CONTENTS

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Introduction 4

Pronunciation Teaching Notes 9

Planificación anual 12

Going Digital 16 Class & WB Audio

Planificación de proyectos digitales 21

B OOK
CE Student’s Book Contents 22
OUR

E
RES

F
’S

LI
C H ER Lesson Notes Answer Key
T E A

Y
Get Ready 24

M
Unit 1: My life 28
Background
Unit 2: Families 36 Information

Time Out A 44

Unit 3: Work & art 46

Digital Connections
Unit 4: Daily life 54

Time Out B 62

Unit 5: Homes 64

Andrea Dumas Unit 6: Sports & leisure 72

Pupi Rabinovich Time Out C 80

Tests A 82

Tests A: Answer key & Audioscript 93

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

Information

5
thinking and the ability to ‘learn how to learn.’ more complex. vocabulary learnt, thus making the
What is EDB? process more memorable.
MY LIFE is based on a student-centred approach.
It focuses on the Ss’ needs, abilities and interests,
EDB stands for Explore, Student’s
with attractive topics that will arouse their curiosity. -kit
Develop and Build, and is
The learners are at the centre of the learning www.pearsonelt.com.ar/mylife The -kit includes:
meant to provide Ss with
experience, which helps them play an active role in • Online activities and language games with instant feedback Digital Connections
the possibility of exploring The use of computers and the
the construction and appropriation of knowledge. • Grammar and vocabulary pop-up notes as a self-learning resource
and developing different Internet is an integral part of
MY LIFE intends to help Ts promote Ss’ kinds of texts, which will Ss’ lives. My Life gives Ss the
• Self-assessment section to help them monitor their progress
autonomy, support the development of cognitive opportunity to practise at their own
or group production. and make necessary adjustments
skills and learning strategies while encouraging the pace, to use their knowledge and to
use of the 21st Century skills. First, Ss are presented show their peers what they can do.
with an authentic text Learn more on page 16
In MY LIFE, language is used as and for
communication. The value and purpose of and thematic topics
Teacher’s The Teacher’s Resource Book Each lesson in the Teacher’s
language is to convey meaning and what gives worked in the unit.
Resource Book contains: Resource Book includes:
meaning to language is the context in which it is Then, a second text and an extra listening
• Introduction notes • Topic, grammar and vocabulary
used. MY LIFE presents all language in real-life activity are presented, so that Ss can see how this The Teacher’s Resource Book
• Pronunciation notes objectives
situations which give value to it. It is not language aims at enhancing the Teacher’s
• Planificación anual • A guided lesson plan with notes
vs. real-life situations; it is language for real-life preparatory activities pave the way for the Build role as facilitator by providing
• Going Digital and suggestions on how to deal
situations. section where Ss work on their own language suggestions
• Lesson notes with every teaching point
production as a natural ‘outcome’ of the processes and guidelines
• Diagnostic Test • Extra practice activities
of exploring and developing. It is important to to exploit the
• 6 Unit tests • Digital connection proposals
Student’s
• Mid-year and • Opportunities for CLIL
work on paper or in a digital version, making use of Book
End-of-year Tests development
the variety of resources at their reach. material.
• Tests Answer key • Strategies to develop Ss’
awareness and learning skills
• Audioscripts and answer keys
 INTRODUCTION
LESSON NOTES
Weekly Objectives
??? following procedures are general guidelines
The
to
???exploit the material in MY LIFE
suggestions
??? for each activity are included in the
detailed lesson notes.
Dialogues
Dialogues introduce the topic(s) and present
the linguistic components of the lesson in an
appropriate context. Key grammar and vocabulary
• Ask Ss to look at the picture and make
predictions.
• Ss listen to the recording and / or read the
dialogue.
• Check their predictions and help them
understand the dialogue.
• Ss read the rubric for the task (make sure they
understand what they have to do).
• Ss work on the exercises individually or in pairs.
• Ss may check their answers in pairs or small
groups before the class check.
• Ss may be asked to account for their answers by
referring back to the information in the dialogue.
• Ss re-read the dialogue and may act it out in pairs.
6
Grammar
Grammar boxes present the grammar structures
in context. They are interactive in order to
encourage Ss to participate in the discovery and
reconstruction of the rules.
• Ss read the text(s) in the box and check the
meaning of the structure: position, possession, etc.
• Ask Ss to complete the Grammar boxes.
• Encourage Ss to work out rules for themselves.
• Ss may look for other examples in the Dialogue.
Note!
Note! boxes present aspects of the language that
do not involve the inference of a rule but require
special attention.
• Ss look at the text and infer its meaning.
• Ss may provide new examples considering both
meaning and form.
Vocabulary
Vocabulary is usually presented in lexical sets
and practised through exercises linked to the
grammatical points in the lesson. Illustrations
and photos are generally introduced to teach the
meaning of new words.
• Ask Ss to tell you which of the words from the
lexical set they already know, that is known words
and transparent ones.
• Refer Ss to the pictures and ask them to try and
guess which word corresponds to each photo or
picture.
• After having gone through the guessing activity,
you may want to have Ss look up the new
vocabulary in a dictionary.
• It is well known, and expected, that many words
advisable that Ts should intervene only once
phonological intuition. Let them try and guess
pronunciation and write the phonetics on the
bb. Ask Ss to repeat it in chorus or individually,
paying attention to both sounds and stress.
• Ss do the vocabulary exercise(s) in the book.
• Ss make sentences using the new vocabulary.
• Encourage Ss to keep in their folders or in their
• Ask Ss to revise the vocabulary of the lesson as
part of their homework by creating crossword
puzzles, a hangman game or a word search activity.
Exercises
Exercises have been conceived to practise and
consolidate both structures and vocabulary. They
lead Ss from recognition to guided practice and
production, from controlled language activities
to freer activities.
• Ask Ss to read the rubrics and make sure they
understand what they have to do.
• Work together on one or two examples.
• Ss can then work individually, in pairs or small
groups.
• Encourage Ss to use the Grammar and Note!
boxes in the Student’s Book as a reference.
• Before checking the work with all the class, Ss
may check their result in pairs or small groups.
• The exercises both in the Student’s Book and the
Workbook can be set as homework. They may
then be corrected by the teacher or checked in
class.
Listening
• Ss look at the pictures and / or title and predict
the topic of the recording.
• Ss listen to the recording and check their
predictions.
• Ask Ss to read the rubric and check if they
understand what they have to do.
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• Play the recording a second time for Ss to do the Reading
exercise.
• Ss look at the pictures, text format and / or the
• Ss work on the exercise individually or in pairs.
title to interpret and predict what it is about.
• Ss may check their answers in pairs or small
• Ss read the text to check predictions.
groups before checking with the whole class.
• Ask Ss to read the rubric and check if they
•
understand the activity they have to do.
information, as well as meaning, emotions and
• Ss work individually, in pairs or small groups.
intentions expressed by stress and intonation.
• Once Ss have done the activity, check with the
class. Ss may refer to where in the text they have
Speaking found the answers.
• Ask Ss to read the rubric and make sure they • Ask Ss to re-read the text to get a global view
understand what they have to do. of the topic after they have analysed the text in
• You may want to brainstorm vocabulary from detail.
previous lessons that Ss may think necessary Class & WB Audio
for the task, and write the words on the bb. Writing
Alternatively, you could also provide situations
• Ask Ss to read the rubrics carefully and make
that will require Ss to recycle both vocabulary and
sure they understand what they have to do.
structures.
• Remind Ss to use the model text as help.
• Ss can report individually, in pairs or in small
• Elicit the language and words they may need and Answer Key
groups.
write them on the bb.
• Monitor Ss’ performance but try not to interrupt
• Depending on the complexity of the activity,
consolidate that area of communication. Once
be set as homework. Next, they can swap their
Ss are done with the speaking activity, encourage
pieces with a peer in class for comments and
self-correction by pointing out the mistakes either Background
in the choice of words and pronunciation, or in
Information
7
the use of language.
Teacher’s -Portfolio
www.pearsonelt.com.ar/mylife • The Guía de proyectos digitales includes: Digital Connections
This course provides Ts with the Digital projects
opportunity to enrich their lessons, Step-by-step task development
while facilitating and enhancing Printable worksheets
the learning process itself through • e-Teacher’s Resource Book
online tasks with the endless •
possibilities that ICT can bring to • e-Teacher’s Reading Corner
the classroom. • Editable Resources:
Planificación anual
Planificación de proyectos digitales
Tests
Learn more on page 18
 INTRODUCTION PRONUNCIATION TEACHING NOTES
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ASSESSMENT
Assessment is extremely important for both Ts and
teaching and the learning process.
As it meets different objectives, assessment
requires appropriate means to achieve these
objectives.
• Assessment OF learning as a way to check and
register a result, that is what Ss have learnt at the
end of a lesson, unit, project and / or end of a
certain period in time.
• Assessment FOR learning as a way to look
into the learning process and provide both Ss
and Ts with an evidence of their situation at a
certain period in time, as well as offering possible
• Assessment AS learning as a way to enable Ss
so that they can monitor their understanding,
account for their achievements and failures, and
make the necessary adjustments.
8
Instruments and guidelines
In order to facilitate the task of assessing, MY LIFE 1
provides the following instruments.
In the SB:
• 6 EDBs, which will enable the T to measure further
how well Ss are handling the content of each unit in
new situations
In the WB:
• 6 Check Your Progress, one at the end of every unit
• 2 Revisions, after Unit 3 and Unit 6
In the Student’s -kit :
• 6 Self Assessment, one for each unit in the
Student's Book, with instant feedback
In the Teacher’s -Portfolio:
• 6 Digital projects: very much like the EDBs, they
help assess Ss’ ability to handle the language
learnt in new situations
• 1 Diagnostic Test, which will give the T an idea of the
class general knowledge of English at the beginning
of the course
• 6 Unit Tests, which mainly focus on the vocabulary and
grammar in the units, one test at the end of each unit
Phonology plays a central role in oral communication as it helps to build understanding and express
meaning. Ss’ awareness and practice of the English sounds, stress, rhythm and intonation contribute
to better understanding and more effective communication. Systematic practice from day one will
When working with phonology, remember there is a sequence that goes from recognition through
imitation to production.
WHAT
Ss should become
aware of...
Class & WB Audio
Word stress. 2. questions may take a falling or a rising
Every word is made from stressed and weak intonation. In general,
syllables. The focus of attention will always be a. Wh- questions take a falling
on the stressed syllables. It is important to make intonation,
Answer Key
Ss aware of the number of syllables in a word
and which one is to be stressed.
What’s your name?
E.g. real = one syllable / realistic = 3 syllables
(stress on the second syllable).
b. Yes / no questions take a rising
intonation,
Note: Transparent words are often stressed
differently in Spanish and in English. Background

Information

• 2 Term Tests meant to assess the language and
skills learnt and developed during the period covered
(Mid-year and End-of-year)
In all these sections, Ss put the vocabulary and
grammar of the units into practice and become
aware of their strengths and weaknesses. Their
mistakes may be confronted to the examples and
explanations in the Grammar boxes, or in the
Grammar and Vocabulary pop-ups in the online
practice.
suggestions on how to deal with Ss’ performance,
and on how to provide them with feedback.
E.g. computadora / computer; doctor / doctor;
famoso / famous
Sentence stress.
Many words change their sound shape when
they occur in an utterance or sentence. For
example, auxiliaries, prepositions and pronouns
are usually weakened in order to make content
words (nouns, verbs, adjectives, adverbs) more
prominent and facilitate the understanding of
the important information being conveyed.
That is the reason why there is no need to
understand every single word in an utterance or
sentence since the important information will be
conveniently stressed.
E.g. They go to Paris in the summer. / There’s a
cooker in the kitchen.
Intonation.
There are basically two intonation patterns in
English: falling and rising. As a rule,
1. statements take a falling intonation, E.g.
My name is Tom.
9
Are you from India?
Sounds and letters correspondence.
There is not a one-to-one correspondence
between letters and sounds in English. The
number of letters in both English and Spanish
is the same but there are more sounds than Digital Connections
letters in English.
E.g. the letter o is pronounced /ɒ/ in got, /ʌ/ in
come, /ɔ:/ in sports, /uː/ in who, /əʊ/ in hello.
Voiced and voiceless sounds.
Voiced sounds produce vibration in the vocal
cords when they are pronounced. Ss can
feel the vibration of their vocal chords when
touching their throats softly while producing
a sound. All vowel sounds are voiced while
consonant sounds may be voiced or voiceless.
E.g. /v/, /m/ and /r/ are voiced, /b/, /t/ and /f/
are voiceless.
 PRONUNCIATION TEACHING NOTES ENGLISH PHONEMES
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HOW TO Consonants p b t d
help them with... /pen/ /bUk/ /ti…/ /deI/
pen book tea day
tS dZ k g
/tSe´/ / "dZ‰…m´n/ /kœt/ /gUd/
chair German cat good
Word stress. Sounds and letters correspondence.
Voiced and voiceless sounds. f v T D
• Make Ss listen to the recordings in MY LIFE
and focus on rhythm. Help them notice there • Make Ss listen to the recording and pay /fO…/ /"veri/ /TINk/ /Dæt/
are different beats produced by a combination attention to the way words are pronounced. four very think that
of stressed / unstressed syllables. It would be Elicit which sound(s) is (are) most frequently s z S Z
a good idea to ask them to mark the beats on repeated.
/sIks/ /zu…/ /Si…/ / "telI "vIZn/
their desks. • After working with a vocabulary activity,
six zoo she television
• Make Ss repeat words / sentences after the ask Ss to imitate the pronunciation after the Class & WB Audio
recordings several times, paying special recording. m n N h
attention to the stresses. • Describe the position of the vocal organs /mœn/ /naIs/ /TIN/ / "hœpi/
when pronouncing each sound. man nice thing happy
• Ask Ss to listen to the recording and underline E.g. Open your jaw. Touch your lower lip with
the strongest syllable in a word or the your upper teeth. In this way, pronunciation l r w j
strongest words in a sentence. /lUk/ /red/ /wÅnt/ /jes/
• As Ss become familiar with sentence stress, look red want yes Answer Key
some suggestions in the TB lesson notes.
have them predict which words will be • Guide Ss to notice the difference between
stressed before listening. Spanish and English sounds.
• Contrastive stress: When correcting exercises, E.g. /b/ bote vs boat - /d/ dado vs. don’t. Vowels i… I U u…
help Ss notice that words which are not • Lead Ss to discover the difference between
/si…/ /hIz/ /lUk/ /ju…/
generally stressed may be emphasised for voiced and voiceless sounds by feeling the
see his look you Background
contrast, E.g. It’s not my book, it’s her book. vibration of the vocal cords on their throat as
10

11
11
Information
they pronounce the different sounds. e ´ ‰… O
E.g. /z/ - /s/, /v/ - /f/, /t/ - /d/. /ten/ /´"baUt/ /h‰…/ / "mO…nIN/
Intonation.
• Present the phonetic symbols gradually. When ten about her morning
• Make Ss listen to intonation patterns in the
you work on vocabulary, you may want to
recording and mark them, moving their hands œ ʌ A… Å
write the phonetic script so that Ss get used to
up or down.
the symbols. Phonetic symbols are also useful /bæd/ /bʌt/ /kA…/ /hÅt/
• To practise questions, write a yes / no and a bad but car hot Digital Connections
Wh- question on the bb. words and to develop self-access skills.
E.g. Where are you from? Do you like soup? • Give Ss a list of words for them to sort out
Student A “hums” the question and Student B according to their sounds. E.g. words starting
answers. Diphtongs I´ eI
with the sound /θ/.
• Make Ss repeat dialogues after the recordings • Have Ss predict the pronunciation of a written /hI´/ /neIm/
several times, in chorus, pairs or individually. word before listening to a recording. hear name
• Provide Ss with “tongue-twisters” for them to U´ OI ´U
Note: You may use the recordings in the Use practise the different sounds. /"tU´rIst/ /bOI/ /n´U/
E.g. Peter, put the pens, pencils and paper in
your English section to work on stress and tourist boy no
intonation. that plastic bag. / The doctor’s daughter talks
a lot. / Vivian and Vicky live in Vivendi. e´ aI aU
• Play games, such as Bingo or Tic-tac-toe, /we´/ /maI/ /haU/
with sounds. In this way, Ss will not only where my how
practise sounds but also refresh vocabulary.
E.g. Name 5 words with /ɑː/.
 PLANIFICACIÓN ANUAL
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C
F
Dado que el aprendizaje de una lengua extranjera no es lineal sino espiralado, de niveles cada vez más amplios y profundos, los contenidos, habilidades y estrategias incluidas

O
PD

.D
en cada unidad se reciclarán e integrarán en las demás unidades.
Planificación anual
Aún cuando las estrategias se mencionan por separado en cada unidad, su aprendizaje se hará en forma integral desde la primera lección, profundizándolas a lo largo del año,
tal y como lo recomienda el Consejo Federal de Educación en los Núcleos de Aprendizajes Prioritarios (NAP).

Dimensión contextual Dimensión textual

Tiempo / Class & WB Audio
(Temas, situaciones comunicativas y Estrategias
Unidad macrohabilidades) Vocabulario Gramática Fonología

Unidad Comprensión y producción Instrucciones áulicas Artículos indefinidos: Pronunciación de /ð/ Organización de la forma diaria y semanal de trabajo
Preparatoria | relacionadas con los temas Identificación a / an / ø en this, that, those y Reflexión sobre la organización y modo de uso del Answer Key
Get Ready desarrollados para la revisión personal Pronombres these libro
Abecedario demostrativos: Pronunciación de Desarrollo de la atención selectiva en clase
4 horas Números de 1 a 100 this / that / these / /dʒ/ en June y July Recuperación de conocimientos previos
Días de la semana those Iniciación del trabajo participativo, responsable y
Meses del año Conectores: cooperativo Background
12

12
Colores Adición: and Information
Objetos de uso diario Contraste: but

1 | My life Comprensión de un email sobre Información personal: Inferencia de reglas Pronunciación de s Aprendizaje de la planificación de tareas: naturaleza
información personal nombre, edad, gramaticales en el caso genitivo: de la tarea, recursos, etc.
12 horas
Comprensión de una entrevista procedencia Presente simple /s/, /z/ y /ɪz/ Iniciación en estrategias para la comprensión de Digital Connections
Diálogos de intercambio de Países y del verbo to be Pronunciación de /ɪ/ textos orales y escritos
información personal nacionalidades en sus formas e /i:/ en his y he’s Iniciación en actividades para inferencia de reglas
Elaboración de un blog con datos afirmativa, negativa Pronunciación de gramaticales
personales e interrogativa aren’t e isn’t Iniciación en la reflexión metalingüística
Redacción de un perfil de la con todos los Formas fuertes y Desarrollo de estrategias sociales (compromiso,
persona favorita pronombres débiles cooperación y empatía con otros)
Actividades de integración Pronombres Entonación de Desarrollo de la conciencia cultural y su diversidad
personales preguntas abiertas y
Posesión: cerradas
Adjetivos
posesivos
Caso genitivo
Palabras
interrogativas: what,
who, where y how old
Adición: too
 PLANIFICACIÓN ANUAL
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Dimensión textual

C
F
Dimensión contextual

O
Unidad /

PD

.D
(Temas, situaciones comunicativas y Estrategias
Proyecto macrohabilidades) Planificación anual
Vocabulario Gramática Fonología

2 | Families Comprensión de diálogos sobre La familia: los Inferencia de reglas Pronunciación de Lectura y comprensión auditiva
aspectos relacionados con la integrantes gramaticales /θ/ en los números Activación de los conocimientos previos para la
12 horas composición y descripción de la Descripción física Presente simple ordinales interpretación de los textos
familia Estaciones del año del verbo have Diferenciación /b/ y Reconocimiento del tipo textual y sus características Class & WB Audio
Elaboración de diálogos sobre El zodíaco got en sus formas /v/ Localización en tiempo y espacio del discurso oral
los miembros de su familia y su Números ordinales afirmativa, negativa Formas fuertes y y / o escrito
aspecto físico Fechas importantes e interrogativa débiles Utilización del paratexto para la elaboración de
Lectura de blogs sobre familias con todos los Entonación de hipótesis de lectura / escucha
multiculturales pronombres preguntas abiertas y Comprensión de la idea global del texto Answer Key
Redacción de un texto sobre Palabra interrogativa: cerradas Comprensión detallada del texto
composición y descripción de la when Patrones de Análisis de la intencionalidad del mensaje oral y / o
familia Preposiciones de acentuación y ritmo escrito
Actividades de integración tiempo: in, on Interpretación de sentimientos, actitudes u
Orden de los opiniones expresadas en el texto a través de la Background
14

13
adjetivos estructura, el énfasis y la entonación Information
Transferencia de la información del texto relevada a
nuevos contextos

Consolidación 1 Comprensión y producción de Revisión y Revisión y Expresión en forma Consolidación:

textos orales y escritos que consolidación de consolidación inteligible Transferencia de nociones lingüísticas a nuevas Digital Connections
Time Out A
demuestren capacidad de transferir vocabulario de estructuras situaciones comunicativas
3 horas los conocimientos adquiridos en y funciones Integración de saberes en nuevos contextos
las Unidades 1 y 2 a un nuevo gramaticales Iniciación al uso del diccionario bilingüe
contexto: el reino animal
 PLANIFICACIÓN ANUAL
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Dimensión contextual Dimensión textual

Unidad /
(Temas, situaciones comunicativas y Estrategias

C
Proyecto

F
macrohabilidades)

O
PD
Vocabulario Gramática Fonología

.D
Planificación anual
3 | Work & art Comprensión y producción de Trabajo: oficios y Inferencia de reglas Pronunciación de s Oralidad:
textos orales y escritos sobre arte profesiones gramaticales en /s/, /z/ y /ɪz/ Utilización de elementos lingüísticos conocidos en
12 horas urbano y digital Lugares de trabajo Presente simple del Pronunciación de /d/ nuevos contextos comunicativos
Elaboración de diálogos y Adjetivos de modo indicativo: Formas fuertes y
presentaciones breves referidos al descripción y de situaciones débiles Gramática:
Class & WB Audio
arte contemporáneo opinión permanentes y Entonación de Inferencia de reglas gramaticales a partir del análisis
Redacción de un artículo sobre un opiniones preguntas abiertas y de oraciones
artista plástico contemporáneo Pronombres cerradas Uso de técnica de subrayado para resaltar la forma
Participación en conversaciones objetivos Patrones de de la estructura
expresando gustos y opinión Adición: also acentuación y ritmo Comprensión de la forma, el significado y la función
Actividades de integración del punto gramatical Answer Key

4 | Daily life Comprensión e interpretación de La hora Presente simple del Pronunciación de la s Escritura:
una entrevista Partes del día modo indicativo: en la tercera persona Búsqueda de información para la redacción de un
12 horas Background
Lectura de artículos periodísticos Rutinas diarias rutinas del singular: plays /z/, texto
16

14
Information
sobre rutinas de entrenamiento de Preposiciones de starts /s/, finishes /ɪz/ Desarrollo de la escritura procesal
deportistas tiempo: at, in Entonación de Autocorrección
Entrevista a pares para responder Adverbios de preguntas abiertas y Cooperación de pares en la redacción de textos
una encuesta frecuencia: always, cerradas
Intercambios dialógicos usually, often, Patrones de
expresando sorpresa sometimes, never acentuación y ritmo Digital Connections
Redacción de un artículo sobre Palabras
la rutina de un deportista para la interrogativas: how
revista escolar often, what time,
Actividades de integración when
Enumeradores: first,
then, after that, finally
Frases adverbiales:
every, once, twice,
three times

Consolidación 2 Comprensión y producción de Revisión y Revisión y Expresión en forma Consolidación:

textos orales y escritos que consolidación de consolidación inteligible Transferencia de nociones lingüísticas a nuevas
Time Out B
demuestren capacidad de transferir vocabulario de estructuras situaciones comunicativas
3 horas los conocimientos adquiridos en y funciones Integración de saberes en nuevos contextos
las Unidades 3 y 4 a un nuevo gramaticales Iniciación al uso del diccionario bilingüe
contexto: los robots como
sustitutos de los seres humanos
 PLANIFICACIÓN ANUAL
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Dimensión textual

C
F
Dimensión Contextual

O
Unidad /

PD

.D
(Temas, situaciones comunicativas y Estrategias
Proyecto macrohabilidades) Planificación anual
Vocabulario Gramática Fonología

5 | Homes Lectura de artículos sobre casas La casa: partes Inferencia de reglas Pronunciación /ð/ en Comprensión de vocabulario:
ecológicas La casa: gramaticales there is / there are Inferencia de significado por contexto
12 horas Lectura de avisos clasificados para equipamiento y Existencia: there is / Formas fuertes y Uso del diccionario
el alquiler de casas muebles there are débiles Class & WB Audio
Comprensión de una entrevista Preposiciones de Entonación de
donde se recorre una casa lugar: in, on, under, preguntas abiertas y
ecológica behind, in front of, cerradas
Representación gráfica de la next to, between y Patrones de
descripción de una casa near acentuación y ritmo Answer Key
Elaboración de un aviso clasificado Permiso y pedidos:
para el alquiler de una propiedad can / can’t
Descripción oral de casas Cantidad: some, any
ambientes, instituciones, etc Palabra interrogativa:
Pedir permiso y responder how many Background
18

Want + noun / Want

15
Actividades de integración Information
+ infinitive

6 | Sports & Comprensión de una entrevista con Actividades Inferencia de reglas Pronunicación /æ/ y Autoevaluación:
un experto en tecnología deportiva deportivas gramaticales /ɑː/ en can / can’t Monitoreo de la propia producción
leisure
Lectura de un artículo sobre Actividades Presente continuo Formas fuertes y Autocorrección Digital Connections
12 horas tecnología vs. talento en el deporte recreativas en sus formas débiles Autoevaluación de actitudes, habilidades y logros
Comprensión y análisis de un afirmativa, negativa Entonación de Toma de conciencia del propio progreso
comercial sobre tecnología en el e interrogativa para preguntas abiertas y Formulación de objetivos
fútbol expresar acciones cerradas
Redacción de un guión de un que se están Patrones de
comercial sobre un artículo realizando acentuación y ritmo
deportivo con nueva tecnología y Habilidad: can / can’t
grabación de dicho guión Sugerencias:
Intercambio dialógico sobre deporte let’s / what / how
Actividades de integración about …?

Consolidación 3 Comprensión y producción de Revisión y Revisión y Expresión en forma Consolidación:

textos orales y escritos que consolidación de consolidación inteligible Transferencia de nociones lingüísticas a nuevas
Time Out C
demuestren capacidad de transferir vocabulario de estructuras situaciones comunicativas
3 horas los conocimientos adquiridos en y funciones Integración de saberes en nuevos contextos.
las Unidades 5 y 6 a un nuevo gramaticales Iniciación al uso del diccionario bilingüe
contexto: los museos en Argentina

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

 GOING DIGITAL
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For your students ...

Online activities and Workbook Audio MP3
language games files to download

Grammar and vocabulary

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

Class & WB Audio

Instant feedback to
sustain motivation
and autonomy

Answer Key

Listen and
repeat activity for
Background
16

17
comprehension and Information
intonation practice

Voice recording
tool to help enhance
students’ fluency Digital Connections

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español

Rubric translation
into Spanish to support
student autonomy
Bonus Practice and Self
Assessment activities
to help students practice
and monitor their own
progress
 GOING DIGITAL
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Contents aligned with Meaningful Resources & links

For you ... Fully-planned digital projects curricular demands learning only a click away

www.pearsonelt.com.ar/mylife

Regularly updated
section with articles
and links to reference
materials

Class & WB Audio

Planificación
downloadable
as a PowerPoint Answer Key
Editable Word document to
documents, true easily adapt to
time-savers! your needs

Background

19
18

Alternative routes with different demands on the Information

target language to allow students to approach the
Learning objectives, Downloadable same topics from where they are as language learners
Simple and clear
background notes, digital examples of classroom
connections and more! instructions
Projects organised
in 3 stages: Digital Connections
> Preparation Tasks
> Core Tasks
> Follow-up Tasks
About our
Guía de proyectos digitales
• There are a total of three (3) projects in
MY LIFE 1, one every two units in the

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

Clear
objectives
 GOING DIGITAL
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Tips Plani cación de proyectos digitales

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

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

P
.P
ICT tools
Planificación de
Dimensión Textual
proyectos digitales
Unidad / Dimensión
Proyecto contextual Aspecto Aspecto Aspecto
lexical gramatical fonológico

Elaboración de collage Apariencia física El uso del presente Formas fuerte y

simple del verbo débil del verbo Class & WB Audio
Tutorials to help you Armado de planisferio Estaciones del año have got have got
quickly visualise how Project 1 | Units 1-2 interactivo
the suggested tool Peoples of the world Atracciones Preposiciones de
turísticas tiempo
works

Answer Key
Elaboración de video Ocupaciones El uso del presente Contracción de
audiovisual con simple Do you \djU\ like it?
información sobre el Lugares de trabajo
Project 2 | Units 3-4 arte visual urbano Entonación de
Links to
Julian Beever Opiniones preguntas
suggested
websites behind the camera Background
Adverbios de
20

21
for further Information
frecuencia
information

Diseño de plano Equipamiento de There is / are Pronunciación

de vivienda para viviendas de there is / are
personajes literarios de Some / any en oraciones y
acuer Pedidos respuestas cortas
Project 3 | Units 5-6
presupuesto otorgado Preposiciones de Digital Connections
My house is me
lugar

Printable worksheets
for students
www.pearsonelt.com.ar/mylife

... and much more!

 Student’s Contents prev next

Speaking & Use your

Unit Topic Grammar Vocabulary Reading Listening Writing
Pronunciation English

Get ready The alphabet | Numbers 1 – 100 | Days of the week | Months | Colours | Common objects | Indefinite article: a / an / ø
Page 4 Demonstrative pronouns: this / that / these / those | Linkers: and / but

Dialogues exchanging
To be Characters’ introductions A paragraph with personal
Personal information Age Personal webpage personal information
Possessive adjectives Teenagers’ talk on personal information
1 | My life Possession and relations Countries and nationalities and profile Possessive ’s after
Possessive case information A personal blog
Page 6 /s/ & /z/ g /Iz/

EDB: Celebrities and fan clubs | Social blogs: Elijah Wood’s fan club Task: Design a paper or an interactive poster of your favourite person. Class & WB Audio
Family relations
The family Appearance adjectives Blog Personal descriptions
Have / has got People’s descriptions
2 | Families Physical appearance and nouns Web article Interview Talk about your family
Prepositions of time: in, on /T/ A blog or poster
Important dates Seasons, star signs and Website
Page 14 ordinal numbers

EDB: Multicultural families | Magazine & web articles: Niki and Teo / The Watsons Task: Create and display a cartoon family on the class blog or a PowerPoint® presentation. Answer Key

Present simple
Personal information Dialogues exchanging
Verbs: like, love, hate Jobs Website A description of a place
Urban art Conversation personal and family Exchange opinions
3 | Work & art Object pronouns Places of work Web article A magazine article
Opinions and descriptions information
Degree: a lot / much
Page 22
EDB: Computer graphics and street art | Art blogs: Meats Meier / Pedro Perelman Task: Research and write an article on a street artist to publish in a class magazine or on your blog. Background
22

23
23
Information
Present simple with fixed times Email Information exchanges
Timetable Prepositions of time: at, in Clock times Quiz Friends’ conversation on Express surprise and A paragraph on a person’s
Daily routines Adverbs of frequency Action verbs Newspaper article habits 3rd person singular ending comment daily routines
4 | Daily life
Adverbial phrases of frequency Interview /z/, /s/, /Iz/
Page 30
EDB: Outstanding sports people | Newspaper articles & interviews: Samantha Larson / Task: Carry out a school survey on sport habits and report results with a pie or bar chart.
The Gkountoulas brothers
Digital Connections
There is / are Friends’ conversation on
Rooms and house equipment
Homes Some / any with plural nouns their rooms Information exchanges A description of a room /
House objects Magazine article Make requests and
Rooms Prepositions of place: in, on, under, Friends’ conversation classroom
5 | Homes Furniture Digital newspaper ad /ð/ - /T/ respond
Requests behind, Interview with the owner of A web ad
Want (to)
Page 38 in front of, next to, between, near an ecological house
EDB: Ecological houses and online rental | Specialised magazine articles & websites: Task: Design an ad of a special house to publish on a rental webpage.
Eco-friendly architecture / Holiday house rental

Siblings’ conversation on
Sports, leisure Present continuous Email activities at the moment Guessing game A paragraph describing a
6 | Sports & Sports Make suggestions
Ability Can Radio commercial friend’s abilities
Leisure activities Friends’ conversation on Exchanges on abilities and respond
leisure Suggestions Let’s script A radio or TV commercial
abilities
Page 46
EDB: Technology in sports | Magazine articles & radio commercials: Technology or talent? / Task: Write and edit a radio or TV commercial for a sports product.
Airflash football boots

EDB Listening Tasks page 56 Time Out Mag page 57 My Time Out Mag page 64 www.pearsonelt.com.ar/mylife
 Get ready Get ready
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The alphabet Answers Answers Extra practice 1

4, 11, 52, 13, 22, 43, 8, 16, 98 Ss’ own answers depending on the day of the week.
1a 2 Listen and repeat. A S spells a word, the class writes down the
Ask Ss if they remember any letters in English. letters and then, another S reads the word.
5 Audioscript
You may write ESPN, TV, and U2 on the bb and ask two / four / eleven / thirty-two / fifty-two / seventy-one / ninety- 2 Complete the sequence.
them to read them. nine / thirteen / seven / twenty-eight / twenty-two / forty-three /
Extra practice 2
Ss listen and repeat the alphabet. sixty-one / fifty / eight / sixteen / ninety-eight Answers
1 Monday 2 Wednesday 3 Thursday 4 Tuesday Game: The class starts counting in sequential
2 Audioscript b Write the numbers you hear in Exercise 2a. 5 Friday 6 Saturday
order but Ss must not say numbers ending in 7
See the alphabet on page 4 of SB. or multiples of 7. They must replace them with a
Answers
four, eight, eleven, thirteen, sixteen, twenty-two, forty-three, Extra practice 4 beep. E.g. 1, 2, 3, 4, 5, 6, beep, 8, 9, 10, 11, 12,
b How do you spell it? fifty-two, ninety-eight 13, beep, 15, 16, beep, etc.
You may tell Ss that people often have to spell their Colours
name, town and / or country when travelling or Refer Ss to the Note! box if they have not used the
Extra practice 3
hyphen when writing the numbers. 1 Match the words with the colours. Then
7 Class & WB Audio
giving information on the phone.
If Ss have difficulty to spell a \eI\, e \i…\, i \aI\, listen, check and repeat. Ss say months with 31, 30 or 28 days.
Extra practice 2
you may ask them to create their own memory Ask Ss to look at the colours and say which ones
strategies. E.g. associating ABC, e-mail and iPod. they remember.
Months Ss match the colours to the numbers and check
Extra practice 4

Extra practice 1
Numbers
1a 3 Listen and repeat the numbers.
Before listening, ask Ss to look at the table and see
which of these numbers they can remember.
Tell Ss that 0 (=zero) is pronounced: oh \ou\ for
24
1 Put the months in order. Then listen
6 with the recording.
and check.
If Ss have difficulty pronouncing the initial \dZ\
in January, June and July, you may ask them
to compare the Spanish sound in yuyo and the
English sound in June.
Remind Ss that in written English, the first letter
After checking, use the recording to work on the
colours Ss find difficult to pronounce.
Answers
1 white 2 orange 3 black 4 pink 5 brown
7 red 8 blue 9 purple 10 green 11 grey
Ask Ss to say the days of the week backwards.
Answer Key
Extra practice 5
6 yellow
Ss say the colours of a sports team T-shirt or
badge (football, basketball, rugby, hockey, etc.)
and the rest guess which one it is. E.g. S1: Red Background

25
Information
telephone or room numbers (E.g. 430-5206, 101). of the months is always written in capital letter. and white. S2: River Plate.
7 Audioscript
See colours on page 7 of SB.
3 Audioscript Answers
See numbers on page 4 of SB. 10 October, 5 May, 2 February, 12 December, 3 March, Extra practice 5
4 April, 1 January, 7 July, 6 June, 9 September, 8 August,
11 November
b Complete your bingo card with
4 Imperatives Digital Connections
numbers from 0 to 100. Listen and mark the 6 Audioscript
1 Complete the instructions with the
8
numbers you hear. January, February, March, April, May, June, July, August,
September, October, November, December
words in the box in the correct form. Listen and
Tell Ss they will write one number in each square. check.
Then play the recording. If necessary, pause the Extra practice 3 Check if Ss remember that in the negative,
recording to give Ss time to mark the numbers.
instructions are given using “Don’t”.
The first Ss to mark all the numbers is the winner. Days of the week
Answers
4 Audioscript 1a Write the days of the week in the correct order. 1 Sit! 2 Don’t swim 3 Put 4 Don’t play
sixty / fifteen / a hundred / twenty / thirteen / ninety / eleven /
Ask Ss to say the days of the week they remember.
forty / twelve / eighty / seventy / eighteen
Ss do the exercise and check in pairs. 8 Audioscript
1 Sit! 2 Don’t swim here! 3 Put your rubbish in the bin. 4 Don’t
Note! Answers
play football here.
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday,
Ask Ss to read the examples and state the rule.
Saturday

2a 5 Listen and circle the numbers you
hear.
Make sure Ss understand they must only circle the
number in this part of the exercise.
After checking the answers, ask Ss to read the
numbers that are not in the recording: 27, 31, 34,
40, 65, 73, 89.
Ss tend to mistake Tuesday for Thursday. If this is
Try to use as much English as possible in
the case, you may ask them to create a strategy class. Body language and gestures will
to recognise them and share it with the class. help you get meaning across. Teaching some
simple classroom vocabulary of everyday use
Elicit from Ss that days of the week are also
will facilitate communication in the classroom.
written with capital letters (as for the months of
the year above).
b What day is today?
 GET READY GET READY
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Common objects Indefinite article Demonstrative pronouns Extra practice 6

Warmer
1a Match the words with the objects 1-12 in 4 Complete. Memory game: With books closed, Ss name
Write the words pen, apple and books on the bb.
the photo. Ss look at the drawings and complete the objects from the photo and their classmates try
Elicit from Ss which words are singular and which is
Ask Ss what objects on the table they can name in sentences, taking into account the number to remember their colour. E.g. A: book. B: black.
plural.
English. E.g: sandwich. Ask Ss to look at the Grammar Box and check of objects and the distance from the speaker.
Tell Ss ID card is the identity card, our DNI or DNU. whether they understand that the Ø symbol means Check whether they remember that in English,
Extra practice 7
Ss match the words to the objects and check in no article. the demonstrative pronouns are normally used for
pairs. Ss state the rule for the use of the indefinite article. identification. Ask Ss to express their opinion about sports, TV
Remind Ss of the difference in pronunciation programmes, music equipment, etc. E.g. MP3s
Answers between this \DIs\ and these \Di…z\. To work on are nice and iPods are fantastic. Rugby is OK
3 apple 8 book 9 diary 1 sandwich 5 pen 6 bag 2 What’s in the photo? Write the words in the recognition, you may ask them to put up one hand but hockey is horrible.
4 exercise book 10 mobile phone 7 trainers 2 keys
correct column. when they hear you say this and both hands when
11 MP3 player 12 camera
If Ss do not realise that MP3 is preceded by an, they hear these.
Class & WB Audio
tell them that the use of a or an depends on the Extra practice 8
pronunciation and not on the spelling of the word.
b Which words are not in the photo? Answers
Incomplete drawings: Draw different parts of an
You may provide further practice, E.g. (an) SOS, (an) 1 This is a pen. 2 These are exercise books. 3 That is an
Answers FM radio, (an) NBC programme. MP3 player. 4 Those are keys. object on the bb and, while you draw, Ss try to
banana ID card guess what the object is.
E.g. 1) T draws a circle, Ss: That’s a ball / a CD /
Answer Key
Answers 5 Look at the pictures below and write an apple.
c 9 Listen and check. a: a pen, a bag, a book, a diary, a mobile phone, a sandwich,
sentences. T draws two circles, Ss: That’s a car. T finishes
a camera
Ss listen to the recording and check their answers. Ss work on the sentences in pairs. the drawing, Ss: That’s a bicycle.
an: an apple, an exercise book, an MP3 player
Help Ss notice that transparent words are easy Ø: keys, trainers When checking with the whole class, make a point E.g. 2) T draws two parallel lines, Ss: Those are
to recognise but that they are often pronounced of the correct pronunciation of the pronouns. books. T draws two squares, Ss: Those are TVs /
Background
differently. cameras. T finishes the drawing, Ss: Those are
26

27
Information
Use the recording to work on pronunciation. Ss may Linkers: and - but Answers radios.
repeat individually or in small groups. 1 That’s a T-shirt. 2 These are pens. 3 Those are bags.
Warmer 4 This is an MP3 player. 5 Those are shoes. 6 This is a
Read the dialogues and ask Ss to infer the meaning mobile phone. 7 That’s a bicycle. 8 These are keys.
9 Audioscript
of wrong and nice from the context.
1 sandwich 2 keys 3 apple 4 exercise book 5 pen 6 bag
7 trainers 8 book 9 diary 10 mobile phone 11 MP3 player Ask Ss to identify which linker marks addition (+) Extra practice 8
12 camera and which contrast (opposition). Digital Connections

Extra practice 6
3 Circle the correct words.
Answers
1 and 2 but 3 and 4 but 5 and 6 but

Extra practice 7

Make instructions simple and to the point

by using short sentences. Body language
and gestures will certainly help to convey
meaning clearly.
1.1 I’m from London. 1.1 prev next

Weekly Objectives Make sure Ss notice the pronoun it has no Extra practice 1
Topic Personal information equivalent in Spanish and that it is used for objects Activities that require movement are very
and animals. appealing to Ss but the dynamics should You can use the information from the lesson to
Grammar To be (singular)
be planned in advance. Decide if all the Ss will
Vocabulary Age, countries
3 periods help Ss create the following table:
stand up and move at the same time or if they
Answers
will move in turns. Remember the importance of
Affirmative: ’s Questions: Are / Is NAME
giving clear instructions before Ss start moving,
Negative: ’m not / isn’t Short answers: am / aren’t /
so as to avoid disruptions.
What’s his / her name?
Warmer isn’t / is / isn’t
AGE
Spell a S’s name and the class say who it is. E.g. How old is he / she?
A-N-A-L-I-A, who is it? Then, ask Ss to do the SCHOOL YEAR
same with other Ss’ names. 3 Complete. b Write the names of your friends in the What year is he / she in?
questions and answer them. ROLE
1 Meet five new friends! Listen and
10 a friend and then with the whole class. Check the answers before Ss do activity c to work What’s his / her role?
number. Then listen again and check. on possible mistakes. TOWN
Tell Ss they are going to meet the main characters Answers Where is he / she from? Class & WB Audio
1 ’m 2 ’m 3 is 4 isn’t / is not 5 ’s / is 6 am Answers
of the book. Encourage them to talk about Ss’ own answers.
7 ’s / is 8 are 9 are 10 Is
their physical appearance, their personality and
interests, etc. At this stage, Ss will probably have c Write about your friends.
Extra practice 2

to turn to Spanish.
Before listening, ask Ss to predict who is who.
4 Complete with information about you. Ss do this exercise individually, using the Ss could role-play a short conversation as if
Ss complete the chart. Check Ss remember the information from Exercises 6a and b. they were registering into a youth club. Draw
E.g. Number 1 is Alfie. Answer Key
meaning of the words age and town. Ask some Ss to read their sentences aloud for the this registration form on the bb.
Ss listen to the recording and check their
whole class to check.
predictions. Ask them what words helped them
Answers YOUTH CLUB – Registration Form
recognise who was speaking. Ss’ own answers. Answers
Ss’ own answers. Member number: 78
Answers
Name:
a1 b3 c5 d4 e2 Background
5
28

29
Write about you. Age: Information
Check Ss understand what a youth club is (a club 7 Circle the correct words.
Ss are now ready to complete this simple Town:
for teenagers where they meet friends and do Ask Ss to read the whole text in silence before they
information about themselves.
activities like sports or arts). do the exercise. ID Card number:
Telephone number:
Answers Ss check their answers with the class.
10 Audioscript email:
Ss’ own answers.
See SB page 8. Answers
Act out the dialogue with one or two Ss. You Digital Connections
1 ’m 2 ’m 3 is 4 isn’t 5 he 6 is 7 He 8 is 9 is
10 Are 11 are may ask them to spell their names.
Digital connection 1
2 Answer with a name or names.
In order to practise the Wh- questions, one S It would be a good idea to exploit the text a little
(A = Alfie, G = Grace, R = Ruby, J = Jay, D = Dani)
looks for the age and home town of a famous further by asking Ss to talk about Theo Marakis.
Answers living sportsperson or artist on the net. The E.g. Where is he from? What does he do?, etc.
1 G, R 2 A, J 3D 4G 5 A, J other Ss ask him / her questions to guess
who it is. E.g. Is it a boy / man or a
Extra practice 1 girl / woman? How old is he / she? Where 8 Match the questions with the answers. There
is he / she from? is one extra answer.
Suggested website: Ss complete the activity individually and check their
Grammar | Verb to be: singular. Affirmative, www.biography.com answers in pairs.
interrogative and negative. Then, go through the answers again with the
Help Ss remember word-order in interrogative form. class by eliciting the questions and answers from
Remind them contractions are more common in
6a Ask two friends (a boy and a girl) and
complete the table. different Ss. Workbook
spoken English while full forms are more frequent in Answers
writing. In this exercise, you may ask Ss to move around Answers
1b 2c 3a 4f 5d 1 b, d and f: Ss’ own answers.
the class.
21c 2a 3d 4e 5b
Answers Extra practice 2 3 2 C/j/H/a/u/r/G/O/x/Z/b/k/N/s/y/
Ss’ own answers. M /E/i/q/d
Audioscript
2 c, j, h, a, u, r, g, o, x, z, b, k, n, s, y, m, e, i, q, d
1.2 Where are they from? 1.2 prev next

Weekly Objectives
12 Audioscript 5 Your class is talking to two visitors from the Extra practice 1 CLIL
Topic Personal information
Argentinian, Polish, Chinese, South African, French, Spanish, USA. Complete the conversation.
Grammar To be (plural) The T names a country and the Ss say the
3 periods Japanese, Mexican, British, Australian, Brazilian, Nigerian, Explain that Excuse me is a polite form of
Vocabulary Countries and nationalities Chilean, Lebanese, Russian, American, Greek, Indian T: Brazil. / Ss: Green and
interrupting someone.
Ss work in pairs. Ask one pair to read the dialogue yellow.
3 Write the nationalities in the correct column. aloud for the rest of the class to check answers.
For this lesson, it would be useful to have an Ask Ss to look at the nationalities and say what Then, Ss may create similar dialogues and some Extra practice 2 CLIL
updated map of the world on the bb. they have in common with the countries (the pairs may role-play them.
beginning / root of the word). Present the points of the compass, which are on
Warmer Answers the map (SB p. 10). Then, a S names a country
Ss classify the nationalities according to their ending. 1 are 2 ’re / are 3 from 4 the USA 5 American 6 Are
Elicit from Ss the names of some countries that and the rest say if it is in the North, South, East
Elicit from Ss that in English, nationalities always 7 from 8 aren’t / are not 9 ’re / are
participated in the last FIFA World Cup, the Olympic
start with a capital letter. or West with respect to Argentina.
Games or any other international sports event.
Ask Ss to point to the countries on the map. Class & WB Audio
Answers Before Ss start working on an activity,
Write the names on the board and check Ss’ Extra practice 3 CLIL
-an / -ian: Argentinian, American, Australian, Brazilian, Chilean, read the rubrics aloud and work together
pronunciation. Indian, Mexican, Nigerian, Russian, South African on one or two examples to make sure Ss
Tell Ss what capital city a person is from and
-ish: Polish, British, Spanish understand what they have to do.
1 11 Match the countries with the numbers -ese: Chinese, Japanese, Lebanese they name his / her nationality. E.g. T: Leonie’s
on the map. Then listen and check. others: French, Greek from New Delhi. S: She’s Indian.
Ss work in pairs. Tell them they may use a wall 6 Answer the questions in the quiz and Answer Key
Extra practice 3
map, an Atlas or the Internet for help. complete the crossword.
After they check with the recording, help them Make sure Ss understand the meaning of Across
focus on the pronunciation of the countries. Grammar | Verb to be: plural. Affirmative, (horizontal) and Down (vertical).
Answers
interrogative and negative. Ss work individually on the puzzle and check in pairs.
4 Argentina, 18 Australia, 3 Brazil, 5 Chile, 15 China, 9 France, Remind Ss that are has two different pronunciation Background
Answers
30

31
12 Greece, 17 India, 16 Japan, 13 Lebanon, 2 Mexico,
1 Italy 2 Australia 3 British 4 Japan 5 China 6 Brazilian Information
7 Nigeria, 11 Poland, 14 Russia, 6 South Africa, 8 Spain,
sentences, and a strong form in short answers.
10 the UK, 1 the USA
Make sure they remember that you is used both for
11 Audioscript the singular and the plural. Digital connection 2
Argentina four, Australia eighteen, Brazil three, Chile five, China Strategy focus: problem solving
fifteen, France nine, Greece twelve, India seventeen, Japan Answers
sixteen, Lebanon thirteen, Mexico two, Nigeria seven, Poland In pairs, Ss write questions to create their Digital Connections
Affirmative: ’re Questions: Are
eleven, Russia fourteen, South Africa six, Spain eight, the UK
Negative: aren’t Short answers: are / aren’t / are
own crossword puzzles about countries and
ten, the USA one nationalities.
There are many free fun websites where Ss
Extra practice 1
can create their own crosswords for their
Extra practice 2
4 Make questions and answer them. classmates to solve. Encourage Ss to look
Ss work in pairs. Make sure they understand ✔ for interesting facts on the web.
2 12 Listen and number the nationalities in requires an rmative answer to the question Suggested websites:
the order you hear them. while ✘ requires a negative one. www.puzzlemaker.com
Have several pairs of Ss read the exchanges to www.readwritethink.org
Ss listen and number the nationalities.
check. www.bestfunfacts.com
For pronunciation practice, Ss may repeat the

Answers
They may also underline the stressed syllables (see Workbook
1 A: Are you and your friend Spanish?
underlined ending in the answers below). Remind B: No, we aren’t. We’re Argentinian.
Answers
\i…z\ correctly, 2 A: Are Paul and Lisa American? 11d 2f 3a 4g 5b 6c 7h 8e
they should imitate the buzzing sound of bees. B: No, they aren’t / are not. They’re / are British. 2 1 are they 2 They’re 3 Are they 4 they aren’t
3 A: Is Antonio Italian? 5 are they 6 They’re 7 are you 8 we are 9 are you
Answers B: No, he isn’t / is not. He’s / is Spanish. 10 We’re 11 are you
American 16, Argentinian 1, Australian 10, Brazilian 11, 4 A: Are you and Anna from Poland?
3 1 are 2 is 3 is 4 aren’t 5 are 6 is
British 9, Chilean 13, Chinese 3, French 5, Greek 17, Indian 18, B: Yes, we are.
7 are 8 are
Japanese 7, Lebanese 14, Mexican 8, Nigerian 12, Polish 2, 5 A: Are you two from the UK?
B: No, we aren’t / are not. We’re / are Australian. 4 1 Where are you from? 2 I am from Santiago.
Russian 15, South African 4, Spanish 6
3 Are those children Chilean? 4 Nicolás is in London.
5 How old are your friends? 6 Is your mother Italian?
1.3 Their dog’s favourite song 1.3 prev next

Weekly Objectives
Topic ???
Possession and relations They may suggest ways to remember them. 6 Look at the topics in Exercise 1. Listen
14
Extra practice 1

and say which topics are important in Ana’s life. In pairs, Ss look for coincidences as regards
Grammar Possessive
??? adjectives Help Ss notice the differences in pronunciation
Vocabulary Possessive
??? case
3 periods
between he’s /hi…z/ and his /hIz/, and between Have Ss read the list of topics in Exercise 1 again. their preferences, possessions, family, etc.
they’re /Dei´/ and their /De´/. Play the dialogue once and ask them to identify E.g. Our favourite band is… Our cars are grey...
Vocabulary Important things in life
the speakers (Ana, her brother Nathan and a friend) and share them with the rest of the class or
Answers
and the topics (sport, family and friends). with another pair.
Warmer I - my / you - your / he - his / she - her / it - its / we - After checking their answers, play Track 14 again
Ask Ss what is important to them. Try to elicit a our / they - their and ask Ss to identify the topics that are not
great variety of answers (sports, hobbies, animals, important to Ana (homework and music). Extra practice 2
Extra practice 1
friends, etc.). Answers Ss write their name and their favourite music
4 Circle the correct words. Sport, family and friends.
band on a piece of paper. T puts the papers in
1 What is important in your life? Number these
things in order: 1 = very important, 5 = not very Remind Ss it is important to read the whole a bag. A S picks out a paper and reads only the
sentence before circling their option. 14 Audioscript name of the band aloud. The rest of the class has Class & WB Audio
important.
Ana: Nathan!
Ss share their answers with the class. to identify whose favourite band it could be.
Answers Nathan: What?
This is a good activity to get to know your Ss: their 1 her 2 Their 3 Our 4 Its 5 your 6 His Ana: The music! E.g. S1: Coldplay! S2: That’s Pedro’s favourite band.
Nathan: OK, sorry. This game may also be played with soccer
interests, personalities, problems, etc. Ana: Sorry! My brother’s in a band and music is really
Grammar | Possessive ’s important in his life. teams, favourite actor or actress, etc.
Answers Ella: That’s OK. What about you, Ana? What’s important in
Ss’ own answers. Elicit from Ss that ’s - s’ express possession or your life? Answer Key
relation. Then, ask them to deduce the rule, in Ana: Good question. I don’t know… homework?
Extra practice 3
pairs. Ella: Don’t be silly. Isn’t music important to you?
2 Read about Danny Fletcher on this The possessive ’s
Ana: No, it isn’t. Not really. But sport is important. Football,
tennis, all sports. Each S writes two true and one false statement
webpage. Which topics from Exercise 1 are in The main problem is that we normally tend to keep Ella: Only sport? about one of his / her classmates. He / She
the text? Tick them. the Spanish word order. Ana: No, my family is important, too. My mum, my dad...
reads them aloud and the rest of the class
Ella: And your brother? Background
Before reading, check if Ss know what a blog is Have Ss compare the Spanish and the English
32

33
Ana: Yes… and Nathan! And my friends are important. should spot the false fact and correct it. Information
structures (Esta es la lapicera de Ben. / This is Ella: Friends?
Ben’s pen). It will enable them to see that Ana: Yes. You, Toby, Sophie... You’re all important in my life.
Ella: Ah, Ana. That’s really nice!
Ask Ss to identify the friends in the photo, explaining 1) there’s an inversion in the order of words (in
what words helped them decide who is who. (E.g. 2) ’s is attached
This is Carla. She’s wearing a green T-shirt.) to the possessor of the object in question (la 7a Interview your friend. Use questions 3,
lapicera es de Ben = Ben’s pen). 4 and 5 from Exercise 3.
Digital Connections
Answers
Have Ss work in pairs. You may want to walk
Friends, music.
Answers around the class and monitor their work, answering
’s: a / s’: b the questions they might have as they go along.
You could also make a list of the mistakes you’ve
3 Complete the profile for Danny. Workbook
Note! heard and work on them at the end of the exercise.
After they work with the exercise individually, Ss Answers
compare their answers in pairs and ask the T if Pronunciation 13
1a F V S W S M Y
1 my 2 your 3 her
they have doubts. Help Ss deduce the rule: words ending in /s/ or If Ss cannot come up with an answer to a
4 his 5 its 6 their
Wh- question, you may suggest options Y Q P R T L O
Help Ss notice what type of personal information is /z/ add an ’s, which is pronounced /Iz/. Other 7 our
for them to choose from. J W T A S Z U
included in the You may ask them if they can examples: Marcos’s brother, James’s MP3.
Y A H N H E R
add any other information (E.g. nationality, age, email
Y V E Y I A H
address, telephone number). Point out that people 13 Audioscript b Now write about your friend. O T I T S A E
generally give short answers to these questions. Brutus’s / Alice’s
Ss read their paragraphs in pairs or groups of three. O U R K D G T

You may want to pick 2 or 3 Ss and have them

Answers 5 Add the possessive ’s or ’ next to the 1b 1 my 2 your 3 his 4 her 5 its 6 our 7 their
1 Danny Fletcher 2 Manchester, in the UK 3 Friends, music present a friend to the class.
underlined words. 2 1 Their names are Benji and Rufus. 2 Our trainers are
and mobile phone 4 Carla and Rob 5 Purple Days blue. 3 His / Her phone is great. 4 Their names are
Ss work in pairs. When checking with the class, Answers
Clive and Marie. 5 Her bike is Japanese.
ask a S to write the answers on the bb. Ss’ own answers.
3 1S 2P 3S 4S
Grammar | Possessive adjectives
Answers Extra practice 3 4 1 This is Sam’s ID card. 2 Are these Anna’s trainers?
In pairs, Ss match the pronouns to the adjectives, 3 That isn’t my parents’ car. 4 These are the boys’
1 David’s 2 my parents’ 3 your friend’s 4 Angelo’s
using the examples in the box and in the text as a 5 Nicholas’s T-shirts. 5 This is my teacher’s apple. 6 These are
reference. my friend's dogs.

Extra practice 2
 EDB 1 EDB 1
prev next

Weekly Objectives message?). Encourage them to make suggestions EDB Listening task
Consolidate new notions Answers for improvement and write them on the margin
Develop reading, listening, speaking and (so you can go through the mistakes with them 15Listen to Sandra Peters, a member of
3 periods Music Football team Computer
writing later and have them think about whether the the fan club. Answer true (T) or false (F).
Favourite bands: Name: Gladiators Great for games,
Integrate skills suggestions were improving the text). Ask Ss
U2, The Beatles and Team: all girls chats, school work Make sure Ss understand they will listen to an
Coldplay to hand in their drafts so that you may add your
Play at the club on interview to one of Elijah’s fans.
Favourite song: comments before they write their nal copy.
Saturdays Ask Ss to read the statements and predict
“Beautiful day”
EXPLORE & DEVELOP c) Ss may ask other friends or consult their book possible answers.
to improve their text, following the comments Ss listen to the dialogue and complete the
Elijah Wood's Fan Club and suggestions received. exercise.
EDB Listening task
Elicit the answers and ask Ss to correct the
Background information See SB page 56. 4
Step Present false statements (2 No, he says "I'm not his
Elijah Wood \I laIdZ´"wUd\ is an American actor.
" Ss decorate their work using photos and drawings. fan.", 3 Sandra says "No, they're from many
He is best known for his role of Frodo Baggins in
countries...").
The Lord of the Rings trilogy. He is currently the BUILD Ss may put up their texts on the class bulletin Class & WB Audio
protagonist of the popular TV sitcom Winfred. board or on the net to share their preferences with Answers
3 Who is your favourite person? An actor, their peers. 1T 2F 3F 4T
1 Read and complete Elijah's profile. a singer, a sports player, a scientist, a doctor? Ss may also give oral presentations on their
Before reading, ask Ss what they know about Elijah Design a poster of your favourite person to favourite persons to the whole class or in groups. 15 Audioscript
Wood (profession, nationality, etc). share with the class. Interviewer: Hello, Sandra!
Ask Ss to read the email and identify who writes it Help Ss analyse the writing task: Writing notes Sandra: Hi! Answer Key
(Elijah), who he writes it to (his fans) and why It would be a good idea to make a point of the Interviewer: Thank you for the interview!
a) its purpose (talking about their favourite person) Sandra: Is it for your school magazine?
(to say hello to his fans and answer their emails). importance of connectors, since we use them to
b) the readers (their classmates and teacher) Interviewer: Yes. You’re a member of Elijah’s fan club, right?
Ask Ss to predict what information they think they express relationships between ideas and to combine Sandra: Yes. I’m the president. Are you Elijah’s fan too?
c) the outcome (a poster) sentences. We should also point out that a ‘linker’ is Interviewer: Well, no… He’s very nice, but I'm not his fan.
Write their predictions on the bb. Sandra: You aren’t? He's really nice. And a very good
a word that is used to join words, phrases or clauses. actor too! Background
Ss read the text and check their predictions.
34

35
Before Ss start working, you may want to go over Interviewer: Sandra, are all fan members from the USA? Information
the four suggested steps with them.
And Sandra: No, they’re from many countries: the USA, the
Answers
As they have already seen this connector in the UK, France, Spain, Argentina, Mexico…
Interviewer: How old are the fans?
Name Elijah Get Ready unit, you may elicit from Ss that and Sandra: They’re different ages but they’re all teenagers.
Nationality American
Step 1 Plan expresses addition and it is used to connect words, This is a teens’ club.
Dad: Warren, Mum: Debra, Brother: phrases, or clauses of equal importance. Interviewer: Of course. And, Sandra, what’s the club’s
Family principal activity?
Zachariah, Sister: Hannah Then, ask Ss to collect information about their Digital Connections
Sandra: Its principal activity is the webpage. The
Pets 2 dogs: Rascal and Levonne favourite person and complete the chart. At this But
webpage is the club. It is its home.
Smashing Pumpkins, Massive Attack stage, you could work with the Writing notes. You Remind Ss that but expresses contrast and it is Interviewer: Oh, I see. Well, thank you very much, Sandra,
Favourite groups and congratulations. Your club is very famous.
and The Beatles may also brainstorm some useful vocabulary seen placed between two main ideas, when the second
Sandra: Thanks to you too. We’re very happy with it.
Favourite colour blue in the unit and write it on the bb. E.g. Adjectives: one is different from th one. Interviewer: Can I take a picture…?
fantastic, great, nice, important, favourite, best,
horrible. Nouns: interest, passion. Too
Have Ss underline the word too in Reading 1 and 2. CHECK YOUR PROGRESS 1
Tell Ss not to worry if they find unfamiliar
words in the text as it is not necessary Help them notice that too expresses addition or 1 a: key, pen, camera, bag
Step 2 Draft
to know the meaning of all the words to coincidence and that it is used at the end of the an: apple, exercise book, ID card, MP3 player
understand it. Remind Ss that they can look at the texts 1 and 2 sentence.
to get ideas. Encourage them to use and, but and 2 1 keys 2 book 3 cameras 4 bikes
too in their text. 3 1 This is a key. 2 Those are apples. 3 That’s a
camera. 4 These are books.
2 Tanya is a member of Elijah’s fan club 4 1 ’m 2 ’m 3 is 4 He 5 He 6 is 7 is 8 He
too. Read her answer to Elijah and complete Step 3 Edit
9 is 10 he 11 is 12 are 13 are
the chart. a) Remind Ss they should re-read their texts at
5 1 It’s John's bike. 2 They’re my parents’ (mobile)
Ask Ss to predict what Tanya may write to Elijah. least once, and that they may use the Grammar
phones. 3 They’re Sandy’s sandwiches. 4 It’s
Write their predictions on the bb. boxes in the book and bilingual dictionaries as
Edward’s book.
Ss read the text and check their predictions. tools for self-correction.
6 1b 2a 3f 4c 5d
Ss complete the chart in pairs. b) Tell Ss to read the text through before correcting
7 1 our 2 We 3 our 4 our 5 Their 6 They
(Can they understand it? Do
7 their 8 our 9 your
mistakes interfere in the comprehension of the
2.1 I’ve got a brother. 2.1 prev next

Weekly Objectives Extra practice 1

Answers
Topic The family Pronunciation
Answers
1 Gina 2 Penny 3 Ben 4 Francesca 5 Lynn 6 Alan
Grammar Have got Spanish speakers
Affirmative: have got find \v\ especially
Negative: haven’t / difficult
have not to Guessing game: Draw a spidergram on the bb
3 periods
Vocabulary Family relations pronounce.
Questions: Tell Ss
Have to answers:
Short gently touch
have -their lower
haven't lipnot
/ have with the phrase My family at the centre.
with their upper teeth as they pronounce \v\ in I’ve,
3 17Complete the table with words from very, visit, move, etc. They should feel a vibration. Tell Ss that the number at the end of each arrow
the text. Then listen, check and repeat. stands for the number of the relatives they’ve got.
Warmer
Play Track 16 and ask Ss to imagine where the Ss read the text again and complete the table. Tell E.g. 4 = I’ve got 4 sisters. Ss try to guess the
them not to worry if they do not know all the words. 5 Complete the conversation with Francesca.
music comes from (theatre? cinema? circus? others.
\'s‰…k´s\). Write circus on the bb and ask them if Ss check their answers with the recording. Ss work individually. After the class check, Ss work
E.g. Have you got 10 cousins?
they’ve ever been to a circus. Then, they listen a second time to focus on in pairs reading the conversation aloud.
pronunciation. Ss can repeat the words they find Help Ss notice that in English we use brothers only Ss could prepare their own spidergrams to play
difficult. for boys. To refer to boys and girls, we use brothers in pairs.
16 Audioscript and sisters.
[Circus music] Answers Class & WB Audio
10 4
1 mother (mum) 2 brother 3 son 4 husband 5 uncle
Answers
1a Match the jobs with the photos 1-3.
1 Have you got 2 have 3 Have you got
Ss infer the meaning of juggler \'dZ gl´\ and work
v
4 I’ve / have got 5 Have you got 6 ’ve / have got
17 Audioscript
on the pronunciation of the new words. 7 Have 8 have got 9 have
Male: grandfather, father, dad, brother, son, husband, uncle, 10 got 11 haven’t / have not 5 My family 2
cousin. Female: grandmother, mother, mum, sister, daughter,
Answers Answer Key
wife, aunt, cousin.
1 juggler 2 acrobats \'œkr´bœt\ 3 clowns Extra practice 1
Note!
b Read Lynn Crawford’s blog and match Make sure Ss understand parents refers to father 3 7
the jobs with the names. and mother as Spanish speakers tend to believe
6 Listen and repeat. Then practise the
18
conversation in pairs. Background
Ask Ss to read the title and the lead to identify the fathers means parents, and parents means relatives.
36

37
writer and predict what Lynn’s blog is about. Ss listen and repeat before practising the Information
Explain that an only child means a child with no
Write their predictions on the bb. conversation in pairs.
brothers or sisters. Extra practice 2
Elicit from Ss family words they remember. Encourage them to imitate the speakers’ stress and
Ss read the text and check their predictions before intonation patterns.
Ss draw their own family tree and describe their
matching the jobs to the names. 4 Write sentences about the Crawfords. 18 Audioscript family.
Ss work in pairs. Refer them to the explanations of
Answers
See SB page 17. Digital Connections
the Possessive case if necessary (SB page 13).
Ben 3 Rob 2 Francesca 3 Alan 2 Check answers by asking several pairs to read the
sentences aloud. 7 In pairs, role-play similar conversations.
c Answer true (T), false (F) or not in the text In pairs, Ss ask and answer questions about their
(NT). Answers families. They can invent information. Then, some of
1 Maria is Tina’s sister. 2 Antonella is Ricardo’s wife. 3 Rob the pairs may act out their conversation for the class.
Ask Ss to correct the false statements (4 Maria isn’t
and Penny are Alan’s parents. 4 Ben is Lynn and Francesca’s Be ready to introduce vocabulary such as half sister /
a clown. She’s a gymnast, 5 Francesca isn’t Italian. brother. 5 Roberto is Tina’s uncle. 6 Gina is Alan’s aunt. brother, step mother / father, father’s girlfriend or
She’s American.).
wife / mother’s boyfriend or husband.
Answers Grammar | Have got: I, you, we, they
1 T 2 NT 3T 4F 5F When doing role-play, give Ss some minutes
Refer Ss to the 1st and last paragraph in the text
to complete the chart expressing possession and to rehearse their dialogues so that they do
not need to read. Ask them to try and look at
relationships. their partner in the eye as they say their lines. Workbook
2 Complete the family tree. You may want to point out that children is the Answers
In pairs, Ss complete the family tree with the irregular plural of child. 1 Lenny, grandfather / Kylie, niece / Tim, nephew / Mary,
Extra practice 2
information from the text. grandmother / Simon, father / Diana, mother / Penny,
If necessary, they may use a bilingual dictionary aunt / Emma, sister / Ben, cousin / David, uncle
Answers
to look up the meaning of some words such as Affirmative: have got Short answers: have / have - 2 1’ve / have got 2 ’s / has got 3 have got
4 haven’t / have not got
son and wife. Negative: have haven’t - have not got
Elicit from Ss that Nancy and Fred, who are not Questions: Have 3 1 Have you got 2 I haven’t / have not 3 I’ve / have
got 4 Have / got 5 we haven’t / have not 6 Have
mentioned in the blog, are Lynn’s grandparents.
you got 7 ’ve / have got 8 have you got 9 I have
2.2 She’s got long hair. 2.2 prev next

Weekly Objectives Grammar | Has got: he, she, it

Topic Physical appearance
5 Think of someone in your class. Other
Extra practice 1
Ss read the examples in the Grammar Box and
students ask questions and guess the person.
Grammar Has got complete the missing information. Mimic game: A S mimics one appearance
Vocabulary Appearance adjectives
3 periods Tell Ss they should ask Yes / No questions to
Make sure Ss notice that here has got is used feature with movements and / or sound effects
guess.
and nouns to describe physical characteristics. and the rest of the class tries to guess which
Encourage them to use all the new vocabulary
Elicit from Ss this form applies to he, she or it. related to physical appearance. one it is.
Make a point of the difference in pronunciation To make it more challenging, the question Is it a E.g. S1: (He / She squats down.) S2: Short!
Warmer
Write two well-known film titles on the bb and elicit of has \hœz\ in short answers (strong form) and boy / a girl? could be the last one.
the names of the film stars in them. Find out if Ss in questions \h´z\ (weak form). This game could also be played in small groups.
Extra practice 2
like the cinema and if they have got a favourite actor
or actress. Answers
Affirmative: ’s / has got Questions: Has Mistakes are an essential part of the Guessing game: A S describes a character from
Negative: hasn’t / has not Short answers: has - hasn’t / learning process. They give useful Unit 1 or 2 and the others browse through the
1 19 Listen and correct the information. has not got information about Ss’ progress and offer a pages, trying to guess who he / she is. Class & WB Audio
chance to develop language awareness. Help
Ss to look at the photo and identify the characters Ss to self-correct by using tools such as their E.g. S1: She’s got long hair. She hasn’t got
and the place. Extra practice 2
Student’s Book, dictionaries, Internet, etc. glasses. S2: Is it Grace?
Ask Ss to listen to the conversation and find the
wrong information. 4 Look at the description of Russell Crowe.
Then write descriptions of Scarlett Johansson
Answers Answer Key
and Joaquín Furriel.
Michael Douglas isn’t in Ocean Twelve. Catherine Zeta-Jones is.
Read Russell Crowe’s description with the class.
Elicit two or three sentences about Scarlett
19 Audioscript Johansson and Joaquín Furriel.
See SB page 18. In pairs, Ss describe the photos and write short
texts. Background
38

39
Check by asking some Ss to read their descriptions. Information
2 Answer the questions.
Answers
Answers Ss’ own answers.
1 Catherine Zeta-Jones 2 Michael Douglas 3 No, he isn’t.

After working with this activity, check if Ss

Appearance understand what the ’s stands for (is or has). Digital Connections
Ask Ss to look at the drawings while you read each Ask them to describe a famous person (E.g. Messi)
group of words. and write their sentences on the bb. Then elicit from
Workbook
Check understanding by asking Ss to put up their Ss the full form of the verb. E.g. Messi’s (is) short.
He’s (has) got dark hair. Answers
hand. E.g. Who has got long / medium-length /
1a 1 long 2 straight 3 hasn’t 4 young 5 tall
short hair?
b 1
 He’s / has got short, dark hair. 2 He’s / has got
Make a point of the use of blonde (not yellow) for Digital connection 1
glasses. 3 He’s / has got a moustache. 4 He
hair, beautiful for women and good-looking for men.
CLIL hasn’t / has not got a beard. 5 He isn’t / is not very tall.
Help Ss notice that in English, adjectives precede
Direct Ss to the suggested website below 2b 1
 ’s got / has got 2 She’s / has got 3 She’s /
3
nouns. E.g. short hair, brown eyes. has got 4 hasn’t / has not got 5 He’s / has
and ask them to choose a painting with
got 6 He hasn’t / has not got
people or portraits and present it to the class.
3 Use only five words to describe a famous The presentation should include information
Audioscript

person. Your friend guesses. 3  esca’s got a brother. She’s got two sisters. She’s
C
about the artist. E.g. Figura, by Lino Enea
got one cousin.
Ss choose a famous person and describe him / her Spilimbergo, 1973. The woman is young and Kurt hasn’t got any brothers. He’s got one sister. He
using 5 words from the box. E.g. S1: middle aged, she’s got big blue eyes. Her hair is dark… hasn’t got any cousins.
short, good-looking, brown hair, green eyes. Suggested website: c Ss’ own answers.
S2: Tom Cruise. www.arteargentino.educ.ar 1 Has Ryan got any brothers? Yes, he has. He’s / has
3 
got one brother. 2 Has Ryan got any sisters? No, he
Extra practice 1
hasn’t / has not. 3 Has Cesca got any cousins? Yes,
she has. She’s / has got one cousin. 4 Has Kurt got
any brothers? No, he hasn’t / has not.
4 Ss’ own answers.
2.3 My birthday is in December. 2.3 prev next

Weekly Objectives 4 Look at the star signs and match two
Topic Important dates months with each of the following signs.
Grammar Prepositions of time: in, on Read the star signs aloud.
3 periods
Vocabulary Seasons, star signs, ordinal You may ask Ss to tell you their star sign.
numbers
Answers
1 The months in Aquarius are January and February. 2 The
Warmer months in Libra are September and October. 3 The months
in Aries are March and April. 4 The months in Gemini are May
Write the word horoscope on the bb. Ask Ss:
and June. 5 The months in Capricorn are December and
Do you like horoscopes? Do you read them? January. 6 The months in Leo are July and August.
Do you think horoscopes predict correctly? 7 The months in Sagittarius are November and December.
7 Match the dates with the names. There is an
extra date.
Ss work in pairs. Before checking, write the
example on the bb with two blanks. E.g. New
Year’s Eve is on (__) 31st (__) December. Read the
sentence aloud and ask Ss to identify the words
they hear but which are not written on the date:
the and of.
Answers
World Water Day 22nd March
Extra practice 1
Word association: Say words or phrases such
as: ski, sandals, jacket, shorts, pullover, green,
student’s day, holidays, etc. Ss name the season
they associate them with. Then, encourage Ss
to make their own associations.
Extra practice 2

World Environment Day 5th June

1 20 Listen and answer.
You may approach this dialogue in two different
ways:
A Play Track 20 and ask Ss to write down the
words they understand (E.g. birthday, July,
horoscope).
Then, ask them to say how many people are
speaking and what is the conversation about
(birthday dates and star signs).
Play the recording again. This time Ss read the text.
B Ss look at the photo and describe it. Ask: What
have the girls got in their hands? Ss imagine
what the girls’ conversation is about. Write their
40
Argentinian Animal Day 29th April Ss mark their birthdays on a class calendar.
New Year's Eve 31st December
5 21 Listen and repeat. Argentinian Independence Day 9th July Then, they count the number of birthdays in each Class & WB Audio
season and build a pie chart with the information.
Tell Ss: January is the first month of the year and
February is the second. Then ask them: Which is
the third? Digital connection 3
Elicit from Ss that ordinal numbers express order in CLIL
a sequence. Ss look for similarities and differences in
After listening, ask Ss to look at the numbers and Answer Key
celebrations around the world. Write on
try to find a common pattern. the bb a list of celebrations (Independence
Draw Ss’ attention to the difference between one / day, Family day, Spring day, etc). In groups,
first, two / second and three / third. Ss choose a country and look for the
information. They then share information
21 Audioscript
with the rest of the class and put together an Background

41
See SB page 21. integrated timeline. Information
predictions on the bb.
Play the track and check their predictions. Suggested website:
Play Track 20 again. This time Ss read the text. Digital connection 2 in www.en.wikipedia.org Enter "List of
holidays by country"
Answers
In small groups, Ss write the top 5 in a
No. Ruby’s birthday is on July 17th / in July. ranking such as TV programmes, football
championships, tennis players, etc. They 8 Look at Ruby’s notes. Ask and answer about Digital Connections
then share their guesses with the class the dates, using in or on.
20 Audioscript
before looking for the correct ranking on the Help Ss notice that when is the interrogative word
See SB page 20. net. used to ask about time. Ss work in pairs.
Suggested websites:
2 Answer true (T), false (F) or doesn’t say (DS). www.television.com.ar/ratings
www.ultimatesportsrankings.com 9 Ask four friends about their birthdays
In pairs, Ss check their answers before the class. and write. Then share your findings with the
Answers
class.
1F 2T 3T 4 DS 6 22 Listen and repeat. Remember it is important to plan mingling activities
To help Ss pronounce th \T\, you could ask them to in advance (see TB TIP on page 29). Workbook
Ss look at the pictures and infer the meaning of the put the tip of their tongue between their teeth. Before doing the activity, ask a S: When is your Answers
words. Check understanding by naming 3 months birthday? S1: It’s on… It’s in the… 1 January 2 February 3 March 4 April
1  5 May
and asking Ss to identify the season. Make sure Ss 22 Audioscript Remind Ss to take down notes as they collect the 6 June 7 July 8 August 9 September
pronounce the right sound in autumn \O…\. three, third, thirty, month, birthday, fifth information. 10 October 11 November 12 December
2 1 the third of January 2 the twentieth of February
Answers
3 Read and complete. Grammar | Prepositions of time: in, on Ss’ own answers.
3 the twenty-second of March 4 the twenty-fourth of
April 5 the eighteenth of May
Elicit from Ss when we use in and on.
3 1 winter 2 summer 3 autumn 4 spring
Answer To help Ss visualise the difference between on – in, Extra practice 2
winter 4 1 in 2 in 3 on 4 on
draw this diagram on bb:
5 Ss’ own answers.
Extra practice 1 6 1 On 18th November. 2 On Wednesday. 3 On
Help them notice the smaller IN year
ON date Saturday 29th. 4 In October.
circle contains the smaller units season
day
of time. month
 EDB 2 EDB 2
prev next

Weekly Objectives BUILD Step 3 Edit EDB Listening task

Consolidate new notions
Develop reading, listening, speaking
3 periods
and writing
Integrate skills
EXPLORE & DEVELOP
Two International Kids
1 Read the text about Niki and Teo and
then complete the table.
Ss read the text and check their predictions.
Then, they complete the table in pairs.
Answers
1 Chilean 2 Greek 3 Chile 4 11 5 14 6 Greek
7 Brazilian 8 Greek 9 brown eyes and long brown hair
10 very tall and slim and short red hair
Elicit from Ss this text is a blog.
Ss read the title, look at the photo and say what
information they expect to find in the text.
Write their predictions on the bb.
42
Self-correction: Ss check if their text follows their
3 In groups of 3 or 4, imagine you have to plan. Encourage Ss to correct their texts focusing 23Listen to Teo and Niki’s dad, Andrés.
create the successor to the Simpson Family on the use of: Then answer true (T), false (F) or doesn’t say
cartoon. Make a family tree and describe the (DS).
- Punctuation: full stop (at the end of the
family members. Draw the new characters. Ss may say what they know about Teo and Niki
sentences and paragraph)
so far.
- Vocabulary: new lexical items, especially
Step 1 Plan adjectives
Ask Ss who the speakers in the interview are.
Make sure Ss understand they will be creating a Ss read the statements and predict the answers.
- Grammar: verbs (be, have got), possessive After the first listening, Ss check their predictions
multicultural family for a TV cartoon. adjectives and possessive ’s in pairs (1 Andrés has only got 2 sisters in
Elicit possible ideas and write them on the bb.
- Spelling: capital letters Buenos Aires.).
E.g. family members, nationalities, physical
Remind Ss they can use a dictionary to check If necessary, they listen to Track 23 again.
descriptions, personality, languages, home town.
spelling. Class & WB Audio
In groups, Ss create their family. Answers
Peer-correction: Ss swap their text with another 1 F 2 T 3 DS 4 DS 5T
Work on the text structure. Remind them that each group. They read it and see if they understand it.
paragraph should include one main idea. Then they write suggestions for improvement on
Elicit possible ideas in each paragraph. E.g.
23 Audioscript
the margin.
Interviewer: So you’re Argentinian, Andrés.
Paragraph 1: Main character (name, age, physical You may ask Ss to hand in the corrected drafts to Andrés: Yes, that’s right but my house is in Chile now.
description, personality) check and make further suggestions before they Interviewer: Have you got family in Argentina? Answer Key
write their final copies. Andrés: Sure. My parents and my two sisters, in
Paragraph 2: Parents, brother(s) and sister(s) (name, Buenos Aires. My parents are from Greece.
nationality, physical description) Interviewer: So you speak Greek then.
Andrés: Yes, we speak Spanish and Greek at home in
Paragraph 3: Grandparents (name, nationality, Step 4 Present Buenos Aires.
language, home) Encourage Ss to prepare a tidy final copy and Interviewer: What about your kids?
Paragraph 4: Home present it illustrated with a family tree and photos.
Andrés: Well, my kids speak Spanish and Portuguese at Background

43
home. They speak English at school and Greek Information
Predicting is an important strategy in This activity may be done at home as homework. with their grandparents in Buenos Aires.
reading and listening. Encourage Ss to Interviewer: Wow!
Step 2 Draft Andrés: Well, yes, they are great kids.
make hypothesis about the texts, even if they
need to turn to Spanish. It does not matter Remind Ss that they can look at the Watsons’ and / Interviewer: And, what are they like?
Andrés: Niki is an excellent student. She’s intelligent,
whether their predictions are right or wrong; or Lynn’s text (U2 L1) to get ideas.
beautiful and very sweet. Her brother’s really
the aim of the activity is to set a purpose for Encourage them to use linkers (and, but) and too in funny.
listening or reading. their text. Interviewer: Funny? Digital Connections
Ss could work with the Writing notes. At this stage, Andrés: Yes, he’s comical.
Interviewer: What about their interests?
EDB Listening task it could be very productive to remind Ss of some Andrés: Niki has a great talent for writing stories and for
useful vocabulary from the previous units and write music too. Her stories are brilliant.
See SB page 56. Interviewer: And Teo?
it on the bb:
Andrés: Teo loves magic.
Adjectives Interviewer: Magic! Interesting!
2 Read the website on multicultural
Get Ready and Unit 1: fantastic, important, Andrés: Yes, he’s got a collection of magic games and
families and circle the correct option. he’s the idol of the parties. Teo’s brilliant too
favourite, famous, typical, nice, best, happy, horrible but terrible!
Ss look at the photo and guess the nationality of Unit 2: big, small, brilliant, intelligent, funny, Interviewer: Thank you very much, Andrés. Your kids are
each of the family members. comical, beautiful, sweet, terrible, great fantastic…
Ask Ss to read the title and predict what
information they may find in the text. Nouns
CHECK YOUR PROGRESS 2
Write Ss’ predictions on the bb. interest and passion
1 1 second, third; fifth 2 eleventh, twelfth, thirteenth
Ss read the text and check their predictions. 3 twenty-ninth, thirtieth, thirty-first
Ask Ss if Tray is in the photo (No).
2 1 parents 2 grandparents 3 child
You may encourage Ss to say what they think
3 1 in / on / January 2 on Friday; in 3 in August / in
Tray is like.
In pairs, Ss circle the correct option. 4 1 cousins 2 grandparents 3 wife 4 daughter
Then, check the answers with the whole class. 5 1 old / short / moustache / beard 2 young / long /
glasses
Answers
6 1 have you got, haven’t / have not 2 has Tom got,
1b 2c 3c 4b
’s / has got 3 have you got; ’ve / have got 4 has
your sister got; has
 TIME OUT A TIME OUT A
prev next

Weekly Objectives Interview MY TIME OUT A

Answers
Integrating skills
Family: cephalopod, 700 species Octopus Professor Big bears
Transfering knowledge to new situations Home: all the oceans (from the tropics to the Polar regions) Giant Panda
Developing comprehension strategies
3 periods
Physical appearance: a large head, big eyes, tentacles, an ink
Ss look at the photo and predict what Professor
Liste may say about octopuses. Ss may write a short description on giant
bag
Other features: very intelligent, good short and long-term
pandas. They may look for extra information on
You may want to give Ss the following multiple the Internet or you may provide them with the
memory
Octopuses Defence techniques: expel black ink, change colours and form, choice exercise. information below.
good imitators 1 Professor Liste is...
Background information Background information
a) twenty-six. b) sixteen. c) sixty.
Paul I was an octopus that lived in an aquarium in 2 He’s… Giant pandas
Digital connection a) Argentinian. b) Brazilian. c) Norwegian.
Germany and that became internationally famous Family Bear
for his “apparent” ability to predict the result of You may want Ss to watch Paul the 3 He’s a(n)…
Home Generally China
football matches during the World Cup 2010. octopus music animation on Youtube at a) architect. b) scientist. c) school
Paul was presented with two boxes containing www.youtube.com Enter "Paul The Octopus teacher. Black and white Class & WB Audio
Physical Large head, big black eyes, black
food. Each box was marked on the outside with the Musical Animation" and invite Ss to create 4 Professor Liste’s specialization is… appearence muzzle, black spots on the ears
flag of the national football teams in a forthcoming their own song about an animal with a) the Mimic b) molluscs c) all ocean 2 legs, 2 arms, big paws
match. Paul’s choice of box was interpreted as divination abilities. octopus. in general. creatures.
Vegetarian diet
5 In his laboratory, Professor Liste has got… Other
his prediction of a win for the country whose flag Favourite food: bamboo leaves
features
a) an ocean b) a pet spider. c) a rat. One or two baby pandas
was on that box. His predictions were 100% (8/8)
correct for the World Cup 2010. Guess the animal! creature. Answer Key
E.g. The Giant Panda is a big bear. It is generally
Panda, lion, spider or ant? Ask Ss to predict what they are talking about by
When Paul I died in 2010, the German aquarium from...
Ss may create their own riddles. You may ask reading the 5 statements.
found a new octopus to take his place. Paul II was
them to look for data or provide them with the Ss read the interview, check their hypothesis and
introduced to the public in a ceremony that aired My Animal Riddles
information in the following table. solve the exercise.
life on national TV in Germany.
Invite Ss to work in pairs and create their own Background
Now there is another octopus that predicts football
Spider Tiger Ant Answers
44

45
animal riddles. Information
results in Ukraine. 1a 2a 3b 4b 5a
Family Arachnid Feline Insect You may ask them to look for data on the
Ss look at the drawing and identify the animal. Home Everywhere Asia Everywhere Internet. The following site may come in handy:
Ask them what they know about octopuses. Round small Big body Small body www.kids.nationalgeographic.com/kids Enter
Draw their attention to the scarf on its head and body (2mm to Orange, black 2 big black eyes and go to "Animals & Pets"
ask Ss to predict what the text is about. Physical 8 cm) and white 2 antennae Ss can share their riddles with their classmates
Ss read the text, check their predictions and work
appearence 8 black eyes Big yellow eyes 2 mandibules Digital Connections
8 thin legs 4 legs 6 legs and also copy the ones they like best, in their
on the exercise. Long tail book. Then, they can add illustrations.
You may ask Ss to justify the choice of title, Excellent web Mammal Social insects
explaining why the other titles are not appropriate maker Ferocious Aggressive
for this article. Other Carnivorous diet Carnivorous diet Omnivorous diet
features Favourite food: Favourite food: Favourite food:
Copy the following chart on the bb and ask Ss to insects medium to large sugar
animals
complete it. You may ask them to underline the
information in the text.
Answer
Lion
Octopuses
Family
Home
Physical
appearence
Other
features
Defence
techniques
 t

3.1 I don’t work here. 3.1 prev next

Weekly Objectives Ss repeat words they find difficult to pronounce. 5 Write the words in the correct order to make Extra practice
Topic Personal Information They may underline the stressed syllables, E.g. sentences.
Grammar Present simple: I, you, we, artist, scientist. Ss write 2 true and 1 false sentences about
Remind Ss of word order in English (Subject +
3 periods You may ask Ss to circle the ending of the words themselves using work, live, come, speak
they verb + complement). Ss work individually and
(er / or, -ian, -ist) and elicit that they are used and / or read. Then they read them aloud
Vocabulary Jobs check in pairs before the class check.
to refer to jobs. and their classmates try to correct the false
Write actor / actress, waiter / waitress, emperor / statement. E.g. S1: I come from Misiones, I live
Warmer Answers
empress on the bb and guide Ss to infer the -ss 1 We come from Rosario. 2 My friends don’t live in Buenos
in Almagro, I read novels. S2: You don’t come
Write these names on the bb: Dani, Ruby, Alfie, from Misiones.
ending is used for female jobs. Aires City. 3 I work in a restaurant. 4 Our parents speak
Grace. Elicit what Ss remember about them Italian. 5 You don’t work in a hospital.
Recycle the circus jobs from Unit 2 (clown, juggler,
without looking in their books.
acrobat, gymnast).

1 24 Listen and answer.

b 26 Which jobs are not in the pictures? Present simple: I, you, we, they.
Ask Ss to look at the photo and try to explain Listen and check. Interrogative. Class & WB Audio
the situation: Who’s in the picture? Are they in a
Answers Point out that the auxiliary do has no equivalent in
restaurant or in the youth club café? What has
Artist, scientist, farmer, musician, nurse, politician, shop assistant Spanish.
Dani got in his hand?
Ss infer the rule about the formation of the
Ss predict what the friends’ conversation is about.
questions and complete the table.
Ss listen to the recording, check their predictions 26 Audioscript
Work on the pronunciation of do: weak form in
and answer the question (Yes, he is.). Artist, scientist, farmer, musician, nurse, politician, shop assistant
questions \d´\ and strong form in short answers \du…\. Answer Key
24 Audioscript
Answers
See SB page 24.
It’s a good idea to do short vocabulary Yes / No questions: Do
activities, like guessing or memory games, Short answers: don’t / do not Wh- questions: do
in every class to help Ss recycle and transfer the
2 Answer true (T), false (F) or doesn’t say (DS). lexis seen so far. Remember learning a language Background
Ss listen to the recording a second time and do the is not a linear but a spiral process that requires 6 Complete the dialogues with the correct
46

47
Information
exercise. Check the answers with the class and ask constant recycling.
form of the verb in brackets.
Ss to provide the correct information for the false
Ss work on the exercise individually and check in
statements (1 He's a nurse., 5 He only speaks a bit Workbook
pairs.
of French.). Grammar | Present simple: I, you, we, they. Answers
Then ask different pairs to read the exchanges
1  W O F
Answers Affirmative and negative. aloud. A R M E R T D

Remind Ss we use too to express addition and A R T S N U R S E O Digital Connections

1 F 2 DS 3 DS 4T 5F Help Ss notice that we use the Present simple to
I A R T I S T E A C
talk about situations which are permanent or last coincidence.
T R A F F I S T C T
for a long time. Answers R E A L M C U S H O
3 Dani has got one more job. What is it? 1 do / you / live 2 Do / speak / do / speak 3 do / come E D I K U I J S E R
Phonology from / come from
If necessary, tell Ss to look at the poster in the photo. Help Ss pronounce \d\ by telling them to put the
S H O W N A T E R O
S S C I E N T I S T
tip of their tongue behind their upper teeth when
Answer they say don’t. Note! 1 musician 2 farmer 3 artist 4 nurse 5 scientist
Spanish teacher Ss may work with these sentences to practise: 6 teacher 7 doctor 8 waitress
Debbie’s daughter is a dentist. The leader is in Explain this is the question we use to ask about
2 1 We live in France. 2 What do your parents do?
London. people’s jobs.
3 They work in a restaurant. 4 My parents don’t come
Draw Ss’ attention to the use of the indefinite article
4a Match the pictures 1-5 with the jobs
25 from France. 5 Where do they come from? 6 They
Draw their attention to the pronouns in the box a / an before the job, E.g. I’m a student. come from Argentina. 7 Do they speak Spanish in
a-l. Then listen and check.
(I, you, we, they). Ask Ss to deduce the rule about Argentina?
Ask Ss look at the jobs and say which ones they know.
Ss do the matching and check with the recording.
how the negative is formed. 7 Talk about you with your friend. Ask and 3 1 do you come from 2 you speak 3 don’t speak
Ss read and complete the table. 4 study 5 Do your parents 6 work 7 doctors
answer the questions from Exercise 6.
4  4  He works on a farm. 2 They work in an office.
1
Answers Remind Ss they may invent information for their 3 She works in a school. 4 He works in a shop.
Answers
1f 2j 3e 4c 5l answers. Some pairs may then perform the
Affirmative: live Negative: don’t / do not (x2) Audioscript
conversation for the class. 4  ne: [farm noise] Two: [office noise] “MT and
O
25 Audioscript Extra practice company, may I help you?” Three: [noise of children
in a playground] “Now please go to page forty two
1 waitress 2 secretary 3 police officer 4 doctor 5 teacher
and …” Four: [noises from a supermarket] “This is ten
pounds.”,“Here you are.” “Thank you.”
3.2 He doesn’t work in an office.
Weekly Objectives
Topic Urban art
Grammar Present simple: he, she, it
Vocabulary Places of work
3 periods
Warmer
Write 3D on the blackboard. Elicit words associated
with 3D (films, video games, drawings). Ask Ss if they
see 3D films or play 3D games. Do they like them?
1 Read the article. Where is the drawing?
Ss read the title and describe the photo. You may
need to present some key vocabulary, E.g. street,
pavement, chalk.
Ask Ss to predict what information they will find
in the text. Ss read the article.
Answer
On the pavement, in the street
2 Circle the correct options.
Answers
48
1b 2c 3b 4c
Digital connection 1
CLIL
Ss look in the net for information about
the East Side Gallery Memorial in Berlin,
they choose an artist they like and look for
information about him / her. They then share
their findings with the rest of the class: artist’s
name, age, where he / she is from, type
of art. Encourage Ss to include the artist’s
work on the Berlin Wall Memorial in their
presentation. E.g. This is Teresa Casanueva.
She is Cuban. She lives in Berlin. She is
about 50 years old. Her painting is abstract.
Suggested website:
www.eastsidegallery.com
Grammar | Present simple: he, she, it.
Affirmative and negative.
Help Ss notice the sentences express situations
which are permanent or last for a long time.
Elicit from Ss we add a final s to the verb in affirmative
sentences when the subject is he, she or it.
Ask Ss to state the rule for the negative and elicit
that the s in the negative goes in the auxiliary,
not in the verb.
3.2 prev next
ˌ
Work on the pronunciation of doesn’t \ d znt\. 6 Say where the people in Exercise 5 work.
v
Extra practice 1
Point out that we use the preposition on with on a
Answers Write the following questions on the bb, What
farm and on the street as they are open places.
Affirmative: He, comes Negative: doesn’t / does not, come does he / she do? Where does he / she live?
What language does he / she speak? Ask a S
Answers
1 A doctor works in a hospital. 2 A secretary works in an to choose a famous person and the rest of the
3 Circle the correct words. office. 3 A teacher works in a school. 4 A waiter works class tries to guess who he / she is using the
Ss work in pairs and check their answers with the in a restaurant. 5 A farmer works on a farm. 6 A shop questions on the bb.
class. assistant works in a shop. 7 A police officer works in a
You may ask Ss to draw the final s in the air to apply police station.
movement as a memory strategy. Extra practice 2
Extra practice 2
Answers Crossword puzzle: Ss could invent their own
1 come 2 comes 3 doesn’t 4 works 5 lives 6 lives
7 doesn’t 7 Complete the text with the correct verb form. crossword puzzles using the different jobs and
places of work as clues. E.g. This person works Class & WB Audio
Ss may work in pairs. Remind them to read all the
text before they start completing it. in a hospital. = DOCTOR
Note!
Ask Ss to compare the examples and say what is Pronunciation
different. Encourage them to state the rules. It is quite common for Spanish speakers to have Extra practice 3
Elicit the other pronouns that apply to the rules but difficulty in pronouncing initial s + consonant (as
that are not in the Note! in school, station, street, etc.). It might be useful Ss write 5 questions about Jaycee and her Answer Key
to tell Ss to pronounce the s two or three times parents on Exercise 7 (E.g. Where does Jaycee
before saying each word, E.g. s, s, school - s, s,
Present simple: he, she, it. street - s, s, speak, etc.
live? Does she speak English?). Then, they ask
Interrogative. their classmates to answer them.
Ss read the dialogue and infer the rules for the When checking, ask Ss to read the sentences
interrogative. aloud and justify their answers. Background
49
Information
Work on the pronunciation of the weak form of
does \d´z\ in questions, and the intonation in Wh- Answers
questions and Yes / No questions. 1 don’t live 2 live 3 speak 4 don’t / do not live
5 doesn’t / does not like 6 loves 7 works
Answers
Yes / No questions: Does Short answers: doesn’t / Extra practice 3
does not
Digital Connections
8 Ask your friend about his / her mum or dad.
4 Ask and answer about Julian Beever. Ss work in pairs, talking about their parents.
Ss may change partners to practise the interaction
Answers
more than once.
1 A: Where does he live? B: He lives in the UK. 2 A: Does he Workbook
work in an office? B: No, he doesn’t / does not. 3 A: Where When they have finished, Ss may report their
Answers
does he work? B: He works on the street. 4 A: What does findings to the class.
1 1 school 2 police station 3 restaurant
he do? B: He’s / is a street artist.
2 1 comes 2 doesn’t / does not come 3 speaks
It could be useful to create a correction 4 lives 5 doesn’t / does not live 6 lives 7 speaks
Extra practice 1
code with Ss, based on simple gestures, 8 lives 9 works 10 does / do 11 Does / work
to help them self-correct their oral productions.
3 1 His name is Colin Simpson. 2 Where does he live?
E.g. flipping fingers = wrong word order.
5 Listen and repeat. Then match the
27 3 He lives in Newcastle, but he comes form Durham.
places of work with the jobs 1-7 below. 4 He doesn’t / does not work in an office. 5 He’s /
is an artist. 6 He doesn’t / does not want to live in
Play Track 27. Ss repeat the words. England. 7 He wants to live in Los Angeles.
Set a short time limit for Ss to work on the exercise. 4a 1 What’s her name? 2 Where does she come from?
3 Where does she live now? 4 What does she do?
Answers
ˌ 5 Where does she work? 6 Does she speak French?
1 hospital 2 office 3 school 4 restaurant \ restrÅnt\
Her name’s Melanie Phillips. She is / comes from
b 
5 farm 6 shop 7 police station
Chester in England but she lives in New York in the
USA now. She is a doctor and she works in a hospital
27 Audioscript near Central Park. She speaks French and English and
Japanese.
police station, farm, hospital, office, restaurant, shop, school
3.3 I love him. 3.3 prev next

Weekly Objectives 4 Subject or object? Read the article and circle 6 Are these adjectives of opinion positive or Extra practice
Topic Opinions, descriptions the correct words. negative? Put them in the correct group.
Group opinion: Say an activity, sport, etc. (E.g.
Grammar Verb like, love, hate Ss work in pairs. Ask them to justify their choices Most of the adjectives in the box are transparent
3 periods golf, football, chats, fast food, rock concerts)
Object pronouns by writing S (subject) or O (object) on the margin. and will only require work on pronunciation.
and Ss express their opinion. E.g.
Vocabulary Description and opinion words Go through the answers with the whole class. Ss may look up the words they do not know in the
S1: Golf
dictionary.
Answers S2: I think it’s awful.
Ss sort out the adjectives in pairs and then, check
Warmer 1 She 2 her 3 She 4 He 5 we 6 We 7 them
with the whole class. S1: Rock concerts
8 they 9 us S2: I think they’re fantastic.
Ask Ss who their favourite sportspersons and
artists are. Answers
If Ss are ready, you may write these sentences on cool, great, funny, fantastic, brilliant
the bb. Ss may work in pairs before class check.
1 Look at the photos below and guess who the bad, awful / "O:fl/, terrible, boring
Ask them to justify their choices.
famous people are. Check your answers at the
bottom of the page. I, my or me? You may elicit adjectives from previous units
Class & WB Audio
Ss look at the distorted photos in the quiz and try
1
think he loves 2 , but (E.g. nice, comical, sweet, intelligent, excellent,
to identify the characters. he hates 3 cats. interesting, horrible) and encourage Ss to classify
Tell Ss to say I think … in order to express their We, our or us? them into positive or negative.
opinion. 4
’ve got a popular football team. Extra practice
5
fans adore 6 .
2 28 Listen and answer. Answer Key
Answers Remember you can always turn an activity
Ss describe the photo and predict the answer into a game by timing it. E.g. You’ve got 2
1 I 2 me 3 my 4 We 5 our 6 us
to the general question (three). minutes to do it!
Ss listen and check. Then, they identify who
number two is (Ginóbili). Note!
Ss look at the faces and infer the meaning of the Background
Audioscript 7 Listen and repeat. Then practise the
29
50

28 new words. Draw their attention to the position of

51
conversation in groups. Information
See SB page 28. the phrases to express degree.
Ss read the title “Exchange opinions” and try to
guess the meaning.
3 Who likes who? Complete the table with 4, 5 Write four sentences about Alfie and Grace. Help Ss notice the stress and intonation patterns
8 or ?. And what about you?
as they listen to the recording.
Give Ss one minute to read the dialogue and Ss work individually and compare their answers in Ss work in pairs, changing roles. Encourage them Digital Connections
complete the exercise. pairs before the class check. to use the correct intonation and stress.
Elicit full sentences when checking with the class. Encourage Ss to express degree when they talk Ss may act out the conversation for the class.
about their likes and dislikes.
Answers 29 Audioscript
1 Ruby and Alfie 4 2 Ruby 4 Alfie ? 3 Ruby 8 Alfie ? Answers
See SB page 29.
1 Alfie likes rap music but Grace doesn’t like it. 2 Alfie loves
computer games but Grace doesn’t / does not like them.
Grammar | Object pronouns 3 Alfie doesn’t / does not like Jim Carey but Grace loves him.
4 Alfie hates Jennifer Lopez but Grace likes her.
8 Exchange opinions about the people in
Ask Ss to circle her and make an arrow pointing to Exercise 1 and other famous people.
the word it refers to (Madonna).
Ss may work in groups of three or four and try to
Help them notice we use the object pronoun after Workbook
Digital connection 2 find coincidences.
the verb or a preposition, E.g. What do you think of Answers
her? Write to me.
As a home assignment, Ss create their own Move around while Ss are working in
1 awful
1  2 funny 3 brilliant 4 good 5 horrible
You may ask them to mark the object pronouns and 6 great
scrambled photos of famous people to work groups and take notes of common
their referents in the text. 1 him
2  2 them 3 her 4 it 5 us 6 them
in class. E.g. S1: Who’s this? S2: I think it’s... language difficulties so that you could go over
them afterwards. 7 you
Answers S1: Do you like him / her / them? S2: Yes, a
lot. / No, not very much. 1 it 2 them
3  3 them 4 us 5 her 6 them
me, you, him, her, it, us, them
7 me
Suggested website: Encourage them to express degree (very much, a lot).
1 No, I don’t. I hate it. It’s terrible. 2 I like you. You’re
4 
www.cellsea.com/media
cool! 3 Yes, I do. I love him. He’s brilliant.
Follow the on-screen instructions to upload, Answers
Ss’ own answers. 5 Ss’ own answers.
edit (distort) and save the photos.
A : do you think? B: What do you think A: I think they’re
6 
B: do you think of A: think they’re fantastic. / love them.
 EDB 3 EDB 3
prev next
Weekly Objectives EDB Listening task
3 Read about a young artist from Buenos Step 3 Edit
Consolidate new notions
Aires and complete the file below. Ask Ss if they have included both information about
Develop reading, listening, speaking and 30Sarah is in a computer shop. Listen
3 periods Ss look at the pictures and predict what kind of the artist and his work, and their opinion.
writing and circle the correct options.
information they will find in the text. Find out if they have followed the order they planned.
Integrate skills Ss predict what the conversation is about.
Ss read the text, check their predictions and
For self-correction, you may help them focus on Ss listen and check their predictions.
complete the chart in pairs.
the use of punctuation (full stops at the end of the You may want to present some vocabulary like
Ask some Ss to read their answers.
EXPLORE & DEVELOP sentences and the paragraphs), grammar (verbs, unpleasant, annoying or stuck up.
Name Pedro Perelman pronouns and linkers), vocabulary (new lexical Ss work with the exercise in pairs.
The CG Universe items), and spelling. If necessary, play the recording a second time
Place of origin Buenos Aires City
Young street artist, does before the class check.
Warmer Personal information 4
Step Present
Talk with Ss about computers. What do they do works freelance Answers
with their computers? Do they draw? Do they use Ss prepare an artistic version of the article as a home 1c 2a 3c 4b
Place of work Street - studio Class & WB Audio
2D or 3D? What for? assignment.
Markers, acrylics, oil paint,
Background information Materials engraving, computer Ss’ productions can be posted on their blogs or 30 Audioscript
Computer graphics (CG) is the use of computers to programmes contribute to a class art magazine. You can also invite Assistant: Hi, do you like computers?
Sarah: Aha…
create images in art, printed media, video games, Ss to vote and prepare the Top 5 artists class chart.
Assistant: Do you use a computer?
etc. The term "CG" in the case of images or art Sarah: Aha …
REVISION 2
is most commonly used to refer to 3D computer EDB Listening task Assistant: Probably, you chat with your friends … and…
Answer Key
1 2 my 3 their 4 her 5 his 6 its 7 our your boyfriend?
graphics. See SB page 56. Sarah: I’ve got two super computers at home. Only for
2 3 She’s Rafael’s mother. 4 It’s my parents’ dog.
Suggested websites: me and they’re not for chatting!
5 They’re James’s brothers. 6 He’s Bernardo’s father. Assistant: Well, well … oops, sorry!
Meats Meier: www.3dartspace.com
Other CG artists: www.fantasygallery.net BUILD 3 3 My grandparents haven’t got a big house. 4 Have Sarah: I work with computers. I don’t play with them.
you got a brother? 5 My friend Max has got ten My brother only chats with his friends and plays
games online. Not me.
4 In groups, write an article about a street cousins. 6 We haven’t got a big garden. 7 Has your
Assistant: Really. And what do you do on two computers? Background
1
52

Read about the CG universe and circle
the best option.
Give Ss thirty seconds to skim the text (look at
the photo, read the title, browse through the text)
and predict Meier’s job.
Have Ss look at his work, describe it and say their
opinion about it.
Ask Ss what they think the letters C.G. stand for?
(Computer Graphics art)
Ss read the text and check their predictions.
They do the exercise in pairs.
Answer c 4, 6, 3, 1, 5 Conversation C: 5, 3, 7, 1, 6, 4, 8, 2
2 Circle the information that is not in the text.
Ss do the exercise in pairs.
Answers
1 4 5 7
Ask Ss to re-read the texts after they
have worked on them. Making sense of
a text as a whole requires reading it more
than once. This will encourage exploring,
developing and building concepts and ideas, by
processes of construction, deconstruction and
reconstruction of the texts.
artist and his / her work. Look for photos of
the artist and some of his / her works.
Step 1 Plan
Ss may ask their Art teacher about modern
contemporary artists.
Ss choose their artist and look for information on
the net. Then, they complete the chart.
Suggested websites:
www.coolandskull.com
www.buenosairesstreetart.com
Step 2 Draft
Go through the Writing notes so that Ss incorporate
the writing suggestion in their texts.
Invite Ss to use the new vocabulary in the unit.
Writing notes
Ask Ss to underline also in the second
text. Help them notice also expresses addition
(like and and too).
Draw their attention to the position of the linker
(before main verbs but after the verb to be).
You may ask them to look at the Writing notes
in EDB 1, Unit 1, page 15 to contrast the position
of too and also.
53
sister got a TV in your bedroom? 8 They haven’t got Sarah: I work with very complicated programs, Information
any grandparents. especially Zbrush, Maya, and Photoshop.
4 2 No, I haven’t. 3 Yes, we have. 4 No, they haven’t. Assistan: What’s that?
Sarah: Computer programs … software. I work in 3
5 No, he hasn’t. 6 Yes, I have.
dimension. I’m an artist, and I’m the inventor of
5 3 works 4 don’t live 5 comes 6 don’t speak ‘The Emperor’.
7 works Assistant: The game? How old are you?
6 2 him 3 them 4 me 5 her 6 us 7 it Sarah: Eleven… Excuse me, do you work here?
Digital Connections
7 1 Colours: green, yellow, brown. 2 Seasons: Assistant: Yes … ahem … can I help you?
summer, autumn, winter. 3 Adjectives of opinion:
funny, brilliant, terrible. 4 Jobs: doctor, artist, teacher. CHECK YOUR PROGRESS 3
8 2 beautiful 3 curly 4 beard 5 medium-length 1 1 doctor / b 2 waiter / e 3 secretary / c
6 long 7 short 8 moustache Hidden word: straight 4 farmer / a 5 teacher / f 6 police officer / d
9 Conversation A: 1, 3, 5, 2, 6, 4. Conversation B: 2, 7 nurse / b 8 shop assistant / g
2 1 awful 2 bad 3 boring
10 2 The Argentinian Revolution Day is in the autumn, on 4 fantastic 5 funny 6 cool
the twenty-fifth of May. This year it’s on Saturday.
3 Students’ Day is in the spring, on the twenty-first
7 great 8 terrible
3 1 you 2 him / me 3 it 4 it 5 her 6 them 7 us
of September. This year it’s on Friday. 4 The Sports 4 1 speak 2 speaks 3 does 4 is 5 in 6 go 7 goes
Festival is in the spring. This year it’s on Thursday
8 studies
the seventeenth of October. 5 The Argentinian 5 1 does your brother work 2 works 3 Do you like
Mathematical Olympiad is in the spring. This year 4 Do your parents come 5 like, don’t / do not like
it’s on Friday the first of November. 6 The Football 6 doesn’t / does not come, comes 7 A: Does Mary
Cup Final is in the spring. This year it’s on Sunday the speak B: does / speaks
fifteenth of December.
11 Joe: UK–office Jack: nurse–hospital Jim: Australia-
doctor-hospital
12a 1 She works in an office. 2 She lives in Newton
3 She comes from Tshwane
b She works in an office in the city. She lives in Newton
in the west of England, but she comes from Tshwane
in South Africa.
4.1 What time does the visit start? 4.1 prev next

Weekly Objectives Listen to the recording and have Ss repeat the words Extra practice 1 CLIL
Topic Timetable they find difficult. Digital connection 1
Grammar Present simple with fixed times Using a map of the world, Ss ask and answer General Knowledge Quiz on Sports: Write the
3 periods 32 Audioscript
Prepositions of time: at, in the times in different cities. Then, they check questions below on the bb. Set a short time for
o’clock, five past, ten past, quarter past, twenty past, twenty-five
Vocabulary Clock times their estimates on the net. E.g. A: What time is Ss to answer them in groups of 4. Then, Ss say
past, half past, twenty-five to, twenty to, quarter to, ten to, five to
it in Rome now? B: It’s ... their answers aloud and the T writes them down
Interesting tip: Some big countries use on the bb. Answers are checked and teams
Warmer 4 In pairs, ask the clock times. score 1 point for each correct answer.
different time zones (Canada uses 6) while
Write Argentinian football teams on the bb and If necessary, tell Ss that in English we use a twelve 1 What’s the name of the Argentinian FA? (AFA)
others use only one (Argentina and China, for
elicit information from Ss. E.g. famous team hour clock so we do not say fifteen o’clock but 3 2 How many AFA Cup finals have we got in
example).
names, their captains and names of stadiums p.m. or in the afternoon. Argentina in the 1st division? (Two: Initial
Suggested website:
\æsteIdi´mz\. Ask Ss if it is possible to visit them. Ss work in pairs and then check with the class. Tournament and Final Tournament)
www.worldtimezone.com
Then, find out if they know the names of any 3 Who is (Boca’s / Las Leonas’ / Los Pumas’)
British football teams. Answers
Extra practice 2
captain? (Ss check on the net)
a It’s quarter to seven. b It’s quarter past ten. c It’s half past
Class & WB Audio
1 31 Listen and answer. three. d It’s four o’clock. e It’s twenty past eight. f It’s ten to
4 Is the José Amalfitani Stadium home to Vélez
football team? (Yes, it is.)
Ask Ss to look at the picture and describe what two. g It’s twenty-five past eleven. h It’s ten past twelve.
i It’s five to eight. 5 What’s the name of Newell’s home stadium?
they can see. Ss’ learning is based on their own
(Marcelo Bielsa)
Ss say what the dialogue may be about. Write their construction of knowledge. Ss should go
from the text and context to the deduction of 6 Name 4 Argentinian football players who play
predictions on the bb. Grammar | Present simple with fixed times rules. This approach will make Ss aware of how in European teams. (Ss check on the net)
Have Ss listen to the recording and check their Answer Key
Preposition of time: at the language works and lead them to discover
predictions. its rules.
Play the recording again. This time Ss read the text. Draw Ss’ attention to the use of the preposition at
Make sure Ss understand Alfie pretends to be a with time and in with parts of the day. Extra practice 2

famous Chelsea captain, winner of the FA cup. Find out if they know the meaning of a.m. (ante
meridiem, before 12 o’clock) and p.m. (post Memory check: Ss check their classmates’
Background
Answer meridiem, after 12 o’clock). memory about the class timetable. E.g. A: What
54

55
On Saturday.
Information
Tell Ss English people use evening after 6 p.m. time does the Biology class start on Mondays?
They say The train arrives at 8 in the evening / p.m. B: It starts at 8.30.
31 Audioscript
See SB page 32. 5 In pairs, ask and answer these questions.
Ss work in pairs. Assign roles (Student A and
Digital Connections
2 Circle the correct options. Student B). Explain the purpose of the activity is
to complete the times on the notices. To do so, Ss
Ask Ss to read the options and choose the correct
will look at different notices, and ask and answer
answer in pairs.
questions.
Play the recording again, if necessary.
Ss should choose one of the verbs in brackets
Answers according to the information they have.
1a 2b 3a 4a Demonstrate the activity with one S. Check
the answers with the class, eliciting complete
Extra practice 1 sentences. Workbook
Answers
Answers 1 1 It's ten past three. 2 It’s quarter to eight. 3 It’s twelve
3 32 Listen and repeat.  : What time does the plane to London leave? B: It leaves at
1 A o’clock. / It’s midnight. 4 It’s quarter past eight. 5 It’s half
Ss look at the diagram and listen to the clock 7 o’clock. B: What time does the plane to London arrive? past five. 6 It’s twenty-five to three. 7 It’s five to five.
A: It arrives at half past eight.
times. 2 1 The news starts at six o’clock and finishes at half
2 A: What time does the plane to Milan arrive? B: It arrives at
Lead them to notice we say the minutes before the past six. 2 The football match starts at half past six and
quarter past six. B: What time does the plane to Milan leave?
hours in English (E.g. Twenty past 6). finishes at quarter past eight. 3 The film, Casablanca,
A: It leaves at quarter to five.
starts at quarter past eight and finishes at quarter to
Ask Ss to deduce when we use past and to. 3 A : What time does breakfast at the hotel start? B: It starts
ten. 4 Big Sister starts at quarter to ten and finishes at
You may tell them the apostrophe in o’clock stands at half past seven. B: What time does breakfast at the hotel
twenty-five to eleven. 5 The Eminem concert starts at
for on the. finish? A: It finishes at quarter to ten.
twenty-five to eleven and finishes at ten to twelve.
4 A: What time does the Museo de Arte Tigre close? B: It
Help them notice we do not pronounce the \l\ in 3 1 Q: What time does the English class start? A: It starts
closes at six o’clock. B: What time does the Museo de Arte
half \hA…f\. Tigre open? A: It opens at ten o’clock. at five o’clock. 2 Q: What time does the English class
finish? A: It finishes at half past six. 3 Q: What time does
the train arrive in Derby? A: It arrives at five to twelve.
4.2 We sometimes make music at weekends. 4.2 prev next
Answers
Weekly Objectives 1B 2A 3G 4D 5F Grammar | Adverbs of frequency. Extra practice 1
Topic Daily routines How often?
Grammar Adverbs of frequency Extra practice 1 Ss infer the meaning of adverbs looking at the chart. Ss describe their ideal routine. E.g. I get up at
3 periods
Vocabulary Action verbs Ask Ss to circle the verb in the examples and then 10.30 in the morning. I don't have a shower.
Note! deduce the rule.
Refer Ss to the Additional Practice at: Answers
Warmer www.pearsonelt.com.ar/mylife to work on other The adverbs of frequency go before the main verb and after Extra practice 2
Write these actions on the bb: chat on line, do spelling exceptions. the verb to be.
your homework and watch TV. Ask Ss when they Ss write 5 questions about Anton’s and Darya’s
generally do them: in the morning, afternoon and / or 35 Note! Extra practice 2 routines using What time… ? How often… ? and
evening. Ss listen and repeat after the recording. When... ? Then, they challenge their classmates
If your Ss are ready, you may tell them we pronounce 6a Make questions and ask your friend. to answer them. E.g. How often does Darya
the final s \Iz\ when the verb ends in \S\ as in finishes,
1a Match the pictures A-J with the
33 Give Ss time to write the questions. In pairs, Ss have tea at home?
Class & WB Audio
\tS\ as in watches, teaches or \z\ as in uses. take turns to ask and answer. Ask them to make a
routines. Listen and check.
Tell Ss the final s is pronounced \s\ after voiceless note of their friends’ replies.
Ss match the pictures with the routines. Tell them sounds and \z\ after voiced sounds (see
not to worry if they do not understand all the words. Pronunciation Teaching notes, page 9. Answers
Play the recording for Ss to check their answers. 1 What time do you get up on Sundays? 2 What time do
Try to elicit from Ss the meaning of daily routines. 35 Audioscript you have breakfast? 3 When do you see your grandparents?
4 How often does your father play computer games?
See SB page 35. Answer Key
Answers
A brush my teeth B get up C phone a friend D have
breakfast E do my homework F go to school G have a 4 Pronunciation. Practise \z\, \s\ or \Iz\. Write b Now write your friend’s answers.
shower H listen to music I go to bed J watch TV
these verbs in the correct form and column. Check by asking some Ss to read their friends’
routines to the class. As a follow up, Ss can try to
33 Audioscript Answers Background
find coincidences in their routines.
56

57
A brush my teeth, B get up, C phone a friend, D have breakfast, \z\ phones, listens \s\ gets, talks \Iz\ brushes Information
E do my homework, F go to school, G have a shower, H listen to
Answers
music, I go to bed, J watch TV
Note! Ss’ own answers.

Remind Ss of the preposition diagram they drew

b Which routines are not in the pictures?
in Unit 2. Ask them to complete it using the new
information: time and parts of the day. 7 36 Listen to Jay and Ruby talking. What’s
Answers
the difference between Jay’s routine at bedtime Digital Connections
Play computer games, have lunch
and Ruby’s routine?
year the morning
season the afternoon Ss predict possible bedtime routines.
IN
2a Read about Anton and complete the month the evening Ss may talk about their bedtime routines and find
gaps with the clock times. There is an extra date similarities and differences.
time. ON day
Answers
Ss look at the photo and read the title of the text to AT time Jay goes to bed at 9.30. He plays computer games in his
predict possible content. midday
bedroom and listens to music in bed. He never goes to sleep
night
before 11 p.m. Workbook
Answers Ruby goes to bed at 10 and reads in bed. She sometimes Answers
1 8.00 a.m. 2 12.30 p.m. 3 7.00 a.m. 4 4.30 p.m. watches TV and usually goes to sleep at 10.45.
5 5.00 p.m. 6 5.15 p.m. 5 Read Darya’s profile in her blog and circle 1 1 to 2 to 3 past 4 evening
7 midday 8 leaves
5 past 6 in

the correct words.

36 Audioscript 2 1 I never get up at ten o’clock. 2 How often do you
Ask Ss to read the text before choosing the correct go to the cinema? 3 My sister usually watches TV in
b 34 Listen to Anton and check. option. Jay: I’m tired. the evening. 4 What time does she arrive at school?
Ruby: What time do you go to bed?
Check with the class by asking them to read 5 How often do your parents have pizza?
34 Audioscript Jay: Well, I usually go to bed at about half past nine.
complete sentences. Ruby: Half past nine? That isn’t late. That’s quite early. 3 1 I usually have sandwiches for lunch. 2 He always
See SB page 34. Jay: I know but I play computer games in my bedroom. gets up at quarter to seven. 3 Yes, she sometimes
Answers Ruby: Ah! goes to a café with her friends. 4 I often play computer
1 live 2 plays 3 practises 4 in 5 at 6 finishes Jay: And then I listen to music in bed. I never go to sleep games.
3 Number the pictures in Exercise 1a in the 7 at 8 have 9 go before eleven. What about you?
4 1 I’m always late for school. 2 Mia and Kyle never
correct order for Anton’s day. Ruby: I go to bed at ten but then I read in bed and I sometimes
watch TV. 3 My brother often plays computer games.
watch TV. I usually go to sleep at about quarter to eleven.
Ss work in pairs and then they check with the class. 4 My parents sometimes cook (together).
4.3 Twice a week. 4.3 prev next

Weekly Objectives 3 Listen to Simon and Hannah again and tick (✔) 5 Look at the answers to Exercise 4b and Extra practice
Topic Daily routines Hannah’s habits. How often do they do those make sentences about your friend.
Grammar Adverbial phrases of actions? Check by asking some Ss to read their sentences Ss invent their own scrambled sentences and ask
3 periods
frequency Ss listen to the recording and tick Hannah’s habits. aloud. their friends to order them out. They should use
Vocabulary Action verbs Then, they check their answer with the class. both frequency adverbs and adverbial phrases.
Answers
Ss’ own answers.
Answers
Hannah’s habits: eat fruit (once a day), play a sport (once a
Warmer month).
Invite Ss to talk about their routines, using the Simon’s habits: eat fast food (twice a week), eat fruit (once a
6 38 Listen and repeat. Then practise the
following adverbs: sometimes, usually and often. month), play a sport (every day).
conversation in pairs.
This is an interesting dialogue to work with stress
1 37 Listen and tick (✔) Simon’s habits. and intonation. As Ss repeat, help them notice
Grammar | Adverbial phrases of frequency
Ss describe Simon and Hannah. which words are stressed in the dialogue (see
Ss deduce the meaning of once \w ns\ and twicev Class & WB Audio
Ask them to read the list of activities and predict Pronunciation Teaching notes, page 9).
\twaIs\ comparing them to three times. Tell Ss we use You’re joking! when we don’t think
Simon’s habits according to his photo.
Draw Ss’ attention to the final position of these the other person is talking seriously, as his or
Ss listen and check their predictions.
adverbial phrases in sentences. her answer sounds ridiculous or, at least, very
Ask Ss to compare the position of the frequency surprising.
Answer
adverbs (always, etc.) with these adverbial phrases. Ss may role-play the conversation without reading
eat fast food, play a sport
Ask Ss to make true sentences about themselves Answer Key
the lines.
using these adverbial phrases.
37 Audioscript 38 Audioscript
Answers
Simon: Hi, Hannah. How are you? See SB page 37.
Hannah: Hi, Simon. I’m fine, thanks. The adverbial phrases of frequency go after the verb (and the
Simon: Do you want a burger? object).
Background
Hannah: Yuk! No thank you. I don’t eat fast food. 7 Choose three questions from the survey.
58

59
Simon: Really? Never? Information
Hannah: No, never. How often do you eat fast food? Ask and answer them with your friend. Express
Simon: Err… twice a week. 4a Do the survey and write the answers in surprise and comment.
Hannah: Twice a week? You’ve got some bad habits, Simon. your notebook.
Ss work in pairs, checking their friends’ habits and
How often do you eat fruit?
Simon: Probably once a month.
Ask Ss to read the title and say if they think they have making comments, using the expressions from
Hannah: Once a month! I eat fruit once a day. got good or bad habits. Ss read the survey out loud. Exercise 6.
Simon: But I don’t like fruit. I like burgers and hot dogs and Check understanding and, if necessary, explain new Go round the class, providing support and help. Digital Connections
pizza …
vocabulary. As a follow up, a pair of Ss may mime the
Hannah: OK, OK. But how often do you play sport?
Simon: Every day. Ask Ss to answer the survey and write down the conversation and another pair says it aloud.
Hannah: Every day? Wow! That’s great. I only play basketball answers in their notebooks.
once a month.
Simon: Hmm … that’s not very good. Answers
Hannah: I know. I’ve got one or two bad habits. Ss’ own answers. Ss may take some time to respond.
That is natural since this is the way the
mechanism of memory works. We should try
2 Make sentences. to respect this process so that, little by little,
In pairs, Ss make sentences using the words in the b Then ask your friend the questions and conveniently trained, the memory will respond
boxes. complete the survey. faster and faster.
If they need help, you may tell them the first word Ss work in pairs, taking turns to ask and answer the
of each sentence has got a capital letter. questions. E.g. A: How often do you get up early?
B: I get up early every day. Workbook
To check, ask some Ss to read the sentences
aloud. Then they write down their friend’s answers. Answers
Read the scoring table with Ss and make sure they 1 1e 2a 3b 4d 5c 6f
Answers understand how to score their answers. 2 1 How often does Amy brush her teeth? She brushes
1 I play tennis twice a week. 2 Josh gets up at 8 every day. In pairs, Ss check their scores. Then, each S reads her teeth three times a day. 2 How often does Louis
3 They eat fast food three times a week. 4 I go to the cinema visit his grandmother? He visits his grandmother four
what his / her own score means.
once a month. 5 How often do you listen to the radio? times a month / every Sunday. 3 How often does
Emma play computer games? She plays computer
Answers
Extra practice
games every day. 4 How often does Jake go to school
Ss’ own answers.
by bus? He goes to school by bus twice a week.
3 f1 a2 e3 b4 i5 d6 h7 c8 g9
 EDB 4
Weekly Objectives
Consolidate new notions
Develop reading, listening, speaking and
3 periods
writing
Integrate kills
EXPLORE & DEVELOP
Samantha Larson, an amazing girl
Warmer
Ask Ss to name the continents. How many
continents are there?
Background information
The Seven Summits are the highest mountains
of each of the seven continents. Summiting all of
them is regarded as a mountaineering challenge,
postulated and achieved on April 30, 1985 by
Richard Bass. The peaks are: Aconcagua (South
America), Mount Kilimanjaro (Africa), Elbrus
(Europe), Mount Vinson (Antarctica), Carstensz
Pyramid (Asia), Everest (Asia), Mount Kosciuszko
(Oceania) and Mc Kinley (North America).
60
When reading a text for the first time,
remind Ss of the importance of reading
through the whole text (skim) before doing the
exercises. In this way, they will get a general
idea of the text and not merely of isolated
sentences.
1 Look at the article and circle the correct
option.
Ask Ss to identify where and when this article
appeared.
Ss look at the photo and describe what they see.
Elicit names of famous mountains.
E.g. Mount Fuji, Aconcagua, Andes, Himalaya,
The Rocky Mountains, The Alps, etc.
Ask Ss to read the title and predict what the text
is about.
Ss read the text and check their predictions.
Answer
c
2 Read the article and answer the questions.
Ss read the questions and predict possible
answers. Then they read the text in detail and
answer the questions in pairs.
Answers
1 Yes, she does. 2 (She plays) the oboe. 3 No, (she
doesn’t / does not). 4 (She trains with) her father. 5 (She
swims) practically every day. 6 Yes, (she does).
EDB Listening task
See SB page 56.
Digital connection 2
Using interactive maps, Ss may locate
the continents and the mountains Samantha
climbed: Aconcagua (South America), Mount
Kilimanjaro (Africa), Elbrus (Europe), Mount
Vinson (Antarctica), Carstensz Pyramid (Asia),
Everest (Asia).
You can also tell Ss Samantha climbed
Mount Kosciuszko (Oceania) and Mc Kinley
(North America).
Suggested website:
www.ilike2learn.com Enter and search "World
Mountains Maps Quiz"
The Incredible Greek Twins
Warmer
Ss look at the photo and identify the sport.
Introduce the verb row.
Ask Ss where people row (on rivers, on lakes or on
the ocean, depending on the type of race). Elicit what
we call the person who practises this sport (rower).
Background information
Nikolaos and Apostolos Gkountoulas are Greek
professional rowers. They're twin brothers and they are
25 years old. They compete for Greece in international
rowing championships in Men's Pair. They represented
Greece in the 2012 Olympics in London.
3 Read the interview about the
Gkountoulas brothers and complete the chart.
Ss look at the photo and describe the sportsmen.
Ask Ss to scan the text and say who is speaking in
the interview.
Ss predict what the trainer may say about the
rowers’ routines.
Ss read the text, check their predictions and
complete the chart in pairs.
Ask some Ss to read their answers.
Personal Name: Nikolaos and Apostolos
information Gkountoulas
Nationality: Greek
Sports: Rowing
Extra information: lots of medals,
compete for Greece in championships
Physical Identical twins
description Tall and slim, short blond hair,
small brown eyes, a beard
Training They do exercise at the gym.
routine They row in the river for 4 hours.
They have a massage and relax.
BUILD
4 In groups, carry out a survey about the
sports habits of students in your school. Then,
share your findings with the rest of the class
and report your results.
Step 1 Plan
Analyse the task steps with the Ss: 1) write the
survey 2) carry out the survey 3) report the results.
Ss explore the survey on page 37 and analyse the
characteristics of a survey. E.g. Wh- questions,
frequencies, what the score means, etc.
Brainstorm possible questions to find out information
about sports habits. E.g. questions about sports
activities, training routines and their frequency, etc.
Elicit possible interpretations of the scores.
Ss decide who they will interview. E.g. Ss from Year
3, Ss who are 13 years old, etc.
Step 2 Draft
In groups, Ss write a first copy of their survey.
Step 3 Edit
Ask Ss to read their survey and correct the
mistakes they see (spelling, grammar, vocabulary,
punctuation).
Ss swap their survey with another group and make
suggestions.
Read the surveys and add your own comments.
Step 4 Present
Ss prepare a pie or bar chart with all the results and
then present the reports to the rest of the class.
They may also write an article about sports habits
at school and / or present the videos and / or
recordings.
EDB 4
prev next
EDB Listening task
Mountain magazine interviews
39
Dr David Larson, Samantha’s father. Listen
and answer true (T) or false (F).
Ask Ss to correct the false statements (1 He
says: "Yes, but not all the year.", 3 No, she
usually stays at home.).
Help Ss notice the differences in the accent: the
interviewer is British and Dr Larson is American .
Answers
1F 2T 3F 4T 5T
Class & WB Audio
39 Audioscript
Interviewer: Well, Dr Larson, congratulations! The first father
and daughter on the Everest!
Dr Larson: Thank you. I’m really very happy.
Interviewer: The seven summits … with your daughter!
What a life, Dr Larson!
Dr Larson: Please, call me David.
Interviewer: OK, David. Do you and your daughter train Answer Key
everyday?
Dr Larson: Yes, but not all the year. That depends on our
plans. She usually trains at the gym and we go
mountain trekking, for three or four days.
Interviewer: Every month?
Dr Larson: No, no. Two or three times a year. We love
these short expeditions together. Background
Interviewer: What about the rest of the year? Information
61
Dr Larson: Oh, well … She works for school, plays her
oboe, dances. She’s a very good dancer.
Interviewer: No friends? No holidays?
Dr Larson: Of course! She’s got friends and holidays, but
she usually stays home on holiday. Remember
she travels very often: Africa, Europe, South
America. But, when on holiday, she gets up
at 10 or 11 in the morning, has a late lunch, Digital Connections
at 2 or 3 or 4, and then, she goes out with
her friends, watches films, has parties. I don’t
know …
Interviewer: So, she doesn’t train while on holiday.
Dr Larson: No, she doesn’t. But dancing is very good for
her training.
CHECK YOUR PROGRESS 4
1 1
 six o’clock 2 3 quarter past eight 4
2 1
 00% always 75% usually 50% often
25% sometimes 0% never
3 1
 leaves at 2 arrive at 3 starts 4 leave
5 arrives
4 1
 My brother is always hungry. 2 What time do you
usually get up? 3 I sometimes go to the cinema.
4 How often do you eat fruit? 5 I never play tennis.
5 1
 How often does Josh go to the cinema? (He goes
to the cinema) twice a week. 2 How often is Chris
late for work? (He is late for work) three times a week.
 TIME OUT B TIME OUT B
prev next
Answers
1 Yes, it has. 2 The robot waiters. 3 Two. 4 They
Weekly Objectives
transmit and bring your order, clean the tables, and do a lovely
Humanoid Robot MY TIME OUT B
Integrating skills dance routine. 5 A human being. My humanoid robot
Invite Ss to talk about what a humanoid robot is.
Transferring knowledge to new situations You may refer them to science fiction films like Ss may look up information on humanoid robots
3 periods
Developing comprehension strategies “I, robot”. on the Internet.
You may want Ss to watch the robots on YouTube.
Suggested links: Elicit from Ss what humanoid robots are like and Suggested websites:
www.youtube.com Enter "Robot Restaurant in what they can do. www.squidoo.com/humanoid-robot
An amazing Japanese restaurant in Bangkokm Thailand" Ss complete the chart. www.robotbuy.com/androids
Thailand www.youtube.com Enter "Hajime - Robot
Answers
Humans or robots? Restaurant" It walks. 3
Then, Ss may create their own robot and write
It runs. 3 a short description. E.g. My robot is a robot
Background information Interview It speaks. 7 (musician). Its name is … It plays the … and
Hajime is a modern Japanese restaurant in Lapassarad Thanaphant, the It sings in English. 7 sings in (English). Sometimes … but it doesn’t …
Bangkok with a futuristic look. It doesn’t have creator of the Hajime restaurant Ss can illustrate their humanoid robots with their
waiters but human-like robots to serve customers. own drawings or pictures from the Internet. Class & WB Audio
You may write the following exercise on the bb:
The menu is computer-based. Customers order
directly on touch screens. Robots are also 1 Write true (T), false (F) or not in text (NT).
entertainers: they dance to Asian pop music. It is a
very popular place. 1 Ms Thanaphant is Japanese. ___
The woman in the photo is the owner and creator of 2 Ms Thanaphant speaks French. ___
this place. Her name is Lapassarad Thanaphant. Answer Key
3 The restaurant doesn’t serve lunch. ___
You may write the following exercises on the bb:
4 A ‘Robot Café’ is a bar or restaurant
1 Circle the correct option.
with robot service. ___
1 A Chinese restaurant in Thailand is …
a) exceptional. b) usual. c) atypical. 5 The interviewer doesn’t like the future
Background
of cafés. ___
62

63
2 The robot samurais are … Information
a) good at b) professional c) excellent 6 Ms Thanaphant is a millionaire. ___
their job. dancers. cooks.
3 The robot cook … Answers
a) works at b) is a fantasy. c) is a reality. 1 NT 2 NT 3F 4F 5T 6 NT
the Hajime.
Digital Connections
Answers
1b 2a 3c

2 Answer these questions.

1 Has Thailand got Indian restaurants?
___________________________________________
2 What is innovative in the Hajime restaurant?
___________________________________________
3 How many waiters has the Hajime restaurant
got?
___________________________________________
4 What do the robots do in the restaurant?
___________________________________________
5 Who cooks in this restaurant?
___________________________________________
5.1 There is a big living room. 5.1 prev next

Weekly Objectives 1 Read the vocabulary in the box. Answers Extra practice
Topic Homes 2 Identify and list the equipment on the plan. Ss’ own answers.
Grammar There is Ss work in pairs and then check their answers with Incomplete drawings: A S starts drawing one of
3 periods the class. the new house objects and the rest try to guess
Vocabulary Rooms and house equipment
what it is while he / she draws. E.g. Is your
Answers
6 Listen to Sarah and Kate on the phone.
41
drawing a (basin)? Is it a (sink)?
bath, dishwasher, mirror, washing machine Write 5 things Kate mentions about her room.
Read the rubric and ask Ss to identify the speakers Variation: Two / three Ss draw on the bb at the
Warmer
Extra practice and the topic. same time and the class tries to guess, using
Write the word bus on the bb. Ask Ss if they
Ss predict possible things Kate says about her room. the ’s genitive in their questions.
usually use buses: Where do you go by bus?
Grammar | There is Play the recording for Ss to confirm their E.g. Is (Pedro)’s drawing a (cooker)?
Which bus lines / numbers do you use? Have
these buses got one floor / deck or are they Tell Ss we use There is to refer to the existence of predictions.
double deckers? Tell Ss they will read an article objects in a place.
Answers
about a special bus. Help them notice this structure does not exist in 1 It’s nice. 2 It’s small. 3 There isn’t a television. 4 There’s
Spanish and that we use the verb Haber (hay) instead. a big desk / computer. 5 There isn't a mirror in the bedroom. / Class & WB Audio
1 Read the text and name the rooms 1-6 on Work on the pronunciation of the there’s \D´z\ and There's a mirror in the bathroom.
the plans. there isn’t \D´r Iznt\.
Ask Ss to describe the bus. Answer 41 Audioscript
Ss look at the plan and say the things they can see. We use there is for singular nouns. Sarah: Hello.
They predict why this bus is special. Kate: Hi, Sarah. This is Kate.
Ss read the text and check their predictions. Sarah: Oh, hi Kate. Where are you? Answer Key
Kate: In my new bedroom.
Answers 4 Look at the advertisement and describe the Sarah: Your new bedroom. Wow! Fantastic. Is it nice?
Kate: Nice? Yes, I really like it.
1 Bedroom 2 Bathroom 3 Bedroom 4 Dining room bathroom and the kitchen.
Sarah: Is your room big?
5 Kitchen 6 Living room
Ask Ss where they can find this ad (newspapers). Kate: No, it’s small.
Help them deduce the meaning of flat to let Sarah: Is there a TV?
Kate: No, there isn’t a TV in my room but there’s a big desk Background
(apartment to rent).
64

2 Answer the questions.
Ss re-read the text and answer the questions in pairs.
Answers
1 red 2 It’s a family home for holidays. 3 He’s Tom’s
brother. 4 No. There's only one room for Tom and Luke.
3a Match the house equipment with
40
the drawings. Then listen and check.
Ss read the words and say which ones they know.
They match the names with the drawings. Guide
them to infer meaning from pictures and context.
Play the recording for Ss to check.
Ss repeat the vocabulary to work on sound
pronunciation and stress.
Answers
1 TV 2 mirror 3 shower 4 fridge 5 dishwasher
6 washing machine 7 toilet 8 cooker 9 basin 10 sink
11 bath
40 Audioscript
1 TV 2 mirror 3 shower 4 fridge 5 dishwasher 6 washing machine
7 toilet 8 cooker 9 basin 10 sink 11 bath
b Go back to page 40 and list the house
equipment not on the plan.
Elicit from Ss the steps necessary to do this exercise:
65
and a computer. Information
You may want to tell Ss London is divided into Sarah: Is there a mirror?
sections in accordance with the points of the Kate: A mirror? No, there isn’t. The mirror is in the bathroom.
compass. SE stands for south east.
You may turn this into a memory game by asking Workbook
Ss to close their books and describe the kitchen
Pronunciation: \D\ there - \T\ bath
Answers
and bathroom. 7 42 Listen and repeat. 1 fridge 2 dining room 3 bathroom
1  4 shower Digital Connections
5 kitchen 6 dishwasher
Answers Help Ss pronounce \D\ and \T\ by asking them to
2 Bathroom bath, shower, toilet, basin
There’s a cooker in the kitchen. There’s a sink / fridge in the show the tip of their tongues when they pronounce Kitchen cooker, dishwasher, fridge, sink
kitchen. There’s a toilet / bath / basin in the bathroom. them. Elicit other words they know. E.g. they, this, 3  5 1
 There’s 2 Is there 3 there is 4 there isn’t
father, think, fourth 5 Is there 6 there is 7 there isn’t 8 There’s
You may also want to work with Ss on stress patterns 5  um: How’s your flat?
M
5a Talk with a friend about your homes. in English and show them how unstressed words are Sandra: It’s OK. There’s a bedroom and a living
Ss work in pairs and take turns to ask and answer joined together. Play the recording and ask Ss which room.
words they can hear more clearly (kitchen, bathroom, Mutm: Is there a bathroom?
about their homes.
Sandra: Yes, there is but there isn’t a bath, only a
You may encourage Ss to make other questions bath). Help Ss notice not all the sounds are audible.
shower.
and draw the plan of their friend’s house. Ask them to repeat after the recording. Mum: Is there a washing machine?
Sandra: Yes, there is but the kitchen is awful. The
Answers 42 Audioscript cooker’s OK but there isn’t a dishwasher.
1 A: Is there a dining room in your home? B: No, there isn’t.
See SB page 41. Dad: A dishwasher! So what’s the problem?
2 A: Is there a shower in the bathroom? B: Ss’ own answers.
There’s a sink and hot water!
3 A: Is there a television in your bedroom? B: Ss’ own answers.
4 1 There’s a living room in my house. There’s a bag in
4 A: Is there a fridge in your bedroom? B: Ss’ own answers.
the living room. There isn’t a fridge in the living room. Is
To develop self-access skills, encourage
there a door in the living room? Yes, there is. 2 There’s
Ss to use resource material (their book,
b Write about your friend’s house. dictionaries, the net, etc.) or check with their /is a bathroom in my house. There isn’t / is not a shower
in the bathroom. Is there a bath in the bathroom? Yes,
peers before asking the teacher for help.
Monitor the activity and help as necessary. there is. 3 There’s / is a kitchen in my house. Is there a
Check and analyse common errors. washing machine in the kitchen? Yes, there is. There’s a
cooker in the kitchen. There isn’t / is not a dishwasher in
the kitchen.
5.2 There are some chairs. 5.2 prev next

Weekly Objectives b Now look at the photo on page 42. Tick the Extra practice 1
Answers
Topic Rooms other objects in the room. We use any for plural nouns in the negative and interrogative.
Grammar There are Memory game: What’s there in our school
Ss work individually and check with the class.
Some and any with plural nouns
3 periods canteen / library / playground? Ss write down
Extra practice 1
Vocabulary House objects, furniture what they remember in one minute. Then,
Answers
Shelves, a lamp, a table, a bookcase some Ss read their lists aloud. The one who
5 Read more about Kate and Sarah’s new club remembers the most items is the winner.
Warmer room and circle the correct words. E.g. There are some posters in the library.
Note! Ss work individually and check in pairs before the
Write house on the bb and ask Ss to name rooms
that are generally downstairs and upstairs. Start Ask Ss how they differentiate singular from plural class check.
nouns (final s in the plural, the use of a / an in the Extra practice 2
building a mind map. Then, elicit the objects in
each room and complete it. singular). Remind them of some irregular plurals Answers School survey: Ss prepare a survey with
they have seen: shelf / shelves, foot / feet, 1 any 2 some 3 any 4 some
questions about the school for their classmates
man / men, child / children.
to answer. E.g. How many Ss are there in the Class & WB Audio
1a Complete the blanks with words from the Ss infer whether we use some with singular or plural
nouns. 6 Write true sentences about your classroom. school? How many Maths periods have we got
box.
Tell them we use some when we don’t know the Use there are / aren’t. on Mondays? How many trees are there in the
Ss read the words in the box and say which ones
exact quantity, but we know it is more than one. We playground?
they know before completing the blanks. You may do this as an oral game first, asking some
generally pronounce it /sm/ and stress the plural Ss to close their eyes and describe the classroom.
ˌ
Answer noun after it. E.g. some chairs. Extra practice 3
1 chest of drawers 2 armchair 3 wardrobe 4 lamp Answers Answer Key
5 mirror 6 desk 7 cupboard 8 DVD player 9 bin Ss’ own answers.
Grammar | There are Ss design their ideal classroom / bedroom and
10 shelf (shelves)
As in the previous lesson, elicit from Ss we use present their project.
There are to refer to the existence of objects in a 7a Plan a youth club room. Choose six
b 43 Listen and check your answers. place and that its Spanish equivalent is hay. objects from the box in Exercise 1a. Write a list.
Work on pronunciation of there are \De´r´\. Background
Make a point of the irregular plural of shelf Ss write down their suggestions individually.
66

67
Information
(shelves). Answers
Answers
You may use the recording to work with the We use there is for singular nouns. We use there are for plural
Ss’ own answers.
pronunciation of difficult words such as cupboard nouns.
ˌ ˌ
\ k b´d\, wardrobe \ wO…dr´Ub\ and drawers \drO…z\.
v

b Now ask and answer about your club

43 Audioscript 4 Read about Kate and Sarah’s new club room room. Digital Connections
1 chest of drawers 2 armchair 3 wardrobe 4 lamp 5 mirror 6 desk and circle the correct words.
In small groups, Ss take turns asking and
7 cupboard 8 DVD player 9 bin 10 shelf / shelves Ss work in pairs.
answering questions about their list.
When checking with the class, ask Ss to justify their
They check if there are coincidences in their
2 44 Listen and answer true (T), false (F) or choice.
proposals and come up with one list.
doesn't say (DS). Answers
Answers
Ask Ss to describe the photo before listening. 1 are 2 is 3 are 4 are 5 is 6 is
Ss’ own answers.
Answer
DS Extra practice 2 Workbook
Digital connection
Extra practice 3 Answers
Memory game: Ss choose a photo of a fully- 1 1 armchair 2 curtains 3 mirror 4 plant 5 sofa
44 Audioscript
equipped room in a house show it to their 6 desk 7 bin 8 lamp 9 computer 10 chair
See SB page 45. classmates for 30 seconds and check what You may help Ss to develop confidence in 2 1 c 2f 3e 4a 5b 6d
they can remember. E.g. There are 4 chairs in oral work by lowering the level of difficulty 3 1 any 2 are 3a 4 aren’t 5a 6 any 7 isn’t
3a Now read the dialogue and circle the the living room. of the questions; giving them more time for 8 some
Suggested website: thinking, calling them after other Ss have
objects in the new club room. 4 1 b 2d 3a 4c 5f
participated and / or inviting them to practise
www.apartmenttherapy.com 5 1 How many students are there in your classroom?
Elicit from Ss what objects are needed for the club in pairs or small groups before they speak out.
There are (Ss’ own answers). 2 Is there a blackboard
room (books, DVDs, computers, new CDs).
Grammar | There are in your classroom? Yes, there is. / No, there isn’t / is not.
3 How many computers are there in your school? There
Answers Elicit from Ss how questions are formed (inversion).
are (ten) computers in my school. 4 Are there any
chairs, armchairs, a TV, a DVD player, a CD player, CDs Ss infer the rule for the use of some (affirmative armchairs in your bedroom? Yes, there are some. / No,
sentences) and any (negative and interrogative there aren’t / are not any.
sentences).
5.3 Can I borrow your mobile phone?
Weekly Objectives
Topic Requests
Grammar Prepositions of place
3 periods
Can – can’t
Vocabulary Want (to)
Warmer
Tell Ss you want to do a survey about activities
young people usually do in their bedrooms. They
will listen to some questions and they should put
up their hands if they do the activity. E.g. 1 Do
you watch TV in your bedroom? 2 Do you do your
homework? 3 Do you read? 4 Do you have dinner?
5 Do you play football in your bedroom? Encourage
Ss to analyse the results: Are there any activities
they all do? Are there any activities nobody does?
1 Look at the photo. How many bags are
there?
Encourage Ss to describe the photo in detail.
Ask them their opinion about this bedroom. You
may incidentally teach the word messy.
Answer
Two
68
2 45 Listen and circle the objects you hear.
Check Ss understand what Grace borrows from
Alfie (MP3 player and mobile phone).
Ask Ss if they think this is Alfie’s or Grace’s
bedroom (Alfie’s).
45 Audioscript
See SB page 44.
Grammar | Prepositions of place
Ss infer the meaning of the prepositions of place
from the drawings.
To check understanding, give instructions and ask
Ss to move objects according to what you say.
E.g. Put your pen under your desk.
Ask Ss to build sentences with the objects in Alfie’s
bedroom. E.g. The bag is behind Jay’s chair.
Extra practice 1
5.3 prev next
Use your English (1) 6 What do you say in these situations? Extra practice 1
Elicit from Ss we use requests to ask for something.
Answers Guessing game: A S gives a clue about
Help Ss notice we pronounce can \k´n\ or \kn\ in
these questions. 1 Can I borrow your T-shirt? 2 Can you buy me an ice- another S. The other Ss have to discover which
cream, please? 3 Can you close the window, please?
Draw Ss’ attention to the use of please in polite classmate he / she is speaking about.
4 Can you explain Exercise 5, please?
requests. E.g. S1: This person is near (Pedro) S2: Is it
(María)? The S adds clues until the person is
Answers Use your English (2)
discovered.
1 Can 2 you
7 Listen and repeat. Then practise the
47 Help Ss notice that clues with near and next to
conversation in pairs. are more difficult to guess.
Invite Ss to imitate the pronunciation and
3 Read and complete.
intonation patterns when they repeat.
Invite Ss to say which are the most usual requests You may use this recording to work on stress. Extra practice 2
they make to their parents, friends, brothers or Ss may underline the words that are more Present a situation and ask Ss to brainstorm
sisters. E.g. Can I borrow your dress? Class & WB Audio
prominent in each sentence (see Pronunciation ideas they associate with it.
Answers
Teaching notes, page 9). E.g. 1 It’s / is 10 p.m. What does your grandpa /
1 Can you 2 Can I 3 can you 4 Can you your little brother / your dog want to do? He wants
47 Audioscript
to go to bed. He wants to watch TV. He wants to
Note! See SB page 45.
go out.
Check Ss understand want expresses desire. 2 It’s his / her birthday. What does your grandma / Answer Key
Elicit from Ss that want may be followed by a noun 8 Practise more conversations in pairs. your little sister / your friend want to do? 3 It’s / is
or a to infinitive. Use the words in the box. Sunday afternoon. What do your parents / your
Encourage Ss to work with different partners. friends / you want to do?
4 Charlie and Sue usually do their
46 Some pairs may role-play their dialogues for the
homework together. Listen and circle. class.
Background
69
Ss read the rubric and describe the situation before Information
listening (speakers, activity, place).
Ask Ss to re-read the objectives at the end
of the lesson / unit to remind them what
Answers
they have learnt and help them become aware
1 some water 2 go to the cinema 3 wants
of their progress.
Digital Connections
46 Audioscript Workbook
Charlie: Do you want a sandwich, Sue? Answers
Sue: No, thanks, Charlie, but can I have some water,
1 1 on 2 in front of 3 on 4 near 5 behind
please?
Charlie: Here you are. Hey, Sue, do you want to go to the 2 Picture A 1 The magazines are on the shelf. 2 The CD
cinema this afternoon? player is on the bookcase. 3 The bag is on the bed.
Sue: Good idea! Let’s phone Sarah. 4 The trainers are under the bed. 5 The telephone is
Charlie: No, she can’t. She wants to study for the exam all day on the table. 6 There are two photos in the bookcase.
today. Picture B 1 The magazines are under the bed.
2 The CD player is in front of the bookcase. 3 The bag
Extra practice 2
is between the bed and the chest of drawers. 4 The
trainers are in the chest of drawers. 5 The telephone is
on the chest of drawers. 6 There is only one photo in
5 What do they want? Write sentences.
the bookcase.
Ss will probably have difficulties with the Present 3 1 I want to ask you a question. 2 Can I use your
simple. If so, refer them back to the Grammar Boxes computer? 3 We want to go to the cinema, Mum.
in U3 (pages 25 and 27) before the class check. 4 I want to eat chocolate. 5 Can I open the door?
4 1 Can you repeat the example, please? 2 Can
Answers Billy come to the party with us? 3 Do you want a
1 Sue wants some water. 2 Tommy wants to go to the sandwich? 4 Do you want to go to the cinema this
cinema. 3 We want holidays. 4 She doesn’t want to phone evening? 5 Can you use your father’s notebook?
her mother. 5 a5 b4 c1 d2 e3
6 1 I don’t want to drink coffee. 2 I want / don’t / do not
want to play video games. 3 My dad wants / doesn’t /
does not want to play football.
 EDB 5 EDB 5
prev next

Weekly Objectives of the house, opinion, location, accommodation,

3 What’s there in this adobe house? Read
description (upstairs and downstairs), rent, e-mail /
Extra practice
Consolidate new notions
the ad and complete the chart. You may ask Ss to identify in which paragraph
Develop reading, listening, speaking and telephone.
3 periods Ask Ss to look at the picture and predict what the following ideas are expressed: a) saving water,
writing Encourage Ss to read the Writing notes and use the
this is: A holiday resort or a family house? vocabulary they have learnt in the unit. b) saving light, c) energy-efficient technology,
Integrate skills
Elicit from them where this ad appears (on the net). d) insulation, e) ventilation.
How do they know?
Ss read the text and complete the chart. Step 2 Draft
Answers
EXPLORE & DEVELOP Ss write the first draft of their ad. 1b 2e 3d 4a 5c
UPSTAIRS rooms CONTENTS
Ecological houses
Bedroom 1 a large balcony Step 3 Edit
a big wardrobe EDB Listening tasks
Ss have already edited their texts in Units 1-4 so, at
To help Ss improve their comprehension Bedroom 2 a big wardrobe this stage, they should be able to discuss the ways
skills, you may ask them to read the True / Playroom to go about this step and take decisions. Move 1 Listen to an interview with
48
False statements before reading the text to see around the classroom and help them if necessary. Peter Smith and complete the plan of his Class & WB Audio
Bathroom
what information they must look for (scanning). ecological house.
You may also encourage them to underline this DOWNSTAIRS rooms CONTENTS
information as they read on. Step 4 Present
living room big windows Answers
1c 2a 3c 4b
Bedroom 3 Ss write their final copy and present it to the class.
1 Read the article about ecological houses Study The ads may be exhibited in the classroom or on
and answer true (T), false (F) or not in the text 48 Audioscript Answer Key
the class blog.
Kitchen a cooker
(NT). Interviewer: Thank you, Peter, for showing us your house.
a washing machine You may want Ss to give oral presentations and Peter: My pleasure. It is very simple. There are some
Write ecology on the bb and ask Ss what they describe the houses as if they were the owners or rooms here downstairs and some upstairs.
Bathroom
associate with this concept. E.g. Protect nature, state agents. Interviewer: How many rooms are there?
Greenpeace, pollution, solar energy, etc. Accept Peter: Seven in all.
Invite Ss to say what information, apart from Ss may also vote and choose the ad they like best. Interviewer: OK. Let’s start here. We are in the living room
suggestions / words in Spanish but provide the Background
the description of the rooms, can be included now, right?
70

Information

71
English version. Peter: Yes, and the dining room is next to it.
in an ad (name of the house, opinion, location,
Ss look at the title. Ask them what they know Interviewer: I see. Wow! The windows are really large.
accommodation, cost, e-mail and telephone). Peter: Yes, sure. Thanks to these windows the rooms
about ecological houses to check if they have the
are warm in winter.
necessary background knowledge to understand
the text. E.g. solar panels, etc.
BUILD Interviewer: I love these sofas! Is there a toilet or bathroom
downstairs?
They may read the true and false statements before Peter: Yes, there is a toilet downstairs. It is in front of
Special houses in the world the kitchen. It is not very big. Only a toilet and Digital Connections
reading the article and make predictions. a basin.
Ss read the article and check whether their
4 As a class, choose a famous person /
Interviewer: And where’s the kitchen?
Peter: Here… Come. Here it is.
predictions were right or wrong. Invite them
character and think about his / her ideal house. Interviewer: Do you have your meals here?
to provide the correct sentences for the false
Where is it? How many rooms? Why is it ideal Peter: Yes, but we don’t usually have lunch or tea at
statements (1 The text says: "In these houses, home.
for him / her? Find pictures to illustrate this
insulation is essential.", 2 It is important as the Interviewer: Is that an energy-efficient cooker?
special house and design an ad to publish on a Peter: Of course. The house is energy-efficient.
energy comes from the sun.).
TO BUY, TO RENT webpage. Interviewer: Cool. Can we go upstairs?
Answers Peter: Sure. There are four rooms there.
Interviewer: I can see two bedrooms but… where is the
1F 2F 3T 4T 5 NT
Step 1 Plan CHECK YOUR PROGRESS 5 bathroom?
Peter: Over there, between the two bedrooms. And
There are some eco-friendly celebrities. E.g. 1 1
 bathroom 2 toilet 3 bath 4 hall 5 bedroom
that’s the playroom for our daughter.
6 bed 7 kitchen 8 fridge 9 cooker
2 What do these words refer to? Leonardo Di Caprio, Cameron Díaz, Brad Pitt, etc.
10 dishwasher 11 dining room 12 living room
Interviewer: Tell me, Peter, has the house got a special
Ask your Ss to search on the Internet and decide system for…
2 1 a 2 h 3 c 4 e 5 f 6 d 7 g 8 b 9 i
Answers on one. Then, have them discuss about the kind of
1 ecological homes 2 houses 3 the roofs 4 water home they imagine for their eco-friendly celebrity.
3a 1 There’s a 2 There’s a 3 There’s a 4 There’s a 2 Answer these questions.
5 There are some
Once Ss have come out with the characteristics
b 1 Q: Are ... any A: there are 2 Q: Are ... any A: Answers
Extra practice of this house, they will look for pictures to
aren’t / are not ... are ... any 3 Q: Is ... an A: is ... is 1 The large windows and the sofas. 2 A toilet and a basin.
illustrate their idea, or they might want to design it
4 1 The CD is behind the curtains. 2 The CD is near 3 Yes, they do. 4 In the playroom.
EDB Listening tasks themselves.
the armchair. 3 The CD is under the armchair.
See SB page 56. Ask Ss to look at the ad of the adobe house to 5 1 Can I 2 I’m sorry 3 can you 4 please 5 Sure.
decide what kind of information they need and 6 1 like 2 don’t want 3 don’t want 4 Can I
how they will organise it in their text. E.g. name borrow it? 5 don’t want 6 love 7 like
6.1 I’m learning a lot.
Weekly Objectives
Topic Sports, leisure
Grammar Present continuous
3 periods
Vocabulary Sports, leisure activities
Warmer
Write sports on the bb. Elicit from Ss the sports
they like, the ones they practise and those they
watch. Which is the class favourite sport?
1 Who is the top football player in the world at
the moment?
Ss may check this on the Internet.
Answers
Ss’ own answers.
2 Jamal is doing a three-day course at a
Football Academy in South Africa. Read his
email to his parents.
Ask Ss to look at the text and elicit it is a blog.
Brainstorm what they can find in this blog.
Read the rubric and check if Ss know any football
academies.
72
Invite them to predict what Jamal does in the
academy (E.g. He trains, plays football, studies,
etc.)
Ss read the text and check their predictions.
3 Answer the questions.
You may present vocabulary connected to football
like positions (E.g. captain, goalkeeper, back,
centre, forward) and actions (E.g. kick / head /
catch a ball, make a pass, score a goal).
Answers
1 Yes, he is. 2 No, she doesn’t. 3 Yes, he has.
4a Match the pictures 1-8 with the sports in
the box.
Help Ss notice most sports have English names.
b Listen and check. Then listen again
49
and repeat.
Find out if Ss know other sports in English,
E.g. golf, rugby, baseball, hockey, polo, surfing,
handball, judo, karate, etc. Write them on the bb
and practise their pronunciation.
Answers
1 tennis 2 basketball 3 swimming 4 athletics
6 football 7 skiing 8 volleyball
49 Audioscript
1 tennis 2 basketball 3 swimming 4 athletics 5 cycling 6 football
7 skiing 8 volleyball
Note!
Help Ss deduce the rule for the formation of the
Present participle.
Other useful examples:
Verb + -ing: go, play, listen, study, look
Drop final e + -ing: write, close, leave, move, dine,
take
Double the consonant + -ing (when verbs end in
one vowel + one consonant): put, sit, run, clap, win
Grammar | Present continuous.
Affirmative and negative
Ask Ss if the Present continuous expresses a daily
routine or an activity in progress.
Point out we use time expression like now and at
this moment to talk about actions at the moment
of speaking.
Remind Ss that the final -ing \N\ sound appears in
Spanish words such as tango, pongo and Ringo.
Answers
We use Present continuous for actions at this moment.
For Present continuous, we use: am / is / are (not)
+ verb + -ing.
Extra practice 1
5 Circle the correct words.
Before completing the exercise, elicit from Ss the
time expressions we use to express daily routines
and actions in progress (Unit 4, page 35).
You may encourage them to underline these as
they read the text. When checking the answers,
you may ask Ss to justify their choice.
Answers
1 plays 2 is studying 3 are doing 4 watch
listening
6 Look at the picture in Exercise 4a again and
write sentences.
This is a good opportunity to focus on pronunciation
ˌ are wearing black T-shirts. In B, they aren’t / are not
of isn’t \ Iznt\ and aren’t \A…nt\.
You may ask Ss to spell out swimming, skiing and
cycling. E.g. S-W-I-M-M-I-N-G.
Answers
5 cycling 1 She isn’t cycling. She’s playing tennis. 2 He isn’t / is not
playing football. He’s / is playing basketball. 3 They aren’t / are
not playing volleyball. They’re / are swimming. 4 She isn’t / is
not skiing. She’s / is doing athletics. 5 He isn’t / is not playing
tennis. He’s / is cycling. 6 They aren’t / are not swimming.
They’re / are playing football. 7 She isn’t / is not doing
athletics. She’s / is skiing. 8 They aren’t / are not playing
basketball. They’re / are playing volleyball.
Extra practice 2
Give positive feedback to Ss to motivate
them. Refer both to linguistic and non-
linguistic skills. Comments may be about
successful communication, accuracy, fluency,
use of new vocabulary, good pronunciation,
attitude, effort, commitment, etc.
5 are
6.1 prev next
Extra practice 1 CLIL
Pictionary: Divide the class into 2 teams. A S
from Team A comes to the front. Give him / her
a slip of paper with a sentence to draw, E.g.
They’re running. As the S draws, his / her team
tries to guess the action in progress. Time the
activity to make it more challenging.
Extra practice 2 CLIL
Personal questions: Ss say what they think their
family members are doing at the moment.
Class & WB Audio
E.g. I think my father is working in the office.
I think my grandparents are cooking.
Answer Key
Background
73
Information
Workbook
Answers
1 Team sports: football (Possible answers: rugby, Digital Connections
basketball, hockey, polo)
Individual sports or activities: gym (Possible answers:
cycling, golf, skiing, judo, running)
2 1 going 2 sleeping 3 having 4 swimming
5 winning 6 wearing 7 sitting 8 playing
3 1 ’s doing, isn’t watching 2 ’s / is sleeping, isn’t / is
not working 3 ’m / am not having, ’m / am having
4 isn’t / is not playing, ’s / is reading 5 aren’t / are not
listening, ’re / are reading 6 aren’t / are not writing, ’re
/ are writing 7 aren’t / are not making, ’re / are making
4 1 ’m not eating 2 is or isn’t / is not wearing
3 is or isn’t / is not reading 4 are learning 5 are or
aren’t / are not listening 6 ’m / am or ’m / am not
doing
5 1 In picture A, the boys are eating sandwiches. In
picture B, they aren’t eating sandwiches, they’re eating
apples. 2 In A, the girl is wearing a white T-shirt. In
B, she isn’t / is not wearing a white T-shirt, she’s / is
wearing a black T-shirt. 3 In A, the boys are wearing
trainers. In B, they aren’t / are not wearing trainers,
they’re / are wearing football boots. 4 In A, the boys
wearing black T-shirts. They’re / are wearing white
T-shirts. 5 In A, the girl is eating a salad. In B, she isn’t
/ is not eating a salad, she’s / is eating chips.
6.2 Are you listening? 6.2 prev next

Weekly Objectives b Complete these sentences with the correct 6a Listen to Jay talking to Benji, and
52 Extra practice
Topic Sports, leisure verb in the correct form. answer the questions.
Grammar Present continuous Ss predict who Benji is. What’s Benji relationship to Reverse mime: Two Ss come to the front and
3 periods
Vocabulary Sports, leisure activities Answers Jay? stand up with their backs to the bb. T writes an
1 go, play 2 goes 3 do, play
Play the recording and ask Ss to check their outdoor activity on the bb. The rest of the class
predictions. mimes the activity for these two Ss to guess.
Extra practice
Warmer The one who guesses stays at the front for a 2nd
Answers
Check what Ss remember about Grace, Alfie and 1 In his bedroom. 2 No (he’s writing an email on his computer) round. E.g. go cycling.
Jay. Ss may browse through the book to look for Grammar | Present continuous. 3 Night time
information. Interrogative
Ss read the examples and work on the rule for the 52 Audioscript
1 50 Listen and answer. formation of the interrogative. Benji: Jay, can I come into your room?
Before listening, ask Ss to describe the photo: Elicit from Ss the intonation of Yes / No questions. Jay: Yes, OK.
place, people, actions. Benji: What are you doing? Class & WB Audio
Jay: I’m not doing anything.
Ss predict what Grace and her brother are talking Answers Benji: That’s not true. Are you playing that computer game?
about. Record their predictions on the bb. not / he is / they / aren’t Jay: No, I’m not.
Ask Ss to listen to the recording and check if their Benji: You’re writing something. Are you doing your homework?
Jay: Yes, I am.
predictions were right or wrong. Benji: No, you’re not. That’s not homework. That’s an email!
Jay: All right. Yes, I’m writing an email.
Answer 4 Make questions. Benji: Who are you writing to? Answer Key
Rihanna Jay: Good night, Benji.
Answers Benji: Who’s Grace?
1 Are you making a sandwich? 2 What are they doing? Jay: Benji! Good night!
50 Audioscript 3 Is she using the computer? 4 What’s / is your mother
cooking?
See SB page 50.
b Answer true (T) or false (F).
Background
Elicit from Ss why Jay doesn’t want Benji in his
74

2 Answer true (T), false (F) or doesn’t say (DS).
Ss listen to Track 50 again and answer. They correct
the false statement (2 They’re doing tai-chi.).
Answers
1T 2F 3T 4 DS 5T
3a Put the words in the correct group.
51
Then listen and check.
Help Ss notice how the categories are organised
(play + games; do + activities; go + gerund / -ing).
Ss complete the exercise and then check with the
recording.
Ask Ss if they remember other outdoors activities
to include in the diagram. Remind them of climbing,
mountain trekking and rowing (Unit 4).
Answers
play football, volleyball, tennis
do gym, athletics, judo, tai-chi, taekwondo
go swimming, cycling, skiing, skateboarding, skating, jogging
51 Audioscript
Play football, play volleyball, play tennis
Do gym, do athletics, do judo, do tai–chi, do taekwondo
Go swimming, go cycling, go skiing, go jogging,
go skateboarding, go skating
75
Information
room. Does Benji guess what Jay is doing?
5 Look at the people in the picture and make
Ask Ss to correct the false statements (3 He is
questions and answers.
writing an email, 5 He is writing an email to his
Ss work in pairs. To make it more challenging, friend Grace.).
the S who answers could look at the picture for
only 10 seconds and then close his / her book.
Answers Digital Connections
Answers 1T 2T 3F 4T 5F
1 A: Is Mark watching TV? B: No, he isn’t. He’s playing the
guitar. 2 A: Is Sarita reading a book? B: No, she isn’t. She’s
reading a magazine. 3 A: Are Laura and Leo listening to music?
B: No, they aren’t. They're playing table-tennis. 4 A: Are Tim and 7 Mime an activity. Your friends ask Yes /
Tom playing computer games? B: Yes, they are. 5 A: Is Mark No questions and guess.
sitting on the floor? B: No, he isn’t. He's sitting on the sofa.
To practise the plural forms of the Present
continuous, you may ask two Ss to mime an action
Digital connection at the same time. E.g. S1 & S2: What are we doing?
Class: Are you skiing? S1 & S2: No, we aren’t.
As a home assignment, ask Ss to watch the Workbook
first ten gags in Best of just for laughs 2011 Answers
in You tube and choose their favourite. In 1a 1 go cycling 2 play tennis 3 play football
It is important to plan how long each
class, Ss walk around the class in search of 4 play basketball 5 play volleyball 6 go running
activity will take and try to stick to the
other Ss who have chosen the same gag. In timing so as to give the lesson a rhythm. It's 7 go skiing 8 go swimming
order to find out, Ss need to ask questions: always a good idea to have different types of 1b 1 do gym Possible answers: 2 do athletics
Where are they? What are they doing in your activities in each lesson (vary the length, skills, 3 do judo 4 do tai-chi 5 do taekwondo
gag? Are the people running? Are they taking type of interaction, materials used, etc). 2 1 d 2a 3f 4b 5c 6e
photographs? etc. Once they have found 3 1 am 2 What 3 are 4 Is - is
a partner, they go to the front and together 5 Are - aren’t / are not 6 are
describe the gag to the rest of the class. 4 1 Is your mum going shopping? Yes, she is. 2 Is your
father sleeping? No, he isn’t / is not. 3 Are you writing
an email? No, I’m / am not.
6.3 I can’t swim 200 metres. 6.3 prev next

Weekly Objectives Walk around monitoring Ss’ pronunciation, Extra practice 1

Topic Ability, suggestions
Grammar Can, Let’s
3 periods
Vocabulary Sports, leisure activities
Warmer
Ss name famous sports competitions (Paris-
Dakar Race, Olympic Games, Football World Cup,
Wimbledon Tennis Championship, etc). Ask them,
What are the 3 sports in a triathlon? (swimming,
cycling, running). Find out if there are any
competitions in their school or club at the moment.
1 53 Listen and answer.
Ss look at the photo and say where the friends are.
Then they read the posters and name the 2
competitions at the sports centre (Fun Run and
The Big Three). Ask them about the activities in
each competition (The Big Three: swim, cycle and
run / Fun Run: run). Point out competitors wear
costumes (disfraces) at the Fun Run.
Ss listen to the dialogue and answer the question.
76
Pronunciation intonation and grammar.
Tell Ss we use the strong form of can \kœn\
in short answers and the weak form \kn\ in
Challenges: Present a challenge. E.g. Say:
Answers
affirmative statements and questions as we do not Peter picked a peck of pickled peppers, count
Ss’ own answers.
stress it. Present the pronunciation of can't \kA…nt\. backwards from 121 to 110, spell BEAUTIFUL
To help Ss pronounce \œ\ in short answers, tell
them to try and smile widely as they say it. This
without seeing the word, wink both eyes, etc.
Before Ss try, ask them if they think they can or
sound is between the Spanish \a\ and \e\.
To pronounce can't, encourage Ss to open the
b Now write about your friend.
can’t do it.
mouth wide as if they were at the dentist's when This activity could be assigned as homework.
they say \A…\.
E.g. I think I can wink both eyes. Some
Ss can read the texts and find coincidences
between their friends and themselves. classmates also give their opinion.
E.g. I think he / she can or can’t do it. Then the S
3 Complete the sentences with can or can’t. Answers accepts the challenge and performs the action.
Ss’ own answers.
Answers Class & WB Audio
1 can 2 can 3 can’t 4 can Extra practice 2
Extra practice 2
Extra practice 1
General Knowledge Competition: Write down 7
7 Listen and repeat. Then practise the
55
questions about animal abilities on bb,
conversation in pairs.
4 Complete the dialogue with the correct form You may want to work on stress and intonation.
E.g. Can bats see? Can penguins fly? Can cats
of can. see at night? Ss answer them in teams. Discuss Answer Key
Ss may predict which words will be more prominent
before listening. the answers. Ss score one point for each correct
Answers
1 can cycle 2 Can you swim 3 can 4 Can you play Ss listen, check and repeat after the recording. answer.
5 can’t 6 can play 7 can’t play Ask Ss to read the table. Make a point about the
use of the infinitive after let’s and the -ing form after
what about and how about. Background

77
Answer Information
No, it’s 2 kilometres. 5 Listen to the conversation. Then
54 Encourage Ss to practise the dialogue in pairs,
complete the table with ✔ or ✘. paying special attention to the intonation and the
pronunciation.
53 Audioscript Answers
See SB page 52.
55 Audioscript
Jay Grace Alfie
play the guitar ✔ ✘ ✔ See SB page 53.
Digital Connections
2 Who is speaking? Write Grace, Jay or Ruby. speak French ✘ ✔ ✔
play volleyball ✘ ✘ ✔
Ss read the text and try to identify the speakers. Remember that formulating questions is as
Ask them to underline the words in the text that valuable to Ss as answering them.
helped them identify them. 54 Audioscript
Grace: Hi, Jay. Is that your guitar?
Answers Jay: Yes, it is. 8 In pairs, make similar conversations.
1 Grace (Let’s do the Big Three) 2 Ruby (Yes. Good idea.) Grace: Wow! Do you have lessons? Take turns to make suggestions and respond.
3 Jay (Oh no, not a Fun Run.) 4 Grace (Come on! It’s only Jay: Yes, I do.
two kilometres!) Grace: That’s great. Alfie can play the guitar, too, but I can’t.
Jay: But you can speak French. I can’t do that.
Grace: Well, yes. Alfie and I can speak French, because our
Grammar | Can uncle lives in France. We often go there. Workbook
Jay: What’s Alfie doing now?
Check Ss understand in this lesson we use can Answers
Grace: He’s playing volleyball in the park with some friends.
to express an ability. I can’t play volleyball. Can you? 1 1 can 2 can’t 3 can 4 can 5 can’t
Jay: No, I can’t. But I want to learn. 2 1 A: Can - do B: can’t - can do 2 A: Can - ski B: can’t
Answers - can skateboard 3 A: Can - cook B: can’t - can make
In these sentences we use can for ability.
6a Talk with your friend. Ask and answer. 3 1 Can you play the guitar? Yes, I can. / No, I can’t.
2 Can your best friend speak English? Ss’ own answers.
Ss may predict their friend’s abilities and share their 3 Can your grandparents use a computer? Ss’ own
ideas with them before asking the questions. answers. 4 Can you skateboard? Ss’ own answers.
E.g. I think you can swim 200 metres. 5 Can your teacher sing? Ss’ own answers.
Ask Ss to take a note of their friend’s answers. 4 1 watching 2 no 3 use 4 What
5 1f 2a 3d 4b 5c 6e
 EDB 6 EDB 6
prev next

Weekly Objectives Extra practice

Consolidate new notions Answers CHECK YOUR PROGRESS 6
1 football players 2 the right boots for you 3 end 4 High-
Develop reading, listening, speaking and tech design, fast and strong 5 run fast, control the ball, make
1 1 play d 2 go e 3 do b 4 surf g 5 watch i You may ask Ss to identify in which paragraph
3 periods 6 do h 7 go j 8 listen c 9 play f 10 read a the following ideas are expressed: a) Technology
writing excellent passes, score a lot of goals and play for hours
Integrate skills 2 1 are you doing 2 ’m / am doing 3 are you or ability? b) Athletes want new technology. c)
doing? 4 ’m / am not 5 ’m / am learning 6 are Technology and ability. d) The great influence of
b Complete with the corresponding number.
they doing 7 is watching 8 is Claire doing 9 is technology on sport. e) Ability first, technology
Make Ss notice the announcer repeats some she watching 10 isn’t / is not 11 ’s playing second.
EXPLORE & DEVELOP numbers and ask them why this is important in 3 1 A: Can you speak Spanish? B: Yes, I can, but I
commercials (for listeners to remember). can’t / cannot speak Italian. 2 A: Can your brother
Can technology in sports replace EDB Listening task
swim? B: Yes, he can, but not very well.
talent and ability? Answers
4a 1 Juan can swim, but not very well. He can’t / cannot
1 two 2 one and four 3 three 4 6565-6543
do tai chi but he can ski. He can’t / cannot speak 56Listen to a radio interview with
1 Read the article on technology in sports German. 2 María can’t / cannot swim. She can Mr. Salzman, a sports engineer. Choose the
and circle the correct option. do tai chi, but not very well. She can ski and speak correct options.
BUILD Class & WB Audio
Ss read the title and express their opinion about German. 3 Pedro and his brother can swim and do Ss read the rubric and analyse the situation:
the question. Ask them to read the text and do the tai chi. They can ski, but not very well. They can’t / speakers, place and possible topic of
exercises.
4 In pairs, write a radio or TV commercial for a cannot speak German. conversation. They listen to the recording once
product connected with sports (shoes, a racket, 4b Ss’ own answers. and work on the exercise.
Answer a ball, T-shirts, etc). Consider music and / or 5 1 Let’s 2 not 3 What about 4 OK
c sound effects. You can create a slogan for it or Answers
use an existing one. 1b 2c 3a 4b
Answer Key

2 Answer true (T), false (F) or not in the text

Step 1 Plan
REVISION 2
(NT). 1 2 Katy leaves the football academy at quarter past
56 Audioscript
In pairs, Ss choose the sports product they want to eight. 3 My parents arrive home at seven o’clock. John Forsyte: Hello, this is John Forsyte. And this is…
Ask them to read the text and correct the false
advertise. 4 Sam and Joe start their homework at half past four. another programme of: ‘What’s new in the
statements (3 Professional athletes are big fans of world of sports?’ Today the programme Background
Ss read the radio commercial script and analyse 5 Jenny finishes her music class at quarter to eight.
78

79
sports technology; it’s good for their career and is ‘What’s new in the Olympic swimming Information
health.). the elements in it. They may also watch other b What time does the bus arrive? c What time does pool?’ And we have with us the very
commercials on the Internet. the match start? d What time do the shops open? famous sports engineer, Mr. Derek
Salzman. Good morning, Mr. Salzman.
Suggested website: e What time does the match finish? f What time do
Answers We’re really happy to have you in our
www.pbskids.org/dontbuyit Enter and click on the shops close? programme. Thank you for coming.
1 NT 2 T 3F 4T 5 NT 6T
"ADVERTISING TRICKS" 3 2 goes; twice a month. 3 does; three times a week. Derek Salzman: Well, thank you, John. Please, call me
4 visits; once a month. Derek.
John Forsyte: Oh. Mr. Salz… Derek, what’s new in the Digital Connections
Extra practice 4 2 I go to the youth club twice a week. 3 She never
Olympic pool? Is there a new invention?
Elicit ideas from Ss and help them organise the gets up before half past ten on Saturday. 4 I’m often Are you working on any special project at
information for their ad. E.g. late for school. 5 She goes swimming three times a the moment?
Announcer: Questions to create the need - Slogan month. Derek Salzman: Yes, sure. At this moment, I’m working in
Help Ss notice that sometimes new association with NASA and the Australian
2 are there 3 there are 4 Is there 5 there isn’t
words can be deduced from the context. Sportsperson: Opinion Institute of Sports.
Encourage them to discover clues (grammatical
2 some 3 the 4 any 5 any John Forsyte: Wow! On what, exactly?
Announcer: Price – shop, phone or e-mail - Slogan 7 2 under 3 in 4 next to 5 in front of Derek Salzman: We’re developing a new type of swimsuits
and semantic) to guess the meaning of
unknown words. 8 2 It’s eight o’clock. 3 It’s ten past two. 4 It’s half for swimming competitions.
John Forsyte: Dr. Salz… Derek, there are lots of high
Step 2 Draft past nine. 5 It’s quarter to eleven.
tech swimsuits! More technology for
Encourage Ss to read the Writing Notes before or 9 2 an 3 the 4 a 5 a 6 the swimsuits?
while writing their ad. 10 2 ‘m listening 3 ‘m watching 4 are you watching Derek Salzman: John… Science never stops. There
EDB Listening task are always extra, supplementary,
5 ‘re playing 6 ‘s she cooking 7 is she cooking
See SB page 56. 11 2 j 3 d 4 g 5 h 6 b 7 i 8 a 9 e 10 f and complementary materials. Now,
Step 3 Edit 12 Rooms: kitchen, bathroom, hall Furniture: desk,
we’re working with elastane-nylon and
polyurethane material, and investigating
Follow the usual procedure. table, sofa Sports: basketball, volleyball, skiing, some other new materials too.
3a Read the radio commercial script and
tennis John Forsyte: What’s so special about these materials?
complete the following sentences. 4 13 2 go 3 do 4 go 5 play Derek Salzman: First, these materials can expel water,
Step Present are very good for the oxygenation of
Ask Ss to look at the text quickly and say what 14 2 Not 3 you want 4 going 5 OK 6 do you the muscles and for the hydrodynamic
makes it different from other texts. Encourage Ss to add music and sound effects want 7 Let’s 8 Good 9 about 10 awful / horrible position of the body. Second, is about the
Help them notice SFX refers to sound effects. to their ad. 11 Let’s 12 idea new materials, but... that’s a secret of the
Ss may present a recording or they may perform investigation. I can’t talk.
15 2 Can your friends play football? Yes, they can. / No,
John Forsyte: I can’t wait! When can we see this in
the commercial live in class as if they were they can’t. 3 Can your best friend swim? Yes, she/ action, Derek?
announcers on a radio or TV programme. he can. / No, she/he can’t. Derek Salzman: Soon, John, soon. Next Olympics.
 TIME OUT C Answers
TIME OUT C
1 The three mummies (The Sleeping Children from Llullaillaco). prev next
2 In the Severo Vaccaro Museum. 3 No, it hasn’t / has not.
Weekly Objectives 4 No, it isn’t / is not. 5 At 4.00 p.m. a Wordsearch. Find 8 objects from the Boca MY TIME OUT C
Integrating skills Juniors Museum Museums in my town
Transferring knowledge to new situations
3 periods 2 Read these people’s interests. Write the Ss may look for information on museums in
Developing comprehension strategies museum they can visit. Argentina and create a museum leaflet.
Answers
a “I like animals.” A P E M G A L F
b “I love mummies.” S H O R Q H K M Important information:
Museums in Argentina c “I think comics are great.” M O D E L B Y A What’s the name of the museum?
Warmer d “My favourite animal is the whale.” L T S H I R T S Where is it?
Write museum \mju…'zi´m\ on the bb. Ask Ss what I O W V Z P E X What is its principal area of interest (art, science,
Answers F S N L C I C J history)?
museums they know and who they normally go to
a Oceanographic and Natural Sciences Museum b High
museums with. P I C T U R E S Has it got a special attraction?
Land Archaeology Museum c Severo Vaccaro Museum
d Oceanographic and Natural Sciences Museum Q H E L P V F O Are there special rooms? How many?
What do they show?
S N G I S U W D Class & WB Audio
Background information Which days is the museum open?
The sleeping children from Llullaillaco are three What time does it open and close?
The Passion for Boca Juniors
Inca children who were buried on a mountaintop Has it got a website?
Museum b Tick what the author says you can see, have Contact details (telephone number, email address,
500 years ago as a religious sacrifice. They
or do at the museum. website)
were discovered in 1999 at the summit of Mount Warmer
Llullaillaco, a volcano in Salta. Their frozen bodies Ask Ss which their favourite football team is. 1 photos of players
Ss may illustrate their leaflets using photos and / or Answer Key
are among the best preserved mummies ever Do they know the names of the stadiums? Do they 2 an interview with a footballer
found, with internal organs intact, blood still know if they have a museum? 3 information about the history of football drawings.
present in the heart and lungs, and skin and facial 4 old club T-shirts They may also give oral presentations to share the
features mostly unhurt. They were preserved thanks Background information 5 a film about Maradona information they have found with their classmates.
to the cold and dry, thin air of the Andes. They look The Passion for Boca Juniors Museum is in the 6 a walk on the football field
like sleeping children, and not mummies. Background
Boca Juniors Football Stadium in La Boca, one
80

Ss read the title and the options to make
predictions about the text.
They may not have background knowledge about
Llullaillaco. If so, make sure they realise that Salta
has got mountains and that Llullaillaco is a volcano
in the Andes.
Ss read the texts and check their predictions.
Answers
1 High Land Archaeology Museum 2 Oceanographic and
Natural Sciences Museum 3 Severo Vaccaro Museum
You may write the following exercise on the bb:
1 Answer these questions.
1 What is the big attraction at the museum in
Salta?
2 Where can you learn to draw?
3 Has the museum in Puerto Madryn got exhibition
on the fauna and flora only?
4 Is the museum in Buenos Aires city open at the
weekends?
5 What time does the Salta museum open in the
afternoon?
81
Information
of the boroughs of Buenos Aires. It is a two-floor Answers
building, which illustrates the club history from its 1 4 6
rise in 1905 to the present day. Two of the main
Ask Ss to predict what they are talking about by
exhibits in the museum are a giant football and a
reading the 5 statements.
miniature of the stadium. It includes a Hall of Fame
and a large mural of Diego Maradona. Ss read the interview and check their hypothesis
Digital Connections
Suggested website: and solve the exercise.
www.welcomeargentina.com/ciudadbuenosaires/
boca-juniors-stadium.html
Digital connection
Ss look at the photos. Ask them who the man and You may ask Ss to find out which football
the place are. What are the main colours in the clubs have got museums. They may also look
photo and why? up where they are and what they can see
Ss make predictions about the text. in them. E.g. River Plate, Argentinos Junior,
Ss read the text and then you may ask them the San Lorenzo in Buenos Aires and Museo del
following comprehension questions: Hincha in Córdoba.
1 Where is the museum? (In La Boca)
2 What does the museum exhibit? (Photos, cups,
T-shirts, flags, signs, miniature of the stadium, a
mural, etc.)
3 Name 3 famous Boca football players mentioned
in the text. (Maradona, Ratin, Riquelme, Palermo)
4 Can you see videos or films in the museum?
(Yes)
Ss read the text and solve the Wordsearch.
 Diagnostic Test UNIT TEST 1 A
Name: Name:
Class: Date: Class: Date:
prev next

1 Find 8 numbers in the table and write them in 5 Complete the instructions using the words in 1 Complete the crossword with the 5 Circle the correct words.
order. the box. corresponding nationalities.
I / My friend Vicky is in a rock band. 2It / Its name
1

W F S L A T K T 2
is Red Rock. She is the singer and 3her / he brother
U E I N P W E H 1 P 3
• walk • close • run • use (x2) is the guitar player. 4His / He is excellent! 5Our / we

C
S I X T E E N I

F
C C

O
PD
friend Carlitos is the pianist and the band manager!

.D
L G T L L L U R I love the band; 6their / they songs are really cool.
1 . Tests
A H Y M E V X T . 4 I What about 7your / you friends? Are they in a rock
G T W O V E N E band?
P Y I Q E F V E 5 F 7
2 the elevator.
S E V E N T Y N the stairs. 6 R
6 Complete the conversation with the correct
1 5 form of the verb to be. Class & WB Audio

2 6 3 this door. 6 Jane: Hi! My name 1________ Jane.

3 7 Fred: Hi, Jane! I 2________ Fred and this is Michael.
4 8 10 2 Circle the word that is different. Jane: Hey! Where 3________ you from, guys?
8 1 grey purple new yellow Fred: Italy, but we 4________ from Rome. We
6 Complete the conversation with this, that, Answer Key
these or those. 2 sandwich key apple banana 5
________ from Napoli. And you?
2 57 Listen and circle the correct names.
3 camera MP3 ID card mobile phone Jane: Spain. My parents 6________ Italian but I’m
1 TERRY JERIN GIRAND
4 friend dog club leader student Spanish.
2 FRENS FRIEDKE FRANCE 5 pen exercise bag trainers Paul: Really? 7________ you from Madrid?
3 PIMET PONIX PAIME book Background
82

83
Jane: No, I 8________ ________. I’m from Málaga. Information
6 5
Fred: Málaga? 9________ that in the east?

3 Jane: No, it 10________. It’s in the south of Spain.

Complete with the correct day or month. 3 Put the nouns in the correct box.
Paul: Cool! In the Mediterranean.
1 Monday Wednesday • English book • T-shirt • bag 10
2 Friday • sandwiches • cameras • MP3 Digital Connections

3 December February Susan: Is 1_____________ your camera, Meg? 7 What about you?

4 September Meg: No, 2_____________ is my camera.

a an ø 1 A: What’s your name?
My Life 1

PHOTOCOPIABLE
6 Susan: Nice! And are _____________ your photos?
3 You:
Meg: No, 4_____________ are my photos, on the wall. 2 A: How old are you?
4 Complete the colours and match them to the
Susan: Wow, they’re beautiful!
© Pearson

pictures. 6 You:
1 __ L __ E 2 W __ __ T __ 3 __ R __ E __ 12
3 A: Where are you from?

© Pearson
4 __ E __ L O __ 5 B __ A __ __ 7 Circle the correct words. 4 Add the possessive ’s or s’ next to the
You:
underlined words.
1 Your camera is great and / but your photos are
4 A: What is important in your life?
PHOTOCOPIABLE

excellent. 1 My mum favourite singer is Paul Mc Cartney.

My Life 1
2 The artists are fantastic and / but the exhibition You:
2 Is this Tom bag?
isn’t good.
12
3 Those are the boys new bikes. They’re
4
fantastic!

Total 50 4 Marcos telephone number is 4556-3420.

Total 50
4
10
 UNIT Test 2 A UNIT Test 3 A
Name: Name:
Class: Date: Class: Date:
prev next

1 Complete the table with the correct family 4 Write the missing ordinal numbers. 1 Find the name of five jobs. 5 Complete the conversation with the words in
word. the box.
1 ________________ second ________________ fourth 1 m __ s __ c __ __ __
MALE FEMALE 2 ________________ ________________ thirteenth 2 a __ c __ __ t __ __ t • a lot • think • about
grandfather ___________________
1
3 ________________ sixteenth 3 f __ __ m _ r • much • brilliant • but

C
husband ___________________
2

O
PD
4 eighteenth ________________ ________________ 4 __ o __ i t __ __ i __ __

.D
3
___________________ aunt
5 s c __ __ n t __ __ t A: What do you 1_______________ of Del Potro?
4
___________________ sister 4 Tests
son ___________________
5 5 B: I like him 2_______________. I think he’s
6
___________________ niece 5 Complete the dialogue with the words from the _______________. What 4_______________ you?
3

cousin ___________________
7 box. 2 Complete the sentences with the work place. A: I think he’s good 5_______________ I don’t like him
7 1 I’m a waitress. I work in a _________________. very 6_______________. I prefer Nadal.
• what • when • is (x2)
2 She’s a police officer. She works at a ______________. 6 Class & WB Audio
• in (x2) • on (x2)
2 Look at the family tree and complete the
3 He’s a nurse. He works in a ________________.
sentences with family words. A: 1_____________ is your sister’s birthday? 6 Complete with the correct form of the verbs in
B: It’s ___________ the summer, __________ January.
2 3 4 We’re secretaries. We work in an ________________. brackets.
Carla & Tomás
A: She 4_____________ Sagittarius, then. 5 They’re teachers. They work in a ________________. Joe and Karen are my new friends from school.
B: No, Capricorn! They 1_____________ (be) twins. They 2_____________ Answer Key
5
Pedro & Marta Juan & Sara
A: Oh, yes. (come) from Australia so they 3_____________ (not
Vicky Marcos B: And 5_____________ 6_____________ your star sign? 3 Complete the sentences with the correct speak) Spanish very well. Their father 4_____________
A: Aries. My birthday is 7_____________ April 13th. object pronoun. (work) for a big company here. 5_____________
1 Carla and Tomás are Marcos’s _________________. This year, it’s 8_____________ a Tuesday! 1 I love football but my brother hates _____________. Background
he _____________ (speak) Spanish? No, he
84

2 Marta is Pedro’s _________________.
3 Juan is Sara’s _________________.
4 Marcos and Vicky are _________________.
5 Sara is Vicky’s _________________.
6 Marcos is Marta’s _________________.
7 Vicky is Juan’s _________________.
7 2 OBELNDO ___________________
3 Write sentences with the correct form of have
My Life 1

85
Information
7 2 We’ve got a football team. Come and play with 6
_____________, but that is not a problem: they speak
_____________. English at work. Their mum is an architect, but she
6 Re-arrange the letters to make words about 7
_____________ (not work) at the moment.
3 I think Messi is fantastic! Do you like ____________?
appearance.
4 Great trainers! I love _____________.
8
_____________ they _____________ (like) their new
Hair: 1 YCLUR ___________________
home town? Yes, they 9_____________; they think Digital Connections
5 Susan and I are good friends! I like _____________
Mendoza is fantastic!
3 RAKD ___________________ and she likes _____________.
Other: 4 EBARD ___________________ 9

photocopiable
got. Features: 5 SLAGSES ___________________
1 I / a new mobile phone 4 7 Write about a member of your family (name,
Adjectives: 6 GOYNU ___________________ 4 Complete the table with adjectives of opinion.
_____________________________________________ age, work, language, likes and dislikes).
7 TORHS ___________________
© Pearson

2 Camila / any brothers or sisters ?

Positive Negative 1 _____________________________________________
_____________________________________________ 7
3 The boys / a dog 8 2 _____________________________________________

© Pearson
1
c__________l bad
_____________________________________________ 7 Describe a friend (hair, eyes, height, age, etc).
photocopiable

3 _____________________________________________
4 Nico / a girlfriend 4 fantastic 3
a__________l
1 _____________________________________________
_____________________________________________ 4 _____________________________________________
2
f__________y 4
b__________g

My Life 1

5 We / a rock band 4 2 _____________________________________________
5 _____________________________________________
_____________________________________________ 3 _____________________________________________
4
6 Tom and Alicia / any children ? 4 _____________________________________________ 15
_____________________________________________ 5 _____________________________________________
7 Pablo / an MP3 player 8
11
_____________________________________________
Total 50
7 Total 50
 Mid-year Test A Mid-year Test A
Name: Name:
Class: Date: Class: Date:
prev next

Reading 1 Edward and Maggie _____________ three 5 Write about you. Answer the questions.
grandchildren. More info about 4me / my:
1a Read the text. Where is Katie from?
2 Mary _____________ any nieces. My star sign 5is / are Taurus. My birthday is 6in / on 2nd May
13th January
_____________________________________________
and this year it’s 7in / on a Saturday! Cool!
3 Henry and Anne _____________ any daughters. Hi guys! Your turn! Tell me about you!

C
F

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My best friends 8is / are Claire and Allison. They 9isn’t /

PD
10th January 1 What’s your name?

Hi guys! Welcome to my blog!
My name’s Katie and I’m Scottish. My parents come from
Edinburgh but we live in a small town in the west.
My family is not very big. It’s just mum, dad and … my
brother Patrick (16). He likes sport, sport and … more
sport … Yeah, yeah! He’s VERY active!
Well, sport is not my thing! I love rock ’n’ roll. My favourite
band is K-Out! I think they’re AWESOME. Do you like them?
OK, now languages. I speak English at home and Gaelic
at school. Gaelic? Yes, that’s a language. Very old, really
difficult, but it’s cool! Dia Dhuit! (= Hello) Funny, ha?
What about you? Tell me about your family and interests.
And please, FOLLOW MY BLOG!
Thx
86
4 Malcom _____________ a brother or a sister.
5 _____________ Alfred _____________ a nephew?
6 _____________ Patrick and Katie _____________ any
cousins?
6
3 Write the profession or the work place.
1 My grandmother is a nurse. She works in a
h_______________ in Wexford.
2 Aunt Anne works in a shop. She’s a
s_______________ a_______________.
3 Uncle Henry is an a_______________. He works in his
studio in Edinburgh.
4 My dad works in a school. He’s a t______________. Listening
5 My mum works in a lab. She’s a s_______________.
6a
.D
___________________________________________ aren’t from Scotland. Claire 10come / comes from
Tests
Germany and 11Allison’s / Allisons’ family is French.
2 Where are you from?
___________________________________________
12
We / Our favourite band is K-Out! We love 13they /
them. They’re 14awful / great!
3 How old are you?
___________________________________________ Who are 15your / you friends? Tell 16we / us about them!
Class & WB Audio
4 What do you do?
___________________________________________ 16
5 What’s important in your life?
___________________________________________ Writing
Answer Key
8 Write about a friend. Include his / her name,
age, home town, languages, appearance, likes
10
and dislikes.
________________________________________________
________________________________________________ Background
Listen to Katie and her cousin Malcom.
58

87
1 Information
5 Is Allison a friend from the club? ________________________________________________

b True (T), false (F), not in the text (NT). 4 Read Katie’s chat with a follower and complete _____________________________________________
________________________________________________

1 Katie’s blog is new. ___ the questions. ________________________________________________

1
2 She’s an only child. ___ Hi, Katie! This is Joshua from Australia. Cool
Joshua:  ________________________________________________
Digital Connections
3 Katie doesn’t like sport. ___ blog! b 59 Listen again and complete the chart. ________________________________________________
4 Patrick is young. ___ Thanks, Josh. _______________ a blog?
Katie:  1

Name Allison ________________________________________________

My Life 1

5 He’s an excellent cyclist. ___ No, I haven’t. Music is important to me.

Joshua: 

photocopiable
Height ________________________________________________
6 Music is important to Katie. ___ What 2_______________ K-Out?
Katie: 
Hair ________________________________________________
7 Katie’s parents speak Gaelic. ___ I think they’re great but I prefer Gaelic
Joshua: 
Eyes ________________________________________________
© Pearson

14 League.
Glasses
Gaelic? 3_______________ speak Gaelic?
Katie:  ________________________________________________
Vocabulary, Grammar and

© Pearson
Yes, a bit. My dad is Scottish.
Joshua:  7 ________________________________________________
Communication
photocopiable

Really? Where _______________ come from?

Katie:  4
________________________________________________
2 Meet my family! Complete with the correct From Aberdeen.
Joshua:  7 Choose the correct option.
form of the verb have got. ________________________________________________

My Life 1

Aberdeen! Cool! And 5_______________ mum
Katie: 
________________________________________________
Edward & Maggie Australian? 23rd January
Yes, from Sydney. Got to go now, Katie! Chat
Joshua:  ________________________________________________
Hi guys!
Alfred & Mary Henry & Anne on Tuesday? 30
Here’s my 1second / third post! I’m not 2a / an great
OK! Bye!
Katie 
Patrick / Katie Malcom writer but I love 3this / these blog! Total 100
10
 UNIT Test 4 A UNIT Test 5 A
Name: Name:
Class: Date: Class: Date:
prev next

1 Complete the clocks or the times.

5 Circle the correct words.

Carla 1loves / love the circus. She thinks clowns
2
are / is fantastic but acrobats are 3her / his favourite.
Carla 4doesn’t / don’t go to the circus very often.
1 Write all the house equipment listed in the box
in the correct room.

• armchair • sink • basin
• bookcase • fridge • shower
4 Write sentences with the correct form of there
is / there are and a, some or any.

1 shelves / bathroom 4
_____________________________________________

2 plants / house ?

C
• wardrobe • toilet • dishwasher

O
_____________________________________________

PD
The problem is circuses 5doesn’t / don’t usually visit

.D
• cooker • desk • chest of drawers

1 ______________ 2 It's twenty past two.
3 mirror / bedroom 4
her town. They 6go / goes there only twice a year. Tests
Bathroom Kitchen Bedroom
_____________________________________________

What 7does / do she do then? She 8watches / watch 4 how many books / bookcase ?
circus shows on the Internet.
_____________________________________________

5 carpet / living room ?
8

_____________________________________________

6 lamps / dining room 8
3 ______________ 4 It’s ten to eight.
6 Complete the conversation using the words in _____________________________________________
Class & WB Audio
the box.
6

4
12

12
2 Complete the sentences with the correct
• once • not very good • about
preposition of place.

2 Complete the sentences with words in the box. • fantastic • how often
5
5 Write sentences using the correct form of want.
Put the verbs in the correct form.
1 Denise (sandwich) ✔
A: _______________ do you practise with your guitar?

1 _____________________________________________ Answer Key
• finish • open • arrive 2 We (travel China) ✔
• at (x2) • on • in
B: Four times a week.
_____________________________________________
A: Really? That’s 2_______________.
3 Ian (run the marathon) ✘
1 The bus ___________ in Salta ___________ 3.10 a.m.
_____________________________________________
B: What 3_______________ you?
4 The girls (orange juice) ✘
2 The show ___________ at 7 __________ the evening.
Background
88

_____________________________________________

89

3 Does Mario’s restaurant ____________ ____________ A: Only _______________. On Mondays.

4
1 The pen is ________________ the radio.
Information
5 Preston (go party) ✔
midday? Yes, but not ____________ Sundays.
B: Mm ... That’s 5_______________.
2 The keys are ________________ the book and the _____________________________________________
mobile phone.

7
5

A: I know.
3 The trainers are ________________ the desk.

5
4 The ID card is ________________ the MP3.
6 Complete the dialogue.

3 Match the question word to the phrase.
Digital Connections
1 What time a On weekdays
5

7 What do you usually do on Mondays?
A: Ask your brother for his mobile phone

2 When b 7 a.m.
B: Says no

1 _____________________________________________

3 Complete the advertisement of this special A: Ask for his MP3

My Life 1

3 How often c Once a month

photocopiable
house to let.
B: Says yes

3
2 _____________________________________________
Bathroom
A: 1________________________________________?

3 _____________________________________________
Garden B: 2________________________________________.

4 Put the sentences in order.

© Pearson

Bedroom
A: 3________________________________________?

4 _____________________________________________
B: 4________________________________________.

1 sometimes / for / he / school / is / late Dining A: Thanks.

Kitchen

© Pearson
5 _____________________________________________
room

_____________________________________________
8

Living
photocopiable

2 lunch / at / have / usually / home / they 15
room

7 Describe your bedroom.

_____________________________________________
Study

Hall
3 a / brush / teeth / my / times / day / I / three
Total 50

_____________________________________________

There’s a small garden 1_______________ the dining room.
4 how / music / they / often / lessons / have / do / ? The kitchen is 2_______________ the garden and the
_____________________________________________
bathroom. There’s a small study 3_______________ the living
room. The bedroom is 4_______________ the living room.

8

4

My Life 1

1 _____________________________________________

2 _____________________________________________

3 _____________________________________________

4 _____________________________________________

5 _____________________________________________

10

50

Total
 UNIT Test 6 A End-of-year Test A
Name: Name:
Class: Date: Class: Date:
prev next

1 Put the words in the correct group.
• skiing • hockey • swimming
• athletics • softball • cycling
• judo • volleyball • karate
4 Put the questions in order. Reading Vocabulary, Grammar and
1 are / where / going / we / ? 1 Read the text. Where is Jean?
Communication
_____________________________________________ 1 _____________________________________________
3 Complete with the correct preposition.
2 many / can / you / many / birds / how / hear / ?

C
• skateboarding

O
PD
_____________________________________________

PLAY DO
2 Complete the conversation with the correct
form of the Present continuous.
Hi guys! I _____________ (not go out) today.
1 Answer Key
It 2_____________ (rain) a lot here in NY.
What _____________ I _____________ (do)?
3
GO
3 time / does / match / what / start / the / ?
_____________________________________________
4 do / friends / often / train / club / at / how / your /
the / ?
_____________________________________________
5 Class & WB Audio
8
5 Complete the conversation.
A: Hi Jane. What 1___________________________?
B: Nothing. I’m listening to some music.
A: How 2___________________________?
.D
Jean Supergirl January 10
Hi Mark! Our plane leaves at 2. That’s only 15
Tests
minutes! Europe, at last! Wooooow! Some things
I want to see: the Coliseum, the Eiffel Tower and
the Tower of London … and of course, some
musicals in London. I can’t wait!
Mark007 January 10
Cool trip! Is your brother with you?
Jean Supergirl January 10
Our hotel in Rome is well-located.
Yes. He’s talking to a Canadian girl. Always
making friends! The funny thing is … mum is It is 1n_________________ a bar. It’s 2b_______________
asking him questions all the time. Ha, ha! She
can’t stop! It’s her first trip and dad’s sleeping! a shoe shop and a bar. There’s a park
Mark007 January 10
3
b_____________________ the hotel. There’s a tourist
Ha! Ha! Poor Greg! And you? A bit nervous too? information centre 4i_____________________ the hotel.

B: Again? No … it’s boring! 4

Nothing special. My girlfriend 4_____________ Jean Supergirl January 10
A: 3__________________________________ Me? Fascinated! Time to go now! 4 Put the letters in order to make furniture and
(not come). What 5____________ she ____________ Background
We’re getting on the plane. In 25 hours … Rome! equipment words.
90

91
(do) on a rainy day? School work! The guys B: Good idea! Bye, bye!
Information
1 gefdir = ___________________________________
6
_____________ (not play) on the Internet: they 6 2 tcrape = ___________________________________
1
7
_____________ (practise) with their band and we 3 plam = ___________________________________
8
_____________ (not get) together this afternoon. 6 Talk about your family. What are they doing at 2 Answer the questions.
4 kasobeoc = ___________________________________
What 9_____________ you _____________? I need the moment? 5 elhsf = ___________________________________
Digital Connections
1 Who is travelling by plane? 6 barewodr = ___________________________________
a friend! Help! 1 _____________________________________________
_____________________________________________ 7 mirhaacr = ___________________________________
8 2 _____________________________________________
4
My Life 1

photocopiable
3 _____________________________________________ 2 Does Jean live in France? 5 Complete the clocks or the times.
3 Complete sentences using can / can’t and 4 _____________________________________________ _____________________________________________
and / but.
5 _____________________________________________
3 Who is Greg?
© Pearson

Fede Nora 15
Skateboard 8 4 _____________________________________________

© Pearson
Play piano 4 4 4 Is Jean’s mum nervous?
Cook a meal 1 Breakfast starts at 2 The tour bus comes
photocopiable

4 8 50
Total _____________________________________________ at twenty to nine.
________________
1 Fede ______________ cook a meal _______________ 5 What time does the plane arrive in Rome?

My Life 1
he _______________ skateboard.
_____________________________________________
2 Nora _______________ skateboard _______________
5
she ________________ play the piano.
3 Fede _______________ Nora _______________ play
the piano. 3 We can have lunch 4 The tour finishes at
at ________________ ten past three.
8 8
 End-of-year Test A Name:
Class: Date: Tests A: Answer key & Audioscript
prev next

Diagnostic Test Unit Test 2 A

6 Circle the correct words. 3 always / Greg / friends / making / is / new
1 1 MALE: 3 uncle 4 brother 6 nephew
_____________________________________________
W F S L A T K T FEMALE: 1 grandmother 2 wife 5 daughter
4 restaurant / a / isn’t / in / hotel / there / the
7 cousin
Hi Melissa! _____________________________________________ U E I N P W E H
2 1 grandparents 2 wife 3 husband
My trip is terrific. 1There is / There are impressive 5 cycle / can / Jean / London / in / ? S I X T E E N I 4 cousins 5 aunt 6 nephew 7 niece

C
buildings in Paris. I 2’m / ’s taking lots of photos

O
_____________________________________________

PD
3 1 I’ve got a new mobile phone. 2 Has Camila got any

.D
of museums, streets and cafés. 3Have / Has I got L G T L L L U R
brothers or sisters? 3 The boys haven’t got a dog.
4
any / some photos of the Eiffel Tower? About 10
A H Y M E V X T 4 Nico has got a girlfriend. 5 We have got a rock Tests
thirty or forty … lots! band. 6 Have Tom and Alicia got any children?
G T W O V E N E
London’s beautiful too, but it’s very, very cold Listening 7 Pablo hasn’t got an MP3 player.
5
on / in the winter! We’re 6walk / walking a lot P Y I Q E F V E 4 1 first / third 2 eleventh / twelfth 3 fifteenth
but not 7at / in night. There’s 8a / an wonderful 9a Listen to Jean and her friend Melissa
60
S E V E N T Y N 4 nineteenth / twentieth
bridge, called 9a / the Millennium Bridge - very talking. Where’s Melissa? 5 1 when 2 in 3 in 4 is 5 what is 6 on 7 on
modern. Cars 10can / can’t circulate there; it’s 1 two 2 eleven 3 twelve 4 thirteen 6 1 curly 2 blonde 3 dark 4 beard
_____________________________________________ 5 sixteen 6 sixty 7 seventy 8 eighty Class & WB Audio
only for pedestrians. 5 glasses 6 young 7 short
My mum and I 11wants / want to see a new 1 2 1 JERIN 2 FRIEDKE 3 PAIME 7 Ss’ own answers.
musical tonight: Flash! The show 12starts / leaves 57 Audioscript
at 6 and finishes at 9. Dad 13don’t / doesn’t want b Listen again and complete the chart
61 A: Your surname, please.
Unit Test 3 A
to come. Too long, he says. about Jean’s trip. B: Yes, it’s Jerin. J - E - R - I - N. Jerin.
14
Let’s / what about chat on Saturday! I want A: Thanks. 1 1 musician 2 architect 3 farmer
4 politician 5 scientist Answer Key
15
to / for tell you all about my trip. City
A: And what’s your name, please? 2 1 bar 2 police station 3 hospital 4 office
Description
CU Jean B: My name's Gertrude Friedke. 5 school
A: FIRKE? 3 1 it 2 us 3 him 4 them 5 her / me
16 What is the
family doing B: No, Friedke. F - R - I - E - D - K - E. 4 1 cool 2 funny 3 awful 4 boring
now? A: OK, Gertrude Friedke. Hello! I’m Mike. 5 1 think 2 a lot 3 brilliant 4 about 5 but Background
7 Read Jean’s conversation at the theatre ticket
92

93
What is Jean 6 much Information
office and complete the questions. doing? A: Hello, Mr. Crane. 6 1 are 2 come 3 don’t / do not 4 works
What problem B: Sorry, my name’s Paime. P - A - I - M - E. Paime. 5 Does / speak 6 doesn’t / does not
Jean: Hi, ___________________________ two
1
has she got? A: I’m sorry, Mr. Paime. Hello and welcome to... 7 doesn’t / does not 8 Do / like 9 do
tickets for today’s show, please?
7 Ss’ own answers.
Assistant: Sure. Here you are. 2_______________ from? 9 3 1 Tuesday 2 Thursday / Saturday 3 January
Jean: Australia. 4 August / October
Writing Digital Connections
Assistant: Really? 3_______________________ in London? 4 1 blue 2 white 3 green 4 yellow 5 black Mid-year Test A
Jean: We’re visiting the city. It’s our first time here. 10 You’re on holiday. Write an email to your 5 1 Don’t run. Walk. 2 Don’t use / Use 3 Close 1a She’s from Edinburgh (Scotland).
Assistant: 4
_______________________________________? friends. Include place, hotel, activities, likes and 6 1 this 2 that 3 those 4 these 1b 1 T 2F 3T 4T 5 NT 6T 7 NT
My Life 1

problems. 7 1 and 2 but

PHOTOCOPIABLE
Jean: Yes, we love it. It’s a beautiful city. 2 1 have got 2 hasn’t / has not got 3 haven’t / have not
Assistant: I’m glad to hear that. OK, got 4 hasn’t / has not got 5 Has Alfred got 6 Have
/ got
5
_________________ to pay by credit card? Unit Test 1 A
Hi guys! 3 1 hospital 2 shop assistant 3 architect
Jean: Yes, we are. Mum, your credit card and your 1 1 Chilean 2 Polish 3 Chinese 4 Indian
© Pearson

4 teacher 5 scientist
ID, please. 5 French 6 Russian 4 1 Have you got 2 do you think of 3 Do you
Assistant: Thanks! OK, then. Here you are. Bye! 2 1 new 2 key 3 ID card 4 dog 5 trainers 4 does he 5 is your

© Pearson
Jean: Excuse me, 6___________________ near 3 a: T-shirt, bag 5 Ss’ own answers.
here? an: English book, MP3
PHOTOCOPIABLE

6a No.T
Ø: cameras, sandwiches
Assistant: Yes, there’s a nice restaurant next to the
4 1 ’s 2 ’s 3’ 4’
sports shop.

My Life 1
5 1 My 2 Its 3 her 4 He 5 Our 6 their
Jean: Thanks. Bye! 7 your
12 6 1 is 2 ’m / am 3 are 4 aren’t / are not
5 are 6 are 7 Are 8 ’m / am not 9 Is 10 isn’t /
8 Put the sentences in order. is not

30 7 Ss’ own answers.

1 to / want / skiing / go / Jean / doesn’t
_____________________________________________
2 borrow / your / I / please / can / phone / mobile / ? / , Total 100
_____________________________________________
 Tests A: Answer key & Audioscript Tests A: Answer key & Audioscript
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6b Unit Test 5 A End-of-year Test A 60 and 61 Audioscript

Name Allison 1 Bathroom: basin, shower, toilet 1 1 She’s at the airport.
Kitchen: sink, fridge, dishwasher, cooker 2 1 Jean and her family 2 No 3 A friend Jean: Hi, Meli! How are you?
Height medium-height
Bedroom: armchair, chest of drawers, desk, wardrobe, 4 Yes 5 We don’t know Melissa: Fine! On holiday, on my grandma’s farm!
Hair short straight dark bookcase
3 1 near 2 between 3 behind 4 in front of Jean: You! On a farm! Funny!
Eyes big and green 2 1 behind 2 between 3 under 4 beside Melissa: And, where are you now?

C
4 1 fridge 2 carpet 3 lamp 4 bookcase

O
PD
Glasses yes 3 1 next to 2 between 3 in front of 4 next to Jean: In Madrid.

.D
5 shelf 6 wardrobe 7 armchair
4 1 There are some shelves in the bathroom. Melissa: In Spain? Wow! Cool!
5 1 7.15 (a.m.) 2 Tests
58 and 59 Audioscript 2 Are there any plants in the house? Jean: Yeah, the city is nice. Really big and there are
3 There isn’t / is not any mirror in the bedroom. lots of museums.
Malcom: Hi Katie! I like your blog! Seen my comments? 4 How many books are there in the bookcase? Melissa: Museums? Are you having a good time?
Katie: Yes! Thanks, Malcom. Your comments are very 5 Is there a carpet in the living room? Jean: Yeah, amazing! We’re all having a great time.
funny! 6 There aren’t / are not any lamps in the dining room. Dad is having dinner with mum now. They’re
3 12.30 4
Malcom: Yeah, they are. I like Allison’s comments! Who 5 1 Denise wants a sandwich. 2 We want to travel eating paella and octopus. Yuck!
is she? Is she from school? to China. 3 Ian doesn’t / does not want to run the Melissa: Ha, ha! And Greg?
Katie: Yeah. She’s in my year. marathon. 4 The girls don’t / do not want an orange Class & WB Audio
Jean: Well, you know him, so friendly. He’s in a
Malcom: Is she tall? juice. 5 Preston wants to go to the / a party. concert now, watching Rock Power, with a
Katie: Not very tall, medium-height. She’s got straight 6 1 Can I borrow your mobile phone, please? 6 1 There are 2 ’m 3 Have 4 some 5 in German girl!
dark hair. 2 No you can’t. 3 Can I borrow your MP3? 4 Yes, 6 walking 7 at 8 a 9 the 10 can’t Melissa: And what are you doing now?
Malcom: Long? you can / of course. 11 want 12 starts 13 doesn’t 14 Let’s 15 to Jean: Well, talking to you, of course ... Ha! Ha! I want
Katie: No, not long. Her hair is short and dark. Really 7 Ss’ own answers. 7 (Possible answers) 1 can I have 2 Where are you / to do some gym. There’s a small gymnasium in
nice! Where do you come 3 What are you doing 4 Do you Answer Key
Malcom: Hmm ... Has she got glasses? like it 5 are you going 6 is there a restaurant Melissa: Um! Not very good … you and your trainers!
Katie: Yes, glasses. And her eyes are green; very big
Unit Test 6 A
8 1 Jean doesn’t want to go skiing. Jean: Yeah, my trainers are always a problem! Hey!
green eyes, she’s got. She’s really attractive. 1 2 Can I borrow your mobile phone, please? What about …
Malcom: Oh, yes! She comes from France. 3 Greg is always making new friends.
Katie: Yes! From Paris. PLAY DO GO 4 There isn’t a restaurant in the hotel. 10 Ss’ own answers.
Malcom: Right! And she speaks French very well. volleyball athletics skiing 5 Can Jean cycle in London?
Background
9a & b
94

Katie:

95
Yes, that’s Allison. She’s fantastic! Want to hockey judo swimming Information
meet her? softball karate cycling City Madrid
Malcom: Sure! skateboarding
Description Nice - Big – lots of
7 1 second or third 2 a 3 this 4 me 5 is 6 on museums
2 1 I’m not going out 2 ’s raining 3 am / doing
7 on 8 are 9 aren’t 10 comes 4 isn’t coming 5 is / doing 6 aren’t playing What is the Father and mother:
11 Allison’s 12 Our 13 them 14 great 7 they’re practising 8 are not getting 9 are / doing family doing having dinner (paella
15 your 16 us
3 1 can / but / can’t 2 can / and / can
now? and octopus) Digital Connections
8 Ss’ own answers. 3 and / can Brother: watching a
concert
4 1 Where are we going? 2 How many birds can you
hear? 3 What time does the match start? 4 How What is Jean
My Life 1

Talking to her friend.

PHOTOCOPIABLE
Unit Test 4 A doing?
often do your friends train at the club?
1 1 It’s four thirty. 2 5 1 are you doing? 2 about (Ss’ own answers) 3 (Ss’ What problem She can’
own answers) has she got? trainers.
© Pearson

6 Ss’ own answers.

3 It’s quarter to two. 4

© Pearson
PHOTOCOPIABLE

My Life 1
2
3 1b 2a 3c
4 1 He is sometimes late for school. 2 They usually have
lunch at home. 3 I brush my teeth three times a day.
4 How often do they have music lessons?
5 1 loves 2 are 3 her 4 doesn’t 5 don’t
6 go 7 does 8 watches
6 1 How often 2 fantastic 3 about 4 once
5 not very good
7 Ss’ own answers.
 prev next

Dumas, Andrea
My Life Teacher’s Resource Book 1 / Andrea Dumas y Augusta Rabinovich. - 1a ed. -
Buenos Aires: Pearson Education S.A., 2013.
E-Book
ISBN 978-987-615-373-7
1. Enseñanza de Inglés. I. Dumas, Andrea. II. Rabinovich, Augusta. III. Título.
CDD 420.7

Class & WB Audio

Pearson Education S.A.

Av. Belgrano 615 piso 11°
C1092AAG Ciudad Autónoma de Buenos Aires, Argentina.
Answer Key
www.pearsonelt.com.ar

© Pearson Education S.A. 2013

All rights reserved. No part of this book may be reproduced, stored

in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording or otherwise, Background
without the prior written permission of the Publishers.
Information

ISBN 978-987-615-373-7 Teacher’s Resource Book

This edition published by

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

The publisher would like to acknowledge Gonzalo H. Rosetti

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

The authors would like to thank María Magdalena Calvo de de la

Vega for her suggestions during the development of this Teacher’s
Book.

We are grateful to © Shutterstock.com for permission to

reproduce copyright photographs.