets. Then listen and check. 2 goes
We / You / They (4) … wear a uniform.
3 costs

FROM SKATEBOARDING
4 don’t pay
LOOK!
5 doesn’t live
word order
subject + verb + other words. TO BALLET 6 says
7 think
They (don’t) wear a uniform. Louis Moore (1) loves 8 studies
(love) skateboarding, 9 dances
Ejercicio 2 2 Read the spelling rules on page 29. Then write but now he’s got a
starts the third person form of the verbs in the box. new passion – ballet!
studies Louis (2) … (go) to
has start study have finish perform go The Royal Ballet School
finishes
in London. The school
performs
goes 3 Copy and complete the sentences with the is very prestigious. It
correct form of the verbs in brackets. (3) … (cost) over
£20,000 a year, but Louis’
1 Anna … (go) to the BRIT School. parents (4) … (not pay)
Ejercicio 3
2 She … (study) performing arts. because he’s got a
1 goes 3 Classes … (start) at 8.45 in the morning. scholarship.
2 studies 4 Anna and her classmates … (like) music.
3 start 5 Anna … (sing) and she plays the guitar. Louis’ parents live in
6 She … (love) her school! Birmingham, but he
4 like
(5) … (not live) with them now. He only goes home
5 sings
at the weekends. His mum misses him! And what
6 loves about his friends? Louis (6) … (say) they’re very
happy for him and they (7) … (think) it’s great!
At ballet school, Louis (8) … (study) normal
subjects like English, maths and science. But he
also (9) … (dance) every day. He’s very good at
ballet because he’s got perfect balance. The
skateboarding is good practice!

ANALYSE

In the present simple in English, the third person

verb is different. What about in your language?

1.26–1.27 Pronunciation lab: Syllables and word stress, page 124

22 Digital course: Interactive

Interactive
grammar
Grammar
tableTable: Workbook page xx Study guide: page 29

9780230429697_Pulse_02.indd 22 29/08/2013 13:08

 Grammar
Present simple:
affirmative and negative
Objetivos de la lección
aprender a formar el present simple en
• 
afirmativa y negativa
usar el present simple en la tercera persona
• 
del singular para escribir sobre alguien
emplear el present simple para escribir
• 
sobre ellos mismos
Enlace web recomendado
www.royal-ballet-school.org.uk
Warmer
Escribe en la pizarra The BRIT School is in
London desordenadamente: London is School
in The BRIT. En parejas, los alumnos escriben
la oración en el orden correcto.
1 • Los niños copian la tabla y la completan con
study, sings, don’t y doesn’t.
• Comprobad las respuestas juntos.
• Destaca que, en afirmativa, añadimos una s al
verbo en tercera persona del singular (he / she
/ it). En todas las demás personas, no cambia.
Diles que, en negativa, don’t es igual para
todas las personas, excepto con he/she/it, en
las que se transforma en doesn’t.
Look!
Déjales claro cuál es el orden de las palabras
en las frases afirmativas y negativas con el
verbo en present simple. Diles que se fijen en
el ejemplo.
2 • Que lean las normas ortográficas de la página
29 y pasen los verbos a la tercera persona.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos.
• Destaca que los verbos terminados en -s,
-sh, -ch y -x añaden -es; go y do añaden -es;
los que acaban en consonante + -y cambian
la -y por -ies, y los que terminan en vocal
+ -y mantienen la -y y añaden una -s a la
tercera persona.
• Destaca que have es un verbo irregular y que
su tercera persona es has.
3 • Pídeles que miren la foto y luego diles que la
chica se llama Anna.
• Que hagan el ejercicio individualmente.
• Comprueba las respuestas con toda la clase.
Finished?
Pide a los que acaben antes que escriban las
seis oraciones en negativa para hablar de otra
chica (Petra) que no va a la escuela BRIT.
4 • Di a los alumnos que lean las oraciones de
ejemplo y asegúrate de que comprenden
lo que tienen que hacer con las palabras
en negrita. Haz más de un ejemplo si es
necesario.
• Que escriban las oraciones individualmente y
que luego las comparen en parejas.
• Compruébalas con todo el grupo.
5 1.25
• Pídeles que miren la foto y explícales que se
trata de Louis.
• Asegúrate de que comprenden lo que les
pides.
• En parejas, que completen el texto.
• Pon el CD para que los niños escuchen las
respuestas y corrijan el ejercicio.
Extra activity
Escribe en la pizarra los siguientes verbos:
have, play, go, study, dance. Luego, divide
a la clase en grupos de tres alumnos y diles
que tienen que escribir los cinco verbos en
tercera persona. El grupo que acabe antes
gana el juego de gramática.
Analyse
Que lean la información sobre el present
simple y respondan la pregunta. Señala que,
en inglés, para formar la tercera persona del
singular, añadimos una s al verbo. ¡Es un
cambio mínimo, pero muy importante!
Pronunciation lab: Syllables and word
stress, página 124
Digital course: Interactive grammar table
Study guide: pág. 29
T 22
 Vocabulary and Listening
Everyday activities
6 • Vuelve a poner el CD para que completen el
Objetivos de la lección
aprender vocabulario relacionado
• 
con algunas actividades de la vida
cotidiana
escuchar información concreta
• 
escribir sobre su jornada escolar
• 
Warmer
Escribe en la pizarra breakfast, lunch, dinner
y la pregunta Which is your favourite meal?
En parejas, que comparen las respuestas y
luego comprobadlas todos juntos.
1 1.28
• En parejas, los alumnos copian en el cuaderno
las palabras del cuadro de vocabulario y las
traducen. Ayúdalos si lo necesitan.
• Pon el CD para que escuchen las tareas
cotidianas y las repitan.
• Que observen las fotos y te digan las
actividades que muestran.
2 • Individualmente, que los niños rellenen
los espacios del texto de las fotos con las
palabras del cuadro.
3 1.29
• Pon el CD para que comprueben las
respuestas del ejercicio 2.
• Diles que vas a volver a poner el CD. Esta
vez, tienen que escuchar e ir anotando la
hora de cada actividad.
• Comprueba las respuestas con toda la clase.
4 • Los niños escriben oraciones sobre lo que
hacen en un día normal de clase usando las
actividades del ejercicio 1.
• Obsérvalos mientras escriben, y ayúdalos si
es necesario.
• Corregidlas todos juntos.
5 1.30
• Pídeles que lean las oraciones con atención
y comprueba que las entienden.
• Pon el CD y que digan si las oraciones son
verdaderas o falsas.
• Que corrijan las oraciones falsas.
• Corrígelas con toda la clase.
T 23
texto.
• Compruébalo con toda la clase.
1.29 Transcripción, ejercicio 3
At 7 o’clock, you get up and you get dressed.
At half past seven, you have breakfast – cereal
or bacon and eggs!
At half past eight, you go to school. You study
for two hours and you dance for two hours.
At one o’clock, you have lunch. Then you study
or dance for another two hours.
At four o’clock, free time! You can do sport,
watch TV or meet friends.
At six o’clock, you have dinner with your
classmates.
At quarter past seven, you do your homework –
in the classroom!
At quarter past nine, you have a shower and
then go to bed. You’re so tired after all that
dancing!
1.30 Transcripción, ejercicios 5 y 6
Hello and welcome to Youth Focus! I’m Paul
Turner and today we’re bringing you the latest
programme in our series ‘Schools around the
World’.
Are you a dance fan? Well, today we’re looking
at The Royal Ballet School. This is a very
prestigious dance school in Richmond Park,
London. Both girls and boys can go to The Royal
Ballet School – they start at the age of 11 and
stay until they’re 16. Some students live at the
school, but some live at home with their family.
So, what is life like at The Royal Ballet School?
Well, the students get up early and have
breakfast. Then they dance for two to four
hours every day. They don’t just do ballet – they
also learn other traditional dance styles, like
Irish dancing and Scottish dancing. But it isn’t
all dancing! Students also study 12 subjects,
including English, maths, science and ICT. And
they all learn one foreign language – French. A
lot of ballet words are in French! After dinner,
students can do extra activities like art, sport,
singing or playing in the orchestra.
The Royal Ballet School has got great facilities
– obviously, it’s got great dance studios! – and
a gym and a swimming pool! There’s also a big
library and a theatre. If you love ballet, being a
student at The Royal Ballet School is a fabulous
opportunity. But life isn’t easy! You get up early,
work hard and go to bed early! Now we’re going
to talk to Louise Moor, who’s a student at the
Royal Ballet School. He can tell us more about
life there. Hello, Louise…
 UNIT

Vocabulary and Listening

Everyday activities
Ejercicio 1 1 1.28 Listen and repeat the everyday activities meet friends get dressed go to bed
in the box. Which ones can you see in the pictures? do your homework tidy your room have lunch
get dressed
have breakfast 2 Copy and complete the typical day with words have breakfast go to school have a shower
from exercise 1. watch TV get up do sport have dinner
go to school
watch TV
have dinner A typical day at ballet school
do your
homework
go to bed

Ejercicio 2
1 dressed
2 have d You have (4) … . The n
b You (2) … breakfast - you
c You (3) … to sch ool. stud y or dan ce for ano the r
3 go a You get up, and you cereal or bacon and eggs! You stud y for two hou rs and two hou rs.
4 lunch get ( 1 ) … .
you dan ce for two hou rs.
5 watch
6 have
7 do
8 bed

h Yo u ha ve
n a sh o we r
e Free tim e! Yo u ca f You (6) … dinn er g Yo u (7) … yo ur a nd th e n go
to (8 ) … .
do sp or t, (5 ) … T V with you r cla ssm ate s. ho me wo rk in the Yo u’ re so ti
re d a f te r
or me et fri en ds . cla ssr oo m! a ll th a t da nc
in g!

Ejercicio 3
3 1.29 Listen and check your answers to 6 Listen again. Copy and complete the notes Ejercicio 6
2 7.30
exercise 2. Then listen again and write the about The Royal Ballet School. 1 11
4 1.00
times in your notebook. 2 12
6 6.00
8 9.15 3 French
4 Write about your school day. Use words from
THE ROYAL BALLET SCHOOL 4 art
exercise 1.
5 gym
WHERE?
I get up at half past seven. Then I ... Richmond Park in London. 6 theatre

Ejercicio 5 5 1.30 Listen to a radio programme about STUDENTS

The Royal Ballet School. Are the sentences true age (1) … to 16
1 False
The Royal or false? Correct the false sentences. SCHOOL LIFE:
Ballet • dance for 2-4 hours a day
School is 1 The Royal Ballet School is only for girls.
for girls and 2 All the students live at the school. • study (2) … subjects, including one
boys.
foreign language: (3) … .
3 Students also learn Irish and Scottish
2 False dancing. EXT RA ACTIVITIES
Some 4 French is a useful language for ballet (4) … , sport, singing, orchestra practice
students
live at the dancers. FACILITIES
school. 5 Life is easy for students at The Royal Ballet dance studios, (5) … , swimming pool,
3 True School. library, (6) … .
4 True 6 Students get up early in the morning.
5 False
Life isn’t
easy for Interactive Grammar Table: Workbook page xx 23
students
at The
Royal Ballet
School.
9780230429697_Pulse_02.indd 23 29/08/2013 13:08
6 True
 Fact box

Ejercicio 1 Cultural awareness In the UK, only 7% of students

go to private schools. Private
Eton College Boarding schools in the UK schools can cost £30,000 a
year, but some students receive
1 Read the first paragraph. What is the name of the school in the picture?
a scholarship. State schools
Ejercicio 2 2 1.31 Read and listen. How many subjects does David study? are free.
16

Life at boarding school

Some private schools are boarding schools – students eat, sleep
and study there. Eton College is a famous boarding school for
13–18 year olds. It’s near Windsor Castle and the River Thames.
It’s a very old school with a lot of traditions. Past students
include Prince William, Prince Harry and several British prime
ministers. Eton College is only for boys – girls can’t go there!

What is life like for students at boarding school?

David, 13, answers our questions ...
Do you go home at the
weekend?
No, I don’t. We can’t go home
at the weekend because we
have classes on Saturdays!
Do you miss your family?
Yes, I do – but I see them in
the holidays.
Do you share a bedroom?
No, I don’t. All students have
their own bedroom.
Do you like your school?
Yes, I do. The teachers are
very good and the classes
are small – there are only ten
boys in my class. And I love
the sports. My favourites are
cricket and rowing.
What’s a typical day like?
I get up at 7.30 and I get
dressed. After breakfast, we
have classes from 9 o’clock
until 1.30. After lunch, we do
sport and other activities. In
the evening I do my homework
and then we have dinner at
7.45. We go to church at 8.20.
Then I have a shower and I go
to bed at ten o’clock.
What subjects do you study?
I study English, maths,
biology, chemistry, physics,
Latin, French, Japanese,
divinity, history, geography,
PE, ICT, art, music and drama.
We have 35 classes every
week!

Word check
boarding school prime minister cricket rowing church divinity

Ejercicio 3 3 Read the text again and choose the correct CULTURAL COMPARISON
1 b answers.
4 Compare your school and David’s school.
2 b 1 Is Eton College for boys and girls? Write three sentences. Think about the things
3 a a) Yes, it is. b) No, it isn’t. in the box.
4 b 2 Do students go home at the weekend?
a) Yes, they do. b) No, they don’t. class size sports subjects uniform
3 Does David miss his family? weekends everyday life teachers
a) Yes, he does. b) No, he doesn’t.
4 Do students share a bedroom? There are ten students in David’s class.
a) Yes, they do. b) No, they don’t. In my class, there are 28 students.

24 Interactive
Culture video:
Grammar
A typical
Table:day at a UK school
Workbook page xx

9780230429697_Pulse_02.indd 24 29/08/2013 13:08

 Cultural awareness
Boarding schools in the UK CULTURAL COMPARISON

4 • Di a un niño que lea en voz alta las

Objetivos de la lección oraciones de ejemplo.
• Diles que se pongan en parejas y que
leer un texto sobre un colegio privado
• 
escriban un mínimo de tres oraciones
inglés
explicando las diferencias entre su escuela y
aprender a leer un texto para buscar
• 
la de David.
información específica
• Comprobad las oraciones todos juntos.
comparar su colegio o instituto con el
• 
colegio privado del texto
Culture note
El colegio Eton, situado a unos 40 kilómetros
al oeste de Londres, se fundó en 1440. Tiene
Enlace web recomendado unos 1.300 chicos y unos 130 profesores.
www.etoncollege.com Hasta la fecha, 19 primeros ministros
británicos han estudiado en Eton.

Warmer
Pídeles que lean el Fact box sobre los
Culture video: A typical day at a UK school
centros privados y estatales del Reino Unido.
Pregúntales si la proporción de niños que
asisten a escuelas privadas es igual en su país.

1 • Pídeles que lean el primer párrafo y

respondan la pregunta.

2 1.31
• Escribe en la pizarra la pregunta How many
subjects does David study?
• Pon el CD para que los alumnos escuchen y
lean el texto en sus libros.
• Comprobad la respuesta todos juntos.

Word check
Comprueba que entienden las nuevas palabras
y, si es necesario, representa la acción de
remar (rowing) con mímica.

3 • Primero, que los alumnos lean con atención

las preguntas y sus posibles respuestas.
Comprueba que entienden lo que quiere
decir miss (cuando estás triste porque echas
a alguien de menos o porque ya no tienes
algo que antes tenías) y share a bedroom
(cuando dos estudiantes duermen en una
misma habitación).
• Diles que vuelvan a leer el texto y escojan las
respuestas correctas.
• Que comparen las respuestas en parejas.
• Compruébalas con todo el grupo.

T 24
 Grammar
Present simple: CLIL Grammar in context:
questions and short answers
PSHE
Objetivos de la lección
5 • Este ejercicio sirve para practicar el uso
aprender a formular preguntas en present
•  del present simple en afirmativa, negativa
simple e interrogativa.
aprender a responder preguntas en
•  • Pídeles que lean todo el texto antes
present simple con respuestas breves de mirar las posibles respuestas en las
practicar la escucha atenta para detectar
•  columnas de la derecha.
información concreta en un listening • Los niños escogen la frase o palabra
correcta para cada espacio.
• En parejas, que comparen las respuestas.
Warmer
6 1.32
Escribe en la pizarra dos preguntas sencillas
• Pon el CD y diles que comprueben las
en present simple, pero con las palabras
respuestas al ejercicio 5.
desordenadas, p. ej.: speak do English you
(Do you speak English?); she school does
like (Does she like school?). En parejas,
Extra activity
que escriban las oraciones correctamente. En parejas, que un niño lea la introducción
Compruébalas con toda la clase y escríbelas y haga las preguntas, y que un compañero
en la pizarra. las responda. Vuelve a poner el CD y diles
que vayan repitiendo el diálogo mientras lo
1 • Los niños copian la tabla en el cuaderno. escuchan. Después, que se intercambien los
• Explica que para hacer preguntas usamos papeles con el compañero y volved a hacer
Do en todas las personas menos la tercera el ejercicio.
del singular (con esta usamos Does) y que
en las respuestas breves usamos do / don’t
con todas las personas menos la tercera del
Culture note
singular (con esta usamos does / doesn’t). Personal, Social, Health and Economic
• Practica un poco las respuestas breves con Education (PSHE) es una materia que forma
los alumnos. Hazles las preguntas de la tabla parte del currículo escolar inglés desde el
y anímalos a responder, p. ej.: Do you like 2000. Esta materia ayuda a niños y jóvenes a
David’s school? No, I don’t. desarrollarse como personas y dentro de su
entorno familar, y también como miembros
2 • Comprueba que entienden lo que les pides.
de una comunidad social y económica. PSHE
• En parejas, que completen las preguntas y
les aporta conocimientos, comprensión
escriban respuestas breves verdaderas.
y habilidades útiles para vivir de manera
• Comprueba las respuestas con todo el grupo.
saludable, segura, productiva y responsable.
EXPRESS YOURSELF

3 • Haz la primera pregunta con toda la clase a

modo de ejemplo. Señala que no hace falta
CLIL task
que añadan nada ni cambien la oración, solo Contestad entre todos las preguntas del
tienen que poner Do o Does al principio. cuadro.
• Que escriban las preguntas individualmente.
• Comprobadlas todos juntos.
Pronunciation lab: Third person verb
4 • Escoge a dos niños para que lean en voz alta endings, página 124
el diálogo de ejemplo.
• En parejas, que se hagan las preguntas del Digital course: Interactive grammar table
ejercicio 3 y las respondan.
Study guide: pág. 29
• Escuchad las respuestas todos juntos.

T 25
 UNIT

Grammar
Present simple: questions and short answers

Ejercicio 1 1 Study the table. When do we use does / doesn’t? EXPRESS YOURSELF
We use does / questions short answers 3 Write questions. Use Do or Does and Ejercicio 3
doesn’t for the the information in 1–6.
Do I / you like David’s Yes, I / you do. 1 Do you
third person.
school? No, I / you don’t. 1 you / share a bedroom? share a
bedroom?
Does he / she study Yes, he / she does. 2 your friends / play cricket at school?
2 Do your
Japanese? No, he / she doesn’t. 3 your best friend / live near you? friends play
4 you / have classes on Saturdays? cricket at
Do we / you / they go Yes, we/ you / they do.
5 you / study Japanese? school?
home at weekends? No, we / you / they don’t.
6 your English teacher / give you a lot 3 Does your
Ejercicio 2 of homework? best friend
2 Complete the questions with Do or Does. Then live near
1 Do; No, they write true short answers. Find the information you?
don’t. 4 In pairs, ask and answer the questions in
in the text on page 24. 4 Do you have
2 Does; Yes,
exercise 3. Use short answers and then give
classes on
he does. Do students sleep at boarding school? Yes, they do. extra information. Saturdays?
3 Does; Yes, 1 … girls go to David’s school? 5 Do you
Do you share a bedroom?
he does. 2 … David have classes on Saturdays? study
4 Do; Yes, 3 … David live with his parents during school Yes, I do. I share a bedroom with my brother. Japanese?
they do. holidays? 6 Does your
5 Does; Yes, 4 … David’s classmates study Latin? English
he does. teacher give
5 … David go to bed at ten o’clock?
you a lot of
homework?

CLIL Grammar in context: PSHE

5 Read the text and choose the correct answers. Ejercicio 5
PSHE is one of Sarah’s school subjects.
A B C 1 B
Here, she tells us more about it.
1 mean means does mean 2 A
What does PSHE mean?
2 do you study you study studies 3 B
It (1) … Personal, Social, Health and Economic
Education. 3 learns learn do learn 4 C

What (2) … in PSHE? 4 teach teaching teaches 5 B

We (3) … about things like health, 5 not give doesn’t give don’t give 6 B
relationships, diversity and personal finance. 6 not don’t do 7 A
7 have has haven’t 8 C
Who is your teacher?
Our teacher’s name is
8 You like Like you Do you like 9 A
Mrs Evans. She (4) … 9 I do I like do I 10 B
us interesting things 10 no do don’t do doesn’t do
and she (5) … us much
homework. 6 1.32 Listen and check your answers.
Do you have classes
every day?
No, we (6) … . We (7) …
lessons twice a month. CLIL TASK
(8) … PSHE? Do you study a subject like PSHE? Who
Yes, (9) … . We (10) … teaches you about health, relationships,
exams and the classes diversity and personal finance?
are never boring!

1.33–1.34 Pronunciation lab: Third person verb endings, page 124

Digital course: Interactive

Interactive
grammar
Grammar
table
Table: Workbook page xx Study guide: page 29 25

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 integrated skills integrated s
At an after-school club
Hi! I’m Rebecca. I go to after-school clubs on
Mondays and Thursdays. I do drama and football.
Do you do any after-school activities?

Sign up for your after-school activity!

Choir Art club

practice Friday 3.30–4.15
Art room
Wednesday
3.45–5.00
ORCHESTRA PRACTICE Music room
Tuesday 4.00–5.00
The hall

Monday 3.30–4.30
Room 2

Football Step 2: Listen

training SKILLS BUILDER
Thursday Listening: Multiple-choice answers
3.45–5.0 0 Before you listen, read all the options carefully.
Ejercicio 1
Football pitch
1 Wednesday(s) 3 1.35 Listen to Rebecca talking about her Ejercicio 3
2 3.30 typical school day. Choose the correct answers. 1 b
3 5.00
1 Rebecca gets up at … . 2 c
4 the hall
a) 6.30 b) 7.00 c) 7.15 3 a
5 art
Step 1: Read 2 She goes to school by … . 4 a
a) car b) bike c) bus 5 c
1 Look at the noticeboard and answer the questions. 3 Rebecca doesn’t like … .
a) maths b) French c) science
1 What day is choir practice on?
4 She does drama on … .
2 What time does drama club start?
a) Mondays b) Tuesdays c) Wednesdays
3 What time does football training finish?
5 Rebecca wants to sign up for the … .
4 Where is the orchestra practice?
a) orchestra b) chess club c) choir
5 Which activity can you do on Fridays?
4 Listen again. Complete the times. Ejercicio 4
2 Which activities do you like? Which don’t you
like? Copy and complete the sentences. 1 Rebecca’s school starts at … . 1 9 o’clock
2 Her school finishes at … . 2 half past
I like … and … . 3 Rebecca has dinner at … . three
I don’t like … or … . 4 She goes to bed at … on school nights. 3 6 o’clock
4 half past
26 nine on
school
nights

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 Integrated skills
At an after-school club 4 1.35
• Primero, pídeles que lean atentamente las
Objetivos de la lección oraciones inacabadas.
• Pon el CD otra vez y que escriban las horas.
practicar las cuatro destrezas
• 
• Comprobad las respuestas juntos. Para
leer anuncios sobre actividades
• 
practicar un poco más las terminaciones
extraescolares pegados en un tablón
en tercera persona, pídeles que respondan
escuchar a una niña sobre lo que hace un
• 
con una oración completa, p. ej. Rebecca’s
día normal de clase
school starts at 9 o’clock.
escribir un diálogo personalizado
• 
• Escribe las oraciones completas en la pizarra
representar el diálogo
• 
y diles que las copien en sus cuadernos.

1.35 Transcripción, ejercicios 3 y 4

Warmer
Pide a los alumnos que lean lo que dice
Rebecca. Luego, escribe en la pizarra
la pregunta Do you do any after-school
activities? Que respondan en parejas, y
escuchadlas todos juntos.
Step 1: Read
1 • Primero, pídeles que lean las preguntas
detenidamente. Luego, que miren los
anuncios y las respondan.
• Comprobadlas todos juntos.
2 • Que escriban sus oraciones individualmente y
que las comparen con las de un compañero.
• Compruébalas con toda la clase.
Hi! I’m Rebecca and I’m going to tell you about
my typical school day.
I get up at seven o’clock and I get dressed. Then I
have breakfast and after that I go to school by bus.
My sister gets the school bus too. School starts
at 9 o’clock. Today is Monday, so my first class is
maths. I don’t like maths!
School finishes at half past three. On Mondays
I stay for drama and on Thursdays I’ve got
football training. I want to sign up for the choir,
too – I love singing!
When I get home after school, I watch TV for a
bit and then I have dinner at six o’clock. Then I
do my homework and meet my friends or go out
on my bike. On school nights, I go to bed at half
past nine. I go to bed later at the weekend!

Step 2: Listen

Skills builder
Listening: Multiple-choice answers
Anima a los niños a leer primero todas las
opciones con atención, ya que esto les
servirá para entender mejor el listening.

3 1.35
• Pon el CD para que los alumnos escojan las
respuestas correctas
• Luego, que las comparen en parejas.
• Compruébalas con todo el grupo.

T 26
 Integrated skills - continued
Asking for information Step 4: Communicate
5 1.36 9 • En parejas, que practiquen los diálogos.
• En parejas, que lean en voz alta el diálogo de • Para practicar un poco más, que se
la página 27. intercambien los papeles en ambos diálogos.
• Diles que se fijen en los espacios (1-4) y
10 • Di a algunas parejas que representen su
pregúntales qué tipo de palabra esperan
diálogo para toda la clase.
encontrar detrás de on (a day), at (a time) e in (a
• Los alumnos tienen que levantar la mano si
room).
alguna de estas parejas ha elegido la misma
• Pídeles que lean el Communication kit para
actividad, día, hora y lugar. Esto hará que
pedir información. Destaca que I’d like quiere
estén atentos a las intervenciones de sus
decir lo mismo que I want to, pero que es
compañeros.
más educado y formal.
• Pon el CD para que los alumnos rellenen los
Integrated skills: Workbook, pág. 112
espacios 1-4.
• Comprobad las respuestas todos juntos.
6 • Vuelve a reproducir el CD, parando después
de cada intervención para que los alumnos la
repitan juntos.
• Haz que se fijen en la acentuación de estas
preguntas: What day is it on? What time does
it start? What time does it finish? Where is it?
• Pídeles que las repitan unas cuantas veces
con la entonación y la acentuación adecuadas,
tanto individualmente como en grupo.
• En parejas, que practiquen el diálogo y que
luego lo repitan intercambiándose los papeles.

Step 3: Write
7 • Di a los alumnos que copien en sus
cuadernos las cuatro preguntas en negrita
del diálogo. Pídeles que indiquen dónde se
acentúa cada pregunta (consulta las teaching
notes del ejercicio 6)
• Pídeles que escojan otra actividad del tablón
de anuncios de la página 26, de manera que
cuando respondan las preguntas del diálogo
el día, la hora y el lugar sean diferentes.

8 • Individualmente, que escriban su diálogo

sobre una actividad del ejercicio 7
basándose en el modelo del libro y las
oraciones esenciales para pedir información
del Communication kit.
• Obsérvalos mientras escriben, ayudándolos
si es necesario.

T 27
 UNIT

egrated skills integrated skills

ASKING FOR INFORMATION

Hello! I’d like to find out about the choir.
What day is it on?
What time does it start?
And what time does it finish?
OK. I’d like to sign up, please.
Thanks! Oh, one last question – where is it?
The choir? Yes, of course.
It’s on (1) … .
It starts at (2) … .
It finishes at (3) … .
Great! You’re on the list. Enjoy it!
It’s in the (4) … .

Ejercicio 5 5 1.36 Listen to Rebecca asking about an Step 4: Communicate

1 Wednesdays after-school activity. Complete 1–4 in your
2 quarter to notebook. 9 Work in pairs. Take turns to practise your
four dialogues.
6 Listen again and repeat. Practise your
3 five o’clock
intonation. Hello! I’d like to find out about the art club.
4 music room
The art club? Yes, of course.
Step 3: Write 10 Act your dialogue for the class.

7 Copy the questions in bold. Choose an activity COMMUNICATION KIT

from the noticeboard on page 26 and write
Asking for information
answers.
I’d like to find out about … .
8 Write a new dialogue about your activity. Write What day is it on?
both parts. Use the dialogue in exercise 5 to What time does it start?
help you. What time does it finish?
Hello! I’d like to find out about the art club. Where is it?
I’d like to sign up, please.
The art club? Yes, of course.

Integrated skills: Workbook page 112 27

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 Writing
A questionnaire
Ejercicio 1 1 1.37 Read and listen to the questionnaire. Copy and complete 1–5 with school subjects.

1 French
2 art
3 history
Questionnaire: School life
4 geography Name Angela Carter Class 8B School King James Secondary School
5 maths
1 What time do your classes start and finish?

Our classes start at 9.15 and school finishes at 3.30.

2 Do you wear a school uniform?

Yes, we do. We wear black trousers or skirts (for girls!), white shirts and
blue and red ties and red sweatshirts.
3 Do you study languages?

Yes, I do. I study (1) … and Spanish. Some students study German.

4 Which subjects do you like and which don’t you like?

My favourite subjects are (2) … and PE. I don’t like (3) … or maths.

5 Please describe a typical Monday.

Af ter breakfast, I walk to school with my sister. In the morning, I’ve got history, (4) … and science. I have
lunch with my friends at half past twelve. In the af ternoon, I’ve got (5) … , English and ICT. Monday is
not my favourite day!

Ejercicio 2
1 full stop,
question
2 Read the Writing focus and answer the 4 Add punctuation to these sentences. Ejercicio 4
mark, questions. 1 Do you wear
1 Do you wear a school uniform
exclamation a school
mark
2 School is great
uniform?
3 I like maths science and ICT
2 comma WRITING FOCUS 4 Saturday is my favourite day
2 School is
3 exclamation Punctuation great!
mark 5 Do you study French
. full stop , comma ( ) brackets 3 I like maths,
4 question science and
? question mark ! exclamation mark ICT.
mark
Writing task 4 Saturday is
5 brackets
1 Which three punctuation marks always go at Complete a questionnaire. my favourite
the end of a sentence? day.
Plan Prepare your answers to the
2 Which one separates parts of a sentence or 5 Do you
questions in the questionnaire. study
Ejercicio 3 words in a list?
French?
3 Which punctuation mark is used to show Write Copy questions 1–5 and write
12 full stops
strong feelings? your own answers.
8 commas 4 Which one is only used in questions?
4 question Check Check your writing.
5 Which ones are used to give extra
marks
information?
2 exclamation ✔ punctuation
marks
3 Read the questionnaire again. How many ✔ present simple verb forms
1 set of
examples of each type of punctuation can ✔ question forms
brackets
you find?

28 Build your confidence: Writing reference and practice. Workbook page 122

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 Writing
A questionnaire 4 • Primero, haz una oración de ejemplo con
toda la clase. Escribe en la pizarra Do you like
Objetivos de la lección school, y luego pregúntales que problema
hay (no lleva puntuación). Pregúntales
leer un cuestionario
• 
que signo falta (interrogación). Luego, que
comprender los signos de puntuación
• 
completen las cinco frases con las opciones
básicos y aprender a usarlos
del Writing Focus.
responder un cuestionario
• 
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos.
Warmer
Writing task
Jugad a deletrear. Escoge los nombres de
seis materias escolares y escríbelos en la El objetivo de este ejercicio es que los niños
pizarra mezclando las letras, p. ej. s u c i m escriban de forma guiada un texto para
(music). Después, divide a la clase en grupos practicar el uso correcto de la puntuación.
de tres alumnos, y el primer equipo que También sirve para que practiquen el uso
ordene correctamente todas las palabras es correcto del present simple en afirmativa,
el ganador del juego. negativa e interrogativa. Pídeles que sigan los
pasos del Student’s Book y cuando lleguen al
1 1.37 Check, que se intercambien los cuadernos y
• Que lean el cuestionario y se fijen en los corrijan el texto de un compañero.
cinco huecos. Explícales en qué consiste el
ejercicio.
• Diles que escuchen el CD mientras van Writing reference and practice: Workbook, pág. 122
leyendo el texto.
• Que escriban las asignaturas que faltan.
• En parejas, que comparen las respuestas.
• Compruébalas con todo el grupo.
2 • Escribe en la pizarra un punto, una coma,
unos paréntesis, un signo de interrogación y
un signo de exclamación.
• Pregúntales qué son, animándolos a decir
que son signos de puntuación
• Que lean el Writing focus y las preguntas.
• En parejas, que respondan las preguntas
sobre los diferentes tipos de puntuación.
• Comprueba las respuestas con toda la clase
y señala que, en inglés, no se ponen signos
de puntuación al principio de la oración.

3 • Tienen que buscar en el cuestionario cuántos

signos de puntuación hay de cada clase, y
anotar el número.
• En parejas, que comparen las cantidades de
los signos que hayan encontrado.
• Comprobad las respuestas juntos.

Finished?
Pide a los fast finishers que busquen ejemplos
de cada tipo de puntuación en el diálogo de la
página 27 del Student’s Book.

T 28
 Study guide
Grammar, Vocabulary and Speaking
Explica a los alumnos que la Study guide es Additional material
una página importante que aporta información
Workbook
útil sobre el lenguaje de la unidad: la gramática,
• Progress check, página 22
el vocabulario y el lenguaje funcional de
• Self-evaluation, página 23
las Integrated skills. Explícales que pueden
• Grammar reference and practice, página 86
consultarla para preparar tests o exámenes.
• Vocabulary extension, página 103
• Integrated skills, página 112
Grammar • Writing reference and task, página 122
• Diles que lean las oraciones de ejemplo
en present simple y asegúrate de que
saben cómo formar este tiempo verbal
correctamente en afirmativa, negativa e
interrogativa.
• Diles que consulten la Grammar reference
de las páginas 86-87 del Workbook cuando
tengan que repasar la gramática.

Vocabulary
• Que lean la lista de vocabulario y comprueba
que entienden las palabras.
• Diles que pueden consultar la Wordlist de
la página 151 del Workbook si han olvidado
algunas palabras.

Speaking
• Comprueba que entienden el significado de
las expresiones para pedir información.
• Di a los alumnos que representen una
conversación entre un profesor y un alumno
que le pide información sobre alguna actividad.

Teacher’s Resource File Tests and Exams

• ‘Pulse Basics worksheets’, páginas 11–17 • Test de la Unidad 2: Basic, Standard
• ‘Vocabulary and grammar consolidation y Extra
worksheets’, páginas 7–10 • CEFR Skills Exam Generator
• ‘Translation and dictation worksheets’,
páginas 3, 13
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 3–4
• ‘Culture and CLIL worksheets’, páginas 5–8
• ‘Culture video worksheets’, páginas 3–4
• ‘Digital competence worksheets’, páginas 3–4
• ‘Macmillan Readers worksheets’, páginas 1–2

T 29
 UNIT

Study guide
Grammar
Present simple Vocabulary
School subjects
affirmative
art maths
I / You study history. citizenship music
He / She / It studies history. dance science
We / You / They study history. drama Spanish
English technology
negative French ICT (Information and
German Communication Technology)
I / You don’t study French.
history PE (Physical Education)
He / She / It doesn’t study French.
We / You / They don’t study French. Everyday activities
get up
questions short answers have a shower
Do I / you study Yes, I / you do. get dressed
music? No, I / you don’t. have breakfast / lunch / dinner
Does he / she / it Yes, he / she / it does. go to school
study music? No, he / she / it doesn’t. do your homework
meet friends
Do we / you / they Yes, we/ you / they do.
watch TV
study music? No, we / you / they don’t.
do sport
tidy your room
go to bed
Third person spelling rules
• For most verbs, add -s to the infinitive
read reads play plays
• For verbs that end in -s, -sh, -ss, -ch, -x, or -o
add -es
teach teaches go goes
• For verbs that end in consonant +y, omit
the -y and add -ies
study studies tidy tidies
• Some verbs are irregular – they don’t
follow the rules!
be is have has

Speaking
Asking for information
I’d like to find out about …
What day is it on?
LEARNING TO LEARN
What time does it start?
Make a list of third person spellings in your What time does it finish?
notebook. Add new verbs to your list when Where is it?
you learn them. I’d like to sign up, please.

Progress check: Workbook page 22 Grammar reference: Workbook page 86 29

9780230429697_Pulse_02.indd 29 29/08/2013 13:08

UNIT
active

Objetivos de la unidad y competencias clave

En esta unidad, los alumnos aprenderán...
• a comprender, aprenderse de memoria y usar
correctamente palabras relacionadas con el
deporte y los verbos de movimiento CCL CSC
• a entender y usar correctamente los adverbios
de frecuencia y los verbos love, hate, (don’t)
like, don’t mind + -ing, buscar paralelismos
con su lengua materna y usarlos en un breve
ejercicio de speaking CCL CAA
• sobre los deportes de invierno en Canadá, y a
comparalos con las actividades de este tipo
en su país CCL CMCT CSC CEC
• sobre el deporte en el Reino Unido, viendo un
vídeo corto CEC
En esta unidad, los alumnos aprenderán a...
• formar preguntas en present simple con have
got, be y otros verbos CCL
• buscar en una revista información concreta
sobre actividades deportivas CCL CMCT CSC
• buscar en internet información sobre deportes
olímpicos y redactar un breve perfil de un
atleta olímpico CCL CD CEC SIE
• buscar en una presentación información
específica sobre una deportista CCL CSC CEC
• leer una encuesta sobre actividades deportivas,
escuchar a gente hablando sobre deportes y
hacer preguntas sobre rutinas CCL CSC
• escribir los resultados de una encuesta CCL CMCT
• prepararse para un examen oral en parejas y
hacerlo CCL CAA CEC

Contenidos lingüísticos Destrezas

Vocabulario principal Comprensión lectora

• Deportes: surfing, swimming, etc.
• Verbos usados para hablar de
deportes: play, do, go
• Verbos de acción: lift, jump, etc.
Gramática
• Adverbios de frecuencia: often,
sometimes
• love, hate, (don’t) like, don’t mind
+ -ing
• Be, have got y otros verbos en
interrogativa
Lenguaje útil
• Preguntar sobre rutinas
• Pedir a alguien que repita lo que
ha dicho en un examen
• Expresiones para darse tiempo a
pensar en un examen
Pronunciación
• can
• Leer un artículo sobre deportes en una revista
• Leer un texto sobre deportes de invierno en Canadá
• Leer una encuesta sobre una piscina
• Leer las preguntas de una encuesta
Expresión escrita: interacción y
producción
• Escribir un diálogo personalizado sobre rutinas
• Redactar un cuestionario en tres pasos: planear, escribir,
repasar
• Aprender a ordenar bien las palabras de una oración
Comprensión oral
• Escuchar una presentación sobre un atleta
• Escuchar a gente comprando entradas y apuntándose a
unos cursos
Expresión oral: interacción
• Intercambiar información sobre deportes y actividades
• Hacer preguntas sobre gustos personales y responderlas
• Hacer preguntas sobre deportes y responderlas
Expresión oral: producción
• Preparar y representar un diálogo sobre rutinas en el deporte
• Preparar un examen oral en parejas y hacerlo
Destrezas para el Evaluación
aprendizaje permanente
• Test de la Unidad 3: Basic, Standard y Extra
Autoaprendizaje y • Test del 1r trimestre, Unidades 1–3: Basic, Standard y Extra
autoevaluación • CEFR Skills Exam Generator
• ‘Study guide’:
Student’s Book, página 39
• ‘Progress check’ y ‘self-evaluation’: External exam trainer
Workbook, páginas 30–31
• ‘Grammar reference’ y ejercicios: • Speaking: ejercicio en parejas
Workbook, páginas 88–89
• ‘Wordlist’:
Workbook, páginas 151–157 Materiales digitales
Estrategias de
Pulse Live! Digital Course, que incluye:
aprendizaje y destrezas
• Tablas de gramática interactivas
del pensamiento
• Vídeo modelo de expresión oral: preguntar sobre rutinas
• Usar correctamente la entonación
• Vídeo con material cultural: El deporte en el Reino Unido
en las preguntas
Página web del alumno
Conciencia cultural
• Deportes de invierno en Canadá
• Comparar los deportes de
invierno en Canadá con este tipo
Competencia digital
de actividades en su país
• Web quest: perfil de un atleta olímpico
Contenidos • Worksheet de competencia digital: Encuestas
interdisciplinares
• Educación Física: heptatlón,
deportes de invierno Materiales de refuerzo
• Lengua y literatura: leer una
encuesta y responderla
• Teacher’s Resource File: ‘Basics’, páginas 17-22
• Tecnología: buscar información en
• Teacher’s Resource File: ‘Vocabulary and Grammar
internet
Consolidation worksheets’, páginas 11–12

Competencias clave Materiales de ampliación

CCL Competencia en • Actividad para fast-finishers: Student’s Book, página 31

comunicación lingüística
CMCT Competencia en matemáticas,
ciencia y tecnología
CD Competencia digital
CAA Aprender a aprender
CSC Competencias sociales y
cívicas
SIE Sentido de iniciativa y
emprendimiento
CEC Conciencia y expresión
cultural
• Actividades extra: Teacher’s Book, página T35
• Teacher’s Resource File: ‘Vocabulary and Grammar
Extension worksheets’, páginas 13–14
Teacher’s Resource File
• ‘Translation and dictation worksheets’, páginas 4, 14
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 5–6
• ‘Culture and CLIL worksheets’, páginas 9–12
• ‘Culture video worksheets’, páginas 5–6
• ‘Digital competence worksheets’, páginas 5–6
• ‘Macmillan Readers worksheets’, páginas 1–2 U 3
 UNIT

THINK ABOUT IT
How active are you? What sports
and activities do you do …
Vocabulary and Speaking a) in PE at school?
b) in your free time?
Sports and activities
1 1.38 Look at the poster. Listen and repeat the sports and activities in blue.
Which Activity Day do you prefer?

Activity Days Sign up for a Saturday full

of exercise and adventure!
Choose from …

Ejercicio 2
1 judo, aerobics,
yoga
2 surfing, swimming
3 horse-riding,
mountain-biking,
URBAN
skateboarding, SPORTS
cycling, roller- ● skateboarding
skating, athletics
● cycling
● roller-skating
ADRENALINE OLYMPIC RELAX AND
RUSH FAVOURITES RE-ENERGIZE
● horse-riding ● athletics ● swimming
● mountain-biking ● gymnastics ● yoga
● surfing ● judo ● aerobics

2 Put the sports in exercise 1 into categories 1–3. 5 Copy and complete the table with sports from
exercises 1 and 3.
1 indoor sports: gymnastics …
2 water sports: … play do go
3 outdoor sports: …
tennis athletics horse-riding
Ejercicio 3 3 1.39 Listen and match sounds 1–5 to the
a tennis sports in the box. What other ball sports do
b football you know?
c basketball EXPRESS YOURSELF
d golf table tennis tennis golf 6 Work in pairs. Ask questions about sports and
e table tennis basketball football activities. Use play, do and go.

Ejercicio 4 4 Read the rules for play, do and go on page 39.

Do you do judo?
Which verb do we use for ball sports? No, I don’t. But I do karate!
play
Ejercicio 5
30 Vocabulary
Interactive
extension:
Grammar
Workbook page 104 page xx play do
Table: Workbook go
football gymnastics mountain-biking
basketball judo surfing
golf aerobics skateboarding
table tennis yoga cycling
9780230429697_Pulse_03.indd 30 roller-skating
29/08/2013 13:11
swimming
 Vocabulary and Speaking
Sports and activities
Culture note
Objetivos de la lección En los campeonatos de atletismo en pista
cubierta, las vueltas son más cortas (200 m en
aprender vocabulario relacionado con el
• 
lugar de 400), y la prueba más rápida es la de
deporte
los 60 metros lisos. También se hacen carreras
aprender qué deportes van con play, do y go
• 
de ciclismo en circuito cerrado (velódromo).
hacer preguntas sobre deportes y
• 
actividades, y responderlas
3 1.39
• Pon el CD para que escuchen los sonidos y
Warmer los relacionen con los deportes del cuadro.
Diles que tienen dos minutos para anotar en • Que comparen las respuestas en parejas.
parejas todos los deportes que se les ocurran • Comprobadlas todos juntos.
(p. ej. football, basketball, tennis). Anímalos
4 • Diles que lean las normas para los verbos
a que te digan ejemplos y escríbelos en la
play, do y go de la página 39.
pizarra para preparar el ejercicio siguiente.
• Pregúntales cuál de ellos se usa para referirse
a deportes con balón, y anímalos a responder
Think about it (play).

Individualmente, que escriban todos los
deportes y actividades que hacen, tanto
en clases de Educación Física (Physcal
Education) como por su cuenta. Diles que
comparen las respuestas en parejas y
luego comprobadlas todos juntos.
1 1.38
• Los alumnos miran el póster Activity Days.
• Pon el CD para que escuchen las palabras
de azul y las repitan.
• Que escojan el dia que más les guste y
que lo comparen con el que ha elegido un
compañero.
• Escucha las respuestas con toda la clase, y
pídeles que las justifiquen, p. ej.: I like getting
an adrenaline rush; I prefer relaxing activities
like swimming and yoga
• Asegúrate de que pronuncian bien las
actividades compuestas por dos palabras,
con el acento en la primera: horse-riding,
mountain-biking, roller-skating.
2 • Comprueba que entienden lo que les pides:
clasificar los deportes del ejercicio 1 en tres
categorías. Que tengan en cuenta que algunos
pueden estar en más de una categoría.
• Que hagan el ejercicio individualmente.
• En parejas, que comparen las respuestas.
• Compruébalas con todo el grupo.
5 • Los niños copian la tabla en sus cuadernos
y colocan las actividades de ejemplo en la
columna correspondiente.
• Diles que hagan lo mismo con los deportes y
actividades de los ejercicios 1 y 3
• En parejas, que comparen las respuestas.
• Corregid el ejercicio todos juntos.
Language note
Destaca la frase play football y diles que play
se emplea en los deportes con balón; do en
artes marciales y actividades de gimnasio
(judo, aerobics) y go para todas las actividades
acabadas en -ing (go swimming).
EXPRESS YOURSELF
6 • Di a dos alumnos que lean el diálogo de
ejemplo en voz alta.
• En parejas, que se hagan las preguntas sobre
deportes y actividades y las respondan.
• Luego, que expliquen a la clase los deportes
que practica o no su compañero.
• Corrígeles si no emplean bien play, do o go.
Vocabulary extension: Workbook, pág. 104

T 30
 Reading
Text type: A magazine profile
Objetivos de la lección
leer un artículo de una revista sobre
• 
actividades deportivas
decir qué actividad deportiva les parece
• 
más interesante y por qué
emplear adjetivos para describir
• 
actividades deportivas
Enlace web recomendado
www.cheerleading.org.uk
Warmer
Representa con mímica rowing y diles que
tienen que adivinar el deporte o la actividad.
El que acierte, tiene que representar otra
acción parecida. Escríbelo en la pizarra.
1 1.40
• Lee la pregunta What sports and activities do
Paige and Joe do? para toda la clase.
• Pon el CD para que los alumnos escuchen
los perfiles.
• Individualmente, que escriban las respuestas.
• Luego, que las comparen en parejas.
• Comprobadlas todos juntos.
Word check
Comprueba que los alumnos entienden todas
las palabras nuevas con la ayuda de las fotos
para resolver las dudas. Señala que squad
es muy parecido a team y que el singular de
trophies es trophy.
2 • Individualmente, que los alumnos lean los
perfiles y luego completen las oraciones.
• En parejas, que comparen las respuestas.
• Compruébalas con todo el grupo.
Culture note
Haz que se fijen en el cuadro Did you know?
y diles que la primera carrera oficial de drags
se celebró en 1950 en una pista abandonada
de Santa Ana (California). El primer grupo
de animación (cheerleading) nació en 1877
cuando los alumnos de Princeton (Nueva York),
empezaron a gritar Hurrah durante los partidos
que los equipos de béisbol y fútbol americano
jugaban contra otras universidades.
T 31
3 • Diles que lean las preguntas con atención y
asegúrate de que las entienden.
• Que busquen las respuestas dentro del texto.
• En parejas, que las comparen.
• Comprobadlas todos juntos y señala que se
dice twice en lugar de two times. Asegúrate
de que entienden el significado de fun.
EXPRESS YOURSELF
4 • Haz que se fijen en las palabras del cuadro,
asegurándote de que las comprenden todas.
• Que escriban las respuestas, justificando
su elección y empleando las palabras del
recuadro o las que se les ocurran.
• En parejas, que comparen lo que han escrito.
• Comprobad las respuestas juntos.
Finished?
Pide a los alumnos que acaben antes que
escriban tres preguntas para Paige o Joe.
En parejas, que las hagan y las respondan
(los niños pueden inventarse
las respuestas).
Web quest
Que redacten perfiles de atletas olímpicos de
su país. Pueden usar el Web quest tip.
1 • En grupos de cuatro, que hagan una lista
de deportes olímpicos.
• Escuchad las respuestas juntos y
anótalas en la pizarra.
• Asigna un deporte a cada niño.
2 • Luego, que elijan a un atleta olímpico de
su país que practique el deporte que les
ha tocado.
• Que escriban al menos tres preguntas
que les gustaría hacer a esta persona
(p. ej.: How old is she? What is her home
town?).
• Pídeles que abran un navegador de
internet, como el Internet Explorer.
• Que vayan a un buscador (p. ej. Google)
y tecleen el nombre del deportista.
• Que busquen las respuestas.
3 • Los alumnos escriben un breve perfil
del atleta y lo comparten con el resto de
compañeros.
 UNIT

ACTIVE! PROFILES
This week, Active! magazine presents two fantastic young sports stars …

Paige Wheeler (12) is the European Finals Event Joe English (13) is the captain of the DAZL Boys, the
Winner in drag racing. only all-boy cheerleading squad in Europe.
Paige never drives on normal roads because she’s The DAZL Boys usually train twice a week. They learn
only 12, but she often drives at 100 km/hr at the new cheerleading moves, dance hip hop and do
racetrack. Her dragster is faster than a Ferrari! gymnastics. Before a competition, they train every day.
‘I love it,’ she says. ‘It’s so cool!’ When she Joe likes being the captain because he always collects
leaves school, Paige wants to be a full-time the trophies! People sometimes tease Joe because
drag racer. he’s a boy cheerleader, but he doesn’t mind. ‘I love
cheerleading,’ he says. ‘It’s really energetic and fun.’
Lives in:
Wellingborough, Lives in:
England Leeds, England
Hobbies: Family:
swimming, cycling, two brothers and
cheerleading one sister
Favourite school Favourite sports:
subject: rugby and football
Spanish
Cheerleading
Favourite colour: uniform:
turquoise red and black

Word check
drag racing drive captain cheerleading squad trophies tease
Ejercicio 1
?
Paige
DID YOU KNOW
drag-racing Reading Drag racing is Europe’s
fastest motorsport.
Joe
A magazine profile ing was just for men.
cheerleading Before 1923, cheerlead
1 1.40 Read and listen to the profiles.
Ejercicio 2 What sport or activity do Paige and Joe do?
1 swimming,
cycling and 2 Read and listen again. Copy and complete the 4 Which is more interesting, drag racing or
cheerleading sentences. cheerleading? Why? Use the words in the box
2 Spanish 1 Paige’s hobbies are ... or your own ideas.
3 turquoise 2 Paige studies ... exciting dangerous creative energetic fun
4 two brothers 3 Her favourite colour is ...
5 football 4 Joe has got one sister and ... Drag racing is more interesting because it’s
6 red and 5 Joe likes rugby and ... exciting.
black 6 His cheerleading uniform is ...

3 Read the profiles again and answer the questions. FINISHED?

Ejercicio 3 1 Why can’t Paige drive on normal roads? Imagine you can interview Paige or Joe.
1 Because she is 2 What does Paige want to do when she leaves school? Write three questions.
only 12 years old. 3 Where does Paige live? How many trophies have you got ?
2 She wants to 4 How often do the DAZL Boys usually train?
be a full-time 5 How often do they train before a competition?
drag-racer. 6 Why does Joe love cheerleading?
3 She lives in
Wellingborough,
England
4 Twice a week.
WEB QUEST
5 Every day. Work as a class. Write profiles of Olympic® athletes from your country.
Make sure you use official
6 Because it’s 1 Class work: write a list of all Olympic® sports. Allocate one to each student.
websites that you trust.
really energetic 2 Find out about an Olympic® athlete from your country in your allocated sport.
and fun. Some websites contain
3 Write a short profile. Then share
Interactive whatTable:
Grammar you find out with
Workbook thexxclass.
page 31
false information.

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 Grammar
Adverbs of frequency love, hate, (don’t) like,
1 Read the table and choose the correct words in
don’t mind + -ing
rules a) and b). 5 Copy and complete the table. Use the correct
Ejercicio 1 Ejercicio 5
adverbs of frequency form of the words in the box. Then translate the
a Adverbs of I love studying
frequency
sentences into your language. English!
Paige never drives on normal roads.
go after be. She likes
She rarely loses a race. don’t mind like hate love don’t like
b Adverbs of Drag racing is sometimes dangerous. swimming.
frequency We don’t like
Paige often drives at 100 km/hr at the racetrack. love, hate, (don’t) like,
go before doing exams.
The DAZL Boys usually train twice a week. don’t mind + -ing
other verbs.
Joe always collects the trophies. They hate
I … studying English! getting up
She … swimming. early.
a) Adverbs of frequency go before / after be.
Ejercicio 2
b) Adverbs of frequency go before / after other He doesn’t mind training every day.
1 The Olympic verbs.
Games are We … doing exams.
usually in They … getting up early.
summer.
2 Rewrite the sentences with the adverbs of
frequency in the correct place.
2 I often watch Ejercicio 6
them on 6 Choose the correct answers in the dialogues.
China wins Olympic® medals for football. (rarely)
television. 1 like
China rarely wins Olympic medals for football. Ann: What do you want to play?
3 The Ben: I (1) like / hate playing golf. It’s fun! 2 don’t like
Paralympics 1 The Olympic® Games are in summer. (usually) Ann: I (2) love / don’t like golf. What about 3 don’t mind
are always 2 I watch them on television. (often) tennis? 4 hate
after the
Olympics. 3 The Paralympics are after the Olympics®. (always)
4 Britain wins medals for diving. (sometimes) Cath: Why don’t we go to the gym at 8 o’clock?
4 Britain Dave: At 8 o’clock?! I (3) don’t mind / don’t like
sometimes 5 The Winter Olympics® are in Brazil. (never)
win medals going to the gym, but I (4) love / hate
for diving. getting up early!
5 The Winter
Olympics
are never in EXPRESS YOURSELF
Brazil.
7 Write questions. Use like and words from A
and B.
Ejercicio 3 A you B (get up) early?
1 How often your friends (speak) English?
do you drive your teacher (play) tennis?
a dragster? your brother / sister (watch) football?
2 How often
do you play 3 Write questions with How often … ? Does your teacher like speaking English?
football?
3 How often 1 drive a dragster? 4 watch sport on television? 8 Work in pairs. Ask and answer your questions
do you go 2 play football? 5 do exercise? from exercise 7.
swimming? 3 go swimming? 6 walk to school?
4 How often
do you 4 Work in pairs. Ask and answer the questions ANALYSE
watch in exercise 3. Use adverbs of frequency or the
sport on In English, we use Do / Does before the
television? time expressions in the box. subject in questions with love, hate, like
5 How often every day / weekend from time to time + -ing. How do you say these questions in
do you do
once / twice / three times a week your language?
exercise?
You like play football? ✘
6 How often How of ten do you drive a dragster?
do you walk
Do you like playing football? ✔
to school? I never drive a dragster!

32 Digital course: Interactive

Interactive
grammar
Grammar
table Table: Workbook page xx Study guide: page 39

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 Grammar
Adverbs of frequency
Language note
Objetivos de la lección Las expresiones temporales del recuadro
no siguen las normas de los adverbios de
aprender los adverbios de frecuencia y
• 
frecuencia. Normalmente, van al final de la
utilizarlos
oración, p. ej.: I play football every weekend.
hacer preguntas usando How often ...? y
• 
responderlas
emplear los verbos love, hate, (don’t) like
•  love, hate, (don’t) like,
y don’t mind con el gerundio (+ -ing) para don’t mind + -ing
describir actividades
5 • Que copien las oraciones y las completen con
la forma correcta de las palabras del cuadro.
Warmer Asegúrate de que entienden que, en tercera
Diles que cierren los libros y escribe en la persona, la terminaciones pueden cambiar.
pizarra una oración de la lección anterior • En parejas, que comparen las respuestas.
desordenada: on roads Paige drives never • Comprobadlas todos juntos, y pídeles que
normal. En parejas, que la escriban en el traduzcan los verbos al castellano.
orden correcto (Paige never drives on normal
roads). Language note
Haz que se fijen en algunos verbos acabados
1 • Comprueba que entienden lo que son adverbs
en -ing, p. ej. I like playing football y señala
of frequency poniendo ejemplos en su lengua
que en la oración He doesn’t mind training
(p. ej., diles que always es “siempre”).
every day, la expresión doesn’t mind significa
• Pídeles que lean las dos reglas atentamente.
que no le importa. Puede entrenarse cada
• Luego, que miren las oraciones de ejemplo
día, lo cual no le supone ningún problema.
de la tabla y elijan las palabras correctas.
• Compruébalas con toda la clase.
6 • Los niños leen los diálogos individualmente y
2 • Destaca la oración de ejemplo y explícales
eligen las respuestas correctas.
que rarely va delante del verbo wins.
• En parejas, que las comparen.
• Recuerda que los adverbios de frecuencia van
• Comprobadlas todos juntos.
detrás de be y delante de los demás verbos.
EXPRESS YOURSELF
• Individualmente, que escriban las oraciones
con los adverbios de frecuencia. 7 • Haz que se fijen en la pregunta de ejemplo.
• En parejas, que las comparen. • Individualmente, que escriban al menos
• Corregidlas todos juntos. cuatro preguntas.
3 • Primero, haz un ejemplo con toda la clase, 8 • En parejas, se hacen las preguntas del
pero con una oración distinta, p. ej: go ejercicio 7 y las responden.
cycling? How often do you go cycling? • Que te digan algunos ejemplos en voz alta.
• Recuérdales que tienen que utilizar do you
• Que hagan el ejercicio individualmente. Analyse
• Comprueba las preguntas con todo el grupo.
Pídeles que miren las preguntas y respuestas
4 • En parejas, que se hagan las preguntas del correctas e incorrectas. ¿Hay algunas que se
ejercicio 3 y las respondan. parezcan en castellano?
• Diles que pueden usar los adverbios de
frecuencia del ejercicio 1 o las expresiones
Digital course: Interactive grammar table
temporales del cuadro Language note.
• Haz que algunos niños digan sus oraciones Study guide: pág. 39
para toda la clase.
• Asegúrate de que sitúan correctamente los
adverbios de frecuencia.
T 32
 Vocabulary and Listening
Action verbs
Objetivos de la lección
aprender algunos verbos referidos a
• 
acciones
escuchar información específica
• 
hacer preguntas con can y responderlas
• 
Enlaces web recomendados
www.uka.org.uk
www.jessicaennis.net
Warmer
Diles que tienen dos minutos para anotar
en parejas todas las pruebas olímpicas de
atletismo que se les ocurran, y escríbelas
en la pizarra. La pareja que diga más es la
ganadora.
1 1.41
• Pon el CD para que los alumnos escuchen
los verbos y los repitan.
• Que observen las fotos.
• En parejas, que relacionen las palabras del
cuadro con las fotos.
• Comprobad las respuestas juntos.
2 • Pídeles que, individualmente, completen las
oraciones con los verbos del ejercicio 1.
• Luego, que las comparen en parejas.
• Compruébalas con toda la clase.
Look!
Pide a los niños que miren las oraciones
de ejemplo del cuadro Look! y destaca que
nunca ponemos to detrás de can / can’t.
EXPRESS YOURSELF
3 • Los alumnos escriben preguntas con Can
you ...? y las palabras dadas.
4 • En parejas, que se hagan las preguntas que
han escrito en el ejercicio 3 y las respondan.
• Obsérvalos mientras hacen el ejercicio,
asegurándote de que las frases son correctas.
• Que te digan algunas para toda la clase.
T 33
5 1.42
• Los niños leen las preguntas y miran la
información y las fotos del perfil.
• Que respondan las preguntas.
• Pon el CD y que comprueben las respuestas.
• Que las comparen con un compañero.
• Corregidlas todos juntos.
6 • Primero, diles que lean atentamente las cinco
oraciones.
• Vuelve a reproducir el CD.
• Los alumnos completan las oraciones.
• Luego, comparan las respuestas en parejas.
• Compruébalas con toda la clase.
Pronunciation lab: can, página 124
1.42 Transcripción, ejercicios 5 y 6
A  Hello! My presentation today is about the
British athlete Jessica Ennis. She’s one of my
favourite athletes because she’s from my home
city, Sheffield. She lives in Sheffield with her
husband and her pet dog, Myla. Jessica is a
heptathlete. The heptathlon event has got seven
different parts: high jump, long jump, javelin,
shot put, and three running events: hurdles,
a 200-metre race and an 800-metre race.
Jessica’s favourite parts are the high jump and
the hurdles. She loves running and jumping! She
can run 200 metres in just 23 seconds! And she
can jump more than six metres in the long jump.
Jessica usually trains for six hours a day, six
days a week. She only has one day off a week
– she doesn’t usually train on Thursdays. In her
free time, Jessica likes listening to music and
watching TV. She also likes going for a walk
with her dog. Jessica doesn’t mind all the hard
work because she loves her sport. She loves the
adrenaline and she loves winning!
Thank you! Has anyone got any questions?
B  How many gold medals has she got?
A  Well, she won a gold medal in the 2012
Olympic Games in London. I watched it on TV.
It was so exciting!
 1 2 UNIT

Ejercicio 5
Ejercicio 1
1 kick
Vocabulary and 5 1.42 Look at the profile of the heptathlete Jessica 1 Sheffield

2 ski Listening Ennis and answer the questions. Then listen and check.
1 Where is Jessica Ennis from?
2 seven
3 two
3 lift
4 skate
Action verbs 2 How many events are there in a heptathlon?
5 catch 3 How many running events are in the heptathlon?
6 ride 1 1.41 Match pictures 1–6 with verbs
6 Listen again and complete the sentences. Ejercicio 6
Run, jump, from the box. Which verbs can’t you see?
throw, hit, Then listen and repeat. 1 Jessica’s pet … is called Myla. 1 dog
score and 2 Her favourite events are the … and the hurdles. 2 high jump
dive are not
illustrated. run ride jump throw catch hit 3 Jessica trains … days a week. 3 six
score kick lift ski dive skate 4 … is usually her free day. 4 Thursday
5 In her free time, Jessica likes … . 5 listening
Ejercicio 2 2 Copy and complete the phrases with verbs 6 Jessica … a gold medal. to music,
watching TV
1 run from exercise 1. and going
2 ride for a walk
3 score
ski down a mountain ATHLETE PROFILE: JESSICA ENNIS with her dog
1 … a marathon 4 … a javelin Date of birth: 28/01/1986 Sport: Heptathlon From: Sheffield,6
UKhas got
4 throw
5 kick
2 … a horse 5 … a football
3 … a goal 6 … 50 kg Javelin High jump
6 lift

LOOK!
can / can’t
He can to lift 20 kg. I can’t to lift 100 kg!
Long jump
200 m and 800 m
EXPRESS YOURSELF
3 Write questions with Can you … ? and
these ideas.
• ride (a horse / a bike)?
• run (10 km / a marathon)?
• play (rugby / hockey)? Shot put
• skate (on ice / in the park)?

4 Work in pairs. Ask and answer your

questions from exercise 3.
Can you ride a horse? Hurdles
No, I can’t. But I can ride a bike!

1.43 Pronunciation lab: can, page 124

Interactive Grammar Table: Workbook page xx 33

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 Cultural awareness Fact box
Winter sports Some parts of Canada are in the
Arctic Circle. The temperature in
Ejercicio 1 1 1.44 Copy and complete questions 1–4 with the winter can be -40°C!
1 are words in the box. Then read, listen and check.
2 Where
Where do is are

a
3 is
4 do

Win t e r s p o r t s in C a n a d
Canada is a fantastic place for winter sports.
Ice hockey is the official national sport – it’s more
popular than football! Skiing, snowboarding and
ice skating are also popular.

Where (1) … the best ski resorts?

Canada has got hundreds of mountains. The most
popular ski resort is in Whistler, near Vancouver.
More than two million people go there every year. It’s
enormous – there are 200 ski runs and 39 ski lifts.
(2) … do people go dog-sledding?
Dog-sled racing is popular in northern Canada.
The famous Canadian Challenge race is 500 km.
Dog-sled racers are called ‘mushers’ and their
teams have got nine dogs.

What (3) … ‘icebiking’?

Icebiking is cycling on ice! Icebikes have got
special tyres so they can travel on ice. In winter,
you can watch icebike races in many Canadian
towns.
How (4) … you play ice hockey?
There are two teams of six players. Players skate
on the ice and hit the puck with their sticks.
You can kick the puck, but you can’t throw it.
The aim is to score more goals than the
other team.

Word check
ski resort ski run ski lift tyre puck stick

2 Read the text again and answer the 3 Read the rules for ice hockey again. Choose the correct words. Ejercicio 3
questions. Use short answers.
1 Players run / skate on the ice. 1 skate
Ejercicio 2 1 Is football Canada’s national 2 Players catch / hit the puck with a stick. 2 hit
1 No, it isn’t.
winter sport? 3 You can kick / throw the puck. 3 kick
2 Do Canadians like skiing? 4 The objective is to score points / goals. 4 goals
2 Yes, they do.
3 Is the Whistler ski resort near
3 Yes, it is.
Vancouver? CULTURAL COMPARISON
4 No, they
haven’t.
4 Have dog-sled teams got 12 dogs?
5 Do icebikers cycle on ice? 4 Answer the questions.
5 Yes, they do.
6 Have ice-hockey teams got six
6 Yes, they
players? 1 Can people go skiing in your country? Where?
have. 2 What other winter sports do people do in your country?
3 Do you do winter sports?

34 Interactive Grammar Table:

Culture Workbook
video: page
Sport in the UKxx

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 Cultural awareness
Winter sports 3 • En parejas, que escojan las palabras
correctas.
Objetivos de la lección • Diles que vuelvan a leer el texto para
comprobar las oraciones.
leer un texto sobre los deportes de
• 
• Corregidlas todos juntos.
invierno en Canadá
buscar información específica en un texto
•  CULTURAL COMPARISON

hablar sobre los deportes de invierno en

•  4 • Los alumnos responden las tres preguntas
su país individualmente.
• Luego, comparan las respuestas en parejas o
grupos pequeños.
Warmer • Compruébalas con toda la clase.
Escribe en la pizarra la palabra Canada y
haz que se fijen en el cuadro Fact box. En Culture video: Sport in the UK
parejas, que anoten todo lo que sepan de
este país. Comprobad las respuestas todos
juntos, y copia lo más importante en la
pizarra (p. ej.: They speak English; They play
ice hockey; The flag is red and white, etc).

Culture note
Canadá es el segundo país más extenso
del mundo después de Rusia, y su frontera
terrestre con los EE. UU. es la más larga
del planeta. Tiene unos 35 millones de
habitantes y dos idiomas oficiales: inglés y
francés. La ciudad más poblada es Toronto,
pero la capital es Ottawa.

1 1.44
• Pídeles que lean las palabras del cuadro.
• Luego, que copien las preguntas en sus
cuadernos y usen estas palabras para
rellenar los cuatro espacios.
• Pon el CD para que comprueben las
respuestas.
• Corregidlas todos juntos.

Word check
Comprueba que entienden todas las palabras,
usando las fotos si tienen dudas con tyre y stick.
2 • Primero, que lean las preguntas con
atención.
• Que consulten el texto para buscar las
respuestas si es necesario. Diles que
utilicen respuestas breves.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos.

T 34
 Grammar
Question forms: word order
Extra activity
Objetivos de la lección Diles que se pongan de pie y caminen
por el aula haciéndose las preguntas y
aprender a formar preguntas en present
• 
respondiéndolas, mientras anotan los nombres
simple con be, have got y otros verbos
de los interlocutores y sus respuestas. Luego,
aprender a ordenar correctamente las
• 
que lo expliquen a los demás compañeros, p.
palabras que forman parte de una oración
ej.: Pablo’s favourite sports are basketball and
interrogativa
swimming. His birthday is 15th June.
hacer preguntas sobre ellos mismos y
• 
responderlas

CLIL Grammar in context:

Warmer PE
Escribe en la pizarra dos oraciones
interrogativas sencillas desordenadas (p. ej.
5 1.45
Do you like playing football? – football like
• Este ejercicio sirve para practicar el uso de
Do playing you; Have you got a pet? – pet
los adverbios de frecuencia, los verbos en
got a you Have). En parejas, que las vuelvan
present simple y love / don’t mind / don’t
a escribir correctamente. Luego, pide a
like + -ing.
algunos alumnos que copien las preguntas
• Primero, que lean detenidamente todo el
en la pizarra.
texto.
• Que escojan las opciones correctas.
1 • Los niños copian las tablas en sus cuadernos.
• Luego, que comparen las palabras en
• Diles que tienen que relacionar cada
parejas.
pregunta con la tabla correspondiente
• Pon el CD para que corrijan el texto.
• Comprueba que han situado las preguntas
en el sitio correcto y luego pídeles que las
escriban.
CLIL task
Diles que busquen tres preguntas sobre
2 • Que los alumnos escriban las preguntas
Educación Física en el texto y las respondan.
ordenando correctamente las palabras,
Que las comparen en parejas y luego que
consultando la tabla si lo necesitan.
algunas digan en voz alta lo que han escrito.
• En parejas, que las comparen.
• Comprueba las oraciones con toda la clase.
• Diles que lean el cuadro fact file y las
respondan.
Extra activity
• Compruébalas con todo el grupo. Diles que, en parejas, hablen de como
EXPRESS YOURSELF es esta asignatura en el Reino Unido en
comparación con su colegio o su país, y
3 • Para empezar, haz la primera pregunta a
que lo anoten. Luego, que digan lo que han
modo de ejemplo con toda la clase.
escrito para toda la clase.
• Individualmente, que escriban las preguntas.
• Comprobadlas todos juntos.
4 • En parejas, que se hagan las preguntas del Digital course: Interactive grammar table
ejercicio 3 y las respondan.
Study guide: pág. 39
• Que algunas parejas digan sus preguntas en
voz alta y corrígeles si hacen algun error.

T 35
 UNIT

Grammar
Question forms: word order
Ejercicio 1 1 Copy the tables into your notebook. Then add questions a–c.
be questions
be questions
b Where is the
Whistler ski question word am / is / are subject
resort?
Is Canada in the Arctic Circle?
have got
questions Where are the ski resorts?
c Has Canada
got a lot of have got questions
mountains? question word have / has subject got
questions
with other
Have hockey teams got eight players?
present Why has he got a new snowboard?
simple verbs
a Does it questions with other present simple verbs
snow in
Canada? question word do / does subject verb
Do Canadians like snowboarding?
Where do people go skiing?
a) Does it snow in Canada? b) Where is the Whistler ski resort? c) Has Canada got a lot of mountains?

Ejercicio 2 2 Read the fact file. Then write the questions

1 When is in the correct order. CLIL Grammar in context: PE
Rose’s
birthday? 1 is / Rose’s / When / birthday ? Ejercicio 5
5 1.45 Read the text and choose the correct
24th January. 2 go / How fast / do / skeleton athletes ?
answers. Then listen and check. 1 usually have
2 How fast 3 live / does / Rose / Where ?
2 do you do
do skeleton 4 got / she / special equipment / Has ?
athletes go? PE is my favourite 3 playing
More than subject! We ( 1 ) have 4 often play
100 km/h. *FACT FILE*
usually / usually have 5 Are you
3 Where does Name: Rose McGrandle
three classes a week. 6 running
Rose live? Sport: skeleton
Bath,
How of ten (2) do you 7 don’t
Lives in: Bath, England
England. do / you do PE at 8 ’s often
Birthday: 24th January
4 Has she school?
9 never wins
got special Did you know? In PE we play team 10 Does
equipment? Skeleton athletes travel at sports like football,
Yes, she has. more than 100 km/hr on a cricket and hockey. I love (3) playing / play football.
metal sled. They wear special I’m in the school team. We (4) play of ten / of ten
clothes, goggles and a helmet. play matches af ter school. (5) Are you / You are
in a school team?
We also do something called cross-country
EXPRESS YOURSELF running. We usually run about 5 km. I don’t mind
(6) to run / running in the summer, but I (7) don’t /
Ejercicio 3 3 Write questions. Use is, are, do, does and not like it in winter. It (8) ’s of ten / of ten is cold
1 What have got. and wet!
are your 1 What / your favourite sports? In June, my school has a sports day. My class
favourite
2 you / watch / sport on TV? (9) never wins / wins never! (10) Do / Does your
sports?
3 When / your birthday? school have a sports day?
2 Do you
watch sport 4 you / any brothers and sisters?
on TV? 5 your teacher / do any sport? CLIL TASK
3 When Find three questions about PE in the text.
is your 4 Work in pairs. Ask and answer your questions
birthday? Write answers that are true for you.
from exercise 3.
4 Have you
got any Digital course: Interactive
Interactive
grammarGrammar
table Table: Workbook pageStudy
xx guide: page 39 35
brothers and
sisters?
5 Does your
teacher do
any sport?
9780230429697_Pulse_03.indd 35 29/08/2013 13:11
 integrated skills integrated sk
At the sports centre
I usually go to the sports centre twice a week. I play
badminton on Thursday evenings and I go swimming at
the weekend. How often do you go to the sports centre?
SURVEY:

SUNNYSIDE SWIMMING POOL

Name: Hazel Green Age: 13 Email address: hazelgreen@email.com

1 How often do you go to 2 When do you usually 3 Do you do any of 4 What other sports
the swimming pool? go to the pool? these activities? do you do?

less than once a week Monday–Friday aqua-aerobics ✔ badminton

✔ once a week ✔ At the weekend ✔ swimming classes cycling
twice a week or more snorkelling gymnastics
diving

Step 1: Read Step 2: Listen

Ejercicio 4
Ejercicio 1 1 Read the survey and answer the questions. 4 1.46 Listen to three short conversations.
Which three activities do they talk about? c swimming
1 13 1 How old is Hazel? e aqua-
2 once a week 2 How often does Hazel go to the pool? a) yoga c) swimming e) aqua-aerobics aerobics
3 at the 3 When does she usually go to the pool? b) judo d) badminton f ) diving f diving
weekend 4 Does Hazel do aqua-aerobics?
4 no 5 What activity does Hazel do at the pool? 5 Listen again. Are the sentences true or false? Ejercicio 5
5 swimming 6 What other sport does she do? Correct the false sentences.
classes 1 False
Conversation 1 one adult and
6 badminton 2 Answer the survey questions for you. Are your two children.
1 He buys tickets for two adults and one child.
answers different or similar to Hazel’s?
2 They’ve got ten hours in the pool. 2 False
Conversation 2 two hours
3 Which activity do you want to try? Why?
3 The classes are twice a week. 3 True
I want to try aqua-aerobics because ... 4 She books a place for next Thursday. 4 False
next Tuesday.
Conversation 3
5 False
5 The lessons are on Wednesday mornings. Wednesday
6 He can swim, but he can’t dive. evenings.
6 True
36

9780230429697_Pulse_03.indd 36 29/08/2013 13:12

 Integrated skills
At the sports centre
Objetivos de la lección
practicar las cuatro destrezas
• 
leer una encuesta
• 
escuchar una conversación telefónica
• 
escribir un diálogo personalizado
• 
representar un diálogo
• 
Warmer
Jugad al abecedario: escribe en la pizarra a
y pide a los alumnos que te digan un deporte
que empiece por esta letra. Anímalos a
decir athletics, p. ej., y cópialo en la pizarra.
Luego, repítelo con otras letras. Si con
alguna no obtienes respuestas, continúa con
la siguiente.
Step 1: Read
1 • Pídeles que lean lo que dice Hazel.
• Escribe en la pizarra la pregunta How often
do you go to the sports centre? y pídeles que
te respondan en voz alta.
• Comprueba que los alumnos entienden el
ejercicio.
• Pídeles que primero lean el texto de la
encuesta y respondan como si fueran Hazel.
• En parejas, comparan las respuestas.
• Compruébalas con toda la clase.
2 • Ahora, diles que respondan la encuesta ellos
marcando las casillas correctas.
• En parejas, que comparen las respuestas y
vean si son iguales o diferentes que las de
Hazel.
• Comprobadlas todos juntos.
3 • Los alumnos responden las preguntas.
• Que las comparen en parejas.
• Comprobadlas todos juntos.
Step 2: Listen
4 1.46
• Los niños escuchan y marcan las tres
actividades de la conversación.
• Pon el CD para que marquen las tres
actividades que dice la gente en el diálogo.
• En parejas, que comparen las respuestas.
• Compruébalas con todo el grupo.
5 • Primero, que los alumnos lean con atención
todas las oraciones.
• Vuelve a poner el CD para que decidan si
son verdaderas o falsas.
• Reproduce el CD otra vez y diles que corrijan
las falsas.
• Comprueba las oraciones con toda la clase.
1.46 Transcripción, ejercicios 4 y 5
1 Dad Hello! Three people for the swimming
pool, please.
Receptionist Adults or children?
Dad One adult and two children, please.
Receptionist That’s ten pounds, please.
Dad Ten pounds? Here you are.
Receptionist Thanks!
Dad How much time have we got in the pool?
Receptionist You’ve got two hours.
Dad OK, great. Thanks!
2 Receptionist Hello, Sunnyside Swimming
pool. Can I help you?
Girl Oh, hello. Yes – I’d like to know if you have
aqua-aerobics classes at the pool?
Receptionist Yes, we have. The classes
are twice a week, on Tuesday and Thursday
evenings.
Girl Oh, great.
Receptionist They’re very popular, so it’s a good
idea to book if you want to come.
Girl Oh, OK. Can I book a place for next Tuesday
then?
Receptionist Yes, of course. What name is it,
please?
Girl It’s Vanessa Brown ...
3 Receptionist Hello, can I help you?
Boy Yes – do you have diving lessons here?
Receptionist Yes, we do. They’re once a week,
every Wednesday evening.
Boy Ah, OK. And do you have different levels?
Receptionist Yes, we do – can you dive
already?
Boy No, I can’t. I can swim, though! I want to
learn to dive as well.
Receptionist Great idea! The beginners’ lesson
is at 6 o’clock ...
T 36
 Integrated skills - continued
Asking about routines Step 4: Communicate
6 1.47
Skills builder
• Pide a los alumnos que primero lean las tres
preguntas con atención. Speaking: Intonation in questions
• Que las sitúen correctamente dentro del Destaca que en las preguntas con la partícula
diálogo. wh- la entonación suele bajar al final.
• Pon el CD para que corrijan el ejercicio.
7 • Vuelve a poner el CD, parando después de 10 • Los niños practican sus diálogos en parejas
cada intervención para que la repitan juntos. entonando correctamente las preguntas.
• Haz que se fijen en la acentuación de las • Que se intercambien los papeles en ambos
preguntas: Can I ask you a few questions? diálogos para practicar un poco más.
How often do you use the sports centre?
11 • Pide a algunas parejas que lo representen
What activities do you usually do at the
para toda la clase.
sports centre? And what other sports do you
• Los alumnos tienen que levantar la mano
like doing?
si otra pareja tiene las mismas respuestas.
• Pídeles que las repitan unas cuantas veces,
Esto hará que escuchen atentamente a sus
tanto en grupo como individualmente, con la
compañeros.
acentuación y la entonación correctas.
• En parejas, que practiquen el diálogo y que
Integrated skills: Workbook, pág. 113
luego se intercambien los papeles.

Step 3: Write
8 • Que los alumnos copien en sus cuadernos
las preguntas a-c del ejercicio 6. Pídeles que
indiquen dónde recae el acento principal
(que consulten el ejercicio 7)
• Luego, que respondan las preguntas por
escrito para que sean verdaderas para ellos.
Diles que si no van a ningún polideportivo,
que se inventen las respuestas.

9 • Individualmente, los niños escriben

sus propios diálogos basándose en las
respuestas a-c del ejercicio 6 y el diálogo de
ejemplo. Haz que se fijen en las expresiones
esenciales para preguntar sobre rutinas del
Communication kit.
• Obsérvalos mientras escriben y ayúdalos si
lo necesitan.

T 37
 UNIT

egrated skills integrated skills

ASKING ABOUT ROUTINES

OL

Excuse me, (1) … Sure. Go ahead!

Thanks! It’s for a survey about the sports centre.
(2) …
What activities do you usually do at the
sports centre?
(3) …
OK, great. That’s all. Thanks for your time!
Oh, OK.
I usually come here twice a week.
I go swimming once a week with school and I do
judo once a week.
I like cycling and I love playing tennis!
No problem. Bye!

Ejercicio 5 6 1.47 Copy and complete the dialogue with Step 4: Communicate
1 c questions a–c. Then listen and check.
2 b a) And what other sports do you like doing? SKILLS BUILDER
3 a b) How often do you use the sports centre? Speaking: Intonation in questions
c) Can I ask you a few questions? When we ask wh- questions, the intonation usually
goes down at the end.
7 Listen again and repeat. Practise your intonation. What activities do you usually do?

10 Work in pairs. Take turns to practise your dialogues.

Step 3: Write Use the correct intonation for questions.
Excuse me, can I ask you a few questions?
8 Imagine you’re at the sports centre and Hazel
asks you to complete the survey. Write your Sure. Go ahead!
answers to the questions in exercise 6.
11 Act your dialogue for the class.

9 Prepare a new dialogue. Write both parts. Use COMMUNICATION KIT

your notes from exercise 8 and the dialogue in
exercise 6 to help you. Asking about routines
Excuse me, can I ask you a few questions?
Excuse me, can I ask you a few questions? Sure. Go ahead!
Sure. Go ahead! How often do you … ?
I usually … once / twice a week.
That’s all. Thanks for your time!

Integrated skills: Workbook page 113 37

9780230429697_Pulse_03.indd 37 29/08/2013 13:12

 Writing
A class survey
Ejercicio 1 1 1.48 Read and listen to the survey and the results. How many sports and activities can you find?
ten –
basketball,
swimming,
walking,
CLASS SURVEY: Results
football, Physical activity out of school
dancing, There are 31 students in my class. 28 students
tennis, Name: Jam es Willi ams do regular physical activity out of school.
aerobics,
cycling, 1 Do you do physical activity out Most students usually do physical activity once
skateboarding, or twice a week. Nine students often exercise
of school?
athletics more than twice a week.
Yes No
My classmates’ favourite activities are football,
2 How often do you do physical dancing and tennis. Other popular activities
activity out of school? are swimming, aerobics,
3 time s a week basketball, cycling and 10%
skateboarding. Never
3 What activities do you like doing?
14 students in my 30%
Bask etba ll, swim ming and walk ing class are in a team 60% More than
school? or club out of school. Once or twice a
4 Are you in a team or club out of twice a week week
These include football
Yes No
and basketball teams,
and swimming and
5 Which team or club are you in?
athletics clubs.
Bask etba ll

Ejercicio 2 2 Read the Writing focus. Then choose the 4 Order the words to make sentences. Ejercicio 4
a always correct words in rules a) and b). 1 I do physical
1 every / day / physical / activity / do / I .
b before activity every
a) In English we usually / always use a subject. 2 has / got / My / town / a / park . day.
b) The subject goes before / after the verb. 3 the / football / team / Henry / is / in .
2 My town has
4 usually / go / We / swimming / on / Saturdays . got a park.
5 plays / football / and basketball / My brother . 3 Henry is in the
WRITING FOCUS football team.
4 We usually go
Word order swimming on
subject + verb + other words Saturdays.
Writing task
5 My brother
Most students do physical activity. Write the results of a class survey plays
14 students are in a team or club. football and
Plan First, write your own answers to the basketball.
Remember! questions in the survey. Then, find out your
Adverbs of frequency go after be and before classmates’ answers.
other verbs.
Write Write the results. Use the text in
Most students usually do physical activity exercise 1 to help you.
once or twice a week.
Check Check your writing.
Ejercicio 3 3 Find phrases a–d in the Results. Which one is
b football, not a subject? ✔ word order: subject + verb + other words
dancing and ✔ word order: adverbs of frequency
tennis a) 28 students
b) football, dancing and tennis ✔ vocabulary for sports and activities
c) Most students
d) My classmates’ favourite activities

38 Build your confidence: Writing reference and practice. Workbook page 124

9780230429697_Pulse_03.indd 38 29/08/2013 13:12

 Writing
A class survey
Objetivos de la lección
recopilar información a partir de las
• 
respuestas de una encuesta
escribir los resultados de una encuesta
• 
Warmer
Jugad a Twenty Questions. Piensa en un
deporte o actividad de la unidad (p. ej.:
ice hockey). Tienen que intentar adivinarlo
haciéndote preguntas, y tú solo puedes
responder con yes o no (p. ej. Do you use a
ball? Do you play this sport in a team?)
Writing task
El objetivo de este ejercicio es escribir un texto
a partir de unas indicaciones para aprender
a usar correctamente el present simple en
afirmativa, negativa e interrogativa. Además,
también les servirá para practicar los adverbios
de frecuencia y vocabulario relacionado con
deportes y actividades. Pídeles que sigan los
pasos del Student’s Book y cuando lleguen a
Check, que se intercambien el cuaderno con
un compañero y corrijan el texto.
Writing reference and practice: Workbook, pág. 124

1 • Individualmente, que busquen los deportes y

actividades mencionadas en los dos textos.
• En parejas, que comparen las respuestas.
• Compruébalas con toda la clase.
2 • Diles que lean el cuadro Writing focus.
• Que lean las normas a y b y, en parejas,
escojan las respuestas correctas.
• Comprobadlas todos juntos.
• Si es necesario, explícales que el sujeto
de una oración es la persona u objeto que
realiza la acción.

3 • Los niños buscan los sujetos de las

oraciones de los resultados y determinan las
frases que no lo son.
• Comprobad la respuesta todos juntos.
4 • Primero, haz un ejemplo con toda la clase.
Escribe en la pizarra like the all football
students y pide a los alumnos que ordenen
las palabras correctamente (All the students
like football).
• Luego, que vuelvan a escribir las cuatro
oraciones bien ordenadas.
• En parejas, que comparen las respuestas.
• Compruébalas con toda la clase.

T 38
 Study guide
Grammar, Vocabulary and Speaking
Explica a los alumnos que la Study guide es
una página importante que aporta información
útil sobre el lenguaje de la unidad: gramática,
vocabulario y el lenguaje funcional de las
Integrated skills. Diles que pueden consultarla
para preparar un test o un examen.
Speaking
• Comprueba que los alumnos entienden las
expresiones para preguntar sobre rutinas.
• Diles que representen la conversación
entre una persona que pregunta y otra que
responde.

Grammar
Additional material
• Haz que lean las oraciones de ejemplo con Workbook
adverbios de frecuencia y asegúrate de que • Progress check, página 30
saben utilizarlos correctamente. • Self evaluation, página 31
• Diles que miren las oraciones de ejemplo • Grammar reference and practice, página 88
con love, hate, (don’t) like y don’t mind + ing • Vocabulary extension, página 104
y asegúrate de que las entienden. Si es • Integrated skills, página 113
necesario, pídeles que las traduzcan. • Writing reference and task, página 124
• Luego, que lean las oraciones de ejemplo
interrogativas y las que muestran el orden
correcto de las palabras, asegurándote de
que saben como formarlas, y pídeles que las
traduzcan.
• Diles que consulten la Grammar reference en
las páginas 88-89 del Workbook para repasar
la gramática.

Vocabulary
• Di a los niños que lean la lista de palabras y
comprueba que las entienden.
• Diles que consulten la Wordlist de la
página 151 del Workbook si han olvidado
algunas palabras.

Teacher’s Resource File Tests and Exams

• ‘Pulse Basics worksheets’, páginas 18–22 • Test de la Unidad 3: Basic, Standard
• ‘Vocabulary and grammar consolidation y Extra
worksheets’, páginas 11–14 • CEFR Skills Exam Generator
• ‘Translation and dictation worksheets’, • Test del primer trimestre: Basic, Standard
páginas 4, 14 y Extra
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences’, páginas 5–6
• ‘Culture and CLIL worksheets’, páginas 9–12
• ‘Culture video worksheets’, páginas 5–6
• ‘Digital competence worksheets’, páginas 5–6
• ‘Macmillan Readers worksheets’, páginas 1–2

T 39
 UNIT

Study guide
Grammar Vocabulary
Adverbs of frequency Sports and activities
adverbs of frequency aerobics
I never ride my bike in the snow. athletics
He rarely goes skiing. cycling
Icebiking is sometimes dangerous. gymnastics
Ice hockey is often exciting. horse-riding
I usually play tennis on Sundays. judo
They always go swimming at the weekend. mountain-biking
roller-skating
love, hate, (don’t) like, skateboarding
surfing
don’t mind + -ing swimming
love, hate, (don’t) like, don’t mind yoga
+ -ing
I love doing judo!
Action verbs
catch ride
He likes playing football. dive run
She doesn’t mind watching films. hit score
We don’t like studying maths. jump skate
kick ski
They hate going to the gym. lift throw

Question forms: word order

be questions
question
am/is/are subject
word
Is Vancouver in Canada?
Where are my skis?

have got questions

question
have/has subject got
word
Have you got a football?
When has the team got training? LEARNING TO LEARN
In vocabulary exercises, don’t forget your
questions with other present simple
verbs grammar! Make sure you use the correct
form of the verbs.
question
do/does subject verb
word
Do you like PE?
Speaking
Where do they do judo?
Asking about routines
Excuse me, can I ask you a few questions?
Rules for play, do and go Sure. Go ahead!
play + ball sports: play football / tennis / basketball How often do you … ?
do + other activities: do judo / archery / karate I usually … once / twice a week.
go + -ing: go swimming / running / climbing That’s all. Thanks for your time!

Progress check: Workbook page 30 Grammar reference: Workbook page 88 39

9780230429697_Pulse_03.indd 39 29/08/2013 13:12

 Step 1: Think Step 2: Listen and plan
Collaborative
Project 1 Step 3: Create
Step 4: Evaluate

Making a wall Digital Literacy

TASK When you make a wall, remember to:
• write the information in your own words
Work in groups of three to create a ‘wall’ – don’t copy and paste!
about a famous sports star from your country. • use ICT and web resources in a
responsible way.
• include different types of information –
Step 1: Think text, photos, video clips, links …

1 Look at the wall below. Find an example of:

1 a video clip
2 facts about the person
3 a description of the person
4 a photo of the person
5 a link for more information
6 a quote by the person
7 an introduction
3 
a description of
the person 4 
a photo of
the person

Tom Daley Pablo

Olympic diver Tom has got short,
straight dark hair
Sara and brown eyes.
Tom Daley is a British diver. He
specializes in the 10 metre platform
event – he dives from 10 metres above
7 an introduction
the water!
Pablo
Tom trains every day. In fact, he usually trains twice 2 
facts about
the person
a day! First, he goes to the gym for an hour to get
strong. Then he practises in the pool for an hour.

Bea Pablo
5 
a link for more On this website, Born:
information you can find more 21 May 1994
information about From:
Bea Tom: Plymouth, England
In this video
www.tomdaley.tv Medals / prizes:
Tom Daley talks
Tom has got one
about diving.
Olympic® bronze
You can also see Sara medal (2012) and two
him training and ‘I’m a diver not a Commonwealth gold
diving in the pool! swimmer!’ Tom Daley
1 
a video clip
medals (2010).
40
6 
a quote by
the person

9780230429697_Pulse_03ColProj.indd 41 29/08/2013 16:42

 Collaborative project 1
Making a wall
Objetivos de la lección
• hacer un “muro” sobre un deportista
famoso en grupo
• identificar los elementos incluidos en un
“muro” de ejemplo
• escuchar a un grupo planificar un “muro”
• leer un fragmento de una conversación y
completarlo

Enlace web recomendado

www.padlet.com

Warmer
Jugad al ahorcado con las palabras sports
stars. Escribe en la pizarra una raya por
cada letra: _ _ _ _ _ _ _ _ _ _ _. Los niños
van diciendo letras e intentan adivinar las
palabras. Dibuja una parte del ahorcado por
cada letra incorrecta.

TASK
Lee el ejercicio con todos los alumnos y
comprueba que lo entienden. NOTA: Si no
tienen ordenadores, pueden hacer un
póster.

1
Step 1: Think
• Habla de los muros con la clase. ¿Han visto
alguno? ¿Han hecho alguno?
• Lee la lista de elementos que deben identificar,
ayudándolos con el vocabulario. Señala que
un link es un enlace a una web, y que a quote
es algo que ha dicho una persona.
• Pídeles que miren el muro y busquen un
ejemplo de cada elemento.
• Comprueba las respuestas con toda la clase.
• Lee en voz alta el cuadro Digital literacy y
comprueba que lo entienden.

T 40
 Step 2: Listen and plan
6 • Reparte fotocopias de los cuadros de
2 1.49
• Pídeles que lean las preguntas atentamente.
• Pon el CD para que escuchen las preguntas
y las respondan.
• Comprueba las respuestas con todo el grupo.
3 • Lee para toda la clase el cuadro Useful
language, ayudándolos con el vocabulario.
Anímalos a poner otros ejemplos, p. ej.: We
can write about David Beckham. We can do a
wall about Rafa Nadal. I’d like to find the links.
• En parejas, que lean el fragmento de la
conversación y lo completen.
• Vuelve a poner el CD para que escuchen las
respuestas y las corrijan.
• Comprobadlas todos juntos y diles que
practiquen el diálogo en grupos.
4 • Explícales que van a planear cómo hacer un
muro en grupos.
• Diles que lean la lista de pasos necesarios.
• Que se pongan en grupos de tres para
prepararlo. Pide a uno o dos grupos que lo
expliquen al resto de la clase.
Step 3: Create
5 • Leed juntos los pasos para que les quede
claro lo que tienen que hacer.
• Obsérvalos mientras escriben, ayudándolos
si lo necesitan.
Share information
En grupos, los niños comparten la información
que incorporarán al muro, buscan qué se
podría mejorar y comprueban que no haya
ningún error.
Create a wall
Cada grupo elabora su muro. Anímalos a
desarrollar su creatividad y a intentar que sea
todo lo atractivo que puedan. Recuérdales
que tienen que usar sus propias palabras
y comprobar que no hay ninguna falta de
ortografía.
Step 4: Evaluate
evaluación: Teacher’s Resource File, sección
‘Key competences’, páginas 48-49.
• Mirad los cuadros todos juntos.
• Lee todas las opciones, resolviendo las dudas
que tengan de vocabulario.
• Que hagan la autoevaluación; ayúdalos si lo
necesitan.
Extra activity
Que elaboren un muro sobre otro deporte o
estrella internacional, ya sea individualmente,
en parejas o en grupos pequeños.
1.49 Transcripción, ejercicios 2 y 3
Mario OK, let’s choose a sports star. We can
write about Miguel Indurain or Fernando Alonso.
David They’re OK, but I’d like to write about a
young sports star.
Ana That’s a good idea. What about Borja
González? He’s a footballer. He’s only
seventeen. What do you think?
Mario Yes, I agree. So what information can we
include?
David Lets give some facts about him, for
example where he’s from and what he likes
doing in his free time.
Silvia Yes, and we can include some photos and
a video clip.
Mario OK. Can we add a quote or a link?
David A link is a good idea, but a quote is too
difficult. All his quotes are in Spanish.
Ana OK. Look, there’s some information on
this website. Let’s read it and then choose the
interesting facts.
Mario Yes, and then write them in our own
words.

Show and tell

Cada grupo presenta su muro y lo explica
a la clase. Deja tiempo para que los demás
alumnos puedan leerlos y hacer comentarios.
Si quieres, también puedes proponerles que
voten para elegir el mejor.

T 41
Ejercicio 2
1 c Borja
González
2 They decide
to include
facts about
the person,
photos and Step 2: Listen and plan Step 3: Create
a video clip.
3 No. They 2 1.49 Listen to Mario, Ana, Silvia and David 5 Follow the steps to create your wall.
decide to doing the task and answer the questions.
read the
information, Share information
1 Who do they decide to do the wall about?
choose the Read and listen to each other’s work. Discuss
interesting a) Miguel Indurain b) Fernando Alonso
your work. Check these things:
facts and c) Borja González
then write 2 Which things from Step 1 do they decide to • Is it in your own words?
them in their
own words. include? • Have you got all the information you
3 Do they copy the information from a website? need?
• Have you got photos, video clips and
Ejercicio 3 3 Complete the conversation extract with the links?
1 choose words in the box. Listen again and check your • Is the grammar and vocabulary correct?
2 like answers. • Is the spelling and punctuation correct?
3 think
like can choose Let’s agree think
4 agree Create the wall
5 Let’s Put the information on the wall. Add your
6 can Mario: OK, let’s (1) … a sports star. We can write photos and video clips. Decide the final
about Miguel Indurain or Fernando Alonso. design. Then, check the grammar, vocabulary,
David: They’re OK, but I’d (2) … to write about a spelling and punctuation again.
young sports star.
Show and tell
Ana: That’s a good idea. What about Borja
Present your wall to your class.
González? He’s a footballer. He’s only 17.
What do you (3) … ?
Mario: Yes, I (4) … . So what information can we
include? Step 4: Evaluate
David: (5) … give some facts about him, for
6 Now ask your teacher for the group and
example where he’s from and what he likes
individual assessment grids. Then complete
doing in his free time.
the grids.
Silvia: Yes, and we (6) … include some photos and
a video clip.
Useful language
We can write about a famous tennis player.
4 Work in groups. Plan your wall. Use the Useful
What information can we include?
language box to help you.
Let’s write about ... .
• Choose a person to write about. I’d like to find the photos.
• Decide what information to include. Do you agree?
• Decide how to share the work. Make sure Yes, I agree. / No, I don’t agree.
everyone contributes. That’s a good idea.
• Decide when to meet again to share your That’s very difficult.
information. I can find some facts.

41

9780230429697_Pulse_03ColProj.indd 42 29/08/2013 16:42

UNIT
looking
good?

Objetivos de la unidad y competencias clave

En esta unidad los alumnos aprenderán…
• a entender, memorizar y usar correctamente
palabras relacionadas con la ropa CCL CSC
• a entender, memorizar y usar correctamente
adjetivos para describir el carácter CCL
• a entender y usar correctamente estructuras
gramaticales en present continuous y present
simple, y buscar paralelismos con su lengua
materna CCL CAA
• sobre celebraciones y trajes típicos del Reino
Unido CCL CMCT CEC
• sobre ropa tradicional en otros países viendo
un vídeo corto CCL CMCT CEC
En esta unidad los alumnos aprenderán a…
• buscar información específica en un texto
sobre bailes de graduación CCL CEC
• buscar información sobre bailes de graduación
CCL CD CEC SIE
• buscar información específica en un fragmento
de un programa de TV CCL CSC CEC
• describir la forma de vestir de la gente CCL CSC
• hacer la descripción de una foto CCL CSC
• escuchar información específica en un examen
CCL CAA
• leer información concreta en una página web,
escuchar una conversación telefónica, comprar
y probarse ropa en una tienda CCL CD CSC

Contenidos lingüísticos Destrezas

Vocabulario principal Comprensión lectora

• Ropa y calzado: jumper, coat,
trainers, etc.
• Adjetivos para describir el carácter:
cheerful, friendly, proud, etc.
Gramática
• Present continuous: afirmativa,
negativa, preguntas y respuestas
breves
• El present continuous y el present
simple
Lenguaje útil
• Expresiones para probarse ropa
Pronunciación
• la terminación -ing
• Leer un artículo sobre los bailes de graduación
• Leer un texto sobre festivales y trajes del Reino Unido
• Leer una página web
Expresión escrita: interacción y
producción
• Escribir un diálogo personalizado
• Escribir una descripción en tres pasos: planear, escribir,
repasar
Comprensión oral
• Escuchar un fragmento de un programa de TV sobre la
psicología de los colores
• Escuchar a gente comprando ropa
• Aprender a escuchar información específica en un examen
Expresión oral: interacción
• Describir cómo visten las personas
• Hacer y responder preguntas sobre lo que ocurre en el
momento de hablar

Expresión oral: producción

• Preparar y representar un diálogo sobre comprar ropa
Destrezas para el Evaluación
aprendizaje permanente
• Test de la Unidad 4: Basic, Standard y Extra
Autoaprendizaje y • CEFR Skills Exam Generator
autoevaluación
• ‘Study guide’:
Student’s Book, página 51 External exam trainer
• ‘Progress check’ y ‘self-evaluation’:
Workbook, páginas 38–39 • Listening: ejercicio de completar huecos
• ‘Grammar reference’ y ejercicios:
Workbook, páginas 90–91
• ‘Wordlist’: Workbook, páginas Materiales digitales
151–157
Pulse Live! Digital Course, que incluye:
Estrategias de
• Tablas de gramática interactivas
aprendizaje y destrezas
• Vídeo modelo de expresión oral: probarse ropa
del pensamiento
• Vídeo con material cultural: ropa y apariencia
• Leer un texto por encima para
buscar información específica Página web del alumno
Conciencia cultural
• Bailes de graduación en institutos
de los EE. UU.
Competencia digital
• Trajes típicos de Inglaterra,
• Web quest: la historia de los bailes para celebrar el fin
Escocia y Gales
del bachillerato en los EE. UU.
• Comparar los vestidos
• Worksheet de competencia digital: crear avatares
tradicionales de Inglaterra,
Escocia y Gales con los del país
o región del alumnado
Materiales de refuerzo
Contenidos
interdisciplinares
• Teacher’s Resource File: ‘Basics’, páginas 23–28
• Diseño y tecnología: ropa
• Teacher’s Resource File: ‘Vocabulary and Grammar
• Tecnología: buscar información en
Consolidation worksheets’, páginas 15–16
internet
• Lengua y literatura: convenciones
para hacer una descripción
Materiales de ampliación

• Actividad para fast-finishers: Student’s Book, página 43

Competencias clave
CCL Competencia en
comunicación lingüística
CMCT Competencia en matemáticas,
ciencia y tecnología
CD Competencia digital
CAA Aprender a aprender
CSC Competencias sociales y
cívicas
SIE Sentido de iniciativa y
emprendimiento
CEC Conciencia y expresión
cultural
• Actividades extra: Teacher’s Book, páginas T42, T47
• Teacher’s Resource File: ‘Vocabulary and Grammar:
Extension worksheets’, páginas 17–18
Teacher’s Resource File
• ‘Translation and dictation worksheets’, páginas 5, 15
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 7–8
• ‘Culture and CLIL worksheets’, páginas 13–16
• ‘Culture video worksheets’, páginas 7–8
• ‘Digital competence worksheets’, páginas 7–8
• ‘Macmillan Readers worksheets’, páginas 3–4
U 4
 UNIT

THINK ABOUT IT
When is looking good important?
Think about …
school parties special occasions

Vocabulary and Speaking

Clothes and shoes
1 2.02 Listen and repeat the words in blue in the quiz. Which things are you wearing today?

2 Do the quiz. Do you agree with your result?

Are you a fashion victim?

START
It’s the school disco.
HERE
What are you wearing?

A fabulous dress or skirt Some nice trousers, with a Something casual: jeans,
and some new shoes. jacket, shirt and maybe a tie. T-shirt and maybe a jumper.

You’re at the shopping When you meet somebody new,

centre. What do you buy? what do you remember about them?

All the new fashions! Something from a sports shop … Their trainers The music they like …
I need to get the new maybe some football shorts or or the colour maybe their interests.
style of coat or boots. socks or a baseball cap. of their T-shirt. Definitely not their clothes!

Clothes and fashion are You’re definitely not a

You prefer a sporty look, but
important to you and you’re fashion victim. Personality
you like to dress up for a party!
prepared to pay for it! is more important for you!

EXPRESS YOURSELF
3 Choose a classmate. Write a list of what he or she is wearing, including the colours.
She’s wearing blue jeans and a white T-shirt, ...

4 Work in pairs. Describe the classmate. Guess who it is. LOOK!

adjective + noun
She’s wearing blue jeans and a white T-shirt.
I usually wear a shirt white. ✘
Is it Julia?
I usually wear a white shirt. ✔
No, it isn’t. It’s Sara!

42 Vocabulary
Interactive
extension:
Grammar
Workbook
Table: page 105 page xx
Workbook

9780230429697_Pulse_04.indd 42 29/08/2013 16:46

 Vocabulary and Speaking
Clothes and shoes
Objetivos de la lección
• aprender vocabulario sobre la ropa
• describir lo que lleva puesto una persona
• aprender / repasar palabras para referirse
a los colores
Warmer
Diles que se pongan en parejas y anoten
todos los nombres de colores que sepan
en inglés (p. ej., red, blue, black). Anímalos
a decir algunos ejemplos y escríbelos en la
pizarra para preparar el ejercicio 3.
Think about it
4 • Di a los alumnos que se pongan en parejas.
• Que usen he’s / she’s wearing y el vocabulario
de colores y ropa para describir a un
compañero.
• Luego, tienen que adivinar qué compañero
de la clase han descrito.
Look!
Recuérdales que, en inglés, los adjetivos van
delante de los nombres.
Extra activity
Que escriban una oración que comience con
I’m wearing... y que describan la ropa que
llevan puesta utilizando el vocabulario para
colores y vestuario del ejercicio 2.

Explica el significado de looking good

(llevar ropa atractiva o elegante, ir bien
Vocabulary extension: Workbook, pág. 105
peinado, etc.). En parejas, que digan cuándo
es importante ir bien vestido y por qué,
teniendo en cuenta cada caso. Comprueba
las respuestas con toda la clase.

1 2.02
• Pon el CD para que escuchen las palabras y
las repitan.
• Que digan las prendas que llevan hoy.
• Comprueba las respuestas con toda la clase.
• Asegúrate de que entienden todas las
palabras, y diles que las traduzcan si es
necesario.
2 • Explícales cómo funciona el quiz: la
respuesta a la primera pregunta te lleva a la
siguiente pregunta, y así sucesivamente.
• Diles que respondan las preguntas del quiz.
• Que comparen las respuestas en parejas
(p. ej., I prefer a sporty look. How about you?).
• Comprueba las respuestas con toda la
clase y explícales qué es una fashion victim
(alguien que se deja influir fácilmente por las
últimas tendencias de la moda).
3
• Que elijan a un compañero y hagan una lista
de lo que lleva puesto basándose en los
colores y las prendas del ejercicio 2.
• Comprueba las respuestas con toda la clase.

T 42
 Reading
Text type: A web article
Objetivos de la lección
• leer un artículo sobre ropa en internet
• decir qué ropa prefieren los alumnos y
por qué
Enlace web recomendado
www.duckbrand.com/promotions/stuck-at-
prom
Warmer
Repasa el vocabulario para la ropa de la
lección anterior. Escoge entre seis y ocho
palabras y escribe en la pizarra la primera y la
última letra, con rayas para las demás,
p. ej. t _ _ _ _ _ _ s (trainers). En parejas, que
las completen y di a algunos niños que las
escriban en la pizarra. Si se equivocan, pide a
los demás que las corrijan.
2 • Que completen las oraciones a partir de la
información del artículo.
• Que comparen las respuestas en parejas.
• Compruébalas con toda la clase.
3 • Diles que lean las preguntas con atención y
asegúrate de que las entienden todas.
• Que busquen las respuestas en el artículo.
• Que las comparen en parejas.
• Compruébalas con todo el grupo.
4 • Que escriban las respuestas a la pregunta y
las justifiquen.
• En parejas, que las comparen.
• Comprobadlas todos juntos.
Finished?
Pide a los que acaben primero que diseñen
ropa para el concurso Stuck at Prom®.
Recuérdales que usen colores y ropa de esta
lección y anímalos a ser creativos.

1 2.03 Web quest

• Diles que miren las fotos.
• Lee la pregunta en voz alta y anímalos a
responderla.
• Pon el CD. Que los alumnos escuchen
el artículo y lo lean en sus libros para
comprobar las respuestas.
• Que las comparen en parejas.
• Compruébalas con toda la clase.
Word check
Comprueba que entienden el significado de
las palabras nuevas, usando las fotos si tienen
dudas. Diles que una limousine es un coche
grande, caro, y conducido por un chófer.
Language note
En inglés de EE. UU., tuxedo (o tux) equivale a
dinner jacket en inglés británico (esmoquin).
Que busquen la historia de estos bailes en
EE. UU. Haz que se fijen en el Web quest tip.
1 • Haz que escriban tres cosas que les
gustaría saber sobre los bailes de
graduación, p. ej., How old are students
at prom dances?
• En parejas, que escriban una lista de
palabras clave para buscar información
sobre estos bailes.
2 • Que usen un navegador de internet,
como el Internet Explorer.
• Que abran un buscador (p. ej., Google) e
introduzcan sus preguntas.
• Que busquen las respuestas a sus tres
preguntas.
3 • Diles que compartan su información con
el resto de la clase.

Culture note
Señala el cuadro Did you know? y explica que
prom (promenade abreviado) es la fiesta de
final del bachillerato, y que es un momento
importante para los alumnos. También se
celebra en Canadá y se han vuelto muy
populares en el Reino Unido.
T 43
 Stuck at Prom!
T
he annual prom dance is a very important event for
b
high school students in the USA. They sometimes
travel to the prom in limousines, and they dance
all evening with their friends. Every year, two popular
students become the Prom King and Queen.
a
Students always wear special clothes for prom.
Girls usually wear beautiful, formal dresses and
they carry flowers. Boys usually wear tuxedos.
But some students’ prom clothes are more
unusual – they’re trying to win a competition
called Stuck at Prom®. This competition is
organized by Duck Tape® and students can
win college scholarships of $5,000 each.
As you can see in the picture, Lara and
Cole aren’t wearing traditional prom
clothes. They’re Stuck at Prom® winners and
c
everything except their shoes is made of Duck
Tape®! Cole isn’t wearing a normal tuxedo –
he’s wearing a black and purple jacket, black
trousers, a purple waistcoat and a black tie.
And it’s all made of tape! Of course Lara’s dress
is made of the special tape too. And that isn’t
real jewellery – it’s also made of tape.
If your school has an end-of-year party, why not
try making your own clothes? There are more
than 20 colours of Duck Tape®, so the only limit
is your imagination!

Cole Lara
Word check
stuck high school carry competition tape scholarship waistcoat DID YOU KNOW?
Every year, Americans spend more than
Ejercicio 3
$6 billion on high school proms.
1 special
Reading clothes
– girls
A web article 3 Read the article again and answer the questions. usually wear
beautiful,
1 What do students usually wear for prom? formal
Ejercicio 1 1 2.03 Look at the pictures. Where do you think
2 Are Lara and Cole wearing traditional prom dresses
They are going to these people are going? Read, listen and check. and boys,
a prom dance.
clothes? tuxedos
2 Copy and complete the sentences with information 3 What is Cole wearing? 2 no
from the text. 4 Is Lara’s dress made of tape?
3 a black
Ejercicio 2 5 Why are they wearing unusual clothes? and purple
1 High school proms are very important in … jacket, black
1 the USA 2 In the competition, students can win … 4 Do you prefer the clothes in picture a), b) or c)? trousers,
2 college 3 Cole is wearing a purple … Why? a purple
scholarships 4 Lara’s dress is made of … waistcoat
of $5,000 and a black
3 waistcoat FINISHED? tie
4 yes
4 is made of WEB QUEST In your notebook, design
Duck Tape® 5 because
Research the history of prom in the USA. clothes for the Stuck at Prom® they’re
1 Keywords: In pairs, make a list of the keywords Remember to use more competition. Think about the Stuck at
you need to research prom in the USA. than one website to colours, style and accessories. Prom®
2 Collaboration: work together to find out about check your facts. winners
the history of prom in the USA.
3 Share your knowledge with the
Interactive rest of Table:
Grammar the class.
Workbook page xx 43

9780230429697_Pulse_04.indd 43 29/08/2013 16:46

 Grammar
Present continuous 4 Look at the table. Complete rules a) and b) with Ejercicio 4
be and -ing. a -ing
Ejercicio 1 1 Look at the tables. Which time expressions do b be
we use with the present continuous? questions and short answers
now; today;
at the moment Yes, I am.
affirmative Are you studying?
No, I’m not.
I’m studying English now. Is he / she / it Yes, he / she / it is.
He / She / It’s wearing new clothes today. singing a song? No, he / she / it isn’t.
We / You / They’re singing a song. Are we / you / they Yes, we / you / they are.
watching television? No, we / you / they aren’t.
negative
I’m not watching television. a) The word order for questions is:
be + subject + verb + … + other words + ?
He / She / It isn’t wearing jeans at the moment.
b) We use the affirmative or negative form
We / You / They aren’t dancing now. of … in short answers.
Ejercicio 2 2 Write the -ing form of verbs 1–6. Use the 5 Write present continuous questions for these Ejercicio 5
1 swimming spelling rules in the Study guide on page 51. answers. 1 Are they
2 having 1 swim 3 sit 5 go (speak) English? Yes, we are. wearing
3 sitting 2 have 4 win 6 dive school
Are we speaking English? uniform?
4 winning
5 going ANALYSE 1 (wear) school uniform? No, they aren’t. 2 Is he
2 (walk)? No, he isn’t. walking?
6 diving In English, present continuous sentences 3 (ride) a bike? Yes, they are. 3 Are they
always have a subject, the verb be and an -ing 4 (wear) a dress? No, I’m not. riding a
form. Is this the same in your language? 5 (study)? Yes, I am.
bike?
4 Are you
Ejercicio 3 wearing a
3 Look at the picture. Write affirmative and EXPRESS YOURSELF dress?
1 Rufus and negative sentences. 5 Are you
Jack aren’t 6 Write present continuous questions for 1–5.
Beth (not wear trousers / wear a dress) studying?
walking. 1 you / use a computer / now?
They’re Beth isn’t wearing trousers. She’s wearing a dress.
2 it / rain / at the moment?
running.
1 Jack and Rufus (not walk / run) 3 your teacher / speak English / now? Ejercicio 6
2 Jack isn’t
wearing
2 Jack (not wear pyjamas / wear sports clothes) 4 your friends / wear / jeans?
1 Are you
pyjamas. 3 Amy and Beth (not go to school / go to a party) 5 your parents / work / today? using a
He’s wearing 4 Amy (not carry flowers / carry a present) computer
sports 5 Jane and June (not ride a horse / ride a bike) 7 Work in pairs. Ask and answer your questions now?
clothes. from exercise 6. 2 Is it raining
3 Beth and at the
Amy aren’t Amy June Jane moment?
going to
3 Is your
school.
teacher
They’re Beth
speaking
going to a Jack English
party.
now?
4 Amy isn’t Rufus 4 Are your
carrying
friends
flowers.
wearing
She’s
jeans?
carrying a
present. 5 Are your
parents
5 June and
working
Jane aren’t
today?
riding a
horse.
They’re
riding a bike.
2.04–2.05 Pronunciation lab: -ing endings, page 124

44 Digital course: Interactive

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table Table: Workbook page Study
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 Grammar
Present continuous 4 • Comprueba las respuestas con todos.
• Diles que miren la tabla y las reglas a–b.
Objetivos de la lección
• Luego, que las completen con be e -ing
aprender a usar el present continuous en
•  empleando la información de la tabla.
afirmativa y negativa • Comprueba las respuestas con toda la clase.
• 
hacer preguntas en present continuous y
responderlas con respuestas breves Language note
Haz que se fijen en el uso de las formas
contraídas en respuestas breves en negativa:
Warmer
No, I’m not, No, he isn’t, No, they aren’t.
Escribe de forma desordenada esta oración
Indica que las formas contraídas no se usan
de la lección anterior en la pizarra: and jacket
en respuestas breves en afirmativa.
black ’s wearing a he purple. En parejas, que
la escriban en orden correcto (He’s wearing a
black and purple jacket). 5 • Lee en voz alta las palabras dadas para
hacer la pregunta, y luego respóndela.
1 • Señala las formas contraídas en azul (’m, etc). • Que escriban las preguntas individualmente.
• Explica que usamos be y un verbo terminado • Diles que las comparen en parejas.
en -ing (studying, etc.) para formar el present • Compruébalas con toda la clase.
continuous. Destaca las terminaciones -ing EXPRESS YOURSELF
en azul de los verbos.
6 • Haz la pregunta 1 con todos los niños.
• Indica que el present continuous se usa para
Anímalos a participar y escríbela en la pizarra
referirse a cosas que ocurren en el momento
– Is it raining at the moment?
de hablar. Escribe en la pizarra He usually
• Que hagan las demás preguntas
wears a blue jacket y He’s wearing a black
individualmente.
and purple jacket today y comprueba que
• En parejas, que las comparen.
saben cómo distinguirlo.
• Comprobadlas todos juntos y haz que se
• Anímalos a decir las expresiones temporales
fijen en el uso de at the moment, now y today
que van con el present continuous en las
con el present continuous.
tablas.
7 • En parejas, que se turnen para hacer las
2 • Pídeles que lean las normas ortográficas
preguntas del ejercicio 6 y responderlas.
para el present continuous de la página 51.
• Pide a algunas parejas que te digan sus
• Que hagan el ejercicio individualmente.
respuestas.
• En parejas, que comparen sus respuestas.
• Compruébalas con toda la clase.
Pronunciation lab: -ing endings, página 124
Analyse
Digital course: Interactive grammar table
Pide a los niños que lean la información
sobre el present continuous en inglés y que Study guide: pág. 51
la comparen con su lengua. Que digan si la
oración I am eating se forma igual.

3 • Diles que miren el dibujo y que lean las

oraciones. Haz que se fijen en el uso de las
formas breves.
• Individualmente, que escriban oraciones en
afirmativa y en negativa.
• En parejas, que comparen sus respuestas.

T 44
 Vocabulary and Listening
Adjectives of character
Objetivos de la lección
• Aprender algunos adjetivos para describir
el carácter
• Escuchar información específica
Warmer
Anímalos a decir nombres de colores en
inglés y escríbelos en la pizarra. Diles que se
pongan en parejas y que los clasifiquen por
orden de preferencia (de mayor a menor).
1 • Comprueba que entienden qué es character
en este contexto (el tipo de persona que eres).
• Diles que miren las fotos y respondan la
pregunta en parejas.
• Comentad las respuestas todos juntos.
2 2.06
• Pide a los alumnos que lean el texto.
• Pon el CD para que escuchen y repitan las
palabras en azul.
• Anímalos a traducir las palabras.
Look!
Comprueba que los niños comprenden quite
/ a bit shy (a diferencia de very shy) y very
confident.
3 • Asegúrate de que entienden cómo funciona el
diagrama de Venn.
• Diles que completen el diagrama ubicando
correctamente las palabras del texto.
• En parejas, que comparen las respuestas.
• Compruébalas con toda la clase.
4 • Que digan cuál es su color favorito.
• Que lean la parte del texto que explica cómo
son las personas a las que les gusta ese color.
• Diles que comenten con toda la clase si están
de acuerdo o no con el texto, y por qué.
5 2.07
• Diles que van a escuchar la primera parte
de un programa de radio. Un experto está
hablando sobre dos personas de las fotos a–c.
• Pon el CD. Que identifiquen a las dos personas.
• En parejas, que comparen sus respuestas.
• Comprobadlas todos juntos.
T 45
6 2.08
• Primero, pídeles que lean el inicio y el posible
final de cada oración.
• Pon el CD.
• Que elijan las respuestas correctas.
• En parejas, que las comparen.
• Comprueba las respuestas con toda la clase.
2.07 Transcripción, ejercicio 5
Man  Hello! Today in Popular Science we’re
looking at the psychology of colour theory –
can you guess a person’s personality from the
colours they’re wearing? Here to help us with our
experiment is Doctor Ella Browning. Hello, Ella.
Ella  Hello!
Man  So, here we’ve got photos of two people
– can you give us your opinion about their
personality?
Ella  OK - let’s see! In this photo, the girl’s wearing
a black jumper and covering her face. In my
opinion, this means that she’s quite shy. Also, she
isn’t wearing any bright colours. I think this means
she’s quite serious. I also think she’s probably
quite creative.
Man  OK, and what about this other photo?
Ella  Well, this girl looks very energetic! In my
opinion, she’s very sporty. And her body language
is very open – she’s smiling and wearing bright
colours – so I think she’s a confident and cheerful
person.
Man  OK. Thanks, Ella – now let’s see if these
opinions match the reality of the person …
2.08 Transcripción, ejercicio 6
Man  OK. Thanks, Ella – now let’s see if these
opinions match the reality! Please welcome Lucy
and Amanda …
Lucy Hi!
Amanda Hello.
Host  So, Lucy, what do you think of Ella’s
analysis?
Lucy  Well, it’s true that I’m covering my face –
but it’s because I’m feeling cold! So, actually I’m
not shy – in fact, I’m quite sociable. I love talking
to people! And I do like to wear bright colours
usually. So, in general, the analysis is not correct.
But I am quite creative – that part’s true!
Host  I see. So, the reality is quite different! What
about you, Amanda?
Amanda  Yeah, I look so happy in this photo! I’m
smiling because it’s a lovely sunny day and I’m
having fun with my friends. In general, I agree
with the analysis – I’m quite confident and I often
wear bright colours. But I’m definitely not a sporty
person, so that part isn’t correct!
Host  Great! Thanks, both of you. Well, I think
we can conclude that there’s some truth in the
analsys …
 UNIT

Vocabulary and Listening

Adjectives of character
1 Look at the people in the pictures. Can you guess their character from the colours
they’re wearing?

2 2.06 Read the text. Listen and repeat the words in blue. How do you say them in
your language?

What does colour say about YOU? a

What colours are you wearing today? Read our guide to see
what they say about your character.
● People who like red are often confident, but they can
also be a bit selfish.
● Yellow is the colour of sunshine. If you prefer yellow, b
you’re probably cheerful and friendly.
● If you love blue, you’re probably clever and proud.
But you can also be a bit unfriendly.
● Green is the colour of nature. If you like green, you’re
probably quiet, but you can also be jealous.
● Orange is a mix of red and yellow. If you love orange,
you’re probably adventurous and funny, but a bit lazy!
● If black is your favourite colour you’re probably shy, but
your friends know that you’re a nice person underneath! c

Ejercicio 3 3 Copy and complete the diagram with the 5 2.07 Listen to the first part of a radio Ejercicio 5
positive adjectives from the text. interview. Which two people from pictures a–c a and b
cheerful does the expert talk about?
friendly
clever
negative 6 2.08 Listen to the second part of the Ejercicio 6
adventurous positive proud interview. Choose the correct answers.
funny
confident selfish 1 b
nice
1 In the photo, Lucy is … 2 a
negative a) thinking about her exams.
unfriendly 3 a
4 What’s your favourite colour? Do you agree or b) feeling cold. 4 a
jealous
lazy disagree with the text? 2 In reality, Lucy is …
neutral My favourite colour is red. I’m quite confident, but a) sociable and creative.
quiet I’m not selfish! b) shy and serious.
shy 3 In the photo, Amanda is smiling because …
LOOK! a) it’s a lovely sunny day.
b) it’s the weekend.
adverbs of degree 4 In general, Amanda …
He’s quite / a bit shy. He isn’t very confident. a) agrees with the analysis.
b) doesn’t agree with the analysis.

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 Fact box
Cultural awareness The United Kingdom includes
Traditional costume England, Wales, Scotland and
Northern Ireland.
Ejercicio 1 1 Look at pictures a–c. What are the people wearing?
a The girl is Are they from England, Scotland or Wales?
wearing a
white cap,
a black DAILY LIFE FESTIVALS COSTUMES FOOD SPORT HOMES
hat, black
gloves, a Like 420 +1 0 Tag
long black
skirt, a white
blouse and
the Welsh
Project UK: Traditional British costume
flag over her
skirt. a b c
She’s from
Wales.
b The man is
wearing a
tartan kilt,
a black
jacket, black
socks and a
sporran.
He’s from
Scotland.
c The dancer
is wearing
a white
shirt, black
trousers,
white socks, In Wales, women and girls Scotland’s national costume is There isn’t really a national costume in
a hat with
sometimes wear their traditional famous around the world. Scottish England, but Morris dancers’ clothes
flowers and
bells on his costume on special occasions. men often wear kilts at weddings are very traditional. This Morris dancer
socks. This girl is wearing a black hat and other celebrations. This man is is wearing a white shirt, black trousers
He’s from and black gloves. She’s got a long wearing a tartan kilt, a black jacket and white socks. He’s also got a funny
England. skirt and a white blouse. She’s and black socks. He’s also got a hat with flowers on. You often see Morris
also wearing the Welsh flag over sporran – that’s Gaelic for purse. dancers at spring festivals in May. You
her skirt. Welsh men and boys Each Scottish family, or clan, has can hear them immediately, because they
don’t have a traditional costume. got a different tartan. There are always wear bells on their socks!
They just wear smart clothes on more than 2,000 types of tartan!
special occasions. Word check
Ejercicio 3 blouse flag wedding tartan bell
1 no
2 the Welsh
flag 2 2.09 Read and listen to the text. Check your CULTURAL COMPARISON
3 a tartan kilt, answers to exercise 1.
a black 4 Copy and complete the sentences.
jacket, black
3 Read the text again and answer the questions.
socks, 1 The traditional costume in my region / country
a sporran 1 Do Welsh women wear traditional clothes is …
4 at weddings every day? 2 Women and girls wear …
and other 2 What’s the Welsh girl wearing over her skirt? 3 Men and boys wear …
celebrations
3 What is this Scottish man wearing? 4 People often wear traditional costume
5 at spring
festivals in
4 When do Scottish men usually wear kilts? when …
May 5 When do you usually see Morris dancers? 5 I sometimes / never wear traditional clothes
6 bells 6 What do Morris dancers always wear on when …
their socks?

46 InteractiveCulture
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Clothing and appearance
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 Cultural awareness
Traditional costume
Culture note
Objetivos de la lección Inglaterra, Escocia y Gales forman parte de
Gran Bretaña, la mayor de las islas británicas.
• leer un texto sobre los trajes típicos de
Inglaterra es el país más poblado (cerca de
Gales, Escocia e Inglaterra
52 millones de personas), mientras que
• aprender a leer un texto para buscar
Escocia tiene unos 5,5 millones de habitantes
información específica
y Gales, 3. Un 20% de la población de este
• describir los vestidos tradicionales de su
país habla galés, una lengua céltica, y en
país
Escocia hay cerca de 60.000 hablantes de
gaélico, otra lengua de la misma familia.

Warmer
Escribe la palabra Wales en la pizarra y diles CULTURAL COMPARISON

que, en parejas, anoten qué saben sobre
Gales. Escucha las respuestas de toda la
clase y escribe algunas oraciones relevantes
en la pizarra, p.ej. They speak English and
Welsh, Cardiff is the capital, etc.
1 • Haz que se fijen en el Fact box y escribe en
la pizarra los nombres de los tres países:
England, Scotland, Wales.
• Diles que miren las fotos. Luego, que hagan
una descripción de los vestidos de las fotos
y digan la procedencia de las personas.
4 • Diles que completen las cinco oraciones
individualmente.
• Ayúdalos con vocabulario relacionado con
prendas de vestir si lo necesitan.
• Que comparen sus respuestas en parejas o
grupos pequeños.
• Comprueba las respuestas con toda la clase.
Culture video: Clothing and appearance

2 2.09
• Pon el CD. Que escuchen y lean para
comprobar sus respuestas.

Word check
Comprueba que entienden las palabras nuevas.
Usa la foto b para aclararles el significado de
tartan.

3 • Indícales que lean las preguntas con

atención.
• Asegúrate de que las comprenden todas.
• Que busquen las respuestas leyendo el texto
de nuevo.
• Que las comparen en parejas.
• Comprueba las respuestas con toda la
clase.

T 46
 Grammar
Present continuous and
present simple
Objetivos de la lección
• aprender y practicar la diferencia entre el
present continuous y el present simple
• aprender y practicar las expresiones
temporales más habituales en present
continuous y present simple
Enlace web recomendado
www.britishfashioncouncil.com
Warmer
Escribe en la pizarra una oración en present
simple y otra en present continuous, pero
con las palabras desordenadas, p. ej.:
wears trousers usually he (He usually wears
trousers); ’s kilt today wearing he a (He’s
wearing a kilt today). Diles que se pongan en
parejas y las escriban en el orden correcto y
luego, que pasen a la pizarra a escribirlas.
1 • Di a los alumnos que copien las tablas en
sus cuadernos.
• Explica que deben ubicar las oraciones en
una de las tablas.
• Comprueba que han escogido la opción
correcta y pídeles que escriban las oraciones
en las tablas correctas.
• Señala que, en inglés, el present continuous
se usa para hablar sobre cosas que están
ocurriendo ahora u hoy mismo, y el present
simple sirve para referirse a rutinas o
hábitos (cosas que ocurren siempre o con
frecuencia, o de la vida cotidiana).
2 • Que los alumnos miren los ejemplos de
expresiones temporales de la tabla.
• Que copien la tabla en sus cuadernos y que le
añadan las expresiones del cuadro.
• Que comparen las respuestas en parejas.
• Compruébalas con toda la clase.
3 • Haz la primera oración a modo de ejemplo
para toda la clase.
• Anímalos a usar las expresiones de tiempo
de la tabla para que sepan cuándo emplear
el present continuous o el present simple.
T 47
• Individualmente, que seleccionen las
respuestas correctas e identifiquen las
expresiones temporales.
• Comprueba las respuestas con toda la clase y
diles que añadan every weekend a su lista de
expresiones temporales en present simple.
EXPRESS YOURSELF
4 • Recuérdales que, en present simple, las
preguntas se forman con do / does y, en
present continuous, con am / are / is.
• Individualmente, que completen las preguntas
y las respondan con respuestas reales.
• En parejas, que comparen las respuestas.
• Compruébalas con toda la clase.
Extra activity
Diles que se pongan en grupos de cuatro, que
se hagan y respondan las preguntas, y que
anoten las respuestas de sus compañeros.
Luego, que las digann a toda la clase, p. ej.
Luisa usually plays tennis at the weekend.
CLIL Grammar in context:
Design and Technology
5 • Este ejercicio sirve para practicar el uso
del present simple y el present continuous
con diferentes expresiones temporales.
• Pide a los niños que lean todo el texto con
atención.
• Que elijan la forma correcta del verbo entre
paréntesis para completar los espacios.
• Que comparen sus respuestas en parejas.
6 2.10
• Pon el CD.
• Que corrijan las respuestas del ejercicio 5.
CLIL task
Diles que hagan el ejercicio siguiente en
casa: que busquen en internet (en Google,
p. ej.) los nombres de cinco diseñadores
de moda de su país. Al comienzo de la
siguiente lección, que te digan qué nombres
encontraron.
Digital course: Interactive grammar table
Study guide: pág. 51
 UNIT

Grammar
Present continuous and present simple
Ejercicio 1 1 Copy and complete the tables. Add sentences 3 Choose the correct words. What are the
present a) and b). time expressions in 1–5?
continuous Ejercicio 3
present continuous: things that 1 Amy doesn’t usually wear / isn’t
b 1 doesn’t
are happening now usually wearing a dress.
present usually wear
simple What is the Scottish man wearing? 2 She is wearing / wears a dress at the
2 is wearing;
a moment. at the
He’s wearing a kilt.
3 She goes / is going to a wedding now. moment
present simple: routines 4 She wears / is wearing jeans every 3 is going;
or habits weekend. now
Do they always wear kilts? 5 In this photo, she smiles / is smiling. 4 wears; every
weekend
They usually wear kilts at weddings.
5 is smiling
a) Welsh girls sometimes wear traditional
EXPRESS YOURSELF
clothes.
b) This Welsh girl is wearing the Welsh flag. 4 Complete the questions with the present simple Ejercicio 4
or present continuous. Then write true answers. 1 What are
Ejercicio 2 2 Copy and complete the table with the time you wearing
What … you usually … (wear) at weddings? today?
present expressions in the box.
continuous What do you usually wear at weddings? 2 Does it
now, today never now usually today once a week I usually wear … usually snow
present in winter in
1 What … you … (wear) today? your town?
simple Time expressions
never, usually, 2 … it usually … (snow) in winter in your town? 3 Is it snowing
once a week present continuous present simple 3 … it (snow) now? now?
at the moment every day 4 What … you … (do) at the moment? 4 What are
5 What … you usually … (do) at the weekend? you doing
at the
moment?
5 What do you
usually do at
CLIL Grammar in context: Design and technology the
weekend?
Ejercicio 5 5 Complete the text with the correct form of the verbs in brackets.
2 don’t study Use the present simple or the present continuous.
3 like 6 2.10 Listen and check your answers.
4 doesn’t
usually buy
5 makes (1) Do you study (study) textiles at school? We do! We (2) …
6 wears (not study) textiles all year – we do textiles in term 1, food
7 ’m making technology in term 2, and woodwork in term 3. They’re part
8 ’s making of a subject called design and technology. I (3) … (like) it
9 ’s helping because it’s very practical.
10 isn’t Our textiles teacher (4) … (not usually buy) her clothes – she
working (5) … (make) them! She always (6) … (wear) unusual and
original things.
This is our first year in textiles. I (7) … (make) a top, and my
friend Lisa (8) … (make) a skirt. The teacher (9) … (help) me
because my sewing machine (10) … (not work) at the moment. CLIL TASK
Or perhaps the problem is me – I’m not exactly Stella McCartney! Go online. Find the names of five
fashion designers from your country.

Digital course: Interactive

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Grammar
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 integrated skills [photo 48.1] integrated s
Shopping online
I’m looking on the internet – I want to buy a
4:42 PM present for my friend Carlos. Do you or your

BEST of BRITISH
family ever buy things on the internet?

Your basket Click on a picture for more information.

Go to checkout

Product
search

Search by category
Clothing
Accessories
Souvenirs
socks sweatshirt mug
red/white/blue only pink/white/black red/white/blue only
S, M, L S, M, L one size
Log in here
£3.50 £16.99 £5.00
or
Create a new account

flip-flops sunglasses hat

red/white/blue only red/white/blue only red/white/blue only
S, M, L child or adult one size
£8.50 £6.99 £8.00

Step 1: Read Step 2: Listen

3 2.11 Listen to James’ phone enquiry and Ejercicio 3
SKILLS BUILDER
complete information a–f. a Manchester
Reading for specific information b 9
When you read, you don’t need to understand every c 6
word. Read quickly to find specific information. The Best of British shop is on the
d 11
High Street in (a) … .
Ejercicio 1 e 5
1 Look at the web page. Complete the sentences Its opening times are: f 10%
1 £5.00
2 £16.99
with specific information. Monday – Saturday
3 three 1 The ‘I ❤ Britain’ mug costs … . from (b) … o’clock to (c) … o’clock.
4 red / white /  2 The ‘I ❤ London’ sweatshirt costs … . Sundays
blue only 3 You can buy the flip-flops in … different sizes. from (d) … o’clock to (e) … o’clock.
5 two 4 The colour of the mug is … .
Student discount? Yes, (f) … %
5 You can buy the sunglasses in … different sizes.
Ejercicio 2 2 Imagine you have £20. You buy a pair of sunglasses
£5.01 and a hat. How much money do you have left? 4 Listen again. When does the sale start? Ejercicio 4
on Saturday
48

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 Integrated skills
Shopping online
Objetivos de la lección
• practicar las cuatro destrezas
• leer una página de internet
• escuchar una conversación telefónica
• escribir un diálogo personalizado
• representar el diálogo
Warmer
Jugad al ahorcado para repasar nombres
de prendas. Escoge cuatro o cinco palabras
del inicio de la unidad. Escribe rayas en la
pizarra para indicar el número de letras de
cada palabra, p. ej. trousers: _ _ _ _ _ _ _ _ .
Pide a los niños que digan letras que podrían
formar parte de la palabra. Asegúrate de que
las pronuncian correctamente, y continúa
hasta que adivinen la palabra.
Step 1: Read
1 • Destaca lo que dice James, y anímalos a
responder la pregunta Do you or your family
ever buy things on the internet?
• Di a los niños que lean las oraciones con
atención, y luego que busquen rápidamente
las respuestas en la página web.
• Comprueba las respuestas con toda la clase.
• Pregúntales qué significa S, M y L (small,
medium y large).
• Comprueba que entienden la palabra adult
(una persona mayor de 18 años).
Skills builder
Reading for specific information
Explica a los alumnos que, en general,
cuando leemos no es necesario entender
todas las palabras. Diles que piensen qué
clase de textos leen en su lengua, p. ej.,
la programación de TV. Pregúntales si
recuerdan qué programa ponen a una hora
determinada o cuándo empieza un programa
en particular. Señala que, para saberlo, no
necesitan leerlo todo. Anímalos a leer por
encima para buscar información específica.
2 • Comprueba que entienden el ejercicio.
• Diles que respondan la pregunta buscando
los precios en la página web.
• Comprueba las respuestas con toda la clase.
Step 2: Listen
3 2.11
• Asegúrate de que los niños entienden el
ejercicio. Explica lo que quiere decir discount
si es necesario (una rebaja del precio).
• Indica que la respuesta a la pregunta a es
un lugar (una ciudad), las respuestas b–e, la
hora, y que la f es el porcentaje.
• Diles que van a escuchar la información en
una conversación telefónica.
• Pon el CD y diles que anoten las respuestas.
• Que las comparen en parejas.
• Comprueba las respuestas con toda la clase.
4 2.11
• Escribe la pregunta en la pizarra. Comprueba
que entienden la palabra sale (el periodo de
rebajas en las tiendas).
• Pon el CD otra vez y que anoten la respuesta.
• Comprobad la respuesta todos juntos.
2.11 Transcripción, ejercicios 3 y 4
Woman Hello, you’re speaking to Linda at Best
of British. How can I help you?
James Oh, hi. I’m looking at your website
now, but I want to know if you’ve got a shop in
Manchester.
Woman Yes, we have. Our Manchester store is
on the High Street.
James Ah, OK. And is it open every day?
Woman Yes, it’s open seven days a week.
James  What are the opening times?
Woman  From Monday to Saturday, 9 o’clock
in the morning until 6 o’clock. And on Sundays
from 11 o’clock until 5 in the afternoon.
James OK, thanks.
Woman  No problem. Is there anything else I can
help you with today?
James Oh – yes! Do you give a student
discount?
Woman  Yes, we do. There’s 10% off all our
products for students.
James Great, thanks!
Woman  And our sale starts on Saturday, too!
James Oh, really? That’s great!
Woman Thanks for calling. Have a good day!
James Thanks, bye!
T 48
 Integrated skills - continued
Trying on clothes
5 2.12
• Diles que lean las preguntas y asegúrate de
que entienden el significado del verbo look
for (buscar algo).
• Pon el CD y que escriban las respuestas.
• Que las comparen en parejas.
• Compruébalas con todo el grupo.
6 2.12
• Vuelve a reproducir el CD, parando después
de cada intervención para que los alumnos la
repitan.
• Señala el acento en las preguntas: Can I try it
on? What size are you? Can I try the ‘small’?
• Di a los alumnos que repitan varias veces
10 • Elige a algunas parejas para que representen
las preguntas y las respuestas, en conjunto
e individualmente, con el acento y la
entonación correctas.
• Haz que practiquen el diálogo en parejas;
luego, que se intercambien los papeles y que
lo repitan.
8 • Que escojan una de las prendas de la web
de la página 48.
• Individualmente, que escriban su diálogo,
basándose en el del libro y en las
expresiones esenciales para probarse ropa
del Communication kit.
• Obsérvalos mientras escriben y ayúdalos si
es necesario.
Step 4: Communicate
9 • Recuerda a los niños la acentuación de las
preguntas.
• Diles que practiquen sus diálogos en parejas.
• Para practicar un poco más, que se
intercambien los papeles.
su diálogo para toda la clase.
• Los alumnos tienen que levantar la mano
si alguna de estas parejas tiene las mismas
prendas o tallas. Esto hará que estén atentos
a las intervenciones de sus compañeros.

Integrated skills: Workbook, pág. 114

Step 3: Write

Look!
En inglés, nunca se dice a jeans, a shorts, a
trousers, sino some jeans, some shorts, some
trousers. Cualquier modelo de pantalón va
en plural (¡porque tienen dos piernas!). Si nos
queremos referir a una prenda en concreto,
utilizamos a pair of, p. ej., a pair of jeans, a
pair of shorts, a pair of trousers.

7 • Que los niños elijan las palabras correctas.

• Haz que comparen las respuestas en parejas.
• Compruébalas con toda la clase.

T 49
 UNIT

egrated skills integrated skills

TRYING ON CLOTHES

Excuse me. I’m looking for

a jacket like this, but in blue.
Great! Can I try it on?
Probably medium.
I think it’s too big! Can I try the ‘small’?
That’s better!
I’ll take it, thanks.
Oh, yes. They’re over here.
Sure. What size are you?
There you are. There’s a mirror here.
Yes, of course. There you are.
Yes – it looks great!
OK. You can pay over there.

Ejercicio 5 5 2.12 Listen to the dialogue and answer

1 a blue jacket the questions.
2 small 1 What is James looking for?
2 What size does he buy? Step 4: Communicate
6 Listen again and repeat. Practise your intonation.
9 Work in pairs. Take turns to practise your dialogues.

LOOK! Excuse me. I’m looking for a / some …

Oh, yes. They’re over there.
In English, all kinds of trousers are plural.
a jeans ✗ some jeans ✓ 10 Now act your dialogue for the class.

Step 3: Write COMMUNICATION KIT

Ejercicio 7 7 Choose the correct words. Trying on clothes
1 some 1 I’m looking for a / some football shorts. Excuse me. I’m looking for a / some …
2 It looks 2 That T-shirt’s nice. It looks / They look great! Can I try it / them on?
3 them 3 I like these jeans. Can I try it / them on? What size are you?
4 it 4 This bag’s nice. I’ll take it / them. Small / medium / large
It’s / They’re too big / small / long / short.
8 Choose an item from page 48. Write a new It looks / They look great!
dialogue. Write both parts. Use the dialogue in I’ll take it / them, thanks.
exercise 5 to help you. You can pay over there.
Excuse me. I’m looking for a / some …

Integrated skills: Workbook page 114 49

9780230429697_Pulse_04.indd 49 29/08/2013 16:46

 1
3

member of my
Harry Styles is a singer. He’s a
favourite band, One Dire ctio n.
s smart. He’s wearing a
In the first picture, Harry look
I think he’s going to an
grey jacket and a white shirt.
awards ceremony.
Ejercicio 1 singing with the other
In the second picture, Harry is
ir clothes are casual.
1  A grey members of One Direction. The
jacket and a sers , a blue jacket
Harry’s wearing white trou
white shirt. thin k they ’re com peting in
and red shoes. I 2
He’s going
to an awards a tale nt sho w.
ceremony. pping.
In the third picture, Harry is sho
2  White swe atsh irt and white
He’s wearing a grey
trousers, a he’s carr ying a bag . In this
blue jacket trainers, and
pict ure he look s seri ous .
and red shoes.
He’s
competing in a
talent show.

Writing
3  A grey
sweatshirt and
white trainers.
He’s shopping. Describing photos
1 2.13 Read and listen to the description. Copy and complete the notes.
Ejercicio 2
1 before Harry Styles Picture 1 Picture 2 Picture 3
2 after
3 haven’t
What’s he wearing? A grey jacket and … … …
What’s he doing? He’s going to … … …
Ejercicio 3
Rule 1 2 Read the examples in the Writing focus. Complete rules 1–3 with after, before or have / haven’t.
a grey
sweatshirt
Rule 2
Harry looks WRITING FOCUS
smart.
Writing task
Using adjectives
Rule 3 Write a description of three pictures. Use
red shoes 1 Adjectives go ... a noun.
pictures of a friend or choose a famous person.
white trainers. He’s wearing a grey jacket.
2 Adjectives go ... the verbs be and look. Plan Find three pictures. Makes notes about
Their clothes are casual. Harry looks serious. them. Use the notes in exercise 1 to help you.
Ejercicio 4
3 Adjectives ... got plural forms. Write Write your description. Write one
1 Harry’s hair
is curly. whites shorts ✘ white shorts ✔ paragraph for each picture. Give your writing
2 They a title.
look very 3 Read the description in exercise 1 again. Find one
energetic. Check Check your writing.
more example for rules 1–3.
3 Their songs
are great. ✔ adjective + noun
4 Order the words to make sentences. ✔ is / are or look(s) + adjective
4 He’s wearing
a grey 1 is / Harry’s / curly / hair . ✔ present continuous verb forms
sweatshirt. 2 look / They / energetic / very . ✔ vocabulary for clothes and adjectives of
5 These 3 are / songs / great / Their . character
photos look 4 sweatshirt / He’s / wearing / grey / a .
nice.
5 nice / These / photos / look .

50 Build your confidence: Writing reference and practice. Workbook page 126

9780230429697_Pulse_04.indd 50 29/08/2013 16:46

 Writing
Describing photos Writing task
El objetivo de este ejercicio es que los niños
Objetivos de la lección escriban de forma guiada un texto para
• aprender a usar los adjetivos practicar el uso del adjetivo + sustantivo,
correctamente is / are o look(s) + adjetivo y el present
• escribir tres descripciones breves continuous. También sirve para que practiquen
el uso de palabras sobre ropa, adjetivos para
describir el carácter y emplear correctamente
Warmer la puntuación. Pídeles que sigan los pasos en
Escribe las palabras shirt, trousers y shoes el Student’s Book y cuando lleguen al Check,
en un papel, y shirt, skirt y shoes en otro. que se intercambien los cuadernos y corrijan
Añade colores a cada palabra, p. ej., a el texto de un compañero.
blue shirt. Di a los niños que tienes la foto
de un chico y una chica, y que tienen que
Writing reference and practice: Workbook, pág. 126
adivinar lo que llevan puesto. Utiliza solo
las respuestas breves con Yes o No, de
manera que te hagan preguntas como esta:
Is he wearing a red shirt? No, he isn’t. Is he
wearing a blue shirt? Yes, he is. Continúa así
hasta que adivinen los colores de las seis
prendas.

1 2.13
• Pide a los alumnos que lean toda la
información sobre Harry Styles.
• Pon el CD. Que escuchen y lean la
descripción.
• Diles que copien y completen la descripción
en sus cuadernos.
• Que comparen sus respuestas en parejas.
• Comprobadlas todos juntos.
2 • Explica el ejercicio: tienen que completar las
reglas para los adjetivos del Writing focus
usando after, before o have / haven’t.
• Que completen las reglas invidivualmente.
• En parejas, que comparen sus respuestas.
• Compruébalas con toda la clase.
3 • Que busquen un ejemplo más de las normas
1–3 en la descripción de Harry Styles.
• Comprueba las respuestas con todo el grupo.
4 • Haz la primera pregunta con toda la clase
como ejemplo. Comprueba que comprenden
lo que es curly hair (lo contrario de straight
hair).
• Individualmente, que ordenen correctamente
las palabras y escriban las oraciones.
• Que comparen sus respuestas en parejas.
• Compruébalas con toda la clase.

T 50
 Study guide
Grammar, Vocabulary and Speaking
Explica a los alumnos que Study guide es una
página importante que aporta información útil
sobre el lenguaje de la unidad: la gramática,
el vocabulario y lenguaje funcional de las
Integrated skills. Explícales que pueden
consultarla para preparar tests o exámenes.
Speaking
• Comprueba que entienden el significado de
las expresiones para probarse ropa
• Di a los alumnos que representen una
conversación entre el dependiente de una
tienda y un cliente.

Grammar
Additional material
• Diles que lean las oraciones de ejemplo Workbook
en present continuous y asegúrate de que • Progress check, página 38
saben cómo formar este tiempo verbal • Self-evaluation, página 39
correctamente. • Grammar reference and practice, página 90
• Luego, diles que lean las oraciones de • Vocabulary extension, página 105
ejemplo en present continuous y present • Integrated skills, página 114
simple y comprueba que saben cuándo • Writing reference and task, página 126
tienen que utilizar cada tiempo verbal. Pueden
traducirlas a su lengua si lo necesitan.
• Diles que consulten la Grammar reference
de las páginas 90–91 del Workbook cuando
tengan que repasar la gramática.

Vocabulary
• Que lean la lista de vocabulario y comprueba
que entienden las palabras.
• Diles que pueden consultar la Wordlist de
la página 151 del Workbook si han olvidado
algunas palabras.

Teacher’s Resource File Tests and Exams

• ‘Pulse Basics worksheets’, páginas 23–28 • Test de la Unidad 4: Basic, Standard
• ‘Vocabulary and grammar consolidation y Extra
worksheets’, páginas 15–18 • CEFR Skills Exam Generator
• ‘Translation and dictation worksheets’,
páginas 5, 15
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 7–8
• ‘Culture and CLIL worksheets’, págs. 13–16
• ‘Culture video worksheets’, páginas 7–8
• ‘Digital competence worksheets’, págs. 7–8
• ‘Macmillan Readers worksheets’, páginas 3–4

T 51
 UNIT

Study guide
Grammar
Present continuous Vocabulary
Clothes and shoes
affirmative boots jumper tie
playing the piano cap shirt trainers
I ’m
now. coat shoes trousers
He / She / It ’s wearing a coat today. dress shorts T-shirt
We / You / They ’re playing football. jacket skirt
jeans socks
negative
I ’m not wearing a dress. Adjectives of character
He / She / It isn’t speaking French now. adventurous funny quiet
cheerful jealous selfish
singing at the
We / You / They aren’t clever lazy shy
moment.
confident nice unfriendly
questions and short answers friendly proud
Yes, I am.
Are you studying?
No, I’m not.
Is he / she / it Yes, he / she / it is. Speaking
wearing a hat? No, he / she / it isn’t. Trying on clothes
Are we / you / they Yes, we / you / they are. Excuse me. I’m looking for a / some … .
going to a party? No, we / you / they aren’t. Can I try it / them on?
What size are you?
Small / medium / large.
Present continuous and It’s / They’re too big / small / long / short.
present simple It looks / They look great!
I’ll take it / them, thanks.
present continuous: things that You can pay over there.
are happening now
What are you wearing now?
I’m wearing a uniform.

present simple: routines or habits

Do you always wear a uniform?
I never wear a uniform at the weekend!

Present continuous
spelling rules
• For most verbs, add -ing to the infinitive
do doing jump jumping
• For verbs that end in -e, omit the -e and
add -ing
have having ride riding
• For one-syllable verbs that end in vowel + LEARNING TO LEARN
consonant (except w, x or y), double the When you learn adjectives of character, list
consonant and add -ing them under headings: positive, negative and
run running swim swimming neutral.

Progress check: Workbook page 38 Grammar reference: Workbook page 90 51

9780230429697_Pulse_04.indd 51 29/08/2013 16:46

UNIT
feeling
great!

Objetivos de unidad y competenecias clave

En esta unidad los alumnos aprenderán…
• a entender, memorizar y usar correctamente
palabras para lugares de ocio CCL CSC
• a entender, memorizar y usar correctamente
palabras referidas a distintos tipos de comida
CCL CMCT
• a entender y usar correctamente estructuras
gramaticales en presente y buscar paralelismos
con su lengua materna CCL CAA
• sobre la comida tradicional de Australia CCL
CMCT CSC CEC
• sobre comida típica del Reino Unido, viendo un
vídeo corto CCL CMCT CSC CEC
En esta unidad los alumnos aprenderán a…
• buscar información específica en un foro de
internet CCL CD CEC
• buscar información sobre lugares de ocio CCL
CD CSC SIE
• buscar información específica en una entrevista
sobre comida CCL CMCT CSC
• hablar sobre hábitos de ocio CCL CSC
• escribir una receta CCL CMCT CEC
• leer un menú, escuchar una conversación en
una cafetería y pedir comida CCL CSC
• describir una foto en un examen CCL CAA

Contenidos lingüísticos Destrezas

Vocabulario principal Comprensión lectora

• Lugares de ocio: bowling alley,
cinema, etc.
• Alimentos y bebidas: juice,
cheese, biscuits, etc.
Gramática
• Present simple: there is, there are
+ a / an, some y any
• Sustantivos contables y no
contables; How much? How many?
Lenguaje útil
• Pedir comida
• Expresiones para situar
elementos en una foto
Pronunciación
• Sonidos difíciles: /ɪ/ e /i:/
• Leer un foro con consejos para sentirse a gusto
• Leer un texto sobre platos típicos de Australia
• Leer un menú
Expresión escrita: interacción y
producción
• Escribir un diálogo personalizado
• Escribir una receta en tres pasos: planear, escribir, repasar
Comprensión oral
• Escuchar entrevistas sobre comida
• Escuchar a gente que pide comida
Expresión oral: interacción
• Intercambiar información sobre hábitos de ocio
Expresión oral: producción
• Preparar y representar un diálogo sobre pedir comida
• Preparar y describir una foto para un examen de speaking
Destrezas para el Evaluación
aprendizaje permanente
• Test de la Unidad 5: Basic, Standard y Extra
Autoaprendizaje y • CEFR Skills Exam Generator
autoevaluación
• ‘Study guide’:
Student’s Book, página 61 External exam trainer
• ‘Progress check y ‘self-evaluation’:
Workbook, páginas 46–47 • Speaking: describir una foto
• ‘Grammar reference’ y ejercicios:
Workbook, páginas 92–93
• ‘Wordlist’: Materiales digitales
Workbook, páginas 151–157
Pulse Live! Digital Course, que incluye:
Estrategias de
• Tablas de gramática interactivas
aprendizaje y destrezas
• Vídeo modelo de expresión oral: pedir comida
de pensamiento
• Vídeo con material cultural: comida típica del Reino Unido
• Escuchar para captar y comprender
información sobre precios Página web del alumno
Conciencia cultural
• Comida tradicional en Australia
• Comparar los platos típicos de su Competencia digital
país con los de Australia
• Web quest: póster de sitios turísticos del Reino Unido
Contenidos
• Worksheet de competencia digital: presentaciones
interdisciplinares
• Ciencia: nutrición
• Tecnología: buscar información en
internet Materiales de refuerzo
• Matemáticas: precios
• Teacher’s Resource File: ‘Basics’, páginas 29–34
• Tecnología alimentaria: recetas
• Teacher’s Resource File: ‘Vocabulary and Grammar
Consolidation worksheets’, páginas 19–20

Competencias clave
CCL Competencia en
comunicación lingüística
CMCT Competencia en matemáticas,
ciencia y tecnología
CD Competencia digital
CAA Aprender a aprender
CSC Competencias sociales y
cívicas
SIE Sentido de iniciativa y
emprendimiento
CEC Conciencia y expresión
cultural
Materiales de ampliación
• Actividad para fast-finishers: Student’s Book, página 53
• Actividades extra: Teacher’s Book, páginas T52, T57
• Teacher’s Resource File: ‘Vocabulary: Extension
worksheets’, páginas 21–22
Teacher’s Resource File
• ‘Translation and dictation worksheets’, páginas 6, 16
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 9–10
• ‘Culture and CLIL worksheets’, páginas 17–20
• ‘Culture video worksheets’, páginas 9–10
• ‘Digital competence worksheets’, páginas 9–10
• ‘Macmillan Readers worksheets’, páginas 3–4
U 5
 UNIT

THINK ABOUT IT
What makes you feel great?
Think about …
health relaxation sport
holidays hobbies
Vocabulary and Speaking
Places to go
1 2.14 Listen and repeat the words. Can you go to all these places in your town?

park sports centre gym swimming pool café cinema library

bowling alley shopping centre football stadium restaurant skate park

2 Look at the poster. Copy and complete 1–6 with words from exercise 1.

Have fun at the (2) … Try your luck at

Relax with your
friends in the (1) … the new (3) …

Ejercicio 2
1 park
2 swimming
pool
3 bowling

v i ll e !
alley

to N e w
4 café

l co m e
5 gym

We
6 cinema

to keep you fe eling great ...

Th ere’s lots to do

Meet your friends

for a drink in a (4) … Get fit – sign up for the (5) … Watch a great film at the (6)
Ejercicio 3 …
Possible
answers
3 Where can you do the activities in the box? LOOK!
You can relax
Write sentences.
in the park.
expressions of frequency
You can go go swimming relax go skateboarding
skateboarding every day / weekend
do sport meet your friends
at the skate once / twice / three times a week / month
park. You can go swimming at the swimming pool.
You can do
sport at the 5 Work in pairs. Ask and answer. Use How often … ?
sports centre. EXPRESS YOURSELF
How of ten do you go to the skate park?
You can meet 4 Choose four places from exercise 1. Write true
your friends at sentences with expressions of frequency. I never go to the skate park!
the café.
I go to the park once a week.

52 Vocabulary
Interactive
extension:
Grammar
Workbook
Table: Workbook
page 106 page xx

9780230429697_Pulse_05 NEW.indd 52 12/09/2013 17:23

 Vocabulary and Speaking
Places to go
Objetivos de la lección
aprender vocabulario sobre lugares
• 
aprender palabras relacionadas con
• 
actividades de ocio
escribir oraciones sobre la frecuencia con
• 
que alguien realiza una actividad
Warmer
Escribe free time en la pizarra. En parejas,
que anoten lo que hacen en su tiempo libre,
p. ej., play tennis, watch TV, go swimming.
Comprueba las respuestas con toda la clase.
Think about it
Explica el significado de feel great (sentirse
completamente sano y feliz). Diles que, en
parejas, comenten qué les hace sentir bien y
por qué, basándose en las cinco categorías
del cuadro. Comprobad las respuestas juntos.
1 2.14
• Diles que miren las fotos. Pon el CD para que
escuchen las palabras y las repitan.
• Pregúntales si su población dispone de todas
estas instalaciones. En caso contrario, que
digan las que sí hay.
Language note
En los nombres compuestos formados por
dos sustantivos, el acento casi siempre
recae sobre el primero, p. ej., sports centre,
swimming pool, bowling alley.
2 • Haz la primera frase como ejemplo (park).
• Diles que usen las palabras del ejercicio 1
para completar las oraciones.
• Que comparen las respuestas en parejas.
• Compruébalas con toda la clase.
Extra activity
Señala algunas expresiones del anuncio
y asegúrate de que entienden relax, have
fun, try your luck y get fit. Pídeles que las
copien en sus cuadernos y que escriban la
traducción.
3 • Elije a un alumno para que lea en voz alta la
oración de ejemplo. Diles que, en inglés, la
preposición at se usa para nombrar lugares
como swimming pool, bowling alley y gym,
y at o in para restaurant, café y library. En
cambio, decimos in the park.
• Diles que escriban las oraciones que
empiezan por You can... para las demás
actividades, basándose en el ejemplo.
• Compruébalas con toda la clase y destaca
que hay muchas posibilidades distintas.
Look!
Que se fijen en las expresiones de frecuencia
y explícales que suelen ir al final de la
oración, p. ej., I go to the gym three times a
week.
EXPRESS YOURSELF
4 • Lee en voz alta la oración de ejemplo para
toda la clase.
• Diles que, individualmente, elijan cuatro sitios
del ejercicio 1.
• Que escriban oraciones reales con
expresiones de frecuencia.
Language note
Recuérdales cómo se forman las preguntas
con How often?, p. ej., How often do you
play football? y las posibles respuestas: I play
football every day, I play football twice a week,
I never play football, etc. Diles que miren las
expresiones de frecuencia del cuadro Look!
y señala que, en inglés, se puede decir, every
day, every weekend, every Saturday, etc.
Recuérdales que se dice once y twice, no one
time o two times.
5 • Elije a dos alumnos para que lean en voz alta
la pregunta y la respuesta de ejemplo.
• En parejas, que se hagan preguntas
parecidas y las respondan usando el
vocabulario de los ejercicios 1 y 3.
• Que algunas parejas lo repitan para todos.
Vocabulary extension: Workbook, pág. 106
T 52
 Reading
Text type: 3 • Que lean todas las preguntas con atención y
An online message board asegúrate de que las entienden.
• Diles que busquen la información en los
mensajes.
Objetivos de la lección
• Que comparen sus respuestas en parejas.
• leer mensajes en un foro de internet • Compruébalas con toda la clase.
• decir qué actividades realizan
4 • Haz que miren los mensajes y busquen las
actividades que hacen ellos. Que escriban
oraciones como las de los ejemplos.
Enlace web recomendado
• Que las comparen en parejas.
www.visitbritain.com
• Compruébalas con todo el grupo.

Warmer Finished?
Repasa el vocabulario referido a sitios y
Pide a los que acaben primero que escriban
actividades de la lección anterior. Anota en
sus propios consejos a NewGirl.
la pizarra las palabras siguientes: have fun,
relax, get fit. En parejas, que comenten dónde
pueden hacerlas. Pídeles que respondan en
voz alta, p. ej., You can get fit at the gym.
Web quest
Diles que hagan un póster o un trabajo sobre
1 2.15 lugares turísticos del Reino Unido. Que
• Lee la pregunta para toda la clase. consulten el Web quest tip.
• Pon el CD para que lean y escuchen los
1 • Divídelos en grupos y diles que tienen
mensajes del foro de internet y busquen la
que buscar distintas ciudades del Reino
respuesta.
Unido en un mapa, p. ej., Oxford, York,
• Que comparen sus respuestas en parejas.
Cambridge, Liverpool, etc.
• Compruébalas con toda la clase.
• Diles que no elijan Londres porque en
esta ciudad hay demasiados sitios para
Language note visitar.
En inglés, en una library (biblioteca) puedes 2 • Pídeles que abran un navegador de
pedir libros prestados. Para comprarlos, internet, como Internet Explorer, y luego
tienes que ir a una bookshop (librería). un buscador (p. ej.,Google). Que tecleen
leisure facilities in...
• Diles que busquen qué sitios hay en la
2 • Señala el Word check y comprueba que
ciudad que eligieron, y fotos de esos
entienden el significado de todas las
lugares.
palabras, p. ej., tips (consejos útiles).
3 • Que los grupos hagan su póster o
• Pide a los niños que las traduzcan.
proyecto, y luego que lo presenten al
resto de compañeros.
Culture note
Los clubes juveniles del Reino Unido son
lugares donde los adolescentes van a
descansar y reunirse con sus amigos. Para
poder entrar hay que ser socio y, en general, se
paga una pequeña cuota para tener derecho
a usar las instalaciones. Es bastante habitual
jugar a deportes de sala, como tenis de mesa,
y a veces se montan discotecas.

T 53
 MESSAGE BOARD FAQs Register Login Search… Go

Top tips for feeling great? Post reply 4 posts Page 1 of 1

Top tips for feeling great?

by NewGirl Wed 12/01 18.12
Hello there! I want to find out about ways to stay healthy and make friends at the same time.
Any top tips for feeling great?
NewGirl

Re: Top tips for feeling great?

by HealthFan Wed 12/01 19.27
Hi NewGirl! If you want to meet new people, try joining the Scouts! There’s a Scouts group
where I live – they organize activities like trips to the bowling alley and the skate park. Is there
HealthFan a sports centre near you? There’s a fantastic gym in my town – there are some great classes
like zumba® and pilates. There’s a swimming pool at the gym too – swimming’s a great way to
relax! Find out about your local facilities. There’s usually an information board at the library.

Re: Top tips for feeling great?

by Andy02 Thurs 13/01 20.42
There aren’t any gym classes in my village, but I don’t mind – I’d rather be outside! Is there
a park near your new house? Go for a walk – it’s good to get fresh air! There are also lots of
Andy02 young people in my local park. Just relax and keep smiling!

Re: Top tips for feeling great?

by NewGirl Thurs 13/01 20.57
Thanks for your tips – there are some great ideas! I want to try zumba – it looks fun. There isn’t
a Scout group here, but there’s a youth club. I’m going there on Friday. Wish me luck!
NewGirl

Word check
tips make friends outside relax youth club Wish me luck!

Reading
An online message board
Ejercicio 1 1 2.15 Read and listen to the messages. How many 4 Which of the activities in the messages
eight – places are mentioned? do you do? Write sentences that are true
bowling
for you.
2 Check the meaning of the words and expressions in the
alley, skate I go to the bowling alley.
park, sports
Word check. How do you say them in your language?
centre, gym,
I don’t go to a Scout group.
swimming 3 Are these sentences true or false? Correct the false
pool, library, sentences.
park FINISHED?
1 There’s a Scout group in HealthFan’s town.
2 There’s isn’t a gym in HealthFan’s town. Write five of your own top tips for
Ejercicio 3 3 There aren’t any gym classes in Andy02’s village. NewGirl.
1 True 4 Andy02 doesn’t like walking. Go to a yoga class!
2 False
5 There isn’t a youth club in NewGirl’s town.
There’s a
fantastic gym
in HealthFan’s
town.
WEB QUEST
3 True Make a class poster or do a project about places to visit in the UK.
1 Group work: look at a map of the UK. Allocate a different town or city Use very specific keywords when
4 False you search for information. This
Andy02 likes to each student.
2 Find out about places to visit in the town or city. Think about parks, helps you to find information
walking.
football stadiums, museums, etc. more quickly.
5 False
There’s a 3 Be creative! Find or draw pictures of places to visit in the town or city.
youth club Then share yourInteractive
information with the
Grammar group.
Table: Workbook page xx 53
in NewGirl’s
town.

9780230429697_Pulse_05 NEW.indd 53 12/09/2013 17:23

 Grammar
There is / There are Countable and uncountable
+ a / an, some and any nouns
Ejercicio 1 1 Copy the tables. Then complete 1–4 with a, an, 4 Look at the tables. Then complete rules a) and Ejercicio 4
1 an some and any. b) with Countable or Uncountable. a Countable
2 a
singular countable nouns b Uncountable
3 some
There’s a pool at the gym. We can count countable nouns.
4 any
There’s (1) ... information board at the library. There’s a restaurant. ✔
There isn’t (2) ... Scout group here. There are some restaurants. ✔

plural uncountable nouns

There are three people on the message We can’t count uncountable nouns.
board. There’s a food. ✘ There are some foods. ✘
There are (3) ... great classes. There’s some food. ✔
There aren’t (4) ... dance classes in my town.
a) ... nouns have got singular and plural forms.
b) ... nouns haven’t got plural forms.
Ejercicio 2 2 Complete the sentences with There’s or There are.
1 There are There’s a swimming pool. 5 Copy and complete the lists with the words in Ejercicio 5
2 There’s the box. countable
1 ... two tables. nouns
3 There are
2 ... a juice bar. spinach bananas apples water apples,
4 There’s
3 ... three restaurants. fruit grapes oranges juice grapes,
5 There are oranges
4 ... an Indian restaurant.
5 ... five people. uncountable
COUNTABLE NOUNS UNCOUNTABLE NOUNS
nouns
Ejercicio 3 3 Look at the picture. Are the sentences in bananas spinach water, fruit,
juice
1 False exercise 2 true or false? Correct the false
There aren’t sentences.
6 Copy and complete the recipe with a / an, some
two tables.
There’s one There’s a swimming pool. or any. Ejercicio 6
table. False. There isn’t a swimming pool. There’s a gym. 1 any
2 True 2 an
3 False 3 a
There Fancy a healthy treat? Don’t worry if
aren’t three 4 some
restaurants. there aren’t (1) ... juice bars near you! 5 a
There are two Try making this delicious green smoothie 6 some
restaurants. in a smoothie machine. Put (2) ... apple, 7 some
4 False (3) ... kiwi and (4) ... green grapes in the
8 a
There isn’t smoothie machine. Add (5) ... banana,
an Indian
(6) ... spinach and (7) ... water. Mix it up,
restaurant.
There’s then serve in (8) ... glass.
an Italian
restaurant
and there’s ANALYSE
a Chinese
restaurant. In English, we use there is for singular
5 False nouns and there are for plural nouns.
There aren’t Translate sentences a) and b). Are the
five people.
There are four bold words different in your language?
people. a) There’s one banana.
b) There are ten strawberries.

54 Digital course: Interactive

Interactive
grammar Grammar
table Table: Workbook pageStudy
xx guide: page 61

9780230429697_Pulse_05 NEW.indd 54 12/09/2013 17:23

 Grammar
There is / There are Countable and uncountable
+ a / an, some and any nouns

4 • Explícales que el objetivo de la actividad

Objetivos de la lección es completar las reglas para sustantivos
• aprender a usar there is / there are en contables y no contables.
afirmativa y negativa • Diles que miren las tablas y las reglas a–b.
• usar a / an, some y any con sustantivos • Que completen las reglas con Countable o
contables y no contables Uncountable y la información de las tablas.
• Comprueba las respuestas con todo el grupo.
• Señala que a no se usa con sustantivos no
Warmer contables.
Pídeles que digan los sitios de ocio que
5 • Que los niños copien la lista y la completen
hay en su población. Anímalos a nombrar
con las palabras del cuadro.
algunos y anótalos en la pizarra (p. ej., cafés,
• Que comparen sus respuestas en parejas.
sports centre, park). Pregúntales si hay algún
• Compruébalas con toda la clase.
lugar que su población no tiene pero que les
gustaría que hubiera. Escríbelos en la pizarra
(p. ej., BMX track, bowling alley).
Language note
Señala que se puede usar some con
1 • Diles que copien las tablas en sus cuadernos. sustantivos contables y no contables, p. ej.,
• Que completen individualmente las some restaurants, some water. En negativa,
oraciones usando a, an, some y any. any también se puede emplear con los dos
• Comprueba las respuestas con toda la clase. tipos de sustantivos, p. ej., there aren’t any
• Señala que there’s / there isn’t se usa para restaurants, there isn’t any water.
sustantivos en singular y there are / aren’t
para sustantivos en plural.
6 • Pide a los niños que lean la receta.
• Todas estas formas pueden contraerse a
• Que trabajen individualmente y que llenen los
excepción de there are.
espacios con a / an, some o any.
• Recuérdales que an se usa en el espacio 1
• Que comparen sus respuestas en parejas.
porque information comienza con vocal.
• Compruébalas con toda la clase.
Language note
Analyse
Señala que some se usa en oraciones
Pídeles que traduzcan las oraciones a y b a
afirmativas (p. ej. There are some great classes)
su lengua. Explica que, a diferencia de otros
y any en oraciones negativas (p. ej. There
idiomas, en inglés hay diferentes maneras de
aren’t any dance classes) e interrogativas (p. ej.
formar el singular y el plural.
Are there any sports centres in your town?).

2 • Que completen el ejercicio individualmente. Digital course: Interactive grammar table

• Diles que comparen las respuestas en parejas.
Study guide: pág. 61
• Recuérdales que people es el plural de person.
3 • Escoge a dos alumnos para que lean en voz
alta las oraciones de ejemplo.
• Diles a todos que miren el dibujo y digan
si las oraciones del ejercicio 2 son falsas o
verdaderas.
• Que corrijan las oraciones falsas.
• Comprobadlas todos juntos.

T 54
 Vocabulary and Listening
Food and drink
Objetivos de la lección
aprender palabras referidas a distintos
• 
tipos de comida
escuchar información específica
• 
Warmer
Escribe breakfast, lunch y dinner en la pizarra.
En parejas, que comparen sus alimentos
favoritos para cada comida. Comprueba las
ideas con toda la clase y anota en la pizarra
los alimentos que dicen.
1 • Diles que lean el artículo sobre los menús
escolares en el Reino Unido y que los
comparen con lo que ellos suelen comer.
• Escuchad las respuestas todos juntos.
• Destaca la información del cuadro Top
Tips y anima a los alumnos a responder las
preguntas Do you eat breakfast? y How often
do you eat fish?
2 2.16
• Pon el CD para que escuchen las palabras
en azul y las repitan.
• Anima a los alumnos a traducir todas las
palabras.
3 • Individualmente, que copien la lista en sus
cuadernos.
• Diles que completen la lista con las palabras
en azul del ejercicio 2.
• Que comparen sus respuestas en parejas.
• Compruébalas con todo el grupo.
4 2.17
• Pon el CD. Los niños deben escuchar y decir
a qué ciudad pertenece cada alumno.
• Comprueba las respuestas con toda la clase.
5 • Que copien la tabla en sus cuadernos.
• Pon el CD otra vez y diles que completen la
tabla.
• Comprueba las respuestas con toda la clase.
6 • Que los alumnos digan si las oraciones son
verdaderas o falsas y las corrijan.
• Comprobadlas todos juntos.
T 55
Pronunciation lab: Difficult sounds:
/ɪ/ and /i:/; página 125
2.17 Transcripción, ejercicios 4 y 5
1 Paul  We’re at Newton High School in London,
England. Let’s see what the students are
having for lunch today ... Hi there, we’re doing
a programme about school lunches around the
world. What are you having for lunch today?
Sara  Well, I’m having chilli with rice and for
dessert I’ve got some yoghurt.
Paul  Right. And what are you having to drink?
Sara  Apple juice.
Paul  OK. Is there a choice of food here?
Sara  Oh, yes. There are lots of different things
you can have ...
Paul  And do you always have lunch at this time?
Sara  Yes – at half past twelve. The younger
children have lunch at twelve o’clock and we
come in at half past twelve.
Paul  Thanks! Enjoy your lunch!
2 María  We’re at the Instituto Manuel Diego in
Madrid. Hello. What are you having today?
David  Well, for first course today there’s salad,
then fish for the main course. I’ve got fruit for
dessert.
María  And you’re drinking ... water?
David  Yes, water.
María  Are there always three courses for lunch
here?
David  Yes, we always have three courses.
María  Do all your friends have lunch at school?
David  No, some of my friends go home for lunch.
María  Thanks for talking to us. Enjoy the rest of
your lunch!
3 Kevin  I’m talking to students at the Santa
Monica High School in California. Hi there, what
are you having for lunch today?
Maya  I’ve got pizza and fries and for dessert I’m
having ice cream.
Kevin  And to drink?
Maya Cola!
Kevin  Do you always have lunch here in the
school cafeteria?
Maya  I do – but some of the older students
leave school for lunch.
Kevin  Is there much choice here at school?
Maya  No, not really. I mean, there aren’t a lot of
healthy options. There’s mostly pizza, burgers
and fries ...
Kevin  Well, thanks for talking to us! So, now
back to the studio ...
 UNIT

Vocabulary and Listening

Food and drink
1 Read the article about school lunches. Are they similar to your lunches?
2 2.16 Listen and repeat the words in blue.

How healthy is your school lunch?

In the UK, about half of all students have a school
lunch and half take a packed lunch.

Here’s a typical school lunch.

There’s usually some chicken, meat
or fish with rice, pasta or potatoes
and bread. There’s usually salad
or vegetables like peas, broccoli or
green beans. For dessert there’s fruit,
yoghurt or a piece of cake. And
there’s milk, juice or water to drink.

This is a typical packed lunch, but

it isn’t very healthy! There are
sandwiches (usually with cheese, ham
or tuna) and there’s a bag of crisps.
There’s a chocolate bar, some biscuits
and a fizzy drink. But there isn’t any
fruit! It’s a good idea to have an apple,
orange or some nuts for a snack.
If you want to study better:
• don’t forget to have breakfast – it
gives you energy to start the day.
• eat fish regularly – it contains
Omega-3 which is good for
concentration!

Ejercicio 3 3 Copy and complete the list with the blue words 5 Listen again. Write the answers to 1–6 in your Ejercicio 5
Protein from exercise 2. notebook. 1 rice
fish, ham 2 yoghurt
Main meal Dessert Drink
Carbohydrates Protein chicken, ... 3 salad
rice, potatoes Sara chilli with (1) … (2) … apple juice 4 water
Fruit and Carbohydrates rice, ... David (3) … , then fish fruit (4) … 5 pizza
vegetables
salad, orange,
Fruit and vegetables peas, ... (5) … and fries 6 ice cream
Maya (6) … cola
nuts Dairy products yoghurt, ... (chips)
Dairy products
milk, cheese, Fat and sugar cake, ... 6 Are the sentences true or false? Correct the false Ejercicio 6
yoghurt sentences.
Drinks juice, ... 1 True
Fat and sugar
cake, biscuits, 1 There’s a choice of food at Sara’s school. 2 False
crisps She has lunch
2 Sara has lunch at 12 o’clock.
at half past
Drinks 3 There are always three courses for lunch at twelve.
milk, juice David’s school.
4 2.17 Listen to three conversations about 3 T
 rue
food at school. Where are the students from? 4 All of David’s friends have lunch at school. 4 False
Ejercicio 4
5 There isn’t a cafeteria at Maya’s school. Some of
6 There are a lot of healthy options at Maya’s school. David’s friends
1 London, go home for
England 2.18–2.19 Pronunciation lab: Difficult sounds: /ɪ/ and /iː/, page 125 lunch.
2 Madrid, 5 False
Spain There is a
Interactive Grammar Table: Workbook page xx 55
3 California, cafeteria at
the USA Maya’s school.
6 False
There aren’t a
9780230429697_Pulse_05 NEW.indd 55 lot of17:23
12/09/2013 healthy
options at
Maya’s school.
 Fact box
In Australia, traditional
Cultural awareness food is called ‘bush tucker’
(bush = countryside;
Traditional food tucker = food). But this isn’t
the standard diet for most
1 Look at the pictures. Would you like to eat the insects? Why (not)?
Australians!
Ejercicio 2 2 2.20 Guess the answers to 1–4. Then read, listen and check.
1 a
1 Are there any bush tucker restaurants in Australia? 3 Are there any vitamins and minerals in insects?
2 b a) Yes, there are. b) No, there aren’t. a) Yes, there are. b) No, there aren’t.
3 a 2 How much protein is there in a witchetty grub? 4 How many people in the world eat insects?
4 b a) 1.5% b) 15% a) 6% b) 60%

WORLD FOODS: AUSTRALIA Bush Tucker BBQs Contemporary

FAQs
Q: What is bush tucker?
A: Bush tucker is native Australian food. It consists of all of Australia’s native plants, animals, reptiles and
insects. It includes proteins like kangaroo or crocodile meat, insects like witchetty grubs and other food
like fruit, eggs and honey.
Q: Who eats bush tucker?
A: Traditionally, bush tucker is the food of Australian Aborigines. But now there are a lot of restaurants where
you can eat bush tucker too.
Q: What are witchetty grubs?
A: Witchetty grubs are large, white larvae. They taste like almonds! They’re about 15% protein and they also
contain vitamin C.
Q: Is there much nutritional value in insects?
A: Yes! Insects contain a lot of protein, fibre, vitamins and minerals. They haven’t got many calories, because
they don’t contain much fat.
Q: Are there any other countries where people eat insects?
A: Yes – more than 60% of people in the world eat insects regularly. There are toasted grasshoppers in Mexico
and fried tarantulas in Cambodia!

Word check
egg honey almond toasted grasshopper fried

CULTURAL COMPARISON

3 Answer the questions.

1 What traditional food is there in your country? 3 What’s your favourite regional food?
2 Are there any unusual food products? 4 Can you cook any traditional food recipes?

56 Interactive Grammar
Culture video:
Table:Typical food page
Workbook in thexxUK

9780230429697_Pulse_05 NEW.indd 56 12/09/2013 17:23

 Cultural awareness
Traditional food
Extra activity
Objetivos de la lección
Haz que los alumnos se fijen en otras
leer unas cuantas preguntas frecuentes
•  palabras del texto. Pídeles que busquen dos
(FAQs) sobre los platos típicos de nombres de animales (kangaroo, crocodile)
Australia y dos clases de insectos (grasshopper,
aprender a leer un texto para buscar
•  tarantula). Comprueba que entienden el
información específica significado de estas palabras pidiéndoles
hablar de comida tradicional en su país
•  que las traduzcan a su lengua.

CULTURAL COMPARISON
Warmer
3 • Que respondan las cuatro preguntas
Escribe Australia en la pizarra y diles que
individualmente.
anoten todo lo que sepan sobre este país
• Ayúdalos con vocabulario de alimentos si lo
en parejas. Comprueba las respuestas con
necesitan.
toda la clase y copia las más relevantes en la
• Que comparen sus respuestas en parejas o
pizarra (p. ej., There are kangaroos there. The
en grupos pequeños.
weather is very hot. It’s a very large island, etc).
• Comprueba las ideas con toda la clase.Culture
1 • Que los niños miren las fotos y digan si les
gustaría comerse los insectos, justificando video: Typical food in the UK
las respuestas.
• Que las comparen en parejas.
• Escuchadlas todos juntos.

Culture note
Que se fijen en el Fact box. En Australia,
the bush son los espacios salvajes y
deshabitados de las afueras de los pueblos
y las ciudades, también conocidos como
outback. Tucker es la forma coloquial de decir
comida. Así, bush tucker es la comida de la
periferia y, tradicionalmente, bush tucker era
lo que comían los aborígenes australianos.

2 2.20
• Diles que miren la foto y explícales lo que es
witchetty grub: la larva de una polilla (insecto
parecido a una mariposa que suele volar de
noche).
• Asegúrate de que entienden todas las
preguntas.
• Que elijan una respuesta para cada pregunta.
• En parejas, que las comparen.
• Pon el CD para que escuchen las respuestas
y las corrijan.

Word check
Para asegurate de que que entienden todas las
palabras nuevas, pídeles que las traduzcan.

T 56
 Grammar
Is there ...? Are there ...? How much ...? How many ...?
Objetivos de la lección
• hacer preguntas con Is there ...? y Are
there ...?, y responderlas
• hacer preguntas usando How much ...?
y How many ...?
Warmer
Haced un concurso de vocabulario. Escribe
en la pizarra There’s y There are y p. ej.,
a table debajo de There’s y twenty desks
debajo de There are. Diles que, en parejas,
tienen dos minutos para escribir todos los
objetos de la clase que puedan. La pareja
que tenga el mayor número de palabras
sumando las dos columnas es la ganadora.
1 • Que copien las tablas en sus cuadernos.
• Pídeles que traduzcan las preguntas.
Language note
Solo empleamos las formas contraídas en
negativa. Nunca decimos Yes, there’s. Señala
que, en las respuestas breves, el acento
recae al final de la oración, p. ej., Yes, there
is.
2 • Individualmente, que completen las preguntas
y que comparen las respuestas en parejas.
• Compruébalas con toda la clase.
• Pregunta a los niños si se usa some o any
después de Are there? (any).
• Anímalos a responder qué palabra va detrás
de Is there? (a/an).
EXPRESS YOURSELF
3 • Di a dos alumnos que lean en voz alta el
diálogo de ejemplo.
• Haz la primera pregunta con toda la clase a
modo de ejemplo. Usa una respuesta breve
añadiendo información complementaria, p. ej.,
Is there a library at your school? Yes, there is.
It’s next to the cafeteria.
• En parejas, que se hagan las preguntas y las
respondan.
• Escucha a algunas parejas con toda la clase.
T 57
4 • Que los niños miren las tablas.
• Señala que se usa How much con
sustantivos no contables (p. ej., How
much water?) y How many con sustantivos
contables (p. ej., How many students?).
• Individualmente, que completen las
preguntas con How much o How many.
• Que comparen sus respuestas en parejas.
• Compruébalas con toda la clase.
5 • Haz que lean las cuatro respuestas y las
relacionen con las preguntas del ejercicio 4.
• Que comparen sus respuestas en parejas.
• Compruébalas con toda la clase.
Extra activity
Anota estas preguntas en la pizarra: How
often do you eat crisps? How many flavours
of crisps are there in your country? What is
your favourite flavour? Diles que escriban
las respuestas y luego que las comparen en
parejas. Escuchadlas todos juntos.
CLIL Grammar in context:
Science (nutrition)
6 • Pídeles que lean el texto completo con
atención.
• Individualmente, que elijan la respuesta
correcta de las tres opciones.
• Que comparen sus respuestas en parejas.
7 2.21
• Pon el CD para que las comprueben.
CLIL task
Diles que hagan el siguiente ejercicio en
casa: que elijan la comida o la cena, y que
hagan una lista de alimentos dividiéndolos
por categorías (p. ej., fruta y verdura,
proteínas, hidratos de carbono, etc.). Diles
que presenten el ejercicio al principio de la
siguiente lección.
Digital course: Interactive grammar table
Study guide: pág. 61
 UNIT

Grammar
Is there …? Are there …? CLIL Grammar in context:
Science (nutrition)
1 Read the tables. Translate the questions into your
language. 6 Read the text and choose the correct answers.
singular 7 2.21 Listen and check your answers. Ejercicio 6
insects? Is there much nutritional value in insects? 1 any
Yes, there is. / No, there isn’t. 2 How much
ects? 3 some
plural 4 There are
Are there any unusual meals in your country? 5 is
Yes, there are. / No, there aren’t. 6 There are
7 There’s
Ejercicio 2 8 an
2 Copy and complete the questions with Is there or
1 Is there Are there. Do we use some or any after Are there?
2 Are there
3 Is there
1 … a library at your school?
2 … any cafés in your town?
What’s on your plate
4 Are there 3 … a gym near your house? for lunch today?
5 Is there 4 … any Italian restaurants in your town? Are there (1) a / some /any vegetables?
We use any 5 … a bowling alley in your town? (2) How much / How many / Are there
after Are
protein is there? Is there any fruit for
there?
dessert? If there isn’t a variety of food in
EXPRESS YOURSELF
your lunch, read this information and make
3 Work in pairs. Ask and answer the questions in (3) a / some / any changes to your menu!
exercise 2.
The five food groups:
Are there any nice cafés in your town? • Fruit and vegetables
Yes, there are. I like Rainbow Café on Market Street. (4) There’s / There are / Is there vitamins
and minerals in fruit and vegetables.
How much …? How many …? You should eat five portions every day.
• Protein
uncountable nouns There (5) is / are / aren’t protein in meat,
How much protein is there There’s a lot. fish, eggs and beans. It helps your body grow.
in an insect? There isn’t much.
• Carbohydrates
countable nouns (6) Is there / There isn’t / There are
carbohydrates in bread, rice, pasta
How many calories are There are a lot. and potatoes. They give you energy.
there in an insect? There aren’t many.
• Dairy products
Ejercicio 4 4 Complete the questions with How much or How many. (7) There are / There’s / Is there calcium
in dairy products like milk and cheese.
1 How much 1 … fat is there in a bag of crisps? Calcium is necessary for healthy bones.
2 How much 2 … salt is there?
3 How many 3 … children eat crisps every day? • Fat and sugar
4 How many 4 … bags of crisps do British people buy? Don’t eat too many things in this group –
just (8) a / an / any occasional treat!
5 Match answers a–d with the questions in exercise 4.
Ejercicio 5 a) A lot! About 50% of children eat crisps every day.
1 b b) There’s a lot. There’s 8.5 g of fat in every bag. CLIL TASK
2 d c) People buy more than 5 billion bags every year!
Analyse your lunch or dinner. Write a list
3 a
d) There’s a lot. Crisps consist of about 8% salt.
of all the things you eat. Which food group
4 c are they in?

Digital course: Interactive

Interactive
grammar
Grammar
table Table: Workbook page xx Study guide: page 61 57

9780230429697_Pulse_05 NEW.indd 57 12/09/2013 17:23

 integrated skills integrated s
At a café
My friend Katy and I are going to the Health
Café for lunch. Katy’s vegetarian and she’s very
healthy! Are any of your friends vegetarian?

Tuna salad £4.95

Pasta salad £4.60 With cheese and beans £3.25
With vegetarian chilli £3.60

Vegetable soup £2.50

Tomato soup £2.25 Juice £1.20
(served with bread) (apple, orange,
pineapple or mango)
Mineral water 95p
Cheese and tomato £1.95 (still or sparkling)
Ham £1.95

Step 1: Read Step 2: Listen

Ejercicio 1 1 Look at the menu and answer the questions. 3 2.22 Listen to Hazel and Katy. Choose the Ejercicio 3
1 Yes, there is correct answers. 1 a banana
1 Is there any meat on the menu?
2 two 2 How many types of soup are there? 1 For dessert, Katy has an apple / a banana. 2 a cookie
3 £3.25 3 How much is a baked potato with cheese 2 Hazel has a cookie / some carrot cake.
4 No, there and beans?
aren’t. 4 Are there any pizzas on the menu? 4 Copy the dessert menu into your notebook. Ejercicio 4
5 four 5 How many types of juice are there? Then listen again and complete the prices. 1 40
2 2.40
2 Read the menu again. Find …
Ejercicio 2 3 95
a) one type of fish 4 1.50
1 tuna
b) two words to describe water
2 still,
c) three types of carbohydrates
sparkling
d) four types of fruit
3 pasta,
bread,
potatoes Apple 30p
SKILLS BUILDER
4 apple, Banana (1) …p
orange, Listening: Understanding prices
pineapple,
mango p = pence We say pence or p.
95p = ninety-five p/pence Carrot cake (2) £…
£ = pound(s) We say pound(s). Cookie (3) …p
£2.00 = two pounds
When there are pounds and pence, we
sometimes omit these words.
Vanilla or chocolate (4) £…
£1.95 = one ninety-five

58

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 Integrated skills
At a café
3 2.22
Objetivos de la lección
practicar las cuatro destrezas
• 
leer un menú
• 
escuchar una conversación en una
• 
cafetería
escribir un diálogo personalizado
• 
representar el diálogo
• 
4 2.22
Warmer
Jugad al abecedario para practicar vocabulario
relacionado con la comida y preparar el
ejercicio 1. Escribe a en la pizarra y anímalos a
decir alimentos que empiecen por esta letra
(p. ej. apple). Continúa con las demás letras.
Step 1: Read
1 • Haz que se fijen en lo que dice Hazel y
anímalos a responder la pregunta Are any of
your friends vegetarian?
• Primero, que lean las preguntas con atención
y luego que miren el menú y las respondan
rápidamente.
• Compruébalas con toda la clase. Pregúntales
por qué en el menú no hay carne ni pizza
(porque es un menú saludable).
2 • Comprueba que entienden el ejercicio.
• Responden las preguntas individualmente.
• Corrige las respuestas con todo el grupo
y asegúrate de que entienden la diferencia
entre still water (agua sin gas) y sparkling
water (con gas).
Skills builder
Listening: Understanding prices
Destaca las dos maneras de decir 95 peniques
en inglés (ninety-five p o ninety-five pence) y
que el símbolo £ es para las libras (pounds).
Al decir los precios, la gente suele omitir estas
palabras, de manera que £1.95 es one ninety-
five en lugar de one pound ninety-five pence.
Step 2: Listen
• Asegúrate de que entienden el ejercicio:
averiguar qué postres han pedido las chicas.
• Diles que van a escuchar las respuestas en la
conversación.
• Pon el CD para que escojan las respuestas
correctas.
• Compruébalas con toda la clase.
• Diles que copien el menú de postres en sus
cuadernos.
• Asegúrate de que entienden el ejercicio.
• Vuelve a poner el CD para que anoten las
respuestas.
• Corregidlas todos juntos.
Extra activity
Haz copias de la transcripción del diálogo
del ejercicio 3 y repártelas a todos los niños.
Vuelve a poner el CD y pídeles que lean el
texto mientras lo escuchan. Pon el CD de
nuevo, pero ahora diles que vayan leyendo
el diálogo en voz alta. Esto les servirá para
practicar el ritmo y la entonación de las
oraciones. Aunque parezca complicado, se
familiarizarán rápidamente con el ejercicio.
2.22 Transcripción, ejercicios 3 y 4
Hazel  Do you want a dessert?
Katy  Er, I don’t know – what is there?
Hazel  Let’s see, there’s fresh fruit, carrot cake,
cookies and ice cream.
Katy  Mmm! I’m not sure. I haven’t got much
money.
Hazel  Well, you can have an apple for 30p! Or a
banana for 40p?
Katy  Hmm, how much is the carrot cake?
Hazel  Er, The carrot cake ... two forty!
Katy  Two forty? That’s a lot! And the cookies?
Hazel  The cookies are 95p each.
Katy  Well, I’ve only got one sixty ...
Hazel  One sixty? Well, you could have some ice
cream? It’s only one fifty.
Katy  Nah, I’ll have a banana!
Hazel  A banana? Oh. I think I’ll have a cookie ...
T 58
 Integrated skills - continued
Ordering food Step 4: Communicate
5 2.23 9 • Recuerda a los alumnos dónde recae el
• Los alumnos leen el diálogo. acento en las preguntas.
• Que copien en el cuaderno el tique de las • En parejas, que practiquen sus diálogos.
cosas que ha comprado Hazel. • Para practicar un poco más, que se
• Que busquen los precios en el menú de intercambien los papeles en ambos diálogos.
la página 58, los escriban en los espacios
10 • Di a algunas parejas que representen el
vacíos y los sumen.
diálogo para toda la clase.
• Pon el CD y que comprueben el importe
• Los alumnos tienen que levantar la mano si
total.
alguna de estas parejas ha pedido la misma
• En parejas, comparan sus respuestas.
comida o bebida. Esto hará que estén atentos
• Comprobadlas todos juntos.
a las intervenciones de sus compañeros.
6 • Vuelve a reproducir el CD parando después
de cada intervención para que los alumnos la Integrated skills: Workbook, pág. 115
repitan juntos.
• Haz que se fijen en la acentuación de estas
preguntas: Can I help you? Anything else? Is
that everything? How much is it?
• Pídeles que repitan las preguntas y las
respuestas varias veces con la entonación
y la acentuación adecuadas, tanto
individualmente como en grupo.
• En parejas, que practiquen el diálogo y que
luego lo repitan intercambiándose los papeles.

Step 3: Write
7 • Que vuelvan a leer el menú de la página 58.
• Que escojan un plato y una bebida para ellos
y un amigo y anoten el pedido.

8 • Individualmente, que escriban su diálogo

basándose en el modelo del libro y las
expresiones esenciales para pedir comida
del Communication kit.
• Obsérvalos mientras escriben, ayudándolos
si es necesario.

T 59
 UNIT

egrated skills integrated skills

ORDERING
FOOD

Hi, can I help you? Yes – I’d like a tuna salad, please.
OK. Anything else? Yes – some vegetable soup for my friend, please.
Would you like anything to drink? Oh, yes. Have you got any orange juice?
Yes, sure. OK. One orange juice and one apple juice, please.
OK. Is that everything? Yes, I think so. How much is it?
That’s £ … , please. Here you are.
Thank you and enjoy your meal! Thanks.

Ejercicio 5 5 2.23 Read the dialogue. Copy and complete

1 vegetable Hazel’s receipt. Use the menu on page 58 to
Step 4: Communicate
soup help you. Then listen and check the total price.
2.50 9 Work in pairs. Take turns to practise your
2 orange juice dialogues.
1.20
THE HEALTH CAFÉ
3 MAIN STREET, GREENTOWN
Hi, can I help you?
3 apple juice TUNA SALAD £4.95
1.20
(1) … £… Yes – I’d like a …
4 19.85 (2) … £… Ok. Anything else?
(3) … £…
Yes – …
TOTAL £…
THANK YOU. HAVE A GOOD DAY! 10 Act your dialogue for the class.

6 Listen again and repeat. Practise your intonation. COMMUNICATION KIT

Ordering food
Step 3: Write Can I help you?
I’d like a / an / some … , please.
7 Look at the menu on page 58 and write your Would you like anything to drink?
order for you and your friend. Anything else? / Is that everything?
8 Write a new dialogue to order your food and Have you got any … ?
drinks. Use the dialogue in exercise 5 to help you. How much is it?
Enjoy your meal.
Hi, can I help you?
Yes – I’d like a …

Integrated skills: Workbook page 115 59

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 Writing
A recipe
Ejercicio 1 1 2.24 Check the meaning of the verbs in the box. Then read and listen to the recipe.
fry, boil Which two verbs are not in the recipe?
wash cook fry cut add boil prepare

Jacket potatoes
Jacket potatoes are very popular in the UK. They’re easy to make and they’re
healthy and delicious. There’s a lot of fibre in jacket potatoes because we
eat the potato skin too. There are also a lot of vitamins and minerals. But be
careful with the filling – there’s a lot of fat in butter and cheese!
Here’s the recipe …

Ingredients
• a big potato for each person
• some butter
• your favourite filling (for example:
cheese, tuna, baked beans, chilli, etc)
Method
First, wash the potatoes.
Then, cook the potatoes in the oven (200°C) for about 75 minutes.
Next, cut the potatoes and add some butter.
Finally, prepare the filling. My favourite is cheese and beans!

Ejercicio 2 2 Look at the Writing focus and answer questions 4 Write the instructions for making the jacket Ejercicio 4
a First a) and b). potato filling. Use the phrases in the box and Then, heat the
b Finally connectors of sequence. beans.
a) Which connector do we use at the start of the
sequence? Next, put the
heat the beans open a tin of beans beans on the
b) Which connector do we use at the end of the put the beans on the potato add some cheese potato.
sequence? Finally, add
First, open a tin of beans. Then, ... some cheese.

WRITING FOCUS
Connectors of sequence Writing task
We use connectors of sequence to show the Write a recipe for a simple dish from your country.
order of events or instructions. Plan Choose a dish. Copy and complete the
First, wash the potatoes. notes.
Then, put the potatoes in the oven.
Next, add some butter. Ingredients Method
Finally, add your favourite filling. ... 1 ... 3 ...
... 2 ... 4 ...

Ejercicio 3 3 Write the instructions in the correct order.

c First, cut the Add connectors of sequence. Write Write the recipe. Include three
bread. sentences about your recipe at the beginning.
d Then, Use the text in exercise 1 to help you.
spread the Instructions for making a sandwich:
butter. (a) … , add the cheese and ham. Check Check your writing.
a Next, add (b) … , eat the sandwich!
the cheese ✔ connectors of sequence
and ham. (c) … , cut the bread. ✔ there’s / there are and a / an / some
b Finally, (d) … , spread the butter. ✔ vocabulary for food
eat the
sandwich!

60 Build your confidence: Writing reference and practice. Workbook page 128

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 Writing
A recipe
Objetivos de la lección
aprender algunos verbos importantes
• 
relacionados con la gastronomía
escribir una receta breve
• 
Warmer
Escribe en la pizarra cinco o seis palabras
relacionadas con comida, pero mezclando
las letras, p. ej. t t s e o a p o (potatoes);
e e e s c h (cheese). En parejas, que las
ordenen correctamente. Gana la primera
pareja que las deletree todas bien.
1 2.24
• Pídeles que lean los verbos del cuadro.
• Comprueba que los entienden todos, sobre
todo fry (freír en aceite) y boil (cocer en agua
hirviendo). Pídeles que los traduzcan a su
lengua si es necesario.
• Asegúrate de que entienden el significado de
recipe (indicaciones para cocinar un plato).
• Pon el CD para que vayan leyendo el texto
mientras lo escuchan, y que digan los dos
verbos que no salen en la receta.
• Comprobad las respuestas todos juntos.
4 • Comprueba que entienden el significado del
verbo heat (calentar algo).
• Que miren la foto de la patata rellena al horno
(jacket potato).
• Que redacten las indicaciones para
hacer el relleno ordenando las oraciones
correctamente y añadiendo los conectores
secuenciales.
• En parejas, que comparen el texto.
• Comprobadlo todos juntos.
Writing task
El objetivo de este ejercicio es que escriban
de forma guiada un texto con los verbos
esenciales para cocinar y aprendan a usar
correctamente los conectores secuenciales
en una receta. También sirve para que
practiquen el uso correcto de there’s /
there are y a / an / some, y vocabulario de
comida. Pídeles que sigan los pasos del
Student’s Book, observándolos mientras
escriben y ayudándolos con vocabulario si lo
necesitan. Cuando lleguen al Check, que se
intercambien los cuadernos y corrijan el texto
de un compañero.
Writing reference and practice: Workbook, pág. 128

2 • Que miren el Writing focus y respondan las

preguntas a-b.
• En parejas, que las comparen.
• Corregidlas todos juntos.

Language note
Señala que then y next son equivalentes, así
que podemos decir Next, put the potatoes in
the oven y Then, add some butter sin alterar
el significado.

3 • Explícales el ejercicio.
• Individualmente, que escriban las
instrucciones en el orden correcto, añadiendo
los conectores secuenciales del Writing focus:
First, Then, Next y Finally.
• En parejas, que comparen las respuestas.
• Compruébalas con todo el grupo.

T 60
 Study guide
Grammar, Vocabulary and Speaking
Explica a los alumnos que la Study guide es Additional material
una página importante que aporta información
Workbook
útil sobre el lenguaje de la unidad: la gramática,
• Progress check, página 46
el vocabulario y el lenguaje funcional de
• Self-evaluation, página 47
las Integrated skills. Explícales que pueden
• Grammar reference and practice, página 92
consultarla para preparar tests o exámenes.
• Vocabulary extension, página 106
• Integrated skills, página 115
Grammar • Writing reference and task, página 128
• Diles que lean las oraciones de ejemplo
con There is, There are, a, an, some y any
y asegúrate de que saben cómo usar estas
expresiones correctamente.
• Diles que miren las oraciones de ejemplo
que presentan los nombres contables y no
contables Is there ...? / Are there ...?, How
much ...? / How many ...? Pueden traducirlas
a su lengua si lo necesitan.
• Diles que consulten la Grammar reference
de las páginas 92–93 del Workbook cuando
tengan que repasar la gramática.

Vocabulary
• Que lean la lista de vocabulario y comprueba
que entienden las palabras.
• Diles que pueden consultar la Wordlist de
la página 151 del Workbook si han olvidado
algunas palabras.

Speaking
• Comprueba que entienden el significado de
las expresiones para pedir comida.
• Diles que representen una conversación entre
el camarero y el cliente de una cafetería.

Teacher’s Resource File Tests and Exams

• ‘Pulse Basics worksheets’, páginas 29–34 • Test de la Unidad 5: Basic, Standard
• ‘Vocabulary and grammar consolidation y Extra
worksheets’, páginas 19–22 • CEFR Skills Exam Generator
• ‘Translation and dictation worksheets’
páginas 6, 16
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, págs. 9–10
• ‘Culture and CLIL worksheets’, págs. 17–20
• ‘Culture video worksheets’, páginas 9–10
• ‘Digital competence worksheets’, páginas 9–10
• ‘Macmillan Readers worksheets’, páginas 3–4

T 61
 UNIT

Study guide
Grammar
There is / There are Vocabulary
+ a / an, some and any Places to go
singular plural
bowling alley
café
There are some vitamins in cinema
There’s a cake in the fridge.
potatoes. football stadium
There’s a recipe in the There are some recipes gym
magazine. online. library
There aren’t any biscuits in park
There isn’t a gym in town. restaurant
my lunch box.
shopping centre
Countable and uncountable nouns skate park
sports centre
countable nouns uncountable nouns swimming pool
There’s a sandwich.
There’s some pasta.
There are some sandwiches. Food and drink
biscuits milk
minutes. Is there …? Are there …? cake nuts
cheese orange
singular plural
s! chicken peas
Is there a gym? Are there any cafés? crisps potatoes
Yes, there is. Yes, there are. fish rice
No, there isn’t. No, there aren’t. ham salad
juice yoghurt
How much …? How many …?
uncountable nouns
How much protein is there in There is a lot.
a chicken sandwich? There isn’t much. Speaking
countable nouns Ordering food
How many calories are there There are a lot. Can I help you?
in a chicken sandwich? There aren’t many. I’d like a / an / some … , please.
Anything else?
Would you like anything to drink?
Is that everything?
Have you got any … ?
How much is it?
Enjoy your meal.

3 ...
4 ...
LEARNING
TO LEARN
When learning new vocabulary,
write in your notebook if
the noun is countable (c) or
uncountable (u).
sandwich (c)
pasta (u)

Progress check: Workbook page 46 Grammar reference: Workbook page 92 61

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UNIT
home sweet
home

Objetivos de la unidad y competencias clave

En esta unidad los alumnos aprenderán…
• a entender, memorizar y usar correctamente
palabras sobre muebles CCL CMCT
• a entender, memorizar y usar correctamente
palabras sobre alojamientos CCL CMCT CEC
• a entender y usar correctamente estructuras
gramaticales relacionadas con los adjetivos
comparativos y a buscar paralelismos con su
lengua materna CCL CAA
• a entender y usar correctamente estructuras
gramaticales sobre posibilidad, autorización,
obligación y prohibición CCL
• sobre el estilo de vida de los nómadas de
Irlanda CCL CMCT CSC CEC
• sobre los tipos de viviendas que hay en el Reino
Unido, viendo un vídeo corto CCL CMCT CEC
En esta unidad, los alumnos aprenderán a…
• buscar información específica en un artículo
de internet CCL CD CEC
• buscar información sobre viviendas originales
CCL CD CEC SIE
• buscar información específica en una
conversación sobre vacaciones CCL CSC CEC
• hablar sobre sus rutinas domésticas CCL SCC
• escribir un texto de opinión CCL CMCT CEC
• leer un mapa, escuchar una conversación sobre
cómo llegar a un sitio y pedir y dar información
sobre direcciones CCL CSC
• escuchar para captar la información importante
CCL CAA

Contenidos lingüísticos Destrezas

Vocabulario principal Comprensión lectora

• Muebles: wardrobe, mirror, shelf, • Leer un artículo sobre una casa ideal en internet
etc. • Leer un texto sobre los nómadas de Irlanda
• Alojamientos: tent, caravan, log • Leer indicaciones para ir a un sitio
cabin, etc.
Expresión escrita: interacción y
Grammar producción
• Adjetivos comparativos: bigger • Escribir un diálogo personalizado
than • Escribir un texto de opinión en tres pasos: planear,
• Verbos modales: can / can’t, escribir, repasar
must / mustn’t
Comprensión oral
Functional language • Escuchar una conversación sobre las vacaciones
• Pedir y dar indicaciones para ir • Escuchar a personas preguntando por una dirección y a
a un sitio otras contestándoles
• Aprender a escuchar información importante en una
Pronunciation
conversación
• /ə/
• Formas contraídas: can’t y Expresión oral: interacción
mustn’t • Intercambiar información sobre hábitos domésticos

Expresión oral: producción

• Prepararse un diálogo para dar indicaciones y
representarlo
Destrezas para el Evaluación
aprendizaje permanente
• Test de la Unidad 6: Basic, Standard y Extra
Autoaprendizaje y
• Test del 2º trimestre, unidades 4–6: Basic, Standard y Extra
autoevaluación
• CEFR Skills Exam Generator
• Study guide:
Student’s Book, página 71
• Progress check and
self-evaluation:
External exam trainer
Workbook, páginas 54–55
• Listening: test con distintas fotos
• Grammar reference and practice:
Workbook, páginas 94–95
• Wordlist:
Workbook, páginas 151–157 Materiales digitales
Estrategias de
Pulse Live! Digital Course, que incluye:
aprendizaje y destrezas
• Tablas de gramática interactivas
del pensamiento
• Vídeo modelo de expresión oral: pedir/decir direcciones
• Leer para extraer información
• Vídeo con material cultural: hospedaje en el Reino Unido
general
• Escuchar para captar información Página web del alumno
específica
• Destrezas del habla: usar lenguaje
formal Competencia digital
Conciencia cultural
• Los nómadas en Irlanda • Web quest: investigación sobre la casa PAS
• Comparar la vida de los nómadas • Worksheet de competencia digital: recursos para escribir
irlandeses con los de su país

Contenidos Materiales de refuerzo

interdisciplinares
• Geografía: grandes ciudades
• Tecnología: búsqueda en internet
• Lengua y literatura: normas para
escribir un texto de opinión
• Teacher’s Resource File: ‘Basics’, páginas 35–40
• Teacher’s Resource File: ‘Vocabulary and Grammar
Consolidation worksheets’, páginas 23–24

Key competences
CCL Competencia en
comunicación lingüística
CMCT Competencia en matemáticas,
ciencia y tecnología
CD Competencia digital
CAA Aprender a aprender
CSC Competencias sociales y
cívicas
SIE Sentido de iniciativa y
emprendimiento
CEC Conciencia y expresión
cultural
Materiales de ampliación
• Actividad para fast-finishers: Student’s Book, página 63
• Actividades extra: Teacher’s Book, páginas T66, T68
• Teacher’s Resource File: ‘Vocabulary and Grammar
Extension worksheets’, páginas 25–26
Teacher’s Resource File
• ‘Translation and dictation worksheets’, páginas 7, 17
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas11–12
• ‘Culture and CLIL worksheets’, páginas 21–24
• ‘Culture video worksheets’, páginas 11–12
• ‘Digital competence worksheets’, páginas11–12
• ‘Macmillan Readers worksheets’, páginas 3–4
U 6
 UNIT

THINK ABOUT IT
What’s your home like? How
is your bedroom different
from the pictures?
Vocabulary and Speaking
At home
Ejercicio 1 1 2.25 Listen and repeat the words in the box.
shelf, lamp,
Which things can you see in the pictures?
table, bed
desk chair shelf cooker toilet fridge
wardrobe cupboard lamp sink mirror
Ejercicio 2 sofa bath armchair table bed
Possible
answers 2 Which of the things in exercise 1 are in each of Give your
bathroom these rooms in your house? bedroom a
– shelf, completely
cupboard, bathroom bedroom kitchen new look in this
mirror living room dining room month’s great
bedroom
– chair, bathroom: sink, toilet, bath, … competition.
wardrobe,
table, bed 3 Read the competition information. Find words
The prize includes:
kitchen – that match these definitions. re
chair, shelf, • fantastic new furnitu
cooker, fridge, 1 The place where you put your clothes. (bed, desk, wa rdrob e …)
cupboard, 2 A table where you study. • fabulous ac ce sso rie s
sink, table 3 You can put your books here. (lamp, mirror, shelves …)
£2,000
living room – 4 You can see yourself in this. • new technology worth
desk, chair, 5 A small light. sys tem …)
shelf, lamp, (computer, music
mirror, sofa,
6 The piece of furniture you sleep on.
armchair
4 Imagine you enter the competition. To enter, complete this sentence in no more
dining room than 50 words:
– chair, Complete the sentence with your ideas.
cupboard,
mirror, table My per fect bedroom is …
Send your entry to perfectbedroom@teenmag.co.uk

EXPRESS YOURSELF
Ejercicio 3
5 Where do you do the activities in the box?
1 wardrobe
Write sentences.
2 desk
3 shelf / relax watch TV do your homework
shelves chat to friends listen to music
4 mirror have breakfast / lunch / dinner
5 lamp
6 bed I usually relax in my bedroom.

6 Work in pairs. Ask and answer questions about

the activities in exercise 5.
Where do you usually watch T V?
I usually watch T V in the living room.

62 Vocabulary
Interactive
extension:
Grammar
Workbook
Table: page 107 page xx
Workbook

9780230429697_Pulse_06.indd 62 29/08/2013 17:01

 Vocabulary and Speaking
At home
Objetivos de la lección
• aprender palabras relacionadas con las
habitaciones de una casa
• aprender vocabulario sobre muebles
• hacer preguntas sobre dónde hacen sus
actividades y responderlas
Warmer
Haced un juego de ortografía. Escoge seis
objetos del aula y escríbelos en la pizarra,
pero con las letras mezcladas, p. ej. r o p
e c t u m (computer). Luego, divide a los
alumnos en grupos de tres y diles que
ordenen las palabras. El primer grupo que
las escriba correctamente es el ganador.
3 • Diles que lean la información sobre el
concurso para ganar un dormitorio perfecto,
y las definiciones.
• Que relacionen las definiciones con los
sustantivos correspondientes.
• Que comparen sus respuestas en parejas.
• Compruébalas con toda la clase.
• Asegúrate de que entienden todas las
palabras, p. ej. a new look (un cambio total
de estilo), worth £2,000 (por valor de 2.000
libras) y diles que el plural de shelf es shelves.
4 • Diles que escriban un texto breve (no más
de 50 palabras) que empiece por My perfect
bedroom is ...
• Anímalos a usar algunas de las palabras del
ejercicio 1.
• Que lean los textos a la clase.
EXPRESS YOURSELF

5 • Individualmente, que escriban oraciones

Think about it explicando dónde hacen cada actividad con
los nombres de las habitaciones del ejercicio 2.
Explica que, en inglés, una casa puede ser
• Asegúrate de que entienden chat (conversar
house o flat (o apartment). Recuérdales que
amistosamente). Si es necesario, diles que la
cuando se dice What is ... like? estamos
traduzcan a su lengua.
pidiendo una opinión, p. ej., It’s nice. It’s
great. It’s OK. En parejas, que comenten 6 • Di a dos alumnos que lean en voz alta la
cómo es su casa y si su habitación es pregunta y la respuesta de ejemplo.
diferente de las que ven en las fotos. • En parejas, que se hagan las preguntas
Escuchad las respuestas todos juntos. sobre dónde hacen las actividades del
ejercicio 5 y las respondan.
• Escuchad juntos las respuestas de algunas
1 2.25
parejas.
• Pon el CD para que escuchen las palabras y
las repitan.
• Destaca que la p de cupboard no se Vocabulary extension: Workbook, pág. 107
pronuncia /ˈkʌbəd/
• Anímalos a decir qué cosas del cuadro de
vocabulario ven en las fotos.
• Comprueba las respuestas con toda la clase y
asegúrate de que lo entienden todo, p. ej., sink
(tanto puede ser el lavabo, para las personas,
como el fregadero, para los platos).

Language note
En los sustantivos compuestos, el acento
casi siempre recae en la primera palabra,
p. ej., wardrobe, cupboard, armchair.

2 • Que clasifiquen las palabras del ejercicio 1

según las habitaciones de la casa.
• Que comparen las respuestas en parejas.
• Compruébalas con toda la clase.
T 62
 Reading
Text type: An online article
Objetivos de la lección
leer un artículo de internet
• 
expresar la opinión sobre la casa que
• 
describe el artículo
Enlaces web recomendados
www.etnies.com/blog/2001/6/30/pas-house
www.skateboardingskateboards.com
Warmer
Escribe las palabras living room y kitchen en
la pizarra. Dales dos minutos para que, en
parejas, escriban nombres de los muebles que
normalmente encontramos en cada habitación.
Gana la pareja que anote más.
1 • Comprueba que entienden las palabras del
cuadro.
• Explica el significado de skateboarding
usando las fotos si es necesario.
• En parejas, que digan cuáles son las cuatro
palabras que habrá en el texto.
3 • Comprueba que hayan entendido la
estructura comparativa. Pon un ejemplo en
su lengua pero diles que, en inglés, algunos
comparativos se forman de manera distinta.
• Comprueba que entienden las palabras
desconocidas (p. ej., expensive: que cuesta
mucho dinero).
• Haz que busquen en el texto la forma
comparativa de los adjetivos y que las
escriban.
• Comprueba las respuestas con toda la clase.
4 • Que lean las preguntas con atención y
asegúrate de que las comprenden.
• Diles que busquen las respuestas en el
artículo y en los comentarios.
• Que comparen sus respuestas en parejas.
• Compruébalas con toda la clase.
EXPRESS YOURSELF
5 • Individualmente, que digan si les gustaría vivir
en la casa PAS.
• Diles que escriban un comentario para la
página web.
• Que comparen sus respuestas.
• Compruébalas con toda la clase.

2 2.26
Finished?
• Pon el CD para que escuchen el texto y lo
lean en sus libros. Pide a los que acaben antes que diseñen una
• Individualmente, que respondan la pregunta casa ideal. Que la dibujen y que la describan
del ejercicio 1. brevemente en sus cuadernos.
• Que comparen sus respuestas en parejas.
• Compruébalas con toda la clase.
Web quest
Language note Que busquen artículos, fotos y vídeos sobre la
Señala que las letras ch de architect se casa PAS. Haz que se fijen en el Web quest tip.
pronuncian como el sonido /k/: /ˈɑ:kɪtekt/,
1 • Que hagan una lista de palabras clave
mientras que en champion, se pronuncian
para buscar información sobre la casa.
como /ʧ/: /ˈʧæmpɪən/.
2 • Que abran un explorador de internet,
p. ej., el Internet Explorer.
Word check • Que vayan a un buscador (p. ej., Google)
Asegúrate de que entienden las palabras nuevas. y que introduzcan las palabras clave.
• Que busquen artículos, fotos y vídeos.
Culture note 3 • Que anoten las direcciones de sus
páginas favoritas y las compartan con el
Haz que se fijen en el cuadro Did you know?
resto de la clase.
El monopatín se inventó en California cuando
unos surfistas aburridos querían practicar
aunque no hubiera olas. Para ello pegaron
ruedas de patines a sus tablas de surf.

T 63
 Is this your idea of a dream house?
Tell us what you think!
Comments
Imagine skateboarding all around the house – without getting in trouble!
That’s the case in this unusual house. You can skateboard across the floor James, 22nd May @ 19:46
and up the walls and on the ceiling. You can even skateboard over the It’s fantastic! It’s better than a skate
table, the sofa and the fridge. It’s better than going to a skate park! park because you can practise indoors
For champion skateboarder Pierre André Senizergues, this dream is
when it’s raining!
becoming a reality. Designer Gil Le Bon Delapointe and architect François Hazel, 23rd May @ 14:22
Perrin are building his dream house in Malibu, California. This house is as It’s interesting, but it isn’t as cosy as
big as a normal house, but its design is more unusual. There are three my house. And I imagine it’s more
different ‘spaces’: one for the living room, dining room and kitchen; one difficult to clean!
for the bedroom and bathroom; and one for skateboard practice. There’s
all the usual furniture, but it’s specially designed for skateboarding. And Sonia, 23rd May @ 21:14
there are fabulous views over the ocean! This house is cool! It’s bigger than
my apartment, but I’m sure it’s more
Word check expensive too!
get in trouble view indoors cosy cool DID YOU KNOW?
American surfers invented
skateboarding in the 1950s.
Reading
An online article 4 Read the text again and answer the questions. Ejercicio 4
1 Where is the PAS house? 1 in Malibu,
1 Check the meaning of the words in the box. California
2 Who is Pierre André Senizergues?
Which four do you think are in the article?
3 Is the furniture designed specially for the house? 2 a champion
skateboarder
ceiling skate park windows champion 4 Is the house near the sea?
5 Why does James like the house? 3 yes
architect garden
6 Does Hazel want to live in the PAS house? 4 yes
Ejercicio 2 5 Because you
2 2.26 Read and listen to the article and
5 Would you like to live in this house? Why (not)? can practise
ceiling comments. Check your answers to exercise 1. indoors when
Write your comment. it’s raining.
skate park
3 Read the article and the comments again. Then 6 no
champion
find the comparative form of the adjectives in
architect FINISHED?
the box.
In your notebook, design your dream house.
Ejercicio 3
good unusual difficult big expensive
Draw pictures and write a description.
more unusual good - better
more difficult
bigger
more expensive
WEB QUEST
Find articles, pictures and videos about the PAS house.
1 Write a list of keywords to search for information about the PAS house. Remember to
2 Look at different articles, pictures and videos. Choose your favourites. bookmark the
3 Write the URLs of your favourite
Interactive websites.
Grammar Compare
Table: andpage
Workbook share
xx with your classmates. websites you visit. 63

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 Grammar
Comparative adjectives Prepositions of place
Ejercicio 1 1 Read the spelling rules in the Study guide on 4 Look at the prepositions in the box. How do you
1 smaller page 71. Then complete 1–3 in the table. say them in your language?
2 more prepositions of place
expensive short adjectives and adjectives
ending in -y opposite under behind on
3 better
It’s tidier than my bedroom. in front of in between next to
It’s (1) … (small) than my room.
5 Look at pictures a) and b) and choose the correct Ejercicio 5
long adjectives
words. 1 between
It’s more unusual than my house.
1 Kate’s shelves are between / opposite the 2 on
It’s (2) … (expensive) too.
wardrobe and the bed. 3 behind
irregular adjectives
2 Kate’s bag is in / on the chair. 4 under
good – better bad – worse 3 Kate’s mirror is behind / opposite the bed. 5 in front of
It’s (3) … (good) than a skate park! 4 Rob’s rubbish bin is next to / under the desk.
5 Rob’s chair is in front of / behind the desk.
Ejercicio 2 2 Choose an adjective and complete the
1 more sentences with the correct comparative form. EXPRESS YOURSELF
expensive
China is … (big / small) than Spain. 6 Work in pairs. Ask and answer about these
2 richer things in the pictures.
3 better /
China is bigger than Spain.
worse 1 The royal palace is … (cheap / expensive) Rob’s sock / shorts / dog
4 faster than my house. Kate’s dress / books / cat
5 more 2 The king is … (rich / poor) than me. Where’s Rob’s sock?
difficult / 3 Real Madrid are … (good / bad) than Real Betis. It’s under the bed.
easier
4 Usain Bolt is … (fast / slow) than me.
5 Japanese is … (easy / difficult) than English.
ANALYSE
3 Look at pictures a) and b). Write comparative
sentences with the adjectives in the box. In English, comparatives are different when
the adjectives are short, long or irregular. Are
big small colourful tidy clean dirty they the same or different in your language?
Rob’s room is bigger than Kate’s room.

a) Rob’s room
Ejercicio 3
Possible b) Kate’s room
answers
Kate’s room is
more colourful
than Rob’s
room.
Kate’s room
is tidier than
Rob’s room.
Rob’s room
is bigger than
Kate’s room.
Kate’s room is
cleaner than
Rob’s room.
Rob’s room
is dirtier than
Kate’s room.
2.27–2.28 Pronunciation lab: /ə/, page 125

64 Digital course: Interactive

Interactive
grammar Grammar
table Table: Workbook pageStudy
xx guide: page 71

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 Grammar
Comparative adjectives
Objetivos de la lección
• 
aprender a usar diferentes formas de
adjetivos comparativos
aprender a usar preposiciones de lugar
• 
Warmer
Escribe la palabra adjective en la pizarra. En
parejas, dales dos minutos para que escriban
todos los que puedan. Luego, comprobadlos
todos juntos. La pareja que escriba más
adjetivos correctos es la ganadora.
1 • Que lean las normas ortográficas para los
adjetivos comparativos de la página 71.
• Diles que copien la tabla en sus cuadernos
y que completen los espacios 1–3 usando la
información de la Study guide.
• Comprueba las respuestas con toda la clase.
• Señala los dos comparativos irregulares en
inglés: better y worse.
• Haz que se fijen en la doble g de bigger y
explica que todos los adjetivos monosilábicos
acabados en vocal + consonante doblan
la consonante final, p. ej., hot – hotter, fat –
fatter, thin – thinner.
Prepositions of place
4 • Explica el significado de on the table y
under the table con un libro u otro objeto.
• Pídeles que traduzcan las preposiciones.
• Que comparen sus respuestas en parejas.
• Corrígelas con toda la clase.
5 • Diles que elijan las palabras correctas de
acuerdo con los dibujos.
• En parejas, que comparen sus respuestas.
• Compruébalas con toda la clase.
EXPRESS YOURSELF
6 • Elige a dos alumnos para que lean en voz
alta la pregunta y la respuesta.
• En parejas, que se hagan más preguntas y
respuestas sobre las cosas que hay en los
dibujos.
• Escucha a algunas parejas con toda la
clase.
Analyse
Pide a los niños que lean la información
sobre el comparativo en inglés y que lo
comparen con su lengua. Pregúntales si
los adjetivos cortos y largos se forman
de las misma manera en su lengua y si
tienen los mismos adjetivos irregulares.

Language note
Los adjetivos largos son los que tienen tres
Pronunciation lab: /ə/ in -er forms; página 125
sílabas o más, pero algunos de dos sílabas
también forman el comparativo con more,
p. ej., stupid, modern, crowded. En general, Digital course: Interactive grammar table
los adjetivos de dos sílabas que terminan
Study guide: pág. 71
en -y forman el comparativo con -er, p. ej.,
healthier, prettier.

2 • Que completen las oraciones individualmente.

• En parejas, que las comparen.
• Compruébalas con toda la clase (ten en
cuenta que las respuestas a las preguntas
3 y 5 pueden variar en función de la
nacionalidad o el equipo favorito)

3 • Explica el objetivo de la actividad: comparar

las dos habitaciones usando adjetivos.
• Que miren los dibujos y hagan el ejercicio
individualmente.
• En parejas, que comparen las respuestas.
• Corregidlas todos juntos.
T 64
 Vocabulary and Listening
Places to stay
Objetivos de la lección
• a
 prender algunas palabras sobre sitios
donde alojarse
• escuchar información específica
Warmer
Escribe en la pizarra algunos nombres de
países famosos para ir de vacaciones, p. ej.,
Italia, Turquía, Egipto, Suiza, Estados Unidos,
Sudáfrica. Pide a los niños que elijan el mejor
y el peor sitio para ir de vacaciones, y que lo
justifiquen.
1 2.29
• Diles que miren la página web.
• Que lean las palabras en azul.
• Pon el CD para que escuchen las palabras
en azul y las repitan.
• Asegúrate de que pronuncian las palabras
correctamente, sobre todo caravan
/ˈkærəvæn/ y hotel /həʊˈtel/.
2 • Que los niños lean las definiciones.
• Diles que relacionen las definiciones con las
palabras de la página web.
• Comprueba las respuestas con toda la clase.
3 • Que ordenen los sitios por orden de
preferencia del 1 (mejor) al 12 (peor).
• Que comparen las respuestas en parejas.
• Escuchad las respuestas en grupo y pídeles
que justifiquen su elección.
Culture note
Ir de camping es muy popular en el Reino
Unido. Algunas familias tienen sus propias
autocaravanas o caravanas para desplazarse
a los lugares de acampada. Quedarse en
tiendas de campaña también es muy típico,
pero suele hacerse solo en verano.
4 2.30
• Escribe la pregunta en la pizarra.
• Diles que van a escuchar a una familia
hablando y que deben fijarse en dónde van a
ir de vacaciones.
• Pon el CD y que escriban la respuesta.
• Corrígela con toda la clase.
T 65
5 • Que lean las palabras del cuadro.
• Explícales que tienen que escuchar el lugar
escogido por cada persona
• Pon el CD otra vez y diles que escriban las
respuestas.
• Que las comparen en parejas.
• Comprobad las respuestas todos juntos.
2.30 Transcripción, ejercicios 4 y 5
Dad  Hey, Alice! Ben! Come here a minute! Mum
and I are thinking about our summer holiday ...
Ben  Yay!! Can we go to the USA?!
Dad  Er, no ... We’re definitely staying in Europe.
Look – here are some possibilities ...
Alice  Let’s see.
Dad  ‘A luxury family tent in France’ – see? I’d like
to stay in a tent like this! They’re more luxurious
than our little tent!
Ben Yeah!
Dad  There are beds in the tent! There’s even a
fridge and a cooker!
Mum  Yes, but there isn’t a bathroom in the tent!
Dad  No, that’s true.
Alice  I’d prefer to stay in a villa in Spain. Look
– the villa has got a swimming pool! And it’s
directly opposite the beach!
Mum  This Spanish campsite is near the beach,
too. Why don’t we stay there in a mobile home?
It’s nicer than a tent – there’s a bathroom with a
toilet and a shower ...
Alice  Yeah, definitely better ...
Dad  Yes, but the mobile homes are more
expensive than the tents.
Mum  Hmm. That’s true ... What do you think,
Ben? What do you prefer?
Ben  I’d love to stay at a hotel in Barcelona! It’s
more exciting to stay in the city. And if we stay in
Barcelona ... we can go to the Nou Camp football
stadium!
Dad  Good idea! But we can’t stay at a hotel or a
villa – sorry! It’s too expensive.
Mum  Let’s stay at a campsite near Barcelona
then. In a mobile home?
Dad  OK, in a mobile home.
Alice  And we can still go to the beach?
Mum  Yeah, definitely.
Ben  And the Nou Camp stadium?
Dad Yes!
 UNIT

Vocabulary and Listening

Places to stay
1 2.29 Look at the web page. Listen and repeat the words in blue.

Home from home!

Book your holiday now!
QUICK SEARCH Country … Type … Arrive: Depart: Pets? Y N

Rent a caravan for 2–5 A family tent in France. A mobile home – more Family rooms at a
people. space for all the family! youth hostel.

Rent a log cabin in the Holiday on water in a Stay in a remote A luxurious Scottish
forest. beautiful old barge. lighthouse! castle.

Choose a hotel. Rent a self-catering A villa with a pool in Stay on a farm!

apartment. Spain.

Click on a picture to see more details and prices.

Ejercicio 2 2 Find words on the web page that match definitions 1–5. 4 2.30 Listen to a family conversation. Ejercicio 4
1 barge 1 It’s a type of boat. Are they going on holiday to France, Spain
2 villa 2 This place has got a swimming pool. Spain or the USA?
3 castle 3 Kings and queens lived here.
4 This place is made of wood. 5 Listen again. Which place does each Ejercicio 5
4 log cabin person prefer?
5 This place hasn’t got solid walls. 1 tent
5 tent
hotel tent villa mobile home 2 mobile
3 Work in pairs. Which places do you prefer? Put them in home
order from best to worst. Number 1 is the best. 1 Dad … 3 Alice … 3 villa
1 castle, 2 … 2 Mum … 4 Ben … 4 hotel

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 Fact box
Cultural awareness The population of Ireland
Different lifestyles is about 4.5 million, but more
than 80 million people around
Ejercicio 1 1 Read the text quickly. What is it about?
the world have got Irish origins!
b a) People who go on holiday to Ireland.
b) An ethnic minority group called ‘Irish travellers’.

2 2.31 Read and listen to the text. Do you agree with Paul, Beth or David?

Irish travellers
Irish travellers have their own culture and language. They’re originally What do you think? Could
from Ireland, but now many Irish travellers live in other countries, you live a nomadic life?
including the UK and the USA. There are about 30,000 travellers in
Ireland today.
Paul, 13
Traditionally, Irish travellers lived in small, old-fashioned caravans and
they travelled from place to place with horses. Now, about half live in Yes, definitely! There are too
bigger caravans or mobile homes and half live in houses or flats. They many rules in society. People
still travel sometimes to go to horse fairs and family weddings. always say ‘you must do this’
and ‘you mustn’t do that’.
Irish travellers are an ethnic minority. They sometimes suffer I think you can have more
discrimination from people who don’t understand their culture. freedom with a nomadic life.

Beth, 12
No, I wouldn’t be happy. You
can’t stay in one place so you
have to go to lots of different
schools and make new
friends all the time.

David, 14
I’m not sure. I think we must
respect people from different
cultures and we mustn’t
discriminate against them.
But I love my house!

Word check
ethnic minority discrimination rule freedom nomadic respect

Ejercicio 3 3 Read the text again and choose the correct words. CULTURAL COMPARISON
1 caravans 1 About 50% of Irish travellers live in mobile 4 Answer the questions.
2 bigger homes or caravans / tents.
3 independent 2 Modern caravans are bigger / smaller than 1 Are there any travellers in your country?
4 better old-fashioned caravans. 2 Would it be easy or difficult to live a nomadic
5 house 3 Paul thinks there are lots of rules in society and life in your country?
a nomadic life is more independent / boring. 3 Would you like to live a nomadic life?
4 Beth thinks it’s better / worse to live in one 4 Do many people from your country / region
place. now live in other countries? Where?
5 David would be happier in a caravan / house.

66 Interactive Grammar
Culture video:
Table: Homes in the
Workbook UKxx
page

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 Cultural awareness
Different lifestyles 3 • Que lean las oraciones y las diferentes
opciones de respuesta.
Objetivos de la lección • Que lean el texto otra vez y elijan las
palabras correctas.
leer una página web sobre los nómadas
• 
• Diles que comparen sus respuestas en
de Irlanda
parejas o grupos pequeños.
buscar información específica en un texto
• 
• Compruébalas con toda la clase.
hablar sobre los nómadas de su país
• 
CULTURAL COMPARISON

4 • Que respondan las preguntas individualmente.

Warmer
• En parejas, que las comparen.
Escribe Ireland en la pizarra. Haz que se fijen
• Escucha las respuestas de todos tomando
en el Fact box y pregúntales si alguien tiene
en cuenta la diferente sensibilidad cultural de
raíces irlandesas. En parejas, que escriban
los alumnos.
lo que sepan sobre este país. Escucha las
respuestas con toda la clase y apunta en la
pizarra lo más importante, p. ej., They speak
Extra activity
English there. It often rains, etc. Con los libros cerrados, que anoten todas
las palabras nuevas que puedan recordar
1 • Primero, que lean las dos preguntas. de la lección. En parejas, que las comparen.
• Diles que lean el texto por encima para tener Escuchadlas todos juntos y escríbelas en
una idea general de su contenido y escojan la pizarra. Luego, que copien todas estas
la respuesta correcta. palabras en sus cuadernos.
• Comprueba la respuesta con toda la clase.
2 2.31
Culture video: Homes in the UK
• Explícales que van a leer un texto en una
página web sobre el estilo de vida de los
nómadas irlandeses, y algunos comentarios.
• Deben escuchar y decir con cuál de las
personas están de acuerdo.
• Pon el CD y que lean el texto en sus libros.
• Escucha las respuestas con toda la clase,
teniendo en cuenta su sensibilidad cultural.

Word check
Haz que lean la lista de palabras. Comprueba
que las entienden pidiéndoles que las
traduzcan a su lengua. Señala que en ethnic
minority, el acento principal recae en la
segunda palabra porque es la combinación de
un adjetivo y un sustantivo.

Culture note
No se sabe cuántos nómadas irlandeses
hay en el Reino Unido. Se calcula que son
entre 15.000 y 300.000, aproximadamente.
Algunos todavía están en caravanas pero la
mayoría ya vive en casas o pisos.

T 66
 Grammar
3 • Di a los alumnos que el texto es sobre un
can / can’t and must / mustn’t pueblo que no tiene niños.
Objetivos de la lección • Que lean el texto y seleccionen las palabras
correctas.
aprender can para expresar posibilidad y
• 
• En parejas, que comparen sus respuestas.
(falta de) permiso, y utilizarlo
• Compruébalas con toda la clase.
aprender y usar must para hablar de
• 
EXPRESS YOURSELF
obligación y prohibición
usar must y mustn’t para escribir sobre su
•  4 • Haz que lean la oración de ejemplo.
clase de inglés • Que escriban oraciones usando must o
mustn’t y las ideas 1–6.
• Comprueba las respuestas con toda la clase.
Warmer Asegúrate de que entienden lo que quiere
Dibuja un círculo rojo en la pizarra con decir shout (hablar muy alto, gritar).
una letra P grande en el centro y una línea
roja en diagonal. Anímalos a decir que
esto significa No parking. En parejas, que
CLIL Grammar in context:
piensen en señales similares que podrían Geography
ver en la calle o en edificios. Escucha sus
5 • Esta actividad sirve para practicar el uso
ideas y anota las que tengan sentido en la
de los comparativos, de can y must.
pizarra, p. ej., No smoking, No dogs, No
• Primero, pídeles que lean todo el texto con
entry, etc.
atención.
• Haz la primera frase con toda la clase a
1 • Que copien las tablas en sus cuadernos.
modo de ejemplo y anímalos a decir la
• Diles que respondan las preguntas a–b.
opción correcta (in).
• Comprueba las respuestas con toda la clase.
• Individualmente, que elijan la respuesta
• Indica que You mustn’t do that (prohibición)
correcta entre las tres opciones.
es más contundente que You can’t do that
• Que las comparen en parejas.
(no está permitido).
6 2.32
Language note • Pon el CD para que escuchen el texto y
corrijan las respuestas del ejercicio 5.
Must pasa a ser negativo con la forma
contraída n’t. En avisos formales por escrito
se usa la forma completa en negativa,
CLIL task
p. ej., You must not run on the escalators. Que lean la información sobre las tres
Must es un verbo modal auxiliar, por este ciudades más pobladas del mundo. Luego,
motivo nunca va con do / does. que hagan una tabla parecida sobre las tres
ciudades con más habitantes de Europa
buscando la información en internet.
2 • Asegúrate de que entienden que hay un error
en la parte subrayada de estas oraciones.
• Diles que lean las oraciones y las corrijan.
Pronunciation lab:
Pueden consultar las tablas si es necesario.
Contractions: can’t y mustn’t, página 125
• Que comparen sus respuestas en parejas.
• Comprobadlas todos juntos.
Digital course: Interactive grammar table

Study guide: pág. 71

T 67
 UNIT

Grammar
can / can’t and must / mustn’t CLIL Grammar in context:
Ejercicio 1 1 Look at the tables and answer questions a) and b).
Geography
1 no can / can’t: 5 Read the text and choose the correct answers. Ejercicio 5
2 no possibility and (lack of) permission 1 in
6 2.32 Listen and check your answers.
I / You / He / She / It / can move house. 2 Can you
We / You / They can’t stay here. 3 bigger

must / mustn’t:
obligation and prohibition
I / You / He / She / It / must do this.
Mega-cities
● The biggest mega-city* in the world is Tokyo,
4 do
5 easier
6 are
We / You / They mustn’t do that. 7 better
(1) on / in / at Japan. It’s got a population of more
8 live
than 34 million people. (2) Can you / You can / You
a) Does the form of can and must change with must imagine? That’s like the population of Portugal, 9 worse
the different subject pronouns? Ireland and Greece combined! 10 breathe
b) Do we use to after can and must?
● In 1800, the world’s urban population was only
3% and the rural population was 97%. Now the urban
Ejercicio 2 2 Correct the mistakes.
population is (3) big / bigger / small than the rural
1 must 1 Travellers must to change schools. ✘ population.
change
2 A traveller can’t stays at the same school all ● Why (4) do / does / are people move from villages
2 can’t stay the time. ✘ to mega-cities? They think it’s (5) more / easier /
3 mustn’t 3 We don’t must discriminate against ethnic than to find work. They (6) is / am / are looking for a
discriminate
minorities. ✘ (7) worse / better / bad life for their families, but
4 must 4 We must respecting people of all cultures. ✘
respect
often the opposite is true.
● In mega-cities, many poor people (8) live /
3 Read the text and choose the correct words. to live / not live in unhealthy areas called slums.
Ejercicio 3 The sanitation is terrible and the pollution is much
1 can (9) more bad / better / worse than in rural areas.
2 can’t Welcome to Firhall! When the pollution is very bad, you can’t (10) breathe /
3 mustn’t to breathe / breathing without a mask.
Firhall is an unusual village in Scotland.
4 can’t To live there, you must be older than 45. *A mega-city is
The world’s biggest cities
5 can’t Children (1) must / can visit Firhall, but they a city with more
(2) can’t / must stay for more than three
City Population than 10 million
Tokyo (Japan) 34,300,000 inhabitants.
weeks. They (3) mustn’t / must be noisy and
they (4) must / can’t play football in the street. Guangzhou (China) 25,200,000
Residents can have a cat or a dog, but they Seoul (South Korea) 25,100,000
(5) can’t / must have birds or rabbits. There
are a lot of rules in Firhall!

EXPRESS YOURSELF
Ejercicio 4
Possible
4 Write about your English class.
answers Use must / mustn’t and ideas 1–6.
1 We mustn’t speak English We must speak English.
use our CLIL TASK
mobile 1 use our mobile phones 4 do our homework
phones. 2 listen to the teacher 5 forget our books Go online. Find out about the three biggest
2 We must 3 shout in class 6 respect people cities in Europe. Are they mega-cities?
listen to the Make a table like the one above.
teacher.
3 We mustn’t
shout in 2.33–2.34 Pronunciation lab: Contractions: can’t and mustn’t, page 125
class.
4 We must Digital course: Interactive
Interactive
grammar
Grammar
table Table: Workbook page xx Study guide: page 71 67
do our
homework.
5 We mustn’t
forget our
books. 9780230429697_Pulse_06.indd 67 29/08/2013 17:01

6 We must
respect
people.
 integrated skills integrated s
Getting around town
My friend Michael is moving house today.
ad His new house is near Green Park.
Ro P A Have you

GRE
’s
aul LA
St
P ever moved house? CE
RO
AD

EN S
A ens
C ut
From Old Street Que nue

TREE
ve
ic t A
B e ne d
B

A14
To Green Park Gre
Gr e en Park
ROAD

T
TLE
CAS
B

Bea
AD
RO

tric
TLE
1 km 7 minutes CAS

eR
d
GRE
St
Walking directions Aca
Norman

EN ST
Gardens
Gar dens
A

A14
e
Old Street Driv
man
el l C o ur
urt Nor
eyw
Hon

nce
Go straight along Old Street. A

RE

Pri
E T
Turn right onto Green Street. ET
RE
ey
St ST
r nl D
Turn left onto Castle Road. Bu OL
Rd
d T o re
Your destination is on the right. yR E sm
RE
e Din
er n
mp ST
A1

Po
B D
OL

Sha
Green Park
4

GR

wS
EE

t
N
ST
REE
T

Step 1: Read Step 2: Listen

Ejercicio 3
Ejercicio 1 1 Look at the directions and the map. Then 3 2.35 Copy the GPS instructions into your
match 1–4 to symbols a–d. notebook. Then listen and number them in the 1 b
1 b
order you hear them. 2 a
2 a 1 turn left a)
3 e
3 d
2 turn right b) a) At the end of the road, turn right.
4 c
4 c b) Depart.
3 go straight c) c) After 300 metres, turn left. 5 d
4 your destination d) d) Your destination is on the right.
e) Go straight along Magnolia Avenue.
Ejercicio 2 2 Read the directions again. Choose the
correct answers. 4 Listen again. Are the sentences true or false? Ejercicio 4
1 a
2 b 1 The starting point is … Correct the false sentences. 1 False
Michael sets
3 b a) Old Street. b) Castle Road. 1 Michael’s mum sets the GPS. the GPS.
4 b 2 The directions are for … 2 Their new house is at 25 Roman Street. 2 False
5 a a) going by car. b) walking. Their new
3 Their new house is in a different town.
3 The destination is … house is at 12
a) Green Street. b) Green Park. 4 The new house is bigger than the old house. Roman Street.
4 It takes … minutes. 3 False
a) five b) seven Their new
house isn’t in a
5 It’s about … km. different town.
a) 1 b) 7 It’s just round
the corner.
68 4 True

9780230429697_Pulse_06.indd 68 29/08/2013 17:01

 Integrated skills
Getting around town
3 2.35
Objetivos de la lección
•  practicar las cuatro destrezas
•  leer un mapa
• escuchar a gente preguntando por una
dirección o respondiéndolo
•  escribir un diálogo personalizado
•  representar el diálogo
4 • Diles que lean las oraciones.
Warmer
Haz un juego de ortografía con nombres de
sitios de la ciudad. Anota en la pizarra cinco
o seis palabras con las letras mezcladas, p.
ej., k a p r (park), r y b l a i r (library), etc. En
parejas, que las escriban bien ordenadas. La
primera pareja que escriba todas las palabras
en el orden correcto es la ganadora.
Step 1: Read
1 • Haz que se fijen en lo que dice James y
anímalos a responder la pregunta Have you
ever moved house?
• Diles que relacionen las direcciones con los
símbolos.
• Que comparen sus respuestas en parejas.
• Comprobadlas todos juntos, asegurándote
de que entienden el significado de
destination (lugar adonde te diriges).
2 • Comprueba que entienden el ejercicio.
• Que lean las indicaciones y elijan las
respuestas correctas.
• Compruébalas con todo el grupo.
Culture note
Las millas se usan para medir la distancia en el
Reino Unido y los EE. UU. Una milla equivale
a 1,6 km aproximadamente (un kilómetro son
unas 0,6 millas). Viene del latín (mile) y significa
mil, ya que en la época de los romanos
equivalía a unos mil pasos.
Step 2: Listen
• Asegúrate de que entienden la actividad.
• Que copien las indicaciones del GPS en
sus cuadernos.
• Pon el CD para que ordenen
correctamente las indicaciones 1–5.
• Comprueba las respuestas con toda la
clase.
• Pon el CD otra vez para que digan si las
oraciones son verdaderas o falsas. Luego,
que corrijan las falsas
• Comprobad las respuestas todos juntos.
Extra activity
Escribe estas expresiones en la pizarra:
Off we go! Ready! Let’s go! Here we are!
Pon el CD otra vez. Diles que levanten
la mano cuando las oigan. Vuelve a
poner el CD, parando después de cada
expresión para que las repitan en grupo e
individualmente.
2.35 Transcripción, ejercicios 3 y 4
Mum  OK, off we go! Can you set the GPS,
Michael?
Michael  OK – what’s the name of the road?
Mum  Roman Street, number 12.
Michael  OK. Ready!
Mum  Great – let’s go!
Sat-nav Depart.
At the end of the road, turn right.
Go straight along Magnolia Avenue.
After 300 metres, turn left.
Your destination is on the right.
Mum  Here we are!
Michael  Great! It isn’t very far!
Mum  No, it’s just round the corner. But this
house is bigger – now you can have your
own bedroom and you don’t have to share
with your brother!
T 68
 Integrated skills - continued
Asking for and giving directions Step 4: Communicate
5 2.36 9 • Que practiquen sus diálogos en parejas.
• Haz que lean el diálogo y las opciones de • Que se intercambien los papeles en ambos
respuesta. diálogos para practicar un poco más.
• Pon el CD para que escojan las respuestas
10 • Pide a algunas parejas que lo representen
correctas.
para toda la clase.
• Que comparen las respuestas en parejas.
• Los alumnos tienen que levantar la mano
• Comprueba las respuestas con toda la clase.
si otra pareja tiene los mismos destinos
6 2.36 o indicaciones. Esto hará que escuchen
• Vuelve a poner el CD otra vez, parando atentamente a sus compañeros.
después de cada intervención para que la
repitan juntos. Skills builder
• Destaca la acentuación y la entonación
Speaking: Being polite
descendente de las indicaciones,
Destaca que los ingleses usan mucho
p. ej., Go straight on, then turn left.
excuse me, please y thank you. Es importante
• Pídeles que las repitan unas cuantas veces,
emplear estas palabras cuando hablas con
tanto en grupo como individualmente, con la
personas que no conoces. Si no lo haces,
acentuación y la entonación correctas.
pensarán que eres un maleducado.
• En parejas, que practiquen el diálogo y que
luego se intercambien los papeles.

Integrated skills: Workbook, pág. 116

Step 3: Write
7 • Diles que elijan uno de los tres lugares: the
park, the supermarket o the sports centre.
• Que escriban las indicaciones para llegar a
su colegio y al lugar escogido.
• Comprobad las respuestas todos juntos.
8 • Individualmente, los niños escriben sus propios
diálogos basándose en el modelo de ejemplo y
en las expresiones esenciales para pedir y dar
indicaciones del Communication kit.
• Obsérvalos mientras escriben y ayúdalos si
lo necesitan.

T 69
 UNIT

egrated skills integrated skills

ASKING FOR
AND GIVING
DIRECTIONS

Excuse me! Can you tell me

how to get to Roman Street, please?
It’s near (1) Castle Park / the campsite.
Which way is it?
Straight on, then left?
OK. Is it far?
Thank you!
Roman Street? Let me think.
Ah, yes. I know where it is!
Go straight on, then turn (2) left / right.
Yes. Then cross the road and go past the park.
Roman Street is on the (3) left / right.
No – it’s a (4) five / ten minute walk.
No problem. Bye!

Ejercicio 5 5 2.36 Read and listen to the dialogue. Step 4: Communicate

1 Castle Park Choose the correct answers for 1–4.
2 left 9 Work in pairs. Take turns to practise your dialogues.
3 right 6 Listen again and repeat. Practise your intonation.
Excuse me! Can you tell me how to get to
4 five the nearest café, please?
Step 3: Write The nearest café? Let me think.

10 Act your dialogue for the class.

7 Choose one of the places a–e. Then write
directions from your school to the place.
SKILLS BUILDER
a) the nearest café
b) the park Speaking: Being polite
c) the supermarket You must be polite when you speak to
d) the sports centre someone you don’t know.
e) the library Remember to say excuse me, please and
thank you!
8 Prepare a new dialogue. Write both parts. Use
your notes from exercise 7 and the dialogue in COMMUNICATION KIT
exercise 5 to help you.
Asking for and giving directions
Excuse me! Can you tell me how to get to the
nearest café, please? Excuse me! Can you tell me how to get to … , please?
Which way is it? Go past … .
The nearest café? Let me think. Go straight on. Is it far?
Turn left / right. It’s a five / ten minute walk.
Cross the road.

Integrated skills: Workbook page 116 69

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 Writing
An opinion essay
1 2.37 Read and listen to the essay. Do you agree with Jane’s opinion?

IN YOUR OPINION, IS IT BETTER TO GO ON

HOLIDAY TO A HOTEL OR ON A BARGE?

In my opinion, it’s better to go on holiday on

a barge. My family and I spend two weeks on a
barge every summer. It’s more interesting than
staying in a hotel.
I like staying on a barge because you have
more freedom – you can go wherever you want.
I also like it because it’s relaxing – you’re always
near the water.
Some people prefer hotels, but not me! I
don’t like staying in hotels because it’s boring.
It’s more fun going on holiday on a barge.

By Jane, 13

2 Look at the Writing focus. How do you say

Ejercicio 3 because in your language?
I don’t like
staying in
hotels because Writing task
it’s boring. WRITING FOCUS
because Write an essay with this title:
In your opinion, is it better to live in a city or
We use because to give reasons.
Ejercicio 4 a village?
I like staying on a barge because you have
1 b I like living more freedom. Plan Decide which option you prefer.
in a city Then make notes.
because I also like it because it’s relaxing.
there are I like … because …
more I don’t like … because ...
facilities. 3 Read the essay again. Find one more
2 d I prefer example of because. Write Write three paragraphs using sentences
living in 1–3. Use the essay in exercise 1 to help you.
a village 4 Match 1–4 with a–d. Then join the sentences 1 In my opinion, it’s better to ... .
because it’s 2 I like … because ... .
quieter.
with because.
3 Some people prefer … , but not me!
3 a I’d like to 1 I like living in a city. I don’t like ... .
live near the 2 I prefer living in a village.
sea because 3 I’d like to live near the sea. Check Check your writing.
I love
windsurfing. 4 I can’t live in a palace.
✔ using because to give reasons
4 c I can’t live a) I love windsurfing. ✔ comparative adjectives
in a palace b) There are more facilities.
because ✔ vocabulary for places
it’s very
c) It’s very expensive!
expensive! d) It’s quieter.

70 Build your confidence: Writing reference and practice. Workbook page 130

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 Writing
An opinion essay Culture note
El Reino Unido cuenta con una extensa red
Objetivos de la lección de canales que se construyeron en el siglo
aprender a usar because para dar
•  XVIII, al principio de la Revolución Industrial,
explicaciones para transportar materias primas y productos
escribir un breve artículo de opinión
•  por todo el país. En el siglo XIX, los canales
fueron sustituidos por las vías férreas, y la
mayoría cayeron en desuso muchos años.
Warmer Actualmente, ir de vacaciones en barcaza
Divide a los niños en parejas. Diles que por los canales está de moda y muchas de
hagan una lista de los alojamientos que estas vías vuelven a utilizarse.
aprendieron en esta unidad. Anímalos a dar
respuestas y escríbelas en la pizarra, p. ej.,
4 • Que unan las dos partes de cada oración.
tent, caravan, castle, hotel. Esto les servirá
• En parejas, que comparen las respuestas.
para preparar el ejercicio siguiente.
• Compruébalas con toda la clase.
1 2.37
Writing task
• Pide a los niños que miren las fotos.
Pregúntales qué ven (gente de vacaciones El objetivo de este ejercicio es que los niños
en una barcaza). escriban de forma guiada un texto para
• Pon el CD para que escuchen el texto y lo practicar el uso correcto de because para
lean. justificar elecciones. También sirve para que
• Pregúntales si están de acuerdo o no con la aprendan a utilizar adjetivos comparativos
opinión de Jane, y que lo justifiquen. y vocabulario para hablar de sitios. Pídeles
que sigan los pasos del Student’s Book.
2 • Diles que lean el Writing focus.
Obsérvalos mientras escriben y ayúdalos si lo
• Anímalos a decir la palabra o palabras
necesitan. Cuando lleguen al Check, que se
equivalente a because en su lengua.
intercambien los cuadernos y corrijan el texto
de un compañero
Language note
Because puede usarse al principio de una Writing reference and practice: Workbook, pág. 130
oración (p. ej., Because I like swimming,
I usually spend my holidays at the seaside),
pero es más normal ponerla detrás de la
cláusula principal (p. ej., I usually spend
my holidays at the seaside because I like
swimming).

3 • Haz que busquen otro ejemplo de because

en el texto.
• Que copien la oración en sus cuadernos.
• Compruébala con toda la clase.

T 70
 Study guide
Grammar, Vocabulary and Speaking
Explica a los alumnos que la Study guide es Additional material
una página importante que aporta información
Workbook
útil sobre el lenguaje de la unidad: la gramática,
• Progress check, página 54
el vocabulario y el lenguaje funcional de
• Self-evaluation, página 55
las Integrated skills. Explícales que pueden
• Grammar reference and practice, página 94
consultarla para preparar tests o exámenes.
• Vocabulary extension, página 107
• Integrated skills, página 116
Grammar • Writing reference and task, página 130
• Haz que lean las oraciones de ejemplo con
adjetivos comparativos y asegúrate que
saben cómo formarlos correctamente.
• Diles que miren las oraciones de ejemplo con
can y must y asegúrate de que las entienden.
Si es necesario, pídeles que las traduzcan.
• Diles que consulten la Grammar reference de
las páginas 94-95 del Workbook para repasar
la gramática.

Vocabulary
• Que lean la lista de vocabulario y comprueba
que entienden las palabras.
• Diles que pueden consultar la Wordlist de
la página 151 del Workbook si han olvidado
algunas palabras.

Speaking
• Comprueba que entienden el significado de
las frases para pedir y dar indicaciones.
• Di a los alumnos que representen una
conversación entre una persona que pide
indicaciones y otra que le responde.

Teacher’s Resource File Tests and Exams

• ‘Pulse Basics worksheets’, páginas 35–40 • Test de la Unidad 6: Basic, Standard
• ‘Vocabulary and grammar consolidation y Extra
worksheets’, páginas 23–26 • CEFR Skills Exam Generator
• ‘Translation and dictation worksheets’, • Test del segundo trimestre: Basic, Standard y
páginas 7, 17 Extra
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 11–12
• ‘Culture and CLIL worksheets’, páginas 21–24
• ‘Culture video worksheets’, páginas 11–12
• ‘Digital competence worksheets’, págs. 11–12
• ‘Macmillan Readers worksheets’, págs. 3–4

T 71
 UNIT

Study guide
Grammar
Comparative adjectives:
Comparative adjectives spelling rules
short adjectives and adjectives • For short adjectives, add -er.
ending in -y
small smaller loud louder
London is smaller than Tokyo.
The city is busier than my home town. • For short adjectives that end in vowel
long adjectives + consonant, repeat the consonant and
add -er.
Caravans are more popular than tents.
Hotels are more expensive than youth hostels. big bigger hot hotter
irregular adjectives • For short adjectives that end in -y, remove
good – better bad – worse the -y and add -ier.
I think caravans are better than tents. busy busier tidy tidier
• For long adjectives, do not change the word.
Prepositions of place Add more before the word.
on in under between unusual more unusual
organized more organized
• Some adjectives are irregular. They don’t
follow the rules!
in front of opposite next to behind
good better bad worse

can / can’t and must / mustn’t

Vocabulary
can / can’t: possibility and
(lack of) permission At home
I / You / He / She / can go on holiday. armchair desk sofa
It / We / You / They can’t drive. bath fridge table
must / mustn’t: obligation and
bed lamp toilet
prohibition chair mirror wardrobe
cooker shelf
I / You / He / She / must listen to the teacher.
cupboard sink
It / We / You / They mustn’t skateboard inside.

Places to stay
Speaking apartment farm mobile home
barge hotel tent
Asking for and giving caravan lighthouse villa
directions castle log cabin youth hostel
Excuse me! Can you tell me how to get
to … , please?
Which way is it? Go past … .
Go straight on. Is it far? LEARNING TO LEARN
Turn left / right. It’s a five / ten minute walk. Label objects in your home. If you see the
Cross the road. words every day, it’s easier to remember them.

Progress check: Workbook page 54 Grammar reference: Workbook page 94 71

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 Step 1: Think Step 2: Listen and plan
Collaborative
Project 2 Step 3: Create
Step 4: Evaluate

Making a leaflet Digital Literacy

When you write a leaflet, remember to:
TASK
• include images to make your leaflet
Work in groups of four to create a leaflet look attractive.
about your town. • use different fonts and colours.
• look up words in an online dictionary.

Step 1: Think
Ejercicio 1 1 Read the leaflet below. Use a dictionary to check
adverts the meaning of the words in the box. Which
activities for information is not included in the leaflet?
children
opening times adverts places to visit
sports and leisure facilities activities for children
restaurants markets a description of the town

All
about Brighton
Brighton is a city on the south coast of England.
Is has got wonderful beaches and lots of places to visit.
Famous local landmarks include the Royal Brighton also has a famous festival in May –
Pavilion (a 19th century palace) and the pier. itʼs the second biggest in the UK. Go to their
Other sights include Brighton Museum and website: brightonfestival.org
Art Gallery and Queenʼs Park. The oldest
Are you a sports fan? Brightonʼs got two
aquarium in the world is also in Brighton. To
football stadiums, a skate park and lots of
find out more about places to visit, see page 2.
swimming pools, gyms and sports centres
There is lots to do at night. Brighton has got (see page 4).
about 400 restaurants – more than any other
city outside London (see page 3)! The town
is famous for musicians such as The Kooks,
Come to Brighton! There’s
and there are a lot of live music events. something for everyone!
Contents
Places to visit – where to go, Teen town – places for teens
what to see Page 2 to go and things to do Page 3
Brighton at night – restaurants, Shopping – shops, shopping
theatres and cinemas Page 3 centres and markets Page 4
Get active in Brighton –
sports and leisure Page 4

72

9780230429697_Pulse_06ColProj.indd 72 29/08/2013 17:04

 Collaborative project 2
Making a leaflet
Objetivos de la lección
• hacer un folleto de su población en grupos
• identificar los elementos de un folleto
• escuchar a un grupo planificar un folleto
• leer un fragmento de una conversación y
completarlo

Warmer
Jugad al abecedario para repasar los lugares
de una población. Escribe en la pizarra a y
anímalos a decir un sitio que comience con
esta letra, p. ej. aquarium, art gallery, etc.
Divídelos en grupos y establece un límite de
tiempo para que escriban todos los lugares
que puedan por cada letra. El equipo con el
mayor número de palabras tiene que salir a
la pizarra a escribirlas y los demás tienen que
decir si están de acuerdo y si la ortografía es
correcta. Las respuestas correctas sin faltas
valen dos puntos y cada palabra correcta
con alguna falta, uno. Gana el grupo que
obtenga la puntuación más alta.

TASK
Lee el ejercicio con todos los alumnos y
comprueba que lo entienden. NOTA: Si no
tienen ordenadores, pueden hacer el folleto
a mano.

Step 1: Think
1 • Habla de los folletos con la clase. ¿Han leído
alguno? ¿Han hecho alguno? ¿Qué clase de
cosas suelen aparecer en un folleto?
• Anímalos a usar diccionarios para comprobar
el significado de las palabras del cuadro.
• Asegúrate de que entienden que leisure
facilities son lugares como centros
deportivos, gimnasios, cines, boleras, etc., y
que markets son sitios públicos con puestos
para vender cosas y que no suelen ser
permanentes.
• Que lean el folleto y digan la información que
falta.
• Comprueba las respuestas con toda la clase.
• Lee en voz alta el cuadro Digital literacy y
comprueba que lo entienden.

T 72
 Step 2: Listen and plan
2 2.38
• Pídeles que lean las preguntas atentamente.
• Pon el CD para que escuchen las preguntas
y las respondan.
• Comprueba las respuestas con todo el grupo.
3 • Lee para toda la clase el cuadro Useful
language, ayudándolos con el vocabulario.
• En parejas, que lean el fragmento de la
conversación y lo completen.
• Vuelve a poner el CD para que escuchen las
respuestas y las corrijan.
• Comprobadlas todos juntos y diles que
practiquen el diálogo en grupos.
4 • Explícales que van a planear cómo hacer un
folleto en grupos.
• Di a los alumnos que lean la lista de pasos
necesarios.
• Que se pongan en grupos de cuatro para
prepararlo. Pide a uno o dos grupos que lo
expliquen al resto de la clase.
Step 3: Create
5 • Leed juntos los pasos para que les quede
claro lo que tienen que hacer.
• Obsérvalos mientras escriben, ayudándolos
si lo necesitan.
Share information
En grupos, los niños comparten la información
que incorporarán al folleto, buscan qué
se podría mejorar y comprueban que no
haya ningún error. Que intenten utilizar un
vocabulario rico y variado.
Create the leaflet
Que cada grupo elabore su folleto ordenando
bien la información seleccionada. Luego,
que busquen fotos y estructuren todos los
elementos. Por último, que lo repasen antes de
imprimir la versión definitiva.
Show and tell
Cada grupo presenta su folleto y lo explica
a la clase. Deja tiempo para que los demás
alumnos puedan leerlos y hacer comentarios.
Si quieres, también puedes proponerles que
voten para elegir el mejor.
T 73
Step 4: Evaluate
6 • Reparte fotocopias de los cuadros de
evaluación: Teacher’s Resource File, sección
‘Key Competences’, páginas 48-49.
• Mirad los cuadros todos juntos.
• Lee todas las opciones, resolviendo las
dudas que tengan de vocabulario.
• Que hagan la autoevaluación; ayúdalos si lo
necesitan.
Extra activity
En grupos, que preparen un quiz sobre algún
folleto. Recoge los cuestionarios y luego haz
las preguntas a toda la clase o dale cada uno
a un grupo distinto para que las respondan.
2.38 Transcripción, ejercicios 2 y 3
David  OK, so our leaflet has got a description
of our town, information about places to visit
and things for teenagers to do. Let’s put the
description on the first page. We can start now.
Ana  Wait a minute, David. We need to finish
planning! Let’s include information about
shopping too.
Mario  Shopping? I don’t agree at all! I think
shopping is really boring!
Ana  Maybe you don’t like shopping, Mario, but
I think it’s interesting for visitors. We can put
information about the local markets.
Silvia  I agree with Ana. It’s a great idea.
Mario  OK, let’s include shopping. What about
sport? What’s the word for places like sports
centres, gyms and swimming pools?
David  Look it up in the dictionary!
Mario  It’s ‘leisure facilities’. OK, let’s have a
page on leisure facilities.
Silvia  Good idea! Now let’s plan who is writing
about each thing.
Ana  Silvia and I can write about shopping and
activities for teenagers.
David  Who wants to write about places to visit?
Mario  I can write about places to visit. Let’s all
find information for the description.
Ana  OK, let’s write about each thing and then
decide on the order. We can …
 Step 2: Listen and plan 4 Work in groups. Plan your leaflet. Use the
Useful language box to help you.
Ejercicio 2 2 2.38 Listen to Mario, Ana, Silvia and David • Decide which things you want to include.
1 b doing the task and answer the questions. • Decide who is writing about each thing.
2 b • Find the words you need.
1 David wants to … the leaflet.
3 b • Decide when to meet again to look at each
a) finish planning b) start writing
4 a other’s work.
5 a 2 Mario thinks including information about
shopping is … Step 3: Create
a) a good idea. b) boring.
5 Follow the steps to create your leaflet.
3 When there is a word they don’t know, they …
a) ask the teacher. b) use a dictionary.
Share information
4 Silvia wants to decide who is writing … Read or listen to each other’s work. Discuss
a) each part of the brochure. your work. Check these things:
b) about shopping.
• What can you improve?
5 … finding information for the description. • Are the sentences clear?
a) They are all b) Only Mario is • Is the vocabulary interesting?
• Can you use a wider variety of words?
Ejercicio 3 3 Complete the conversation extract with the • Are there any mistakes?
1 has got words in the box. Listen again and check your
2 Wait answers. Create the leaflet
3 agree Decide what order the information should
for think up has got agree
4 think go in. Find photos and pictures and organize
with Wait about
5 with the layout. Check the grammar, vocabulary,
6 for spelling and punctuation.
7 up
David: OK, so our leaflet (1) … a description of our Show and tell
8 about
town, information about places to visit and Show the rest of the class your leaflet.
things for teenagers to do. Let’s put the
description on the first page. We can start
now. Step 4: Evaluate
Ana: (2) … a minute, David. We need to finish
planning! Let’s include information about 6 Now ask your teacher for the group and
shopping too. individual assessment grids. Then complete
Mario: Shopping? I don’t (3) … at all! I think the grids.
shopping is really boring!
Ana: Maybe you don’t like shopping, Mario, but Useful language
I (4) … it’s interesting for visitors. We can
Our leaflet has got a description.
add information about the local markets.
What about sport?
Silvia: I agree (5) … Ana. It’s a great idea.
Who wants to write about sport?
Mario: OK, let’s include shopping. What about
Wait a minute!
sport? What’s the word (6) … places like
What’s the word for …?
sports centres, gyms and swimming pools?
Look it up in the dictionary!
David: Look it (7) … in the dictionary!
I think it’s a great idea / really boring.
Mario: It’s ... ‘leisure facilities’. OK, let’s have a
We need to do the research first.
page on leisure facilities.
Let’s find information about restaurants.
Silvia: Good idea! Now let’s plan who is writing
(8) … each thing.

73

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UNIT
fun and
games

Objetivos de la unidad y competencias clave

En esta unidad los alumnos aprenderán…
• a entender, memorizar y usar correctamente
palabras relacionadas con los juegos de
ordenador CCL CD
• a entender, memorizar y usar correctamente
nombres de programas de televisión CCL CSC CEC
• a entender y usar correctamente estructuras
gramaticales relacionadas con el pasado y hacer
paralelismos con su lengua materna CCL CAA
• sobre la historia del cómic CCL CEC
• sobre la tecnología de la televisión CCL CMCT CEC
• sobre los seriales del Reino Unido viendo un
vídeo corto CCL CSC CEC
En esta unidad los alumnos aprenderán a...
• buscar información específica en una guía de
una exposición CCL CD CEC
• buscar información sobre videojuegos CCL CD SIE
• buscar información específica en un diálogo
sobre programas de televisión CCL CSC CEC
• hablar sobre sus juegos de ordenador
favoritos CCL CD CSC
• escribir una reseña de un programa de
televisión CCL CSC CEC
• leer las preguntas frecuentes (FAQs) de un
juego, escuchar una conversación sobre
un juego y explicar sus reglas CCL CSC
• prepararse para un examen en el que deben
representar un papel CCL CAA

Contenidos lingüísticos Destrezas

Vocabulario principal Comprensión lectora

• Juegos de ordenador: strategy,
puzzle, trivia, etc.
• Programas de TV: documentary,
cartoon, soap opera, etc.
Gramática
• El past simple: was / were
• El past simple de los verbos
regulares en afirmativa
• Leer una guía de una exposición sobre juegos de ordenador
• Leer un texto sobre la historia de los dibujos animados
• Leer las instrucciones de un juego de ordenador
Expresión escrita: interacción y
producción
• Escribir un diálogo personalizado
• Redactar una reseña de un programa de televisión en tres
pasos: planear, escribir, repasar

Lenguaje útil Comprensión oral

• Explicar las reglas de un juego
• Expresiones para hacer
sugerencias y responder a ellas
en un examen oral
Pronunciación
• was / were
• La terminación del past simple
• Escuchar una conversación sobre programas de televisión
• Escuchar a gente explicando las reglas de un juego
Expresión oral: interacción
• Intercambiar información sobre sus videojuegos favoritos
• Hacer y responder preguntas sobre cosas que han
ocurrido en el pasado con was y were
Expresión oral: producción
• Preparar y representar un diálogo sobre las reglas de un
juego
• Preparar y hacer un ejercicio que consiste en representar
un papel durante un examen de speaking
Destrezas para el
aprendizaje permanente
Autoaprendizaje y
autoevaluación
• ‘Study guide’:
Student’s Book, página 83
• ‘Progress check’ y
‘self-evaluation’:
Workbook, páginas 62–63
• ‘Grammar reference’ y ejercicios:
Workbook, páginas 96–97
• ‘Wordlist’:
Workbook, páginas 151–157
Estrategias de
aprendizaje y destrezas
del pensamiento
• Predecir el tema de un texto a
partir de las fotos y el título
Conciencia cultural
• Los dibujos animados en EE. UU.
• Comparar los dibujos animados
de EE. UU. con los de su país
Contenidos
interdisciplinares
• Tecnología: buscar información en
internet
• Tecnología: la televisión
• Lengua y literatura: convenciones
para escribir una reseña
Competencias clave
CCL Competencia en
comunicación lingüística
CMCT Competencia en matemáticas,
ciencia y tecnología
CD Competencia digital
CAA Aprender a aprender
CSC Competencias sociales y
cívicas
SIE Sentido de la iniciativa y
emprendimiento
CEC Conciencia y expresión
cultural
Evaluación
• Test de la Unidad 7: Basic, Standard y Extra
• CEFR Skills Exam Generator
External exam trainer
• Speaking: interacción cotidiana
Materiales digitales
Pulse Live! Digital Course, que incluye:
• Tablas de gramática interactivas
• Video modelo de expresión oral: explicar las reglas de
un juego
• Vídeo con material cultural: los seriales del Reino Unido
Página web del alumno
Competencia digital
• Web quest: el desarrollo de un juego de ordenador
• Worksheet de competencia digital: cronogramas
Materiales de refuerzo
• Teacher’s Resource File: ‘Basics’, páginas 41–46
• Teacher’s Resource File: ‘Vocabulary and Grammar:
Consolidation worksheets’, páginas 27–28
Materiales de ampliación
• Actividad para fast-finishers: Student’s Book, página 75
• Actividades extra: Teacher’s Book, página T78
• Teacher’s Resource File: ‘Vocabulary and Grammar
Extension worksheets’, páginas 29–30
Teacher’s Resource File
• ‘Translation and dictation worksheets’, páginas 8, 18
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 13–14
• ‘Culture and CLIL worksheets’, páginas 25–28
• ‘Culture video worksheets’, páginas 13–14
• ‘Digital competence worksheets’, páginas 13–14
• ‘Macmillan Readers worksheets’, páginas 5–6
U 7
 UNIT

THINK ABOUT IT
What do you do for fun? Think about …
games friends TV hobbies sport

Vocabulary and Speaking

Computer games
1 3.02 Listen and repeat the words in blue. Do you like computer games? What types do you play?

Platforms New! Bestsellers Other game types Coming soon

education and reference

Computer games: puzzle, quiz and trivia
simulation
add your reviews! strategy

Click on the pictures to choose a game and add your review.

action and adventure music and dancing driving and racing role-play sports and fitness

2 Work in pairs. Write examples of the types of EXPRESS YOURSELF

computer games in exercise 1.
4 Complete the sentences. Use adjectives
action and adventure – Prince of Persia, Sorcery, … from exercise 3 or your own ideas.
1 My favourite game is … . It’s … .
LOOK!
2 I don’t like playing … games. They’re … .
fun and funny
It’s fun = I enjoy it. 5 Work in pairs. Compare your choices.
It’s funny = It makes me laugh. My favourite game is Pro Evolution
Soccer. It’s fun!
3 Check the meaning of the adjectives in the box. Really? I prefer racing games. They’re
Ejercicio 3 Then match the opposites. more exciting.
funny ≠ serious easy funny slow difficult serious Do you like playing strategy games?
slow ≠ fast exciting fast boring Yes – I think they’re …
exciting ≠ boring
easy ≠ dif ficult

74 Vocabulary
Interactive
extension:
Grammar
Workbook
Table: page 108 page xx
Workbook

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 Vocabulary and Speaking
Computer games Look!
Objetivos de la lección Anímalos a poner ejemplos de cosas divertidas
(fun), como ir a fiestas, bailar en la discoteca y
aprender vocabulario relacionado con los
• 
quedar con amigos, y cosas graciosas (funny),
juegos de ordenador
como chistes, series y películas cómicas.
aprender unos adjetivos
• 
comparar diferentes opciones
• 
3 • Comprueba que entienden el significado de
los adjetivos pidiéndoles que los traduzcan a
Warmer su lengua.
Haz una encuesta: escribe en la pizarra How • Individualmente, que relacionen cada
often do you play computer games? y How adjetivo con su antónimo.
many hours a week do you play computer • En parejas, que comparen las respuestas.
games? Diles que, en parejas o grupos • Comprobadlas todos juntos.
pequeños, se hagan las preguntas y las
respondan. Luego, escuchad las respuestas Finished?
todos juntos para ver quién dedica más
Pide a los que acaben antes que escriban más
tiempo a los videojuegos y quién menos.
ejemplos (p. ej. good ≠ bad, big ≠ small).

Think about it EXPRESS YOURSELF

Escribe fun en la pizarra y pide a los alumnos
que miren las cinco categorías. En parejas,
que se expliquen qué hacen para divertirse y
luego escuchad las respuestas todos juntos.
1 3.02
• Pon el CD para que los alumnos escuchen
las palabras en azul y las repitan.
• Destaca la pronunciación de quiz /kwɪz/.
• Pregúntales si les gustan los videojuegos, y
de qué género.
• Escuchad las respuestas todos juntos.
Language note
Recuérdales que en las palabras
compuestas normalmente el acento recae
sobre la primera, p. ej. role-play.
4 • Individualmente, que completen las
oraciones con los adjetivos del ejercicio 3
y los juegos / géneros del ejercicio 2, o sus
propias ideas.
• Ponles más ejemplos de adjetivos para
describir videojuegos si es necesario
(p. ej. scary, amazing, terrible).
5 • Escoge a dos alumnos para que lean el
diálogo de ejemplo para toda la clase.
• En parejas, que comparen las respuestas del
ejercicio 4 o sus propias opiniones sobre el
tema de los videojuegos.
• Que algunas parejas lo expliquen a la clase.
Vocabulary extension: Workbook, pág. 108

2 • Haz las primeras oraciones a modo de

ejemplo (Prince of Persia, Sorcery) y
anímalos a decir uno o dos juegos más.
• Individualmente, que escriban los títulos de
los videojuegos de las demás categorías.
• Que comparen estos títulos en parejas.
• Escuchadlos todos juntos y luego cópialos
en la pizarra. Esto les servirá para preparar el
ejercicio 4.

T 74
 Reading
Text type: An exhibition guide
Objetivos de la lección
leer la guía de una exposición
• 
decir qué juegos de ordenador estaban de
• 
moda hace años y los que son populares
en la actualidad
Enlace web recomendado
www.computerhistory.org
Warmer
Escribe en la pizarra computer y diles
que tienen dos minutos para anotar en
parejas todas las palabras relacionadas
con la informática que puedan. Escucha las
respuestas y copia en la pizarra las correctas,
p. ej. home computer, laptop, computer game,
computer program, printer, mouse, etc.
1 3.03
• Que miren las palabras del cuadro.
• Diles que lean la guía de la exposición e
intenten responder las preguntas 1–4.
• Pon el CD para que escuchen el texto, lo
lean en sus libros y las comprueben.
• Corregidlas todos juntos.
Word check
Comprueba que entienden todas las palabras
nuevas.
Culture note
3 • Primero, que lean todas las preguntas
y posibles respuestas con atención y
asegúrate de que las entienden.
• Que busquen las respuestas en la guía de la
exposición
• En parejas, que las comparen.
• Corregidlas todos juntos.
4 • En parejas, que se hagan las preguntas y las
respondan.
• Escuchad las respuestas todos juntos.
Finished?
Pide a los que acaben primero que hagan
una lista de ventajas e inconvenientes de los
videojuegos. Obsérvalos mientras escriben y
ayúdalos si es necesario.
Web quest
Los niños buscan información sobre la
historia de un videojuego y su desarrollo. Haz
que se fijen en el Web quest tip.
1 • En parejas, que escojan el videojuego
que quieren investigar.
2 • Pídeles que se conecten a un navegador
de internet, como Internet Explorer.
Luego, que vayan a un buscador (p. ej.
Google) y tecleen el título del videojuego.
• Que busquen todo lo que puedan sobre
la historia y el desarrollo del juego: quién
lo diseñó, cuándo, etc.
3 • Que las parejas compartan la
información con el resto de la clase.

Diles que se fijen en el cuadro Did you know?

William Higinbotham era un físico de los EE.
UU. que inventó el Tennis for Two, precursor
del Pong, un videojuego de tenis de mesa en
dos dimensiones creado por Atari en 1972.

2 • Lee en voz alta la palabra y la definición de

ejemplo.
• Diles que lean las cuatro definiciones.
• Individualmente, que busquen las palabras.
• Que las comparen en parejas.
• Comprobadlas todos juntos.

T 75
 UNIT

Reading
An exhibition guide
Welcome to the exhibition. Enjoy playing the games!
Ejercicio 1 1 3.03 What do you know about the history
1 Tetris of computer games? Complete the guide with
2 Sega Rally the words in the box. Then listen and check.
3 Tomb Raider Tetris® Sega® Rally
4 Wii Sports Wii Sports
™
Tomb RaiderTM

2 Find words in the exhibition guide that mean …

Ejercicio 2
games hardware console
1 graphics
2 sound
1
2
the images on the screen
the noises and music in a game
1970s In the 1970s there weren’t any home computers.
effects People played arcade games like Pong. When Atari® invented
3 smartphone
3 a modern mobile telephone the first home console, people loved it! It was big, the graphics
4 a period of ten years were basic and the sound effects weren’t realistic, but the
4 decade
games Space InvadersTM and PacManTM were very popular.
3 Read the guide again and choose the correct
Ejercicio 3
answers.
1980s In the 1980s, games were more expensive than
1 b 1 Were there home computers in the 1970s? today. Nintendo® invented the first mini-console, and its Mario
a) Yes, there were. games were best-sellers. Fantasy and role-play games and the
2 a
b) No, there weren’t. puzzle game (1) … were all popular too.
3 a
2 Was Tetris® popular in the 1980s?
4 b
a) Yes, it was. During the 1990s there were important
b) No, it wasn’t. technological developments, such as 3D animation and better
3 Were racing and adventure games popular sound effects. With consoles like Sony PlayStation®, games
in the 1990s? were more realistic. Racing games like (2) … and adventure
a) Yes, they were. games like (3) … were popular.
b) No, they weren’t.
4 Were there karaoke games in 1980? 2000 After 2000, computer games were more
a) Yes, there were. sociable. They were fun for all the family: there were karaoke
b) No, there weren’t. games, dance mats and even memory games. In 2006,
Nintendo invented (4) … .
4 Work in pairs. Ask and answer the questions.
1 Which computer games were popular
2010 In the past, people usually played computer games
at home because there weren’t any smartphones or tablet
when you were younger? computers. Today we can play computer games anywhere.
2 Which games are popular now? Why? Games are developing all the time – what will they be like in the
next decade?

FINISHED? Word check

arcade game graphics sound effect development dance mat
In your opinion, what are the advantages
and disadvantages of computer games?
Write a list.
DID YOU KNOW?
William Higinbotham created the first video
+ They’re fun! - You stay indoors.
game in 1958. It was called Tennis for Two.

WEB QUEST
Go online. Research the history and development of a computer game.
1 Decision-making: in pairs, choose a game. Don’t get distracted when you
2 Collaboration: work together to find out about the history and use the internet. Remember
development of the game. the aims of your research!
3 Share your knowledge with the rest of the class.
Interactive Grammar Table: Workbook page xx 75

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 Grammar
was / were there was / there were
Ejercicio 1 1 Copy and complete the tables with was, were, 5 Look at the tables and translate sentences a)
1 were wasn’t or weren’t. and b). Are the singular and plural forms the
2 wasn’t same or different in your language?
affirmative and negative
3 Was affirmative and negative
I was / wasn’t happy.
4 weren’t
You (1) … / weren’t happy. a) There was a TV in my grandad’s house,
but there wasn’t a computer.
He / She / It was / (2) … popular.
b) There were game consoles in the 1980s,
We / You / They were / weren’t popular.
but there weren’t smartphones.
Ejercicio 2 questions and short answers
questions and short answers
1 The Pokémon Yes, I was.
game wasn’t Was I happy? Was there a computer at Yes, there was.
No, I wasn’t.
Spanish. It your grandad’s school? No, there wasn’t.
was Japanese. Yes, you were.
Were you happy? Were there tablet Yes, there were.
2 In 1980, home No, you weren’t.
computers in the 1990s? No, there weren’t.
consoles (3) … he / she / Yes, he / she / it was.
weren’t cheap. it popular? No, he / she / it wasn’t.
They were 6 Complete the text with there was / there were Ejercicio 6
expensive. Were we / you / Yes, we / you / they were. or there wasn’t / there weren’t. 2 there weren’t
3 The Tetris they popular? No, we / you / they (4) … .
3 there were
game wasn’t
American. It 4 There weren’t
was Russian. 2 Write affirmative and negative sentences. Victorian toys 5 There wasn’t
4 The Atari
Use was / wasn’t or were / weren’t. and games 6 there wasn’t
graphics Pokémon characters (people / creatures) Last weekend I was at the 7 there were
weren’t
sophisticated. The Pokémon characters weren’t people. Museum of Childhood in
They were They were creatures. London. (1) There was an
basic. exhibition about Victorian
1 The Pokémon® game (Spanish / Japanese) toys and games. In 1900
5 Sega Rally
wasn’t a quiz 2 In 1980, home consoles (cheap / expensive) (2) … any computer games,
game. It was a 3 The Tetris® game (American / Russian) but (3) … games like chess
racing game. 4 The Atari® graphics (sophisticated / basic) and cards. (4) … any plastic toys, but there
5 Sega® Rally (quiz game / racing game) were wooden trains and porcelain dolls.
(5) … a garden in many Victorian houses,
EXPRESS YOURSELF so children often played in the street. And
(6) … much space in the house, because
Ejercicio 3 3 Complete the questions with was or were. (7) … a lot of children in each family –
1 were sometimes 10 or 12!
1 Where … you born?
2 was 2 Who … your first teacher?
3 was 3 When … your last birthday?
4 were 4 What … your favourite subjects last year? 7 Copy and complete the questions with Was Ejercicio 7
5 were 5 Where … you at 8 o’clock this morning? there or Were there. Then write short answers. 1 Were there;
Use the information in exercise 6. No, there
4 Work in pairs. Ask and answer the questions in Was there an exhibition about Victorian toys
weren’t.
exercise 3. and games? Yes, there was. 2 Were there;
Yes, there
1 … computer games in 1900? were.
ANALYSE 2 … games like chess and cards? 3 Was there;
3 … a garden in all Victorian houses? No, there
How many different ways are there to wasn’t.
say was and were in your language? 4 … much space in the house?
4 Was there;
5 … a lot of children in each family? No, there
wasn’t.
3.04 Pronunciation lab: was and were, page 125 5 Were there;
Yes, there
were.
76 Digital course: Interactive
Interactive
grammar
Grammar
table Table: Workbook page xx Study guide: page 83

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 Grammar
was / were there was / there were
5 • Que lean las tablas y traduzcan las oraciones
Objetivos de la lección a-b a su lengua.
aprender el verbo be en past simple y
•  • Comprueba las respuestas con toda la clase.
utilizarlo • Destaca la diferencia entre there was / there
aprender there was / there were y usarlo
•  were en inglés respecto a su idioma.
• Recuérdales que en inglés hay dos maneras
de decir “había”, y que there was se emplea
Warmer en singular, mientras que there were se usa
Repasad el verbo be en present simple. Pinta en plural.
en la pizarra una tabla con dos columnas • Que copien las tablas en sus cuadernos.
vacías (affirmative y negative) y los pronombres
6 • Primero, que lean el texto con atención.
sujeto I, we/you/they y he/she/it. Anímalos a
• Que rellenen los espacios con there was /
decir las formas contraídas y plenas para cada
there were or there wasn’t / there weren’t.
pronombre y a completar la tabla.
• En parejas, que comparen las oraciones.
affirmative negative • Compruébalas con todo el grupo.
I ’m / am ’m not / am not
we / you / they ’re / are aren’t / are not Culture note
he / she / it ’s / is isn’t / is not
En 1974, el Museo Victoria and Albert
de la Infancia de Londres se convirtió
1 • Diles que en este ejercicio tienen que
en un museo especializado en los niños.
aprender el verbo be en past simple.
Se encuentra en un edificio que acoge
• Que copien las tablas en sus cuadernos y
exposiciones desde 1872. Este centro
completen los espacios 1-4 con was, were,
muestra artefactos relacionados con la
wasn’t or weren’t.
infancia (juguetes, p. ej.) desde el siglo
• Comprobad las respuestas todos juntos.
XVII hasta la actualidad. Más de 400.000
2 • Lee las oraciones de ejemplo en voz alta personas lo visitan cada año.
para toda la clase.
• Que hagan el ejercicio individualmente.
7 • Lee en voz alta la pregunta y la respuesta
• En parejas, que comparen sus respuestas.
breve de ejemplo para toda la clase.
• Comprobadlas juntos y haz que se fijen en la
• Haced la primera pregunta y la respuesta
acentuación de sophisticated /səˈfɪstɪkeɪtɪd/.
breve juntos a modo de ejemplo.
EXPRESS YOURSELF
• Individualmente, que escriban las demás
3 • Los alumnos completan las oraciones preguntas y respuestas breves.
individualmente con was o were. • En parejas, que las comparen.
• En parejas, que comparen las respuestas. • Corregid el ejercicio todos juntos.
• Corregidlas todos juntos y destaca que
decimos Where / When were you born? y Pronunciation lab: was and were,
respondemos I was born in ... página 125

4 • Individualmente, que escriban las respuestas

a las preguntas del ejercicio 3.
Digital course: Interactive grammar table
• En parejas, que se hagan las preguntas y las
respondan. Study guide: pág. 83
• Escuchad algunas respuestas todos juntos.

Analyse
Pídeles que busquen distintas maneras de
decir was o were en su lengua.

T 76
 Vocabulary and Listening
TV programmes
Objetivos de la lección
• aprender algunas palabras relacionadas
con los programas de televisión
• escuchar información específica
Warmer
Escribe en la pizarra estas dos preguntas:
How often do you watch television? What is
your favourite programme? En parejas, que
se hagan las preguntas y las respondan.
Escuchad las respuestas todos juntos.
1 3.05
• Pon el CD para que los alumnos escuchen
las palabras y las repitan.
• Que digan a qué programas corresponden
las fotos de la guía de televisión.
2 • Diles que busquen un ejemplo de cada clase
de programa.
• En parejas, que comparen las respuestas.
• Compruébalas con toda la clase.
3 • Haz las dos primeras oraciones a modo de
ejemplo, p. ej. I often watch documentaries.
Last night I watched a film.
• Diles que usen las palabras del ejercicio 1
para escribir oraciones que sean verdaderas
para ellos.
• En parejas, que comparen las respuestas.
• Escuchad las respuestas todos juntos.
4 3.06
• Que vuelvan a consultar la guía y lean con
atención las dos oraciones incompletas.
• Di a los alumnos que cuando escuchen
tienen que fijarse en el tipo de programa, el
canal y el horario de emisión.
• Pon el CD para que completen las oraciones.
• Que las comparen en parejas.
• Comprueba las respuestas con toda la clase.
5 • Primero, que lean las oraciones y las
posibles respuestas con atención.
• Vuelve a poner el CD para que escojan las
opciones correctas.
• En parejas, que las comparen.
• Corregidlas todos juntos.
T  77
Extra activity
Copia en la pizarra el principio de las
dos primeras intervenciones de la
transcripción. Luego, díctales las primeras
seis intervenciones del diálogo para que las
escriban en sus cuadernos. En parejas, que
se turnen haciendo de Hazel y James. Vuelve
a poner el CD para que los niños repitan
el diálogo y que luego hagan otra vez el
ejercicio pero con los papeles cambiados.
3.06 Transcripción, ejercicio 4 y 5
Hazel  Hey James, how’s it going?
James  Everything’s fine, thanks. How are you?
Hazel  Great thanks! I’m just waiting for the bus ...
James  Yeah, me too. Are you going home?
Hazel  No, I’m going to my friend’s house.
James  Ah, right. I’m going home. It’s my sister’s
birthday so we’re having a special meal.
Hazel  Yeah? Hey – did you watch Life in the
Wild yesterday?
James  Life in the Wild? No, I didn’t. What time
was it on?
Hazel  About 5 o’clock, I think. On Channel 1.
James  No ... What was it about?
Hazel  It was a documentary about penguins in
the Antarctic.
James  Penguins? Was it any good?
Hazel  Yeah, it was fantastic! Really interesting.
It was about an expedition to study the penguins
there. There were hundreds of penguins! It
was so cold, but there were all these little baby
penguins – they were so cute!
James  That sounds nice. Well, I watched a film
called New Dawn.
Hazel  New Dawn? What was that like?
James  It was terrible! The story was rubbish!
It was really long and there were so many
adverts ...
Hazel  Were there any famous actors in it?
James  No, I don’t think so. I can’t remember
their names ...
Hazel  Was it exciting?
James  No, it wasn’t – not at all! And the special
effects were terrible!
Hazel  Oh dear. Anyway – here’s my bus. See
you tomorrow!
James  Yeah. See you later.
Hazel  Say Happy birthday to your sister from me!
James  Will do. Bye!
 UNIT

Vocabulary and Listening

TV programmes

Ejercicio 1
1 3.05 Listen and repeat the words in the
box. Which TV programmes can you see in
TV Guide
documentary
the pictures? Channel 1 Channel 2
comedy 4.00 Crazy Kids! 4.00 Neighbours
reality show chat show soap opera All our favourite cartoon Sophie gets good news
chat show
the news weather forecast game show characters. in today’s episode of the
game show
sports programme comedy cartoon Australian soap opera.
sports programme
documentary film drama advert
reality show music programme 5.00 Life in the Wild 5.00 Who Wants To Be
Documentary about A Millionaire?
Ejercicio 2 2 Read the TV guide. Find one example of each penguins in the Antarctic. More difficult questions for
of these programmes. the game show contestants.
1 The Talk
Show a reality show I’m a Celebrity ...
2 Neighbours
1 a music programme
3 New Dawn
2 a soap opera
4 Olympic
Dreams 3 a film
5 Law and
4 a sports programme
order 5 a drama
6 Crazy Kids! 6 a cartoon 5.45 The Big Bang Theory 6.00 The News at 6
Double comedy – two National and regional news.
3 Complete the sentences with true episodes.
information. Use words from exercise 1. 6.55 Weather Forecast
1 I often watch ... . 7.00 Olympic Stars
2 Last night I watched ... . The sports programme
3 I don’t like watching ... . that follows Britain’s top
4 My parents like ... . athletes.
5 ... is on at 9 o’clock in the evening.

Ejercicio 4 4 3.06 Look at the TV guide. Then listen

a 1 a documentary to the informal conversation and complete 7.15 Top of the Charts
21 sentences a) and b). The Friday night music
35 programme.
a) Hazel watched (1) … on Channel (2) … at
b 1 a film
22 (3) … o’clock. 8.00 Law and Order
38 b) James watched (1) … on Channel (2) … at Another exciting episode of 8.00 New Dawn
(3) … o’clock. this famous crime drama. Film directed by Bart
Samson. Amy Lee stars in
Ejercicio 5 5 Listen again and choose the correct answers. 9.00 The Talk Show this exciting drama.
1 bus stop
Chat show guests include
1 Hazel and James are chatting at the
rap star Def Jim. 10.30 I’m a Celebrity …
2 to her bus stop / train station. The reality show where
friend’s 2 Hazel is going home / to her friend’s
house celebrities have to eat
house. insects!
3 sister’s 3 It’s James’ sister’s / mum’s birthday today.
4 fantastic 4 The programme that Hazel watched was
5 terrible boring / fantastic.
5 The programme that James watched was
terrible / scary.

Interactive Grammar Table: Workbook page xx 77

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 Cultural awareness Fact box
Animated TV
The American Walt Disney is
Ejercicio 1 1 3.07 Look at the title and the pictures. What do you think sometimes called ‘the father
cartoons the article is about? Then read, listen and check. of animation’. He was born in
Chicago in 1901.

Are Mickey Mouse and Bart Simpson more famous than the
president of the USA? Probably! Cartoons are an essential part of
American culture. Millions of children watch them on 24-hour
cartoon channels, and people love The Simpsons™ all over the world.
What’s the origin of animated cartoons? Well, they started long before
television. Felix the Cat arrived on the big screen during the 1920s, at
the time of silent films. A few years later, in 1928, Walt Disney created
Mickey Mouse.
When television arrived in the USA in the 1940s, people loved it.
Lots of different programmes appeared – there were cooking shows,
chat shows and game shows. Then, in the 1950s, the big animation
studio Hanna-Barbera started to produce new cartoons especially
for television. Yogi Bear, The Flintstones and Scooby-Doo were all
popular, particularly when colour TV arrived in the 1960s.
Ejercicio 2
Technology is changing all the time
started and animation is now becoming more
arrived sophisticated. But Americans still love
created cartoons. Time magazine voted The
loved Simpsons ‘best TV series of the 20th
appeared century’. The Simpsons even have a
voted star on the Hollywood Walk of Fame …
not far from Mickey Mouse!

Ejercicio 3
1 Felix the Cat
was popular
in the 1920s. Word check
2 Walt Disney the big screen silent film animation studio
created
Mickey
Mouse in
1928. 2 Check the meaning of the verbs in the box. CULTURAL COMPARISON
3 Television Then find the past forms in the article.
arrived in 4 Answer the questions.
the USA in start arrive create love appear vote
In your country ...
the 1940s.
1 do they make animated films or cartoons?
4 Hanna- 3 Read the article again. Find and correct one 2 are American cartoons popular?
Barbera was mistake in each sentence.
an animation 3 what other American TV programmes do
studio. 1 Felix the Cat was popular in the 1960s. ✘ people watch?
5 Colour TV 2 Walt Disney created The Simpsons in 1928. ✘ 4 who is the most famous cartoon character?
arrived in 3 Television arrived in the USA in the 1920s. ✘
the USA in 4 Hanna-Barbera was a TV programme. ✘
the 1960s.
5 Colour TV arrived in the USA in the 1980s. ✘

78 Interactive
Culture video:
Grammar
SoapTable:
operas in the UKpage xx
Workbook

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 Cultural awareness
Animated TV
CULTURAL COMPARISON
Objetivos de la lección
4 • Que respondan las preguntas individualmente.
leer un artículo sobre dibujos animados
•  • En parejas, que comparen las respuestas.
buscar información específica en un texto
•  • Escuchad las respuestas todos juntos.
hablar sobre las películas de animación o
• 
los dibujos animados y otros programas Culture note
de televisión de los EE. UU.
Hoy en día, los dibujos animados se generan
con tecnología digital, pero antes de la época
de la informática moderna se tenía que hacer
Warmer
cada fotograma a mano. Es decir, que para
Escribe en la pizarra cartoon y haz que se
producir un capítulo de 10 minutos de Tom y
fijen en el cuadro Fact box. En parejas, que
Jerry se tenían que dibujar miles de viñetas.
anoten todos los personajes que sepan
de Walt Disney y otros dibujos animados.
Escuchad las respuestas juntos.
Extra activity
1 3.07 En grupos, que hagan un quiz sobre un
• Primero, que lean la pregunta. personaje. Luego, recoge los cuestionarios y
• Que lean el título, se fijen en los dibujos y haz las preguntas a toda la clase o repártelas
digan cuál creen que es el tema del artículo. para que las respondan en grupos.
• Pon el CD para que escuchen el texto y lo
lean en sus libros.
• Comprobad la respuesta todos juntos. Culture video: Soap operas in the UK

Word check
Comprueba que entienden Silent film (película
muda) y animation studio (lugar donde se
realizan los dibujos animados) y pídeles que las
traduzcan.

2 • Los alumnos traducen los verbos a su

lengua.
• Que lean el artículo y busquen estos verbos
en pasado.
• Comprueba las respuestas con toda la clase.
• Señala que para formar el pasado añadimos
-ed al infinitivo. Los verbos que acaban en -e
(p. ej. love) solo añaden -d.

3 • Explícales el ejercicio: hay un error en

cada oración, y los alumnos tienen que
encontrarlos y corregirlos.
• Que lean el artículo y corrijan las oraciones.
• Luego, que las comparen en parejas o
grupos pequeños.
• Corregidlas todos juntos.

T 78
 Grammar
Past simple affirmative: • Compruébalas con toda la clase y asegúrate
regular verbs de que usan correctamente el past simple y
las expresiones para referirse al pasado.

Objetivos de la lección Look!

aprender el past simple de los verbos
• 
Haz que lean las expresiones de pasado y
regulares en afirmativa y usarlo
explícales que decimos last night en lugar de
utilizar expresiones para hablar del pasado
• 
yesterday evening. Señala que last también
puede ir delante de los días y los meses, p. ej.:
last Tuesday, last September. Destaca que todas
Enlace web recomendado
estas expresiones se usan con el past simple.
www.tvhistory.tv

Warmer
Escribe en la pizarra la primera y la última letra
CLIL Grammar in context:
de algunos verbos en pasado y afirmativa de la Technology
lección anterior, y pinta unas rayas para todas
5 • Primero, que lean detenidamente todo el
las demás letras, p. ej. a _ _ _ _ _ d (arrived),
texto.
s _ _ _ _ _ d (started), v _ _ _ d (voted). Luego
• Individualmente, que escojan la palabra
diles que se pongan en parejas y que las
o palabras correctas entre las tres
completen. Esto les servirá para preparar el
posibilidades.
próximo ejercicio.
• Que comparen las respuestas en parejas.
1 • Di a los alumnos que lean las preguntas a–b. 6 3.08
• Luego, diles que lean la tabla y las • Pon el CD.
respondan. • Que corrijan las respuestas del ejercicio 5.
• Comprobad las respuestas todos juntos.
• Destaca que la terminación de estos verbos Culture note
es igual para todas las personas.
El ingeniero escocés John Logie Baird
2 • Que lean las normas ortográficas para formar (1888–1946) inventó el primer sistema
el past simple en afirmativa de la página 83. de televisión pública que funcionó en el
• Diles que escriban los verbos en past simple mundo. También inventó el primer tubo de
y afirmativa, consultando las normas si lo televisión en color y, además, se le atribuye
necesitan. la invención de un dispositivo de grabación
• Que comparen las respuestas en parejas. de vídeo.
• Corregid los verbos todos juntos.
3 • Diles que miren la foto y pregúntales si CLIL task
conocen a los personajes.
Que hagan una lista de palabras relacionadas
• Que lean el texto y completen las oraciones
con la tecnología de las pantallas planas.
con el past simple de los verbos entre
Anímalos a buscar más ejemplos en internet
paréntesis.
y que comparen el vocabulario antes de
• En parejas, que comparen las respuestas.
empezar la próxima lección.
• Compruébalas con todo el grupo.
EXPRESS YOURSELF

4 • Lee la oración de ejemplo en voz alta. Pronunciation lab: Past simple endings,
• Haced la primera oración todos juntos a página 125
modo de ejemplo: I arrived at school at 8
o’clock this morning. Digital course: Interactive grammar table
• Individualmente, que escriban oraciones en
Study guide: pág. 83
pasado que sean verdaderas para ellos.
T 79
 UNIT

Grammar
Past simple affirmative: regular verbs CLIL Grammar in context:
Ejercicio 1 1 Read the table. Then answer questions a) and b).
Technology
1 -ed (verbs 5 Read the text and choose the correct Ejercicio 5
regular verbs
ending in -e answers. 1 it was
just add -d) Animated cartoons started before television.
Television arrived in the USA in the 1940s. 2 there
2 no 6 3.08 Listen and check.
weren’t
They watched cartoons last night.
3 started
a) What is the past simple ending for regular verbs? 4 wasn’t
b) Does the verb form change for different subject pronouns? TV technology 5 arrived
When the Scottish engineer John Logie 6 were
Ejercicio 2 2 Read the spelling rules on page 83. Then write the past Baird invented the first television in 7 They were
played simple affirmative form of the verbs in the box. 1925, (1) it was / there was / it were 8 was
studied play study watch arrive stop tidy help start very different from today’s technology.
watched Of course, (2) there wasn’t / there
arrived weren’t / they weren’t any flat-screen
3 Copy and complete the text with the past simple form of televisions then!
stopped
the verbs in brackets. Technology developed and televisions
tidied
(3) starts / starting / started to use
helped
technology called CRT*. These early
started televisions were much heavier than
modern screens and the picture quality
(4) wasn’t / weren’t / there wasn’t
The UK’s most famous animated characters are as good.
Ejercicio 3
probably Wallace and Gromit. Recently, they LCD* technology (5) arrive / arrived /
1 appeared
(1) … (appear) in the science programme World of arriving in the late 20th century.
2 studied
Invention. In this programme, Wallace (2) … (study) a The new flat-screen televisions
3 helped (6) was / they were / were much
lot of different inventions and Gromit (3) … (help) him.
4 created thinner. (7) They were / Were / There
5 watched The animator Nick were also better for the environment
Park (4) … (create) because they used less energy.
Wallace and Gromit Flat-screen technology (8) was / were /
in 1989 and millions there was also important for the
development of computers and
of people (5) …
mobile phones.
(watch) their first film,
A Grand Day Out.

EXPRESS YOURSELF
4 Write true sentences for you. Use past time expressions.
(watch) TV I watched T V last night.
*CRT: cathode ray tube
1 (arrive) at school 3 (play) a computer game *LCD: liquid crystal display
2 (study) maths 4 (listen) to music

LOOK! CLIL TASK

past time expressions Find examples of flat-screen technology
yesterday last week / month / year at your school, at home and in public
last night at … o’clock this morning places. Write a list.

3.09–3.10 Pronunciation lab: Past simple endings, page 125

Digital course: Interactive

Interactive
grammar
Grammar
table Table: Workbook page xx Study Guide: page 83 79

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 integrated skills integrated s
Playing games
I like playing Topple the Tower
and Sevens. What are your
favourite games?

FAQs
What is Topple the Tower?
Topple the Tower is a strategy game.
Where can you play it?
You can play it on a smartphone or on
Facebook.
Who are the characters?
There are kings and knights. The kings
with crowns are stronger than normal kings.
Some knights have got special powers.
How do you play Topple the Tower?
First you must use the cannon to shoot the
knights through the air. Then you must avoid
the kings and find the tower. Don’t forget to use
the knights’ special powers!
How do you win?
To win, you must destroy the tower.

Step 1: Read Step 2: Listen

SKILLS BUILDER 3 3.11 Listen to a radio programme. Ejercicio 3
Which three subjects do they talk about? a 
Reading: Using context to help understanding
a) The history and origin of the game. c
Before you read a text, look at the pictures and
the titles to help you understand the context. b) The names of the designers. d
Ejercicio 2 c) The different versions of the game.
1 No, it d) The price of the game.
isn’t. It’s 1 Read the information about Topple the Tower.
a strategy Then check the meaning of the words in the box. 4 Listen again and choose the correct answers.
game.
tower cannon kings knights crown 1 Topple the Tower was released in …
2 On a
smartphone a) 2007. b) 2010. c) 2013.
2 Designers from … created the game. Ejercicio 4
or on
Facebook. 2 Read the information again and answer the a) the UK b) the USA c) France 1 b
3 They are questions. 3 Topple the Tower appeared on Facebook in … 2 a
stronger 1 Is Topple the Tower a trivia game? a) 2010. b) 2011. c) 2012. 3 b
than normal
kings.
2 Where can you play Topple the Tower? 4 The first special version of the game was for… 4 c
3 What’s the special characteristic of the kings a) Easter. b) Halloween. c) Christmas. 5 c
4 The tower.
with crowns? 5 Topple the Tower costs …
5 You must
destroy the 4 What must you find? a) 69p. b) 89p. c) 99p.
tower. 5 How do you win the game?

80

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 Integrated skills
Playing games Step 2: Listen
3 3.11
Objetivos de la lección
• Asegúrate de que entienden lo que les pides.
practicar las cuatro destrezas
•  • Que lean las preguntas tipo test del ejercicio 4
leer las preguntas frecuentes (FAQs) de un
•  e intenten averiguar los tres temas tratados en
juego de ordenador el diálogo sobre el videojuego.
escuchar a una persona explicando las
•  • Pon el CD para comprobar las respuestas.
reglas de un juego • Corregidlas todos juntos.
escribir un diálogo personalizado
• 
4 3.11
representar el diálogo
• 
• Pide a los alumnos que lean las oraciones y
las tres posibles respuestas.
• Pon el CD otra vez para que escojan las
Warmer
respuestas correctas.
Escribe en la pizarra game y pregúntales
• Que las comparen en parejas.
los juegos que conocen (que no sean
• Compruébalas con toda la clase.
videojuegos). Anímalos a responder, p. ej.
dominoes, chess, cards, etc. Averigua quién
3.11 Transcripción, ejercicios 3 y 4
sabe jugar a estos juegos.
So, are you a fan of Topple the Tower? Which
Step 1: Read knight is your favourite? I love the red ones with
their green shields!
Seriously though, millions of people around
Skills builder the world are playing the game! It’s an app
Reading: Using context to help understanding phenomenon! But how much do you know about
the origins of the game?
Antes de empezar a leer, diles que es
Well, Topple the Tower was released in 2010. In
importante que se fijen en los títulos y las a small studio in London, two game designers
fotos para captar bien el contexto. created the first knights (the heroes) and their
enemies, the fat kings in their towers.
A year later, in 2011, the game appeared on
1 • Pídeles que lean lo que dice Hazel y Facebook. Soon there were different versions of
anímalos a responder en voz alta la pregunta the game: first they produced Topple the Tower
What are your favourite games? for Christmas by replacing the kings with Santa
• Diles que lean las instrucciones del juego Clauses. Then they created a Halloween version
Derrumbar la torre (Topple the tower). and even one for Valentine’s Day!
What’s the secret of this game’s success? Well,
• En parejas, que comprueben el significado it’s funny, it’s addictive ... and it only costs 99p!
de las palabras del cuadro y luego las What’s not to like?! And now for ...
busquen dentro del texto.
• Comprueba que entienden las palabras
pidiéndoles que las traduzcan a su lengua.
Explícales que pueden encontrarlas todas en
las fotos del videojuego.

2 • Primero, que lean las preguntas con atención.

• Que vuelvan a leer las instrucciones y
respondan las preguntas.
• Comprobad las respuestas todos juntos.

T 80
 Integrated skills - continued
Explaining the rules of a game
5 3.12
• Pídeles que lean las preguntas.
• Pon el CD para que escuchen el texto y lo
lean en sus libros, y luego que respondan las
preguntas.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos.
6 3.12
• Vuelve a poner el CD, parando después de
cada intervención para que los alumnos la
repitan juntos.
• Haz que se fijen en la acentuación de las
preguntas p. ej., Are you ready to play
Sevens? Can you explain the rules?
• Pídeles que repitan las preguntas y las
respuestas unas cuantas veces, tanto
en grupo como individualmente, con la
acentuación y la entonación correctas.
• En parejas, que practiquen el diálogo y que
luego se intercambien los papeles.

Step 3: Write
7 • Que lean la información de la página 80.
• Luego, que copien las reglas para jugar a
Topple the tower y las completen.
• Corregidlas todos juntos.
8 • Individualmente, los niños escriben sus
propios diálogos basándose en el modelo
del libro y en las expresiones esenciales
para explicar las reglas de un juego del
Communication kit.
• Obsérvalos mientras escriben y ayúdalos si
lo necesitan.

Step 4: Communicate
9 • Que practiquen sus diálogos en parejas.
• Que se intercambien los papeles en ambos
diálogos para practicar un poco más.

10 • Pide a algunas parejas que lo representen

para toda la clase.

Integrated skills: Workbook, pág. 117

T 81
 UNIT

egrated skills integrated skills

EXPLAINING
THE RULES
OF A GAME

Are you ready to play Sevens? No – wait a minute! Can you explain the rules?
Well, first you must put down a card the same
OK. Then what?
colour or number as this.
Then you must take another card from the pile. I see. And how do you win?
To win, you must put down all your cards first. Is that it?
Yes! Oh, and don’t forget to shout ‘last card’
All right. I think I’m ready now!
when you’ve only got one card left!
Good luck! Thanks!

Ejercicio 5 5 3.12 Read and listen to the dialogue.

1 No, he Answer the questions. Step 4: Communicate
doesn’t.
1 Does James know the rules of Sevens? 9 Work in pairs. Take turns to practise your
2 You must put
down all your 2 How do you win the game? dialogues.
cards first. 3 When must you shout ‘last card’?
3 When you’ve Are you ready to play?
only got one 6 Listen again and repeat. Practise your No – wait a minute! Can you explain the rules?
card left. intonation.
10 Act your dialogue for the class.

Step 3: Write
Ejercicio 7 7 Look at the information on page 80. Then copy
and complete the rules for Topple the Tower. COMMUNICATION KIT
1  First you
must use Explaining the rules of a game
the cannon
to shoot
Topple the Tower: the rules Are you ready to play … ?
the knights First you must (1) … . No – wait a minute! / Yes, I’m ready now.
through the air. Then you must (2) … . Can you explain the rules?
2  Then you To win, you must (3) … . First you must … .
must avoid the Don’t forget to (4) …! Then you must … .
kings and find
the tower. Don’t forget to … .
3  To win, you 8 Imagine you’re explaining the rules of Topple How do you win?
must destroy the Tower to a friend. Prepare a new dialogue. To win, you must … .
the tower.
Write both parts. Use your notes from exercise Good luck!
4  Don’t 7 and the dialogue in exercise 5 to help you.
forget to use
the knights’ Are you ready to play?
special
powers! No – wait a minute! Can you explain the rules?

Integrated skills: Workbook page 117 81

9780230429697_Pulse_07.indd 81 29/08/2013 17:05

 Writing
A review
Ejercicio 1 1 3.13 Read the review and choose the correct answers for 1–3. Then listen and check.
1 comedy
2 science
3 funny LAST NIGHT I WATCHED …
Last night I watched The Big Bang Theory. It’s an
American (1) comedy / sports programme. It was
on at 8 o’clock.

I enjoyed the programme because it was very

entertaining. It was also interesting because it’s
about (2) history / science. The main characters,
Sheldon and Leonard, are physicists.

The Big Bang Theory was very (3) funny / boring

last night. There was a good story about Sheldon
and his neighbour, Penny. There were also some great jokes.

Last night I also watched the soap opera Hollyoaks, but it wasn’t as good as The Big Bang Theory.

By Sam, 14

2 Read the Writing focus. How do you say also in Writing task
your language?
Write a review of a TV programme you
watched recently.

WRITING FOCUS Plan Choose a programme to review.

Ejercicio 3 Complete the notes about the programme.
also
There were We use also to add information.
also some
be + also It was also interesting. Last night / weekend I watched … .
great jokes.
also + other verbs I also watched a soap opera. It’s a … .
Also is after
the verb.
It was on Channel … at … o’clock.
I enjoyed this programme because it
3 Read the review again. Find another example of was … . It was also … .
Ejercicio 4 also. Is it before or after the verb? There was … . There were also … .
1 I also did my 4 Add also to each of the second sentences.
homework. Write Write your review. Use your notes
2 There was It was boring. It was also very long.
and the text in exercise 1 to help you.
also some
1 I watched Glee. I did my homework.
great music. Check Check your writing.
2 There were some funny parts. There was
3 My mum also
watched it. some great music.
✔ use also correctly
3 I watched Friends. My mum watched it.
4 They were ✔ was / were and there was / there were
also stupid! 4 The characters were rich. They were stupid!
✔ past simple verbs
5 We also 5 We watched a film. We watched the news.
✔ vocabulary for TV programmes
watched the
news.

82 Build your confidence: Writing reference and practice. Workbook page 132

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 Writing
A review Writing task
El objetivo de este ejercicio es que escriban
Objetivos de la lección de forma guiada un texto para practicar el
aprender a utilizar also para añadir
•  uso correcto de also y aprendan a redactar
información complementaria una reseña de una serie de TV. También sirve
escribir la reseña de una serie de televisión
•  para que practiquen el uso correcto de was
/ were, there was / there were, el past simple
y vocabulario relacionado con la televisión.
Warmer Diles que sigan los pasos del Student’s Book.
Anímalos a decir diferentes tipos de Obsérvalos mientras escriben y ayúdalos con
programas de televisión y escríbelos en la el vocabulario si lo necesitan. Cuando lleguen
pizarra (p. ej. cartoon, soap opera, news, al Check, que se intercambien los cuadernos y
sports programme). En parejas, que los corrijan el texto de un compañero.
clasifiquen por orden de preferencia (de más
a menos) y escuchad las respuestas juntos.
Writing reference and practice: Workbook, pág. 132
1 3.13
• Pídeles que miren la foto y pregúntales si
conocen esta serie.
• Que lean la reseña.
• Que respondan las tres preguntas (1-3).
• Pon el CD para que los alumnos escuchen
las respuestas y las corrijan.

Culture note
Big Bang Theory es una serie cómica
ambientada en el Instituto de Tecnología
de California. El primer episodio de los más
de 120 que se han emitido hasta la fecha
se estrenó en los EE. UU. en septiembre de
2007. La serie es famosa más allá de las
fronteras de este país, ya que se ha emitido
en más de 80 países de todo el mundo.

2 • Que lean el Writing focus.

• Anímalos a decir una o más palabras
equivalentes a also en su idioma.
• Destaca que also va detrás de be, pero
delante de todos los demás verbos.

3 • Que busquen otro ejemplo de also dentro del

texto.
• Que copien la oración en sus cuadernos.
• Corregidla juntos e intenta que se den cuenta
de que also va detrás del verbo be.

4 • Diles que añadan also a todas las segundas

oraciones.
• En parejas, que comparen las oraciones.
• Corregidlas todos juntos.

T 82
 Study guide
Grammar, Vocabulary and Speaking
Explica a los alumnos que la Study guide es Additional material
una página importante que aporta información
Workbook
útil sobre el lenguaje de la unidad: la gramática,
• Progress check, página 62
el vocabulario y el lenguaje funcional de las
• Self evaluation, página 63
Integrated skills. Diles que pueden consultarla
• Grammar reference and practice, página 96
para preparar un test o un examen.
• Vocabulary extension, página 108
• Integrated skills, página 117
Grammar
• Writing reference and task, página 132
• Haz que lean las oraciones de ejemplo
con was / were and there was /there were
y asegúrate de que saben usar estas
expresiones correctamente en afirmativa,
negativa e interrogativa.
• Diles que miren las oraciones de ejemplo
de los verbos regulares en past simple y
afirmativa y asegúrate de que saben cómo
formarlas. Pídeles que las traduzcan si es
necesario.
• Diles que consulten la Grammar reference
de las páginas 96–97 del Workbook cuando
repasen la gramática.

Vocabulary
• Que lean la lista de vocabulario y comprueba
que entienden las palabras.
• Diles que pueden consultar la Wordlist de
la página 151 del Workbook si han olvidado
algunas palabras.

Speaking
• Comprueba que entienden el significado de
las expresiones para explicar las reglas de un
juego.
• Diles que representen una conversación
entre una persona que explica las reglas de
un juego a otra persona.

Teacher’s Resource File Tests and Exams

• ‘Pulse Basics worksheets’, páginas 41–46 • Test de la Unidad 7: Basic, Standard
• ‘Vocabulary and grammar consolidation y Extra
worksheets’, páginas 27–30 • CEFR Skills Exam Generator
• ‘Translation and dictation worksheets’,
páginas 8, 18
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 13–14
• ‘Culture and CLIL worksheets’, páginas 25–28
• ‘Culture video worksheets’, páginas 13–14
• ‘Digital competence worksheets’, págs. 13–14
• ‘Macmillan Readers worksheets’, páginas 5–6
T 83
 UNIT

Study guide
Grammar
Past simple affirmative
was / were
spelling rules
affirmative and negative
• For most regular verbs, add -ed.
I was / wasn’t watch watched
You were / weren’t
good at Tetris®. • For verbs that end in -e, add -d.
He / She / It was / wasn’t
We / You / They were / weren’t like liked
questions and short answers • For verbs that end in consonant + y, change
Was I good at the Yes, I was. -y to -i and add -ed.
game? No, I wasn’t. carry carried tidy tidied
Were you good at Yes, you were. • For verbs that end in consonant + vowel +
the game? No, you weren’t. consonant (except w, x or z), double the
Was he / she / it Yes, he / she / it was. final consonant and add -ed.
good at the game? No, he / she / it wasn’t. stop stopped permit permitted
Were we / you / they Yes, we / you / they were.
good at the game? No we / you / they weren’t.

there was / there were

Vocabulary
Computer games
affirmative and negative
action racing
There was a funny film on TV last night. adventure role-play
There were cartoons in the 1950s. dancing simulation
questions and short answers fitness strategy
Was there a comedy on Yes, there was. puzzle trivia
TV last night? No, there wasn’t. quiz
Were there any good Yes, there were. TV programmes
films on TV on Sunday? No, there weren’t.
advert game show
cartoon music programme
Past simple affirmative: chat show news
regular verbs comedy reality show
regular verbs documentary soap opera
John Logie Baird invented the television. drama sports programme
film weather forecast
Colour TV arrived in the 1960s.
Hanna-Barbera produced new cartoons.

Speaking
Explaining the rules of
a game
Are you ready to play?
No – wait a minute! / Yes, I’m ready now.
Can you explain the rules?
First you must … . Then you must … .
LEARNING TO LEARN Don’t forget to … .
How do you win?
Write the titles of different games and
To win, you must … .
TV programmes next to the types. Examples
Good luck!
help you remember new vocabulary.

Progress check: Workbook page 62 Grammar reference: Workbook page 96 83

9780230429697_Pulse_07.indd 83 29/08/2013 17:05

UNIT
song and
dance

Objetivos de la unidad y competencias clave

En esta unidad los alumnos aprenderán…
• a comprender, memorizar y usar correctamente
palabras relacionadas con la música CCL CEC
• a entender, aprenderse de memoria y utilizar
correctamente adjetivos para expresar
opiniones CCL
• a comprender y usar correctamente
estructuras gramaticales relacionadas con el
pasado y buscar paralelismos con su lengua
materna CCL CAA
• sobre la música del Reino Unido, viendo un
vídeo corto CCL CEC
En esta unidad, los alumnos aprenderán a...
• buscar información específica en un reportaje
CCL CMCT CSC CEC
• buscar información sobre un músico o
compositor CCL CD CEC
• buscar información específica en un fragmento
de un programa de radio CCL CMCT CEC
• aprender cosas sobre la música y los bailes
tradicionales de Escocia CCL CMCT CEC
• hablar sobre sus gustos musicales CCL CSC CEC
• escribir un perfil personal CCL CMCT
• leer una página web de un festival, escuchar
los anuncios de un festival y hablar sobre lo
que ha ocurrido en el pasado CCL CD CSC CEC

Contenidos lingüísticos Destrezas

Vocabulario principal Comprensión lectora

• Instrumentos e intérpretes: guitar,
guitarist, piano, pianist, etc.
• Adjetivos para expresar
opiniones: boring, lively, fun, etc.
Gramática
• Los verbos regulares e irregulares
en past simple, afirmativa y
negativa
• Preguntas y respuestas breves en
past simple
Lenguaje útil
• Expresiones para hablar de cosas
ocurridas en el pasado
Pronunciación
• Los diptongos
• Leer un reportaje sobre una orquesta especial
• Leer un texto sobre Escocia
• Leer una página web de un festival de música
Expresión escrita: interacción y
producción
• Escribir un diálogo personalizado
• Redactar un perfil personal en tres pasos: planear,
escribir, repasar
Comprensión oral
• Escuchar un programa de radio sobre música
• Escuchar a gente hablando sobre algo que ha ocurrido en
el pasado
• Prepararse para comprender un diálogo y seleccionar la
información importante
Expresión oral: interacción
• Intercambiar información sobre preferencias musicales
• Hacer preguntas sobre cosas del pasado y responderlas
Expresión oral: producción
• Preparar un diálogo en pasado y representarlo
Destrezas para el Evaluación
aprendizaje permanente
• Test de la Unidad 8: Basic, Standard y Extra
Autoaprendizaje y • CEFR Skills Exam Generator
autoevaluación
• ‘Study guide’:
Student’s Book, página 93 External exam trainer
• ‘Progress check’ y
‘self-evaluation’: • Listening: preguntas tipo test
Workbook, páginas 70–71
• ‘Grammar reference’ y ejercicios:
Workbook, páginas 98–99 Materiales digitales
• ‘Wordlist’:
Workbook, páginas 151–157 Pulse Live! Digital Course, que incluye:
• Tablas de gramática interactivas
Estrategias de
• Vídeo modelo de expresión oral: cosas del pasado
aprendizaje y destrezas
• Vídeo con material cultural: la música en el Reino Unido
del pensamiento
• Usar las preguntas para detectar Página web del alumno
las palabras clave en un listening

Conciencia cultural
• Música y danzas tradicionales de Competencia digital
Escocia
• Comparar la música y las danzas • Web quest: actuación del Coro de Liverpool
tradicionales de Escocia con las • Worksheet de competencia digital: historias digitales
de su país o región

Contenidos
interdisciplinares Materiales de refuerzo
• Música: compositores, géneros e
• Teacher’s Resource File: ‘Basics’, páginas 47–52
instrumentos
• Teacher’s Resource File: ‘Vocabulary and Grammar:
• Tecnología: buscar información en
Consolidation worksheets’, páginas 31–32
internet
• Lengua y literatura: convenciones
para redactar un perfil personal
Materiales de ampliación

• Actividad para fast-finishers: Student’s Book, página 85

Competencias clave
CCL Competencia en
comunicación lingüística
CMCT Competencia en matemáticas,
ciencia y tecnología
CD Competencia digital
CAA Aprender a aprender
CSC Competencias sociales y
cívicas
SIE Sentido de la iniciativa y
emprendimiento
CEC Conciencia y expresión
cultural
• Actividades extra: Teacher’s Book, páginas T84, T91
• Teacher’s Resource File: ‘Vocabulary and Grammar:
Extension worksheets’, páginas 33–34
Teacher’s Resource File
• ‘Translation and dictation worksheets’, páginas 9, 19
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 15–16
• ‘Culture and CLIL worksheets’, páginas 29–32
• ‘Culture video worksheets’, páginas 15–16
• ‘Digital competence worksheets’, páginas 15–16
• ‘Macmillan Readers worksheets’, páginas 5–6
U 8
 UNIT

THINK ABOUT IT
How many types of music and
dance do you know? Write a list
Ejercicio 2 from A to Z.
pianist – African, ballet, country, …
piano
guitarist –
Vocabulary and Speaking
guitar Instruments and musicians

What’s on?
drummer –
drums
1 3.14 Read the What’s on? guide. Listen and repeat
bass player – the blue words. Which concert do you prefer?
bass
singer – SATU RD AY 14 TH MAY
vocals 2 3.15 Match the musicians with instruments from
the guide. Then listen and repeat. Maroon 5
keyboard
player – The American pop-rock ban
d in concert.
keyboards pianist – piano With Adam on vocals, Jam
es on guitar,
Mickey on bass, Matt on dru
ms and PJ
pianist guitarist drummer bass player on keyboards.
Ejercicio 3
singer keyboard player
James is the a
guitarist.
Mickey is the LOOK!
bass player / Suffixes: -ist / -er
bassist.
Matt is the violin violinist drum drummer
drummer.
PJ is the
keyboard 3 Describe the band in picture a). Use words from exercise 2.
player.
Adam is the singer. James is ...

Ejercicio 4 4 3.16 Listen to five short music extracts. Match them

1 country with the types of music in the box.
2 classical classical country rock jazz Latin
3 Latin TH UR SD AY 19 TH MAY
chestra
4 jazz Simón Bolívar Youth Or
el brings
5 rock Conductor Gustav Dudam
EXPRESS YOURSELF orc hes tra to London.
Venezuela’s famous
che z on pia no and special
With Vilma Sán
5 Order the words to make questions. Then write th Choir.
Ejercicio 5 guests: Britain’s National You
answers that are true for you.
1 What’s your
favourite 1 favourite / What’s / pop / song / your ? b
pop song? 2 you / the / Can / play / guitar ?
2 Can you 3 like / country / Do / music / you ?
play the
4 rock / your / singer / Who’s / favourite ?
guitar?
5 band / your / Latin / favourite / What’s ?
3 Do you like
country
music? 6 Work in pairs. Ask and answer the questions in
4 Who’s your exercise 5. You can change the bold words.
favourite
rock What’s your favourite rap song?
singer?
I like ...
5 What’s your
favourite
Latin band?

84 VocabularyInteractive
extension:Grammar
Workbook
Table:
pageWorkbook
109 page xx

9780230429697_Pulse_08.indd 84 29/08/2013 17:07

 Vocabulary and Speaking
Instruments and musicians
Objetivos de la lección
aprender vocabulario relacionado con los
• 
instrumentos y los músicos
aprender palabras para hablar de
• 
diferentes géneros musicales
comentar sus preferencias musicales
• 
Warmer
Haz que se fijen en el cuadro Think about it.
En parejas, que escriban un tipo de música
o danza que empiece por cada letra del
abecedario, tal como muestran los ejemplos.
Si se encallan con alguna letra (p. ej., q o x),
que pasen a la siguiente. Gana la pareja que
tenga más palabras correctas.
1 3.14
• Que lean la guía What’s on?
• Pon el CD para que escuchen las palabras
en azul y las repitan.
• Haz que se fijen en la pronunciación y la
acentuación de orchestra /ˈɔ:kɪstrə/ y en la
pronunciación de choir /kwaɪə/.
• Pregúntales qué concierto prefieren: pop-
rock o música clásica.
2 3.15
• Individualmente, que relacionen los músicos
del cuadro con los instrumentos de la guía
What’s on?
• Pon el CD para que repitan las respuestas.
• Compruébalas con toda la clase.
Look!
3 • Diles que escriban una descripción de los
cinco componentes del grupo de la foto a,
siguiendo el ejemplo.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos.
4 3.16
• Diles que van a escuchar extractos de cinco
canciones.
• Luego, que los relacionen con los distintos
géneros musicales del cuadro.
• Pon el CD.
• Que comparen las respuestas en parejas.
• Corregid el ejercicio todos juntos.
EXPRESS YOURSELF
5 • Haced todos juntos la primera pregunta a
modo de ejemplo, y luego anímalos a decirla:
What’s your favourite pop song?
• Individualmente, que escriban las demás
preguntas.
• Diles que escriban las respuestas.
• Comprueba con toda la clase que las
preguntas están bien redactadas.
6 • En parejas, que se hagan las preguntas del
ejercicio 5 y las respondan.
• Diles que se fijen en la pregunta de ejemplo
y asegúrate de que entienden que pueden
cambiar las palabras en negrita.
• Escuchad todos juntos las respuestas de
algunas parejas.
Extra activity
Que escriban un texto breve sobre la
clase de música que más les guste, y la
que menos. Anímalos a usar las palabras
aprendidas en el ejercicio 4.

Destaca que para formar la palabra referida

a cada intérprete añadimos -ist o -er al
Vocabulary extension: Workbook, pág. 109
instrumento. Señala que normalmente
decimos bass player y singer, aunque bassist
y vocalist también son correctas.

Culture note
La Orquesta Sinfónica Simón Bolívar se fundó
en 1975 en Caracas (Venezuela). Debutó en
Londres con un concierto retransmitido en
directo por el canal de televisión de la BBC
en agosto de 2007. El director, Gustavo
Dudamel, es famoso por fomentar la música
entre la juventud.
T 84
 Reading
Text type: A feature article 3 • Primero, que lean las oraciones con atención,
y asegúrate de que las comprenden.
Objetivos de la lección • Que lean el texto de nuevo y comprueben si
las oraciones son verdaderas o falsas.
leer un texto breve
• 
• Que corrijan las falsas.
hablar sobre sus experiencias en el
• 
• Luego, que las comparen en parejas.
campo musical
• Compruébalas con todo el grupo.
EXPRESS YOURSELF

Enlaces web recomendados 4 • Que respondan las preguntas individualmente.

www.theliverpoolsigningchoir.co.uk • Luego, que se las hagan y las respondan en
www.rpo.co.uk parejas.
www.vegetableorchestra.org • Escuchad juntos las respuestas de algunas
parejas.

Warmer
Copia en la pizarra los nombres de los
distintos instrumentos aprendidos en
la lección anterior: drums, guitar, piano,
bass, keyboards. En parejas, que escriban
el nombre de la persona que toca cada
instrumento: drummer, guitarist, pianist, bass
player / bassist, keyboard player.
1 3.17
• Los alumnos miran la foto del coro.
• Pregúntales qué creen que tiene de especial.
• Pon el CD para que escuchen el texto, lo lean
en sus libros y comparen la respuesta.
• Comprobadla todos juntos.
Word check
Comprueba que entienden las palabras nuevas
(deaf es cuando una persona no puede oír) y
pídeles que las traduzcan a su lengua.
Finished?
Pide a los que acaben primero que hagan
una lista de compositores famosos.
Web quest
Que miren en internet un vídeo del Coro de
Liverpool. Haz que se fijen en el Web quest tip.
1 • Pídeles que se conecten a un navegador,
como el Internet Explorer. Luego, que
abran un buscador (Google, p. ej.) y
tecleen Liverpool Signing Choir.
2 • Que busquen vídeos de los conciertos
del coro
3 • Que anoten todos los enlaces y los
compartan con la clase.

Culture note
En el Reino Unido, hay orquestas de niños
sordos en Yorkshire, Manchester, Peterborough
y Londres. Tienen edades comprendidas entre
los 6 y los 16 y tocan muchos instrumentos,
como el tambor, el arpa y el piano.

2 • Señala que, en inglés, hay muchos verbos

que son irregulares.
• Que busquen dentro del artículo los verbos
irregulares en pasado.
• Corrige las respuestas con toda la clase y
pídeles que escriban en sus cuadernos los
cuatro verbos irregulares en pasado.

T 85
 UNIT

Reading
A feature article
Ejercicio 1 1 3.17 Look at the picture. What do you think is special about this choir? Read, listen and check.
The members
of the choir
‘sing’ with sign
language.

I
n the Liverpool Signing Choir, they don’t sing –
they sign. Some members of the choir can hear,
but many of them are deaf. In the choir, they
don’t use their voices – they use their hands. They
‘sing’ with sign language!
The Liverpool Signing Choir began several years London and performed at Wembley Stadium.
ago. The conductor Catherine Hegarty started it as Then, in 2012, they became famous when they
an after-school club and then it grew much bigger. returned to London to perform at the Olympic
Now there are about 100 young people in the choir, closing ceremony.
aged 6–24. They perform different kinds of music, This choir shows that there’s more to music
including pop songs, opera and football songs. than sound. A choir is also a great opportunity to
A few years ago, they performed for the Queen make new friends and to express yourself …
when she visited Liverpool. In 2009, they went to singing or signing!

DID YOU KNOW? Word check

Ejercicio 2 Deaf people around the world don’t all use the same sign sign deaf sign language closing ceremony
became language. There are around 200 different sign languages!
started In the UK, people use British Sign Language.
began
grew
performed 2 Find the past form of the verbs in the box in the 4 In pairs, ask and answer the questions.
visited text. Which four are irregular?
1 Do you like singing? Why (not)?
went
become start begin grow 2 Are you in a choir?
returned 3 Do you play a musical instrument?
perform visit go return
The four 4 Are you in an orchestra?
irregular
past forms 3 Read the article again. Are the sentences true or
are became, false? Correct the false sentences.
began, grew FINISHED?
and went. 1 The Liverpool Signing Choir uses sign language.
2 All the members of the choir are deaf. How many famous orchestras do you
3 The choir only performs classical music. know? Write a list.
Ejercicio 3 4 The choir performed for the Queen in London. London Symphony Orchestra, …
5 The choir became famous in 2012.
1 True
2 False
Some
members of
the choir can
WEB QUEST
hear. Watch the Liverpool Signing Choir online.
3 False 1 Use the keywords ‘Liverpool Signing Choir’ in your search engine. The spelling of your keywords
The choir 2 Can you find any videos of their performances? is very important. Make sure
performs 3 Make a note of the URLs and
Interactive shareTable:
Grammar your information with
Workbook page xx the class. you type signing not singing. 85
different kinds
of music.
4 False
The choir
performed9780230429697_Pulse_08.indd
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the Queen in
Liverpool.
5 True
 Grammar
Past simple: affirmative and negative

Ejercicio 1 1 Study the table. Then answer questions a–c. 4 Read the Look! box and translate the sentences. Ejercicio 4
What is the position of ago? ago comes at
a go affirmative the end of the
b we add I / You / He / She / performed in London. LOOK! time phrase
-ed (see
Language It / We / You / They went to London. ago
Note) negative The Liverpool Signing Choir began several years ago.
c no I / You / He / She / didn’t perform in Madrid. A few years ago, they performed for the Queen.
It / We / You / They didn’t go to Madrid.
5 Write true sentences with the words in the box Ejercicio 5
a) Which verb is irregular, perform or go?
and ago. students’ own
b) How do we form the past simple of regular answers in the
Ejercicio 2 verbs? minutes hours days months years gaps
regular verbs c) Is the negative form different for regular and 1 I had
listen – irregular verbs? This class (start) … breakfast …
listened ago.
watch – This class started forty minutes ago.
2 Copy and complete the table with the past simple 2 I celebrated
watched 1 I (have) breakfast … .
continue –
form of the verbs in the box. Then check your my birthday
answers with the Irregular verbs list on page 126. 2 I (celebrate) my birthday … . … ago.
continued
exist – existed 3 I (begin) this exercise … . 3 I began this
download – listen have begin watch wear buy 4 Our teacher (give) us homework … . exercise …
downloaded continue give exist download 5 I (start) school … . ago.
irregular 4 Our teacher
verbs gave us
Regular verbs Irregular verbs 6 Complete the text with the past simple form of
have – had homework
begin – began listen – listened have – had the verbs in brackets. … ago.
wear – wore 5 I started
buy – bought school …
give – gave 3 Write affirmative and negative sentences MUSIC ON THE MOVE! ago.
about teenagers in the 1950s.
Not long ago, people (1) didn’t listen (not listen)
watch DVDs / go to the cinema to portable music. They (2) … (not have) MP3
Ejercicio 3 Ejercicio 6
They didn’t watch DVDs. They went to the cinema. players – they (3) … (have) old-fashioned
1 They didn’t 2 didn’t have
have MP3 1 have MP3 players / have record players gramophones and they (4) … (buy) records.
players. They Portable music players (5) … (not exist) until the 3 had
2 download music / buy records
had record 1980s, when Sony® (6) … (invent) the Walkman®. 4 bought
3 listen to hip hop / listen to rock ‘n’ roll
players. 5 didn’t exist
4 watch colour TV / watch black and white TV After that, CDs (7) … (become) very popular.
2 They didn’t 6 invented
download 5 wear trainers / wear shoes Then, in 2001, Apple® (8) … (create) their first
music. They MP3 player, the iPod. People (9) … (love) it – 7 became
bought Apple (10) … (sell) 8 created
records. 9 loved
more than half a
3 They didn’t 10 sold
listen to hip
million iPods
hop. They in the first
listened to year.
rock ’n’ roll.
4 They didn’t
watch colour
TV. They
watched black
and white TV.
ANALYSE
5 They didn’t In English there are more than 150
wear trainers.
They wore irregular verbs. Are there any irregular
shoes. verbs in your language?

86 Digital course: Interactive

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grammar
Grammar
table Table: Workbook page xx Study guide: page 93

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 Grammar
Past simple:
affirmative and negative
Objetivos de la lección
aprender y usar verbos regulares e
• 
irregulares en past simple, en afirmativa
y negativa
escribir oraciones con ago
• 
Warmer
Copia en la pizarra estos verbos: study, love,
tidy, visit, appear, arrive, begin, create. En
parejas, que los escriban en past simple.
Comprobadlos todos juntos y destaca que
begin - began es irregular.
1 • Los niños copian la tabla en sus cuadernos.
• Que respondan las preguntas a–c.
• Comprueba las respuestas con toda la clase.
• Destaca que, en negativa, la forma del verbo
no cambia: ponemos didn’t delante (p. ej.
didn’t perform, didn’t go).
Language note
Señala que los verbos irregulares no añaden
-ed para formar el pasado. Lo hacen de
distintas maneras, normalmente cambiando
la vocal de la última sílaba, p. ej. begin –
began, become – became. Es importante que
los alumnos se aprendan el past simple de
algunos verbos irregulares, ya que son de los
más usados en inglés.
2 • Que copien la tabla en sus cuadernos.
• Luego que, escriban los verbos en past
simple debajo de la columna correcta.
• Que los comprueben mirando la lista de
verbos irregulares de la página 126.
• Corregidlos todos juntos y haz que se fijen
en la pronunciación de bought /bɔ:t/.
3 • Lee en voz alta las oraciones de ejemplo.
• Señala que la primera va en past simple y
negativa, mientras que la segunda va en past
simple y afirmativa.
• Individualmente, que escriban oraciones
sobre los adolescentes de los años 50 con
las palabras dadas.
• Luego, que las comparen en parejas.
• Corregidlas todos juntos.
4 • Haz que se fijen en el cuadro Look! y las
oraciones de ejemplo con ago.
• Diles que las traduzcan a su lengua
individualmente.
• Compruébalas con toda la clase.
• Destaca que ago va al final de la expresión
temporal y compárala con la posición que
ocupa en el idioma de los alumnos.
5 • Lee en voz alta la oración de ejemplo para
toda la clase.
• Señala que podemos emplear ago con todas
las palabras del cuadro, p. ej. three hours
ago, ten years ago.
• Individualmente, que escriban oraciones con
ago usando los verbos entre paréntesis en
past simple y las palabras del cuadro.
• Comprobad las oraciones juntos. Diles que
las expresiones temporales con ago suelen ir
al final de la oración.
6 • Primero, que lean el texto con atención.
• Que rellenen los espacios con el past simple
en afirmativa o negativa de los verbos entre
paréntesis.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos y diles que sell
es un verbo irregular (sold).
7 • Escoge a dos alumnos para que lean en voz
alta la pregunta de ejemplo y la respondan.
• Que escojan cinco verbos irregulares de la
lista de la página 126 y los escriban en past
simple.
• En parejas, que se hagan mutuamente la
pregunta según el modelo de ejemplo y que
la respondan.
• Escuchad juntos a algunas parejas.
Analyse
Pregúntales cómo son los verbos irregulares
en su lengua. ¿Tiene muchos? ¿Hay más en
inglés o en su idioma?
Digital course: Interactive grammar table
Study guide: pág. 93
T 86
 Vocabulary and Listening
Adjectives of opinion
Objetivos de la lección
aprender unos cuantos adjetivos para
• 
expresar opiniones
escuchar información específica
• 
Warmer
Di a los alumnos que se pongan en parejas
y que tienen dos minutos para escribir todos
los géneros musicales que se les ocurran.
Escuchad las respuestas juntos y escríbelas
en la pizarra, p. ej. Latin, pop, heavy rock, hip
hop, etc.
1 3.18
• Pídeles que lean las palabras del cuadro.
• Comprueba que las entienden pidiéndoles
que las traduzcan.
• Explícales que catchy song es una canción
pegadiza y fácil de recordar.
• Pon el CD para que los alumnos escuchen
las palabras y las repitan.
2 • Que subrayen todos los adjetivos que
encuentren en las reseñas de las canciones.
• En parejas, que los comparen.
• Compruébalos con toda la clase.
3 • Diles que copien el diagrama de Venn en sus
cuadernos.
• Luego, que sitúen los adjetivos del ejercicio 1
dentro de uno de los dos círculos dependiendo
de si son positivos o negativos, o en el medio
si son neutros.
• En parejas, que comparen las respuestas.
• Compruébalas con todo el grupo.
4 • Para explicarles el ejercicio, diles qué piensas
sobre dos canciones, una que te guste y otra
que no. Utiliza un adjetivo del ejercicio 1 para
describir cada canción.
• Que completen las oraciones de manera que
sean verdaderas para ellos.
• En parejas, que las comparen.
• Escuchad las oraciones todos juntos.
5 3.19
• Pon el CD para que los alumnos escriban la
respuesta a la pregunta.
• Compruébala con toda la clase.
T 87
6 • Diles que copien en el cuaderno los adjetivos
del cuadro.
• Vuelve a poner el CD y que marquen con un
tick los adjetivos que oigan.
• Puedes volver a reproducir el CD si es
necesario.
• En parejas, que comparen las respuestas.
• Corrige las respuestas con toda la clase.
7 • Que lean las oraciones con atención.
• Que digan las que son verdaderas y las que
son falsas.
• Luego, que corrijan las falsas.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos.
3.19 Transcripción, ejercicios 5 y 6
Hello and welcome to this week’s Chart Show!
I’m Dale Evans and I’m going to start off today’s
show with this week’s new songs.
First up today, there’s very exciting news: there’s
a new song by Sophie Styles. This one’s quite
surprising for Sophie ... there’s just a piano and
amazing vocals. It’s totally original! Apparently
she wrote the lyrics to this song about a
relationship she had. It’s so emotional –
I absolutely loved it!
The second new song of the week is from the
Australian singer Ben Miller. Now, I’m a big
fan of Ben Miller so I went out and bought this
immediately. I put it on my MP3 player and I
listened to it this morning on the train, and I just
love it! I thought: ‘Yeah, it’s so catchy. It’s lively
… it’s unusual’ Basically, it’s just a great song’
Also this week, there’s Yo-yo’s new song,
Monday. I’m sorry but I can’t recommend this
one! When I first listened to it, I thought it was
rubbish! Now, every time I hear it on the radio,
I find it more and more annoying. As you can
imagine, I didn’t buy this song! Also, out this
week there’s the new single from …
 UNIT

Vocabulary and Listening

Adjectives of opinion

1 3.18 Check the meaning of the words in the box. Then listen and repeat.

great traditional boring terrible amazing rubbish surprising

annoying unusual original loud quiet lively catchy

Ejercicio 2 2 Read the reviews. How many adjectives can you find?
great
amazing
fantastic
favourite
unusual
original
lively BILLY JEAN Dan May DAN MAY
catchy The
annoying
interesting New York Girls Silly The Silly Song
rubbish
boring
Great lyrics and an Song Catchy or annoying,
terrible amazing guitar solo. depending on your
A fantastic pop opinion. Interesting
song – my favourite lyrics, but a rubbish
song this week! video!

THE HIPSTERS YO-YO

Ejercicio 5
All Dressed Up Monday Monday
This is quite an What can we say (by Yo-yo)
unusual song. It’s about this internet
original and lively, sensation? Boring
Ejercicio 6
but not my favourite lyrics and a
Hipsters song. terrible song! original
emotional
lively
unusual
rubbish
Ejercicio 3 3 Copy and complete the diagram with the 5 3.19 Listen to a radio DJ talking about three
annoying
positive adjectives from exercise 1. new songs. Which one of the songs in exercise 2
amazing does he mention?
original
lively Ejercicio 7
6 Listen again. Which adjectives do you hear?
catchy 1 True
traditional
negative great boring original traditional emotional loud 2 F
 alse
terrible lively unusual rubbish slow annoying
rubbish 3 False
annoying The second
song is by
neutral 7 Are the sentences true or false? Correct the
4 Complete the sentences about songs you know. an Australian
surprising false sentences. singer.
unusual Use adjectives from exercise 1.
loud 1 The first song has got vocals and a piano. 4 T rue
1 I like ... by ... . It’s ... .
quiet 2 The DJ didn’t like the first song. 5 False
2 I don’t like ... . It’s ... . The DJ didn’t
3 The second song is by an American singer.
3 ... is number one at the moment in my buy the third
4 The DJ put the second song on his MP3 player. song.
country. In my opinion, it’s ... .
5 The DJ bought the third song.

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 Fact box
Music and dance are very
Cultural awareness important in Scotland. Typical
instruments include the fiddle,
Traditional music and dance bagpipes, drums and harp.

Ejercicio 1 1 3.20 Listen to four traditional

1 c Scottish instruments. Match the music
2 b to the instruments in pictures a–d.
3 a
4 d

a fiddle b bagpipes c drums d harp

Ejercicio 2 2 3.21 Read and listen to the email. Which two traditional Scottish instruments did Lucy hear?
bagpipes
drums Compose Reply Forward Refresh Junk

To … Maite
Subject … Greetings from Scotland!
Attach … Bagpipes.jpg (64KB) Jolly_dancer.jpg (124KB)

Hi Maite,
Here are some photos from my summer holiday with my family in Scotland. I had a
fantastic time!
First, we visited Edinburgh, which is a great city. We went to the Military Tattoo at
Edinburgh Castle – it’s an amazing show with traditional Scottish music. There were lots
of pipers and drummers, all in traditional costume. My brother said the bagpipes were
too loud and annoying, but I thought they were amazing! There were also some fantastic
fireworks at the end of the show.
Then, we went to the Highland Games in Aberdeen. We saw some traditional Highland
dancing, which was great fun. They wear kilts and tartan socks, and they dance with
swords – it looks quite dangerous! We also went to Loch Ness, but we didn’t see the
monster!
What about you – did you have a good summer? Did you go to the beach?
Love to all the family.
Word check
Lucy
pipers Highland Games sword

Ejercicio 3 3 Read the email again and choose the CULTURAL COMPARISON
1 a correct answers.
4 Copy and complete the sentences.
2 a 1 Where did they see the Military Tattoo?
3 b a) In Edinburgh b) In Aberdeen In my country / region,
4 b 2 Did Lucy like the bagpipes? 1 … and … are traditional types of music.
a) Yes, she did. b) No, she didn’t. 2 … and … are traditional instruments.
3 What did they do in Aberdeen? 3 the traditional dances include … and … .
a) They bought kilts and tartan socks. 4 traditional dancers wear … .
b) They went to the Highland Games. 5 there is a traditional festival in … .
4 Did they see the Loch Ness monster? 6 the most popular type of music is … .
a) Yes, they did. b) No, they didn’t.

88 Interactive Grammar
CultureTable:
video:Workbook
Music in the UKxx
page

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 Cultural awareness
Traditional music and dance
Culture note
Lesson objectives Los Highland Games se celebran en
varias regiones escocesas. Los eventos
leer un correo electrónico con información
• 
más importantes son la música de gaitas
sobre Escocia
y tambores, las danzas y las pruebas
practicar la lectura de un texto para
• 
de fuerza (p. ej. lanzamiento de tronco,
captar lo esencial e información concreta
llamado caber toss), aunque también tienen
hablar sobre tipos de música, bailes e
• 
lugar espectáculos relacionados con otros
instrumentos tradicionales
aspectos de la cultura escocesa y gaélica.
Los más famosos se celebran cada mes de
agosto en Dunoon, con 20.000 espectadores
Warmer
y 3.500 participantes.
Escribe en la pizarra Scotland y diles que
se fijen en el cuadro Fact box. Luego, que
se pongan en parejas y que anoten todo lo 3 • Primero, que lean las preguntas y las
que sepan sobre este país. Escuchad todos posibles respuestas.
juntos las respuestas (p. ej. It’s part of the • Que vuelvan a leer el correo electrónico y
UK, They speak English there, Edinburgh is respondan las preguntas.
the capital city). • Luego, que comparen las respuestas en
parejas o grupos pequeños.
1 3.20 • Comprobadlas todos juntos.
• Pon el CD para que relacionen la música con
CULTURAL COMPARISON
los instrumentos de las fotos a–d.
4 • Individualmente, que completen las
• En parejas, que comparen las respuestas.
oraciones y las escriban en sus cuadernos.
• Comprobadlas todos juntos.
• En parejas, que las comparen.
• Explícales que fiddle es lo mismo que violin.
• Escuchadlas todos juntos.
Culture note
Language note
La gaita es el instrumento tradicional de
Puede que en el ejercicio 4 los alumnos
Escocia, pero también de otros países,
escriban instrumentos tradicionales que
como por ejemplo Irlanda. Desde hace
no existen en inglés, excepto castanets y
siglos, se toca en muchas partes de Europa
tambourine, p. ej., que son más universales.
(incluyendo el norte de España), Asia Menor
En este caso, da por buenos los nombres de
y el Norte de África.
estos instrumentos en su lengua, ya que no
existe su equivalente en inglés.
2 3.21
• Asegúrate de que entienden el objetivo del
ejercicio: identificar los dos instrumentos que Culture video: Music in the UK
Lucy menciona en el correo electrónico.
• Pon el CD para que escuchen el mensaje
y lo lean en sus libros. Que escriban las
respuestas.
• Corregidlas todos juntos.

Word check
Comprueba que entienden el significado de
todas las palabras (Un piper es el que toca
las bagpipes). Asegúrate de que comprenden
swords pidiéndoles que miren la foto del
bailarín y la traduzcan a su lengua.

T 88
 Grammar
Past simple: 4 • Haz la primera oración a modo de ejemplo
questions and short answers con toda la clase, animándolos a ordenar
bien la pregunta, y escríbela en la pizarra
(Where did you go on holiday?).
Objetivos de la lección
• Individualmente, que ordenen las palabras
aprender a usar el past simple de los
•  para formar las preguntas.
verbos regulares en interrogativa • Que las comparen en parejas.
hacer preguntas con partículas
•  • Compruébalas con todo el grupo.
interrogativas y responderlas EXPRESS YOURSELF

5 • Di a los niños que escriban respuestas

personales a las preguntas del ejercicio 4.
Warmer
• En parejas, que se hagan las preguntas y las
Escribe en la pizarra estos verbos irregulares
respondan.
en past simple: began, wore, bought, gave,
• Escuchad juntos algunas de las respuestas.
became, went, wrote, had. En parejas, que
los pasen a negativa. La primera que escriba
estos ocho verbos correctamente es la CLIL Grammar in context:
ganadora (didn’t begin, didn’t wear, didn’t Music
buy, didn’t give, didn’t become, didn’t go,
didn’t write, didn’t have). 6 • Primero, que lean todo el texto con
atención.
1 • Di a los alumnos que miren las tablas y lean • Individualmente, que completen el texto
las preguntas. con el past simple de los verbos entre
• Luego, que respondan las preguntas a–c. paréntesis.
• Comprobadlas todos juntos. • Que comparen las respuestas en parejas.
• Haz que se fijen en que el verbo principal
7 3.22
nunca cambia. El verbo auxiliar do en past
• Pon el CD para que comprueben las
simple nos indica que la pregunta es en
respuestas del ejercicio 6.
pasado.
• Asegúrate de que entienden el verbo marry.
2 • Lee en voz alta la pregunta de ejemplo.
• Individualmente, que escriban las preguntas CLIL task
en past simple.
Pide a los alumnos que te digan nombres de
• En parejas, que las comparen.
compositores famosos de su país y escríbelos
• Corregidlas todos juntos.
en la pizarra. Diles que escojan a uno para
3 • Que vuelvan a leer el correo de Lucy de la investigar. Anímalos a buscar información
página 88. sobre su vida y obra en internet. Luego,
• Di a dos alumnos que lean en voz alta la pídeles que escriban un texto breve sobre él
pregunta y la respuesta breve de ejemplo. parecido al de Beethoven.
• Haced todos juntos la primera oración
a modo de ejemplo. Anímalos a decir la
pregunta y la respuesta breve, y escríbelas Pronunciation lab: Diphthongs, página 125
en la pizarra (Did Lucy’s family visit Scotland?
Yes, they did). Digital course: Interactive grammar table
• Señala que usamos el pronombre they
Study guide: pág. 93
cuando nos referimos a la familia porque está
formada por varias personas.
• Individualmente, que escriban las demás
respuestas.
• Que las comparen en parejas.
• Compruébalas con toda la clase.

T 89
 UNIT
Ejercicio 1
a yes
b the infinitive
without to
c no Grammar
Past simple: questions and short answers
Ejercicio 2 1 Study the tables. Then answer questions a–c.
1 Did Lucy’s
family visit questions short answers
Scotland?
I / you / he / she / have a good summer? Yes, I / you / he / she / it / did.
2 Did Lucy Did
it / we / you / they go to Scotland? No, we / you / they didn’t.
have a good
holiday?
a) Are past simple question forms the same for all subject pronouns?
3 Did Lucy’s
b) What form is the verb after did?
brother
like the c) Is it possible to translate did into your language?
bagpipes?
2 Write past simple questions for 1–5. 4 Order the words to make questions. Ejercicio 4
4 Did they
watch the 1 Where did
fireworks? Lucy / play the bagpipes? 1 did / you / Where / go / on holiday ? you go on
5 Did they Did Lucy play the bagpipes? 2 do / What / you / yesterday / did ? holiday?
dance with 3 listen / When / you / did / music / to ? 2 What did
swords? 1 Lucy’s family / visit Scotland? 4 this / class / did / time / What / start ? you do
2 Lucy / have a good holiday? 5 have / for / breakfast / What / you / did ? yesterday?
3 Lucy’s brother / like the bagpipes? 6 did / travel / How / school / you / to ? 3 When did
Ejercicio 3 4 they / watch the fireworks? you listen to
1 Yes, they did. 5 they / dance with swords? music?
EXPRESS YOURSELF 4 What time
2 Yes, she did.
3 Read Lucy’s email on page 88 again and write 5 Work in pairs. Ask and answer the questions in did this
3 No, he didn’t. class start?
true answers for the questions in exercise 2. exercise 4.
4 Yes, they did. 5 What did
5 No, they didn’t. Did Lucy play the bagpipes? No, she didn’t. you have for
breakfast?
6 How did
you travel to
school?
CLIL Grammar in context: Music
Ejercicio 6 6 Complete the text with the past simple form of the verbs in brackets.

Beethoven
1 died
7 3.22 Listen and check your answers.
2 didn’t have
3 did … play
4 played
5 was
Who was Beethoven?
6 Did ... become
Ludwig van Beethoven was a German composer and musician. He was
7 became
born in Bonn in 1770 and he (1) … (die) in 1827. He never married and he
8 didn’t stop (2) … (not have) any children.
9 composed
Which instruments (3) … he … (play)?
10 wrote Beethoven was a pianist. He also (4) … (play) the organ and the violin.
His first public performance (5) … (be) when he was seven years old.
(6) … Beethoven … (become) deaf?
Yes, he did. He (7) … (become) deaf when he was about 30, but he
(8) … (not stop) composing music. He (9) … (compose) his famous CLIL TASK
Ninth Symphony when he was completely deaf.
Go online. Find out about a famous
What are his most famous works? composer from your country.
Beethoven’s famous works include nine symphonies and sonatas for
piano, cello and violin. He also (10) … (write) an opera called Fidelio. Write a paragraph about his / her life.

3.23–3.24 Pronunciation lab: Diphthongs, page 125

Digital course: Interactive

Interactive
grammar
Grammar
table Table: Workbook page xx Study guide: page 93 89

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 integrated skills integrated sk
At a music festival
Last weekend I went to a music festival with my
brother. What did you do last weekend?

TeenFest is Manchester’s first music festival only for 13–17 year-olds*!

For one day only, you can see loads of the UK’s most popular bands in one place.

Date: Saturday 31st March Artists: Billy Jean, Two Dimensions, Dan May,
The Hipsters, Yo-Yo, The Kinetics and many more!
Place: Green Park, Manchester
Time: 11.00am–8.00pm Food and drink available.

Price: £15.00 * Strictly no entry for under 13s or over 17s. Photo ID is obligatory.

Step 1: Read Step 2: Listen Ejercicio 4

1 c
Ejercicio 1 1 Read the web page quickly. How old must you 4 3.25 Listen to three announcements. In what 2 a
between the be to go to TeenFest? order do you hear them? 3 b
ages of 13
and 17 a) Information about an African drumming class.
2 Read the web page again and answer the
b) An announcement about the end of the festival.
questions.
c) Information about a Scottish pipe band.
Ejercicio 2 1 When was the festival?
1 Saturday 2 Where was it? 5 Listen again. Choose the correct answers. Ejercicio 5
31st March 3 What time did it start?
1 The pipe band starts at 5 o’clock / 7.30. 1 five o’clock
2 Green Park, 4 What time did it finish?
2 The drumming class is for under 16s / adults. 2 under 16s
Manchester 5 How much were the tickets?
3 The festival closes in ten / thirty minutes. 3 thirty
3 11am
4 8pm 3 Do you think this festival sounds fun? Why
(not)? SKILLS BUILDER
5 £15.00
Listening for specific information
When you listen, you don’t need to understand
every word. Before you listen, read the
questions. Then listen for specific information.

90

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 Integrated skills
At a music festival
4 3.25
Objetivos de la lección
practicar las cuatro destrezas
• 
leer una página web sobre un festival de
• 
música
escuchar unos cuantos anuncios
• 
escribir un diálogo personalizado
• 
representar el diálogo
• 
5 3.25
Warmer
Escribe en la pizarra music festival.
Pregúntales si conocen algunos festivales
famosos del mundo o de su país.
Step 1: Read
1 • Haz que la clase se fije en lo que dice James
y anímalos a responder la pregunta What did
you do last weekend?
• Que lean la página web y averigüen la edad
mínima para entrar en el festival TeenFest.
• Comprobad la respuesta todos juntos.
Culture note
El primer festival para adolescentes (de 13 a
17 años de edad) se celebró en 2007 en el
Victoria Park de Londres. El impulsor fue el
joven Sam Kilcoyne, que tuvo la idea después
de que le negaran la entrada a un concierto
cuando tenía 14 años. El festival es en agosto
y cuenta con la participación de los grupos
más famosos del Reino Unido. La cadena
BBC Radio 1 retransmite una parte en directo.
2 • Primero, que lean las preguntas con atención.
• Que busquen las respuestas consultando la
página web.
• Compruébalas con toda la clase.
3 • Anima a la clase a responder las preguntas.
Step 2: Listen
• Asegúrate de que entienden lo que les piden.
• Diles que copien los tres anuncios en sus
cuadernos.
• Pon el CD para que ordenen los anuncios
cronológicamente.
• Que comparen las respuestas en parejas.
• Compruébalas con todo el grupo.
• Los alumnos leen las oraciones y las posibles
respuestas.
• Pon el CD otra vez para que escojan la
opción correcta.
• En parejas, que las comparen.
• Comprobadlas todos juntos.
Skills builder
Listening for specific information
Antes de empezar el listening, anímalos a
leer todas las preguntas atentamente, así
tendrán claro qué información les piden.
Explícales que no hace falta que entiendan
todas las palabras del texto que van a
escuchar.
3.25 Transcripción, ejercicios 4 y 5
1  Your attention please! The Scottish pipe
band is starting soon on the Main Stage. That’s
the Scottish pipe band at five o’clock on the
Main Stage.
2  Attention everyone! This is an announcement
about classes and activities. The African
drumming class is starting now at the activity
tent. All children welcome – under 16s only
please for this event!
3  Your attention please! Please make your way to
the exits. The festival closes in 30 minutes. Please
make your way to the exits now. Thank you.
T 90
 Integrated skills - continued
Talking about past events
6 3.26
• Diles que lean las palabras del cuadro.
• Pon el CD para que sigan el diálogo en sus
libros y escriban las respuestas correctas en
los espacios 1–5.
• En parejas, que comparen las respuestas.
• Comprobadlas todos juntos.

Extra activity
Divide la clase en dos grupos: uno hace de
Hazel y el otro de James. Pon el CD otra vez
para que cada grupo repita la intervención
correspondiente y luego volved a hacer el
ejercicio pero con los papeles cambiados.

7 • Vuelve a poner el CD, parando después de

cada intervención para que la repitan juntos.
• Que se fijen en la acentuación de amazing y
fantastic.
• Pídeles que repitan las preguntas y las
respuestas unas cuantas veces con la
entonación y la acentuación adecuadas,
tanto individualmente como en grupo.
• En parejas, que practiquen el diálogo y que
luego lo repitan intercambiándose los papeles.

Step 3: Write
8 • Escribe en la pizarra las palabras concert,
football match, cinema.
• Diles que miren las entradas y escojan uno
de los espectáculos.
• Que se inventen las respuestas.
9 • Individualmente, que escriban su diálogo
basándose en el modelo del libro y las
expresiones esenciales para hablar de cosas
ocurridas en el pasado del Communication kit.
• Obsérvalos mientras escriben, ayudándolos
si es necesario.

Step 4: Communicate
10 • En parejas, que practiquen los diálogos.
• Para practicar un poco más, que se
intercambien los papeles en ambos diálogos.
11 • Di a algunas parejas que representen el
diálogo para toda la clase.

Integrated skills: Workbook, pág. 118

T 91
 UNIT

egrated skills integrated skills

TALKING ABOUT
PAST EVENTS

Hi! Did you have a good weekend? Yes, I did. It was (1) … !
What did you do? I went to a music festival with my brother.
Really? How was it? It was (2) … ! I saw some (3) … bands.
Wow! Cool. Anyway, what about you? How was your weekend?
Oh, it was (4) … . What did you do?
Nothing (5) … . I went shopping. Oh well. Next time you can come with us!

Ejercicio 6 6 3.26 Listen and complete the dialogue with 9 Write a dialogue about your weekend. Use
1 amazing the words in the box. your notes from exercise 8 and the dialogue in
2 fantastic exercise 6 to help you.
fantastic all right great special amazing
3 great
4 all right
5 special
7 Listen again and repeat. Practise your intonation. Step 4: Communicate
Step 3: Write 10 Work in pairs. Take turns to practise your
dialogues.
8 Look at the tickets. Choose an event and Hi! Did you have a good weekend?
imagine you went there last weekend.
Invent answers to the questions. Yes, I did. It was …

What did you do last weekend? I went to … 11 Act your dialogue for the class.
How was it? It was …
COMMUNICATION KIT
presents Talking about past events
Did you have a good weekend?
Yes, I did. It was great / amazing / fantastic!
BIT

£25 Doors open at 7.30 No, not really. It was boring / terrible!
TS
EN
HOB

What did you do?

RES

Arsenal vs Everton
AP

What about you?

W
EM

RO

I went to … with … .
G
CIN

Saturday 28 April
THE
ION

3.00pm Kick-off Nothing special.

OR

The Emirates Stadium

T

16
SEA

Integrated skills: Workbook page 118 91

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 Writing
A personal profile
1 3.27 Read and listen to the profile of Taylor Swift. Then answer the questions.

Ejercicio 1 1 Where is Taylor Swift from? 4 When did she become interested in music?
2 What does she do? 5 What prize did she win?
1 the USA
3 When was she born? 6 What is her fourth album called?
2 She is a singer
and musician.
3 1989
4 at the age of 12
TAYLOR SWIF T: SINGER AND MUSICIAN
5 the GRAMMY
Award for Taylor Swi f t is a famous American singer and musician.
album of the She plays the guitar, piano and ukelele. Her favourite t ype
year of music is countr y. I think her songs are great – they ’re
6 Red original and unusual.

Taylor was born in Pennsylvania in 1989. At the age of 12,

she star ted to play the guitar. She wasn’t happy at school
and she began to write songs about her li fe. When she
was 14, her family moved to Nashville – the home of
countr y music.

In 2006, Taylor made her first album. Two years later,

she made her second album, Fearless. Taylor won the
GRAMMY Award for ‘album of the year’ when she was only
19 years old. Her third album, Speak Now, came out in 2010
and she made her four th album, Red, two years later.

2 Study the Writing focus. How do you say the

words in italics in your language?
Writing task
Write a personal profile of a famous
WRITING FOCUS singer or musician.
Time expressions Plan Choose a famous singer or
At the age of 12, Taylor started to play the guitar. musician. Find out about his / her life.
When she was 14, her family moved to Nashville. Make notes about the singer using the
questions in exercise 1.
Ejercicio 3 In 2006, Taylor made her first album.
Two years later, she made her second album. Write Write three paragraphs:
in 1989
1 Introduction and your opinion
when she was 2 Information about his / her early life
only 19 years
old 3 Read the profile again. Find three 3 Information about his / her work
in 2010
more examples of time expressions.
Check Check your writing.
4 Match 1–4 with a–d to make sentences.
✔ time expressions
Ejercicio 4 1 She began to write songs a) in 1989. ✔ past simple verbs
1 d 2 Taylor was born b) in 2008. ✔ vocabulary for instruments
2 a 3 She won the GRAMMY Award c) at the age of 19. and adjectives of opinion
3 c 4 Taylor made her second d) when she was
4 b
album at school.

92 Build your confidence: Writing reference and practice. Workbook page 134

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 Writing
A personal profile 3 • Di a los alumnos que busquen tres
expresiones temporales más en el perfil.
Objetivos de la lección • Que las copien en sus cuadernos.
• Comprobadlas todos juntos.
aprender a redactar un texto usando
• 
expresiones temporales 4 • Que relacionen las dos partes de las oraciones.
escribir el perfil personal de un músico o
•  • Luego, que vuelvan a leer el perfil para
cantante famoso comprobarlas.
• Corregid las oraciones todos juntos.

Warmer Writing task

Piensa en un cantante que los alumnos
El objetivo de este ejercicio es que escriban
conozcan. Tienen que adivinar de quién se
de forma guiada un texto para practicar el
trata haciéndote preguntas, pero tú solo
uso correcto de las expresiones temporales,
puedes utilizar las respuestas breves y Yes
el past simple, vocabulario de instrumentos
o No, p ej., Is he a man? No, she isn’t. Is she
y adjetivos para expresar opiniones. Pídeles
Spanish? Yes, she is. Does she sing pop-
que sigan los pasos del Student’s Book.
rock songs? Continúa hasta que los niños
Obsérvalos mientras escriben y ayúdalos con
adivinen el nombre del cantante.
vocabulario si lo necesitan. Cuando lleguen
al Check, que se intercambien los cuadernos
1 3.27
y corrijan el texto de un compañero.
• Haz que los alumnos miren la foto de la
cantante y pregúntales si la conocen.
• Diles que lean las preguntas.
Writing reference and practice: Workbook, pág. 134
• Pon el CD para que escuchen el perfil y lo
lean en sus libros. Luego, que escriban las
respuestas.
• Que las comparen en parejas.
• Corregidlas todos juntos.

Culture note
Además de su carrera musical, Taylor
Swift también ha participado en la serie de
detectives CSI: Crime Scene Investigation
(2009), la comedia romántica Historias de
San Valentín (2010), la película de animación
Lorax: en busca de la trúfula perdida (2012) y
la serie de televisión New Girl (2013).

2 • Di a los alumnos que lean el Writing focus.

• Anímalos a traducir a su lengua las
expresiones temporales en cursiva.

Language note
Todas estas expresiones temporales pueden
ir tanto al principio como al final de la
oración, p. ej. Taylor made her first album in
2006. Si van al final, no hace falta poner una
coma delante.

T 92
 Study guide
Grammar, Vocabulary and Speaking
Explica a los alumnos que la Study guide es Additional material
una página importante que aporta información
Workbook
útil sobre el lenguaje de la unidad: la gramática,
• Progress check, página 70
el vocabulario y el lenguaje funcional de las
• Self evaluation, página 71
Integrated skills. Diles que pueden consultarla
• Grammar reference and practice, página 98
para preparar un test o un examen.
• Vocabulary extension, página 109
• Integrated skills, página 118
Grammar • Writing reference and task, página 134
• Diles que lean las oraciones de ejemplo en
past simple y asegúrate de que saben cómo
formar este tiempo verbal correctamente.
• Pídeles que lean las oraciones de ejemplo
con expresiones temporales en pasado y
asegúrate de que las entienden. Que las
traduzcan a su lengua si es necesario.
• Diles que consulten la Grammar reference
de las páginas 98–99 del Workbook cuando
repasen la gramática.

Vocabulary
• Que lean la lista de vocabulario y comprueba
que entienden las palabras.
• Diles que pueden consultar la Wordlist de
la página 151 del Workbook si han olvidado
algunas palabras.

Speaking
• Comprueba que entienden el significado de
las expresiones para hablar de cosas que
han ocurrido en el pasado.
• Diles que representen un diálogo entre dos
personas que están comentando lo que han
hecho el fin de semana.

Teacher’s Resource File Tests and Exams

• ‘Pulse Basics worksheets’, páginas 47–52 • Test de la Unidad 8: Basic, Standard
• ‘Vocabulary and grammar consolidation y Extra
worksheets’, páginas 31–34 • CEFR Skills Exam Generator
• ‘Translation and dictation worksheets’,
páginas 9, 19
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 15–16
• ‘Culture and CLIL worksheets’, páginas 29–32
• ‘Culture video worksheets’, páginas 15–16
• ‘Digital competence worksheets’, págs. 15–16
• ‘Macmillan Readers worksheets’, páginas 5–6

T 93
 UNIT

Study guide
Grammar
Past simple: affirmative and Vocabulary
negative Instruments and musicians
affirmative bass bass player
drums drummer
I / You / He / She / It / watched the band.
guitar guitarist
We / You / They played the guitar.
keyboards keyboard player
negative piano pianist
I / You / He / She / It / didn’t watch the band. vocals singer
We / You / They didn’t play the guitar. choir
orchestra
Past simple: questions and conductor
short answers
questions Adjectives of opinion
Did I / you / he / she / it / we / you / they go to amazing original
the concert ? annoying quiet
short answers boring rubbish
catchy surprising
Yes, I / you / he / she / it / we / you / they did. great terrible
No, I / you / he / she / it / we / you / they didn’t. lively traditional
loud unusual
LEARNING TO LEARN
Make sure you check if verbs are regular or
irregular. Always look in the Irregular verb list on Speaking
page 126 if you aren’t sure. There aren’t any rules
for irregular verbs – you just have to learn them! Talking about past events
Did you have a good weekend?
Yes, I did. It was great / amazing / fantastic!
Past time expressions No, not really. It was boring / terrible!
last night / weekend / month / year What did you do?
in May / 2014 What about you?
I went to … with … .
two hours / days / months ago Nothing special.
I played my guitar last night.
My friend went to a festival in April.
I went to a Maroon 5 concert three months ago.

Progress check: Workbook page 70 Grammar reference: Workbook page 98 93

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UNIT
special
days

Objetivos de la unidad y competencias clave

En esta unidad los alumnos aprenderán…
• a entender, memorizar y usar correctamente
palabras relacionadas con celebraciones CCL
CMCT CSC
• a comprender, memorizar y usar
correctamente los adverbios CCL
• a entender y usar correctamente estructuras
gramaticales de futuro y buscar paralelismos
con su lengua materna CCL CAA
• sobre fiestas nacionales del Reino Unido CCL
CMCT CEC
• sobre diferentes tipos de celebraciones del
Reino Unido, viendo un vídeo corto CCL CSC CEC
En esta unidad los alumnos aprenderán a…
• buscar información específica en un blog CCL
CD CEC
• buscar información sobre la fiesta de la
mayoría de edad CCL CD CEC SIE
• buscar información específica en una
entrevista de un periódico CCL CMCT CEC
• hablar sobre cómo la gente celebra días
especiales CCL CSC
• escribir una invitación CCL CSC CEC
• leer un póster sobre una excursión y
escuchar a unas personas hablando sobre los
preparativos para hacerla CCL CSC
• prepararse un tema para un examen de
speaking CCL CAA

Contenidos lingüísticos Destrezas

Vocabulario principal Comprensión lectora

• Celebraciones: give presents, sing
songs, send cards, etc.
• Adverbios: quickly, hard, happily,
etc.
Gramática
• Be going to en afirmativa,
negativa e interrogativa
• El present continuous para hablar
de planes de futuro
Lenguaje útil
• Expresiones para hacer planes
• Frases para interactuar con un
compañero en un examen oral
Pronunciación
• Ritmo y acentuación de la oración
• Leer un blog sobre días especiales
• Leer un texto sobre las fiestas nacionales del Reino Unido
• Leer un folleto sobre un festival
Expresión escrita: interacción y
producción
• Escribir un diálogo personalizado
• Escribir una invitación en tres pasos: planear, escribir,
repasar
Comprensión oral
• Escuchar el fragmento de una noticia sobre buenos
propósitos para el Año Nuevo
• Escuchar a unas personas planificando una excursión
Expresión oral: interacción
• Intercambiar información sobre celebraciones y fiestas
• Hacer preguntas sobre intenciones de futuro y responderlas
Expresión oral: producción
• Prepararse para representar un diálogo sobre la
planificación de una excursión
• Prepararse un tema para un examen de speaking
Destrezas para el Evaluación
aprendizaje permanente
• Test de la Unidad 9: Basic, Standard y Extra
Autoaprendizaje y • Test del 3r trimestre, Unidades 7–9: Basic, Standard y Extra
autoevaluación • CEFR Skills Exam Generator
• ‘Study guide’:
Student’s Book, página 103
• ‘Progress check’ y ‘self-evaluation’: External exam trainer
Workbook, páginas 78–79
• ‘Grammar reference’ y ejercicios: • Speaking: hablar sobre un tema
Workbook, páginas 100–101
• ‘Wordlist’:
Workbook, páginas 151–157 Materiales digitales
Estrategias de
Pulse Live! Digital Course, que incluye:
aprendizaje y destrezas
• Tablas de gramática interactivas
del pensamiento
• Vídeo modelo de expresión oral: hacer planes
• Saber cuál tiempo verbal es el
• Vídeo con material cultural: celebraciones del RU
adecuado para hacer planes y
cuál para hablar de intenciones Página web del alumno

Conciencia cultural
• Fiestas en el mundo
• Fiestas nacionales de Inglaterra, Competencia digital
Irlanda y Gales
• Símbolos nacionales del RU • Web quest: trabajo sobre las fiestas de la mayoría de edad
• Comparar las fiestas locales y • Worksheet de competencia digital: hacer un cómic
nacionales del Reino Unido e
Irlanda con las de su país
Materiales de refuerzo
Contenidos
interdisciplinares
• Teacher’s Resource File: ‘Basics’, páginas 53–58
• Tecnología: buscar información en
• Teacher’s Resource File: ‘Vocabulary and Grammar
internet, hacer un glog
Consolidation worksheets’, páginas 35–36
• Lengua y literatura: Shakespeare,
Día Mundial del Libro, convenciones
para escribir una invitación Materiales de ampliación

Competencias clave • Actividad para fast-finishers: Student’s Book, página 95

CCL Competencia en
comunicación lingüística
CMCT Competencia en matemáticas,
ciencia y tecnología
CD Competencia digital
CAA Aprender a aprender
CSC Competencias sociales y
cívicas
SIE Sentido de la iniciativa y
emprendimiento
CEC Conciencia y expresión
cultural
• Actividades extra: Teacher’s Book, páginas T94, T96
• Teacher’s Resource File: ‘Vocabulary and Grammar
Extension worksheets’, páginas 37–38
Teacher’s Resource File
• ‘Translation and dictation worksheets’, páginas 10, 20
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 17–18
• ‘Culture and CLIL worksheets’, páginas 33–36
• ‘Culture video worksheets’, páginas 17–18
• ‘Digital competence worksheets’, páginas 17–18
• ‘Macmillan Readers worksheets’, páginas 5–6
U 9
 UNIT

THINK ABOUT IT
Make a list of special days that people
Ejercicio 2 celebrate each month in your country.
The people are January - New Year’s Day
from the USA,
the UK and
Australia. Vocabulary and Speaking
1 decorate Celebrations
2 sing
3 watch 1 3.28 Listen and repeat the words in the box. Which things do you do for someone’s birthday?
4 watch
5 wear eat special food visit relatives watch street parades send cards
6 have
give presents have a party go to church decorate the house
sing songs watch fireworks wear a costume have fun
7 send
8 give
9 go 2 Read the article. Where are these people from? Complete the text with verbs from exercise 1.
10 visit

Special days around the world

4th July – Independence Day
25th December –
On Independence Day, we often Christmas
(1) ... the house in the colours red,
white and blue and we have a Here, Christmas
party at home. We (2) ... special is in the summer
songs, (3) … street parades and holidays – it’s often
(4) ... fireworks in the evening. 30°C! We usually
(7) ... cards and
(8) … presents and
we eat special food.
Some people (9) …
to church, but in my
family, we usually
31st October – (10) ... relatives and
Halloween have a picnic on the
beach!
At Halloween I always (5) ...
a costume – this year I’m a
witch. My friends and I go to a
party at the youth club – we
always (6) ... fun!

3 Read the Look! box. Then write the dates of the EXPRESS YOURSELF
special days from Think about it. 4 Choose three celebrations. Write them on a
New Year’s Day is on 1st January. piece of paper and give them to your partner.

18th March: my birthday

LOOK!
Ordinal numbers 5 Work in pairs. Ask and answer questions about
We use ordinal numbers for dates. your celebrations from exercise 4.
1st = first 12th = twelfth
3rd = third 23rd = twenty-third How do you usually celebrate your birthday?
I usually have a party and ...

94 Vocabulary
Interactive
extension:
Grammar
Workbook
Table: page 110 page xx
Workbook

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 Vocabulary and Speaking
Celebrations
Objetivos de la lección
• aprender vocabulario relacionado con las
actividades de un día de fiesta
• repasar los números ordinales para hablar
de fechas
• hablar sobre celebraciones
Warmer
Escribe en la pizarra cuatro o cinco meses
del año con las letras mezcladas, p. ej., s u g
t a u (August), o e r b c t o (October). Di a los
alumnos que se pongan en parejas y que las
escriban en el orden correcto.
Think about it
Anímalos a decir los nombres de los meses
ordenados correctamente y escríbelos en la
pizarra. En parejas, que hagan una lista por
meses de las fiestas que se celebran en su
país.
1 3.28
• Diles que lean las palabras del cuadro.
• Pon el CD para que lo escuchen y lean las
palabras.
• Pregúntales qué cosas del cuadro suelen
hacer cuando celebran un cumpleaños.
2 • Diles que lean el artículo y miren las fotos.
Anímalos a decir de dónde es la gente
(EE. UU., Reino Unido o Australia).
• Individualmente, que completen los espacios
del texto con las palabras del ejercicio 1.
• Que comparen sus respuestas en parejas.
• Compruébalas con toda la clase.
Culture note
Estados Unidos proclamó su independencia
del Reino Unido el 4 de julio de 1776. Su
primer presidente fue George Washington,
que empezó a gobernar en 1789.
Actualmente, el Día de la Independencia
es una fiesta que se celebra en todos los
estados del país. Suele denominarse 4 de
Julio o Día Nacional de los Estados Unidos.
3 • Haz que lean la información sobre los números
ordinales y las fechas del cuadro Look!
• Repasad los números ordinales desde first
hasta tenth y diles que se fijen sobre todo en
los irregulares.
• Diles que escriban las fechas de la lista
de fiestas de su país que hicieron para el
ejercicio Think about it!
• Comprueba las respuestas con toda la clase.
Language note
Recuerda a los niños que hay dos maneras
de decir las fechas (the third of August
o August the third, p. ej.) y que puedes
escribirlas de tres formas distintas: 3rd
August, August 3rd o 3 August. No es
necesario poner the ni of al escribirlas, pero
sí que se pronuncian al decirlas.
EXPRESS YOURSELF
4 • Diles que elijan tres celebraciones (p. ej.,
their birthday, Christmas, New Year’s Eve).
• Luego, que las anoten en un papel.
• Que se pongan en parejas.
• Diles que se intercambien el papel con su
compañero.
5 • Pide a dos alumnos que lean en voz alta para
toda la clase la pregunta y la respuesta de
ejemplo.
• Que las parejas se hagan las preguntas sobre
las celebraciones elegidas y las respondan.
• Escuchad a algunas parejas todos juntos.
Extra activity
Haced un juego de adivinanzas en parejas.
Diles que piensen en el mejor regalo de
cumpleaños o de Navidad que les han
hecho. Luego, que intenten adivinar el del
compañero haciéndole preguntas. Solo
pueden utilizar las respuestas breves y Yes
o No, p. ej., Was it a bicycle? No, it wasn’t.
Was it connected with sport? Yes, it was.
Vocabulary extension: Workbook, pág. 110
T 94
 Reading
Text type: A blog EXPRESS YOURSELF

4 • Individualmente, que respondan las

Objetivos de la lección preguntas.
• Que comparen sus respuestas en parejas.
leer un blog
• 
• Compruébalas con todo el grupo.
hablar sobre las fiestas de cumpleaños
• 
Finished?
Warmer Pide a los que acaben primero que hagan una
Pídeles que se levanten y se pongan de lista de 13 cosas que les gustaría hacer este
espaldas a la pared del aula formando una línea año. Diles que pueden inspirarse en la lista de
de lado a lado. Luego diles que se ordenen nuevas aventuras de James.
según su fecha de cumpleaños, de izquierda
a derecha, del 1 de enero al 31 de diciembre.
Para ello preguntan When’s your birthday? al Web quest
compañero, que debe responder en inglés,
Que hagan un trabajo sobre las ceremonias
p. ej., the tenth of January. Comprueba que
para celebrar la mayoría de edad. Haz que se
el orden es el correcto haciendo decir a cada
fijen en el Web quest tip.
alumno su fecha de nacimiento.
1 • Haz grupos separados de niños y niñas
1 3.29 para que busquen información sobre las
• Diles que lean la pregunta. dos celebraciones.
• Pon el CD para que escuchen el blog y • Diles que se conecten a un navegador,
busquen la respuesta en el texto del libro. como Internet Explorer. Que introduzcan
• Comprueba las respuestas con toda la clase. el nombre de la ceremonia en un
buscador (Google, p. ej.).
Word check 2 • Que busquen toda la información que
Asegúrate de que entienden todas las palabras. puedan de la fiesta respondiendo las
preguntas con wh- (Where? What?
Culture note Why? When? Who?) y compartan la
información dentro del grupo.
En muchos países, cumplir los 13 es especial
3 • Después, que cada grupo comparta la
porque significa la entrada a la adolescencia,
información.
y también los 18, que marcan la mayoría
• Por último, que expliquen las conclusiones
de edad. En Inglaterra, los 21 también son
de la investigación a la clase.
especiales, ya que hasta 1970 marcaba
oficialmente la edad adulta.

2 • Escribe en la pizarra I watched a film on TV

last night. It was really good.
• Pregúntales a qué se refiere It (the film).
• Diles que miren las palabras en verde del
blog y el ejemplo.
• Que anoten a qué se refieren las palabras en
verde.
• Comprueba las respuestas con toda la clase.
3 • Diles que lean las preguntas con atención y
asegúrate de que las entienden.
• Que lean el blog otra vez y busquen las
respuestas.
• Que las comparen en parejas.
• Comprobadlas todos juntos.
T 95
 UNIT

Reading
A blog
Ejercicio 1 1 3.29 Read and listen to the blog. Why has James chosen to have 13 adventures during the next year?
Because it’s
his 13th year.

25th June Next Saturday I’m going to be 13 ...

… and I’m having a big party! After that, it’s going to be a special year. I’m going
to have 13 new adventures (click on the links to see more about them). Enjoy my
blog and please send me your comments!

June (2) Posted by Hazel at 20:32

July (1) Great idea, James – I love your list of adventures! Your blog looks great and I’m
About me looking forward to reading it. Are you going to put more photos in the album?
View my profile
Photo album 29th June Tomorrow’s the big day!
My brother’s decorating the house – he’s going to fill it with balloons! And my
My 13 adventures sister’s making an enormous chocolate cake.
1 Visit London
2 Go to Wembley Posted by Aunt Anne at 17:12
3 Try 13 new sports Happy birthday, James! Have a great day. Sorry I can’t come to your party.
4 Go camping
5 Join a band 1st July It’s official: I’m a teenager!
6 Run a 5 k race The party was fantastic! Thanks to all my friends and relatives for the amazing
7 Learn Spanish presents. Now my year of adventure begins … with a trip to London!
8 Read 13 books My aunt lives there and I’m going to visit her. She’s going to take me to watch
9 Learn to juggle Manchester United play at Wembley!
10 Learn to cook
11 Travel by plane Posted by John at 10:52
12 Do voluntary work
Congratulations on becoming a teenager! Have fun in London. What are you
13 Get a dog!
going to do for your next adventure?

Word check
Ejercicio 2 look forward to (+ -ing) balloon trip teenager Congratulations!
me – James
it – James’ blog
it – the house 2 Look at the green words in the blog. What or 4 Answer the questions.
her – James’ aunt who do they refer to? 1 How did you celebrate your last birthday?
them = James’ new adventures 2 How are you going to celebrate your next birthday?
3 Which birthdays are most important in your
Ejercicio 3 3 Read the blog again and answer the questions. country?
1 He’s going 1 What is James going to do to celebrate being 13?
to have 2 What are James’ brother and sister doing on
13 (new)
29th June?
adventures. FINISHED?
3 Who can’t come to James’ birthday party?
2 His brother’s
decorating 4 Where does James’ aunt live? Write a list of 13 things you would like to do this year.
the house by 5 What are James and his aunt going to do?
filling it with
balloons and
his sister’s
making an WEB QUEST
enormous Make a class project about coming-of-age ceremonies.
chocolate 1 Girls: Find out about the Apache sunrise dance. A librarian can help you find
cake. information in books and on
Boys: Find out about the Satere-Mawe tribe’s bullet ant gloves.
3 James’ Aunt the internet. Ask for help!
2 Answer these questions: Where? What? Why? When? Who?
Anne.
3 Work together in your group and share your research. Then tell
4 In London. Interactive Grammar Table: Workbook page xx 95
the rest of the class.
5 They’re going
to watch
Manchester
United play
9780230429697_Pulse_09.indd 95 29/08/2013 17:10
at Wembley.
 Grammar
Ejercicio 1
be going to EXPRESS YOURSELF
1 ’re going to
2 isn’t 1 Read the table. Then copy and complete 1–3. Do 4 Write questions about your intentions. Ejercicio 4
3 Are we use be going to for the past, present or future? 1 How are
Where / live / when you’re older?
We use be you going to
going to for affirmative Where are you going to live when you’re older? celebrate your
the future. I’m going to have a party. next birthday?
1 How / you / celebrate / your next birthday?
You’re going to have fun. 2 What
2 What presents / you / ask for? presents are
Ejercicio 2 He / She / It’s going to make a cake. 3 you / travel / this summer? you going to
We / You / They (1) … going to send cards. 4 What / you / do / during the holidays? ask for?
1 I’m going to
5 you / study English / at university? 3 Are you going
sing songs. negative
I’m not going to travel this
to sing songs. I’m not going to visit relatives. 5 Work in pairs. Ask and answer your questions summer?
2 My friend’s You’re not going to eat special food. from exercise 4. 4 What are you
going to go going to do
He / She / It (2) … going to sing songs. Where are you going to live when you’re older? during the
to church. My
friend isn’t We / You / They aren’t going to celebrate. holidays?
I’m going to live in Paris!
going to go to questions and short answers 5 Are you going
church. to study
3 We’re going
(3) … you going to Object pronouns English at
Yes, I am. / No, I’m not. university?
to decorate watch fireworks?
the house. We Is he / she / it Yes, he / she / it is. 6 Look at the table. How do you say the blue
aren’t going to
decorate the
going to celebrate? No, he / she / it isn’t. words in your language?
house. Are we / you / they Yes, we / you / they are.
subject pronouns
4 My mum’s going to have fun? No, we / you / they aren’t.
going to make I you he she it we you they
a cake. My object pronouns
mum isn’t 2 Order the words to make affirmative sentences.
going to make Then make them negative. me you him her it us you them
a cake. We use object pronouns to replace nouns that
watch / to / parades / We / the / are / going .
5 They’re going are the object of a sentence.
to have a + We are going to watch the parades.
party. They My aunt lives in London. I’m going to visit her.
- We aren’t going to watch the parades.
aren’t going to
have a party. 1 sing / I’m / going / songs / to . 7 Copy and complete the sentences with your Ejercicio 7
2 go / is / My / friend / going / to / church / to . own ideas and an object pronoun.
1 students’ own
3 going / We’re / decorate / to / house / the . My aunt lives in London. I sometimes visit her . answers; it /
Ejercicio 3 4 cake / make / mum’s / My / to / going / a . them
2 Are you 5 party / a / They’re / going / have / to . 1 In my country, we often eat … at Christmas. 2 students’
going to I love … ! own answers;
have 3 Complete the dialogue with the affirmative, 2 In my town, there are fireworks on … . them
3 ’m going to negative or question forms of be going to. I sometimes / never watch … . 3 students’ own
have 3 Our English teacher’s name is … . He / She answers; us
4 are you Ben: How (1) are you going to celebrate doesn’t usually give … homework in the 4 students’ own
going to (you / celebrate) your birthday? holidays. answers; her
cook (2) … (you / have) a party? 4 My best friend often goes to the … .
5 ’m not going Ann: No, I (3) … (have) dinner with friends. I sometimes go with … .
to cook Ben: Really? What (4) … (you / cook)?
6 ’re going to Ann: I (5) … (not cook)! We (6) … (have) dinner
have ANALYSE
in a restaurant. My grandad (7) … (pay)!
7 ’s going to Ben: Wow! Which restaurant?
pay Is the word order for be going to sentences
Ann: I don’t know – it’s a surprise. They
8 aren’t going similar or different in your language?
to tell
(8) … (not tell) me until my birthday.
Ben: Cool. (9) … (you / invite) me?!
9 Are you
going to
invite 3.30–3.31 Pronunciation lab: Rhythm and sentence stress, page 125

96 Digital course: Interactive

Interactive
grammar
Grammar
table Table: Workbook page xx Study guide: page 103

9780230429697_Pulse_09.indd 96 29/08/2013 17:10

 Grammar
be going to 5 • Di a dos niños que lean la pregunta y la
respuesta de ejemplo para toda la clase.
Objetivos de la lección • Que cada alumno escriba sus propias
respuestas a las preguntas del ejercicio 4.
aprender y usar be going to en afirmativa,
• 
• En parejas, que se hagan las preguntas y las
negativa e interrogativa para hablar del
respondan.
futuro, y a responder con respuestas breves
• Escuchad a algunas parejas todos juntos.
repasar los pronombres sujeto y los
• 
pronombres personales
Extra activity
En parejas, que escriban dos o tres preguntas
Warmer más con going to y las añadan a las del
Escribe en la pizarra a card, a present, the ejercicio 4, p. ej., What are you going to do
house, fun, a party, special food, a cake. En next weekend? Luego, que se hagan las
parejas, que escriban verbos que puedan preguntas y las respondan con otra pareja.
acompañarlos para formar expresiones
relacionadas con celebraciones. Anímalos a
dar ejemplos y escríbelos en la pizarra, p. ej.,
Object pronouns
send, give, decorate, have, have, eat, make. 6 • Haz que miren la tabla.
• Que traduzcan las palabras en azul.
1 • Explica que usamos el verbo be en present • Indica que los pronombres personales se
simple con going to (be going to). refieren al sujeto de una oración.
• Que copien las tablas y las completen. • Escribe en la pizarra las oraciones de ejemplo.
• Comprueba las respuestas con toda la clase. • Anímalos a decir que I es el sujeto de la
• Diles que be going to indica futuro. segunda oración.
• Señala que los pronombres personales
Language note sustituyen a los nombres o sintagmas
nominales que son el sujeto de una oración.
Las respuestas breves a las preguntas
con be going to son igual que en present 7 • Haz que se fijen en el ejemplo y asegúrate de
continuous, p. ej., Is she making a cake? Yes, que entienden el ejercicio.
she is. Is she going to come to the party? Yes, • Diles que completen cada par de oraciones
she is. No repetimos going to en la respuesta. con sus propias ideas y los pronombres
personales correctos.
• Comprueba las respuestas con toda la clase.
2 • Diles que lean las oraciones de ejemplo.
• Que escriban oraciones afirmativas
reordenando las palabras.
Analyse
• Que pasen las oraciones a negativa. Pide a los alumnos que traduzcan I am going
• Compruébalas con toda la clase. to a su lengua. Pregúntales si el orden de las
palabras es igual o diferente que en inglés.
3 • Pídeles que lean el diálogo con atención.
• Que completen el texto con los verbos
entre paréntesis y be going to en afirmativa,
Pronunciation lab: Rhythm and
negativa o interrogativa.
sentence stress, página 125
• En parejas, que comparen sus respuestas.
• Comprobadlas todos juntos.
EXPRESS YOURSELF
Digital course: Interactive grammar table
4 • Lee en voz alta la pregunta de ejemplo.
• Diles que usen las palabras dadas para Study guide: pág. 103
escribir más preguntas con be going to.
• Que comparen sus respuestas en parejas.
• Compruébalas con todo el grupo.

T 96
 Vocabulary and Listening
Adverbs
Objetivos de la lección
• aprender algunos adverbios
•  aprender a escuchar información
específica
Warmer
Escribe en la pizarra: quiet, difficult, safe,
unhappy, good, fast. En parejas, que
escriban sus antónimos. La primera que los
escriba correctamente es la ganadora (loud,
easy, dangerous, happy, bad, slow).
1 3.32
• Comprueba que entienden intention y
resolution.
• Diles que lean el quiz.
• Pon el CD para que escuchen los adverbios
en azul y los repitan.
• Destaca la pronunciación y la acentuación de
regularly /ˈregjələlɪ/.
2 • Haz que lean el quiz otra vez y elijan la
respuesta a o b para cada pregunta.
• Que calculen su puntuación final.
• Diles que lean el comentario correspondiente.
• En parejas, que comparen sus puntuaciones
totales.
• Averigua qué alumnos van a portarse muy
bien este año.
Look!
Comprueba que los niños entienden lo que
es un adverbio: una palabra que indica cómo
hacemos una cosa.
3 • Diles que lean las reglas ortográficas para
formar adverbios de la página 103.
• Que copien la tabla en sus cuadernos con los
adverbios del quiz en la columna correcta.
• Luego, que escriban los adjetivos para estos
adverbios en la columna correspondiente.
• En parejas, que comparen las respuestas.
• Compruébalas con toda la clase y resalta los
adverbios irregulares (hard y well).
T 97
4 • Diles que copien los adjetivos en la columna
correcta.
• Luego, que formen los adverbios.
• En parejas, que comparen sus respuestas.
• Compruébalas con toda la clase. Destaca
los adverbios irregulares far y fast, el cambio
de -y a -i en noisily, la omisión de la -e en
adverbios cuyo adjetivo termina en -le, p.
ej., terribly, y que doblamos la l final en
wonderfully.
5 • Haz que lean las buenas intenciones e
identifiquen los adverbios.
• Comprueba las respuestas con toda la clase.
6 3.33
• Que los niños copien las buenas intenciones
del ejercicio 5 en sus cuadernos.
• Pon el CD para que las ordenen
cronológicamente.
• Comprobadlas todos juntos.
7 • Haz que lean las preguntas atentamente.
• Pon el CD otra vez para que escriban las
respuestas.
• En parejas, que las comparen.
• Corrígelas con toda la clase.
3.33 Transcripción, ejercicios 6 y 7
Newsreader  Now it’s over to Rob Porter live in
London.
Rob  Thanks, Sophie! I’m here next to the
River Thames, waiting for the fireworks! There
are thousands of people here to celebrate the
New Year. While we wait for the fireworks, I’m
going to ask a few people if they’ve made any
resolutions. Hello! What are your resolutions for
the new year?
Person 1  I’m going to learn a new language –
I want to learn Spanish!
Rob  Spanish? Great! And what about you?
Person 2  I’m going to exercise more regularly.
Rob  Great idea! How about you?
Person 3  I’m going to eat well and be more
healthy!
Rob  So many good intentions!
Person 4  Yeah – I’m going to study hard and
pass all my exams this year!
Rob  And how about you?
Person 5  Me? I’m going to be happy and have
more fun!
Rob  And that starts now, right? It’s nearly
midnight. Here’s Big Ben ... Happy New Year
everyone!!
 UNIT

Vocabulary and
Listening Have you
Adverbs got good
1 3.32 Read the quiz. Listen and repeat
the adverbs in blue.
intentions?
Ejercicio 3 Today is a good day to reconsider
2 Do the quiz. What’s your score? your resolutions for the year!
adverbs
loudly, nicely,
LOOK!
healthily,
regularly,
We use adverbs to describe how we do
1 School
well, easily, What’s your attitude to school this year?
dangerously, things.
a) Maximum results with minimum effort. I’m
happily, badly I’m happy. I’m going to live happily!
going to do my homework as quickly as
adjectives possible so I can go out with my friends!
loud, nice,
healthy, 3 Read the spelling rules on page 103. Then b) I’m going to work hard and practise my
regular, copy and complete the table with the English every day!
good, easy, adverbs from the quiz.
dangerous,
happy, bad Adverb Adjective
2 Home and family
Are you an angel or a little devil at
quickly quick home? Choose your resolution:
hard hard a) My room is my space … I’m going to play my
Ejercicio 4 music as loudly as I want!
adverbs b) I promise to tidy my room and speak nicely
4 Add the adjectives in the box and their
noisily, quietly, to my brother or sister.
bravely, safely, adverb form to the table in exercise 3.
fast, terribly,
wonderfully noisy
fast
quiet
terrible
brave safe
wonderful
3 Health and fitness
Are you planning to be healthier this year?
a) No way! My health regime starts next year …
Ejercicio 5 5 Read the resolutions. How many adverbs b) Yes – I’m going to eat healthily, relax more
a hard can you find? and do sport regularly.
b regularly a) I’m going to study hard and pass all my
e well exams this year.
b) I’m going to exercise more regularly.
4 Friends
end?
Are you a good fri
c) I’m going to learn a new language. friends? I’ve got hu
ndreds
d) I’m going to be happy and have more fun! a) Who needs real
Ejercicio 6 on Facebook!
e) I’m going to eat well and be more healthy. at my
us! I’m going to tre
1 c b) Friends are precio new friends
and ma ke
2 b 6 3.33 Listen to an extract from the news. old friends well
3 e In what order do you hear the resolutions in more easily.
4 a
5 d
exercise 5?
5 The year ahead
7 Listen again and answer the questions. What’s your motto for the year ahead?
a) Live dangerously – you’re only young once!
1 What day is it?
b) Live happily – that’s the most important thing!
Ejercicio 7 2 Where is the reporter?
3 What are the people waiting for?
1 New Year’s Eve 4 Which language does the woman want Points: a = 2 b = 3
2 in London next to learn?
to the River
5 What time is it at the end of the report?
Your score:
Thames
6 What do you hear at the end of the 10–12 What a disaster! 13–15 Great! You’ve got so
3 the fireworks
report? Do you really want to many good intentions. You’re
4 Spanish behave so badly this year? going to do very well this year!
5 It’s nearly
midnight.
6 Big Ben
(striking Interactive Grammar Table: Workbook page xx 97
midnight) and
the fireworks

9780230429697_Pulse_09.indd 97 29/08/2013 17:10

 Fact box

Cultural awareness Ireland Wales

National days St Patrick’s Day St David’s Day
Ejercicio 1 17th March 1st March
1 Look at pictures a–c. Which special days do they show?
a St Patrick’s Day
2 3.34 Read and listen to the text. Find these words. Scotland England
b St Andrew’s Day
c St David’s Day 1 The adjectives for Ireland, Scotland, Wales and England. St Andrew’s Day St George’s Day
2 The name of a religion. 30th November 23rd April
3 The name of a flower.
Ejercicio 2

Let’s celebrate our special days!

1 Irish,
Scottish,
Welsh,
English
2 Christianity
3 daffodil It’s St Patrick’s Day and
everybody is wearing
green clothes and
painting their faces!
This afternoon we’re
watching the street
parades in the city
centre. Did you know
that the Irish patron saint
was actually born in
Wales? He travelled far
from home and brought
Christianity to Ireland in
the 5th century.
a
Here in Scotland, St
Andrew’s Day is a
national holiday and
most people celebrate
it. This evening my
friends and I are going
to a ceilidh – a big party
with traditional music
and dancing. Guess
what? Saint Andrew
wasn’t Scottish! He
was from Israel and he
became one of Christ’s
12 apostles.
b
It’s St David’s Day and
many Welsh people
wear a daffodil, the
national flower of
Wales, and traditional
clothes. Our patron
saint was a Welsh
monk. He was born in
the 6th century, and
legend says that he
worked very hard and
lived happily to the age
of 100!
c
England’s patron saint
is Saint George. In
the legend, he killed a
dragon and rescued a
princess. St George’s
Day isn’t a national
holiday in England, but
there are folk festivals
and celebrations in
some English towns and
villages.

Ejercicio 3
1 They wear
green clothes,
paint their
faces and Word check
watch or take
part in street patron saint century apostle monk legend
parades.
2 He was one
of Christ’s 12
apostles.
3 A daffodil and 3 Read the text again and answer the questions. CULTURAL COMPARISON
traditional
clothes. 1 How do people celebrate St Patrick’s Day? 4 Answer the questions.
4 In the 6th 2 Who was Saint Andrew?
century. 3 What do people wear on St David’s Day? 1 Has your town or village got a patron saint?
5 He killed a 4 When was Saint David born? 2 How do people celebrate your town or village’s
dragon and 5 In the legend, what did Saint George do? special day?
rescued a 3 Is there a national day in your region / country?
princess.

98 Interactive Grammar
Culture
Table:
video:Workbook
Ways to page
celebrate
xx in the UK

9780230429697_Pulse_09.indd 98 29/08/2013 17:10

 Cultural awareness
National days 2 3.34
• Comprueba que entienden el ejercicio.
Objetivos de la lección
• Pon el CD para que sigan el texto en sus
leer un texto sobre las fiestas nacionales
•  libros y busquen las palabras.
de los cuatro países que forman parte del • Luego, que las anoten en sus cuadernos.
Reino Unido • Compruébalas con toda la clase.
buscar información específica en un texto
• 
3 • Diles que lean la primera pregunta.
hablar sobre las fiestas nacionales y las
• 
• Que vuelvan a leer el texto y busquen las
celebraciones de su país
respuestas.
• Pídeles que comparen las respuestas en
parejas o grupos pequeños.
Enlace web recomendado
• Comprobad las respuestas todos juntos.
www.projectbritain.com
CULTURAL COMPARISON

4 • Que respondan las preguntas individualmente.

Warmer
• Luego, que las comparen en parejas.
Di a los alumnos que cierren los libros,
• Escuchad las respuestas todos juntos.Culture
escribe en la pizarra the UK y anímalos a
decir su significado (the United Kingdom).
Culture video: Ways to celebrate in the UK
Pídeles que digan los nombres de los cuatro
países del Reino Unido (England, Scotland,
Wales, Northern Ireland). Haz que los
deletreen y cópialos en la pizarra.

1 • Señala el cuadro Fact box y diles los nombres

y las fechas de las fiestas nacionales de los
cuatro países.
• Diles que relacionen las fotos a–c con los
días del cuadro Fact box.
• En parejas, que comparen las respuestas.
• Compruébalas con toda la clase.

Word check
Asegúrate de que entienden las palabras
nuevas. Comprueba que saben lo que es century
preguntándoles en qué siglo estamos: the 21st
century. Que traduzcan las palabras a su lengua.

Culture note
El narciso es uno de los símbolos nacionales
de Gales. Los otros son una especie de
cebolla alargada verde y blanca (leek), y
el dragón rojo (red dragon), que también
aparece en la bandera.

T 98
 Grammar
Present continuous
for future plans
Objetivos de la lección
aprender a usar el present continuous
• 
para hacer planes
leer un texto breve sobre Shakespeare
• 
Warmer
Escribe en la pizarra dos o tres oraciones
desordenadas en present continuous,
p. ej., the at I reading book a moment am
(I am reading a book at the moment); sister
now doing homework her is my (My sister is
doing her homework now). En parejas, que
escriban las oraciones en orden correcto.
Comprueba las respuestas con toda la clase.
Esto les servirá para preparar el siguiente
ejercicio.
1 • Haz que lean las oraciones a–d.
• Diles que lean la información de la tabla y
digan cuáles son las dos oraciones que se
refieren al futuro.
• Comprueba las respuestas con toda la clase.
• Destaca que el present continuous puede
referirse al presente y al futuro. Podemos
saber a qué tiempo se refiere gracias a los
adverbios de tiempo que lo acompañan (p.
ej., at the moment = presente; this weekend
= futuro).
2 • Haz la primera pregunta con toda la clase a
modo de ejemplo. Anímalos a que la digan y
anótala en la pizarra (Where are you going on
holiday this year?).
• Individualmente, que completen el resto del
diálogo.
• Que comparen sus respuestas en parejas.
• Compruébalas con toda la clase.
EXPRESS YOURSELF
3 • Haz la primera pregunta con los alumnos a
modo de ejemplo. Anímalos a que la digan y
escríbela en la pizarra.
• Que escriban las demás preguntas
individualmente.
• Que las comparen en parejas.
• Comprobadlas todos juntos.
T 99
4 • Diles que escriban sus propias respuestas a
las preguntas del ejercicio 3.
• Haz que se fijen en el diálogo de ejemplo.
• En parejas, que se hagan las preguntas y las
respondan
• Escuchad a algunas parejas todos juntos.
CLIL Grammar in context:
History
5 • Este ejercicio sirve para practicar el
present continuous y los pronombres
personales para hacer planes.
• Primero, pide a los niños que lean el texto
con atención.
• Haz el primer ejemplo con toda la clase
para explicar el ejercicio (la respuesta
es ’m going).
• Individualmente, que elijan la palabra o
palabras correctas de las tres opciones.
• Compara las respuestas con toda la clase.
6 3.35
• Pon el CD para que comprueben las
respuestas del ejercicio 5.
• Asegúrate de que entienden school trip
(una excursión con la clase a un lugar
interesante).
Culture note
Stratford-upon-Avon es una pequeña ciudad
histórica y comercial que tiene unos 25.000
habitantes. Está situada a 35 km al sureste
de Birmingham y a 160 km al noroeste
de Londres. Se trata de una ciudad muy
turística: se calcula que cada año la visitan
unos 5,5 millones de personas.
CLIL task
Pídeles que investiguen sobre el Día Mundial
del Libro. Anímalos a buscar información en
internet sobre esta celebración en su país.
Diles que compartan la información con
los compañeros al principio de la siguiente
clase.
Digital course: Interactive grammar table
Study guide: pág. 103
 UNIT

Grammar
Present continuous CLIL Grammar in context:
for future plans History
Ejercicio 1 1 Read the table. Then choose two sentences 5 Read the text and choose the correct answers. Ejercicio 5

c and d from a–d which refer to the future. 1 ’m going

6 3.35 Listen and check.
2 are we
a) What are you doing at the moment? going to
b) I’m studying English grammar.
3 ’re visiting
c) What are you doing this weekend?
4 is
d) I’m playing football on Sunday morning.
5 us
present continuous 6 her

s! for future plans

We use the present continuous to talk about T omorrow I (1) ’m going /
go / went on a school trip
to Stratford-upon-Avon – the
7 easy
8 ’re going
specific plans with a fixed date or time in the 9 it
near future. town where Shakespeare lived. 10 good
This afternoon I’m watching the parades.
What (2) are we going to / we
This weekend we’re visiting our cousins. are going to / do we do there?
In the morning, we (3) visit /
’re visiting / visited Shakespeare’s
Ejercicio 2 2 Complete the dialogue with the correct form of
house. Our history teacher (4) am / is / are going
1 are you the present continuous.
to be our guide. Our English teacher is coming
going
Kay: Where (1) … (you / go) on holiday this with (5) we / us / them too. We’re studying
2 ’re going
year, Dan? Hamlet with (6) she / her / it at the moment.
3 Are you It isn’t (7) easy / easily / hardly!
flying
Dan: We (2) … (go) to Spain – to the Costa
del Sol.
4 ’s driving In the afternoon, we (8) ’re going / go / went
Kay: Wow! That sounds great. (3) … (you / fly)
5 ’m not going to the Swan Theatre to see Romeo and Juliet.
to Málaga?
6 ’m working That’s my favourite Shakespeare play – we
Dan: No – my dad (4) … (drive) there. It takes
studied (9) it / him / them last year. It’s going
about three days.
Kay: Really? Well, have fun! I (5) … (not go) to be a (10) badly / good / well day!
on holiday this summer. I (6) … (work) at
the café for five weeks.
Dan: Oh dear. I’ll send you a postcard from
the beach!

EXPRESS YOURSELF
Ejercicio 3 3 Write questions for 1–5. Use the present
continuous for future plans.
1 Where
are you 1 Where / you / go / this evening?
going this 2 What / you / do / tomorrow morning?
evening?
3 What / you / do / on Sunday afternoon?
2 What are
you doing 4 Where / you / go / in the summer holidays?
tomorrow 5 you / do / anything / special / next week?
morning?
3 What are 4 Work in pairs. Ask and answer your questions CLIL TASK
you doing from exercise 3.
on Sunday World Book Day is celebrated on 23rd
afternoon? What are you doing this evening? April because Miguel de Cervantes and
4 Where are I’m watching a DVD. What are you doing? Shakespeare both died on 23rd April 1616.
you going in Go online. Find out about World Book Day in
the summer
holidays? your country.
5 Are you
doing
anything Digital course: Interactive
Interactive
grammar
Grammar
table Table: Workbook page xx Study guide: page 103 99
special next
week?

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 integrated skills integrated s
Going on a day trip
Next Saturday I’m going on a day trip to Nottingham – there’s
a festival for Saint George’s Day. Do you ever go on day trips?

Saint George’s Day Festival

Saturday 10.30–4.30
gham
10.30 Opening of the festival by the Mayor of Nottingha
m in Nottin
11.30 ‘The Battle of Saint George and the Dragon’ at Notti
ngham Castle
12.30 Morris dancers in the Market Square
1.30 Archery and jousting at Nottingham Castle
2.30 Brass band in the Market Square
3.30 Scout parade through the city

F U NL THE
FOR AL
FAMILY!

There is also a Medieval market all day in the Mark

et Square.
All events are FREE!

Ejercicio 1
jousting Step 1: Read Step 2: Listen
the battle of
Saint George 1 Look at the poster. Which of the activities in the 3 3.36 Listen to four teenagers talking about Ejercicio 3
and the
dragon box can you see in the pictures? going on a trip. Which four trips do they talk about? a A school
trip to an
Morris dancing brass band jousting a) A school trip to an exhibition in London. exhibition in
archery Scout parade Medieval market b) A day trip to Windsor Castle. London.
Ejercicio 2
The battle of Saint George and the dragon c) A trip to visit relatives in Manchester. c A trip to visit
1 the Mayor of d) A Scout trip to the mountains in Wales. relatives in
Nottingham e) A day trip to the beach at Blackpool. Manchester.
2 12.30 2 Read the information in the poster and answer
f ) A day trip to an amusement park. d A Scout
3 at Nottingham the questions. trip to the
Castle 1 Who is opening the festival? 4 Listen again and choose the correct answers. mountains in
4 in the Market Wales.
2 What time are the Morris dancers starting? 1 Ann is going to visit the Science Museum /
Square f A day
3 Where are they going to do the archery and National Art Gallery. trip to an
5 4.30
jousting? 2 Ben is going to stay with his cousins / amusement
6 There’s 4 Where is the brass band going to play? park.
going to be a grandparents.
Scout parade 5 What time does the festival finish? 3 Charlotte is going to stay at a youth hostel /
through the 6 What is happening at 3.30? campsite.
city. Ejercicio 4
4 David is going to travel by car / bus.
1 Science
Museum
100
2 grandparents
3 campsite
4 car
9780230429697_Pulse_09.indd 100 29/08/2013 17:10
 Integrated skills
Going on a day trip Step 2: Listen
3 3.36
Objetivos de la lección
• Asegúrate de que saben lo que les piden.
practicar las cuatro destrezas
•  • Diles que lean detenidamente los enunciados
leer un póster sobre un festival
•  de las seis excursiones.
escuchar a gente hablando sobre ir de
•  • Pon el CD para que identifiquen las cuatro
excursión excursiones mencionadas en el listening.
escribir un diálogo personalizado
•  • En parejas, que comparen las respuestas.
representar el diálogo
•  • Compruébalas con toda la clase.
4 • Di a los niños que lean las oraciones y las
posibles respuestas.
Warmer
• Pon el CD otra vez para que elijan las
Anímalos a decir los nombres de los cuatro
opciones correctas.
países del Reino Unido y anótalos en la
• En parejas, que comparen las respuestas.
pizarra (England, Scotland, Wales, Northern
• Comprobadlas todos juntos.
Ireland). Luego, pregúntales cuáles son
los patrones de cada país y anímalos a
3.36 Transcripción, ejercicios 3 y 4
decir los nombres (George, Andrew, David,
Patrick). Escribe cada santo al lado del país 1 Ann Next Wednesday I’m going on a school
correspondiente. trip to the Science Museum in London. We’re
going to see an exhibition about space and the
universe and all that ...
Step 1: Read
2 Ben Next weekend I’m going on a trip to
1 • Diles que lean lo que dice Hazel y anímalos a Manchester to visit my relatives. We’re all going
responder la pregunta Do you ever go on day to stay at my grandparents’ house and we’re
trips? going to celebrate my grandma’s 60th birthday
with all the family.
• Diles que miren el póster y lean el programa
3 Charlotte I’m going on a Scout trip to Wales.
de actividades. Explícales lo que es jousting:
We’re going to stay on a campsite right in the
luchas de jinetes cabalgando con lanzas mountains – it’s going to be amazing! We’re
largas y puntiagudas. going to climb the highest mountain in Wales.
• Diles que miren las fotos y digan las I’m so excited!
actividades que muestran. 4 David On Saturday I’m going on a day trip
• Comprueba las respuestas con toda la clase. with my best friend Peter and his parents.
Explica que archery es un deporte olímpico. They’re going to drive to a fantastic amusement
park called Alton Towers. I’m going to go on the
2 • Haz que lean las preguntas con atención. biggest rollercoaster! It’s going to be fun!
• Que lean el texto y busquen las respuestas.
• Comprobad las respuestas juntos y
asegúrate de que entienden la palabra mayor
(representante oficial de una ciudad o pueblo).

Culture note
Acontecimientos como el tiro con arco y los
torneos son muy populares en Nottingham
gracias a la vinculación de la ciudad con
la leyenda de Robin Hood, el bandolero que
robaba a los ricos para ayudar a los pobres.
Fue un arquero muy habilidoso que vivía en el
bosque de Sherwood, al norte de la ciudad.

T 100
 Integrated skills - continued
Making arrangements
5 3.37
• Pon el CD para que lean el diálogo en sus
libros y seleccionen las respuestas correctas.
• Que comparen las respuestas en parejas.
• Compruébalas con toda la clase.
6 • Vuelve a poner el CD parando después de
cada intervención para que la repitan.
• Haz que se fijen en la acentuación de las
preguntas con wh-: What are you up to? Who
else is going?
• Pídeles que las repitan unas cuantas veces,
con la entonación y la acentuación adecuadas,
tanto individualmente como en grupo.
• En parejas, que practiquen el diálogo y que
luego lo repitan intercambiándose los papeles.

Step 3: Write
7 • Que escojan un lugar para ir de excursión.
• Individualmente, que respondan las cuatro
preguntas.
8 • Individualmente, que escriban su diálogo
basándose en el modelo del libro y las
expresiones esenciales para hacer planes del
Communication kit.
• Obsérvalos mientras escriben, ayudándoles
si es necesario.

Skills builder
Talking about arrangements and intentions
Recuérdales que el present continuous se
usa para expresar planes seguros y be going
to + verbo para intenciones.

Step 4: Communicate
9 • Que practiquen sus diálogos en parejas.
• Para practicar un poco más, que se
intercambien los papeles en ambos diálogos.
10 • Di a algunas parejas que representen su
diálogo para toda la clase.

Integrated skills: Workbook, pág. 119

T 101
 UNIT

egrated skills integrated skills

MAKING
ARRANGEMENTS

Oh, nothing special. I’m just (1) going to class /

Hi there. What are you up to?
Listen, are you free on (2) Saturday / Sunday?
I’m going to a Saint George’s Day festival in
Nottingham. Do you want to come?
My brother and my (3) friend / cousin Harry.
We’re leaving at (4) 10 o’clock / half past ten.
Yes, great. See you soon.
going to the library.
Yes, I think so. Why?
That sounds fun. Who else is going?
Great! What time are you going?
OK. Shall I come round to your house?
See you (5) tomorrow / on Saturday!

Ejercicio 5 SKILLS BUILDER

5 3.37 Listen to the dialogue and choose the
1 going to correct answers. Talking about arrangements and intentions
class
Remember to use the present continuous for
2 Saturday 6 Listen again and repeat. Practise your
arrangements and be going to for intentions.
3 cousin intonation.
We’re going to the beach on Saturday.
4 10 o’clock
I’m going to swim in the sea.
5 on Saturday
Step 3: Write
7 Imagine you are going on a day trip. Answer Step 4: Communicate
the questions in your notebook.
9 Work in pairs. Take turns to practise your dialogues.
1 Where are you going?
2 When are you going? Hi there. What are you up to?
3 Who else is going? Oh, nothing special. I’m …
4 What time are you leaving?
10 Act your dialogue for the class.
8 Prepare a new dialogue about your day trip.
Write both parts. Use your notes from exercise COMMUNICATION KIT
7 and the dialogue in exercise 5 to help you. Making arrangements
Hi there. What are you up to? Are you free on … ?
Yes, I think so. / No, I’m not – sorry!
Oh, nothing special. I’m …
I’m going to … . Do you want to come?
That sounds fun. / Sorry, I can’t.
Who else is going?
What time are you going?

Integrated skills: Workbook page 119 101

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 Hello all,

It’s Independence Day on 4th July and we’re

having a party – we hope you can come!
The party is at our house in Washington on Saturday. It starts at
5 o’clock in the afternoon. Dad’s going to do a barbecue (he can
cook really well!). After that, we’re going to
watch the fireworks. The weather should be
good. It’s always warm and sunny in July!
All my cousins from Florida are coming too. It’s going to be a lot of fun!
Let me know if you can come. And don’t forget to wear red, white and blue!
See you soon!

Brad
PS We’re decorating the garden in the morning – do you want to come and help?

Writing
An invitation
Ejercicio 1 1 3.38 Read and listen to Brad’s invitation. 3 Complete the sentences with in, on or at. Ejercicio 3
1 at Brad’s Copy and complete the notes about Brad’s party. 1 on
1 It’s my birthday … 3rd March.
house 2 at
2 We’re having dinner … eight o’clock.
2 Saturday 3 in
Brad’s Independence Day party 3 My relatives are coming … the morning.
4th July
4 What are you doing … Friday? 4 on
3 5 o’clock 1) Where? …
5 He’s on holiday … Paris. 5 in
4 barbecue 2) When? … 6 We’re going to have a party … the youth club. 6 at
5 watch the 3) What time? …
fireworks
4) Food …
5) Activity …
Writing task
2 Look at the Writing focus and translate the Imagine it’s your birthday next week.
examples. Do you always use a preposition in Write an invitation to your friends.
your language?
Plan Decide when and where you’re
going to have a party. Make notes like the
ones in exercise 1.
WRITING FOCUS
Write Write your invitation. Use your
Prepositions of time and place
notes and the invitation to help you.
towns, cities and states in Washington
Check Check your writing.
in months / seasons in July / in the summer
parts of the day in the afternoon
✔ in, on, at
days on Saturday ✔ correct forms of be going to or
on
dates on 4th July present continuous for future plans
places at our house ✔ vocabulary for celebrations
at
times at 5 o’clock

102 Build your confidence: Writing reference and practice. Workbook page 136

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 Writing
An invitation Writing task
El objetivo de este ejercicio es que escriban
Objetivos de la lección de forma guiada un texto para practicar el
aprender a usar las preposiciones de
•  uso correcto de las preposiciones de tiempo
tiempo y lugar en un texto y de lugar, be going to + verbo para hablar de
escribir una invitación
•  intenciones y el present continuous para hacer
planes. También sirve para que practiquen
palabras relacionadas con las celebraciones.
Warmer Pídeles que sigan los pasos del Student’s
Pide a los alumnos que se imaginen que Book. Obsérvalos mientras escriben y ayúdalos
pueden invitar a una persona famosa a su con vocabulario si lo necesitan. Cuando
cumpleaños. En parejas, que comenten a lleguen al Check, que se intercambien los
quién van a invitar y por qué. Escuchad las cuadernos y corrijan el texto de un compañero.
respuestas todos juntos.

1 3.38 Writing reference and practice: Workbook, pág. 136

• Di a los niños que lean las notas sobre la fiesta
de Brad y que las copien en sus cuadernos.
• Diles que escuchen el CD y lean el correo
electrónico de Brad en sus libros. Pídeles
que completen las notas.
• En parejas, que comparen las respuestas.
• Comprobadlas juntos y asegúrate de que
entienden el significado de barbecue.
2 • Diles que lean el cuadro Writing focus.
• Que traduzcan las expresiones de ejemplo.
• Pregúntales si en su lengua usan siempre
una preposición de tiempo y de lugar en
expresiones como las del ejemplo.

Language note
Empleamos at delante de nombres de
edificios, sobre todo, públicos, p. ej., at the
station, at the library, at the airport. También
se usa in con los años (in 2010, in 2014).

3 • Diles que busquen otra preposición más

dentro del mensaje.
• Comprueba la respuesta con toda la clase.
4 • Los niños tienen que completar las
oraciones con in, on o at.
• Que consulten la lista del ejercicio 2 para
comprobarlas.
• Corregid las oraciones todos juntos.

T 102
 Study guide
Grammar, Vocabulary and Speaking
Explica a los alumnos que la Study guide es
una página importante que aporta información
útil sobre el lenguaje de la unidad: la gramática,
el vocabulario y el lenguaje funcional de las
Integrated skills. Diles que pueden consultarla
para preparar un test o un examen.
Speaking
• Comprueba que los niños entienden las
expresiones para hacer planes.
• Diles que representen una conversación
entre dos amigos haciendo planes para salir
el fin de semana.

Grammar
Additional material
• Haz que lean las oraciones de ejemplo con Workbook
be going to y asegúrate de que saben cómo • Progress check, página 78
formar el verbo correctamente. • Self evaluation, página 79
• Luego, diles que miren las oraciones de • Grammar reference and practice, página 100
ejemplo con pronombres personales • Vocabulary extension, página 110
y comprueba que las entienden. Si es • Integrated skills, página 119
necesario, pídeles que las traduzcan. • Writing reference and task, página 136
• Luego, que lean las oraciones de ejemplo
en present continuous para hacer planes.
Asegúrate de que saben cómo formarlas y
pídeles que las traduzcan.
• Diles que consulten la Grammar reference
de las páginas 100–101 del Workbook para
repasar la gramática.

Vocabulary
• Di a los niños que lean la lista de vocabulario
y comprueba que entienden las palabras.
• Que consulten la Wordlist de la página
151 del Workbook si han olvidado algunas
palabras.

Teacher’s Resource File Tests and Exams

• ‘Pulse Basics worksheets’, páginas 53–58 • Test de la Unidad 9: Basic, Standard
• ‘Vocabulary and grammar consolidation y Extra
worksheets’, páginas 35–38 • CEFR Skills Exam Generator
• ‘Translation and dictation worksheets’, • Test del tercer trimestre: Basic, Standard y
páginas 10, 20 Extra
• ‘Evaluation rubrics’, páginas 1–7
• ‘Key competences worksheets’, páginas 17–18
• ‘Culture and CLIL worksheets’, páginas 33–36
• ‘Culture video worksheets’, páginas 17–18
• ‘Digital competence worksheets’, págs. 17–18
• ‘Macmillan Readers worksheets’, páginas 5–6

103
 UNIT

Study guide
Grammar Vocabulary
be going to Celebrations
affirmative decorate the house send cards
I’m going to visit London. eat special food sing songs
He / She / It’s going to buy a ticket. give presents visit relatives
go to church watch fireworks
We / You / They’re going to watch football.
have a party watch street parades
negative have fun wear a costume
I’m not going to visit Nottingham.
He / She /It isn’t going to buy two tickets. Adverbs
We / You / They aren’t going to watch cricket. badly loudly
dangerously nicely
questions and short answers
easily quickly
Am I going to visit Yes, I am. happily regularly
London? No, I’m not. hard well
Is he / she / it going Yes, he / she / it is. healthily
to go camping? No, he / she / it isn’t.
Are we / you / they
Yes, we / you / they are.
going to watch
No, we / you / they aren’t.
football?

Object pronouns
subject pronouns
I you he she it we you they
object pronouns
me you him her it us you them
We use object pronouns to replace nouns that
are the object of a sentence.
My aunt lives in London. I’m going to visit her.
Adverb spelling rules
Present continuous for future • For most adverbs add -ly to the adjective
plans bad badly
• For adjectives that end in -e, omit the -e and
present continuous add -ly
for future plans
terrible terribly
This afternoon I’m watching a film. • For adjectives that end in -y, omit the -y and
This evening we’re playing football. add -ily
healthy healthily
easy easily
• Some adverbs are irregular. They don’t
Speaking follow any rules!
good well fast fast
Making arrangements
Are you free on … ?
Yes, I think so. / No, I’m not – sorry!
LEARNING TO LEARN
I’m going to … . Do you want to come?
That sounds fun. / Sorry, I can’t. Don’t confuse well and good.
Who else is going? You speak English well (adverb).
What time are you going? You are good at English (adjective).

Progress check: Workbook page 78 Grammar reference: Workbook page 100 103

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 Step 1: Think Step 2: Listen and plan
Collaborative
Project 3 Step 3: Create
Step 4: Evaluate

Making a Digital Literacy

presentation When you make a presentation, remember to:
• have an overview, introduction and
TASK conclusion.
• organize the information into slides.
Work in pairs to prepare a presentation about
• carefully edit the material and make it
a singer or a group.
look attractive – use photos, headings,
different fonts and colours.
Step 1: Think
1 Look at the slides from the presentation.
Find an example of:
6 cover of a CD
1 a video clip
2 the overview of the presentation
3 headings
4 photos
5 facts about the group
6 the cover of a CD

3 a heading

1 a video clip

• Little Mix are a British girl band.

• There are four girls in the band: 4 a photo
Perrie Edwards, Jesy Nelson,
Leigh-Anne Pinnock and Jade Thirlwall.
They all sing.
• Little Mix are very popular in the UK.
• Little Mix started in 2011. They formed on a
2 
the overview of 5 
Facts about the
the presentation talent show called The X Factor. Everyone
group
thought they were fantastic, and they won.
They were the first group ever to win the show!
• After the show, Little Mix got a record deal. Then
they released their first single in December 2011.
Their first album came out in November 2012.
104

9780230429697_Pulse_09ColProj.indd 104 29/08/2013 17:11

 Collaborative project 3
Making a presentation
Objetivos de la lección
• hacer la presentación de un cantante o
grupo de pop
• identificar los elementos incluidos en una
presentación
• escuchar a un grupo planificar una
presentación
• leer fragmentos de un diálogo y
completarlo

Warmer
Escribe en la pizarra music y anímalos a
decir palabras relacionadas con el tema, p.
ej., singer, guitar, band, etc. En grupos, que
piensen más palabras y que las anoten. El
equipo que tenga más palabras las copia en
la pizarra, y los demás grupos añaden las
de sus listas. Comprueba que las escriben
y pronuncian bien, repitiéndolas si es
necesario.

TASK
Lee el ejercicio con toda la clase y
comprueba que lo entienden. NOTA: Si
no tienen ordenadores, pueden hacer una
presentación oral breve. Si cuentan con
algunas fotos, que las peguen en la pizarra.
Si hay bastante tiempo, diles que pueden
poner un CD para escuchar una canción
entera o solo una parte.

Step 1: Think
1 • Habla de presentaciones digitales con los
alumnos. ¿Han visto alguna? ¿Han hecho
alguna? ¿Qué cosas pueden incluir?
• Lee la lista de elementos que los niños
deben identificar y ayúdalos con el
vocabulario. Explica que a heading es el
título de una página y a slide es una página
de la presentación.
• Pídeles que lean las páginas y busquen un
ejemplo de cada elemento de la lista.
• Comprueba las respuestas con toda la
clase.
• Lee en voz alta el cuadro Digital literacy y
comprueba que lo entienden.

T104
 Step 2: Listen and plan
2 3.39
• Pídeles que lean las preguntas con atención.
• Pon el CD para que escuchen las preguntas
y las respondan.
• Comprueba las respuestas con toda la clase.
3 • Lee el cuadro Useful language con los
alumnos, ayudándolos con vocabulario.
• En parejas, que lean los fragmentos de la
conversación y los completen.
• Pon el CD otra vez para que escuchen las
respuestas y las comparen.
• Compruébalas con toda la clase. Haz que
practiquen los fragmentos en grupos.
4 • Explica a los niños que van a planificar cómo
hacer una presentación en parejas.
• Diles que lean la lista de pasos necesarios
para hacer la presentación.
• En parejas, que la planifiquen. Pide a una
o dos parejas que expongan el plan de su
presentación a toda la clase.
Step 3: Create
5 • Leed juntos los pasos para que les quede
claro lo que tienen que hacer.
• Obsérvalos mientras escriben, ayudándolos
si lo necesitan.
Share information
En parejas, que compartan la información.
Diles que busquen qué se podría mejorar y que
comprueben que no haya ningún error.
Create the presentation
Cada pareja hace su presentación. Anímalos
a ser creativos para que sea lo más atractiva
posible y recomiéndales que usen colores y
estilos distintos. Haz que practiquen su parte
de la presentación con el compañero o, si lo
prefieren, que se graben y luego se escuchen
para corregir los errores.
Show and tell
Que cada pareja exponga su presentación.
Deja tiempo para que los demás alumnos
hagan preguntas y la comenten. Si quieres,
también puedes proponerles que voten para
elegir la mejor.
T105
Step 4: Evaluate
6 • Reparte fotocopias de los cuadros de
evaluación: Teacher’s Resource File, sección
‘Key Competences’, páginas 48-49.
• Mirad los cuadros todos juntos.
• Lee todas las opciones, resolviendo las
dudas que tengan de vocabulario.
• Que hagan la autoevaluación; ayúdalos si es
necesario.
Extra activity
Reparte cuadrículas vacías para que hagan
sopas de letras. Individualmente o en parejas,
que escriban 5–10 palabras relacionadas
con la música y que rellenen el resto de
cuadros con letras al azar. Luego, que se
las intercambien para que una pareja o
compañero la resuelva.
3.39 Transcripción, ejercicios 2 y 3
Mario OK, so let’s practise the introduction and
conclusion. You start the introduction…
Ana Hello, everyone. Today we’re doing a
presentation about a British pop group called
Little Mix. We chose this group because we think
it’s interesting that some pop groups start from
talent shows.
David As you can see on this overview slide,
in the presentation, first we’re going to tell you
about the group, then we’re going to explain how
they became famous.
Laura After that, we’re going to tell you
something about their music and finally, you can
listen to one of their best songs. So, to begin,
who are Little Mix?
…
Mario In conclusion, we think Little Mix are a
good example of British pop music. We hope you
enjoyed the presentation and that you learned a
bit about Little Mix.
Ana Has anyone got any questions?
 Step 2: Listen and plan 4 Work in groups. Plan your presentation.
Use the Useful language box to help you.
Ejercicio 2 2 3.39 Listen to Mario, Ana, Silvia and David • Choose a person or group to write about.
1 c, a, b discussing their presentation and answer the • Decide what information to include.
2 c, a, b questions. • Decide how to share the work. Make sure
everyone contributes.
1 In what order do they do these things in the
• Decide when to meet again to share your
introduction?
information.
a) say what the presentation is about
b) explain the overview page
c) say why they chose the group Step 3: Create
2 In what order do they do these things in the 5 Follow the steps to create your presentation.
conclusion?
a) say they hope people enjoyed the Share information
presentation Read or listen to each other’s work. Discuss
b) ask if there are any questions your work. Check these things:
c) give an opinion about the group
• Is it in your own words?
• Have you got all the information you need?
Ejercicio 3 3 Complete the conversation extracts with the
• Have you got photos, video clips, etc?
1 Today words in the box. Listen again and check your
• Is the grammar and vocabulary correct?
2 chose answers.
• Is the spelling and punctuation correct?
3 see
chose example today first think finally
4 first
see hope explain questions Create the presentation
5 explain
Create the presentation using an appropriate
6 finally
tool. Make sure all the information is complete
7 think
Introduction and in the correct place. Add your photos
8 example
Mario: OK, so let’s practice the introduction and and video clips. Then, check the grammar,
9 hope
conclusion. You start the introduction. vocabulary, spelling and punctuation again.
10 questions
Ana: Hello everyone. (1) … we’re doing a Practise giving the presentation.
presentation about a British pop group
Show and tell
called Little Mix. We (2) … this group
Give your presentation to the class.
because we think it’s interesting that some
pop groups start from talent shows.
David: As you can (3) … on the overview slide in
the presentation, (4) … we’re going to tell
Step 4: Evaluate
you about the group, then we’re going to
6 Now ask your teacher for the group and
(5) … how they became famous.
individual assessment grids. Then complete
Silvia: After that, we’re going to tell you about
the grids.
their music and (6) … you can listen to one
of their best songs. So, to begin, who are
Little Mix? … Useful language
For the introduction
Today, we’re doing a presentation about … .
Conclusion We chose this group because … .
Mario: In conclusion, we (7) … Little Mix are a First, we’re going to tell you about ... .
good (8) … of British pop music. We (9) … Then we’re going to explain how ... .
you enjoyed the presentation, and that After that, we’re going to tell you about … .
you learned a bit about Little Mix. For the conclusion
Ana: Has anyone got any (10) … ? In conclusion, we think … .
We hope you enjoyed the presentation.
Has anyone got any questions?
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 Step 1: Think Step 2: Listen and plan
Collaborative
Project 3 Step 3: Create
Step 4: Evaluate

Making a Digital Literacy

Ejercicio 2 presentation When you make a presentation, remember to:
Ejercicio 3

• have an overview, introduction and 1 c

No, he doesn’t.
TASK 2 e
conclusion.
3 b
• organize the information into slides.
Work in pairs to prepare a presentation about 4 d
• carefully edit the material and make it
a singer or a group. 5 f
look attractive – use photos, headings,
6 a
different fonts and colours.
Step 1: Think
1 Look at the slides from the presentation.
Find an example of:
1 a video clip
2 the overview of the presentation
3 headings
4 photos
5 facts about the group
6 the cover of a CD

• Little Mix are a British girl band.

• There are four girls in the band:
Perrie Edwards, Jesy Nelson,
Leigh-Anne Pinnock and Jade Thirlwall.
They all sing.
• Little Mix are very popular in the UK.
• Little Mix started in 2011. They formed on a
talent show called The X Factor. Everyone
thought they were fantastic, and they won.
They were the first group ever to win the show!
• After the show, Little Mix got a record deal. Then
they released their first single in December 2011.
Their first album came out in November 2012.
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UNIT

1 Your exam preparation

Objetivos de la lección Exam tip

• aprender a responder con oraciones Diles que es importante saber deletrear y
completas pronunciar correctamente los números y las
•  aprender a deletrear y a usar los números direcciones de correo electrónico.

Target exams Extra activity

El objetivo de esta sección es que los niños
se preparen para los siguientes exámenes:
• Key English Test (KET). Speaking, parte 1
• Nivel básico (EOI A2)
1 • Diles que miren el modelo de examen.
• Que lean las preguntas 1–5 y las traduzcan a
su lengua.
• Comprobadlas todos juntos.
2 3.40
• Pon el CD.
• Que escuchen y lean el modelo de examen.
• Destaca que no hay ninguna respuesta de
una palabra.
Exam tip
Destaca que es importante no limitarse a
responder con monosílabos, ya que en inglés
puede parecer poco educado o seco, p. ej.,
Where do you come from? Spain. Anímalos a
dar más información, p. ej., Where do you come
from? I come from Oviedo. It’s in the north of
Spain. Pídeles que lean el cuadro Exam tip y
haz que se fijen en la información adicional que
aporta la oración con el “visto” azul.
Para que practiquen un poco más, haz un
dictado con una dirección, un número de
teléfono y un correo electrónico inventados.
Luego, pídeles que te lo lean, deletreando la
dirección y pronunciando bien los números.
Ponlos en parejas, y que se dicten uno al
otro su número de teléfono y su dirección de
correo electrónico.
3.41 Transcripción, ejercicio 3
Examiner  Can you spell your first name?
Miguel  Yes, it’s M-I-G-U-E-L.
Examiner  And can you spell your surname,
please?
Miguel  Yes, it’s G-O-M-E-Z.
Examiner  When’s your birthday?
Miguel  It’s on the 18th of January.
Examiner  What’s your address?
Miguel  It’s 23, Calle Betis.
Examiner  What’s your email address?
Miguel  It’s mgomez@mail.com.
Examiner  And what’s your phone number?
Miguel  It’s 628 134 759.

3 3.41
• Explícales el ejercicio: los alumnos tienen
que relacionar las preguntas 1–6 con las
respuestas a–f.
• Que hagan el ejercicio individualmente.
• En parejas, que comparen las respuestas.
• Pon el CD para que lo escuchen, corrijan las
respuestas y las repitan.
• Asegúrate de que pronuncian correctamente
los números y las letras. Diles que, en el
correo electrónico, el símbolo @ se dice at y
.com equivale a dot com.

T106
 UNIT
Your exam practice 1
4 • Explícales el ejercicio: tienen que relacionar
el principio de cada respuesta (a–f) con las
preguntas del cuadro Your exam.
• Que hagan el ejercicio individualmente.
• Luego, que copien las respuestas y las
completen con información real.
• Comprobadlas todos juntos.
5 • Di a los alumnos que copien la tabla y la
completen con sus datos personales. Que
consulten las palabras del cuadro Useful
vocabulary si lo necesitan.
• Pide a algunos alumnos que deletreen su
nombre y apellido, y que digan su dirección
de correo electrónico, número de teléfono y
fecha de cumpleaños.
• Asegúrate de que pronuncian las letras y los
números correctamente.

6 • Explica el cuadro Useful expressions.

• Diles que vuelvan a leer las preguntas del
cuadro Your exam.
• En parejas, que se hagan las preguntas y las
respondan utilizando los datos de la tabla del
ejercicio 5.

T107
 Step 2: Listen and plan
2 3.39 Listen to Mario, Ana, Silvia and David
discussing their presentation and answer the
Ejercicio 4
questions.
1 b
2 d 1 In what order do they do these things in the
3 a introduction?
4 f a) say what the presentation is about
b) explain the overview page
5 e
6 c c) say why they chose the group
students’ 2 In what order do they do these things in the
own
answers conclusion?
a) say they hope people enjoyed the
presentation
b) ask if there are any questions
c) give an opinion about the group
3 Complete the conversation extracts with the
words in the box. Listen again and check your
answers.
chose example today first think finally
see hope explain questions
Introduction
Mario: OK, so let’s practice the introduction and
conclusion. You start the introduction.
Ana: Hello everyone. (1) … we’re doing a
presentation about a British pop group
called Little Mix. We (2) … this group
because we think it’s interesting that some
pop groups start from talent shows.
David: As you can (3) … on the overview slide in
the presentation, (4) … we’re going to tell
you about the group, then we’re going to
(5) … how they became famous.
Silvia: After that, we’re going to tell you about
their music and (6) … you can listen to one
of their best songs. So, to begin, who are
Little Mix? …
Conclusion
Mario: In conclusion, we (7) … Little Mix are a
good (8) … of British pop music. We (9) …
you enjoyed the presentation, and that
you learned a bit about Little Mix.
Ana: Has anyone got any (10) … ?
9780230429697_Pulse_09ColProj.indd 105
4 Work in groups. Plan your presentation.
Use the Useful language box to help you.
• Choose a person or group to write about.
• Decide what information to include.
• Decide how to share the work. Make sure
everyone contributes.
• Decide when to meet again to share your
information.
Step 3: Create
5 Follow the steps to create your presentation.
Share information
Read or listen to each other’s work. Discuss
your work. Check these things:
• Is it in your own words?
• Have you got all the information you need?
• Have you got photos, video clips, etc?
• Is the grammar and vocabulary correct?
• Is the spelling and punctuation correct?
Create the presentation
Create the presentation using an appropriate
tool. Make sure all the information is complete
and in the correct place. Add your photos
and video clips. Then, check the grammar,
vocabulary, spelling and punctuation again.
Practise giving the presentation.
Show and tell
Give your presentation to the class.
Step 4: Evaluate
6 Now ask your teacher for the group and
individual assessment grids. Then complete
the grids.
Useful language
For the introduction
Today, we’re doing a presentation about … .
We chose this group because … .
First, we’re going to tell you about ... .
Then we’re going to explain how ... .
After that, we’re going to tell you about … .
For the conclusion
In conclusion, we think … .
We hope you enjoyed the presentation.
Has anyone got any questions?
105
29/08/2013 17:11
 UNIT

2 External exam trainer

About the exam
True or False activity
Your exam preparation You listen to a conversation. You decide if five
sentences are true or false. This tests your
ability to understand people talking about their
Ejercicio 1 1 Read the instructions and the example. experiences and opinions.
Sally and Paul Who are you going to hear?
2 Read the example sentence in exercise 1 again. Ejercicio 2
Example
Is it about Paul or Sally? Translate the key Sally
Listen to a conversation between Sally and Paul.
words into your language.
Decide if each sentence is true or false.
Sally’s favourite subject is PE. TRUE / FALSE
Sally’s favourite subject is PE. TRUE / FALSE

EXAM TIP: Key words

We are We are interested Is Sally’s
When you read the questions, underline the names interested in Sally’s favourite favourite class
and the important words (key words). This helps you in Sally’s subject – not the PE? Or does
know what to listen for. favourite subjects that she she prefer
subject – doesn’t like. a different
not Paul’s. subject?

Ejercicio 3 3 3.42 Read and listen to Sally

False and Paul’s conversation. Is the
example sentence in exercise 1 Sally: What’s your favourite subject, Paul?
true or false?
Paul: PE, I think! How about you?

Sally: Definitely not PE – I don’t like

doing sport. I prefer music.

Paul: Really? I don’t

like music. I’m not
very good at it.

108

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UNIT

2 Your exam preparation

Objetivo de la lección
practicar la escucha atenta para detectar
• 
las palabras clave en un listening

Target exams
El objetivo de esta sección es que los niños
se preparen para los siguientes exámenes:
• Preliminary English Test (PET). Listening,
parte 4
• Nivel básico (EOI A2)

1 • Pídeles que lean las indicaciones y la oración

de ejemplo con atención.
• Pregúntales a quién van a escuchar.
• Comprueba la respuesta con toda la clase.

Exam tip
Señala que en un listening es muy importante
leer las todas las preguntas con atención antes
de empezar. Diles que es necesario subrayar
las palabras clave porque les ayudarán a saber
en qué se tienen que fijar.

2 • Pídeles que vuelvan a leer la oración de

ejemplo del ejercicio 1.
• Pregúntales si la oración se refiere a Paul o a
Sally y que comprueben la respuesta (Sally).
• Diles que traduzcan las palabras clave
subrayadas a su lengua.
• Comprobad todos juntos que las
traducciones son correctas.
• Leed todos juntos la explicación de las
palabras subrayadas.

3 3.42
• Explícales el ejercicio: tienen que escuchar y
leer la conversación para decir si la oración
de ejemplo del ejercicio 1 es verdadera o
falsa.
• Pon el CD para que los alumnos lean la
conversación en sus libros.
• Comprueba las respuestas con toda la clase.

T108

Your exam practice
Step 1:
4 • Que lean el enunciado del cuadro Your Exam.
• Luego, que respondan la pregunta.
• Corrígela con toda la clase.
Step 2:
5 • Diles que lean las cinco oraciones del
examen.
• Que las copien en sus cuadernos.
• Que subrayen los nombres propios y las
palabras clave, p. ej. Laura usually goes
skiing in the winter holidays.
• Comentad todos juntos las palabras que han
subrayado.
Steps 3 and 4:
6 3.43
• Asegúrate de que entienden el ejercicio:
tienen que decir si las oraciones son
correctas o falsas.
• Reproduce el CD.
• Deja tiempo a los alumnos para que puedan
escoger las respuestas.
• Vuelve a poner el CD.
• En parejas, que comparen las respuestas.
• Corregidlas todos juntos.
Exam tip
Señala que en este tipo de exámenes la
grabación siempre se pone dos veces, de
manera que no tienen que preocuparse si no
lo han entendido todo bien a la primera.
T109
UNIT
2
3.43 Transcripción, ejercicio 6
Simon Do you usually go away during the winter
holidays, Laura?
Laura Yes, I do. I usually go skiing!
Simon Wow! Really? You’re lucky!
Laura Yeah – my aunt and uncle live in Scotland,
near a ski station! We usually stay with them
during the holidays. What about you? Do you
usually go on holiday?
Simon No, we usually stay at home during
the winter holidays. We always go away in the
summer, though.
Laura Yeah? So what do you usually do in the
winter holidays, when you stay at home?
Simon Well, it often snows in my town too, so I
can play in the snow with my friends. We don’t
go skiing, but we go sledging! I love the snow.
Laura Yes, me too. I love skiing. I get up early in
the holidays and go skiing all day!
Simon Hmm – well, I don’t like getting up early
during the holidays. When I’m not at school, I
usually get up late. Sometimes I don’t get up
until midday!
Laura Well, enjoy the holidays, Simon.
Simon Yes – you too. Have a great time skiing!
 Listening: True or False activity

Your exam practice

Ejercicio 4
Laura and Listen to exercise 6 and choose the
Simon Step 1: Read the instructions. Step 3: correct answers. 2

activity
True or False
4 Read the instructions for Your exam.
Who are you going to hear?

Step 2: Read all the sentences. Step 4: Listen again and check your answers.
3
5 Copy sentences 1–5 from Your exam into your

activity
Pairwork
EXAM TIP: Listen twice
notebook. Then underline the names and the
Ejercicio 5 key words. Don’t panic if you don’t understand the first time.
1 
Laura usually You always hear the conversation twice.
goes skiing
in the winter
holidays. 4

activity
Gap-fill
2 
Laura’s aunt
and uncle live in
Austria.
3 
Simon stays 6 3.43 Listen to a conversation
at home in the between Laura and Simon. You will
winter holidays. hear the conversation twice. Decide
4 
Simon and if each sentence is true or false.
5

a photo
Describing
Laura both like
the snow. 1 Laura usually goes skiing in the winter
5 
Laura gets up holidays. TRUE / FALSE
late during the
holidays. 2 Laura’s aunt and uncle live in Austria. TRUE / FALSE

3 Simon stays at home in the winter 6

pictures
Multiple-choice
holidays. TRUE / FALSE
Ejercicio 6
1 True 4 Simon and Laura both like the snow. TRUE / FALSE
2 False
5 Laura gets up late during the holidays. TRUE / FALSE
3 True
4 True 7
5 False

activity
Role-play

8
answers
Multiple-choice

9
a topic
Discussing

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 UNIT

3 External exam trainer

About the exam
Pairwork activity
Your exam preparation Students work in pairs of A and B. Student B has
a card with information on it. Student A has a card
with ideas for questions about the information. This
Ejercicio 1
1 Choose the correct words in questions a–e. tests your ability to ask and understand questions,
a is 1 Then match them with 1–5 in the Model exam. and to interpret information.
b What 4
a) When is / are the trip?
c How 5
b) What / When time do we leave? 3 3.44 Read Carlos and Rafa’s conversation
d do 3 Ejercicio 3
c) How / Who can I get more information? again. Then listen and check. Who asks their
e much 2 Rafa
d) How does / do we travel there? partner to repeat the question?
e) How much / many do the tickets cost?
EXAM TIP: Repetition
Ejercicio 2 2 Carlos and Rafa are doing the Model exam.
a It’s on Read the information and their conversation. If you don’t hear or understand your partner’s
Friday the Then answer the questions from exercise 1. questions, it’s OK to ask them to repeat.
eighth of
December. Sorry, can you repeat that, please?
b We leave at
quarter to
nine in the
morning.
c You can Carlos: Hi, Rafa. I’d like to ask you
ask the PE
teacher – some questions about the school trip.
Student A: your questions
Mrs White First, when is the trip?
– if you’ve School trip to Activity Centre
got any
questions. 1 when / trip? Rafa: It’s on Friday the 8th of
d We go by 2 tickets / £? December.
bus.
3 how / travel?
e They cost Carlos: OK, thanks. How
£7.50.
4 we / leave?
5 how / information? much do the tickets cost?

Rafa: Let’s see. They cost £7.50.

Student B: your information
Carlos: Great! And how do we
travel to the Activity Centre?

Rafa: Sorry, can you repeat that, please?

Carlos: Yes – how do we travel to the

Activity Centre? Do we go by train?

Rafa: Ah, no. We go by bus.

Friday 8th December

Carlos: I see. What time do we leave?

Bus leaves school at 8.45 and returns at 4.30 Rafa: We leave at quarter to nine in the
Tickets cost £7.50 morning.
Any questions?
Carlos: Oh, that’s early! Thanks for
Ask Mrs White (PE teacher).
your help.

Rafa: That’s OK.

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UNIT

3 Your exam preparation

Objetivos de la lección
• practicar las preguntas y las respuestas
• aprender a interpretar la información

Target exam
El objetivo de esta sección es que los niños
se preparen para el siguiente examen:
• Key English Test (KET). Speaking, parte 2

1 • Diles que lean las preguntas.

• Individualmente, que escojan las palabras
correctas.
• Que relacionen las preguntas con las
palabras dadas (1-5) del modelo de examen.
• Comprueba las respuestas con toda la clase.
2 • Los alumnos leen la información sobre la
actividad y el diálogo entre Carlos y Rafa.
• Individualmente, que respondan las
preguntas del ejercicio 1.
• Que comparen las respuestas en parejas.
• Corregidlas todos juntos.
3 3.44
• Asegúrate de que entienden lo que tienen
que hacer: averiguar cuál de los dos alumnos
pide que le repitan la pregunta.
• Pon el CD.
• Que vuelvan a leer el texto mientras lo
escuchan y respondan la pregunta.
• Comprueba la respuesta con toda la clase.

Exam tip
Diles que durante el examen siempre
pueden pedirle al compañero que les
repita la pregunta si no han podido oírla o
entenderla bien. Haz que se fijen en las Useful
expressions de la página 111. Explícales que
hay dos maneras de pedir que nos repitan
una pregunta: Sorry, can you repeat that,
please? o Could you say that again, please?
Pídeles que repitan estas preguntas en grupo
e individualmente y anímalos a utilizarlas.

T110
 UNIT
Your exam practice 3
4 • Diles que lean el cartel del cuadro Your exam.
• Individualmente, que ordenen correctamente
las palabras de las oraciones 1–4 para formar
las preguntas. Que consulten el cuadro
Useful grammar si lo necesitan.
• Que comparen las oraciones en parejas.
• Corrígelas con toda la clase.

Exam tip
Anima a los niños a evitar er o um cuando
tengan dudas. Que lean el apartado
Giving yourself time to think del cuadro
Useful expressions y diles que usen estas
expresiones si necesitan tiempo para pensar.

5 • Di a los alumnos que lean la información del

cuadro Your exam.
• Que completen las oraciones 1-4 basándose
en la información del cuadro y respondan las
preguntas del ejercicio 4.
• Que las comparen en parejas.
• Comprobadlas todos juntos.
6 • Pídeles que cierren los libros o tapen los
ejercicios 4 y 5.
• Diles que se pongan en parejas.
• Que practiquen las preguntas y las
respuestas del examen intercambiándose los
papeles (A y B).
• Di a unas cuantas parejas que representen el
diálogo para toda la clase.

T111
 Speaking: Pairwork activity

Your exam practice

Ejercicio 4 4 Look at Your exam. Then order the words in 1–4 5 Look at the information in Your exam. Then
1 Where are to make questions. prepare answers to the questions in exercise 4
the karate 1 classes? / karate / Where / the / are by completing sentences 1–4.
classes? Ejercicio 5
2 often / How / classes? / are / the 1 They’re at … .
2 How often 1 They’re at
are the 3 start? / time / they / do / What 2 They’re every … . Belview Sports
classes? 4 much / classes / do / cost? / How / the 3 They start … . Centre.
3 What time 4 The classes cost … . 3
2 They’re every
do they Monday evening.
EXAM TIP: Give yourself time to think

activity
Pairwork
start?
3 They start at
4 How much 6 Now cover exercises 4 and 5. In pairs, practise 5.15.
Try not to say er or um too often! Learn the Useful
do the Your exam. Take turns to be Student A and 4 The classes cost
classes expressions to give yourself time to think.
Student B. £5.
cost?

activity
Gap-fill
Student B: your information 5

a photo
Describing
Karate classes
1 where?
every Monday evening
2 how often?
5.15–6.30
6
3 time / start?

pictures
Multiple-choice
4 cost?
at Belview
Sports Centre

£5 7

activity
Role-play

EXAM KIT: Useful grammar EXAM KIT: Useful expressions 8

answers
Multiple-choice

be questions Asking for repetition

question word be subject other words Sorry, can you repeat that, please?
Is the trip on Wednesday? Could you say that again, please?
When is the trip? Giving yourself time to think

Do / Does questions
Let’s see. 9
Well, …
a topic
Discussing

question word do / does subject verb other words OK, …

Do we travel by bus?
What time does the bus leave?
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 UNIT

4 External exam trainer

About the exam
Gap-fill activity
Your exam preparation You listen to a conversation or a monologue.
You have to complete five gaps with a number,
time, date or word. This tests your ability to listen
Ejercicio 1 1 Read the information. In which city is the for specific information.
Bath Fashion Museum?
2 Study gaps 1–5 in exercise 1. What type of Ejercicio 2
information is in each gap? 2 a price
1 = a name 3 a price
visitor information a time a name a price a date 4 a time
5 a date
Location: (1) ... Street, Bath
Ticket prices: Adults: £7.50 EXAM TIP: Analyse the gaps
Children: (2) ... Family ticket: (3) ... Study the missing information carefully. What kind
of word or number do you need? Is it a name, a
Opening times: date, a price or a time?
1 April – 31 October: 10.00 until (4) ...
1 November – (5) ... : 10.30 until 4.30 3 3.45 Read and listen to the Model exam. Ejercicio 3
Can you complete all five gaps in exercise 1? 1 Bennett
2 £5.50
3 £21
4 5.00
5 31st March
Lucy: So where is the Fashion
Museum, exactly?

Rick: It’s on Bennett Street.

Lucy: How do you spell that?

Rick: It’s B-E-N-N-E-T-T. Bennett Street.

Lucy: OK, thanks! And how much does

it cost?

Rick: Well, it’s £7.50 for adults and

£5.50 for children. Or you can get a
family ticket for £21.

Lucy: What are the opening times?

Rick: From the 1st of April until the 31st

of October, it’s open from 10 in the
morning until 5. Then from the 1st of
November until the 31st of March, it’s
open from 10.30 in the morning until
4.30 in the afternoon.

Lucy: Great, thanks!

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UNIT

4 Your exam preparation

Objetivo de la lección
practicar la escucha atenta para detectar
• 
información específica en un listening

Target exams
El objetivo de esta sección es que los niños
se preparen para los siguientes exámenes:
• Key English Test (KET). Speaking, partes 4
y5
• Preliminary English Test (PET). Listening,
parte 3
• Nivel básico (EOI A2)

1 • Pídeles que lean la pregunta detenidamente.

• Que lean la información para visitar el museo
y la respondan.
• Comprueba la respuesta con toda la clase.
2 • Pídeles que vuelvan a leer la información
sobre el museo.
• En parejas, que digan qué clase de
información va en cada espacio: hora, lugar,
precio o fecha.
• Comprobad las respuestas todos juntos.

Exam tip
Señala que en listenings como este es muy
importante que los alumnos sepan el tipo
de palabras o cifras que deben detectar. Si
tienen claro que las respuestas son lugares,
fechas, precios u horas, el ejercicio les
costará menos.

3 3.45
• Pon el CD.
• Diles que escuchen el modelo de examen y
lean el texto.
• Que completen los cinco espacios del
ejercicio 1.
• Corrige las respuestas con toda la clase.

T112

Your exam practice
Step 1:
4 • Que lean atentamente el enunciado del
cuadro Your exam.
• Luego, que respondan las preguntas.
• Compruébalas con todo el grupo.
Step 2:
5 • Pide a los alumnos que lean la información
del cuadro Your exam.
• Asegúrate de que entienden que tienen que
averiguar la información del cuadro que no
aparece en el texto sobre Madame Tussauds.
• Diles que lean el texto y busquen la
respuesta.
• Comprobadla todos juntos.
Step 3:
6 • Que se fijen en los huecos 1–5 de Your exam.
• Diles que escojan una de las dos opciones
para cada espacio.
• Comprueba las respuestas con toda la clase.
Steps 4 and 5:
7 3.46
• Pon el CD.
• Que escriban la respuesta correcta en cada
espacio.
• Vuelve a poner el CD.
• En parejas, que comparen las respuestas.
• Corregidlas todos juntos.
T113
UNIT
4
3.46 Transcripción, ejercicio 7
Maria Oh, hello. I’m thinking about visiting
Madame Tussauds – can you give me some
information, please?
Man Yes, of course.
Maria What are the opening times?
Man Let’s see … well, from Monday to Friday it’s
open from half past nine in the morning, until half
past five. Then at the weekend it’s open from
nine until six.
Maria OK. And how much are the tickets?
Man Er – the prices are from £22.50 for adults
and £19 for children. Or you can get a family
ticket for £81.
Maria Oh, OK. It’s quite expensive! Er, and
where is it, exactly?
Man Madame Tussauds is on Marylebone Road.
Maria How do you spell that?
Man It’s M-A-R-Y-L-E-B-O-N-E. Marylebone
Road.
Maria Thanks. What’s the best way to get there?
Man Well, it’s only a short walk from Baker
Street underground station.
Maria Ah, OK! And how much time do you need
to see everything, do you think?
Man Oh, I think you need about two hours.
There are more than 300 wax figures to see!
 Listening: Gap-fill activity

Your exam practice

Ejercicio 4 Step 1: Read the instructions carefully. Step 3: Analyse the gaps.
1 She is at
the Tourist 4 Read the instructions in Your exam and answer 6 Look at gaps 1–5 in Your exam. What kind of Ejercicio 6
Information
Office. the questions. answer do you need? Choose a) or b). 1 b
2 She is 1 Where is Emily? 1 a) a price b) a time 2 b
asking for 2 What is she asking about? 2 a) a name b) a price 3 b
information
3 a) a number b) a name 4 b
about
visiting
Madame
Step 2: Read all the information. 4 a) a date b) a number 5 a
5 a) a number b) a price
Tussauds.
5 Read the information in Your exam.
Which one of these things is not mentioned? Step 4: Listen carefully and write the answers.
Ejercicio 5
4
food and drink opening times ticket prices location Step 5: Listen again and check your answers.

activity
Gap-fill
food and drink transport

a photo
Describing
Ejercicio 7 7 3.46 Emily is at the Tourist Information Office. She’s asking for information
1 5.30 about visiting Madame Tussauds. Listen to the conversation and complete
2 £19 the information. You will hear the information twice.
3 Marylebone
6

pictures
Multiple-choice
4 2
5 300 Madame Tussauds: Visitor information
Opening times: Transport: Ticket prices:
Monday–Friday from 9.30 a short walk from Baker Adults from £22.50 7
until (1) … Street underground station Children from (2) …

activity
Role-play
Weekends from 9.00 until Family ticket £81
Notes:
6.00
You need about (4) … hours
Location:
to visit Madame Tussauds
(3) … Road, London – there are more than (5) … Regent’s park 8
wax figures!
answers
Multiple-choice
Baker Street

Madame
Tussauds
9
a topic
Discussing

Marylebone Road

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 UNIT

5 External exam trainer

About the exam
Describing a photo
Your exam preparation The examiner shows you a photo, and asks
you to describe it. This tests your vocabulary
of different topics, and your ability to organize
Ejercicio 1 1 Look at photo A in the Model exam. Which language clearly.
beach words from the Useful vocabulary box on page
guitar 115 can you use to describe it?
2 Look at photo A again. Match 1–4 with a–d to
surfboard make sentences. Ejercicio 2
umbrella EXAM TIP: Say where things are 1 In the middle of the photo 1 b
sand in a photo 2 On the right 2 d
sky
For this type of exam, you need to learn to describe 3 At the top of the photo 3 a
smile
the position of things in a photo. Study the phrases 4 In the background 4 c
take a photo
relax in the Exam kit. a) I can see the blue sky.
chat b) there are five friends at the beach.
c) there’s a house and some trees.
d) I can see a guitar and an umbrella.

3 3.47 Read and listen to Pablo’s description

of photo A. How many of the Useful
expressions on page 115 does he use? Ejercicio 3
four –
In the middle of
the photo …
On the right …
In the
background …
In this photo, I can see five teenagers at the beach. There are two boys and three girls. One
At the top …
boy is taking a photo, and the others are smiling. I think it’s the weekend, and they are
relaxing. In the middle of the photo, there’s a blue and white surfboard. Perhaps they’re
going surfing. On the right I can see a guitar and an umbrella. In the background there’s a
house and some trees. I can see the sea, and there are some big rocks too. At the top of the
photo I can see the blue sky.

114

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UNIT

5 Your exam preparation

Objetivos de la lección
aprender a describir una foto
• 
organizar bien la información
• 

Target exams
El objetivo de esta sección es que los niños
se preparen para el siguiente examen:
• Preliminary English Test (PET). Speaking,
parte 3

1 • Que miren la foto A del modelo de examen

y lean las palabras del cuadro Useful
vocabulary de la página 115.
• Comprueba que entienden todas las
palabras y haz que las traduzcan a su lengua
si lo necesitan.
• Que se fijen en la foto y busquen qué
palabras del cuadro Useful vocabulary
pueden servir para describirla.
• Comprobad las respuestas todos juntos.

Exam tip
Señala que para describir una foto es
necesario usar frases que indiquen la
posición de los elementos. Pídeles que lean
el cuadro Useful expressions de la página 115
y asegúrate de que las entienden. Que las
traduzcan a su lengua si lo necesitan.

2 • Que observen la foto A y relacionen los

números 1–4 con las letras a–d.
• En parejas, que comparen las respuestas.
• Corregidlas todos juntos.
3 3.47
• Reproduce el CD.
• Que escuchen la descripción de la foto
mientras leen el texto.
• Luego, que subrayen las palabras del cuadro
Useful expressions empleadas para describir
la foto.
• En parejas, que las comparen.
• Compruébalas con toda la clase.

T114
 UNIT
Your exam practice 5
4 • Pide a los alumnos que miren la foto B del
cuadro Your exam.
• Que lean con atención las preguntas 1–3,
referidas a las personas, y 4–6, relacionadas
con el lugar.
• Individualmente, que escriban las respuestas
a las preguntas.

Exam tip
Antes de empezar a describir la foto,
es importante tener claro el orden de la
información. Diles que si les toca una imagen
de un grupo de gente, pueden describir
primero a las personas y lo que están
haciendo, y luego explicar las cosas que
aparecen en un segundo plano.

5 • Que escriban la descripción de la foto B.

• Anímalos a usar las respuestas del ejercicio
anterior, las palabras de los cuadros Useful
vocabulary y Useful expressions y el modelo
de examen.
• Obsérvalos mientras escriben, ayudándolos
si lo necesitan.

6 • Que los alumnos tapen el texto que han

escrito en el ejercicio 5.
• Que practiquen oralmente haciendo la
descripción de la foto B.
• Pide a algunos niños que hagan la
descripción para toda la clase.

T115
 Speaking: Describing a photo

Your exam practice

4 Look at photo B in Your exam. Write answers EXAM TIP: Organize your thoughts
to these questions.
Before you start speaking, it’s a good idea to
The people organize your ideas clearly. Describe the main
1 Who can you see in the photo? character(s) first and then what you can see
2 What are they doing? in the background.
3 Describe the people.
The place 5 Write a description of photo B. Use these
4 Where are they? things to help you:
5 What can you see on the table? • Your answers from exercise 4.
6 What can you see in the background? • The Exam kit.
• The Model exam on page 114.

6 Cover your writing from exercise 5 and practise describing the photo.

B
5

a photo
Describing
6

pictures
Multiple-choice
7

activity
Role-play

8
answers
Multiple-choice

EXAM KIT: Useful vocabulary EXAM KIT: Useful expressions

beach burger fast food guitar Describing where things are in a photo 9
a topic
Discussing

surfboard umbrella sand sky In the middle of the photo …

pins bowling alley smile take a photo On the left / right …
relax chat laugh In the background …
At the top / bottom … 115

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 UNIT
External exam trainer
6 About the exam
Multiple-choice pictures
Your exam preparation You listen to five short conversations. You select
one picture to answer each question. This tests
your ability to listen for important information in
Ejercicio 1 1 Read the example question. What is it about? conversations.
c a) Sam’s home now.
b) Sam’s house when he was young.
c) Sam’s ideal home.

Example question
Which of these is Sam’s perfect home?

A B C

Ejercicio 2 2 Look at pictures A–C. Which three places can 3 3.48 Read and listen to the Model exam and Ejercicio 3
A villa you see? answer the questions. 1 farm
apartment
B farm farm villa castle apartment caravan 1 Which three places do Elena and Sam mention? villa
C apartment 2 Which of the pictures is Sam’s perfect home? Why? 2 C The
picture
shows
EXAM TIP: Predict vocabulary EXAM TIP: Be careful! a luxury
apartment
When you look at the pictures, think about all The listening probably mentions all of the illustrated in the city.
the vocabulary you might hear. options, but only one is the correct answer.

Elena: What’s your dream home, Sam?

Sam: My dream home? Well, it’s definitely

not the farm where I live now!

Elena: A place in the city, maybe?

Sam: Yes, a luxury apartment in

the city – that would be perfect!

Elena: I’d prefer a villa by the sea.

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UNIT
Your exam preparation
6
Objetivo de la lección
practicar la escucha atenta para detectar
• 
la información importante de una
conversación en un listening

Target exams
El objetivo de esta sección es que los niños
se preparen para los siguientes exámenes:
• Key English Test (KET). Listening, parte 1
• Preliminary English Test (PET). Listening,
parte 1

1 • Pídeles que lean la pregunta de ejemplo y las

tres posibles respuestas para que averigüen
el tema.
• Que elijan la respuesta correcta.
• Comprobadla todos juntos.
2 • Que miren los dibujos A–C y digan qué tipo
de viviendas son. Deben elegir tres de las
cinco palabras del cuadro.
• Comprueba las respuestas con toda la clase.

Exam tip
En un listening, es muy importante saber
predecir el vocabulario. Si los alumnos
conocen el tema, diles que piensen en las
palabras que podrían salir en la conversación,
ya que esto les ayudará a entenderla mejor.

3 3.48
• Pon el CD.
• Primero, diles que lean las dos preguntas
con atención. La segunda se refiere a una
pregunta del ejercicio 1.
• Que escuchen el modelo de examen mientras
lo leen, y que respondan las preguntas.
• Que las comparen en parejas.
• Corregidlas todos juntos.

Exam tip
Diles que estén muy atentos. Aunque los
diálogos mencionen todas las opciones
mostradas en los dibujos, solo una de ellas
es la respuesta correcta.

T116

Your exam practice
Step 1:
4 • Primero, que los alumnos lean con atención
las cinco preguntas del cuadro Your exam.
• Que subrayen las palabras clave.
• En parejas, que las comparen.
• Compruébalas con toda la clase.
Step 2:
5 • Diles que miren los dibujos del cuadro Your
exam y que descarten en las listas 1–5 las
opciones de respuesta que no son posibles.
• En parejas, que las comparen.
• Comprobadlas todos juntos.
Steps 3 and 4:
6 3.49
• Pon el CD.
• Que los alumnos escuchen las
conversaciones y elijan las fotos correctas.
• Vuelve a reproducir el CD.
• En parejas, que comparen las respuestas.
• Comprueba las respuestas con todo el
grupo.
T117
UNIT
6
3.49 Transcripción, ejercicio 6
1 Where does Sally usually do her homework?
Fred Where do you usually do your homework,
Sally?
Sally Oh, usually on the big table in the dining
room – it’s quieter there than in the living room
when everybody is watching TV!
Fred Haven’t you got a desk in your bedroom?
Sally Well, yes – but I can’t concentrate there,
because I share a room with my sister.
2 What time does John usually get up?
Anna Do you get up early on school days, John?
John Hmm … quite early. But later than my
mum! She gets up at quarter to seven, to take
the dog for a walk.
Anna So what time do you get up then?
John At seven o’clock, then I have breakfast at
about half past seven.
3 Which of these is David’s new house?
Jane How’s your new house, David?
David Oh, it’s great, thanks! So much better than
my old flat!
Jane Is it bigger?
David Yes, it’s much bigger and it’s got a
garden! I didn’t have a garden before.
4 Where is Liz’s notebook?
Liz Mum, where’s my notebook? I can’t find it
anywhere!
Mum Isn’t it on the kitchen table?
Liz No, I can’t see it.
Mum What about on the bookshelf?
Liz Hmm …
Mum Oh – here it is, look! On the floor under the
chair!
5 When is the party at David’s new house?
David Hey, Sally. I’m having a party next
Saturday at my new house. Do you want to
come?
Sally That sounds great. This Saturday?
David No, next Saturday – the fifteenth of April.
Sally Oh, I’m sorry – I can’t. It’s my mum’s
birthday on the fifteenth of April and we’re going
out for dinner.
 Listening: Multiple-choice pictures

Your exam practice

Ejercicio 4 2 quarter to seven / seven o’clock / quarter past
1  Where does
Step 1: Read all the questions. seven / half past seven
Sally usually 3 farm / house / log cabin / flat
do her 4 Read questions 1–5 in Your exam. What are the 4 shelf / table / chair / wardrobe
homework?
key words? 5 the fifth / the sixth / the twelfth / the fifteenth
2  What time
does John
usually get Step 2: Look at all the pictures. Step 3: Listen and choose the correct answers.
up?
3 Which of 5 Look at the pictures in Your exam. Which options
these is are not possible answers to questions 1–5?
Step 4: Listen again and check your answers.
David’s new
house? 1 living room / bedroom / bathroom / dining room Ejercicio 5
4  Where
is Liz’s 1 bathroom
notebook? 2 quarter past seven
5  When is 3 farm
the party at 4 wardrobe
David’s new
house? 5 the twelfth

6 3.49 Listen to the conversations and choose the correct pictures.

You will hear each conversation twice.

Ejercicio 6 1 Where does

1 C Sally usually
2 B do her
3 A homework?
4 C A B C 6

pictures
Multiple-choice
5 C
2 What time
does John
usually
get up?
A B C
7
3 Which of these
activity
Role-play
is David’s new
house?

A B C
8
4 Where is Liz’s
answers
Multiple-choice

notebook?

A B C
5 When is 9
a topic
Discussing

the party at
David’s new
house?
A B C 117

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 UNIT

7 External exam trainer

About the exam
Role-play activity
Your exam preparation The examiner describes a situation to you and
your partner. He / She gives you a card with
some pictures to help you. This tests your ability
Ejercicio 1 1 3.50 Listen to the examiner describing the to interact in an everyday situation.
1 b Model exam. Choose the correct answers.
2 b 1 It’s … birthday next week. 2 Read suggestions 1–3. Which picture A–C in the
a) your Model exam does each suggestion refer to? Ejercicio 2
b) your friend’s
1 Let’s give him a computer game! 1 A
2 You and your partner must … 2 How about giving him cinema tickets? 2 C
a) say which things you want 3 Why don’t we give him a gift voucher? 3 B
b) decide which present to buy
3 3.51 Rosa and Pedro are discussing
the Model exam. Read and listen to their Ejercicio 3
EXAM TIP: Listen carefully to the
dialogue. Which present do they decide
instructions a gift voucher
to buy?
It is very important to listen carefully to the
instructions and understand what you have to do.
The examiner usually reads the situation twice.

A B C

Rosa: What do you think we should give Daniel?

Pedro: Let’s give him a computer

game! What do you think?

Rosa: No, I don’t think so. We don’t know what

he likes. How about giving him cinema tickets?

Pedro: I’m not sure about that. I think he

would prefer to watch films at home.

Rosa: Yes, that’s true. So, what else do you suggest?

Pedro: Why don’t we give him a gift

voucher? Then he can choose films,
music or computer games!

Rosa: Good idea! Yes, let’s do that.

That’s a great present.
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UNIT

7 Your exam preparation

Objetivos de la lección 3.50 Transcripción, ejercicio 1

practicar la escucha atenta de las
• 
indicaciones para representar un papel
interactuar con un compañero
• 
Target exams
El objetivo de esta sección es que los niños
se preparen para los siguientes exámenes:
• Preliminary English Test (PET). Speaking,
parte 2
• Nivel básico (EOI A2)
I am going to describe a situation to you. It’s
your friend Daniel’s birthday next week and
you want to buy him a present. Talk together
about what you should give him. Here are some
pictures to help you decide. I’ll say that again.
I am going to describe a situation to you. It’s
a friend’s birthday next week and you want to
buy him a present. Talk together about what you
should give him.
All right? Now, talk together.

1 3.50
• Di a los alumnos que lean las oraciones y
las posibles respuestas para rellenar los
espacios.
• Pon el CD.
• Que escuchen al profesor explicando cómo
es el modelo de examen.
• Que escojan las respuestas correctas.
• Comprobadlas todos juntos.

Exam tip
Destaca que es muy importante comprender
las indicaciones para saber exactamente
lo que te piden. Diles que el profesor suele
leerlas dos veces.

2 • Que lean las tres propuestas.

• Que las relacionen con los dibujos del
modelo de examen.
• Comprobad las respuestas todos juntos.
3 3.51
• Asegúrate de que entienden el ejercicio.
• Pon el CD.
• Corrige la respuesta con toda la clase.

T118
 UNIT
Your exam practice
7
4 • Los alumnos leen con atención las
indicaciones del examinador.
• Que lo traduzcan a su lengua.
• Asegúrate de que lo han traducido bien.
5 • Pídeles que lean las frases del cuadro Useful
expressions y haz que se fijen en que estas
expresiones sirven para hacer propuestas y
responderlas.
• Diles que miren los dibujos del cuadro Your
exam y las propuestas de ejemplo con el
restaurante.
• Individualmente, que escriban las propuestas
relacionadas con los dos otros dibujos: el
cine (A) y el concierto (C). Diles que pueden
usar las expresiones del cuadro Useful
vocabulary si lo necesitan.

Exam tip
Recuérdales que siempre deben responder
a las propuestas que haga alguien. Diles que
vuelvan a leer las expresiones más comunes
del cuadro Useful expressions.

6 • Pídeles que miren el cuadro Your exam.

• En parejas, que hagan propuestas
relacionadas con los dibujos y respondan a
las sugerencias del compañero.
• Anímalos a usar las propuestas que
escribieron en el ejercicio 5, las expresiones
del cuadro Exam kit y el examen de ejemplo.
• Escuchad juntos las conversaciones de
algunas parejas.

T119
 Speaking: Role-play activity

Your exam practice

4 Read the examiner’s instructions for Your
exam. Translate the instructions into your
language.
I am going to describe a situation to
you. An English student is coming to
your school for a week. Talk together
about the places you can take her.
Decide which is the best place. Here are
some pictures to help you decide.
5 Look at pictures A–C in Your exam. Complete
suggestions 1 and 2. Give a reason for each
suggestion.
Let’s take her to a traditional restaurant. She can try some
typical food!
1 How about …
2 Why don’t we …
6 Work in pairs. Discuss Your exam. Use these
things to help you:
• your ideas from exercise 5.
• the model exam on page 118.
• the Exam kit.

EXAM TIP: Respond to suggestions

When someone makes a suggestion, you should
always respond!

activity
Role-play
A B C

8
EXAM KIT: Useful expressions EXAM KIT: Useful vocabulary
answers
Multiple-choice

Making suggestions computer game cinema tickets gift voucher

Let’s … go to the cinema / watch a film
How about … ? go to a restaurant / have dinner
Why don’t we … ? go to a concert / listen to music
He likes … / She doesn’t like … / 9
Responding to suggestions
a topic
Discussing

We don’t know what she likes.

Good idea!
He can choose …
I’m not sure about that.
It’s (too) expensive.
No, I don’t think so.
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 UNIT
External exam trainer
8 About the exam
Multiple-choice answers
Your exam preparation You listen to a conversation and choose the
correct answer for five questions. There are three
options for each question. This tests your ability
Ejercicio 1 1 Read the example question. What is it about? to understand a conversation and select the
Lisa’s weekend important information.
Example question
What did Lisa do at the weekend?
a) She stayed at home.
3 3.52 Read and listen to part of the Ejercicio 3
b) She went to a concert.
conversation in the Model exam. Is the c
c) She went to London.
correct answer to the question in exercise 1 She saw lots
a), b) or c)? Why? of famous
Ejercicio 2 2 Read answers a–c in exercise 1. Translate them places in
London, like
All the answers into your language. Are they all possible? EXAM TIP: Order of questions Big Ben and
are possible. Buckingham
The questions are always in the same order as the Palace.
information in the recording.

Ben: Hi Lisa! Did you have a good weekend

with your cousins?

Lisa: Yeah, thanks – it was great!

We had an amazing time.

Ben: What did you do?

Lisa: We saw lots of famous

places in London, like Big Ben
and Buckingham Palace!

120

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UNIT
Your exam preparation
8
Objetivo de la lección
practicar la comprensión oral de una
• 
conversación y ser capaz de seleccionar
lo más importante

Target exams
El objetivo de esta sección es que los niños
se preparen para los siguientes exámenes:
• Key English Test (KET). Listening, parte 3
• Preliminary English Test (PET). Listening,
parte 2
• Nivel básico (EOI A2)

1 • Pídeles que lean la pregunta de ejemplo.

• Que digan el tema de la pregunta.
• Comprueba la respuesta con toda la clase.
2 • Diles que lean las posibles respuestas a la
pregunta del ejercicio anterior.
• Que traduzcan las respuestas a su lengua.
• Asegúrate de que las han traducido
correctamente.
• Pregúntales si es posible que todas las
respuestas sean correctas (todas lo son).

3 3.52
• Pon el CD.
• Que lo escuchen mientras leen el texto y
elijan la respuesta correcta.
• Que la comparen en parejas.
• Corregidla todos juntos y anímalos a justificar
por qué la respuesta elegida es correcta.

Exam tip
Explica a los alumnos que puede que a veces
no sepan la respuesta. En ese caso, lo mejor
siempre es intentar adivinarla. La probabilidad
de que acierten es de 1 a 3 y, además,
las respuestas incorrectas no les restan
puntuación.

T120

Your exam practice
Step 1:
4 • Que lean el enunciado del cuadro Your exam.
• Luego, que respondan las tres preguntas.
• Comprobadlas todos juntos.
• Asegúrate de que entienden el planteamiento.
Step 2:
5 • Explícales que es necesario que sepan la
respuesta a las cinco preguntas del ejercicio 5.
• Que lean las preguntas del cuadro Your exam.
• Comprueba que las han entendido.
Step 3:
6 • Déjales tiempo para leer todas las posibles
respuestas antes de poner el CD.
• Asegúrate de que entienden todas las
palabras que forman parte de las respuestas.
Exam tip
Destaca que la información que escucharán
en el CD sigue el mismo orden que las
preguntas del texto.
Steps 4 and 5:
7 3.53
• Pon el CD.
• Pídeles que elijan las respuestas correctas.
• Vuelve a reproducir el CD.
• En parejas, que las comparen.
• Corregid el ejercicio todos juntos.
Exam tip
Señala que, a veces, algunas palabras
de las respuestas del texto no coinciden
exactamente con las de la grabación. Por
ejemplo, great es un sinónimo de fantastic.
T121
UNIT
8
3.53 Transcripción, ejercicio 7
Ben Hi Lisa! Did you have a good weekend with
your cousins?
Lisa Yeah, thanks – it was great! We had an
amazing time.
Ben What did you do?
Lisa We saw lots of famous places in London,
like Big Ben and Buckingham Palace! Oh, and
we went to a great exhibition about the history of
pop music!
Ben Yeah? Where was that?
Lisa At the British Music Experience. It was
fantastic!
Ben What was it like?
Lisa Well, it was really interactive. You could
listen to all kinds of music and watch music
videos … you could even play different
instruments!
Ben Sounds cool! So did you learn a lot?
Lisa Yeah, I learnt about all the different music
styles in Britain … from The Beatles in the 1960s
… to punk in the 1970s … and Britpop in the
1990s.
Ben So what was your favourite part of the
museum?
Lisa My favourite part? Oh, they had this cool
room where you could dance – you could dance
all the different styles, like disco and heavy
metal!
Ben Wow! It sounds fun. Glad you had a good
time!
Lisa Yeah. How about you? Did you have a good
weekend?
 Listening: Multiple-choice answers

Your exam practice

Ejercicio 4
1 two
Step 1: Understand the situation. Step 3: Read all the answers.

2 Ben and
Lisa 4 Read the instructions for Your exam and 6 Read all the answer options (a, b and c).
3 Lisa’s answer the questions. Think about the meaning of the words.
visit to 1 How many people are talking?
the British EXAM TIP: Use synonyms
Music 2 Who are they?
Experience 3 What are they talking about? Remember that the words in the answers and in the
Museum
during recording could be different. For example, great is
her trip to Step 2: Read all the questions. similar to fantastic or very interesting.
London.

5 Now read all the questions in Your exam.

Which five things do you need to know?
Step 4: Listen and choose the correct answers.

a) Who was Lisa with last weekend?

b) Did she like the British Music Experience? Step 5: Listen again and check your answers.
c) What could you do at the museum?
d) When did people listen to the Beatles?
e) What did Lisa enjoy most?

do?

Ejercicio 7 7 3.53 Listen to Ben and Lisa’s conversation about Lisa’s trip to London.
For each question choose the correct answer (a, b or c). You will hear the
1 b
conversation twice.
2 a
3 c
4 a
5 c 1 Who did Lisa spend 3 Which activity could you do
the weekend with? at the museum?
a) her sister a) try on different clothes
b) her cousins b) meet famous singers
c) Ben c) play different instruments
8
5 What was Lisa’s
answers
Multiple-choice

2 What was Lisa’s 4 When were the Beatles favourite part of

opinion of the British popular? the museum?
Music Experience? a) in the 1960s a) the café
a) it was great b) in the 1970s b) the shop
b) it was boring c) in the 1990s c) the dance room 9
c) it wasn’t very
a topic
Discussing

interactive

121

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 UNIT

9 External exam trainer

About the exam
Discussing a topic
Your exam preparation The examiner shows you and your partner two
pictures and asks you to discuss a particular
aspect of the topic. This tests your ability to have
Ejercicio 1 1 Study the examiner’s instructions in the Model a more complex conversation and talk about your
c exam. What must you do? own experiences.
a) Describe two pictures
b) Discuss how children usually celebrate their 3 Check the meaning of the words in the Useful Ejercicio 3
birthday vocabulary box on page 123. Which ones can birthday cake
c) Talk about how we celebrated our birthdays you find in the Model exam? party
when we were younger
celebrate
EXAM TIP: Discuss, don’t describe!
Ejercicio 2 2 3.54 Read and listen to the Model exam.
In this type of exam, you mustn’t describe the
past Which tense do David and Elena use: past,
pictures. You must discuss what the examiner
present or future?
tells you.
EXAM TIP: Use the correct tense In the first picture I can see some children at a party. ✗

When you’re discussing a topic, remember to use When I was younger, I usually had a party with all my
the correct tense to talk about the present, past friends. ✓
or future.

Examiner’s instructions
These pictures show young children
celebrating their birthdays. David: So, how did you celebrate
your birthday when you were young?
Now, talk together about how you
celebrated your birthday when you Elena: I usually had a party
were young. with all my friends.

David: And did you have a

birthday cake?

Elena: Yes, my mum always made a

chocolate cake! What about you? What
did you do for your birthday when you
were younger?

David: I didn’t have a party at home.

I usually did an activity with my friends.

Elena: Really? What kind of activities

did you do?

David: Oh, we went to the swimming

pool or to an activity centre. It was fun!
122

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UNIT

9 Your exam preparation

Objetivo de la lección
aprender a describir sus propias
• 
experiencias

Target exam
El objetivo de esta sección es que los niños
se preparen para los siguientes exámenes:
• Preliminary English Test (PET). Speaking,
parte 4

1 • Diles que lean las instrucciones del

examinador del modelo de examen.
• Que digan cuál de las tres opciones describe
mejor lo que tienen que hacer.
• Comprueba las respuestas con toda la clase.
2 3.54
• Que escuchen el modelo de examen
mientras lo leen.
• Que digan el tiempo verbal que emplean las
personas que hablan.
• En parejas, que comparen las respuestas.
• Comprobadlas juntos.

Exam tip
En este ejercicio tienen que hablar de cosas
que ya han ocurrido, por eso deben emplear
verbos en pasado. Recuérdales que es muy
importante ubicar el tema en el tiempo para
no equivocarse de tiempo verbal.

3 • Pídeles que consulten las palabras del

cuadro Useful vocabulary de la página 123.
• Asegúrate de que comprenden todas las
palabras. Diles que las traduzcan si lo
necesitan.
• Que busquen las palabras del cuadro en el
modelo de examen y que las subrayen.
• En parejas, que las comparen.
• Corregidlas todos juntos.

Exam tip
Recuérdales que en esta parte del examen no
tienen que describir lo que ven en las fotos.
El examinador las usa para presentar el tema
que tendrán que comentar los alumnos.

T122
 UNIT
Your exam practice
9
4 • Diles que miren el cuadro Your exam.
• Que lean las tres opciones y digan cuál es el
tiempo verbal adecuado.
• Comprobad la respuesta todos juntos.

Exam tip
Diles que consulten las frases del cuadro
Useful expressions. Señala que en un
speaking no pueden limitarse a escuchar
en silencio al compañero, sino que deben
comentar con interés lo que este diga para
que la conversación avance.

5 • Individualmente, que preparen el examen de

speaking.
• Que respondan las seis preguntas del
ejercicio 6.
• Anímalos a usar lo que han contestado en el
ejercicio 4, las frases de los cuadros Useful
vocabulary y Useful expressions y el modelo
de examen.

6 • Que hagan el examen en parejas.

• Cuando acaben, pide a algunas parejas
que vuelvan a hacer el ejercicio para toda la
clase.

T123
 Speaking: Discussing a topic

Your exam practice

4 Look at the instructions and questions in Your 5 Prepare your discussion for Your exam.
exam. Which tense must you use? Use these things to help you:
• use the past simple to talk about past • Your answer from exercise 4.
experiences • The Model exam.
• use the present simple to say what we usually do • The Exam kit.
• use going to to discuss our future plans
6 In pairs, do Your exam. Follow the examiner's
instructions. Answer questions 1–6.
EXAM TIP: Interact with your partner
When you’re having a discussion, you must interact
with your partner. Don’t forget to ask questions and
respond to what your partner says!

Examiner’s instructions
On your next birthday, …
These pictures show different ways that
young people celebrate their birthdays. 1 how old are you going
Now, talk together about how you’re going to be?
to celebrate your next birthday. 2 are you going to celebrate
with
family or friends?
3 are you going to have
a party?
4 who are you going to invite?
5 are you going to eat
any special food?
6 what presents are you
hoping to get?

EXAM KIT: Useful vocabulary EXAM KIT: Useful expressions 9

a topic
Discussing

birthday cake candles balloons party Interacting with your partner

presents cards invite celebrate Really?
What about you?
Tell me about … 123

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 Pronunciation Lab

Unit 1 1
» Third person verb endings
» /h/ 1 1.33 Listen and repeat the verbs. Can you
1 1.11 Listen and repeat the words. hear the difference?
has hasn’t have haven’t hair /s/ or /z/ /ɪz/
goes lives misses
2
Ejercicio 2 2 1.12 Listen and choose the correct answer.
1 b
costs loves practises
1 a) is b) his
2 a 2 a) and b) hand
3 a 3 a) ear b) hear 2 1.34 Listen and repeat the words. Which Ejercicio 2
4 b 4 a) air b) hair two have the /ɪz/ sound? 1 teaches
1 teaches 4 performs 5 watches
» Rhythm and intonation 2 starts 5 watches 1
1 1.19 Listen and repeat. Pay attention to 3 likes 6 gets
Ejercicio 1
the intonation.
UNIT 3 a /kən/
1 Are you English?
2 Yes, I am. » can b /kæn/
c /kən/
3 What’s your favourite film? 1 1.43 Listen and repeat. 2
d /kæn/
4 I like adventure films.
a) Can you ski?
Ejercicio 2 2 Look at the sentences in exercise 1 again. b) Yes, I can.
Complete the rule with the correct answer. c) What team sports can you play?
b yes / no
questions d) I can play football and volleyball.
Rule: Intonation goes up in …
a) affirmative and negative sentences 2 Listen again. Which two use the weak Ejercicio 2
b) yes / no questions form /kən/ and which two use the strong c Short answers 1
c) other questions form /kæn/? d affirmative
d) short answers a) yes / no questions sentences
b) other questions
Ejercicio 2 UNIT 2 c) short answers
French » Syllables and word stress d) affirmative sentences
Eng lish
1 1.26 Listen and repeat the words. Pay UNIT 4
Wednes day 2
attention to the stress of the syllables.
time ta ble » -ing endings
e du ca tion French English Wednesday
1 2.04 Listen and repeat the words.
timetable education
wear – wearing
Ejercicio 2 2 1.27 Copy and complete the table with the go – going
words in the box. Then listen and check. carry – carrying
1 syllable
do – doing
art
art subject technology Spanish
maths
activities physical maths afternoon 2 2.05 Listen and repeat the sentences.
2 syllables
subject 1 What are you wearing? 1
Spanish 1 2 3 4 2 I’m wearing blue jeans.
3 syllables syllable syllables syllables syllables 3 She isn’t going to a party.
physical 4 Is she going to school?
afternoon art
4 syllables
technology 2
activities

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 Pronunciation lab
UNIT 1
»/h/
1 1.11 Pon el CD, parando después de
cada palabra para que las repitan juntos.
• Vuelve a ponerlo para que repitan las
palabras en grupo y luego individualmente.
Si les cuesta pronunciar el sonido /h/,
pídeles que susurren las palabras y
que vayan aumentando el tono de voz
gradualmente.
2 1.12 Pídeles que lean en voz alta los
pares de palabras.
• Pon el CD y que escojan la respuesta
correcta. Luego, comprobadlas todos juntos.
»Rhythm and intonation
1 1.19 Pon el CD. Que escuchen las
preguntas y las respuestas, y las repitan.
• Asegúrate de que imitan correctamente la
entonación y el ritmo de las oraciones.
2 • Que lean las oraciones del ejercicio 1 y
completen la regla. Comprobad las respuestas
juntos y señala que en las respuestas breves el
acento siempre recae sobre la última palabra,
p. ej., Yes, it is, No, she isn’t, etc.
UNIT 2
»Syllables and word stress
1 1.26 Escribe English en la pizarra y
pregúntales cuántas sílabas tiene. Anímalos
a decir que dos: Eng – lish.
• Pregúntales cuál de las dos es tónica y
anímalos a decir que es la primera: English.
• Pon el CD para que lo escuchen y repitan las
palabras en grupo e individualmente. Diles
que Wednesday /'wenzdeɪ/ tiene dos sílabas
y que el acento recae sobre la primera.
2 1.27 Individualmente, que escriban las
palabras en la columna correcta de la tabla.
• Luego, que subrayen la sílaba tónica de cada
palabra.
• Pon el CD para que corrijan las palabras. Haz
que se fijen en que las compuestas por dos
sustantivos suelen acentuar la primera, p. ej.
timetable.
»Third person verb endings
1 1.33 Pon el CD para que escuchen los
verbos y los repitan.
• Haz que se fijen en los terminados en /ɪz/.
• Vuelve a poner el CD para que se den cuenta
de que el sonido es diferente.
2 1.34 Pon el CD para que escuchen los
verbos y los repitan juntos e individualmente.
• Que identifiquen los dos acabados en /ɪz/.
• Comprobadlos juntos y destaca que los
verbos terminados en los sonidos /s/, /z/,
/tʃ/, /dʒ/, /ʃ/ y /ʒ/ (este es muy poco
habitual) pasan a /ɪz/ en tercera persona.
UNIT 3
»can
1 1.43 Que lean las cuatro oraciones.
• Pon el CD para que las escuchen y las
repitan, tanto juntos como individualmente.
2 1.43 Pide a los alumnos que lean la
pregunta con atención.
• Vuelve a poner el CD.
• Diles que escuchen las oraciones y digan
las dos que emplean la forma débil /kən/
y las dos que usan la fuerte /kæn/.
• Comprobad las respuestas. Asegúrate de
que no acentúan can ni en las preguntas de
respuesta yes / no ni en las demás preguntas.
El can débil siempre se pronuncia /kən/.
UNIT 4
»-ing endings
1 2.04 Escribe en la pizarra sleep con tres
rayas para indicar las letras que faltan:
sleep _ _ _ . Representa el verbo con mímica
y anímalos a completar la palabra con ing.
• Pregúntales cómo se pronuncia sleeping.
• Pon el CD para que escuchen las palabras
y las repitan. Para ayudarlos a pronunciar
correctamente /ŋ/ haz que digan juntos en
voz alta /n/ y luego /g/, y pídeles que los
repitan unas cuantas veces. Luego, diles
que los vuelvan a decir más rápido, de
manera que se fusionen en un único sonido,
que será muy parecido a /ŋ/.
2 2.05 Pon el CD para que los alumnos
escuchen las oraciones y las repitan, tanto
juntos como individualmente.
• Asegúrate de que pronuncian bien /ŋ/.
T124
 UNIT 5
»Difficult sounds: /ɪ/ and /i:/
1 2.18 Di a los alumnos que copien la tabla
en sus cuadernos.
• Pon el CD para que escuchen las palabras y
las repitan juntos e individualmente.
• Señala que el sonido vocálico de la primera
columna es corto y el de la segunda, largo.
Para pronunciar el sonido /i:/ tienen que
abrir más la boca, como si sonrieran. Para
hacer el sonido /ɪ/, tienen que cerrarla un
poco más.
2 2.19 Pon el CD para que escuchen las
palabras y las repitan solos e individualmente.
• Ponlo otra vez y diles que las escriban en las
columnas correctas de la tabla del ejercicio 1.
• Comprobadlas juntos y diles que las vocales
ea suelen pronunciarse /i:/.
UNIT 6
»/ə/
1 2.27 Haz que los alumnos se fijen en el
sonido neutro /ə/ (schwa) de la segunda
sílaba.
• Pon el CD para que escuchen con atención
el sonido /ə/. Los adjetivos comparativos
acabados en -er y algunas palabras
terminadas en -er y -or (p. ej. teacher,
doctor, etc.) siempre se pronuncian /ə/.
2 2.28 Los alumnos copian las palabras en
sus cuadernos.
• Pon el CD para que subrayen el sonido
neutro /ə/ de cada palabra.
• Corregid las respuestas todos juntos.
»Contractions: can’t and mustn’t
1 2.33 Que lean las cuatro oraciones.
• Pon el CD para que las escuchen y escojan
las respuestas correctas.
• Compruébalas con toda la clase.
2 2.34 Pon el CD para que escuchen las
oraciones y las repitan todos juntos e
individualmente.
• Asegúrate de que pronuncian correctamente
can, can’t, must y mustn’t.
T125
UNIT 7
»was and were
1 3.04 Pon el CD para que escuchen las
oraciones y las repitan en grupo e
individualmente.
2 3.04 Pide a los alumnos que lean la
pregunta con atención.
• Vuelve a poner el CD para que escuchen las
oraciones y digan las que son formas débiles.
• Comprobadlas todos juntos y señala que
was suele pronunciarse /wəz/, y were
/wə/. Sin embargo, en las respuestas breves
y en las oraciones afirmativas se acentúan,
de manera que se pronuncian como formas
fuertes: /wɒz/ y /wɜ:/.
»Past simple endings
1 3.09 Pide a los alumnos que copien la
tabla en sus cuadernos.
• Pon el CD para que escuchen los verbos y
los repitan en grupo e individualmente.
• Señala que asked y played son palabras
monosílabas.
2 3.10 Di a los niños que lean todos los
verbos del cuadro.
• Pon el CD para que los escuchen y los
repitan en grupo e individualmente.
• Que escriban cada verbo en la columna
correcta del ejercicio 1 y corregidlos todos
juntos. La terminación -ed puede pronunciarse
de tres maneras distintas. Señala el cuadro
Look! y explica que en los verbos acabados
en t o d, se pronuncia /ɪd/, p. ej.: wanted
/wɒntɪd/. En los verbos acabados en
consonante sorda, se pronuncia /t/, p. ej.
helped /helpt/. Y en los verbos terminados
en una consonante sonora, una vocal o un
diptongo, se pronuncia /d/, p. ej. arrived
/əˈraɪvd/, played /pleɪd /.
 UNIT 5 » Past simple endings
» Difficult sounds: /I/ and /I:/ 1 3.09 Copy the table into your notebook.
Then listen and repeat the past simple verbs.
1 2.18 Copy the table into your notebook.
Then listen and repeat the words. /t/ /d/ /ɪd/
/I/ /ɪ:/ asked played invented
it gym crisps eat he cheese
Look!
Ejercicio 2 2 2.19 Listen and repeat. Add the words to We use the /ɪd/ sound after ‘t’ and ‘d’.
the correct column in the table in exercise 1. Ejercicio 2
/ɪ/
2 3.10 Listen and repeat the verbs.
chicken, meat chicken fish peas beans milk /t/
fish, milk Then write them in the correct column.
watched
/i:/ UNIT 6 wanted watched arrived helped
studied helped started liked
» /ə/
meat, peas, liked
beans
/d/
1 2.27 Listen to the words. Can you hear the
UNIT 8 arrived
/ə/ sound?
» Diphthongs /ɪd/
better cooker faster wanted
Ejercicio 2 tidier cheaper sofa 1 3.23 Copy the table into your notebook. studied
Then listen and repeat the words. started
1 bigger
2 2.28 Copy the words into your notebook.
2 mirror
Then listen and underline the /ə/ sound. /eɪ/ /aɪ/ /əʊ/ /aʊ/
3 older
1 bigger 4 richer play sign grow now
4 richer
5 easier 2 mirror 5 easier bass die ago our Ejercicio 2
6 dinner 3 older 6 dinner
2 3.24 Add the words in the box to the table /eɪ/
» Contractions: can’t and mustn’t in exercise 1. Then listen and check. great
Ejercicio 1 1 2.33 Listen and choose the correct hate
great sound like hate go
a must answers. /aɪ/
nice loud slow
b mustn’t a) You must / mustn’t wait here. like
c can b) You must / mustn’t run. nice
d can’t c) I can / can’t ride a bike. UNIT 9
/əʊ/
d) I can / can’t ride a horse. » Rhythm and sentence stress go
slow
2 2.34 Listen and repeat the sentences. 1 3.30 Copy the sentences into your
1 I can speak English. notebook. Then listen and repeat. Pay /aʊ/
2 I can’t speak Japanese. attention to the stressed words. sound
3 You must listen in class. 1 What are you going to do? loud
Ejercicio 1 4 You mustn’t be noisy. 2 I’m going to make a cake.
1 /wə / 3 We aren’t going to buy a present.
2 /w D z/ UNIT 7
2 3.31 Listen and repeat the sentences. Ejercicio 2
3 /wə / » was and were Which words are stressed? a Are you
4 /w D z/ 1 Are you going to visit your relatives? going to
1 3.04 Listen and repeat. visit your
2 She’s going to have a party. relatives?
1 Were you happy?
3 They aren’t going to watch the fireworks. b She’s going
2 Yes, I was.
to have a
3 Where were you born? party.
4 I was born in London. c They aren’t
going to
Ejercicio 2 2 Listen again. Which two are weak forms? watch the
fireworks.
a a) yes / no questions c) other questions
c  b) short answers d) affirmative sentences 125

9780230429697_Pulse_EndMatter NEW.indd 125 12/09/2013 17:27

 UNIT 8
»Diphthong:
1 3.23 Pide a los alumnos que copien la
tabla en sus cuadernos.
• Pon el CD para que la escuchen y la repitan,
tanto en grupo como individualmente.

2 3.24 Individualmente, que escriban las

palabras del cuadro en la columna correcta
de la tabla del ejercicio 1.
• Pon el CD para que comprueben las
respuestas. Que se fijen en las combinaciones
más comunes de ortografía y fonética.
P. ej., las vocales ou suelen pronunciarse
/aʊ/; mientras que i seguida de una
consonante y una e suele pronunciarse /aɪ/.

UNIT 9
»Rhythm and sentence stress
1 3.30 Que copien las oraciones con las
palabras tónicas subrayadas en sus
cuadernos.
• Pon el CD para que los alumnos las escuchen
y las repitan en grupo e individualmente.
• Señala que palabras como to y a nunca se
acentúan.

2 3.31 Pon el CD para que los alumnos

escuchen las oraciones y las repitan, tanto
juntos como oralmente.
• Vuelve a poner el CD para que copien las
oraciones y subrayen las palabras que se
acentúan.
• Que comparen las respuestas en parejas.
• Comprobadlas todos juntos. La última
palabra de cada frase es la que lleva acento
principal (se acentúa más que todas las
otras).

T126
 workbook answer key

starter unit Vocabulary 2 1 say 3 mean

5 1 Poland 2 repeat 4 page
Vocabulary
2 Japanese
1 1 grandma 5 aunt 3 1 Can you repeat that,
3 Chinese
2 dad 6 sister please?
4 Australia, (New) Zealand
3 mum 7 brother 2 What page are we on?
5 Portuguese, Brazilian,
4 uncle 8 cousins 3 How do you say estuche in
Portuguese
English?
Grammar 6 American, Argentinian,
4 How do you spell that?
2 1 Those 4 That Spanish
2 This 5 These, 7 France, Moroccan, French 4 1 Where are you from?
3 That those 2 Welcome to the class!
Grammar
3 Hello. What’s your name?
3 1 He 4 I 1 1 You’re 6 You aren’t
4 My name’s Belén.
2 He 5 you 2 He’s 7 She isn’t
5 I’m from Badajoz.
3 It 3 We’re 8 We aren’t
6 Nice to meet you too!
4 They’re 9 They aren’t
4 1 Our 4 her
5 I’m not 5 1 name’s …
2 Their 5 my, His
2 to meet you
3 Its 2 1 ’s 4 ’m not
3 Nice to meet you too
2 aren’t 5 ’re
5 1 My name is … . I am … 4 Where are you from
3 ’s 6 aren’t
years old. 6 Welcome
2 These are my parents. Their 3 1 Her name isn’t Sophie. 7 Thanks / Thank you
names are … and … . 2 We’re English.
3 This is my … (eg grandad / 3 I’m not from London. unit 1
grandma / aunt / uncle / 4 This isn’t my brother.
cousin). My mum is … (eg 5 It is Monday. Vocabulary 1
his / her daughter / sister / 6 They aren’t 13 years old. 1 M O A V E R A G E
aunt). 7 You aren’t American.
L O N G R W A V Y
4 This my cousin. He / She is
4 1 Are your friends from U T U K G R E Y E
… years old.
Liverpool? L I P S O L C D B
Vocabulary Yes, they are.
S H O R T T I A R
1 1 Sunday 5 Thursday 2 Are they English?
L I F W F A I R O
2 Monday 6 Friday No, they aren’t.
3 Tuesday 7 Saturday 3 Is he from South Africa? I S P R U L C K W
4 Wednesday Yes, he is. M T C U R L Y H S
4 Is this cat your pet? B E A R D C E R E
2 1 February 7 August
No, it isn’t.
2 March 8 September
5 Are we in your class? 2 2 dark 8 slim
3 April 9 October
Yes, you are. Yes, we are. 3 long 9 tall
4 May 10 November
4 lips 10 slim
5 June 11 December 5 1 Is your mum from the UK?
5 average 11 eyebrows
6 July 2 What are your parents’
6 fair 12 hair
names?
Grammar 7 curly 13 beard
3 When is your birthday?
3 1 rabbit’s 4 friends’
3 2 long 6 grey
2 Jandro’s Integrated skills
3 dark 7 slim
3 Jada’s 1 1 pen
4 tall 8 fair
2 pencil
4 1 Today’s date is … 5 beard 9 curly
3 pencil case
2 My birthday is …
4 pencil sharpener
3 My mum’s birthday is …
5 rubber
6 ruler
7 schoolbag T127
 Grammar 1 2 1 What 4 How
Ladies and gentlemen, we’ve got
1 1 hasn’t 4 haven’t 2 Where 5 How
a missing child at the reception
2 ’ve 5 have 3 When desk. Her name’s Ruby. She’s
3 ’ve seven years old. She’s got long,
3 2 Where 5 What
fair hair and blue eyes. She says
2 2 e 4 c 3 How old 6 How many
she’s with her mum today. If you
3 a 5 d 4 When
are her mother, please come to
3 1 They haven’t got black hair. 4 1 What is your school’s reception.
2 I’ve got a dictionary. name? Snake Eyes is on now. Please go
3 My aunt hasn’t got a big 2 Who is your best friend? to Screen 2. And thank you: Ruby
house. 3 How old are you? is with her mother now.
Are you hungry or thirsty? When
4 We’ve got a ruler. 4 How many DVDs have you
you’ve got your tickets, go to
5 My grandad hasn’t got grey got?
the café. It’s on floor 2 and it’s
hair. 5 When is your friend’s
open now. It’s got lots of drinks
birthday?
4 1 Have you got a brother? and snacks. The doors are now
6 Where are your parents openfor Wings of a Bird. Please go
2 Has she got brown eyes?
from? to Screen 1. And enjoy the film!
3 Has he got dark hair?
7 What is your favourite film?
4 Have you got a dog?
8 What are your favourite
5 Have they got a new 1 screen, film, children, cartoon,
colours?
teacher? 3D, tickets, blue eyes, mother
Reading
5 1 Have you got a pet? 2 1 b 4a
1 b
2 Has your dad got a beard? 2 b 5b
3 Have your grandparents 2 Students’ own answers 3 c
got grey hair?
3 1 Almería 3 1 Snake Eyes starts at three
4 Have you got curly hair?
2 tourists o’clock.
Vocabulary 2 3 has 2 Wings of a Bird is about
1 toes, feet, legs, hands, neck, 4 
Die Another Day a father’s search for his
head 5 Kazakhstan children.
3 The cinema has got three
2 1 tooth 4 finger 4 1 The town in the Western is
screens.
2 horn 5 arm in Almería.
4 Ruby is seven years old.
3 wing 6 tail 2 The tours are in the summer.
5 Ruby’s mother is at the
3 A famous actor in Westerns
3 1 neck 4 hands cinema with Ruby.
is Clint Eastwood.
2 fingers 5 tooth 6 The café is on floor 2.
4 The small town has got one
3 legs
cinema (with two screens). Speaking
4 1 head 4 toes 5 Cádiz is a ‘Cuban’ port in 4 2 What
2 horns 5 tail the Bond film. 3 How
3 wings 4 much
Listening
5 glasses
5 1 I have got long / short legs. Audioscript, exercises 1 and 2
03 6 Here
2 My pet has got a long /
Welcome to Cambridge Cinema. 7 change
short tail. In Screen 1 today we have got the
3 My dad has got big / small new adventure film, Wings of a Writing
hands. Bird, about a father’s search for his 5 1 is 4 is
4 My hair is long / short. children. This film starts at 2.30. 2 has 5 has
5 My fingers are long/short. For children, the new cartoon Snake 3 is 6 P
6 I have got big / small feet. Eyes is on in Screen 2 at three
o’clock. It’s in 3D and it’s a very
Grammar 2 funny film!
1 2 c 5 a At four o’clock we have got Sister
3 f 6 d Mystery in Screen 3.
4 b Buy your tickets and 3D glasses at
the reception desk.

T128
 Progress check 2 1 history 4 drama 4 1 get up
1 1 short 6 beard 2 maths 5 dance 2 have breakfast
2 grey 7 average 3 PE 3 get dressed
3 tall 8 dark 4 go to school
3 1 French 4 science
4 fair 9 long 5 have lunch
2 citizenship 5 music
5 moustache 10 wavy 6 watch TV
3 Art
7 go to bed
2 1 neck 4 wings
4 1 On Wednesday morning
2 hands 5 legs Grammar 2
I have got maths and
3 toes 6 horn 1 1 Does 3 Does
science.
2 Do 4 Do
3 1 Andy has got a beard. 2 The extra activity at
2 They haven’t got a pet. lunchtime is art club. 2 2 e 5 f
3 Have you got a brother? 3 The first lesson after lunch 3 b 6 d
4 I haven’t got two pens. is history. 4 a
5 Have we got an English 4 I have got PE at 2.30 in the
3 1 Do … think
lesson? afternoon.
2 Does … start
5 I go to drama club after
4 1 How many sisters have you 3 Do … get
school.
got? 4 Does … listen
2 Where is he from? Grammar 1 5 Do … wear
3 Who is your English 1 2 plays 5 misses 6 Does … teach
teacher? 3 teaches
4 1 No, I / we don’t.
4 When is the football match? 4 studies
2 Yes, it does.
5 What is your favourite film?
2 1 teaches 4 goes 3 Yes, I / we do.
5 1 Who 6 Have 2 study 5 finish 4 No, she doesn’t.
2 Where 7 got 3 have 5 No, I / we don’t.
3 How 8 ’ve 6 Yes, he does.
3 1 They don’t like Mondays.
4 What 9 haven’t
2 He has got a bike. 5 1 Do you like
5 ’ve 10 What
3 We don’t go shopping at 2 I do.
Extension the weekend. 3 Do you listen
1 1 My 9 ’m 4 She tries to work hard. 4 I do
2 How 10 What’s 5 The film doesn’t finish at 5 Do you have
3 Where 11 His eight o’clock. 6 I don’t
4 sisters’ 12 What’s 7 Does Kelly write
4 1 goes 4 doesn’t
5 ’re 13 haven’t got 8 she does
2 don’t like think
6 brother’s 14 have 9 Does she come
3 study 5 don’t play
7 He’s 15 Who 10 she doesn’t
8 have you 5 1 go 6 have
6 1 Do you go to a large
2 starts 7 don’t go
secondary school?
unit 2 3 finishes 8 don’t see
2 Do you live in a city?
4 plays 9 travel
Vocabulary 1 3 Do you and your friends do
5 sing 10 watch
1 sport?
C H M E N G L I S H P Vocabulary 2
Reading
1 1 have a shower
A I C T S H T B C I N 1 c
2 have lunch
M A T H S U M P Y S I
3 do sport 2 2 a 5 d
O S C I E N C E P T M
4 meet friends 3 g 6 e
N P E K Z G D L Y O S 5 go to bed 4 c 7 b
Z A I F A E A R C R H
2 2 a 5 b 3 1 F The boys are from
R N W R X R N A A Y P
3 g 6 c Liverpool or nearby.
G I J E U M C S C M R 4 f 7 e 2 T
A S U N L A E A H C A
3 1 my homework
R H L C M N M U S I C
2 have 4 up
T129
T E C H N O L O G Y P 3 my room 5 do
 3 F He does his homework at Sophie  Really? What day is it on? 4 Do you meet friends at the
the Academy, but he goes Max  Look, here’s a list of all the cinema? Yes, I do. / No,
to school because the boys after-school clubs. The drama club I don’t.
who study at the Academy is on Wednesdays.
Sophie  Great! Do you want to do 5 1 ’ve got 8 Do you
are over 15.
drama with me? 2 are speak
4 T
Max  No, not really. I’m too shy. 3 gets up 9 Yes, I do
5 T
4 tidies 10 speak
4 1 Harry is 14 years old. 1 science, maths, English, 5 Do you like 11 do
2 No, he doesn’t. Spanish, French, drama 6 No, we 12 Yes, we do
3 Harry has football training don’t 13 meet
2 1 science 4 English
after school. 7 studies
2 Spanish 5 French
4 They come from Liverpool or
3 maths Extension
nearby.
1 Are 9 ’ve got
5 They train for an hour every 3 1 isn’t 1
2 have 10 Do
day. 2 different
3 Have you 11 wants
6 They play in the youth 3 Mrs Potter
got 12 do
league. 4 likes
4 What 13 Are you
7 Yes, they do. 5 Wednesdays
5 don’t good
8 No, they aren’t.
4 1 Mrs Potter 6 your 14 haven’t got
Listening 2 maths 7 meet 15 watch
05 Audioscript, exercises 1 and 2
3 English 8 Do
4 French and Spanish
Max  Hi Sophie! Have you got your
new timetable?
5 no unit 3
Sophie  Yes, but I don’t like it. I’ve Speaking Vocabulary 1
got science all morning on Mondays 5 1 up 3 What 1 1 horse-riding
and on Fridays.
2 on 4 Where 2 yoga
Max  I’ve got science on Monday
3 mountain-biking
and Friday mornings too, with 6 1 I’d like to sign up for
4 cycling
Mr Martin. Are you in Mr Martin’s 2 What day is it on
group?
5 athletics
3 Where is it
Sophie  No, I’m not. I’ve got Miss 6 surfing
4 What time does it finish
Benson. 7 swimming
Max  Who is your maths teacher? Writing
2 1 play 4 do
Sophie  Mrs Potter. I’ve got her for 7 2 . 5 ? 8 ,
2 goes 5 plays
maths on … Wednesday afternoons. 3 ? 6 !
3 do
Max  Me too! Great! We can sit 4 , 7 ?
together. What about English? I’ve 3 1 athletics 3 cycling
got English on Thursday mornings. Progress check
2 swimming 4 surfing
Sophie  Er, let’s see … No, I’ve got 1 1 PE 4 art
English on Tuesday mornings and 2 English 5 maths 4 2 go mountain-biking
Friday afternoons with Mr Davies. 3 ICT 3 do judo
Max  Oh, I’ve got Spanish in the 4 go skateboarding
3 1 wears 5 play
morning on Tuesdays, and French 5 do aerobics
on Friday afternoons.
2 have 6 doesn’t
6 do yoga
Sophie  Wow! French and Spanish! 3 live start
You’re good at languages, aren’t’ you? 4 don’t study Grammar 1
Max  Well, I really like them. 1 1 never does
4 1 Do you go to bed early at
Sophie  I’m not very good at 2 rarely watches
weekends? Yes, I do. / No,
languages. I prefer English. 3 are sometimes
I don’t.
Max  English is a language! 4 often play
Sophie  I know! I mean foreign
2 Does your best friend do
5 usually go
languages. I like English because I sport? Yes, he / she does. /
6 are always
like reading. I like drama too. No, he / she doesn’t.
Max  There’s a drama club after 3 Do you play the piano?
school. Yes, I do. / No, I don’t.
T130
2 1 We often play football in the 3 1 Do you do a lot of sport? How does Apolo stay at the top of
winter. 2 ✓ his sport? He trains hard – he never
2 Sara sometimes goes to 3 When has he got PE today? stops! He’s got an incredible training
yoga classes. 4 ✓ programme. He often trains all day.
3 Swimming is rarely 5 When do you do exercise / Apolo usually starts his training
session with some jumping. He
dangerous. When do you exercise?
jumps up 25 stairs, then runs back
4 I am usually happy.
4 1 Where are the tennis balls? down, and then jumps up each step
5 Dad never goes roller-
2 Are the players excited? again. He does this for an amazing
skating. 45 minutes! Then, to rest his legs,
3 When have we got
6 We do aerobics twice a he runs 1.5 km.
training?
week. After jumping and running, Apolo
4 Where do they go surfing?
skates … and he skates fast. He
3 1 How often does your
5 1 When are the Olympic skates at 60 km per hour. He goes
grandad play tennis?
Games? around the track again and again.
2 How often do you do judo?
2 Where do you do judo? About three times a week Apolo lifts
3 How often do your friends go weights to build his strength.
3 Do you like cycling?
skateboarding? With so much training, has Apolo
4 What is your favourite
4 How often do you do got time to relax? Well, yes, he has.
sport?
gymnastics? Apolo thinks it’s important to relax.
5 When do you go
He loves his home city of Seattle,
4 1 doing 3 wearing skateboarding?
and he especially loves being in the
2 watching 4 going
Reading beautiful parks there. The parks are
5 1 Do you like doing yoga? 1 team sports good places for him to go cycling.
2 I don’t mind going In the USA, Apolo is famous for
2 1 d 4 a speed skating and for something
swimming.
2 f 5 c else too. Millions of Americans know
3 Does he love playing tennis?
3 e 6 b him as a dancer. He’s one of the
4 They don’t like doing sport.
champions on the TV show Dancing
5 I hate tidying my room. 3 1 T with the Stars. Where does he
2 F She has got some dance? … That’s right – on the ice!
Vocabulary 2
friends, but they don’t
1 run, ride, jump, throw, catch, hit,
choose her for their teams. 1 2 Olympic medals
score, kick, lift, ski, dive, skate
3 T 3 training programme
2 1 catch 4 jumps 4 F She has got a bike and 4 jumping
2 throw 5 rides she cycles to school. 5 runs
3 score 6 hit 5 F She says she loves 6 lifts weights
dancing in her bedroom. 7 relax
3 1 ride 4 skate
6 F She says aerobics is fun. 8 parks
2 lift 5 ski
9 cycling
3 kick 4 1 She wants to be healthy.
10 dancing
2 No, she isn’t.
4 1 lifts 5 catches
3 No, she doesn’t. 2 1 two 4 1.5 km
2 jumps 6 ski
4 She cycles to school every 2 starts 5 60 km
3 dives 7 rides
day in Week 3. 3 45 6 lifts weights
4 score 8 throws
5 Daisy also wants to try
3 1 Apolo is from the USA.
Grammar 2 running.
2 He runs 1.5 km.
1 1 Where 4 Have
Listening 3 He lives in Seattle.
2 Am 5 When
Audioscript, exercises 1 and 2
4 He cycles in the parks.
3 Do 08
5 Because they are beautiful
Hello and welcome to the
2 2 a 5 c programme. Today on Sports
and they are good places
3 d 6 b Scene we’ve got a feature on an for him to go cycling.
4 e American speed skater. His name is 6 The other activity he is
Apolo Ohno, and he’s an Olympic® famous for is dancing on ice.
champion. He’s got eight Olympic
medals and two of them are gold
medals.
T131
 Speaking 5 1 What is your favourite 4 2 Am, b 4 Are, c
4 2 Sure. Go ahead. sport? 3 Are, a
3 The questions are for a 2 Are you tired after PE?
5 1 Is Ben talking to Sophie?
survey about the park. 3 Has he got a ticket?
No, he isn’t.
4 Oh, OK. 4 When have you got
2 Is Sophie choosing a
5 How often do you go to the basketball training?
dress? No, she isn’t.
park? 5 Do you do judo?
3 Is Sophie carrying a bag?
6 I usually go about three
6 1 What’s 5 doing judo No, she isn’t.
times a week.
2 often 6 Do you 4 Is Ben standing next to the
7 What do you do in the
3 Once 7 often go table? Yes, he is.
park?
4 usually do 8 don’t
8 I go skateboarding. I love it! 6 1 Are … calling
9 That’s all. Thanks for your Extension 2 Yes, I am
time. 1 1 What 6 doing 3 ’m sitting
10 No problem. Bye! 2 Is 7 doesn’t 4 isn’t sharing
3 Where 8 Does 5 are cleaning
Writing
4 finishes 9 loves 6 ’s working
5 1 My class has got 25
5 usually 10 always 7 Are … doing
students.
8 No, you aren’t
2 We all go swimming once a unit 4
9 ’m talking
week in the summer.
Vocabulary 1
3 Two students are never Vocabulary 2
Across 1
happy doing exercise.
1 1 trainers 7 socks A D V E N T U R O U S
4 Most of the students play
3 shirt 10 cap C U L S E L F I S H H
football twice a week in the
4 boots 12 trousers
winter. H A N I C E E L Y A Y
6 jacket 13 jeans
5 Some of the students go E Q U F R I E N D L Y
cycling after school. Down E U X R R E Q U I E T
1 T-shirt 8 coat R C O N F I D E N T F
Progress check
2 shorts 9 shoes
1 1 athletics F U N Y C L E V E R F
5 skirt 11 dress
2 mountain-biking U E A J U Y S N I C U
6 jumper 12 tie
3 aerobics L O Q Z P R O U D P N
4 yoga 3 1 The man is wearing
U C H I N R L E C L N
5 horse-riding trousers, a shirt and a tie.
J E A L O U S L A Z Y
6 judo 2 The boy is wearing jeans,
7 surfing trainers, a T-shirt and a
jacket. 2 1 proud 4 lazy
2 1 ride 5 hit
3 The girl is wearing a skirt, 2 jealous 5 clever
2 jump 6 ski
boots and a jumper. 3 funny
3 throw 7 run
4 score Grammar 1 3 1 friendly 4 unfriendly
1 1 riding 3 winning 2 selfish 5 shy
3 1 I rarely do gymnastics.
2 having 4 reading 3 confident 6 adventurous
2 We usually watch football
on Saturdays. 2 1 is talking 3 isn’t Grammar 2
3 He’s always happy in the 2 isn’t helping 1 1 ’re wearing
snow. wearing 4 is buying 2 travel
4 I often go cycling early. 5 is looking 3 Do you watch
5 He never goes horse-riding. 4 are they going
3 1 We’re driving to school.
5 designs
4 1 Jade loves reading. 2 I’m looking at some
2 She doesn’t mind going pictures.
swimming. 3 You aren’t tidying your
3 She doesn’t like playing bedroom.
tennis. 4 He’s writing an email.
4 She likes doing sport.
T132 5 She hates watching football.
2 1 is buying
2 Do you meet
3 ’m not going
4 wear
5 aren’t listening
3 1 Freya doesn’t wear jeans
every day.
2 I’m buying some clothes at
the moment.
3 My mum isn’t using the
computer now.
4 ✓
5 We do sport every Saturday.
4 1 I work in a large fashion
store.
I’m not working at the
moment.
2 I’m buying a coat now.
Do you buy clothes every
week?
3 My sister is making a skirt
today.
She often makes her
clothes.
4 They rarely go shopping.
Are they going shopping
now?
Reading
1 2 d 4 e
3 a 5 c
2 1 d 4 a
2 c 5 b
3 f 6 e
3 1 teenagers
2 Some
3 entertainment
5 teaches
4 1 The course lasts for two
weeks.
2 The students study for six
hours a day.
3 After classes there are
discos, film nights, talent
shows and quizzes.
4 Students can go swimming
or play tennis in their free
time.
5 Students learn drawing and
designing, T-shirt printing,
using a sewing machine
and decorating garments.
Listening 1 confident, dresses, clever,
10 Audioscript, exercises 1 and 2
proud, shirt, nice, trousers,
great
Presenter  Hello! Well, it’s London
Fashion Week. We’re backstage at 2 1 F Paul isn’t very confident
one of the shows. Let’s meet one of about the fashion show.
the designers here at the show. I’ve 2 F Paul’s clothes are classic
got Paul Brady here with me. Paul,
designs.
how are you feeling about your show
3 T
today? Are you feeling confident?
4 T
Paul  Yes and no … I’m feeling
nervous, too. Everyone is looking at
5 F The models are made up
my designs today. to look like film stars.
Presenter  What’s your collection 6 T
like?
3 1 Paul is feeling nervous.
Paul  I create classic designs. I
2 No, it isn’t.
don’t use lots of colour. I prefer a lot
3 Jade is a stylist.
of black and white.
Presenter  Wow! These dresses
4 Jade decides the theme for
are great! You’re very clever. the show.
Paul  Thank you. I’m very proud of 5 The theme for Paul’s
the clothes. show is black and white
Presenter  OK, thank you, Paul. Hollywood films.
With me here backstage I’ve also
Speaking
got Jade Edwards, one of the stylists
at the show. Now, Jade, can you
4 1 I’m looking for a shirt.
describe your job for the listeners? 2 Can I try it on?
Jade  Yes, of course. The stylists 3 You can pay over there.
look at the clothes and decide 4 What size are you?
which clothes look good together. 5 It’s too big.
So, for example, this shirt looks nice 6 It looks great!
with those grey trousers, but it looks
Writing
really great with these pink trousers!
Presenter  Yes, I see … it’s like 5 1 She’s carrying a beautiful
you’re getting dressed for a big party. bag.
Jade  Yes, something like that! Then 2 They look amazing.
I make decisions about the show 3 He’s a funny actor.
itself. A good fashion show needs a 4 His shorts are black.
theme, a sort of story, to make it really 5 Madonna is very famous.
exciting.
Presenter  What do you mean by Progress check
a theme? 1 1 dress 5 trousers
Jade  Well, we’ve got the clothes, 2 tie 6 cap
but we also need to think about all 3 trainers 7 shorts
the make-up and the hairstyles, and 4 socks 8 T-shirt
the music – that’s important, too. All
these things are connected by the
2 1 f 5 g
theme. 2 d 6 e
Presenter  Hmm, yes, I see. So, 3 h 7 a
what’s the theme for Paul’s show? 4 b 8 c
Jade  Black and white Hollywood
3 1 are playing
films! When I look at Paul’s black
2 is wearing
and white collection, I think of those
amazing old films.
3 aren’t going
Presenter  So the models look like 4 aren’t having
Hollywood film stars, is that right? 5 ’re smiling
Jade  Yes, exactly! Oh, look … let’s
watch them rehearse …
T133
 4 1 Is Anna buying some 5 football stadium 3 Is there some juice in the
shoes? Yes, she is. 6 cinema school cafeteria?
2 Is Jake wearing a hat? No, 7 café 4 Is there a sports centre in
he isn’t. your town?
Grammar 1
3 Are they cycling in the
1 1 some 5 any 3 1 Are there any cafés in
park? No, they aren’t.
2 isn’t 6 any Sanford? Yes, there are.
4 Are the boys doing their
3 a 7 an 2 Is there a cinema? No,
homework? Yes, they are.
4 an there isn’t.
5 Are you tidying your room?
3 Is there a library? Yes, there
No, I’m not/we aren’t. 2 1 C 6 U
is.
2 P 7 U
5 1 ’m reading 5 designs 4 Is there a park? Yes, there is.
3 C 8 U
2 like 6 comes 5 Are there any gyms? Yes,
4 C 9 C
3 don’t know 7 has got there are.
5 P 10 C
4 ’s got 8 talks 6 Is there a shopping centre?
3 1 There is a No, there isn’t.
Extension
2 There aren’t any
1 1 are you 9 your 4 1 many 3 many
3 There is a
2 ’m doing 10 sitting 2 much 4 much
4 There aren’t any
3 What 11 She’s
5 1 How many calories are
4 We’re wearing 4 1 are 7 some
there in this yoghurt?
5 looking 12 Do 2 a 8 a
2 How much juice is there in
6 ’ve 13 I do 3 an 9 isn’t
the bottle?
7 ’s wearing 14 Have you 4 are 10 a
3 How many gyms are there
8 raining got 5 a 11 isn’t
in the sports centre?
6 some 12 any
4 How many people are there
unit 5
Vocabulary 2 in the café?
Vocabulary 1 P O T A T O E S E S
1 6 1 How much water do you
1 1 café E R F I S H C A K E drink every day?
2 swimming pool A I U B S J H A M O 2 How many vegetables do
3 gym S C H I C K E N H R you eat for lunch?
4 shopping centre S E C S J M I L K A 3 How much fish do you eat
5 park A N E C R I S P S N every week?
6 bowling alley
L U J U I C E O N G 4 How many bags of crisps
7 library
A T O I H E T Y A E do you eat at weekends?
8 football stadium
D S N T C H E E S E
9 cinema Reading
Y O G H U R T P O A
10 restaurant 1 c
11 skate park
2 1 Chicken 4 cakes 2 1 c 4 f
2 1 football stadium 2 cheese 5 Nuts 2 e 5 a
2 restaurant 3 Oranges 3 b 6 d
3 shopping centre
3 1 Rice 4 milk 3 1 T
4 library
2 fish 5 peas 2 F She often has a baked
5 bowling alley
3 salad 6 ham potato, bread or brown
6 skate park
rice with fish, meat or other
Grammar 2
3 1 swimming pool proteins like pulses.
1 1 Are 4 Are
2 café 3 T
2 Is 5 Is
3 gym 4 F She thinks it is OK if you
3 Is
4 shopping centre have a small amount of it.
5 park 2 1 Are there any sandwiches 5 F She drinks coffee, water
in your bag? and special energy products
4 1 skate park
2 Is there a bowling alley on competition days.
2 shopping centre
near your school? 6 T
3 gym
4 swimming pool 283
T134
4 1 Chrissie has two meals in 2 1 the USA 2 1 nuts 4 cake
the morning. 2 park 2 rice 5 cheese
2 She eats a baked potato, 3 skate park 3 crisps 6 juice
bread or brown rice at 4 sports centre
3 1 is a 4 are some
lunchtime. 5 swimming pool
2 aren’t any 5 isn’t any
3 She eats vegetables twice 6 gym
3 isn’t a
a day. 7 bowling alley
4 When she has a race she 8 cinemas 4 1 Is there an apple in the
has rice cereal and coffee 9 shopping centre bowl?
for breakfast. 10 café 2 Is there any rice in the
5 After a competition she cupboard?
3 1 T
eats high-energy, high-fat 3 Is there a swimming pool
2 T
food like chips, pizza and here?
3 F She doesn’t like
burgers. 4 Are there any children in
skateboarding and she isn’t
the cinema?
Listening very good at it.
12 Audioscript, exercises 1 and 2
4 F She does want to go 5 1 How many calories are
bowling. there in pizza?
Oliver  Are you enjoying your visit
to the UK?
5 T 2 How much rice do you
want?
Grace  Yes, I am. It’s very different 4 1 Grace is from the USA.
from the USA. But it’s fun. 3 ✓
2 She is staying with her aunt
Oliver  Who are you staying with? 4 How many people go to
and cousins.
Grace  My aunt and cousins. your school?
3 Oliver goes skateboarding
Oliver  Let’s sit here. 5 How many potatoes are
every weekend.
Grace  OK. Wow, this is a great there?
park.
4 Yes, there is.
6 How much sugar is there in
Oliver  Yes, it is. I usually come 5 The café is next to the
the dessert?
here every weekend and go cinema.
skateboarding. 6 They are meeting at six 6 1 much 6 many
Grace  Oh, is there a skate park o’clock on Saturday. 2 some 7 a
here then? 3 some 8 Are
Speaking
Oliver  Yes, it’s over there. Do you 4 any 9 any
like skateboarding?
5 1 Can I help you?
5 is 10 some
Grace  No, I’m not very good at 2 Yes, I’d like some pasta,
it. I like other sports though, like please. Extension
swimming and tennis. Is there a 3 OK, some pasta. Would 1 1 What do you have
sports centre in the town? you like anything to drink? 2 How often do you eat
Oliver  Yes, there is. It’s very 4 Have you got any apple 3 Are there any
good. It’s got a swimming pool and juice? 4 Is there anything
a gym. There’s even a bowling alley 5 Yes, here you are. Is that 5 Are you
there. Would you like to go bowling everything? 6 How many days
one day? 6 Yes. How much is it? 7 How much fruit
Grace  Yes, that sounds good. Are
7 That’s £5.55, please. 8 Have you got
there any cinemas here?
8 Here you are. 9 There are some
Oliver  Yes, there’s a cinema in the
9 Thanks. Enjoy your meal! 10 There aren’t many
shopping centre.
Grace  Do you want to see a film
11 There isn’t
Writing
12 are sometimes
this Saturday? 6 1 First 3 Next / Then
Oliver  Yeah, sure. There’s a nice 2 Then / Next 4 Finally
café next to the cinema. Let’s go unit 6
there first and have something to eat. Progress check
Vocabulary 1
Grace  OK. What time? 1 1 park
1 desk, chair, cupboard, shelf,
Oliver  Six o’clock? The films 2 skate park
usually start at seven.
lamp, mirror
3 sports centre
Grace  Great. Come on. Let’s walk 4 swimming pool
in the park a bit … 5 library
6 cinema
1 c 7 shopping centre T135
 2 1 sofa 6 cooker 3 lighthouse 3 People on Michigan Island
2 armchair 7 table 5 (+ 4 across) hostel use a pump to get water
3 wardrobe 8 bath 6 farm from Lake Superior.
4 bed 9 sink 8 villa 4 Sand Island is good for
5 fridge 10 toilet 9 tent sociable people to work on.
10 barge
3 1 chair 4 sofa Listening
2 wardrobe 5 sink
2 1 tent 4 villa 14 Audioscript, exercises 1 and 2
3 shelves 6 table
2 log cabin 5 apartment Callum  Mum! Where’s my school
4 1 mirror 3 cooker 3 caravan bag?
2 lamp 4 armchair Mum  I don’t know, Callum. Why?
3 1 hotel 4 barge Callum  I want to call Tom, but I
Grammar 1 2 lighthouse 5 castle can’t find my phone. It’s usually in
1 1 bigger 3 youth hostel my school bag.
2 cheaper Mum  Where do you usually put
Grammar 2
3 more difficult your bag?
1 1 can’t 4 Can Callum  Under my desk in my
4 shorter
2 must 5 can’t bedroom.
5 more expensive
3 mustn’t Mum  And it’s not there now?
6 better
Callum  No.
7 worse 2 2 can’t 5 must
Mum  Try the kitchen. Is your bag
3 can 6 mustn’t
2 1 easier there?
4 can
2 smaller Callum  Oh yes, here it is, opposite
3 more comfortable 3 1 can’t phone 4 mustn’t use the door ... Oh, but my phone isn’t
4 more popular 2 must show 5 can do in it.
5 longer 3 can’t be Mum  Well, look on the table. You
sometimes leave your phone there.
3 1 more expensive than the 4 1 d You can rent this villa Lisa  Hi, Mum.
mirror between May and October. Mum  Oh, hello Lisa. Do you know
2 cheaper than the armchair 2 c You can’t go shopping where your brother’s phone is?
3 older than the table here on Sundays. Callum can’t find it.
3 a You mustn’t listen to Lisa  No, er, sorry – no idea. Is it in
4 1 My dad is / isn’t taller than the bathroom?
music at school.
me. Mum  Don’t be silly, Lisa. It can’t
4 b You can make a fire next
2 My bedroom is / isn’t be in the bathroom. He’s not looking
to your tent.
smaller than our living there. Oh, I know … Callum, why
room. Reading don’t you look next to the computer
3 My phone is / isn’t newer 1 b in the dining room?
than my dad’s phone. Callum  OK.
2 2 g 6 c Callum  No, it’s not in the dining
4 I’m / I’m not quieter than
3 a 7 e room.
my friend.
4 b 8 f Mum  Callum, I can hear your
5 1 is under 5 is in front of 5 h phone ringing here in the living room!
2 are in 6 is opposite Callum  Ah, there it is! It’s on this
3 1 six shelf, between the books. How
3 is on 7 is next to
2 part of the year strange! Why is it there …? Ooh,
4 is between 8 behind
3 visit Lisa!
Vocabulary 2 4 some Callum  Lisa! Come back here!
1 Across 5 Sand Island
1 He wants to find his phone.
2 castle
4 1 The duties of a volunteer
4 (+ 5 down) youth 2 1 his bedroom
keeper are to show tourists
7 log cabin 2 the kitchen
the lighthouses and help
11 apartment 3 the bathroom
them set up camp on the
12 hotel 4 the dining room
islands’ campsites.
5 the living room
Down 2 Michigan Island is
He doesn’t look in the
1 mobile home especially quiet.
bathroom.
2 caravan
T136
3 1 under, desk 6 1 better 5 under 2 Were you busy last
2 opposite, door 2 bigger 6 opposite weekend? Yes, I was. / No,
3 on, table 3 more 7 can I wasn’t.
4 in, dining room comfortable 8 must 3 Was your holiday fun last
5 between, books 4 in summer? Yes, it was. / No,
it wasn’t.
4 1 Callum needs his phone Extension
4 Were you and your family at
because he wants to call 1 2 are 11 twice
home yesterday evening?
Tom. 3 many 12 better
Yes, we were. / No, we
2 He usually puts his bag 4 sharing 13 rides
weren’t.
under his desk in his 5 Our 14 every
bedroom. 6 next 15 much 4 2 There wasn’t
3 Lisa is Callum’s sister. 7 smaller 16 must 3 There were
4 No, she isn’t. 8 opposite 4 there were
5 I think the phone is on the 9 isn’t 5 there was
shelf in the living room 10 can 6 There weren’t
because Lisa put it there.
unit 7 5 1 Were there mobile phones?
Speaking No, there weren’t.
Vocabulary 1
5 2 tell 7 past 1 2 Was there a games
3 get 8 right S T R A T E G Y I D R console? No, there wasn’t.
4 straight 9 far A I S O Q T N P V A E 3 Was there a TV? Yes, there
5 turn 10 minute was.
D A M F L U Q U A N F
6 cross
V G A U I E I Z U C E Vocabulary 2
Progress check E D C O L T P Z S I R 1 1 chat show
1 1 bed 5 mirror 2 weather forecast
N C T G T A N L Z N E
2 desk 6 sofa 3 game show
T R I V I A T E A G N
3 lamp 7 shelf 4 the news
4 wardrobe 8 cupboards U R O D N T R I S Y C 5 sports programme
R A N C Z Z T N O S E 6 advert
2 1 castle 6 youth
E N N I D R A C I N G 7 music programme
2 tent hostel
3 lighthouse 7 apartment 2 1 soap opera
2 1 dancing 3 racing
4 log cabin 8 villa 2 comedy
2 trivia 4 role-play
5 farm 3 documentary
3 1 fitness 4 strategy 4 film
3 1 You’re not faster than me.
2 quizzes 5 simulation 5 drama
2 Millie is older than Alex.
3 action
3 My book is better than your 3 1 music programme
book. Grammar 1 2 documentary
4 Your room is tidier than my 1 1 were 4 wasn’t 3 sports programme
room. 2 was 5 wasn’t 4 chat show
5 Her bag is not heavier than 3 weren’t 5 soap opera
his bag. 6 drama
2 1 That quiz wasn’t interesting.
7 the news
4 1 in 3 under 2 I was good at chess.
2 next to 4 opposite 3 Those computer games Grammar 2
weren’t fun. 1 2 watched 6 liked
5 1 You can come to my
4 Were you pleased with 3 studied 7 pushed
house.
them? 4 played 8 started
2 Gemma must finish her
5 She wasn’t happy at 5 finished
homework.
school.
3 We mustn’t use mobile 2 1 We all tidied the house at
6 The people in my game
phones at school. the weekend.
were funny.
4 I can’t do PE today, I forgot 2 They started school at
my kit. 3 1 Was your English lesson eight o’clock this morning.
5 You must wear a uniform at easy yesterday? Yes, it 3 ✓
school. was. / No, it wasn’t. T137
 4 He watched TV last night.
5 ✓
3 1 lived 4 cooked
2 listened 5 looked
3 stayed
4 1 discovered 5 agreed
2 used 6 worked
3 phoned 7 helped
4 asked 8 finished
Reading
1 1 The beginnings
2 Worldwide success
3 Positive judges
4 Listening not looking
5 Working together
2 2 f 5 e
3 a 6 b
4 g 7 d
3 1 T
2 T
3 F The judges usually give
very positive comments to
the contestants.
4 F The judges aren’t
interested in what the
singers look like.
5 T
4 1 The first name of The Voice
was The Voice of Holland.
2 The Voice is a reality TV
show.
3 The judges usually give
very positive comments to
the contestants.
4 At first, the judges only
judge the singers on how
they sound, not on how they
look.
5 The Voice is more about
collaboration, but other
reality shows are more
about competition.
Listening
16 Audioscript, exercises 1 and 2
Presenter  This morning I’m in a
shopping centre and I’m finding
out about toys and games. What’s
popular now and what was popular
in the past? … Excuse me, sir. Can I
ask you some questions?
Man  Of course!
T138
Presenter  Thanks. What did you often, actually. I prefer meeting my
play with when you were a child?
friends.
What sort of toys and games? Mum  Um, Sam … that’s not
Man  Ah, that was a long time ago exactly true. You play computer
– I’m 64! Well, my favourite game games all the time!
was probably playing football in the Sam  Hmm, maybe … But I play
street with my friends. them with my friends!
Presenter  Was that a bit
dangerous? 2 football, train set, dolls, tennis,
Man  Not really. There weren’t many chess, building bricks, toy
cars, so it was quite safe then. cars, games console
Presenter  What about toys? What
did you have?
3 1 b 4 a
Man  Oh, I had a fantastic train set. 2 a 5 c
Presenter  Thank you … Now, 3 b 6 b
moving over here … Hello. Here’s a
4 1 The man played football in
mother with her teenage son. Can
the street.
I ask you both about your favourite
2 She played computer
toys and games?
Mum and Sam OK.
games and chess.
Presenter  Great. OK, Mum first! 3 She played chess with her
Mum  When I was very little I brother.
played with my dolls a lot. 4 He made tall towers and
Presenter  And what about when castles with the bricks.
you were a teenager? Did you have 5 They play computer /
any computer games then? strategy games together.
Mum  Yes, I did. My brother and I
had a computer with a very simple Speaking
game. It wasn’t like the computer 5 1 ready 5 must
games today. It was a type of tennis. 2 minute 6 How
I loved it, although it was very simple 3 explain 7 win
compared with the ones you can 4 first 8 Good
play today.
Presenter  Did you play chess?
Writing
Mum  Oh yes! I loved playing 6 1 I also enjoy going to the
chess. It was hard, though, and my cinema.
brother was very good at it! 2 There were also a lot of
Presenter  And, what about you? children at the park.
What’s your name? 3 There was also some food
Sam  Sam. at the party.
Presenter  So, Sam, what did you 4 He also listens to music
play with when you were younger? programmes.
Sam  I don’t remember!
Mum  What about plastic building Progress check
bricks? You really loved building 1 1 action / 4 fitness
things when you were little. adventure 5 dancing
Sam  Oh yeah! I played with bricks 2 adventure / 6 puzzle
a lot. I built tall towers and castles. action 7 quiz
And I had lots of toy cars. I loved 3 racing 8 role-play
racing them, too.
Presenter  Did you play computer 2 1 chat show
games? 2 Soap operas
Sam  Well, I had a hand-held 3 Adverts
games console and I played action 4 documentary
games, stuff like that. 5 Cartoons
Presenter  And what about now? 6 weather forecast
Sam  I’ve got a laptop computer 7 game show
now. I quite like strategy games, but
I don’t play computer games very
3 1 Computer games weren’t 3 1 piano 4 choir 3 2 annoying 5 catchy
very good in 1985. 2 drummer 5 orchestra 3 boring 6 unusual
2 Were soap operas popular 3 bass guitar 4 surprising 1 original
in 1960?
Grammar 1 4 2 loud 5 lively
3 The weather forecast was
1 1 went 3 have 3 quiet 6 fantastic
terrible last night.
2 became 4 wore 4 rubbish
4 Was your brother tired after
school? 2 1 bought 4 had Grammar 2
5 They were happy this 2 went 5 listened 1 1 listen 4 buy
morning. 3 performed 2 know 5 give
3 have
4 1 There was 4 There 3 1 I didn’t study music last
2 Were there weren’t term. 2 1 ✓
3 There were 5 Was there 2 Mum didn’t go to work a 2 Did you want to talk to me?
week ago. 3 No, he didn’t.
5 1 there were 6 listened
3 We didn’t buy the DVD last 4 ✓
2 worked 7 There were
weekend. 5 Did she watch a film last
3 cooked 8 were
4 I didn’t wear a uniform night?
4 tidied 9 called
when I was younger.
5 cleaned 10 used 3 1 What did you play?
4 2 d 5 c 2 Where did you go?
Extension
3 a 6 b 3 Where did you live?
1 1 older 8 Inside
4 f 4 When did you buy it?
2 Some 9 are
3 can’t 10 many He joined an R&B group 4 1 Did you see Becky?
4 discovered 11 play called NuBeginnings in 2 What did they see?
5 was 12 is 1987 and competed in a TV 3 Did MP3 players exist?
6 played 13 are talent competition in 1991. 4 Where did your family live?
7 created He became famous in 1997
5 1 Did you listen
with the album My Way. He
2 Did you see
unit 8 recorded ‘OMG’ with will.i.am
3 did you buy
for the Raymond v. Raymond
Vocabulary 1 4 Did she like
album and sold more than
1 Across 5 Did she have
300,000 copies of Raymond
1 conductor
v. Raymond in one week. He Reading
5 choir
travelled around the world in 1 c
8 pianist
2010–2011 on the OMG tour.
9 (+ 6 down) key 2 1 d 4 f
10 drummer 5 1 I had … for lunch 2 a 5 c
yesterday. 3 e 6 b
Down
2 I went to … last weekend.
2 orchestra 3 1 F They used drums
3 I bought … last month.
3 guitar hundreds of years ago.
4 bass player Vocabulary 2 2 T
6 (+ 9 across) boards 1 S B A M L I V E L Y 3 F DJs played funk and soul
7 singer L U N U S U A L G C
records at parties in the
2 T E R R I B L E R A
Bronx.
conductor

4 F The Sugarhill Gang

L T E P I Q U I E T
released the first rap single.
drums

singer
guitar
piano

O Q B O R I N G A H
5 T
classical U A M A Z I N G T C
✓ ✓ ✓ ✓ ✓
country ✓ ✓ ✓ ✓
D R Q N G A S T E Y 4 1 Poets and storytellers
heavy rock ✓ ✓ ✓ G A N R U B B I S H used drums when they told
jazz ✓ ✓ ✓ ✓ ✓ O R I G I N A L N Z stories in West Africa.
Latin ✓ ✓ ✓ ✓ S B A N N O Y I N G 2 Rap music developed in
opera ✓ ✓ ✓ ✓ the 1970s in the Bronx in
2 1 amazing 4 Lively /
pop ✓ ✓ ✓ ✓ New York.
rap
2 Rubbish loud, quiet
✓ ✓
3 Unusual 1 lively T139
 3 People met in houses and in Presenter  Good idea. So, Fiona, 5 Why did she stop learning
the streets to have parties. why are you back with the orchestra the piano?
4 They listened to funk and again at the moment?
Fiona  We’re making a CD. The 5 1 Did you like 7 grew
soul music at these parties.
orchestra invited me back to play 2 I did 8 wanted
5 The people at the parties
the Concierto with them at the 3 loved 9 Did you
sang about their lives.
recording studio. 4 bought look
Listening Presenter  Great! Well, thank 5 did you 10 I didn’t
18 Audioscript, exercises 1 and 2
you, all of you. And good luck start 11 didn’t look
with the CD. Let’s hear a bit of the 6 saw
Presenter  Hello and welcome to Concierto now …
Classic Radio, the programme that’s Extension
1 1 c 3 b
all about music. And today in the 1 1 Did you go 7 don’t know
studio I’m talking to three young 2 a
2 Do you 8 bought
musicians from the New City Youth
2 1 c 4 c remember 9 tried
Orchestra. OK, first, can you tell me
2 b 5 b 3 saw 10 weren’t
who you are and what you play?
3 a 4 was 11 don’t live
Tom  Hi, I’m Tom and I play the
5 gave 11 not doing
piano. 3 1 They wanted a guitarist.
Sarah  Hello. I play the violin. Oh, 6 didn’t come
2 A traditional Spanish guitar.
and, um, my name is Sarah. 3 The UK, France, Spain,
Presenter  Hi Tom, hi Sarah. And unit 9
Germany and the USA.
so you must be Fiona. You play the
4 They are making a CD. Vocabulary 1
guitar, don’t you?
Fiona  That’s right. I’m not usually
1 2 d 8 e
Speaking
3 g 9 l
part of the orchestra, but a year ago 4 1 have 5 about
they asked me to tour with them 4 b 10 c / f
2 really 6 How
because they wanted a guitarist. 5 k 11 f / c
3 terrible 7 Nothing
One of the pieces they played was 6 h 12 j
4 did 8 went
Rodrigo’s Concierto de Aranjuez. I 7 a
played the solo part on a traditional Writing
2 1 send cards
Spanish guitar. 5 1 in 5 In
Presenter  It was an important
2 go to church
2 At 6 at
tour, wasn’t it? I believe you 3 decorate the house
3 When 7 In
travelled to five different countries. 4 watch fireworks
4 later
Er, Tom, is that right? 5 go to / have a party
Tom  Yes, that’s right. We started in Progress check 6 eat special food
the UK, then we performed in Paris 1 1 singer 5 orchestra 7 sing songs
and Madrid. 2 guitarist 6 pianist 8 give presents
Presenter  What was it like to 3 guitar 7 conductor 9 visit relatives
perform the Concierto in Spain? 4 bass player 10 wear a costume
Fiona  Oh, it was absolutely 11 watch street parades
amazing! 2 1 boring 4 annoying
Presenter  What other countries 2 rubbish 5 catchy 3 1 went 4 watching
did you go to? Sarah …? 3 lively 6 surprising 2 has 5 wore
Sarah  We went to Germany 3 watched
and then we flew to the USA for a
3 1 I enjoyed the festival.
concert in New York. It was great. It’s 2 Lisa didn’t buy Kanye 4 1 decorate the house
a really lively city. West’s first album. 2 send cards
Presenter  And how did you travel 3 Tim sold his MP3 player. 3 give presents
with all your instruments? 4 We went to school 4 eat special food
Fiona  Well, in Europe we had a yesterday. 5 sing songs
tour bus with a trailer. It carried all
the instruments.
4 1 Where did you buy your
Tom  Except my piano! I played a coat?
different one in every city. 2 Did he go to Edinburgh last
Fiona  When we flew to New York, year?
I bought a ticket for my guitar. It’s 3 When did you see the film?
very expensive, you see. I wanted it 4 Who did you see at the
T140 next to me all the time! music festival?
 Grammar 1 Grammar 2 4 People in Lewes can
1 1 ’m not 4 ’re 1 2 d 4 b watch street parades and
2 ’s 5 not going to 3 e 5 a fireworks.
3 Are
2 1 is wearing Listening
2 1 Elliot is going to sell the 2 ’re playing 20 Audioscript, exercises 1 and 2
tickets. 3 aren’t travelling
I’m Nisha and I live in Birmingham
2 I’m going to phone the DJ. 4 Are you decorating in the UK. We celebrate the Hindu
3 Mr Clark isn't going to buy 5 isn’t giving festival of Diwali every year in the
the fireworks. autumn. It’s the start of our new
3 1 ✓
4 Mr Clark and Miss Martin year and it makes us think of new
2 Ethan is having a party
aren't going to go shopping beginnings. We’re getting ready for
at his house on Saturday
on Saturday. this year’s festival at the moment.
night.
5 We’re going to decorate the Today we’re cleaning the house
3 Are we leaving the theatre well. It’s something the family do
school hall on Friday.
at ten? together. We make the house clean
3 1 Is Tom going to phone the 4 The train is arriving at because we want the goddess
DJ? No, he isn’t. I’m going 9.40pm. Lakshmi to come into our homes.
to phone the DJ. 5 ✓ We believe she brings us good luck
2 Are Tom and Holly going to 6 I’m not watching the and wealth, or money.
choose some music with fireworks tonight because Another important part of Diwali is
me? Yes, they are. I don’t like loud noises. buying new clothes. I’m going to
3 Am I going to buy the choose some new clothes with my
4 1 ’re practising mum tomorrow.
fireworks? No, I’m not. Mrs
2 are you doing On Thursday our family is going to
Knight is going to buy the
3 helping make lots of sweets and special food.
fireworks.
4 ’m revising We give these sweets as presents to
4 Are we going to tidy the
5 are buying our family and friends. We also send
hall on Saturday? No, we special Diwali cards. I’m going to
aren’t. We’re going to tidy Reading write my cards this evening.
the hall on Sunday. 1 b Perhaps my favourite part of Diwali
is when we decorate the house.
4 1 her 4 you 2 2 g 6 f
We’re going to decorate our house
2 me 5 us 3 a 7 d
on Friday. We’re going to put lots of
3 it 4 e 8 c
little lamps and lights all around it.
5 h
5 2 them 4 us It always looks very beautiful. We
3 him 5 me 3 1 F It is about King James put the lights in our homes to guide
the First of England and Lakshmi. She doesn’t come if the
Vocabulary 2 house is dark.
Scotland.
1 1 carefully 7 loudly At the weekend we’re visiting my
2 T
2 dangerously 8 nicely grandparents and then some more of
3 F The king’s guards
3 easily 9 quickly our relatives are coming to visit us.
discovered Guy Fawkes in Our cousins are arriving on Saturday
4 happily 10 regularly
the House of Lords. afternoon. We are going to eat
5 hard 11 well
4 T special food together. In the evening,
6 healthily
5 T we’re going to watch fireworks. My
2 1 healthily 7 carefully 6 F Lots of bands are going dad and my uncles are going to do a
2 easily 8 regularly to play all evening. fireworks display in our garden. The
3 badly 9 nicely lights and the fireworks are the things
4 1 They were going to start which make Diwali so special for me.
4 well 10 dangerously
a fire / make an explosion
5 quickly 11 hard
under the Parliament 1 new year, give presents, send
6 happily
building. cards, lights, visit relatives, eat
3 1 regularly 4 proudly 2 5th November. special food, watch fireworks
2 badly 5 carefully 3 People light huge bonfires
2 1 Clean 5 Decorate
3 well and watch fireworks. Many
2 write 6 Watch
people make large models
3 Buy
of Guy Fawkes.
4 Make
T141
 3 1 Diwali is in the autumn. 6 1 Have you got 6 1 Is your house in Bilbao?
2 People clean the house 2 visiting No, it’s not.
before Diwali because they 3 are 2 Are your best friends in
want the goddess Lakshmi 4 going your class? Yes, they are.
to come into their homes. 5 aren’t arriving 3 Are your parents
3 They believe Lakshmi gives 6 Are you going Colombian? No, they
them good luck and wealth, 7 visit aren’t.
or money. 8 ’m going 4 Is his teacher German?
4 They decorate the house 9 You’re Yes, he is.
with little lamps and lights. 10 You’re going to have 5 Are you and your cousins
5 They are going to eat 11 ’m staying 13 years old? No, we’re
special food together and not.
Extension
watch fireworks. 6 Is her mum a doctor? Yes,
1 ’ve 8 ’m dancing
she is.
Speaking 2 practising 9 in front of
4 2 I’m not – sorry! 3 are 10 was
unit 1
3 Are you free in the evening? 4 started 11 watched
4 Who else is going? 5 was 12 older 1 1 ’ve got 4 ’ve got
5 See you on Saturday. 6 than 13 can 2 have got 5 ’ve got
7 have 14 me 3 ’s got 6 have got
Writing
5 1 in 5 in 2 1 They’ve got three dogs.
2 on 6 at GRammar 2 I’ve got English homework.
3 at 7 in Exercises 3 We’ve got a favourite film.
4 at 8 at 4 She’s got green eyes.
starter unit 5 It’s got four legs.
Progress check
1 1 go 5 fun 1 1 That 4 This 3 1 hasn’t got 4 haven’t got
2 cards 6 watched 2 This 5 That 2 hasn’t got 5 haven’t got
3 going to / 7 give 3 Those 3 haven’t got 6 hasn’t got
having 8 special
2 1 their 4 her 4 1 We have got 3D glasses.
4 wears food
2 It 5 His 2 Gollum hasn’t got much
2 1 healthily 3 regularly 3 They hair.
2 quickly 4 well 3 Has she got a favourite
3 1 Jim’s eyes are very green.
teacher?
3 1 You aren’t going to like the 2 My grandparents’ house is
4 My dad hasn’t got a beard.
film. in Scotland.
5 They haven’t got tickets for
2 Jo’s going to travel to the 3 My sister’s boyfriend is very
the film.
USA next summer. nice.
3 Are they going to visit 4 All the teachers’ cars are 5 1 Has your friend Mike got a
regularly next year? very old. pet? Yes, he has.
4 I’m going to learn German 5 Your cousins’ names are 2 Have you got a favourite
next year. unusual. actor? Yes, I have.
5 Are you going to go to 6 Her best friend’s name is 3 Has she got green eyes?
Adam’s party? Jane. No, she hasn’t.
4 Have they got beautiful
4 1 him 4 it 4 1 ’m 4 are
voices? No, they haven’t.
2 us 5 you 2 are 5 ’s
5 Has it got a long neck?
3 them 3 is
Yes, it has.
5 1 is leaving 5 1 I’m not from France 6 Have dragons got two
2 ’re finishing 2 My friends aren’t wings? Yes, they have.
3 Are … meeting Moroccan.
4 ’m not watching 3 My dad isn’t in New
5 are playing Zealand.
4 You and your cousins aren’t
11 years old.
T142 5 She isn’t English.
6 2 f 5 g 3 Yes, she does. 3 Where do your family go
3 e 6 b 4 No, I don’t. horse-riding?
4 a 7 d 5 No, they don’t. 4 Does your sister like
6 Yes, I do. running?
7 1 What’s your dad’s name?
7 Yes, he does. 5 How many people play in a
2 Where is she from?
football team?
3 How many houses have
unit 3
they got? 6 1 does she live
4 When is the film festival? 1 1 I always watch the 2 she got a pet/any pets
5 How old is your grandad? Olympics on TV. 3 does she run
2 He never wins a race. 4 she like her sport
unit 2 3 The Winter Olympics are 5 does she like doing in her
usually in February. free time
1 1 hates 4 say
4 We often go to a football
2 live 5 like
match. unit 4
3 wears 6 go
5 She sometimes does
1 1 ’re 4 ’s
2 1 watches 5 sleeps exercise before school.
2 ’m 5 ’re
2 studies 6 does 6 I rarely lose a game.
3 ’re
3 has 7 finishes
2 1 Jane often goes to the gym.
4 goes 2 1 is / are 3 ’re wearing
2 Paul never plays tennis at
winning 4 ’re going
3 1 sleeps the weekend.
2 are 5 ’s carrying
2 doesn’t watch 3 I usually do my homework
listening
3 finishes 4 does after school.
5 goes 6 have 4 My dad always watches 3 1 I’m not celebrating my
7 don’t study Manchester United birthday.
matches on TV. 2 They aren’t playing
4 1 I don’t go to ballet school.
5 We sometimes go skiing in basketball.
2 My friend doesn’t sing very
winter. 3 My dad isn’t feeling
well.
energetic!
3 Julie doesn’t go to bed very 3 1 How often does he play in
4 We aren’t dancing at the
late. the school team?
prom.
4 My sister doesn’t meet her 2 Does she sometimes win a
5 You aren’t studying.
friends on Sundays. match?
6 Anne and Rob aren’t
5 We don’t do a lot sof sport 3 Do they usually do winter
making new clothes.
at my school. sports?
6 They don’t wear a school 4 Do you always skate on 4 1 riding 5 lying
uniform. ice? 2 swimming 6 sleeping
7 He doesn’t study 5 How often does your 3 visiting 7 dancing
performing arts. brother lift weights? 4 carrying

5 1 Do you like ICT and
history?
2 Do you start school at 6am?
3 Does your grandma use a
computer?
4 Do your parents play
cricket?
5 Do your friends do their
homework every day?
6 Does Richard live near
you?
7 Does your brother play the
guitar?
6 1 Yes, she does.
2 No, they don’t.
4 1 We love playing football in
the rain.
2 They hate going to the
gym.
3 My father doesn’t mind
training every day.
4 I don’t like watching sport
on TV.
5 My friend likes
skateboarding in
the park.
5 1 How many medals has she
got?
2 Do they go surfing in the
holidays?
5 1 Are they walking to school?
No, they aren’t.
2 Is your friend going home?
No, he / she isn’t.
3 Are you studying English?
Yes, I am.
4 Are we celebrating her
birthday? No, we aren’t.
5 Are Carol and Matt
competing in the TV show?
Yes, they are.
6 Am I playing basketball?
Yes, you are.
7 Is Gerry riding a horse? No,
he isn’t.
8 Are you listening to
T143
music? Yes, I am.
 6 1 ’re wearing 6 ’m not 2 1 more modern 3 1 Were your parents at the
2 does playing 2 better football match? Yes, they
3 isn’t smiling 7 buy 3 tidier were.
4 don’t study 8 see 4 more comfortable 2 Was Dave in the library at
5 ’s learning 5 more expensive 11am? No, he wasn’t.
3 Were we in our English class
3 1 Chinese is more difficult
unit 5 at 10pm? No, we weren’t.
than English.
4 Was Paula in Seville two
1 1 There are 4 There are 2 Everest is higher than
days ago? Yes, she was.
2 There is 5 There is Annapurna.
5 Were they at the party
3 There are 6 There is 3 Vegetables are healthier
last weekend? No, they
than hamburgers.
2 1 There aren’t 4 There aren’t weren’t.
4 A hotel is more expensive
2 There isn’t 5 There isn’t 6 Were you and your brother
than camping.
3 There isn’t 6 There aren’t in London last month? Yes,
5 A barge is slower than a
we were.
3 1 Is there a café next to the car.
7 Was the film good last
swimming pool?
4 1 in 4 between night? No, it wasn’t.
2 How many calories are
2 on 5 opposite
there in a chocolate cake?
3 in front of 4 1 was 4 were
3 Is there a drinks machine
2 were 5 was
here? 5 1 He can’t stay out late.
3 was
4 How much milk is there in 2 Can you be noisy in class?
the fridge? 3 We can’t have a party in the 5 1 Was, wasn’t 4 Was, was
5 Are there any strawberries street. 2 Were, were 5 Were,
for dessert? 4 She can have pets. 3 Was, was weren’t
6 Is there some fruit on the 5 Can we go to the concert
6 1 arrived 4 talked
table? this Saturday?
2 loved 5 listened
6 We can watch TV before
4 1 any 5 any 3 played 6 watched
dinner.
2 some 6 a
7 You can’t use your mobile 7 1 studied 5 tried
3 an 7 any
phone in class. 2 lived 6 permitted
4 an
3 planned 7 started
6 1 mustn’t 4 must
5 countable uncountable 4 stopped
2 must 5 must
friend fruit
3 mustn’t 6 must
group meat unit 8
library money
unit 7 1 1 had 5 met
orange rice
2 gave 6 left
potato spinach 1 1 was 4 was
3 made 7 took
school water 2 were 5 was
4 knew
people pasta 3 were 6 were
2 1 became 4 wore
2 1 We weren’t at the sports
6 1 friends 4 apples 2 began 5 saw
club. We were at the
2 meat 5 people 3 went
museum.
3 money 6 eggs
2 My friends weren’t in the 3 1 He didn’t play the drums
garden. They were in my when he was younger.
unit 6
house. 2 We didn’t watch a great
1 1 stronger 3 My dad wasn’t in Bilbao. programme last night.
2 more intelligent He was in Cádiz. 3 The festival didn’t start at
3 worse 4 They weren’t opposite the 10pm.
4 later shopping centre. They were 4 Adele didn’t write the lyrics
5 wider next to it. for that song in 2012.
6 redder / more red 5 Tim wasn’t at school. He 5 Her hit song didn’t sell one
7 tidier was at my party. million copies.
8 more comfortable
9 more popular
T144
4 1 How did they go to the 3 We aren’t going to send a Vocabulary
concert? card. We’re going to buy a extension
2 Why did Caroline like that present.
song? 4 Sue isn’t going to come for
unit 1
3 Where did she learn to sing? dinner. She’s going to go to
2 a knight f king
4 What time did you leave the cinema.
b dragon g queen
school? 5 You aren’t going to study
c wizard h princess
5 Did she go to the festival? French. You’re going to
d spell i hero
study English.
5 1 Did Lucy see a concert? e witch j villain
No, she didn’t. 4 1 Is your sister going to eat
3 1 d 4 a
2 Did Lucy stay in pasta for dinner? No, she
2 f 5 c
Edinburgh? Yes, she did. isn’t.
3 b 6 e
3 Did Rick go to 2 Are your classmates going
Manchester? Yes, he did. to watch a film? No, they 4 1 wizard 5 king
4 Did Rick play in a band? aren’t. 2 spells 6 princess
No, he didn’t. 3 Is your brother going to 3 hero 7 witch
5 Did Jim and Alison play in celebrate his birthday? No, 4 heroine 8 dragon
an orchestra? Yes, they did. he isn’t.
4 Are we going to travel by unit 2
6 1 Last night he studied until
car? Yes, we are.
11pm. 2 1 get a good mark
5 Are you going to invite me
2 Yesterday, we met our 2 revise
to the party? Yes, I am.
friends at the cinema. 3 underline
6 Am I going to meet them at
3 She didn’t buy any concert 4 test
the airport? No, I’m not.
tickets. 5 listen
4 He didn’t compose that 5 1 it 4 them 6 cheat
opera. 2 us 5 us
3 1 revise 5 underline
5 Did she have a good time? 3 them
2 test 6 check
6 Where did they go last
6 1 I’m going to visit my 3 make notes 7 cheat
holiday?
grandparents this evening. 4 learn
2 He’s going to do an exam
unit 9
tomorrow. unit 3
1 1 are going to 4 is going to 3 My cousin is going to fly to
1 1 goggles 8 swimming
2 is going to 5 is going to Germany next weekend.
2 bat cap
3 am going to 4 We’re going to watch TV
3 net 9 boxing
tonight.
2 1 We are going to give our 4 racket gloves
5 We’re going to meet them
teacher a present. 5 ball 10 helmet
at the restaurant tomorrow.
2 The festival is going to be 6 flippers 11 nose clip
fantastic. 7 knee-pads 12 headband
3 She is going to sing in a
2 tennis net
new band next month.
4 I am going to do more racket
sport next year. headband
5 My parents are going to ball
travel to Thailand next skateboarding helmet
summer. skateboard
knee-pads
3 1 They aren’t going to watch
a film. They’re going to do swimming flippers
their homework. nose clip
2 Pete isn’t going to sing at goggles
the party. He’s going to swimming cap
sing in church.

T145
 3 1 bat, b 6 headbands, unit 6 2 strings violin
2 goggles, c a harp
2 b windows h garage
3 nose clip, c 7 gloves, b brass trumpet
c roof i floor
4 rackets, a 8 cap, c tuba
d ceiling j fireplace
5 net, b trombone
e door k balcony
woodwind clarinet
f chimney l stairs
unit 4 recorder
g garden flute
2 a belt e sunglasses percussion cymbal
3 1 wall 4 chimney
b necklace f backpack xylophone
2 stairs 5 windows
c hat g bracelet castanets
3 door 6 garage
d handbag
4 2 fireplace 5 ceiling 3 3 trumpet 6 cymbal
3 1 gloves 4 earrings
3 garage 6 balcony 4 trombone 7 violin
2 handbag 5 watch
4 garden 5 flute
3 sunglasses 6 belt

4 1 scarf unit 7
unit 9
2 cap
1 1 webcam
3 sunglasses 2 1 Harvest Festival
2 console
4 backpack 2 Valentine’s Day
3 speakers
5 necklace 3 Bonfire Night
4 racing wheel
6 watch / bracelet 4 Chinese New Year
5 microphone
7 bracelet / watch 5 Thanksgiving
6 headset
8 earrings 6 bar mitzvah
7 charger
9 rings
8 keyboard 3 2 Chinese New Year
9 joystick 3 Thanksgiving
unit 5
10 remote control 4 bar mitzvah
2 1 do exercise / get fit 11 screen 5 wedding
2 drink water 12 memory card 6 wedding anniversary
3 eat fruit and vegetables
2 1 microphone
4 sleep for eight hours
2 joystick Integrated
5 avoid fast foods
3 screen skills
6 go to the gym
4 consoles
3 1 eat a balanced diet
3 1 headset Unit 1
2 sleep
2 speakers 1 1 yes 4 Lady Gaga
3 do exercise
3 racing wheel 2 yes 5 Taylor Swift
4 avoid fast food
4 webcam 3 one
5 lose weight
5 screen Audioscript, exercises 1 and 2
6 drink water 30
6 keyboard
Ticket seller  Next please.
4 2 drink water 7 charger Joe  Hello. Have you got tickets for
3 eat a balanced diet 8 memory card the Coldplay concert?
4 Avoid fast foods Ticket seller  Yes, of course,
5 put on weight unit 8 which date?
6 fit Joe  Umm, what are the dates?
1 1 recorder 8 castanets
7 exercise Ticket seller  The 13th and 14th of
2 trumpet 9 xylophone
8 gym November.
3 cymbol 10 double Joe  Oh, OK, the 13th please.
9 sleep
4 flute bass Ticket seller  How many people?
5 harp 11 trombone Joe  Two adults please, I want to
6 tuba 12 violin surprise my friend, Anna.
7 clarinet Ticket seller  OK, I’ve got two
seats in Row A, near the stage.
Joe  That’s great! How much is it?

T146
 Ticket seller  It’s £120. 2 name of club dance club 6 usually watch
Joe  Oh, that’s expensive. How 7 Thanks for your time!
day Monday
much are the other seats?
Ticket seller  I’ve got two seats in start time 5pm
unit 4
Row T for £60. finish time 6.30pm
Joe  Right, two seats in Row T place gym
1 1 The clothes sale is in the
please. Here you go. afternoon.
Ticket seller  Thanks, here’s your 2 The sale is at Colston
change.
3 1 Can I help you?
School.
Joe  Thanks. One last question. 2 What day is it on?
3 You can buy clothes
What time does the concert start? 3 What time does it start?
for everybody: for men,
Ticket seller  It starts at 9pm and 4 What time does it finish?
women, babies, children
finishes around 11pm. Have fun! 5 Where is it?
and teenagers.
4 You can buy shoes at the
2 1 13 3 £120 unit 3
clothes sale.
2 friend 4 Row T
1 1 No, she doesn’t. She goes 5 The sale is on Saturday
3 2 Have you got tickets less than once a week. 18th February.
3 Which date 2 Once a month. 36 Audioscript, exercises 1 and 2
4 How many 3 online
Jane  Hi Sonia, what are you
5 two 4 headbands and rackets looking at?
6 How much are the 5 tennis Sonia  I’m looking at a poster for
7 £25 each 34 Audioscript, exercises 1 and 2 a clothes sale at the community
8 Here you are centre. It looks great.
Sam  Excuse me, can I ask you a
9 here’s your few questions? Jane  When is it?
10 What time Jane  Sure. Go ahead! Sonia  It’s on every day this week
Sam  Thanks! It’s for a survey after school.
unit 2 about the Sports Centre. Jane  What are the opening times?
Jane  Oh, OK. Sonia  It starts at half past three
1 1 F 3 T after school and finishes at 6 o’clock
Sam  Do you play any sports at the
2 T 4 F and on Friday it finishes at 8 o’clock.
sports centre?
32 Audioscript, exercises 1 and 2 Jane  Yes, I do. I play tennis a lot Jane  Are there any student
and I also go swimming with my discounts?
Danny  Hello Leila. Do you want to
friends on Fridays. Sonia  No, there aren’t. The clothes
join a club?
Sam  How often do you come to are really cheap though – look £5 for
Leila  Yes, I want to join the dance
the sports centre? a T-shirt.
club. I love dancing.
Jane  Very often, about three times Jane  That’s great! Are you going?
Danny  Well, I don’t, I love football.
a week. Sonia  Yes, I am.
Leila  Oh, come on Danny, dancing’s
Sam  And how often do you visit Jane  See you there!
great fun. Why don’t you try it?
Danny  Well, OK. What day is it on? the sports centre café?
Leila  It’s on Mondays. Jane  I rarely visit the café, it’s 2 1 every day 4 8pm
Danny  What time does it start? expensive! 2 3.30pm 5 aren’t any
Leila  It starts at 5pm. Sam  What other sports do you do? 3 6pm
Danny  And what time does it finish? Jane  I love judo so I sometimes
go to judo classes.
3 1 orange 3 big
Leila  I think it finishes about
Sam  OK, great. That’s all. Thanks
2 medium 4 £5
6.30pm.
Danny  So, where do they meet? for your time!
Leila  In the gym. Jane  No problem. Bye! unit 5
Danny  Oh, where’s the gym? 1 1 The Blues Café
Leila  It’s next to the dining hall. 2 1 tennis 4 expensive 2 Mario’s Pizza Parlour
Danny  OK. I think I’d like to sign up.
2 three 5 judo 3 The Blues Café
Leila  OK, see you there!
3 rarely 4 Mario’s Pizza Parlour

3 2 It’s for a survey

3 How often do you
4 once a week
5 never watch
T147
 38 Audioscript, exercises 1 and 2
Elsa  This is great – I love pizza,
but I don’t eat it very often.
James  I come here every Saturday
with my friends after the football
match.
Elsa  Really? So what’s good here?
Remember I’m a vegetarian so I don’t
eat meat …
James  They make a delicious
tomato, mushroom, onion and apple
pizza with four different types of
cheese. It’s called Mario’s Special.
Elsa  That sounds great! Let’s
order!
Assistant  Hi, can I help you?
James  Yes – a Mario’s Special
for my friend, please. And I’d like a
carbonara pizza, please.
Elsa  Carbonara pizza? What’s
that?
James  It’s got mushrooms, bacon,
cream, onions and lots of cheese.
Assistant  OK. Would you like
anything to drink?
James  Yes, a bottle of water for
me …
Elsa  And a cola for me, please.
Assistant  Thank you. Enjoy your
meal.
Elsa & James  Thanks!
2 1 friends 4 bacon
2 apple 5 a cola
3 Mario’s
Special
3 2 I’d like a
3 chicken
4 Would you like
5 apple
6 Is that everything
7 How much
8 Enjoy your meal
unit 6
1 1 going by car
2 Benson Road
3 two minutes
4 miles
40 Audioscript, exercises 1 and 2
Kate  So, what’s the address of the
museum?
Mark  32 Old Bridge Road.
Kate  Which way is it?
Mark  I don’t know.
T148
Kate  Where’s the map?
Mark  I haven’t got it. I left it in the
hotel.
Kate  Right. Let’s ask someone.
Excuse me, can you tell us how to
get to the Museum of Modern Art,
please?
Man  The Museum of Modern Art?
Let me think. Ah, yes. I know where
it is. Go straight on, then turn left,
no sorry, turn right. Then cross the
road and go past the sports centre.
The museum is on the right.
Kate  OK. Is it far?
Man  Yes, it’s a 15 minute walk.
Kate  Thank you.
Man  No problem.
2 1 doesn’t
Mark  That’s easy! Straight on, then
turn left, cross the roundabout …
Kate  No! You turn right! And you
3 2 first you must
cross the road! Mark!
2 1 The map is in the hotel.
2 They are looking for the
Museum of Modern Art.
3 The museum is near the
sports centre.
1 1 Russia.
4 They must walk for about
15 minutes.
3 2 way 5 far
3 library 6 5
4 right
unit 7
1 1 Sudoku is a numbers logic
game.
2 You can only use each
number once in Sudoku.
3 You use numbers 1–­9.
4 To win, you must complete
the puzzle with the correct
missing numbers.
42 Audioscript, exercises 1 and 2
Tom   What are you playing?
Emily  Dream Town – it’s brilliant!
Tom   Oh, I don’t know that game,
what’s it about?
Emily  Well, it’s a new game and
you can create your own town! Do
you want to play?
Tom   Yes, it sounds fun. How do
you play?
Emily  Well, first you have to work
very hard to buy your first house.
Then you can start building your
dream town.
Tom   OK … then what?
Emily  Then, you must decide
where to put your new cinema, your
school and your restaurants. It’s all
about strategy!
Tom  I see. And how do you win?
Emily  Oh, that’s easy. You just
continue building your dream town
so it becomes a big city! Are you
ready to play?
Tom   No – wait a minute! Yes, I’m
ready now.
Emily  Good luck!
Tom   Thanks!
3 restaurants
know 4 strategy
2 house 5 city
3 Then what
4 how do you win
5 To win,
6 don’t forget
unit 8
2 £50 per adult and £10 per
child with family discounts
available.
3 Yes, they were.
4 No, there was free camping.
44 Audioscript, exercises 1 and 2
Paula  Hi! Did you have a good
weekend?
Mark  No, not really. It was boring!
Paula  What did you do?
Mark  Oh, nothing special. I
painted my sister’s bedroom.
Paula  Oh well.
Mark  Anyway, what about you?
How was your weekend?
Paula  Oh, it was amazing!
Mark  What did you do?
Paula  I went to a dance festival
with all my family.
Mark  Really? How was it?
Paula  It was fantastic! We saw
some great performances. There
were dance groups from all over the
world… India, Turkey, America…
They were brilliant!
Mark  Wow! That sounds like fun.
Paula  Oh well. Next month there’s
a music festival in the same place.
You can come with us then!
Mark  OK. Thanks!
2 1 bedroom 4 dance 3 2 are you free 3 1 What time do you get up
2 amazing 5 music 3 Yes, I think so on Sundays?
3 family 4 Do you want to come 2 After lunch we do our
5 else is going homework.
3 2 What did you do
6 What time are you going 3 My favourite subjects are
3 How was it
French, technology and
4 It was fantastic
Writing citizenship.
5 what about you
Reference 4 I get up at 7.30am. My
6 Where did you go
sister gets up late, at 12
o'clock!
unit 9 unit 1
5 Do you go to drama
1
1 1 F 4 T Wolverine Storm classes? Yes, I do.
2 F 5 T build strong strong
3 F height short tall unit 3
hair brown white
46 Audioscript, exercises 1 and 2
special animal can fly and 1 1 3
Kristen  Hi there Robert. What are powers senses control the 2 Yes, the football team.
you up to? weather
3 12
Robert  Oh, nothing special. I’m 4 basketball, football,
watching TV. 2 1 has 3 possession snowboarding and skiing
Kristen  Listen, are you free on the
2 has 4 is 5 15
4th of July?
6 football teams and ice
Robert  Yes, I think so? Why? 3 1 ’s got 4 ’s
skating clubs
Kristen  Well, it’s Independence 2 ’s 5 ’s got
Day and there’s going to be a big 3 ’s 6 ’ 2 1 Do 4 Are
celebration in the park. Do you want 2 Where 5 What
to come? Step 1
3 How often
Robert  That sounds fun. What
2 Physical description: hair,
kind of celebration is it?
eyes, build 3 1 We usually go
Kristen  There’s going to be a
3 Other characteristics snowboarding at the
parade and fireworks, and then
traditional American food!
4 Special powers / abilities weekend.
Robert  Great, I love hamburgers 5 Films and actors 2 They are sometimes tired
and hot dogs! Who else is going? after playing football.
Kristen  All my American friends unit 2 3 I rarely go swimming in the
and family! winter.
1 1 9am
Robert  Great! What time does it 4 She is always first in the
2 She plays tennis and
start? sports competition.
Kristen  It starts at 9 o’clock, so
football.
5 My brother never plays
we’re leaving at 8.30. 3 She goes to the park and
basketball on Fridays.
Robert  OK. Shall I come to your the shopping centre.
house about 8.15? 4 On Sundays. Step 1
Kristen  Yes, great. See you then. 5 She has chicken, salad and
2 Think of vocabulary you
Robert  Yes, see you then! potatoes.
need for the topic, eg
6 10.30pm
summer sports.
2 1 Kristen has plans for 4th 7 Sunday
3 Plan ideas for your survey.
July.
2 1 What time does your class 4 Make a list of question
2 The celebration is going to
start? words.
be at the park.
2 Saturday is my favourite 5 Write your questions.
3 They’re going to eat
day!
traditional American food.
3 For lunch I eat a sandwich
4 Kristen’s American family
(my favourite is chicken), a
will be at the celebration.
salad and a banana.
5 Robert is going to go to
4 My favourite subjects are
Kristen’s house at 8.15pm.
English, history and PE.
5 After lunch, I do my
homework.
T149
T124
 unit 4 4 My cousin lives in a 3 At the age of 23 she
caravan because he likes recorded her first album.
1 1 3 4 3
to travel. 4 In 2012 they went to
2 1 5 2
5 We stay in hotels because Ireland.
3 2 6 1
they’re more comfortable 5 When they were young they
2 1 He’s my favourite footballer! than going camping. played in a band.
2 He’s wearing a red football
3 1 In my opinion 3 1 The singer Ed Sheeran was
shirt.
2 because you can born in 1991.
3 His clothes are casual.
3 because it’s more 2 He started writing songs
4 He looks serious
comfortable when he was at school.
5 He’s playing football.
4 dancing in the disco 3 Ed recorded his first album
6 He’s wearing a grey and
5 because they aren´t at the age of 14.
white jumper.
6 are more boring than 4 He moved to London in
3 1 loves 2008 and started to play
2 is wearing unit 7 concerts.
3 casual trousers 5 Three years later, he
1 1 A teen drama programme.
4 looks confident and friendly released his first single.
2 9pm
5 blue jeans 6 In 2012, he won a BRIT
3 Because there was a lot of
6 are competing award.
drama.
4 No, it was great last night.
unit 5 unit 9
5 Beverly Hills, 90210.
1 1 eggs, mushrooms, 1 1 Midsummer’s Eve
2 1 We watched a film and we
tomatoes and baked beans 2 It’s the longest day in the
also read a book.
2 sausages and bacon summer.
2 The show was funny and
3 baked beans 3 At Kevin’s house.
there were also some great
4 orange juice 4 They’re going to have a
jokes.
barbecue, light a bonfire
2 1 First, cut the bread. 3 My friends sang a song and
and watch fireworks.
2 Then, add some butter and I also danced.
5 All Kevin’s friends from
mayonnaise / mayonnaise 4 The singer was terrible and
school.
and butter. the guitarist was also bad.
6 They’re decorating the
3 Next, add some chicken 5 The characters were
house.
and a tomato. interesting and they were
4 Then, put some cheese on also funny. 2 1 on 5 are
top. 6 They studied all morning 2 are 6 come
5 Finally, enjoy your and they also did an exam. 3 at 7 in
sandwich. 4 at 8 Write
3 1 watched 5 also danced
3 1 First 4 Then 2 was 6 was 3 1 The fireworks display is in
2 Then 5 Finally 3 it was also 7 also the evening.
3 Next 4 was also watched 2 In London, there is a big
carnival every year.
unit 6 unit 8 3 The barbecue is going to
be at my house.
1 1 F 4 F 1 1 singer and dancer,
4 My birthday is on 19 May.
2 F 5 T Colombia
5 It is usually very cold in the
3 F 2 when she was eight
winter.
3 in Columbia in 1977
2 1 I like rock climbing because
4 when she was 24
it’s exciting.
5 in 2007
2 I travel by plane because
6 28 years old
it’s faster than by car.
3 They love the sea because 2 1 Three years later they
they can swim very far! moved house.
2 When he was 18 he went to
university.
T150
 external exam exam 4
trainer
1 They are about Sara Baras.
exam 1 2 1 a (true) 2 b (false)

1 You have to match the sign to

3 1 b (false) 3 a (true)
the correct meaning.
2 a (true) 4 a (true)
2 a 4 c 1
4 1 b (false) 3 a (true)
b 3 d 2
2 b (false) 4 b (false)
3 a 1 c 3
b 4 d 2 exam 5
1 b 1 Before: small house, garden,
5
2 a cycled to school
3 c Now: apartment, big city,
There are five notices. balcony, building, travel to
school by bus
6 1 d
2 1 b
7 2 c 5 a
2 c
3 e
3 a
4 b
4 1 Yes, he does.
exam 2 2 Yes, it is.
3 Yes, he does.
1 The word toast.
4 No, he answers everything.
2 You can eliminate options
6 Students’ own answers
b and c in question 1 and
options a and c in question 2. 7 Students’ own answers
1 a 2 b
3
1 b 3 c
4
2 b 4 b

exam 3
1 d
2 Students’ own answers
4 1 adjective
2 verb
3 personal pronoun
4 possessive adjective
5 verb
6 verb

5 1 well
2 hope
3 you
4 My
5 think
6 See

T151
Integrated skills • Collaborative projects • External exam trainer • Interactive digital material

Student Components Teacher Components

Student’s Book Workbook with access Teacher’s Book Teacher’s Resource File
to digital material and with Audio CD
online audio

Pulse Live!
pulse is compatible
with all devices
Live!
pulse
Live!
Fully interactive Teacher’s Digital
Fully interactive Digital Course Course with audio and video
with markbook for Student’s
Book and Workbook pulse
Live!

Teacher’s
Resource File
Multi-ROM
Tests and Exams with editable
Pack with CEFR Skills material
Exam Generator

Student Website
www.macmillansecondary.com

Class Audio CDs

DICTIONARY