Welcome to What’s Up?

3rd edition

What’s Up? 2
Engage with eye-opening
topics and discover your
potential!

“Teachers’ demands for a change have resulted in this What’s Up?

3rd edition. Using students’ previous experience of the world as a
springboard, we move through a series of interconnected meaningful
tasks till they complete a final project in each unit. Drawing from
observation of images to recall students previous knowledge, new

TEACHER’S BOOK
vocabulary is presented to facilitate the understanding of challenging
updated texts. Contextualised grammar practice enables students to 3rd edition

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visualise and internalise new linguistic concepts, which are permanently
spiraled throughout the series. Collaborative work and informed Ma
discussions will help students to reflect critically and to become better ría

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aware of themselves and others. All tips and suggestions in the Teacher’s Al
Book are provided in the hope that teachers and students experience ici
the classroom as a marvellous opportunity for growth!” aM
María Alicia Maldonado
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(Teacher’s Books author as well as responsible for the adaptation and pedagogical
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supervision of the What’s Up? 3rd edition series)
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Teacher’s components:
Downloadable Teacher’s Book with extra practice & readings
Access to interactivity to follow students’ progress, upload material or
address homework, amongst other things
Online Class & Workbook audio files

Students’ components:
Student’s Book with Workbook
Interactive Student’s Book: www.whatsup.pearsonelt.com.ar
Extra Practice & Fast Finishers Book
Grammar Quick Check
María Alicia Maldonado

Online Workbook audio files

TEACHER’S BOOK
All digital material available at:
www.whatsup.pearsonelt.com.ar

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3rd edition
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TEACHER’S BOOK
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WUP_TB02_0103_PORTAD-CONT.indd 1 08/09/16 16:58

 Contents

Introduction 4

Interactive Student’s and Teacher’s Books 8

Planificaciones anuales 10

Student’s Book Table of Contents 16

Teacher’s notes:

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Let’s warm up! 18

Unit 1 Let’s share our free time 19

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Extra Reading 28

Unit 2 My house, my home 29

Extra Reading 38
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Unit 3 Film showtimes 39

Extra Reading 48
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Unit 4 When in Rome … 49

Extra Reading 58

Unit 5 Yummy! 59
Extra Reading 68

Unit 6 Outstanding! 69
Extra Reading 78

Social and Emotional Learning (SEL) 79

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

WUP_TB02_0103_PORTAD-CONT.indd 3 08/09/16 16:58

 Introduction
Our view of language
What’s Up? 3rd edition is a four-level series especially
designed to help teenage learners at the age of 12-16
to learn English from a cognitive-functional view of
language. This view proposes a triadic relationship
between language, thought processes and culture.
Therefore, the view of language that underlines the
whole series is an experiential holistic view which
rejects the division of the study of language into syntax,
lexis, semantics, pragmatics and phonology as separate
components. Meaning is construed by the interplay of
grammar, ie grammar as syntax and lexis together, and
phonology (prosodic features and phonemes) integrated
in communication in context.
Speakers of a language in a meaningful interactive
situation draw from the linguistic resources of the
language in question. That implies syntactic rules,
lexical choices and phonological features to finally
construe their meaning in context. Any change in
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meaning implies a change in grammar and prosodic
features add to the communicative intention of
the speaker in a particular context, ie the same
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utterance can express different meanings according
to the context.
The difference between a sentence and an utterance
should always be considered when teaching. A
sentence is a grammatical concept that points to
the syntactic construction and to the lexical choices.
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Whereas, an utterance involves grammatical
forms, sounds and intonation patterns, as well as
the semantic structure (ie meaning) expressing a
communicative intention.
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Communication is the primary function of language,
which has an impact on the form that language takes.
Great importance is given to both cognitive and
socio-cultural factors in relation to the linguistic
phenomenon and, of course, the rejection of the
idea that syntax is autonomous from semantics and
pragmatics. Functionalism studies the full range of the
linguistic phenomena rather than only “grammatically
correct sentences”. We do not “speak grammar” but
we communicate meaning. Grammar is important
as it serves for the purpose of meaning construction
in meaningful interaction. In terms of language
acquisition, a child constructs her/his language from
the information available in meaningful interactive
situations. We logically think of language in use. There
are no distinctions between a central or a peripheral
use of language, ie the notion of exception is rejected
and all the uses of language are taken into account.
When we understand a language, we also
understand our conceptual world. The notion of
concept refers to a person’s idea of the world
around. Concepts are developed through our
interaction with the physical and cultural world.
Conceptualisation is dynamic because we reconstruct
our concepts as we interact with other people’s views.
WUP_TB02_0409_INTRO.indd 4
Our view of the teaching
and learning process
The teaching perspective will depend on the view of
language each teacher adheres to. From a learning-
centred stance, students are guided to discover how
much of their learning they are able to construe by
themselves. No matter whether students are focusing
on language structure or not, meaning is central to
enable them to make sense of what teachers are
trying to teach. Thus, the aim of the series goes
beyond the idea of transmitting rules of use but
generating meaningful use of language. Following a
reflective approach to learning, it aims at educating
learners. This implies to provide opportunities to think
critically, reflect and develop self-awareness and
awareness of others.
The guiding principle is to enable students to be
able to communicate efficiently. And communicating
efficiently implies, in the first place, to understand
exactly what we want to express. Secondly, it also
implies to be aware of the possible impact that what
we want to say may have on our interlocutors, as well
as to be able to put our ideas into words. In this way,
students will develop their own capacity to listen to
others and to respect their opinions.
Notice that, from the very beginning, the Opener and
the Pre-reading section will present a wide variety of
images to help students to recall concepts they are
already acquainted with. Some of these concepts
will be transferred to the second language context
and some others will just serve as a springboard to
embark on the reflection stage.
Learning styles, students’ interests and stages of
cognitive development are the key to decide on the
tasks to present them. These tasks will give learners
many opportunities to learn by discovery and by making
connections. Students will always have a chance to
reflect upon their own experiences and to review their
own beliefs about everyday facts. They will be able
to become aware of how much they are doing well,
how much they might modify and how much they will
have to accept as different choices on the part of other
people they interact with. The language study section
in each unit will provide the necessary tools to develop
accuracy, but the focus is placed on enhancing students’
participation in authentic discussion.
The series follows a spiral approach towards learning
so that students can recycle linguistic contents in
order to interweave new knowledge in their schemata.
Students will practise linguistic content systematically
while getting engaged in meaningful tasks.
The Final Project in each unit will help students to take
responsibility of their own learning process and will
enhance group cohesion while having students work
together to achieve a common aim.
08/09/16 17:01
 Introduction

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

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

Vocabulary
This page is devoted to systematic work on vocabulary. Lexical items are introduced in context so that students
can develop awareness of lexical categories which, in turn, are closely related to grammatical categories and
prosodic features. These are presented as chunks for students to internalise.
An invisible imaginary thread connects the Opener and Pre-reading section with the
Vocabulary section and paves the way towards the Reading section.
Reading
There is a wide range of interesting and updated contents presented in varied text types, such as: blog entries,
social networks, magazine or newspaper online articles, interviews and diaries, among others.
Students will be encouraged to infer meaning from context in order to grasp content as well as to resort to
different reading strategies, eg skimming and scanning to anticipate or predict ideas presented in the text.
Analogy and opposition are hints to help students to develop both learning and productive strategies which will
enhance autonomy in the teaching and learning process.
All Reading sections end up with a “What about you?” box in which students will make the new content theirs
by transposing the described experience to their own reality. In addition to that, all the texts introduce topics
that offer opportunities to reflect upon values and beliefs, thus helping students (and teachers!) to develop their
social-emotional intelligence skills.

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 Introduction

Grammar
This two-page section has been designed to
introduce and practise main grammar points.
Students will be asked to observe, compare, contrast
and make connections. That is why the Grammar
boxes offer blank spaces for students to complete.
Students will always be encouraged to work out
the presented structures by analysing the hints
provided in each section. They will also be prompted
to discover the hidden patterns and then use them
in contextualised exercises. The lexical items
introduced in the Vocabulary and Reading sections
are constantly recycled.
Notice that further detailed explanation of grammar
rules is presented in the Extra Practice Book.

Listening and Speaking

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

As mentioned before, the series follows a spiral approach, so all the topics presented in the
audio are closely related to the target vocabulary and grammar introduced in each unit. All
post-listening activities will pave the way towards the Speaking section.
The Speaking section follows an invisible imaginary thread from the audio conversations to clear

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communication goals that involve students in real communication activities by resorting to the linguistic content
introduced in the unit and by recycling the contents presented in the previous ones. Thus following our spiral
approach to teaching and learning.
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The selected topics provide plenty of opportunities for students to engage in meaningful communication
activities, as well as they help to develop students’ language proficiency.
Challenging and entertaining communication-gap activities, to be carried out in pairs, have been included at
the end of each Speaking section to systematise the practice of speaking skills. They can be used as rounding-off
activities or as extra practice to reinforce students’ confidence in speaking.
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Writing
Our view of writing is not constrained to teaching to approach or achieve accurate writing.
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how to write end products. We consider writing as
a means to learning and this perspective is present
throughout all the sections in the book. Nevertheless,
notice that in every Writing section, a Writing rule box
has been included to provide students with useful tips
A model text is always provided for students to start
by trying parallel writing. Formal and informal pieces
of discourse are presented and analysed. And the
communicative purpose is never left behind. Students
are expected to write for real communication.

Final Project
As mentioned before, the Final Project is presented
at the Opener and Pre-reading section for students to
anticipate what they are expected to do by the end of
the unit. In this way, students will become aware of
how the linguistic content of the unit will help them to
achieve their final aim: Make authentic use of language,
recycling previous knowledge and integrating it with
the content of the unit by means of oral presentations,
writing creations and games, among others.
Every Final Project will pose a challenge to students,
so as to focus on real communication rather than on
accuracy. Students will be learning linguistic content
while trying to succeed at communicating actual
information.
All projects are meant to be done by using ICT
(Information and Communication Technology).
However, a second option is also offered in case there
is no access to internet connections.
It is important to foster the use of ICT since it is evident
that citizens of the 21st century will need to be proficient at
using ICT to get any kind of work position. Nevertheless,
we are aware of the limitations that some teaching and
learning contexts put on teachers and students.
Whenever these icons are presented, it means that:
the activity is to be carried out using computers,
notebooks, tablets, smartphones or other types
of technological devices.
the activity is to be carried out using more
traditional methods, such as: posters, cards,
paper dictionaries, and so on.

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AND CULTURE
Every two units, a CLIL and Culture section
has been integrated to offer the opportunity to
work on extensive reading. Topics have been
carefully selected to fit students’ interests.
They are updated and appealing to promote
reading for pleasure while reinforcing reading
comprehension skills.
Once the article has been read, students will
be encouraged to go deeper by doing further
research work on the web, or in encyclopedias,
magazines or newspapers. Then they will be
able to share their findings with the class while
exchanging opinions and points of view.
This section includes an assessing worksheet
to evaluate, or self-evaluate, students’
proficiency in the use of language as
meaningful communication in context. Students
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will recycle their language and, since the topics
presented are not exactly the same as the ones
introduced in the two previous units, students
will also be able to approach the language from
an experiential stance. They will feel they can
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use language in context to express what they
actually want to say.
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Workbook
The integrated Workbook at the end of the
Student’s Book will provide further intensive
and discrete point practice to help students
to reinforce and expand the linguistic content
presented in each unit. Although all the
activities are suitable for self-study, they are
also likely to be used in class.
This component follows the same organisation
as the Student’s Book, so the activities can be
intermingled through the teaching process of
each unit.
The listening-comprehension section can be
given as homework because students can
access the audio files at:
http://whatsup.pearsonelt.com.ar/workbookaudio.
In this way, each student will have the
possibility of working at her/his own pace. The
correction of the exercises can be used as a
rounding-off activity in class.
WUP_TB02_0409_INTRO.indd 7
Introduction
Extra Practice Book
The organisation of the Extra Practice Book follows
the same structure as the Student’s Book and the
Workbook, so students will be able to easily find their
way through it.
This book provides extra opportunities to manipulate
grammar structures and to reinforce the knowledge
of lexical and grammatical categories while creating
meaning in context.
Grammar rules are included in all units to be used as a
reference when needed.
Most of the exercises are contextualised so as to
reinforce the linguistic contents knowledge while
making authentic use of language.
Fast Finishers Activities
Each unit of this component includes a “Fast Finishers”
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activity for students to solve individually. They consist
of extensive reading activities to keep fast finishers
interested in new challenges, and students who need
more time to process their learning to be granted the
possibility to do so.
SEL is the process through which
children and adults:
> acquire and effectively apply the
knowledge, attitudes, and skills
necessary to understand and
manage emotions
> set and achieve positive goals,
feel and show empathy for
others
> establish and maintain positive
relationships, while making
responsible decisions
It’s time to engage our students with Social and
Emotional Learning … because to educate their
minds is as important as nurturing their hearts.
(See special SEL section and corresponding class
activities, pages 79-82)
08/09/16 17:01
 Interactive Student’s Book

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

What can the students do?

> Answer all exercises, even those that imply writing production.
Note: Students are given 3 attempts. Once they have completed the exercise, the right answer is given automatically.
In the case of writing production, you, as a teacher, will receive the answers directly and will be able to correct
them and send them back over to each student personally with notes and marks if you wish to do so.
> Write notes to their teachers (or simple reminders for themselves).

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> Highlight part of the text they wish to highlight.
> Listen to the Student’s Book tracks as many times as they wish to.
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> Access the Extra Practice Grammar Reference whenever it is mentioned.
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Interactive Teacher’s Book

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

What can you do?

> Create a class.
Go to “MY STUDENTS” tab
and click on “New classroom”.

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

Then, select a category and course for your class and click on
“Accept”.

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

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If you attend more than one class at the same time, create a
new class: click on “New classroom”.
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> Manage your class. Go to: https://www.WUP_INTERACTIVETB_Editing_classroom

> Follow the activity of each student separately and/or of the entire class.
> Send homework to each student separately and/or to the entire class.
Go to: https://www.WUP_INTERACTIVETB_Assigning_homework
> Send messages to each student separately and/or to the entire class.
> Attach files to the messages. Go to: https://www.WUP_INTERACTIVETB_Sending_messages
> See Gradebook, divide it by competences and/or by marks.
Go to: https://www.WUP_INTERACTIVETB_Grades_section_explained
> Change the unit’s learning sequence.
> Hide and/or show certain part of the Student’s Book at your convenience (which enables you to pace your teaching in
accordance to the level of the class). Go to: https://www.WUP_INTERACTIVETB_How_to_edit
> Create and upload new units / your own material. Go to: https://www.WUP_INTERACTIVETB_How_to_upload
> Create new activities and tests thanks to the Interactive Book exercises templates.
Go to: https://www.WUP_INTERACTIVETB_How_to_create_activities

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 Planificación anual
Unidad temática 1: Let’s share our free time
Tópico: El adolescente y su uso del tiempo libre.
Tareas de comunicación y aprendizaje
> Páginas 6-7
• Asociación de léxico referente a actividades de tiempo libre
con su representación gráfica.
• Categorización de actividades de tiempo libre.
• Reflexión sobre el uso del tiempo libre: relajarnos y ayudar.
> Página 8
• Clasificación de adjetivos según su connotación positiva o
negativa.
• Expresión de preferencias sobre distintas actividades.
• Aplicación guiada de los ítems lexicales presentados.
> Página 9
• Identificación de género discursivo: página web.
• Utilización de conocimientos previos para hacer un recorrido
del discurso.
• Elaboración de predicciones como estrategia de comprensión
lectora.
• Identificación de ideas generales e información específica.
• Identificación del punto de vista de los autores, comparación y
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reflexión acerca de los mismos.
• Personalización del tema de lectura y reflexión grupal sobre el
mismo.
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> Páginas 10-11
• Sistematización de la estructura del presente simple en un
cuadro.
• Práctica de la pronunciación de la desinencia /Iz/.
• Identificación de la concordancia de play, do o go con distintas
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actividades.
• Reconocimiento de la estructura like + -ing.
• Reconocimiento del significado de los adverbios de frecuencia
y su ubicación en la oración.
• Reconocimiento y formulación de preguntas abiertas con
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How often… ? y su respuesta utilizando adverbios o expresiones
de frecuencia.
• Deducción de reglas gramaticales.
• Producción guiada y libre (oral y escrita) con aplicación de los
contenidos gramaticales presentados.
> Páginas 12-13
• Uso de conocimientos previos para la descripción de una
imagen como estrategias de comprensión auditiva.
• Escucha y comprensión de una conversación entre dos
alumnos sobre las actividades extracurriculares publicadas
en cartelera. Identificación de ideas generales e información
específica.
• Escucha y comprensión de una entrevista sobre actividades
extracurriculares que funcionará como modelo para el
intercambio oral de información.
• Realización de una entrevista breve sobre actividades de
tiempo libre.
• Participación en un juego de roles.
> Página 14
• Análisis de los elementos presentes en un póster y de las
características del mismo.
• Diseño guiado para la confección de un póster sobre una
actividad extracurricular.
10 What’s Up? 3rd edition - Teacher’s Book 2
WUP_TB02_1015_PLAN.indd 10
Contenidos
• Vocabulario relacionado con
LEXICALES
actividades de tiempo libre.
• Adjetivos calificativos que describen
actividades: boring, fun, relaxing,
creative, dangerous, easy, difficult,
interesting, good, expensive, aggressive.
• Presente simple en sus formas
GRAMATICALES
afirmativa, negativa e interrogativa.
• Like + -ing.
• Concordancia: play, do o go + actividad.
• Adverbios y expresiones de frecuencia:
always, usuallly, often, sometimes, never.
• How often… ?
FONOLÓGICOS • Pronunciación de la desinencia /Iz/.
• Diferenciación entre el sonido
español /x/ y el inglés /h/.
• Pronunciación de los ítems lexicales
presentados.
• Entonación de preguntas abiertas y
cerradas.
Proyecto final
Tópico: El alumno y las actividades comunitarias.
Proyecto
• Los alumnos se comunicarán para compartir información
sobre las actividades comunitarias que realizan en su tiempo
libre.
Contenidos
• Uso del tiempo presente simple.
• Uso de adjetivos, adverbios y expresiones de frecuencia.
• Uso de vocabulario para nombrar y describir actividades.
• Uso contextualizado de las macro habilidades.
• Uso consciente y pautado de las TIC (tecnologías de la
información y la comunicación).
• Reflexión sobre el valor de la solidaridad como actividad de
tiempo libre.
Tareas de preparación
• Investigación sobre posibles tareas comunitarias a realizar.
• Búsqueda de imágenes para realizar una invitación.
• Redacción de un borrador para su posterior edición.
Expectativas de logro
• Creación de un póster para el aula o de un post en el blog
escolar sobre las actividades comunitarias a realizar.
• Elaboración de una invitación para realizar una tarea
comunitaria en grupo.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”
• Reflexión grupal sobre las posibilidades de ayudar a otros en el
tiempo libre.
• Organización de una campaña para despertar consciencia
sobre la posibilidad de realizar acciones solidarias junto con
alumnos de otras clases.
• Publicación de un post en una página web escolar.
• Organización de una tarea comunitaria con el fin de despertar
actitudes solidarias y publicar una invitación.
© Pearson
08/09/16 16:59

Unidad temática 2: My house, my home
Tópico: El adolescente, su hogar y sus actividades cotidianas.
Tareas de comunicación y aprendizaje
> Páginas 16-17
• Asociación de léxico referente a viviendas, ambientes y objetos
de un hogar con las imágenes que los representan.
• Uso de conocimientos previos para inferir contenido lexical.
• Categorización de los ítems lexicales presentados.
> Página 18
• Asociación de léxico referente a ambientes, sectores y objetos
de un hogar con las imágenes que los representan.
• Asociación de adjetivos de significados opuestos.
• Identificación de la concordancia entre verbos y sustantivos en
frases que describen tareas del hogar.
• Producción de los ítems lexicales presentados mediante la
participación en actividades lúdicas.
• Intercambio oral sobre las actividades del hogar.
> Página 19
• Reflexión previa como estrategia de comprensión lectora.
• Observación de imágenes como estrategia para la
identificación del género discursivo: página web.
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• Identificación y categorización de ítems lexicales.
• Personalización de un tema.
• Expresión de opinión personal sobre diferentes tipos de
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hogares y vida familiar.
> Páginas 20-21
• Sistematización de la estructura de los grados comparativo y
superlativo de adjetivos en un cuadro.
• Reconocimiento y producción de adjetivos irregulares.
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• Comparación de objetos y expresión de opiniones personales.
• Sistematización de la estructura de going to en un cuadro.
• Escucha y repetición de un rap para la práctica de going to.
• Deducción de reglas gramaticales.
• Producción guiada y libre (oral y escrita) con aplicación de los
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contenidos gramaticales presentados.
• Reflexión sobre estereotipos en relación a las tareas y roles en
el hogar.
> Páginas 22-23
• Descripción oral de imágenes como estrategia de comprensión
auditiva.
• Escucha y comprensión de un diálogo en un museo.
• Escucha y comprensión de un documental sobre una ciudad
flotante. Identificación de ideas generales e información
específica.
• Expresión de opiniones personales sobre el documental.
• Escucha y comprensión de una conversación sobre
planes para el futuro que funcionará como modelo para el
intercambio oral de información.
• Intercambio oral entre pares.
• Participación en un juego de roles.
> Página 24
• Valoración del uso de adjetivos para enriquecer una
descripción.
• Reconocimiento de la posición de los adjetivos (previa al
sustantivo o posterior al verbo to be).
• Identificación de objetos y de los adjetivos que los describen.
• Lectura de una descripción sobre un ambiente que funcionará
como modelo para una producción escrita.
• Elaboración de una descripción sobre un ambiente ideal.
> Página 27
• Autoevaluación guiada.
© Pearson
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Planificación anual
Contenidos
• Vocabulario relacionado con el hogar:
LEXICALES
sectores, ambientes y objetos.
• Adjetivos que describen los ambientes
de una casa: neat, tidy, big, clean, old,
comfortable, messy, uncomfortable, etc.
• Tareas del hogar: wash the dishes, iron
the clothes, feed the pet, lay the table,
tidy your room, hoover the floor, etc.
GRAMATICALES • Grados comparativo y superlativo de
adjetivos regulares e irregulares: smaller,
more … than, the smallest, the most.
• Uso de going to en todas sus formas.
• Pronunciación de los ítems lexicales
FONOLÓGICOS
presentados.
• Entonación de preguntas abiertas y
cerradas.
• dentificación del núcleo en un grupo tonal.
Proyecto final
Tópico: ”La casa de mis sueños”
Proyecto
• Los alumnos diseñarán un folleto para describir la casa de sus
sueños: imaginarán y compartirán sus planes.
Contenidos
• Uso de going to para expresar planes para el futuro.
• Uso de vocabulario para nombrar ambientes, sectores y
objetos del hogar y uso de adjetivos calificativos.
• Uso de la forma comparativa y superlativa de los adjetivos.
• Uso de expresiones que describen tareas del hogar.
• Uso contextualizado de las macro habilidades.
• Uso consciente y pautado de las TIC (tecnologías de la
información y la comunicación).
• Reflexión sobre el respeto por los diferentes modos de vida.
Tareas de preparación
• Descripción de fotografías de distintos escenarios naturales y
elección de uno para la ubicación de una casa.
• Selección de información en un listado.
Expectativas de logro
• Elaboración de un plano 3D para publicitar una casa ideal.
• Intercambio grupal de folletos y comparación de ideas.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”
• Reflexión sobre diferentes estilos de vida.
• Valoración de los espacios propios y de la necesidad de una
vivienda adecuada.
• Reflexión sobre los avances de la tecnología como medio para
mejorar nuestro estilo de vida.
CLIL y cultura
Tópico: César Pelli, un gran arquitecto argentino.
• Lectura extensiva de un texto para fomentar el placer por la misma.
• Lectura informativa sobre el arquitecto y su obra.
• Búsqueda de información en internet como estímulo para un
aprendizaje por serendipia.
What’s Up? 3rd edition - Teacher’s Book 2 11
08/09/16 16:59
 Planificación anual
Unidad temática 3: Film showtimes
Tópico: El adolescente y su interés por la ficción.
Tareas de comunicación y aprendizaje
> Páginas 28-29
• Descripción de fotografías relacionadas con el cine.
• Intercambio oral acerca de películas y actores famosos
utilizando conocimientos previos.
• Reconocimiento de ítems lexicales relacionados con tipos de
películas, aspectos de las películas y profesionales del cine.
• Asociación de citas famosas con personajes y películas.
• Categorización de adjetivos para describir películas según su
connotación positiva o negativa.
> Página 30
• Categorización de películas de acuerdo a su género.
• Identificación de actividades relacionadas con el mundo del
cine.
• Discusión oral sobre preferencias cinematográficas.
> Página 31
• Discusión oral, basada en conocimientos previos, como
estrategia de compresión lectora.
• Identificación de géneros discursivos.
n
• Análisis de un título como anticipación al contenido de un
texto.
• Lectura y comprensión de una reseña sobre una serie de
so
películas. Identificación de ideas generales e información
específica.
• Construcción de una línea de tiempo reflejando las distintas
filmaciones de una serie.
• Discusión oral para comparar la versión bibliográfica y
cinematográfica de una misma historia.
ar
• Discusión grupal sobre filmografía argentina.
> Páginas 32-33
• Sistematización de la estructura del tiempo pasado simple del
verbo to be y de verbos regulares e irregulares.
Pe
• Reconocimiento y producción de las distintas pronunciaciones
de la desinencia -ed en los verbos regulares.
• Deducción de reglas gramaticales.
• Identificación de preposiciones de tiempo.
• Identificación de expresiones de tiempo pasado.
• Producción escrita guiada con aplicación de los contenidos
gramaticales presentados.
> Páginas 34-35
• Descripción de imágenes como estrategia de comprensión
auditiva.
• Escucha y comprensión de una entrevista a un productor
de cine. Identificación de ideas generales e información
específica.
• Expresión de opiniones personales sobre la calidad de los
efectos especiales en películas reconocidas.
• Escucha de una conversación sobre una película que
funcionará como modelo para el intercambio oral.
• Intercambio oral entre pares.
• Participación en un juego de roles.
> Página 36
• Reconocimiento y diferenciación de palabras con distinta
ortografía e idéntica o similar pronunciación: its / it’s; there /
their / they’re; two / to / too; where / were.
• Lectura y comprensión de la descripción de una película.
• Identificación de los aspectos característicos de una
descripción.
• Elaboración guiada de la descripción de una película.
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WUP_TB02_1015_PLAN.indd 12
Contenidos
• Vocabulario relacionado con los
LEXICALES
diferentes tipos de películas.
• Profesiones relacionadas con el
mundo del cine.
• Aspectos de una película: acting,
special effects, ending, costumes.
• Adjetivos para describir películas:
great, amazing, really good, excellent,
interesting, poor, sad, bad, awful,
horrible, boring.
• Pasado simple del verbo to be en
GRAMATICALES
sus formas afirmativa, negativa e
interrogativa.
• Pasado simple de verbos regulares e
irregulares en sus formas afirmativa,
negativa e interrogativa.
• Preposiciones de tiempo: in, on, at.
• Expresiones de tiempo pasado: (two
days / weeks, etc.) ago, yesterday
(morning / afternoon), last (night / year /
week / month).
FONOLÓGICOS • Pronunciación de la desinencia -ed de
verbos regulares en el pasado simple.
• Pronunciación de los ítems lexicales
presentados.
• Entonación de preguntas abiertas y
cerradas.
Proyecto final
Tópico: Preparación de un juego sobre películas.
Proyecto
• Los alumnos participarán en un juego en el que deberán
identificar una película formulando solo seis preguntas.
Contenidos
• Uso del tiempo presente y pasado simple.
• Uso de vocabulario relacionado con la descripción de películas.
• Uso contextualizado de las macro habilidades.
• Uso de las TIC (tecnologías de la información y la
comunicación) como medio de búsqueda de información.
Tareas de preparación
• Selección de una película de a pares.
• Reflexión sobre los temas relevantes para el análisis de una
película.
• Confección de fichas con información sobre películas.
Expectativas de logro
• Búsqueda guiada online de información sobre películas.
• Intercambio de información en grupos.
• Valoración del conocimiento adquirido a partir de la
participación en competencias sobre temas generales.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”
• Reflexión sobre la importancia de la lectura para nuestra
formación.
• Reflexión sobre cómo la perspectiva individual puede cambiar
la realidad de acuerdo a quien la narre.
© Pearson
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Unidad temática 4: When in Rome …
Tópico: El adolescente, su cultura y el interés y respeto por las culturas ajenas.
Tareas de comunicación y aprendizaje
> Páginas 38-39
• Observación y asociación de gestos y saludos con diferentes
culturas.
• Reflexión sobre distancia social y diferencia generacional.
• Reflexión sobre la percepción e interpretación de diferentes
formas y expresiones culturales.
> Página 40
• Asociación de léxico referente al saludo y la cordialidad con las
imágenes que los representan.
• Reconocimiento de adverbios de modo mediante la
identificación de palabras con significado opuesto.
• Identificación de léxico descriptivo en relación a conductas que
representan buenos y malos modales.
> Página 41
• Identificación del tipo de texto, sección, autor y título como
estrategia de interpretación lectora.
• Lectura de un artículo de revista sobre las costumbres de
otras culturas. Identificación de ideas generales e información
n
específica.
• Identificación del punto de vista del autor.
• Participación en una discusión oral grupal sobre las
so
costumbres más destacadas de Argentina.
• Reflexión sobre los cambios de las costumbres.
> Páginas 42-43
• Identificación de las formas afirmativa y negativa del modo
imperativo para expresar órdenes y pedidos.
ar
• Comparación de la forma imperativa en español y en inglés.
• Reconocimiento del uso de should en todas sus formas.
• Identificación de adverbios de modo y análisis de sus formas.
• Reconocimiento del uso de can y could en oraciones
interrogativas para expresar pedidos amables.
Pe
• Reconocimiento y producción de entonación amable en
pedidos con can y could.
• Deducción de reglas gramaticales.
• Producción guiada y libre (oral y escrita) con aplicación de los
contenidos gramaticales presentados.
> Páginas 44-45
• Descripción de una imagen como estrategia de comprensión
auditiva.
• Escucha de una entrevista sobre la experiencia de un
adolescente en un país extranjero. Identificación de ideas
generales e información específica.
• Escucha y comprensión de dos diálogos breves, uno formal y
otro informal, en que dos personas se saludan.
• Identificación de expresiones formales e informales en
intercambios orales.
• Escucha y repetición de diálogos breves en distintos contextos
focalizando en la entonación.
• Participación en un juego de roles.
> Página 46
• Reconocimiento de los elementos de un folleto.
• Análisis de recursos discursivos para brindar consejos y
sugerencias.
• Lectura, redacción libre y confección de un folleto.
• Valoración del conocimiento como herramienta informativa.
• Valoración de la creatividad para la confección de un folleto.
> Página 49
• Autoevaluación guiada.
© Pearson
WUP_TB02_1015_PLAN.indd 13
Planificación anual
Contenidos
• Vocabulario relacionado con tipos de
LEXICALES
saludos: shake hands, bow, wave, etc.
• Adverbios de modo.
• Expresiones que definen buenos y
malos modales (OK, rude, very rude).
GRAMATICALES • Uso del imperativo para expresar
órdenes y realizar pedidos.
• Uso de should para consejos.
• Uso de adverbios de modo.
• Uso de can y could para realizar
pedidos amables.
• Entonación amable en pedidos con
FONOLÓGICOS
can y could.
• Pronunciación de los ítems lexicales
presentados.
• Entonación de preguntas abiertas y
cerradas.
• La entonación como herramienta
para modificar un pedido amable en
una orden estricta o una sugerencia.
Proyecto final
Tópico: La diversidad de culturas en el mundo.
Proyecto
• Los alumnos participarán en un juego de conocimiento sobre
diferentes lugares y culturas en el mundo.
Contenidos
• Uso de should y uso de can y could para pedidos amables.
• Uso de adverbios de modo.
• Uso de vocabulario relacionado con conductas sociales.
• Uso contextualizado de las macro habilidades.
• Uso de las habilidades del siglo XXI.
Tareas de preparación
• Organización de un listado de costumbres para investigar y
comparar diferencias y similitudes entre diversos países.
• Búsqueda independiente de información sobre costumbres.
• Diseño de folletos de viaje con información turística y cultural.
Expectativas de logro
• Aprendizaje basado en la investigación independiente.
• Producción y uso de folletos con información turística y cultural.
• Participación en un juego de conocimiento.
• Aprendizaje memorable a través de actividades placenteras.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”
• Listado e intercambio de información turística y cultural.
• Desarrollo de empatía y respeto por culturas diferentes.
• Reconocimiento de la importancia de conocer y comprender la
cultura de un país para ampliar la mirada.
CLIL y cultura
Tópico: Buenas historias: ¿el libro o la película?
• Lectura extensiva de un texto para fomentar el placer por la misma.
• Lectura de críticas de películas comparadas con los libros.
• Búsqueda de información en internet como estímulo para un
aprendizaje por serendipia.
What’s Up? 3rd edition - Teacher’s Book 2 13
08/09/16 16:59
 Planificación anual
Unidad temática 5: Yummy!
Tópico: El adolescente y su relación con las comidas típicas de diversas culturas y las dietas saludables.
Tareas de comunicación y aprendizaje
> Páginas 50-51
• Asociación de léxico referente a alimentos y a platos
internacionales con las imágenes que los representan.
• Categorización de los alimentos.
• Reflexión sobre platos típicos de distintas culturas cuyos
nombres no tienen traducción.
• Descripción de platos típicos.
• Valoración de las tradiciones culinarias de diferentes culturas
y familias.
> Página 52
• Categorización de alimentos de acuerdo a la pirámide
alimentaria.
• Asociación de platos con sus correspondientes ingredientes.
• Reconocimiento de verbos que describen los pasos de una
receta de cocina.
• Utilización contextualizada de los ítems lexicales presentados.
> Página 53
• Observación e identificación de géneros discursivos.
n
• Lectura y comprensión de un blog post sobre una dieta
saludable. Identificación de ideas generales e información
específica.
so
• Identificación del punto de vista del autor y reflexión personal
acerca del mismo.
• Participación en una discusión oral grupal sobre hábitos y
trastornos alimenticios. Expresión de opiniones personales.
> Páginas 54-55
ar
• Categorización de sustantivos contables e incontables.
• Reconocimiento de las expresiones de cantidad que
concuerdan con sustantivos contables e incontables.
• Reconocimiento de preguntas con How much? y How many?
• Sistematización de las formas afirmativa, negativa e
Pe
interrogativa del tiempo presente continuo para expresar
planes para el futuro.
• Deducción de reglas gramaticales sobre forma y uso.
• Uso contextualizado (oral y escrito) de los contenidos
gramaticales presentados.
> Páginas 56-57
• Descripción de la imagen de un picnic de adolescentes como
estrategia de comprensión auditiva.
• Escucha y comprensión de una conversación en la que
se realizan planes para un picnic. Identificación de ideas
generales e información específica.
• Escucha y comprensión de dos conversaciones en que se
elaboran planes que funcionarán como modelo para el
intercambio oral de información.
• Identificación de las características del registro discursivo
formal e informal.
• Intercambio oral entre pares.
• Participación en un juego de roles.
> Página 58
• Identificación de las características discursivas de una receta:
formato, uso del imperativo y uso de abreviaturas.
• Comparación del género discursivo de recetas en español y en
inglés.
• Lectura y comprensión de una receta.
• Ordenamiento de los pasos de una receta.
• Redacción libre de una receta.
14 What’s Up? 3rd edition - Teacher’s Book 2
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Contenidos
• Vocabulario relacionado con los
LEXICALES
alimentos: lácteos, frutas, verduras,
carnes, pescado, condimentos.
• Categorías de alimentos.
• Comidas típicas cuyos nombres no tienen
traducción: asado, empanada, paella.
• Verbos que describen acciones en una
receta de cocina: chop, boil, add, fry.
GRAMATICALES • Sustantivos contables e incontables.
• Cuantificadores: some, a lot of, any,
much, many.
• How much / How many?
• Presente continuo para expresar
planes futuros en todas sus formas.
FONOLÓGICOS • Pronunciación de los ítems lexicales
presentados.
• Ejercitación para mejorar la
producción de los fonemas /w/ y /d/.
• Entonación de preguntas abiertas y
cerradas.
Proyecto final
Tópico: Una dieta saludable.
Proyecto
• Los alumnos organizarán una campaña de promoción para
llevar una dieta saludable.
Contenidos
• Uso de sustantivos contables e incontables.
• Uso de expresiones de cantidad y de How much / many?
• Uso de vocabulario referente a los alimentos.
• Uso de should para realizar recomendaciones.
• Uso contextualizado de las macro habilidades.
• Uso consciente y pautado de las TIC.
Tareas de preparación
• Tormenta de ideas para enumerar palabras relacionadas con
una dieta saludable (activity, balance, fruit, energy).
• Diseño de una nube de palabras con términos relevantes.
• Creación de un slogan memorable para la campaña.
• Selección de una imagen que represente la idea principal.
• Búsqueda online de palabras que rimen con los términos que
van a utilizar en la creación de un rap para la campaña.
• Elaboración de un borrador para su posterior edición.
Expectativas de logro
• Creación de un póster o de un post en un blog escolar para
publicitar la campaña de promoción de una dieta saludable.
• Presentación del póster o del post frente a la clase con
presentación del rap creado por cada grupo.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”
• Extensión de la campaña a toda la escuela.
• Organización de las presentaciones e invitación a alumnos de
otros cursos a sumarse a la campaña.
• Valoración de los controles periódicos de salud.
• Invitación a algún médico o nutricionista para que provea
información sobre los trastornos alimentarios más comunes.
© Pearson
08/09/16 16:59
 Planificación anual
Unidad temática 6: Outstanding!
Tópico: El adolescente y su valoración sobre los talentos y las habilidades.

Tareas de comunicación y aprendizaje Contenidos

> Páginas 60-61 • Vocabulario relacionado con los
LEXICALES
• Identificación de personajes famosos por su talento. talentos.
• Asociación de personajes famosos con sus profesiones y las • Construcción de palabras a partir de
razones que los llevaron a la fama. una misma raíz: art / artistic / artist.
• Discusión sobre la existencia de una relación entre el talento y la
fama.
GRAMATICALES • El infinitivo de propósito.
• Valorización de las personas talentosas.
• Pronombres indefinidos: someone,
> Página 62 anyone, something, anything.
• Asociación de léxico referente a profesiones y actividades con las • Revisión: presente continuo, presente
imágenes que los representan. simple, pasado simple, going to.
• Transformación de palabras con igual raíz para la formación de
verbos, sustantivos y adjetivos. FONOLÓGICOS • Acentuación en palabras de más de
• Construcción cooperativa de campos semánticos. una sílaba.
• Identificación de la sílaba acentuada en palabras de más de una • Pronunciación de los ítems lexicales
sílaba. presentados.
• Producción contextualizada de los ítems lexicales presentados. • Entonación de preguntas abiertas y
> Página 63 cerradas.
• Utilización de conocimientos previos para identificar el género

n
discursivo como estrategia de interpretación lectora.
• Lectura de un artículo publicado en una revista. Identificación de
ideas generales e información específica.
so
• Participación en una discusión oral grupal en que se compartirán
opiniones personales sobre el tema del artículo.
• Escucha de opiniones de pares como demostración de respeto
por las diferencias.
> Páginas 64-65
ar
• Reconocimiento de la estructura y el uso del infinitivo de propósito.
• Discusión oral sobre gustos y ambiciones personales.
• Reconocimiento del uso de pronombres indefinidos en oraciones
afirmativas, negativas e interrogativas.
• Sistematización de la estructura de los tiempos presente
Pe
Proyecto final
Tópico: Talentos y habilidades.
Proyecto
• Los alumnos participarán de un juego de roles representando
una entrevista a una persona talentosa.
Contenidos
• Uso del presente simple, pasado simple y going to.
• Uso de vocabulario relacionado con la descripción de talentos.
• Uso contextualizado de las macro habilidades.
• Uso consciente y pautado de las TIC (tecnologías de la
información y la comunicación).

continuo, presente simple, pasado simple y going to en un cuadro Tareas de preparación

comparativo de revisión.
• Deducción de reglas gramaticales.
• Producción contextualizada en forma escrita y oral de los ítems
gramaticales presentados.
> Páginas 66-67
• Observación y asociación de imágenes (de actividades de
entretenimiento callejero) con los conceptos lexicales que las
definen como estrategia de comprensión auditiva.
• Escucha y comprensión de una entrevista. Identificación de ideas
generales e información específica.
• Predicción como estrategia de comprensión auditiva.
• Escucha de un diálogo en que se planea un show escolar e
identificación de información específica.
• Elaboración libre de una conversación en que se planea un show
escolar.
• Participación en un juego de roles.
> Página 68
• Descripción de una imagen en forma oral como estrategia previa
al análisis de un texto descriptivo.
• Análisis de los recursos lingüísticos que se utilizan para la
descripción de una imagen.
• Lectura de dos descripciones de una misma imagen a los fines
de identificar la más apropiada.
• Elaboración guiada de la descripción de una fotografía.
> Página 71
• Autoevaluación guiada.
• Discusión oral en grupos para lograr un acuerdo y seleccionar
una persona talentosa.
• Investigación online acerca de una persona talentosa.
• Elaboración de preguntas y respuestas para utilizar en el juego.
Expectativas de logro
• Representación de una entrevista a una persona talentosa.
• Valoración de la influencia que una persona talentosa puede
tener en la sociedad.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”
• Búsqueda de información sobre personas talentosas en el
medio en el que nos movemos.
• Diseño de un álbum con información sobre personas talentosas
incluyendo algunas no tan famosas.
• Valoración del esfuerzo como medio para alcanzar un fin.
CLIL y cultura
Tópico: “Somos lo que comemos”.
• Lectura extensiva para fomentar el placer por la misma.
• La pirámide alimentaria: identificación de nutrientes esenciales
para una dieta sana y equilibrada.
• Búsqueda de información en internet como estímulo para un
aprendizaje por serendipia.

© Pearson What’s Up? 3rd edition - Teacher’s Book 2 15

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 Contents Vocabulary Reading Grammar

Let’s warm up! page 4

1
• Describe free time Online magazine • Present simple - affirmative,
Let’s share our activities article: Free time negative and interrogative
free time • Play, do or go?
page 6 • Like + -ing
• Adverbs of frequency
• How often ...?
• Expressions of frequency

WB page 76 Pronunciation tip*

2
• Describe a Contest: The • Comparative and superlative form
My house, bedroom house of your of adjectives
my home • Chores in the dreams • Irregular adjectives
page 16 house • The future with going to

WB page 82

CLIL & CULTURE: César Pelli, a big Argentine architect page 26 L

3
n
• Adjectives to describe Informative text: • Past simple of to be - affirmative,
Film a film From “Dr. No” to negative and interrogative
showtimes
so
• People in the film “Spectre” • Past simple of regular and
page 28 industry irregular verbs - affirmative,
• Kinds of films negative and interrogative
• Prepositions of time
• Past time expressions
ar
WB page 88 Pronunciation tip*

4
• Greeting people Magazine • Imperative - commands and requests
When in • Describe actions article: • Should / shouldn’t - advice
Rome ... • Good and bad Customs • Adverbs of manner
page 38 manners around the • Can / could - polite requests
Pe

world

WB page 94 Pronunciation tip*

CLIL & CULTURE: The book or the film? page 48 L

• Food Blog post: What is a • Countable and uncountable nouns

5 Yummy!
page 50
• Quick meals
• Verbs in the kitchen
healthy diet? • Express quantity
• Ask about quantity
• Present continuous - future plans

WB page 100

• Talents Magazine article: • Infinitive of purpose

Outstanding!
6
• Word building A Risk-taker at • Indefinite pronouns
page 60 Heart! • Review - present continuous, present
simple, past simple, future with
going to
WB page 106 Pronunciation tip*

CLIL & CULTURE: You are what you eat page 70 L

Pairwork activities page 72

*Integrated pronunciation suggestions

16

WUP_TB02_1618_TOC-LWU.indd 16 08/09/16 16:59

 Listening & Speaking Writing Project

• Discuss after-school clubs Design a poster: Virtual notice board

• Ask and answer about school • Format
activities • Content

• Discuss homes in the future Describe an ideal room: A brochure of your own house
• Talk about plans and intentions • Position of adjectives

6 Let’s wrap it up! Self-assessment activities - Units 1 & 2 page 27

• Discuss different film aspects
• Explain why you enjoyed or
didn’t enjoy a film
• Discuss customs in different cultures
• Hold polite conversations
Pe
n
Describe your favourite film: Game: Guess in six questions
• Words often confused
so
ar
Write a travel brochure: Game: Where are you from?
• Paragraphs
• Language used to give tips

8 Let’s wrap it up! Self-assessment activities - Units 3 & 4 page 49

• Talk about plans for a picnic Write a recipe: A healthy eating campaign
• Make plans to go out • Imperative
• Abbreviations

• Talk about talents Describe a picture: Interview with a famous talented person
• Organise a school show • Expressions and prepositions of
place

Let’s wrap it up! Self-assessment activities - Units 5 & 6 page 71

17

WUP_TB02_1618_TOC-LWU.indd 17 08/09/16 16:59

 Let’s warm up!
> Student’s Book pp. 4 & 5
This introductory unit aims at revising students’
previous linguistic knowledge. Language is presented
in meaningful contexts so that students can become
aware of how much they can do with what they have
already learnt. In this way, they will also feel they are
learning not only about language but about language in
use.
> Before you start
Ask students to observe the presentation and decide
where they can find that kind of text. Get students fully
involved by asking questions, such as: What do the
names at the top mean? Who is the girl in the photo? Do
you usually write emails to your friends? What do you
write about?
1 Ask students to read the email individually and
n
ask them to answer questions 1-5 in pairs. Once
they have finished, ask: Who writes the email?
What does the picture show? Where is the girl now?
so
Did she like her holidays?
Then ask individual students to read the answers
for the class to check as a whole.
Answers
ar
1. Tzu Lee. 2. Jack. 3. She went to San Martín de Los Andes.
4. Miles. 5. He’s sharing some pictures on Facebook.
Pe
2 Ask students to read the text once again and then
decide whether each statement is true or false.
Have them justify the true statements and correct
the false ones by referring to the information in
the text.
Ask students to share their answers in groups of
four. Then check with the whole class. Have one
student from each group read the statement and
justify or correct correspondingly.
Answers
1. False (She went with her family.) 2. True 3. False (It was
cold.) 4. True 5. False (She already has the books for this year.)
When asking students to justify their
answers with evidence from the text, you
Pandora help them to take responsibility for their
box
judgment. Let them share their ideas in
small groups before they answer in front
of the whole class so as to help them to be
more confident and not to feel
face-threatened.
18
WUP_TB02_1618_TOC-LWU.indd 18
3 In pairs, students ask and answer about their
holidays. Walk about to check they are doing well.
Then ask three or four students to tell about their
classmate’s holidays.
4 Tell students to read the instructions individually.
Then ask the following questions to make sure
they know what they have to do: What are you going
to write? Who is going to receive it? How many words
can you use? Optionally, tell them that they can use
Tzu Lee’s email and work on parallel writing.
When teaching in a beginner level, it is
always helpful to work on parallel writing,
Pandora ie students use a text as a basis for
box
their writing and only change relevant
information.
5 Ask students to read the questions a-c. Encourage
them to share their opinion. Write key lexical
items on the board while getting feedback from
students’ answers. Have them record the words
in their notebooks.
6 a. & b. Have students work individually. Ask
them to mark special places on their area map.
If needed, refer them to the vocabulary box in
Exercise 4 and brainstorm words or phrases
related to means of transport. Write all the items
students mention on the board so that they can
have an “ideas bank”. Then ask students to
swap their maps and texts so as to work on peer
correction. Have two or three of them read their
passages to the whole class.
7 a. & b. Tell students to go online and choose a
photo. If students don’t have access to ICT, they
can use cutouts from magazines or they can draw
the place they want to describe.
Let students know in advance that they are going
to create a tourist poster so that they get more
motivated to find interesting places and photos.
Promote cooperative work; ask students to work
in groups. Each student can do what she/he is
good at and then all the members in the group
can make the presentation.
In this book you will find the following features:
Go through the list of icons with the whole class. Then ask
students at random to explain in their own words what each
icon represents. Listen attentively while they put forward their
ideas. Allow the rest of the class to make comments and to
complete ideas if needed.
The group is finally ready to start a whole year of fruitful
work!
08/09/16 16:59
 Let’s share our free time
> Student’s Book pp. 6 & 7 > Before you start
Ask students to read the title of the unit. They will
probably know the meaning of “free time”. If needed, help
UNIT GOALS
students to infer the meaning of “share” by saying, “Let’s
Talk about free time activities
share our books to read about…”. Accompany with gestures.
Discuss the importance of helping others
Say what you like doing Read the goals aloud and ask questions to check
Say how often you do things students understand.
Discuss after-school clubs
Ask and answer about school activities 1 Ask students to connect the pictures with the
Design a poster title. Have them identify words that are similar to
Spanish, eg: activities, group, community, individual.
PROJECT Encourage them to risk the meaning of “outdoor”
A virtual notice board and “indoor”, and then have them solve the
exercise on their own.
VOCABULARY Ask students to share their answers in pairs. Move
Describe free time activities about the classroom monitoring their work. Work
on reactive correction if you cannot understand
READING
clearly what students are saying because they are

n
An online magazine article: Free time
mispronouncing. Say, eg: Do you mean… ?
GRAMMAR
so
Present simple (affirmative, negative and interrogative) Answers
Play, do or go?
Like + -ing 1. C, D, E 2. B, F 3. A 4. B, C, E 5. A, D, F, G 6. B, G
Adverbs of frequency
How often…? and expressions of frequency
2 If students need help, avoid resorting to translation;
ar
LISTENING & SPEAKING ask other students to give hints or examples.
Discuss after-school clubs
Ask and answer about school activities
Pronunciation
WRITING
Pe

Design a poster (analyse content and format)
END OF PROJECT
Create a virtual notice board about community work.
If students have access to ICT:
> In groups, decide what community work you can
do at the weekend. Ask your teachers, parents,
or friends.
> Discuss who you are going to help and plan how
you are going to help.
> Create your notice. Include images or drawings.
> Post your notice on the class virtual notice
board.
If students do not have access to ICT:
> In groups, decide what community work you can
do at the weekend. Ask your teachers, parents,
or friends.
> Discuss who you are going to help and plan how
you are going to help.
> Create your notice. Include images or drawings.
> Display your notice on the class or school notice
board.
Show students that /h/ in “hang out” and “help” is
pronounced in the same way as in the word “he”. Help
them also to notice the slight difference between the
English and the Spanish sound in “he” and in “jarra”
correspondingly.
PROJECT
Read the information about the Final project
with the class. Make sure students know what
a community project is. Tell them to ask their
classmates what they do in their free time. Have
them share their findings with the class.
Organise a classroom poll. Draw three columns on
the board, see how many students do sports, relax
or help others in their free time and record their
answers. Help them to reflect upon the time they
spend sleeping or relaxing and the time they spend
helping others. Draw their attention to the notes
on the board and have them spot the activities that
could be part of a community project. Brainstorm
further activities and ask students to keep them
aside for the moment they need them.

19

WUP_TB02_1928_U01.indd 19 08/09/16 17:00

 VOCABULARY
> Student’s Book p. 8
Describe free time activities
1 Invite students to explain what they have to do.
Ask them what the words “across” and “down”
mean. They will surely resort to their knowledge
of crosswords in Spanish and will infer these
meanings. If not, draw two arrows to show them
the horizontal and vertical directions.
Ask students to identify the activities in groups. If
they need extra help, tell them they can use their
smartphones or mobile devices to consult online
dictionaries.
Present word searching activities as a
competence to avoid students’ distraction.
Pandora
box
Tell them that the first group to finish:
• will be the “star holder” and that the
In order to check, ask students to share their
answers with a classmate.
If they have any queries, they can ask you for
further explanation.
Answers
Negative: It’s expensive; it’s dangerous; it’s aggressive; it’s
very difficult Positive: It’s creative, relaxing; it’s fun; it’s good
exercise; it’s interesting
3 Tell students they are going to play a guessing
game in pairs. Point out that they can find some
help in the clues of the crossword puzzle. If they
dare, they can add more activities and as well as
adjectives.
4 Explain to students that this activity will help them
to develop empathy with their classmates and that

n
names of its members will be written on they will be able to see the same information from
the board. different perspectives. It will also give them the
• will say the first example. opportunity to know each other better since they
so are going to learn what their classmates do, or
Choose a prize to make students feel good.
don’t do, and the reasons for their choices.
Invite students to move about the classroom and
ask their classmates about the activities they
First have students match each clue with the
perform. Allow them to continue asking until
corresponding picture. Ask them to write the numbers
all students have been interviewed. Then, have
ar
in the boxes next to the pictures. Then, tell them to
students report on what they have found out.
complete the crossword puzzle.

Answers LINKED Workbook p. 76 / Extra Practice p. 8 /

Pe

ACTIVITIES Fast Finishers p. II

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

While checking answers with the whole

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

2 Lead students to develop awareness of the

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

20

WUP_TB02_1928_U01.indd 20 08/09/16 17:00


> Student’s Book p. 9
1 Ask students to look attentively and decide where
they can find a text like the one shown (on an
online magazine). Ask them to justify their opinion
(because of the icons, the links and the hashtags).
Ask further questions, eg: Who do you think read
this magazine? Who are Elisa, Luis and Marge?
What’s the difference between their messages
and Emily’s? In this way, you will guide students
to observe and become aware of the difference
between a chat box and messages to the editor.
Answers
It’s a magazine article. We can find it on the web.
2 Ask students to read the items 1-8. Then, have them
READING
As a follow-up task, have students work
in groups, write the activities on strips of
Pandora paper and put them in a box. Then ask one
box student at a time to pick a strip of paper
at random and read the sentence where
the activity is mentioned. This can also
be done as a warm-up activity to start the
following lesson.
4·5·6 The questions in this section are meant to
get students involved in the teaching
and learning process. They personalise the
experience. Encourage all students to participate
actively.
First students will have to speak about the
activities they do in their free time. Then they
will reflect upon how much they help others,
thus intending to develop self-awareness and
awareness of others. If students think critically

n
go through the text once again to decide who does
about how much they do, or how much they could
each activity. Notice that students will reinforce
do for others, they can develop empathy. Finally
lexical, grammatical and conceptual categories
students will share experiences about reading
while spotting the information in the text.
so
online magazines. Suggest magazines that can be
Ask: What do these teens have in common? (they all interesting and useful for students to read.
do something to help others). Encourage students
to justify their answers.
LINKED
Workbook p. 77 / Fast Finishers p. II
ar
Answers ACTIVITIES

1. Luis, Marge 2. Luis 3. Emily 4. Elisa 5. Emily, Elisa, Luis

6. Marge 7. Luis 8. Marge, Elisa
Pe

Say a word from the magazine article

aloud and have students look through the
Pandora text quickly and find it. The first student to
box find the word will read the sentence aloud.
Students will have fun and, at the same
time, they will be practising reading aloud
in a more meaningful way.

3 Ask students to read the text once again and

underline all the free time activities that are
mentioned on the online magazine.

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

21

WUP_TB02_1928_U01.indd 21 08/09/16 17:00

 GRAMMAR
> Student’s Book pp. 10 & 11
Present simple
Ask students to observe the Grammar box. Give them
three minutes to fill in the blanks. Then ask them
to share their answers with their classmates. If a
student makes a mistake, elicit the correct answer
from another student. Explain only if students can’t
understand their classmates’ explanations.
Answers
Affirmative: plays; play Negative: don’t play; doesn’t play
Questions and short answers: do; Does; play, don’t; Does
LINKED
ACTIVITIES Extra Practice p. 2
Pronunciation
n Ask students to go to page 9 and find
so
Show students how to pronounce the verb ending /z/
in the third person singular when the final sound is:
/ʃ/ (in “wash” or “fish”), /tʃ/ (in “watch” or “teach”), /s/
(in “kiss” or “miss”), or /z/ (in “please” or “freeze”).
ar
1 Play the audio and ask students to read the
sentences while they are listening. Ask students
to list the verbs they remember that have these
Pe
final sounds. Ask them to pronounce the infinitive
and the third person singular form of the present
simple. Help students to contrast these verbs with
other verbs which add /s/, eg: “speak” or “paint”
and /z/, eg: “send” or “fill”.
2 Draw students’ attention to the Grammar box at
the top of the page once again. Ask them if all the
verbs in the box form the third person singular by
adding -s. Help them to notice that “do-does”,
“go-goes” and “have-has” are different.
Ask them to fill in the blanks. Check the answers
orally and correct pronunciation.
Answers
1. play 2. don’t go 3. doesn’t have 4. eats 5. do 6. listens
LINKED
ACTIVITIES Extra Practice pp. 2 & 3
22
WUP_TB02_1928_U01.indd 22
Play, do or go?
Tell students to go through the information in the
box. Ask them to give examples of ball games, eg:
basketball, volleyball, football or hockey and board
games, eg: chess, backgammon or tic-tac-toe. Tell
students to answer using the verb “play”, eg: play
football, play chess, etc.
3 Have students fill in the blanks. Tell them to use
the Grammar box as a reference.
In order to check the answers, ask students to
say complete sentences using the collocations
presented in the exercise.
Answers
play football, go swimming, do karate, do photography, play
table tennis, play basketball, go skiing, go skateboarding
further examples with “do”, “go” and
Pandora “play”. Have one student read the example
box and another student give the name of the
person who does it. In this way, students
will give meaning to the practice while
reinforcing their reading skill.
4 a. Ask students to complete the questions using
the Grammar box as a reference. Ask them which
auxiliary they are going to use. Help students to
analyse the first question. Tell them to use it as a
guide for the construction of the following ones. Ask
them to work individually to write the questions.
Answers
1. When does Jenny go to her aunt’s house? 2. What does Jenny’s
aunt do? 3. Does she love helping her? 4. How many children does
she cook lunch for? 5. Does she help with the washing?
b. & c. Ask students to take turns to read the
questions and to answer them. Take advantage of
this opportunity to reinforce pronunciation.
Answers
1. She goes to her Aunt’s house every Saturday. 2. She does
community work. 3. Yes, she does. 4. She cooks for 15 children.
5. No, she helps with the cooking.
08/09/16 17:00

Pronunciation
Remind students that:
• wh- questions usually take falling intonation, eg:
‘When does ‘Jenny go to her aunt’s house? The word
“house” is not stressed because it can be predicted.
• yes / no questions usually take rising intonation, eg:
Does she ‘love helping her?
LINKED
ACTIVITIES Self-check p. 81 / Extra Practice p. 2
Like + -ing
Ask students to observe the Grammar box and to
complete it with the missing information. They can
resort to the examples given to infer the missing
phrases. They can also look at the title, which provides
them with extra help.
Answers
so
likes; reading
5 Ask students to read the title and the instruction.
ar
Give them some minutes to read the phrases in
the box and to observe the references. Nominate
one student to say what they are expected to do.
Ask different students to give an example with
Pe
each option, eg: I like looking at shops. / I don’t
like hanging around. / I don’t like watching TV very
much. Draw students’ attention to word order.
Tell them that in English, we add “very much” at
the end. Ask them to translate that sentence into
Spanish “No me gusta mucho mirar television”.
Lead students to compare the structures so as to
become aware of the difference. Do the same with
one or two more sentences.
Give this exercise as a written assignment
for the following lesson. In this way,
Pandora students will revise the pattern at their
box
own pace and, at the same time, they will
reinforce their writing skill.
Adverbs of frequency
Ask students to observe the cline and tell them that it
represents frequency. “Always” means 100% of the time
and “never” means 0% of the time. Read all the options
with the students to make sure they remember the
meanings and their pronunciation.
WUP_TB02_1928_U01.indd 23
GRAMMAR
6 a. Tell students to do the exercise individually.
This time let them ask for help only if they need it.
b. Remind students of the position of the adverbs
of frequency. Encourage them to share the
answers orally. Check that students don’t mistake
word order in the sentences.
How often … ? and expressions
of frequency
Draw students’ attention to the Grammar box. Ask
them why they think some words are in red. Have them
mention other words that could answer the question
“How often…?”.
7 Let students read and follow the instructions on
their own so as to help them to become more
autonomous. Walk about the classroom while
n
they are working individually.
In order to check the answers, invite students
to ask questions with How often…? for their
classmates to answer by reading the sentences,
eg: How often do you get a lot of homework?
Ask students at random to participate
when checking answers with the whole
Pandora class. By not calling the same students
box
all the time, all of them will be to pay
attention.
8 Have students work in pairs. Tell them to ask
five questions to their classmate following the
instructions given.
Monitor students’ interactions and then ask two
or three of them to tell the class what they have
learnt about their classmates.
LINKED
ACTIVITIES Self-check p. 81 / Extra Practice p. 4
PROJECT
Invite students to go on working for their Final
project. This is an opportunity to reinforce the
idea that students have to plan the different
tasks in advance because they have a deadline
for their presentation.
23
08/09/16 17:00
 LISTENING AND SPEAKING
> Student’s Book pp. 12 & 13 Answers

Discuss after-school clubs 1. Good morning, everyone. 2. The after-school club

enrollment starts this week. 3. There is a wide range of clubs
this year. 4. You can find the details on the notice board outside
> Before you start the classroom. 5. If you like acting, then the drama club is for
you. 6. Don’t miss this opportunity.
Tell students to observe the picture and ask: What’s
this? (pointing to the notice board) What information can
you read on it? Elicit “after-school clubs” as an answer.
Ask students if after-school clubs are obligatory or As far as possible, encourage students
optional activities. Have them name some. Then ask to do tasks on their own. If you show
them how many clubs are offered in the notice. Pandora mistakes are just one more opportunity to
Ask students to read the names of the school clubs box learn, they will not feel face-threatened
and say what they can do in each of them, eg: At the and will try to be independent.
Book club, students can read and comment books. / At
the Photography club, students can learn to take good
photos.
Audioscript Tracks 04 & 05
1 These questions are meant to get students
Good morning everyone. Today I’m going to give you some
involved in speaking about their own world. Pay

n
special attention to question 4. It is important that
students conceptualise the meaning of “club” in
the school context so that they can use it naturally
so
and fluently.
2 Ask students to read the sentences before
listening to the audio. Encourage them to risk
some answers by observing the picture. Have
ar
them predict who is going to speak and what
about.
Play the audio once and give students two or
three minutes to complete the exercise. Tell them
Pe
important information about the after-school clubs in our
school. As you know, the after-school club enrollment starts
this week. It would be nice if you could join one of them. There
is a good wide range of clubs this year. You can find the details
on the notice board outside the classroom. For those of you
who like taking pictures there is a photography club. If you like
acting, then the drama club is for you. And, for the outdoor
activity lovers there is a riding club and an athletics club. Don’t
miss this opportunity!
4 a. Tell students they are going to listen to a
conversation and then answer two comprehension
questions. Ask them to read the questions in

that if the sentence is false, they will have to give

the correct information. Then play the audio again advance and get ready to listen.
for them to check. Finally ask students to read Play the audio and ask students about the
their answers to the class. speakers’ attitude. This will help them to become
aware of how intonation expresses attitude.

Answers
Answers
1. F 2. F 3. T 4. T 5. F
1. No, he doesn’t. He prefers to do things on his own. 2. Jack
decides to join the photography club and Tzu-Lee the drama club.

3 Since students have already listened to the audio,

tell them to go over the sentences and risk the
answers. Then play the audio once again for
b. Tell students they are going to listen to the
conversation again paying more attention to
students to check the answers.
details. Play the audio and give students some
If needed, give students some minutes to organise
minutes to complete the task. Nominate two
the information. Have them work in groups of four.
students to write the answers on the board.
If they disagree on an answer, encourage them
to discuss and then share their queries with the
whole class. Answers
Name of club: Riding Day: Wednesdays Time: 5:00 Name of
club: Drama Day: Fridays Time: 4:30 Name of club: Book club
Day: Mondays Time: 4:45 Name of club: Photography Day:
Tuesdays Time: 5:00

24

WUP_TB02_1928_U01.indd 24 08/09/16 17:00

 LISTENING AND SPEAKING
Audioscript Tracks 06 & 07
Tzu-Lee: Oh, look! There’s the list of after-school clubs for this
term. Let’s see what there is.
Jack: No, I don’t want to. I don’t like clubs, I prefer to do things
on my own.
Tzu-Lee: Oh, you’re so boring, Jack. Look, you can go riding
on Wednesdays at 5 o’clock or do athletics — that’s on
Wednesdays, too.
Jack: I don’t like riding or athletics.
Tzu-Lee: Well, how about the drama club on Fridays at 4.30?
Jack: No, thank you. I don’t want to be an actor.
Tzu-Lee: But, what about the book club on Mondays at 4.45?
You like reading.
Jack: I can read on my own.
Tzu-Lee: Oh Jack, come on! Look, there’s a photography club.
Jack: Oh really? What day is it?
Tzu-Lee: On Tuesdays at 5 o’clock.
Jack: OK, I’ll do photography. And what about you?
Tzu-Lee: No, not photography! Boring! I want to be an actor.
I want to go to the drama club.
b. Once students have completed the description,
tell them they have to design an invitation to
pin on the notice board. Encourage them to be
creative and make it attractive. Suggest they can
use cutouts, drawings, special letter types, etc.
If students have access to ICT, have them use
online programs to design the invitation. They can
then upload it onto the class blog.
When they share their invitations, think you can
give some extra score for creativity.
Invite students to create a club to do
activities that really interest them. Guide
Pandora them to carry out a survey to decide on two
box or three most voted activities. Then they
will have to ask the school headmistress
or headmaster for permission to hold it
as an after-school club. Help them to get
organised. Students will surely have to
agree on a time to meet after school. But,

n
if that is not possible, they will love to meet
at somebody’s house.
By asking students to write answers on the
board, you will give them the opportunity to
so
Pandora move about while reinforcing their writing
box skill. Besides, they will have to organise the LINKED
answers following the grid and write tidily for ACTIVITIES Workbook p. 79
their classmates to understand and check.
ar

ACTIVITIES
Ask and answer about school Tell students they are going to work on an information-gap
activities activity in pairs. They have to ask each other questions in order
Pe

to complete an invitation to a school club.

Walk about the classroom monitoring students’ performance.
5 Ask students to work in pairs to interview one
Try to intervene as little as possible. To close the activity,
another using the questions given. Walk about
ask two students (a Student A and a Student B) to read their
the classroom and monitor their work. Try to
invitations.
avoid over-corrections so that they feel more
confident and in the long run, they become more
autonomous learners.

6 a. Ask students to work with a classmate. They

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

25

WUP_TB02_1928_U01.indd 25 08/09/16 17:00

 WRITING
> Student’s Book p. 14
Design a poster
> Before you start
Have students observe the posters. Ask them what they
think they are for. Lead them to compare the posters
and tell you which one they like better. Ask them which
club they would choose and why.
Then go over the Writing rule with the whole class.
Encourage students to identify the presented rules in
the given posters.
1 Tell students to work individually to complete
the chart and compare their answers with their
classmate’s. If they disagree on any point, tell
them to share their queries with the classmates
around them.
Give students some minutes to share and discuss,
3 Now that students can identify the characteristics
of an effective poster, tell them they are going
to design a poster for a school club. Invite
them to work in groups of four to give them the
opportunity to show what each of them is good at.
They will become aware of how important their
skills or abilities are to complete the task. In this
case, one student can be good at drawing, another
one can provide inviting ideas, while another one
can word those ideas in an appealing mode.
Group work brings about group cohesion
since all students work together to achieve
Pandora the common aim.
box
The way in which teachers evaluate these
tasks is very important. Students should
get a grade for their final product and
another grade which will be the average
of the individual grades of students
when they present the final product. This

n
and then nominate one student to describe the
content of poster A and another one to do the
same with poster B.
so
Answers
Poster A: Activity: DJ club Place: school radio station
Day(s) and time: Wednesdays and Fridays, 4:30 pm Contact
ar
information: Mike (year 5 room 7) Cost: free Equipment:
headphones and favourite music
Poster B: Activity: Computer games club Place: school
computer room Day(s) and time: Wednesday 5 o’clock Contact
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will enhance the individual effort of all
members of the group.
Ask students to decide on a school club to
promote. Then have them plan the information
they want to include on the poster. Encourage
them to include photographs, cutouts or drawings
to make the poster more attractive. Tell them
they can use their smartphones to look up words
on online dictionaries, or that they can borrow
dictionaries from the school library.
Once the posters are ready, students will share

information: Bonny (year 5 room 10) Cost: $2 Equipment:

favourite computer games
2 a. Ask students to decide whether each sentence
describes poster A or poster B. Ask them to pay
attention to the posters themselves to justify their
ACTIVITIES
decisions.
them with their classmates. The posters can be
used to ornament the classroom walls. In this
way, students will feel rewarded because their
work is valued by the teacher.
LINKED
Workbook p. 80 / Fast Finishers p. II

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

b. Ask students to call out the letter of the poster

that follows the writing rule.

Answers
Poster A

Encourage students to give examples of why poster A

was chosen. Have them make the necessary changes
to poster B to make it look more effective.

26

WUP_TB02_1928_U01.indd 26 08/09/16 17:00


> Student’s Book p. 15
Virtual notice board
It is time for students to create the virtual notice board
they have been planning along the unit. Guide them to
follow these instructions:
First draw students’ attention to the name of the
project and make sure they all know what the word
“virtual” implies (ICT: Information and communication
technology). Tell students to ask their ICT teacher for
help to create a virtual notice board. If they don’t have
ICT lessons, you can suggest some websites to create
one.
Ask them to share the community work they have
chosen to describe. Guide the class to reflect about
how relevant these community works could be to the
people they want to help.
Tell students to isolate the aim they have in mind and to
list the things they plan to do to achieve it. Encourage
n
them to include images which can help to clarify what
they intend to do.
Tell students to find out if the school has a blog or a
so
website to share their notices.
Finally invite them to carry out their plans and to keep
thinking of new possible community works to help
other people.
ar
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My students …
• engage in classroom activities.
• observe pictures to draw conclusions.
• try to work out meanings on their own.
• risk answers after having thought critically.
• participate in class discussions.
• use English to communicate in class.
• reflect upon their responsibility in the teaching /
learning process.
WUP_TB02_1928_U01.indd 27
END OF PROJECT
This section has been designed to help students
I can... to reflect upon all the lexical, grammatical and
conceptual contents they have been working
throughout the unit. Alternatively, values, which
have been previously presented in class, have also
been included.
Encourage students to go over the listed items
and self-evaluate whether they have been able
to achieve them or not. Allow them to ask about
concepts that might not be clear enough, yet.
If there is a need to confirm that they can actually
produce the language functions, read them one
by one aloud and have students give examples.
If they still have difficulties, invite them to go
through the unit and revise whatever they need to.
GIVING: how can we help others?
In this unit, we’ve talked about projects, activities
and community work we can get involved in.
Giving is a basic aspect that connects us from
our hearts. Sometimes we can give, and some
other times we need to be given. It is important
that what you give from your heart comes back
to you! And remember that giving is not only
about money. You can give your time, your talents
or your energy to help others and that is as
important as money or even more.
(See special SEL section, pages 79-82)
better the same worse
27
08/09/16 17:00
 EXTRA READING

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

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

Do you like animals? Well, you can volunteer in an animal

shelter! Learn to take care of different animals and work with
them. Usually, you must do some training first – but that is fun,
too!

Do you like books? You can volunteer in

n
your local library! Learn how to organise
books and find out interesting facts or
curiosities about authors that you don’t
so
know. Many libraries also do other activities, for
example, reading to very young children or to old
people, or organising socio-cultural events to
raise money for charity.
ar
Do you like sports? Volunteer for special
sports events in your town or city and give
assistance to competitors! Look for and get
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into contact with important local sportspeople,

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

Community work is an experience we must all have.

Learning to help can help us to learn. Do not miss it!
Learning goes beyond the school! Through community service
you acquire skills you don’t develop at school.

This reading will help you to … Language included:

> understand the value of helping > Present simple

others. > Frequency adverbs
> understand that we can help others > How often … ?
while we have a good time. > Like + -ing
> Can – Must

28 Photocopiable © Pearson

WUP_TB02_1928_U01.indd 28 08/09/16 17:00

 My house, my home
> Student’s Book pp. 16 & 17 > Before you start
Ask students to read the title of the unit and observe the
pictures. Ask them how they connect. Ask them if they
UNIT GOALS
can tell the difference between “a house” and “a home”.
Describe homes and rooms in a house
Listen to all their ideas before explaining the difference.
Speak about chores in the house
Ask them if there are two words in Spanish that have the
Compare things and places
same meaning (“casa” and “hogar”).
Talk about plans and intentions
Discuss homes in the future
Describe an ideal room / house 1 Ask students to look at the photos and to identify
the items mentioned. They are going to write the
PROJECT corresponding number next to them.
A brochure of your own house Draw students’ attention to the similarities and
differences of the houses. Ask them to imagine
VOCABULARY who might live in those houses. Have them justify
Describe a bedroom (furniture and things) their guesses.
Chores in the house
Answers
READING

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An online contest: The house of your dreams 1. H 2. F 3. E 4. G 5. B 6. D 7. C 8. F 9. E 10. A 11. C 12. E 13. F
14. F
GRAMMAR
Comparative and superlative form of adjectives
so
Irregular (comparative and superlative) adjectives
The future with going to
2 Ask students to complete the webs. Explain to
them that the number of lines corresponds to the
LISTENING & SPEAKING number of lexical items they have to write.
Discuss homes in the future
ar
Talk about plans and intentions Answers

WRITING Kinds of houses: a big mansion, a small eco-house, a flat Objects:

Describe an ideal room a cupboard, an LED television, plants, a sofa, a stove, chairs
Rooms: a kitchen, a living room, a laundry room, a dining area.
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END OF PROJECT
Design a brochure of your own house.

If students have access to ICT:

> Design your house with Floorplanner, SketchUp,
or a similar program or software.
> Decide who to live with, where to place the
furniture, etc.
> Share it with your classmates.
> Then play roles as buyer and seller comparing
two or three different houses.
If students do not have access to ICT:
> Design your house and draw it on a sheet of
paper.
> Decide who to live with, where to place the
furniture, etc.
> Share it with your classmates.
> Then play roles as buyer and seller comparing
two or three different houses.
CLIL & CULTURE LET’S WRAP IT UP!
César Pelli, a big (See Answer keys, page 83)
Argentine architect
3 Ask students to identify the word that does not
correspond to any category. Ask them to justify their
answer, eg: It’s not a room because it’s in the open air.
It isn’t enclosed among walls. Ask them if they know of
any part of the house that is not a room either, eg: the
backyard, the porch, the balcony. Write the new words
on the board, read them aloud and ask students to
draw a sketch of a house to place these parts and
label them. Ask them to swap their sketches with a
classmate and have them work on peer correction.
Answers
A garden.
PROJECT
Read the information about the Final project
with the class. If needed, bring in some realia to
introduce the word “brochure”.

29

WUP_TB02_2938_U02.indd 29 08/09/16 17:00

 VOCABULARY
> Student’s Book p. 18
Describe a bedroom
1 a. Ask students to work individually. They should
observe the picture and identify the things listed in
the exercise. If they ask for the meaning of an item,
ask another student to give hints. If students find
it difficult to do it, describe the object or its use,
eg: You cover the floor with a rug. You wear a glove
to protect your hand when you play softball. Do you
wear gloves in other sports? (Other possible words:
“box”, “archery”, etc.). Once students have solved
the exercise individually, ask them to share their
answers with a classmate. After that, check the
answers as a whole class.
This last activity gives the possibility of commenting
on colours and location in the room in relation to
other objects, eg: The cushions are black and red.
They are on the bed.
n
Answers
so
1. n 2. e 3. g 4. m 5. f 6. b 7. d 8. k 9. a 10. l 11. i 12. j 13. h 14. p
15. c 16. o
b. Ask students to match each adjective with its
ar
opposite meaning.
Answers
1. b 2. e 3. d 4. c 5. a
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c. Ask students to infer who the owner of the
room might be. They can use the adjectives from
the box. It is important that they justify their
assumptions. It’s a way of helping students to
understand that they need to think of reasons
before taking a decision and that is what will help
them to support their choice.
2 Ask students to observe the picture and read the
vocabulary for a minute. Then ask them to close
their books and work with a classmate asking and
answering questions as the ones in the example.
30
WUP_TB02_2938_U02.indd 30
Chorus in the house
3 a. Ask students to work in pairs or groups of four
to do the matching activity. Encourage them to
infer the meaning of words. If they need help, let
them use their smartphones to look up words
on online dictionaries or give them some hints
for them to identify the meaning. Try to avoid
translation.
Answers
1. h 2. f 3. d 4. g 5. c 6. b 7. a 8. e
b. If possible, do this activity as a competence
between two groups. This will enhance cohesion of
the groups trying to achieve the same aim: win the
competition!
Play a guessing game. One student
mentions two activities that can be done in
Pandora
a room and another has to guess and name
box
the room. Eg: Student A: I can cook and
wash / do the dishes. Student B: Kitchen. All
coherent answers should be accepted, eg:
Student A: I can watch TV and read. Student
B: Living room / Bedroom. Bear in mind
students might live in bed-sits, studio flats
or very humble houses.
4
Ask students to write two or three sentences to
complete the exercise. Besides having students
practising the present and past tenses, this is an
excellent opportunity to help them reflect on their
role/s at home. By listening to each other, they will
have an idea of what they are doing well (or not)
and of what they might improve.
LINKED Workbook p. 82 / Self-check p. 87 /
ACTIVITIES Extra Practice p. 9 / Fast Finishers p. III
08/09/16 17:00
 READING
Note: Having students justify their opinions will be
> Student’s Book p. 19
a key point, since they will be practising the new
language, recycling what they already know and
> Before you start getting used to thinking before stating their point.

Ask students to observe the text. Elicit what kind of

discourse it is. Have them think about the format, where
they can find it. Draw students’ attention to the heading
and ask about its meaning: Are dreams impossible? Can
we dream of an ideal house? Then, move to the deck.
Ask the class: Who are the readers of this magazine?
What is the aim of the article? Who are the writers of the
entries? What do they have in common?
Then ask students to read the text and do Exercise 1.
1 Ask students to complete the categories. Check
the students’ lists as a whole class.
It is useful to have students memorise
short texts every now and then. Encourage
Pandora them to read them over and over again,
box and to repeat what they are reading. If
they do it meaningfully, they will improve
their grammar, lexis and phonology.
They will feel, little by little, that their
production will be accurate because they
will be reproducing something they have
rehearsed.

Answers
Go to CLIL AND CULTURE, page 37.

n
Kinds of houses: intelligent house, eco-house, two floors,
flat Rooms of the house: bedrooms, bathroom, kitchen, living
room, garage House objects: wardrobes, jacuzzi, sprinkler, Draw students’ attention to the CLIL logo and tell them
solar panels, LED TV, table, chairs, robot, microwave oven,
so they are going to read the text at the end of the unit.
sound system, armchair Chores in the house: water the plants,
sweep the floor, lay and clear the table, take out the rubbish,
iron, cooking LINKED
ACTIVITIES Workbook p. 83 / Fast Finishers p. II
ar

Students can be further assessed on their

comprehension reading skills by means of
Pandora different activities. Here are two suggestions:
box
Pe

1. Choose a simple text and copy it with

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

2 Ask students to go over the text once more. This

time they will have to underline all the adjectives.
Draw their attention to the different forms they
have. Tell them they are going to analyse them
better in the Grammar section of the unit.

3·4 This activity is meant to have students involved

in the teaching and learning process. We have
to show them how meaningful their opinion is,
either for themselves or for everybody else.
Invite students to decide which house they like
the most and to say why. Ask some volunteers
to explain what they like or don’t like about the
houses and give their reasons.
31

WUP_TB02_2938_U02.indd 31 08/09/16 17:00

 GRAMMAR
> Student’s Book pp. 20 & 21
Comparative and superlative
form of adjectives
> Before you start
Draw students’ attention to the grammar topic and to
the examples in the Grammar box. Ask them to identify
the letters and the words in red. Help them to notice
what is being compared: two items or more. Write the
following on the board:
Comparative form of short adjectives:
(small) + -er + than
Comparative form of long adjectives:
more + (expensive) + than
Ask students to complete the missing information with
the information provided in the Grammar box.
n
In order to practise, ask students to compare two
houses from the article on page 19 so as to integrate
the new vocabulary with the presented grammar form.
so
Pronunciation
Explain to students that they must stress the adjective
but not the word “than”. And show them, eg, how
ar
the word “rug” is stressed only the first time it is
mentioned: The ‘yellow ‘rug is ‘smaller than the ‘red rug. /
The ‘red ‘rug is more ex‘pensive than the ‘yellow rug.
Tell them that the first chunk takes rising intonation
Pe
and the second chunk takes falling intonation,eg: The
yellow rug is smaller than the red rug.
Then, write the following on the board and follow the
same procedure as with the comparative form:
Superlative form of short adjectives:
the (small) + -est
Superlative form of long adjectives:
the most + (expensive)
Irregular adjectives
Draw students’ attention towards the Grammar box. Tell
them that some adjectives have irregular comparative
and superlative forms. Read the words aloud.
Pronunciation
Notice that the words “worse” and “worst” take the doubting
sound: //.
32
WUP_TB02_2938_U02.indd 32
1 Ask students to observe the pictures and complete
the sentences individually. Then have them share
their answers with a classmate.
Ask one student at a time to read the sentences.
Make sure to check correct intonation.
Answers
1. older than 2. more modern than 3. cheaper than 4. more
comfortable than 5. better than 6. worse than
2 Ask students to observe the pictures again and
complete the sentences individually. Then invite
different students to read one answer each for the
whole to check. If any student has a query, ask a
classmate to explain how to form the superlative.
Answers
1. the most modern 2. the oldest 3. the most comfortable
4. the best 5. the worst
3 Ask students to choose and tick a lamp, a desk
and a watch. Have them give reasons for their
choices orally. Ask them to form sentences similar
to the one in the example. They can write down the
sentences if they feel they need to do so. Then, ask
students to share their choices with the class.
LINKED Workbook p. 84 / Self-check p. 87 /
ACTIVITIES Extra Practice pp. 6 & 7
The future with going to
> Before you start
Ask students to observe the table. Then ask them to fill
in the blanks using the first sentence as a model.
Tell students to use contracted forms if possible. Tell
them we use contracted forms when we speak or when
we write informal notes or letters.
Point out that we add “not” after “be” for the negative.
Show students both the contracted and full negative
forms. Ask students what happens when we ask a
question. Help them notice that we change the position
of “be”.
Ask students to give short answers to the questions and
write them on the board. Help them to notice that we do
not use “going to” in the short answer.
08/09/16 17:00
 GRAMMAR

Play Tic-Tac-Toe to practise affirmative, Audioscript Track 08

negative and interrogative forms. Draw a grid I am going to help at home.
Pandora
box and complete it in the following way, eg: It’s not Mum’s job, but our own.
Did you say there was a mouse?
I am going to clean the house!
you / study Alice / phone we / play
I am going to hoover the floor,
French (?) a friend (x) chess ()
like I have never done before.
That dessert was so delicious!
students / Who is going to wash the dishes?
Dad / make clean the I / iron the I am going to tidy my room.
the beds () classroom clothes (x) Oops! Where did I leave the broom?
(?) I am going to iron your clothes.
Are you going to wear those?
the cat / eat Mum / go Grandma / “I’m going to take out the rubbish”
ice cream shopping tell a story How do you say that in Spanish?
(x) () (?)

Divide the group in two teams: Noughts (0)

and Crosses (x). In turns, one student from LINKED Workbook p. 84 / Self-check p. 87 /
ACTIVITIES Extra Practice pp. 6-8
each team chooses a square and says
an affirmative (), a negative (x) or an

n
interrogative (?) sentence correspondingly.
If she/he does it correctly, she/he puts PROJECT
a cross (x) or a nought (0) in the
so
corresponding square. The winner is the Invite students to go on working for their Final
group that first gets three squares in line. project. Remind them this is their opportunity
to plan the tasks in advance since they have a
deadline for their presentation.
Have students read the tip on page 21 and ask
4
ar
Ask students to observe the pictures (a-f) and read them to start preparing their brochure. Walk
the phrases (1-6). Tell them to match the phrases about and assist them if they require help.
to the pictures. Encourage them to begin with the
phrases they already know and then try to infer the
meaning of the phrases they do not know.
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Ask them to explain how they know what these

people are going to do. They will have to spot the
evidence. This will reinforce the idea of certainty
that the future with going to represents.

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

5 a. To introduce the activity, ask students who

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

b. Ask students to read the rap and try to fill in

the blanks. Then ask them to check their answers
while they are listening to the audio. Encourage
students to say the rap with rhythm. They can even
snap their fingers while doing so.

33

WUP_TB02_2938_U02.indd 33 08/09/16 17:00

 LISTENING AND SPEAKING
> Student’s Book pp. 22 & 23
Discuss homes in the future
1 Ask students to observe the pictures and describe
what they see. Tell them to use the questions
as a guide, but they can add more information
if they wish or want to. Ask them to justify their
inferences about the rooms in the museum.
2 Tell students they are going to listen to the
conversation between the two friends in Exercise
1. Give students some time to observe the picture
before listening. Have them identify the images
A to E in the picture and then put them in order
according to what they hear. Check the answers.
Answers
1. B 2. C 3. E 4. A 5. D
n
3 Ask a student to read the words in the box aloud.
so
Have them read the gapped sentences silently.
Once they are ready, tell them they are going to
listen to the audio again and that they have to
complete the sentences with the words from the
box according to what they hear. Finally, encourage
ar
students to describe the attitude of the speakers:
Are they scared, happy, sad, surprised, …? Help
them to become aware of how intonation shows
attitude. Lead them to compare with Spanish.
Pe
Answers
1. amazing 2. going 3. video 4. brochure 5. There’s 6. better
7. modern 8. cheaper
Audioscript Tracks 09 & 10
A: Wow! This museum is amazing!
B: Yes, look at all of these. I feel like I am in the future.
A: Which room are we going to visit first?
B: We are going to the Virtual reality systems first and then let’s
go to the Houses of the future.
A: Great! Are we going to watch the video about Cities of the
future?
B: Yes, of course. I’m not going to miss that thing about the
World Oceans Ship!
A: Look at this brochure! It’s got some futuristic furniture. Look!
There’s a robot which does the housework.
B: Fantastic! This robot is going to be better than the hoover.
A: (haha) Exactly! And, look… there is a solar energy TV too.
It looks more modern than the ones we have at the moment.
B: Yes. And, it is going to be cheaper because it’s energy
efficient.
A: OK, let’s move on to the next room.
34
WUP_TB02_2938_U02.indd 34
4 Tell students they are going to listen to a
documentary. They have to tick only the words they
hear. Some words in the list are not going to be
mentioned. Ask students to read the words that
are not ticked aloud. Have them explain what the
documentary is about.
Answers
cities, lifestyles, projects, ship, residential units, schools,
cheaper, comfortable, scientists, air conditioning, globe,
restaurants, airport
5 Tell students they are going to listen to the
documentary again. Now they are going to
choose the correct option. Ask them to go over
the sentences and the options before doing the
listening activity.
Since students have already listened to the
audio in Exercise 4, they might be willing to risk
guessing some of the answers. Then they will
check whether they are right or not.
Ask one student at a time to read the complete
sentence so that the whole class can check the
answers. You can use this instance to practise
intonation (chunking, sentence stress, focus, pitch
movement). You are not supposed to stop to teach
pronunciation, but to work on gentle reactive
correction.
Answers
1. a 2. b 3. a 4. b 5. a 6. b 7. b 8. b
Audioscript Tracks 11 & 12
Cities are getting more and more crowded. Sea levels are
rising and scientists say some coastal cities are at risk. Some
people are looking for new and different lifestyles. In the
future, where are people going to live? Engineers are working
on interesting projects to build cities at sea. One of these
projects is World Oceans Ship. According to its creators, World
Oceans Ship is going to be the largest ship ever built. It’s going
to be about 1,300 metres long and 200 metres wide – wider
than two football fields put together. And with its 25 decks, it’s
going to be over 100 metres high. It’s going to travel around
the world and circle the globe every two years. But it’s not
going to be a cruise ship. It’s going to be a whole city at sea.
A place to live, work and visit with all a city has to offer: homes,
shopping centres, restaurants, bars, hotels, banks, schools,
hospitals, parks and even an airport. People are going to live in
residential units that are going to have a complete kitchen and
one or two bathrooms. Economy units are going to be smaller
than residential units. They’re not going to have a kitchen and
they’re going to be cheaper. All units are going to be equipped
with lights and air conditioning. Some of them are going to
have a view of the sea. They’re all going to be modern and
comfortable. Floating cities promise to be a new and different
08/09/16 17:00
 LISTENING AND SPEAKING
place to live. Are these cities ever going to exist? They probably
are, but they are still a dream.
Note: The information in this text is based on the project
“Freedom Ship”.
Talk about plans and intentions
6 Ask students to have a look at the list of topics a-h.
Tell them they are going to listen to a conversation
between two friends. They will have to tick the
topics the friends mention. Make sure students
understand the meaning of all the items.
Once students have listened to the audio and
ticked the topics mentioned, ask them to retell
something the friends have said so as to check
they have understood the dialogue.
Answers
n
travel, work, free time, getting married
so
7 Tell students they are going to listen to the
conversation again. Before doing so, have students
try to complete the dialogue. They can share and
discuss ideas with their classmates. Then they
check their answers while listening to the audio.
ar
Anticipating possible answers helps students to gain
confidence in their perception of grammatical and
lexical categories. While correcting with the teacher
and classmates, they can reflect on their mistakes.
Pe
Answers
1. school 2. travel 3. places 4. languages 5. university 6. hotel
7. Where 8. best 9. marry 10. thirty
Audioscript Tracks 13 & 14
Julia: What are you going to do when you finish school?
Carl: I’m going to travel around the world. I want to visit new
places and learn languages.
Julia: Are you going to do a university course?
Carl: No, I’m going to work. I want to work in a hotel.
Julia: Really? Where?
Carl: I don’t know. I’m going to travel, so I’m going to choose
the best place to live!
Julia: And are you going to marry?
Carl: Well, I’m probably not going to marry until I’m 30.
WUP_TB02_2938_U02.indd 35
You can ask one or two students to tell
their classmates what Carl is going to do.
Pandora They could start in the following way, eg:
box He is going to…
Students will be narrating the content
of the dialogue. They will be practising
another discourse genre.
8 Ask students to create their own conversations.
They can write them down to practise. Ask one or
two pairs to role-play their dialogues. It’s a great
opportunity to ask them to dramatise using body
language and correct intonation. Then, you can
nominate one student to narrate what her/his
classmate is going to do.
ACTIVITIES
Tell students to work in pairs. Indicate Student A to go to page
72 and Student B to go to page 74. They will find a grid and the
needed information to work on an information-gap activity.
Walk about the classroom and monitor students’ performance.
Try to intervene as little as possible. To close the activity, ask two
or three students to report what their classmates are going to do.
When organising the class in pairs, suggest
different methods to pair up so that
Pandora students do not always work with the same
box classmate, eg: Get a friend …
• with their same colour of hair.
• whose name has the same number of
letters as yours.
• who was born in the same month as
you.
LINKED
ACTIVITIES Workbook p. 85
35
08/09/16 17:00
 WRITING
> Student’s Book p. 24
Describe an ideal room
1 a. Ask students to describe what they see in the
picture. Elicit as many sentences as possible.
Then ask students to read Jessica’s description.
Ask them to identify the items in the photo, for
example: The television is on the wall. The cushions
are colourful. They are on the sofa. Students will be
to use and/or put into practice the same kind of
statements presented in the Vocabulary section of
this unit so as to recycle new knowledge.
b. Before asking students to complete the
columns in Exercise 1a, draw their attention to
the Writing rule box. Make sure they understand
the importance of the use of adjectives. Then, in
order to check Exercise 1a, ask students to make
sentences taking into account the presented rule:
Invite students to have fun by playing
“Exquisite Corpse”. Write the following
Pandora
box
headings on the board:
Name of room
Size of room
Colour of walls
Furniture
Favourite things
What you do in it
Divide the class in groups of six. Give
one student in each group a blank sheet
of paper. Have them write a sentence
to describe the first heading (name of
room) and then fold the sheet so that the
sentence they have written cannot be seen.
Then they pass it over to the next student
in their group, who writes a sentence to
describe the second heading (size of room).
Students repeat the procedure until they
have written a complete description of the

n
The television is enormous. / There is an enormous room. The result can be really fun, eg: a
television. very small bathroom with black walls, lots
of comfortable beds and a smart TV, where
so students have lunch.
Answers
enormous, big, comfortable, modern, green
television, living room, sofa-bed, TV rack, rug
LINKED
ACTIVITIES Workbook p. 86
ar

2 Ask students to work individually. First, they have

to decide which room they want to describe. Then
they have to make a list of the objects they want
to have in the room. After that, ask them to write
Pe

adjectives next to each object. Have them draw a

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

3 Encourage students to share their descriptions

with a classmate. Ask them to find similarities
and differences in their descriptions by asking,
for example: What room did you choose? Is there a
television in your room?
If time is available, make a poll to identify the most
chosen room.

36

WUP_TB02_2938_U02.indd 36 08/09/16 17:00


> Student’s Book p. 25
A brochure of your own house
It is time for students to design the brochure of their
own house as they have been planning along the unit.
Ask students to read the instructions attentively. First
they have to choose a place to live in (the mountains, the
beach, a big / small city, a village). Encourage students
to find pictures of the places they have chosen. If they
have access to Internet, that will be easy. If they don’t,
they can draw the place on a sheet of cardboard paper.
Remind them to leave room to place the house.
Brainstorm vocabulary and write it in different categories
on the board, eg: kinds of houses, description, rooms,
etc. Once students have organised their work, they will
be ready to start designing the house of their dreams.
Help students to notice that they can refer back to
the different sections of the unit to find help for their
description. Make them aware of the fact that the project
END OF PROJECT
This section has been designed to help
I can... students to reflect upon all the lexical,
grammatical and conceptual contents
they have been working throughout the
unit. Alternatively, values, which have been
previously presented in class, have also
been included.
Encourage students to go over the listed
items and self-evaluate whether they have
been able to achieve them or not. Allow
them to ask about concepts that might not
be clear enough, yet. If there is a need to
confirm that they can actually produce the
language functions, read them one by one
aloud and have students give examples. If
they still have difficulties, invite them to go
through the unit and revise whatever they
need to.

n
is their opportunity to put into practice and/or enlarge
what they have learnt as well as to show how much they
can do with the language.
so
If students have access to ICT, they can follow the
instructions in the book.

If students do not have access to ICT, they have

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

Ask students to describe their houses to their

classmates (location, colour of outside walls, number of
rooms, furniture and devices, etc.). They have to think of,
at least, five sentences each.

Check the answers with the whole class. In order to

AND CULTURE
> Student’s Book p. 26
César Pelli, a big Argentine architect
In this section, students are expected to read
extensively. They do not need to understand every
single word, but they are to understand the text as a
whole.
Ask students to read in pairs and answer the
questions. Tell them to ask about the words they do not
understand. If a student asks a question, try to elicit the
answer from the class. If they cannot help, give them
some hints from the text. Try to use examples and not
translation.
check, ask one student at a time to read the paragraph
which corresponds to the answer. This is a great
opportunity to have students practise intonation.
Answers
1. personal life: Paragraph 3 2. most important work: Paragraph 5
3. place of birth: Paragraph 1 4. awards: Paragraph 7 5. some
other works: Paragraph 6 6. studies: Paragraph 2
Once students have found out more information about
César Pelli, invite them to share their findings with
the class. They can design a poster. Have them draw a
chart with the most relevant buildings, their height and
the countries where they are located.

37

WUP_TB02_2938_U02.indd 37 08/09/16 17:00

 EXTRA READING

“DO-IT-ALL” – Our Future BFF* at Home

How many useful “machines” are there in your home for the
house chores? Surely, one for washing and one for ironing your
clothes, one for hoovering the floor and one for washing the
dishes, and one for heating your coffee or tea in the morning…
. But, are there any devices for making the beds, washing the
windows, taking out the rubbish, cooking dinner or tidying your
bedroom? Not ONE! Never mind, everything is going to change
in the future.
“DO-IT-ALL” is coming!
Scientists are working on ONE robot that
can do ALL the house chores and they are
planning to call it “DO-IT-ALL”. Nowadays,
it is easy for scientists to make a robot
perform the necessary movements for each
house chore, but they are still having some

n
difficulties with the sensitivity program, its ‘brain’.
Think about it! Is DO-IT-ALL going to see the difference
between one pillow and a smaller or a bigger pillow? When
so
it hoovers, is it going to distinguish between a new carpet and
an older carpet? When it tidies the rooms, how is it going to
know where to put things? How is the robot going to detect the
difference between an apple and a tomato when cooking?
ar
Don’t worry! Scientists always find a way through. DO-IT-ALL is not
ready yet, but in the near future, we are not going to do the chores for sure
and that is going to be amazing! By now, stop reading this article and
GO TIDY YOUR ROOM!
Pe

*Best Friend Forever

This reading will help you to … Language included:

> speak about chores in the > House chores

house. > Comparative form of
> compare things. adjectives
> talk about plans and > Going to
intentions. > Adjectives before nouns
> Adjectives after to be

38 Photocopiable © Pearson

WUP_TB02_2938_U02.indd 38 08/09/16 17:00

 Film showtimes
> Student’s Book pp. 28 & 29 > Before you start
Go over the Unit goals with the whole class. Draw
students’ attention to the title and ask if they know
UNIT GOALS
the American term for the word “film” (“movie”). Have
Describe different types of films
students connect the pictures with the title. Elicit the
Talk about people in the film industry
names of the actors and the characters they perform.
Talk about past experiences
Make sure they can associate each actor or character
Discuss different film aspects
with the corresponding film.
Explain why you enjoyed or didn’t enjoy a film
Describe your favourite film
Associations help students to develop an
PROJECT encyclopedic view of lexical items. A word
Game: Guess in six questions Pandora is not just a dictionary entry but an access
box point to organised complexes of knowledge.
VOCABULARY
Adjectives to describe a film
People in the film industry
Kinds of films 1 Have students do the matching in groups of four.
Check answers with the whole class.

n
READING (See Cheat sheet for teachers, page 46)
Informative text: From “Dr No” to “Spectre”
Answers
GRAMMAR
so
Past simple – to be (affirmative, negative and interrogative) 1. A 2. B 3. D 4. E 5. C
Past simple – regular and irregular verbs (affirmative,
negative and interrogative)
Prepositions of time EMOTIONS AND FILMS
Past time expressions Films and series (as well as music) are a great
ar
source to connect to your emotional world. What
LISTENING & SPEAKING kind of emotions did you feel during the last film
you watched? Did you feel free to express those
Discuss different film aspects feelings? Did you enjoy feeling them? All emotions
Explain why you enjoyed or didn’t enjoy a film are valid. Next time you watch a film or series, pay
Pe

special attention to the feelings you have. Focus

WRITING on each of those moments. Connect to them and
Describe your favourite film (identify words often feel them in all your body!
confused) (See special SEL section, pages 79-82)

END OF PROJECT
Prepare a game to play in groups.
If students have access to ICT:
> Find out online information about three films.
Look for flyers / pictures.
> Prepare a card for each film in PowerPoint. Save
the cards on a USB flashdrive.
> In groups, load all the cards on a mobile device
and play the game.
2 a. Have students explain what each emoticon
(“emoji”) represents. Make sure they understand
they have been included to represent opinions about
the films. Check answers on the board.
Answers
1. a 2. d 3. g 4. f 5. e 6. c 7. b

If students do not have access to ICT:
> Find out information about three films. Look for
flyers / pictures.
> Prepare a card for each film. Include the flyer
and all the collected information.
> Join in groups and put all the cards together.
Play the game.
b. Invite students to give their opinion about the
each film. If needed, provide students with more
adjectives, in case they asked you.
PROJECT
Read the information about the Final project
with the class. Tell students they are going to
create a game about films and that they will
need to prepare files about them.

39

WUP_TB02_3948_U03.indd 39 08/09/16 17:00

 VOCABULARY
> Student’s Book p. 30
Adjectives to describe a film
1 Read the options in the chart to make sure
students understand all the words in the first
column. The similarity of the words with their
Spanish equivalents will help them to get the
meaning. The only word which might be difficult is
“costumes”. Give examples, eg: People like wearing
costumes for Halloween.
To check understanding of the adjectives in the
other two columns, ask students to mime actions
to describe their meaning.
Invite students to give examples of different films
in which, for example, the acting was really good
or the special effects were awful.
People in the film industry
Kinds of films
4 Ask students to work in pairs to complete the
names of the films. First have students read the
list of kinds of films and check they all understand
their meanings. The only word that might be
difficult for them is “thriller”. The other words are
very similar to Spanish. Help students to notice
this similarity. Then have them write an example
of each kind of film. Invite the class to share the
lists so as to have as many examples as possible.
Ask students if it is possible that a film fits more
than one kind, eg: science fiction and action.
Encourage them to give examples.
Help students to notice that titles
in Spanish are not always the exact
Pandora translation from English. That is why the
box
meaning of an expression in English is not

n
always the same if we translate them word
by word into Spanish. Film companies
2 If students have access to internet and can use their
usually give the films names which
smartphones, invite them to find a website where
so express the main idea of the plot.
they can get the films casts, eg: IMDb (The Internet
Movie Database). And tell them to find examples to
match the words in the box. If students don’t have
access to internet or can’t use smartphones, they 5 Ask students to give their opinions about films.
can fetch dictionaries from the library to look up the They can use the vocabulary introduced in the
ar
words whose meaning they can’t work out. Opener. (See Student’s Book, page 29)
Every time it is possible, encourage students to
solve the exercises without your help. Supervise
what they do to avoid mistakes derived from LINKED
ACTIVITIES Workbook p. 88 / Extra Practice p. 13
misinterpretations.
Pe

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

3 Ask students to read the instructions and

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

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

40

WUP_TB02_3948_U03.indd 40 08/09/16 17:00


> Student’s Book p. 31
> Before you start
Have students observe the pictures and explain what
the number “007” means to them. Ask them about the
man in a tuxedo: Who is he?
Encourage students to “read between the lines” so as
to arise their critical thinking. Have them work in pairs,
draw their attention to the title and ask: What does
the title mean? Why are “Dr No” and “Spectre” written
between inverted commas? Why are the words “from” and
“to” part of the title?
1 Ask students to read the questions and scan the
text in order to find the answers. Have the whole
class share them.
Then ask the class: Which role did Paul and Linda
McCartney play in “Live and Let Die”? Recycle
vocabulary related to people working for the film
n
industry.
Have students spot the different expressions
that are used to describe the main character, eg:
so
“protagonist”, “leading actor”. Ask them if there is a
difference between “character” and “protagonist”.
Answers
ar
1. Sean Connery in “Dr No” and Daniel Craig in “Spectre”. 2.
No, they aren’t. 3. Yes, they were. 4. Nine Oscars. 5. Because
they won Oscars for Best Original Song for “Live and Let Die”
and in “Skyfall” respectively.
Pe
Scanning is a useful reading strategy that
consists of finding specific information by
Pandora reading fast and without paying attention
box to irrelevant details. The eyes just search
around to spot the required information.
2 Invite students to go deeper into the text. Ask
them to read it again and draw a timeline of
Bond’s films. The timeline will help students to
reinforce the idea intended to be transmitted in
the title. If needed, draw the beginning and the
end of the timeline on the board, and if students
still find it difficult, add one or two dates in
between:
1962 2015
(Dr No) (Spectre)
WUP_TB02_3948_U03.indd 41
READING
Ask students which films received awards and
which awards they received. Draw their attention
to the fact that some films received nominations,
but did not actually receive the awards so as to
show the difference between the two concepts.
3·4·5 The questions in this section are meant to
get students involved in active participation
since they will have a chance to share their
background knowledge as well as to exchange
personal opinions.
First students will have the opportunity to discuss
certain prejudices people sometimes have as
regards Argentine films, and to value very good
films that were made in Argentina. Ask students
to find about Argentine films that have been
nominated or received international awards, eg:
The Official Story, Nine Queens, The Secret in Their
Eyes and Wild Tales, among others. Have them
name actors and actresses that are worldwide
famous, eg: Ricardo Darín, Norma Aleandro, Héctor
Alterio; and well-known directors, eg: Juan José
Campanella or Luis Puenzo. Help them to become
aware of the great number of people that make
our country well-known all over the world by
highlighting our cultural production.
Then lead students to discuss how stories can be
perceived differently when we read them from a
book or when we watch them in a film, already
processed by a film director.
Finally students will be able to talk and give
their personal opinion about James Bond films,
especially enjoyable for those who love action
films.
LINKED
ACTIVITIES Workbook p. 89 / Fast Finishers p. IV
41
08/09/16 17:00
 GRAMMAR
> Student’s Book pp. 32 & 33
Past simple – to be
> Before you start
Tell students to observe the Grammar table and to
decide how to fill in the blanks. Then write “am – is –
are” in a column on the board and ask students how to
turn them into the past. Call one student at a time to
come to the board and write the past forms.
Help students to notice that “am” and “is” both turn
into “was”. Ask them to list the pronouns and the
corresponding past form of to be next to each of them
in their folders.
Then draw students’ attention to the negative
contracted forms “wasn’t” and “weren’t”. Ask them to
write the full forms. Have one student to write them on
the board. Remind students that it is inappropriate to
use contracted forms in formal letters or documents.
n
Answers
so
Affirmative: were Negative: weren’t Questions: Was Short
answers: was; wasn’t; were
Negative: act; didn’t Questions: did Short answers: did; didn’t
ar
1 Ask students to choose from the box and fill
in the blanks with the corresponding simple
past form of to be. Then invite two students to
read the dialogue in a meaningful way. They
Pe
will have to show that they are friends talking
about something interesting by using the correct
intonation.
Answers
1. were 2. was 3. was 4. was 5. was 6. weren’t 7. Was 8. wasn’t
Pronunciation
We show real interest and involvement when we use
high fall tone, eg: I’m ‘happy to see you. It is also the
typical tone for wh- questions. If we paraphrased the
question ‘Where were you? it would be transformed
into ‘Tell me ‘where you were.
LINKED
ACTIVITIES Extra Practice pp. 10 & 11
42
WUP_TB02_3948_U03.indd 42
Past simple – regular and
irregular verbs
Tell students to go over the Grammar table and decide
how to fill in the blanks. Ask them to identify the
auxiliary “did”. Help them to notice how the main verb
keeps the infinitive form when the auxiliary is part of
the sentence.
Check the answers with the whole class on the board.
Help students to reflect upon how the negative is
formed and point out the word order in questions.
Reinforce their awareness of main verbs modification.
Help students to revise the spelling rule for the simple
past form of regular verbs. Write some examples on
the board and highlight the changing features, eg:
listen – listened; change – changed; hop – hopped; tidy –
tidied. Have students give more examples.
Tell students that irregular verbs do not follow spelling
rules. They will have to study them by heart.
LINKED Workbook p. 90 /
ACTIVITIES Extra Practice pp. 10-12
2 a. & b. Have students do the exercises
individually. Then check the answers orally. Use
this activity as an opportunity to help students to
improve their pronunciation.
Answers
rent; watch; want
a. 12 b. 9 c. 4 d. 10 e. 3 f. 2 g. 6 h. 7 i. 5
Pronunciation
Ask students to listen to the examples and lead them to
notice the different endings of the verbs in the past.
3 Play the audio and ask students to list the verbs in
the corresponding column. Have them listen once
again so as to check answers and pronounce the
verbs in the correct form.
Answers
/d/: started, invented, acted /t/: worked, liked, stopped
/d/: arrived, changed, filmed
08/09/16 17:00
 GRAMMAR

Language in context will always help Past time expressions

students to reinforce concept building as
Pandora well as pronunciation in the stream of
box speech, which improves the use of weak
and strong forms.
4 Ask students to fill in the blanks with the
corresponding past form of the verbs. Check the
answers orally. Ask one student to say the regular
verbs and one student to say the irregular verbs.
Then have students read the complete sentences
paying special attention to sentence stress.
Go over the Grammar box with students. Check
comprehension by challenging students to use the
expressions according to the real calendar, eg: It is
“Tuesday May 17”. Say, “two days ago” for students to
identify the date and say, eg: “Sunday May 15”. Repeat
the procedure with different expressions.
7 Ask students to give examples that are true to
them. Remind them they have to use “ago”.
LINKED Workbook pp. 90 & 91 / Self-check p. 93 /
ACTIVITIES Extra Practice pp. 11-13 / Fast Finishers p. IV

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

Invite students to go on working for their Final

n
5 This practice invites students to personalise project. Go over the tips with them. Make sure
the use of recently presented vocabulary and they understand the suggestions given. Guide
grammatical structures. Students will be students to organise their work so that they can
combining lexical and grammatical categories so
so finish their project on time.
as to enhance their view of language as meaning
in context.
Tell students that every time they change the
information given, they will have to provide a
ar
negative sentence first and then write a sentence
which is true to them.

Pronunciation
Pe

Remind students that, in negative statements, we

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

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

6 Ask students to fill in the blanks. Then ask

individual students to read a sentence so as to
check the answers orally.

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

43

WUP_TB02_3948_U03.indd 43 08/09/16 17:00

 LISTENING AND SPEAKING
> Student’s Book pp. 34 & 35 4 Tell students they are going to listen to an
interview about special effects in films. Have them
Discuss different film aspects read the words in advance. Explain they will have
to number the words in the order that they are
mentioned.
1 Ask students to observe the picture. Tell them to
look for hints in it to be able to answer questions. Answers

2 Explain to students that they are going to listen to 1. volcano lava 2. horses 3. storm 4. zombie
part of a TV show. Ask them to read the questions
and options silently. If they need help, encourage
them to resort to a classmate before asking you. Remember that instructions must be clear.
Play the audio and give students time to make their Use short, simple sentences and make
choices. If necessary, play the audio again. Then Pandora sure all students know what they have to
ask one student to read the questions and another box do before moving forward.
one, to read the answer. Make sure everybody pays
attention and check the answers are correct.

Answers
5 Tell students they are going to listen to the
interview again. They will have to decide if the
statements are true or false. Ask them to read the

n
1. c 2. a 3. c
statements before listening.
Play the audio and give students some minutes to
so complete the task. Then check the answers with
3 Since students have already listened to the audio,
the whole class.
they can risk matching the halves. Then play the
audio one more time for students to check the
answers. Answers
1. F (In the past they were often made cheaply.) 2. F (They used
ar
Answers lots of different things.) 3. T 4. F (Homemade sound effects are
still used today.)
1. a 2. b 3. c
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Audioscript Tracks 17 & 18 Audioscript Tracks 19 & 20

I: Today is here with us sound effect editor Brad Cork. Welcome

Host: And, welcome to the show. Today’s topic is films. Well, you
to our programme, Brad.
know the rules. Let’s start! Who won the Oscar for best actor
Brad: Hi. Thank you, Mike.
in 2012? The options are: Bruce Willis, Keanu Reeves or Jean
I: Brad is here today to talk about special effects. Brad, are
Dujardin?
special effects always very expensive?
Contestant 1: The winner for best actor in 2012 was Jean Dujardin
Brad: Well, in some films yes. For example the special effects
for his role in The Artist.
in The Matrix cost millions of dollars.
Host: Yesss. Excellent! Jean Dujardin. Amazing performance! Let’s
I: But is it possible to make special effects cheaply, for not
move on to our next question. Which of these three films won the
much money?
most Oscars? The Lord of the Rings-The return of the King, King
Brad: Well, yes. In the past before there were computers, they
Kong or Avatar.
made special effects using lots of different things.
Contestant 2: The film which won the most Oscars was, was…
I: For example?
Avatar, I think.
Brad: For example, they used baby cereals for volcanic lava!
Host: That’s incorrect, I’m afraid. The film which won the most
I: Really!
Oscars was The Lord of the Rings-The return of the King. And, now
Brad: And, then there’s coconuts.
let’s see our third question. Which film won the Oscar for best
I: What did they use them for?
foreign film in 2009: A prophet from France, The white ribbon from
Brad: Well, coconuts sound like a horse trotting. It’s very
Germany or The secret in their eyes from Argentina?
authentic – just like the real horses!
Contestant 1: The best foreign film Oscar in 2009 was for the
I: Oh, that’s incredible!
Argentinian film The secret in Their Eyes, “El secreto de sus ojos” in
Brad: There was another common one.
Spanish.
I: Which one?
Host: Correct! That’s wonderful Now let’s go to a short break. We
Brad: A sheet of metal!
will be back for the final round.
I: And what was it for?
Brad: Well, a sheet of metal sounds like a real storm!
I: Sounds interesting!

44

WUP_TB02_3948_U03.indd 44 08/09/16 17:00

 LISTENING AND SPEAKING

Brad: And what is even more interesting is that these
homemade sound effects are still used today.
I: Really? Can you give us an example?
Brad: Sure. A scene from a scary film comes to my mind right
now. There’s a zombie walking along a path at night. The
zombie steps on the dry leaves on the path. The sound of the
crushed leaves comes from gently crushing a paper shopping
bag!
I: Amazing!
Explain why you enjoyed or
didn’t enjoy a film
6 a. Tell the students they are going to listen to
a conversation. Have them listen attentively
and then ask: Who are talking? Are they friends?
Encourage students to justify their assumptions
based on the intonation and expressions used,
Audioscript Tracks 21-23
Mother: So, what did you think of the film?
Jack: I thought it was really great! I laughed and laughed.
Mother: And you Danny, what did you think?
Danny: I didn’t like it at all. It was boring.
Jack: Well, he liked the popcorn. He ate it all!
Danny: Yes, but you didn’t stop laughing; I didn’t think you
wanted any.
Jack: Oh Mum, don’t listen to him. I really liked the film and
the acting was fantastic!
Danny: No, it wasn’t. The acting was awful. And I couldn’t see
the screen.
Mother: Why not?
Danny: Because we sat in the back row and there was a very
tall man sitting in front of me.
Mother: Oh, dear.
Danny: Next time I want to see an action film, not a comedy.
Jack: Well you can go with your friends, not with me.
Danny: OK, that’s a good idea.

n
and the atmosphere perceived.
7 Tell students that now it is their turn to speak
Ask the students to read the questions and answer about their own experiences. Ask them to work in
them. They can share the answers with a classmate pairs and share their opinions about a film they
before sharing them with the whole class.
so
both have seen. Tell them they have to justify their
opinions and that they are to use the lexis and
Answers grammar presented in the unit.
1. They went to the cinema. 2. No, they don’t. 3. They saw a
comedy.
ar
ACTIVITIES

Tell students to work in pairs. Indicate Student A to go to page

b. Read the statements aloud and check all 72 and Student B to go to page 74. They will have to negotiate
students understand their meaning. Then, since what film to see together at the cinema. Walk about the
Pe

they have already listened to the audio, ask them classroom and monitor students’ performance. Try to intervene
to risk answering at least some of them. Give as little as possible.
them some minutes to answer and then play the
audio again for them to complete the boxes.
LINKED
ACTIVITIES Extra Practice p. 13
Answers
1. J 2. D 3. D 4. J 5. D 6. D 7. J

c. Tell students they will now have to listen for

details. Ask them to pay attention to the audio and
to identify the expressions that are mentioned.
When checking the answers, encourage students
to imitate the speakers. In this way, besides
improving fluency, they will experience the feeling
the boys are expressing.
Note: Funny and positive emotions help us to
remember things better.

45

WUP_TB02_3948_U03.indd 45 08/09/16 17:00

 WRITING
encourage them to be creative when they express
> Student’s Book p. 36
their opinion about the film.

Describe your favourite film LINKED

ACTIVITIES Extra Practice p. 13 / Fast Finishers p. IV
Go over the Spelling rule box with students. Help them
to notice that “its” and “it’s” is pronounced in the same
way, but that their meanings are different. Moreover,
their grammatical categories are different too.

1 Invite students to analyse other sets of words

that are often confused. Help them to identify the
meaning of each of the words presented. Resort
to translation if necessary.

Tell students that words that are

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

n
the sentences.
so
2 Encourage students to go through the text and
tell what it is about. Have them identify the
paragraphs and count them.
Ask students to work individually to correct the
mistakes in the text. Then have them swap books
ar
with a classmate to see if they have corrected
the mistakes in the same way. After that, ask
individual students to read the answers out loud.
Invite students to say if they have spotted a pair of
Pe

homophones or a pair of homographs.

Answers
1. They’re 2. to 3. to 4. were 5. too 6. It’s 7. two 8. there 9. their
10. It’s 11. it’s 12. too
3 Tell students that each paragraph gives
information about different things. Read the
headings a-e aloud and have students identify
the corresponding paragraphs. They will have to
write the number of the paragraph next to each
heading.
oCheat sheet (Student’s Book pp. 28 & 29)
A. Josh Hutcherson (Peeta Mellark), Jennifer Lawrence (Katniss
Everdeen) and Liam Hemsworth (Gale Hawthorne) are the protagonists
of “The Hunger Games”. This is a film series in which adolescents fight
mischievous power. The announcer, Claudius Templesmith, (portrayed
by Toby Jones) starts the games by stating, “Let the games begin!”.
B. Vin Diesel plays the role of Dominic Toretto in the film saga “Fast and
Furious”, which already consists of eight films. Brian O’Conner (played
by Paul Walker) used to say, “Hey, you thought you could leave without
saying goodbye” as closing last lines in every “Fast and Furious” film.
They were used to render homage to the actor in his funeral.
C. Darth Vader (played by stunts) is the anti-hero in “Star Wars”. “May the
force be with you” is a quote said by numerous characters in the serial
to wish good luck.

Answers
a. 2 b. 4 c. 3 d. 5 e. 1
4 Go over the text once again with the whole class.
Help students to identify the text organisation.
Then ask them to use the outline in Exercise 4
to write about their favourite film. Tell them they
can also get ideas from the text on page 31, but
D. Sheriff Woody Pride and space ranger Buzz Lightyear are two of a boy’s
bedroom toys who share adventures. Buzz’s catchphrase is “To infinity
and beyond”. This Disney and Pixar’s film’s category is: suitable for
all audiences, animation, adventure, comedy. The first film appeared
in 1995, a second in 1999 and a third one in 2010. A fourth film is in
process. Famous actors and actresses, such as Tom Hanks, Tim Allen
and Joan Cusack lend their voices to the characters.
E. Daniel Radcliffe stars the main character in Harry Potter’s film series
based on J.K. Rowling’s books. In “Harry Potter and the Deathly
Hallows”, Professor Albus Dumbledore (played by Michael Gambon)
addresses Harry Potter by telling him “You wonderful boy. You brave,
brave man”. There are already eight of these fantasy adventures films.

46

WUP_TB02_3948_U03.indd 46 08/09/16 17:00


> Student’s Book p. 37
Game: Guess in six questions
It is time for students to prepare the game they have
been planning along the unit. Guide them to follow
these instructions:
In groups or four, have students prepare the cards. They
will write the name of the film, stick the flyer and add all
the relevant information about it. All cards must look the
same on the other side. Then students in each group will
list all general questions they can ask about a film. They
will share it with the whole class so that every student
has the complete list and get ready to play.
Optionally, divide the class in two teams. In turns, a
member of each team picks up a card and keeps it a
secret. The members of the opponent team will ask up
to six questions to identify the film.
The winner is the team who guesses the most.
END OF PROJECT
This section has been designed to help
I can... students to reflect upon all the lexical,
grammatical and conceptual contents they have
been working throughout the unit. Alternatively,
values, which have been previously presented in
class, have also been included.
Encourage students to go over the listed items
and self-evaluate whether they have been able
to achieve them or not. Allow them to ask about
concepts that might not be clear enough, yet.
If there is a need to confirm that they can actually
produce the language functions, read them one
by one aloud and have students give examples.
If they still have difficulties, invite them to go
through the unit and revise whatever they need to.

Do you have time to spare? Use the cards

from the game to play a miming game.

n
so
Pandora Divide the group in two and call one
box student from each group at a time. She/
He will have to mime the name of the film
and the group will have to guess the film.
You will all have fun and students will be
ar
practising the linguistic content of the unit.
Pe

better the same worse

My students …

• engage in classroom activities.

• observe pictures to draw conclusions.

• try to work out meanings on their own.

• risk answers after having thought critically.

• participate in class discussions.

• use English to communicate in class.

• reflect upon their responsibility in the teaching /

learning process.

47

WUP_TB02_3948_U03.indd 47 08/09/16 17:00

 EXTRA READING

Watch a Film, Be Part of History

We all have our own preferences in relation to films. Some
people like comedies or action films and others prefer
horror films or thrillers. Many people think science-fiction
or romantic films are boring while others love them! Little
children enjoy animated films or musicals. The thing is that
when we watch a film, we watch more than images and a
story. We watch part of the history of film making.

At the beginning of film making, more than 120 years ago,

amazing special effects and courageous stunts did not exist. Actors,
producers, directors, screenwriters or extras were amateur people
who loved experiencing and discovering a new world. In those
times, there were only “motion” cameras that were fixed
on a tripod, so the person filming didn’t move it.
In the 1890s, films were only one-minute

n
long and didn’t have a complex story
or any sound. However, very soon
film making got better and better
so
because the people making films
became more professional, and the
technological advances helped a lot.
Technology played a very important
ar
role in the world of films. Many directors
depended on it to make their films come
true. The famous director James Cameron started
writing ‘Avatar’ in 1994. At that time, he didn’t have the
Pe

technology he needed, so he did not start making his film

until 2004 – ten years later! ‘Avatar’ finally came out in 2009 and won
many Oscars. Do you know any other famous director who had the same
problem?

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

This reading will help you to … Language included:

> talk about people in the film
industry.
> talk about different kinds of films.
> exchange information about what
happened in the past.
> Vocabulary related to film making: kinds of
films / people working in films
> Adjectives to describe a film
> Past simple
> Time expressions and prepositions of time

48 Photocopiable © Pearson

WUP_TB02_3948_U03.indd 48 08/09/16 17:00

 When in Rome …
> Student’s Book pp. 38 & 39 > Before you start
This Opener will help students to become aware of
cultural differences and to reflect about the importance
UNIT GOALS
Talk about good and bad manners
of respecting and being tolerant of those differences.
Discuss customs in different cultures Have students read the title. Write the complete
Give commands and advice expression on the board: “When in Rome, do as the
Describe actions Romans do”. Explain it means that we should adapt
Make polite requests to the circumstances. Ask students if they find any
Hold polite conversations connection between the expression and the pictures.
Write a travel brochure They are expected to identify people of different cultural
backgrounds who act differently in similar situations.
PROJECT
Game: Where are you from?
1 Have students think why if all the people in
VOCABULARY the pictures are greeting, they do it differently
Greeting people (because of socio-cultural differences).
Describe actions
Good and bad manners 2 Ask students to observe the pictures in detail to
find similarities. Have them focus, eg, on gestures,

n
READING physical contact, formality and informality.
Magazine article: Customs around the world

3
GRAMMAR
so Guide students to identify informal situations.
Imperative – commands and requests Explain people usually say “hello” in informal
Should / shouldn’t – advice situations. Point out that in certain cultures,
Adverbs of manner informal treatment is not as common as it is in
Can / could – polite requests Argentina. Elicit examples.
ar
LISTENING & SPEAKING
Discuss customs in different cultures 4 Explain to students that the gesture the girl in
Hold polite conversations picture F is making may seem inappropriate in
our culture, but that people in the Tibet say “hello”
WRITING using that gesture.
Pe

Write a travel brochure (organise paragraphs and

use language for tips)
END OF PROJECT
Prepare a game to play in two teams.
If students have access to ICT:
> Choose a country and surf the net to find out
about its customs.
> Share the information with the whole class.
>
In two teams, take turns to talk about the
costums and to guess the countries.
If students do not have access to ICT:
> Choose a country and look for information about
its customs in books or encyclopedias.
> Share the information with the whole class.
> In two teams, take turns to talk about the
costums and to guess the countries.
CLIL & CULTURE LET’S WRAP IT UP!
Good stories: (See Answer keys, page 83)
The book or the film?
If students are helped to discriminate
between facts and assumptions, they will
Pandora be likely to understand that reality is seen
box from our experience of the world, so we
must try to be flexible.
5 Students will develop awareness of otherness
while discussing how they interact with their peers
and with people from other generations. Empathy
and tolerance of differences are the expected
outcomes.
PROJECT
Read the information about the Final project
with the class. Make sure all students
understand what they are expected to do.
Suggest students gathering information and
keeping it aside for the moment they will need it.

49

WUP_TB02_4958_U04.indd 49 08/09/16 17:01

 VOCABULARY
> Student’s Book p. 40
Greeting people
1 a. Ask students to read the list of items a-f and
match them with the pictures 1-6. They will surely
infer the meaning of the words “kiss” and “smile”
quite easily. Then guide them to work out the
meaning of “shake hands” (they must know the
word “hand” and the picture will also help them).
Encourage students to take risks. Ask: What’s the
difference between picture 3 and picture 5? How
many people are smiling in the pictures? Why? Are
these pictures showing good or bad manners?
If needed, mime the words that students might
not get or allow them to use their smartphones to
find them on an online dictionary.
Ask students to go to the Opener section again
and have them describe what the people are doing
in each picture.
n
Answers
so
1. a 2. c 3. b 4. e 5. f 6. d
b. Give students some minutes to work
individually to complete the sentences. Then ask
ar
them to share answers with their classmates. If
they still have queries, explain what they have not
understood.
Pe
Answers
a. bow b. shake hands c. kiss d. wave e. smile f. hug
Describe actions
> Before you start
Explain to students that we use adverbs to describe
how things are done. Give some clear examples, eg:
Old people usually walk slowly. DJs play music loudly at
discos. Ginóbili plays basketball very well.
2 a. Ask students to do the matching in groups of
four. If needed, tell them to use their smartphones,
notebooks, tablets, etc. to look up words on online
dictionaries. If they cannot use ICT, ask them to
fetch dictionaries from the library.
50
WUP_TB02_4958_U04.indd 50
Answers
1. c 2. e 3. f 4. b 5. a 6. d
b. Ask students to write true sentences about
themselves. Tell them this is their chance to show
how much they have understood. Have students
read their examples one at a time.
Pay attention to students’ pronunciation. Take
down notes of their mistakes and prepare
some special activity for the following lesson.
Stop students only if what they are saying is
unintelligible.
To make the exercise more meaningful,
ask students to form groups of four or
Pandora five and play a guessing game. Have them
box
write sentences about celebrities or their
classmates using the instructions given
in Exercise 2b. One student reads her/his
description and the other members of the
group guess who she/he is describing.
Good and bad manners
3 a. Ask students if they care about having good or
bad manners. Make a poll to see which good and
bad manners most students have. This will also
be a great opportunity to reflect upon the attitudes
students have at school and with their family at
home. Encourage students to tell anecdotes in
relation to good and bad manners.
Have students go over the grid and categorise the
actions. To check understanding, ask students
where these actions are most likely to take place.
Answers
a. Rude b. Very rude c. OK d. Rude e. Rude f. OK
b. Ask students to discuss and to express their
opinions about each of the examples in Exercise
3a. Then direct a class discussion about the value
of good manners.
LINKED Workbook p. 94 / Self-check p. 99 /
ACTIVITIES Extra Practice p. 17
08/09/16 17:01

> Student’s Book p. 41
> Before you start
Ask students to look and decide where that type of
article is likely to be found (eg, in a general interests
magazine). Invite students to discuss the meaning
of “cultural diversity” and how it can be associated to
customs around the world.
Ask students about the target readers of this type of
article. Draw their attention to the notice in the top-
right corner of the article. Then ask them who writes
the article (Julie Clark). Help them to focus on the
layout of the article. Ask: Why has “Wide World” and
the author’s name a different orientation on the page?
(because it is surely a fixed section in the magazine).
1 Have students read the whole article in pairs.
Write these questions on the board and ask
students to answer them: What’s Julie’s idea about
n
travelling? How many countries does she mention?
so
2 Ask students to work individually. They will have
to scan the text to decide whether statements 1-5
are true or false. Tell them to write “T” next to the
true statements and “F”, next to the false ones.
If the statement is true, have students justify
ar
their choice by reading the part of the text that
supports the idea. If the statement is false, have
them justify their choice by reading the part of the
text that contradicts that idea. This can be done
orally. Take advantage of this time of exchange to
Pe
check students’ pronunciation.
Answers
1. T 2. T 3. F 4. T 5. F
3 Tell students they will have to answer questions
1-4 without reading the text again. They can work
individually and, once they have answered, they
can share their answers with their classmates.
To check with the whole class, have students read
the parts of the text that support their answers.
Answers
1. Italy 2. Japan 3. France and Argentina 4. Maori people and
Arab men, France, Argentina, Korea, Japan, Cambodia, Tibet.
5. Arabia
WUP_TB02_4958_U04.indd 51
READING
Remember this section is meant to
4·5·6 encourage students’ participation by
engaging them to express their opinion. This will
lead students to ask for the language they need and
will help them to develop their fluency. It is paramount
to listen to their ideas and respond to them
enthusiastically so as to keep students motivated.
Since the first question requires students’ personal
opinions, perspectives will vary. Take time to listen
to their points of view and justifications. Guide
them to develop tolerance of differences.
Then ask students to think of five typically
Argentine customs and list them. After that,
have them join in pairs and agree on the best five
customs from the two lists. And finally, have each
pair join another pair to agree on the best five
customs from the two lists.
This task encourages participation (since all
students will be stating their point) and helps
to develop empathy (since students will have to
leave aside their own ideas if they accept that their
classmate’s ideas are better); a wonderful example
of cooperative work.
Assign the last question for homework so that
students will have time to ask their grandparents
about customs they used to have.
The last question has two purposes. On
the one hand, students will contact their
Pandora grandparents, at least on the phone, and
box value old customs which could have been
queer, romantic or boring. And on the
other hand, they will also reflect on their
manners at school, in the street or on
public transport.
LINKED
ACTIVITIES Workbook p. 95 / Fast Finishers p. V
51
08/09/16 17:01
 GRAMMAR
> Student’s Book pp. 42 & 43 LINKED Workbook p. 96 / Self-check p. 99 /
ACTIVITIES Extra Practice p. 14
Imperative – commands and
requests
Should / shouldn’t – advice
> Before you start
> Before you start
Have students observe the Grammar table and identify
the auxiliary “do” in the negative form. Tell students that it is always good to ask for advice
Help students to notice that, both in Spanish and when facing a new situation, especially if it is with
English the imperative is addressed to the second people from a different culture.
person and the pronoun is never included. Have students go over the Grammar table. Ask them
to pay attention to the words in red and to say what
happens with the verb (it remains in the infinitive form).
1 Have students complete the tips using hints from
the context provided. If needed, let them use
online or paper dictionaries to look up words they
don’t know. Ask students to read the tips aloud to Pronunciation
check with the whole class.
Make reference to intonation. Students are expected
to use high head with a high-fall tone when producing

n
Answers suggestions, eg: You should ‘book in ad\vance. You
1. try 2. Don’t plan 3. Be 4. Practise 5. go 6. Avoid 7. prepare ‘shouldn’t ar‘rive \late. Help students to notice that they
so must stress “shouldn’t” but not “should”. The negative
form is highlighted because it is unexpected.

Pronunciation

It is important to help students to notice that 3 Have students match the given situations with
ar
the corresponding pieces of advice. Check the
intonation is paramount when they use the imperative.
answers orally. To make sure that everybody
If they use a low-fall tone, eg: ‘be po\lite, the utterance
is paying attention, ask students from distant
is an order and might even sound impolite. On the
corners in the classroom to participate.
other hand, if they use a low-rise tone, eg: ‘be po/lite,
the attitude is friendly and they are really making a
Pe

request. If they use a high-fall tone, eg: ‘be po\lite, they Answers
are just suggesting a course of action.
a. 2 b. 3 c. 1 d. 4

2 Invite the class to brainstorm ideas in advance.

4 Optionally, ask students to solve the exercise
Tell students to mention all the things they orally in the classroom and then give it as a
consider important for a tourist to do or to see in written assignment for them to reinforce the
our country. Then ask them to work cooperatively function they are learning.
to prepare a list of useful tips for visitors.

LINKED Workbook p. 96 / Self-check p. 99 /

ACTIVITIES Extra Practice pp. 14-17
• When engaging students in brainstorm
activities, accept all the suggested ideas.
Pandora
box Choose where to write the less relevant
ones so as to leave them aside.
• Cooperative work implies that every
student has responsibility in the final
product. Each student will do her/his part
and all of them will complete the task
together. This should be reflected in the
assessment. Give each student feedback
on their individual work and give the whole
group an evaluation for their final product.

52

WUP_TB02_4958_U04.indd 52 08/09/16 17:01

 GRAMMAR

Adverbs of manners Answers

> Before you start
Write these two sentences on the board: Anne is
beautiful. Anne sings beautifully.
Explain to the students that the word “beautiful” is the
answer for “What is Anne like?” and that it is an adjective
modifying a noun. Have students give more examples.
Tell students that “beautifully” is the answer for “How
does Anne sing?” It is an adverb modifying a verb.
Underline the particle “-ly” and ask students to go to
page 43. Have them go over the Grammar box. Guide
students to compare languages. Ask them to think of
how adverbs are formed in Spanish. Elicit examples,
eg: “fácil” / “fácilmente”.
Draw students’ attention to the irregular adverbs and
tell them they do not follow a rule so they will have to
memorise them.
1. Can you tell me the time? Sure, it’s 10:30. 2. Could you help
me? Yes, of course. But please wait a minute. 3. Can you drop
me at the station? I’m sorry. I’m not going that way. 4. Could I
use the toilet? I’m sorry. It’s out of service. 5. Could you give me
a city map? Sure. Here you are. 6. Can I borrow your phone? Yes,
of course, but only local calls. 7. Can you close the window? Yes,
no problem. 8. Could you speak more slowly? Yes, sorry.
Pronunciation
Remind students that we express involvement and
friendliness by using high-fall intonation. That is why
we use this type of intonation for making requests and
responding to them, eg: Can you ‘tell me the \time?
\
Sure! It’s ‘ten \thirty. If we want to be still more polite,
we can add “please” using low-rise intonation at the
end, eg: Can you \help me, /please?

n
5 Tell students to read the instructions and do the
exercise individually. Ask volunteers to read the
sentences aloud to check the answers.
so
LINKED Workbook p. 96 / Self-check p. 99 /
ACTIVITIES Extra Practice pp. 14-16
Answers
slowly; politely; Clearly; happily; carefully
ar

When asking students to read in class,

remind them they have to do it meaningfully,
Pandora
Pe

ie, with the appropriate intonation. Choose

box
students from different corners in the
classroom to participate so as to make sure
they are all paying attention.

Can / could – polite requests

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

6 Ask students to work on the exchanges orally. In

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

53

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 LISTENING AND SPEAKING
> Student’s Book pp. 44 & 45
Discuss customs in different
cultures
1 Encourage students to observe the pictures. Draw
their attention to the flag and to the different
bubbles. Ask them what they represent (topics of
conversation). Then go over the questions with the
whole class. If needed, help them with vocabulary.
Tell students that the word “asado”
does not have an English translation,
Pandora like many other words which represent
box
typical features of a special culture, eg:
“empanada”, “locro” and “mate”. Students
will have to describe the concept instead of
finding an English equivalent.
n
2 a. Tell students to get ready to listen to the audio.
so
Have them explain what they are expected to do.
They will have to write the letter of each picture
in order in which they are mentioned in the
conversation.
Ask students to describe the images so that they
check the answers.
ar
Answers
1. C 2. D 3. B 4. A
Pe
b. Before playing the audio once again, ask
students to read the statements to make sure
they understand.
Play the audio and give students some minutes
to complete the task. Ask one student at a time to
read her/his answer. Focus on pronunciation. Be
gentle when correcting.
Answers
1. loved 2. Argentina 3. month 4. kiss 5. finish
c. Tell students they are going to listen to the
conversation once again. This time, they will have
to pay careful attention because they have to
complete the sentences with specific details. They
are to complete with only one word.
Since you will have already worked on intonation in
the previous exercise, you can check the answers
by asking students to read only the word they have
included. Pay more attention to individual sounds,
eg: /kip/ aspiration in the first consonant.
54
WUP_TB02_4958_U04.indd 54
Answers
1. such 2. keep 3. most 4. polite 5. big 6. relatives
Audioscript Tracks 25 & 26
A: So, tell me. How was your holiday in Argentina? I’m planning
to go there next month and I want to know what it’s like!
B: It was great and so exciting. Argentina is such a wonderful
country to visit.
A: Really? And, what did you like the most?
B: I enjoyed so many things but I really loved the people and
their customs.
A: Their customs? What do you mean?
B: Argentinians still keep lots of traditions that we don’t
anymore. For example, when they are waiting for the bus or the
lift, men wait for women to go first.
A: Ok, so do you mean that when I’m there I should follow this
custom too?
B: Yes, you should be polite. And, when they are drinking
“mate”…
A: Sorry… what?!
B: “Mate”, it is the most traditional hot drink in Argentina. Well,
when they are drinking “mate”, they share it with their friends.
Everyone drinks from the same pot.
A: Nice. But what if I don’t like it?
B: Well, you should be polite and just say no. But don’t be rude.
Argentinians are very sociable. Particularly when they are
preparing an “asado”.
A: “Asado”?!... And what’s that?
B: “Asado” is the country’s typical food. It is like a big barbecue!
A: Mmmmm, delicious.
B: Yes, it is really good! But there was something that was a bit
strange for me. Men kiss on the cheek to say hello and to say
goodbye as well.
A: What?! Really? Should I kiss any man on the cheek just to say
hello?
B: No! It is just between relatives and friends. And, also at the
end of a football match.
Hold polite conversations
3 a. Tell students to read the instructions and
to get ready to listen to the audio. Play it once
and ask students which dialogue is formal and
which is informal. Have them justify their choice
by means of phrases, such as: How do you do? /
Pleased to meet you. / Hi, How are you doing?
If students are not able to identify all the formal
and informal expressions that are mentioned, do
not give them the answer because they will have a
chance to spot them in the second listening.
Answers
The first dialogue is formal and the second, informal.
08/09/16 17:01
 LISTENING AND SPEAKING
b. Tell students they are going to listen to the
audio once again and that they will have to
complete the dialogues with the missing words.
Play the audio and pause it if needed so as to give
students time to complete the blank spaces. They
can share their answers with their classmates.
Have them underline the words / phrases that
denote formality and to circle the ones that denote
informality. This will help them to remember the
register better.
Answers
1. Hello 2. How 3. meet 4. Hi 5. nice 6. doing
PROJECT
Invite students to go on working for their Final
project. Tell them to go over the given tips and
remind them they will have to plan their project
tasks so as to be ready for the presentation on
time. Ask them to choose a country and let their
classmates know since countries should not be
repeated. If students have difficulties to agree
on a country, they can write all the names on
separate stripes of paper and draw lots to come
to the final decision.
Suggest them surfing the net or looking for
information in encyclopedias. They can also ask a
relative or a friend who has travelled abroad.

Audioscript Tracks 27 & 28

A: Hello, my name’s Mr Brown. How do you do?

B: How do you do? I’m Emma Jenkins.

n
A: Pleased to meet you, Emma.

A: Hi, I’m Felicity.

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

4 a. Tell students they are going to listen to four

ar
short dialogues. Ask them to pay close attention
to intonation since then they will have to try to
imitate the speakers.
Pe

b. Invite students to practise the dialogues in

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

ACTIVITIES
Tell students to work in pairs. Indicate Student A to go to page
73 and Student B to go to page 75 where they will find the
instructions.
The aim of this pair-work activity is to help students to identify
the corresponding exchanges. Have them pay special attention
to intonation because it will show the attitude of the speaker
and they must sound polite. Walk about the classroom and
monitor students’ interaction.

55

WUP_TB02_4958_U04.indd 55 08/09/16 17:01

 WRITING
> Student’s Book p. 46
Write a travel brochure
> Before you start
Encourage students to look at the brochure and ask:
What is it about? Who is it for? What is the difference
between a brochure and a travel guide? These questions
will enhance students’ observation and will help them
to identify the discourse genre of the reading material.
way, they will ensure that the places will not be
repeated.
After having written the introduction, tell students
to choose the topics from Exercise 2 that they
would like to highlight in their brochure.
You may ask students to prepare a brochure made
out of cardboard and to create an attractive cover
with a picture of the place, or some landmarks
and a heading.
If possible, display students’ brochures for their
classmates to read and choose their favourite
place to visit.

1 Ask students to read the brochure and tick the

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

n
their citizens.

Answers
so
a; b; d; e; g

2 Tell students that now that they have identified the

ar
topics presented in the brochure, they will have
to find the headings corresponding to each of the
given tips.
When checking the answers, ask students to pay
attention to the way the tips are expressed. Have
Pe

them underline recurrent words or structures.

Ask them whether the text is formal or informal
and have them justify their opinion.

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

Tell students to go over the Writing rule and to identify

the introduction and the paragraphs in the brochure. Ask
students to check whether the words / structures they
have underlined are the ones mentioned in this section.

3 a. Tell students to read the instruction individually

and encourage them to find information about the
place they have chosen.

b. & c. Once all students have all the

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

56

WUP_TB02_4958_U04.indd 56 08/09/16 17:01


> Student’s Book p. 47
Game: Where are you?
It is time for students to play the game they have been
preparing along the unit. Guide them to follow these
instructions:
Remind students they are going to play a guessing
game. They will need to use all the information they’ve
been collecting about the countries they have chosen.
Bring a globe or a world map into the classroom
to help students to locate the countries they have
selected.
Divide the class in two teams and tell students to put
all their notes aside and get ready to play.
In turns, a member from each team will come to the
front of the class and describe the customs of a certain
country. The members of the other team will have to
guess the country in only one minute and then name
the continent where it is located. Teams will get an
END OF PROJECT
Remember this section has been designed to
I can... help students to reflect upon all the lexical,
grammatical and conceptual contents they have
been working throughout the unit. Alternatively,
values, which have been previously presented in
class, have also been included.
Encourage students to go over the listed items
and self-evaluate whether they have been able
to achieve them or not. Allow them to ask about
concepts that might not be clear enough, yet.
If there is a need to confirm that they can
actually produce the language functions, read
them one by one aloud and have students give
examples. If they still have difficulties, invite
them to go through the unit and revise whatever
they need to.
From now onwards, it would also be profitable
to lead students to reflect upon how class
discussions have influenced their points of view
and opinions.

n
extra point if they are able to locate the country on the
globe or world map.
The winner is the team that guesses the most
so
countries.
ar
Pe

Draw students’ attention to the title of the web article

AND CULTURE and then ask them to read the text: Do they agree with
the writer? Have they ever read a book on which a film
is based? Invite students to discuss in groups.
> Student’s Book p. 48

Good stories: The book or the film? Answers

In this section, content prevails over structures.
1. the book 2. the film 3. the book 4. the book 5. the film
Students are expected to read for pleasure and to
enlarge their background knowledge rather than to
fulfill tasks.
Finally, make a poll to see how many students actually
In this particular case, students will also be to develop read books and whether they do it before or after
their critical thinking by comparing popular books and watching the film adaptations of them.
their film adaptations, or vice versa. This aim has partly
been achieved in Unit 3 and now it will be reinforced
through the presented article.

First ask students to identify the discourse genre by

asking: Where can you find a text like this? (On the web.)
How do you know it? (It looks like a website on films. It
could also be a social network for films fans.)

57

WUP_TB02_4958_U04.indd 57 08/09/16 17:01

 EXTRA READING

When in Argentina…

NEW MESSAGE
–

+
From Lucía Perez
To Brian Shucks
Subject Tips before you come to Argentina

Hi Brian!

Can’t wait to see you again!

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

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

n
also common.

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

3) People sit, stand, and talk closer to each other than what you do. You should forget about your
‘personal space’! I’m sure you will feel a bit uncomfortable. I didn’t feel much comfortable when
American people talked to me from a metre-and-a-half distance! Ha-ha!
ar
4) When somebody invites you for a coffee, sit back at the café and get ready to spend a long time
talking. And don’t expect the HUGE coffee cups you have! You should drink the coffee slowly! The
same for meals!
Pe

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

XOXO
Lucía

Send A +

This reading will help you to … Language included:

> discuss customs in different cultures. > Adverbs of manner

> give commands and advice. > Imperatives - commands
> describe actions. > Advice: Should / shouldn’t

58 Photocopiable © Pearson

WUP_TB02_4958_U04.indd 58 08/09/16 17:01

 Yummy!
> Student’s Book pp. 50 & 51 > Before you start
Have students look at the pictures and read the title.
Then ask: What does “yummy” mean? What’s the Spanish
UNIT GOALS
word? Is it a formal expression?
Talk about food
Express quantity
Talk about future plans 1 Ask students to read the list and tick the dishes
Talk about plans for a picnic they can identify in the pictures. Have them share
Make plans to go out the answers with a classmate taking turns to point
Write a recipe at the dishes and name them.

PROJECT Answers
A healthy eating campaign
1. C 2. D 3. G 4. E 5. (Not in the pictures) 6. A 7. B 8. (Not in the
VOCABULARY pictures) 9. A 10. F 11. G 12. B
Food
Quick meals
Verbs in the kitchen 2 Explain that some regional terms don’t have an
English equivalent. Have students work in groups to

n
READING
describe the dishes. Then, ask one member of each
Blog post: What is a healthy diet?
group to join in a new group so as to compare their
definitions and thus polish their descriptions.
GRAMMAR
so
Countable and uncountable nouns
Express quantity Answers
Ask about quantity
Present continuous – future plans Suggested answers: Tacos: Mexican food made from corn
pancakes Paella: Spanish dish made with rice, vegetables and
ar
LISTENING & SPEAKING sea food Asado: Argentinian barbecue Empanada: Argentinian
Talk about plans for a picnic sort of pie filled with minced meat
Make plans to go out

WRITING
Pe

Write a recipe (use imperatives and abbreviations)
END OF PROJECT
Create a poster and a rap for a healthy eating campaign.
If students resort to Spanish to describe
the dishes, write the English equivalents.
Pandora If they ask for the meaning of a word, first
box give them a meaningful example.

If students have access to ICT:

> Think of a slogan and brainstorm ideas connected
to it.
> Make a poster, take a photo of it and post it on a
social network.
> Create a rap. Dress up, prepare choreography
and record a video. Post it on a social network.
If students do not have access to ICT:
> Think of a slogan and brainstorm ideas
connected to it.
> Make a poster and display it in the classroom or
on the school notice board.
> Create a rap. Dress up, prepare choreography
and present it to the class or to the school
community.
3 If students don’t know where the dishes are from,
ask them to surf the net to find the information. To
develop cultural awareness, they can even discuss
why certain dishes are common in some countries.
4·5 Have students share their family traditions.
Invite them to speak about their ancestors’
nationalities and about family celebrations so as
to give them a chance to share experiences and to
get to know each other better.
PROJECT
Read the information about the Final project with
the class. Ask if healthy eating is an important life
issue. Tell students to think of innovative ideas to
persuade people to eat more healthily.

59

WUP_TB02_5968_U05.indd 59 08/09/16 17:02

 VOCABULARY
> Student’s Book p. 52
Food
1 This exercise aims at helping students to
categorise food. Although most of the lexical
items presented are known to them, it will be
a good opportunity to revise vocabulary and to
expand the lexical and the conceptual categories
in relation to food. Brainstorm further food items
for each of the food groups.
Answers
A. dairy products B. meat and eggs C. fruit D. vegetables
E. seasonings F. grains
Ask students to play a game with words
related to food. Have students write the
access to ICT, tell them to use their dictionaries
or borrow dictionaries from the library.
As far as it is possible, encourage students to
work independently to solve the exercises.
Answers
A. 2 B. 4 C. 6 D. 7 E. 5 F. 3 G. 1
Have students play a miming game to
reinforce vocabulary of verbs in the
Pandora kitchen. Ask several students to come
box to the front in turns and mime an action
for their classmates to guess it. These
activities are useful for different kinds
of learners. Kinesthetic learners will
profit from miming, visual learners will
reinforce their learning by focusing on
their classmates’ movements and auditory

n
Pandora learners will perceive pronunciation.
box name of food items on strips of paper. Put
all the strips in a box. Divide the class in
so
two teams. Call a student from each team
to pick a strip at random, read the word
aloud and say the food group it belongs 4 Although students will surely not find this
exercise difficult to solve, you may have them
to. If they categorise the word correctly,
work in pairs so as to enrich the process. Invite
their team gets a point. The team that gets
them to exchange information about other simple
more points is the winner.
ar
recipes they know and to describe the steps to be
followed.

Quick meals Answers

Pe

A. chips B. fruit salad

2 Students will have to establish connections
between raw ingredients and how they can be
combined to make quick meals. Even though
there are five examples, you may ask students to LINKED Workbook pp. 100 & 106 / Self-check
think of and mention other meals they like and to ACTIVITIES p. 105 / Extra Practice pp. 19-21
describe the ingredients they have.

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

Verbs in the kitchen

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

60

WUP_TB02_5968_U05.indd 60 08/09/16 17:02

 READING
students to explain and give their opinions before
> Student’s Book p. 53
closing the discussion.
.
> Before you start
Answers
Have students observe the text and identify the
Grains, fruits and vegetables are the most important food
discourse genre. Before having them read the text,
groups.
ask: What is a healthy diet? What does the “plate” in
the bottom-right corner represent? Why is it divided into
different sections?
3 Now that students have read the article several
times, ask them if they have understood the
While reading the article, help students meaning of the words they underlined during
to become aware of the fact that they the first reading. If they haven’t, encourage them
Pandora can obtain the general message in a text to exchange ideas in pairs about their possible
box without knowing every single word. meanings. Have them notice if the words are
similar to their equivalents in Spanish.
Remind students that they can always look up
words in dictionaries, either in the school library
1 Tell students to read the text silently and to or online.
underline the words they do not know. Then have
students read it again and try to infer the meaning

n
of them or just try to get the gist or general idea. Answers
Ask students to answer questions 1-3 individually
1. In a balanced diet, all kinds of food should be included in the
and encourage them to justify their assumptions,
so right proportion. 2. Water is the healthiest drink. 3. Breakfast
eg: They will surely answer that the writer is not a
is important because it helps activate our brain to start the
vegetarian because, in the article, she/he suggests
day. 4. To sleep well, we should eat a very light dinner.
people should eat meat. And they will not be able
to state if the writer is a woman or a man because
there is no evidence of gender in the article.
ar
However, allow discussion among students so as
to help them to understand that nobody owns the 4·5·6 These questions are intended to get students
truth, but all different opinions are to be respected. personally involved in the topic. Allow them
If students feel eager to go deeper into the topic, to exchange opinions in pairs or in groups
lead a class discussion about eating habits and and then get feedback from their answers as a
Pe

common eating disorders. whole class.

Answers Have students work in groups of four

to prepare a healthy menu for teens
1. We can read it on a website about healthy eating. Pandora practising sports and another one for
box teens who are studying for their exams.
They will have to justify their choices. Give
them this task as an assignment to do at
Adolescents enjoy speaking about
home so that they can have time to look for
themselves without betraying their
Pandora the necessary information. Invite students
privacy. Be sensitive and attentive if
box to share their menus the following class.
speaking about eating disorders and do
not personalise the topic. Conclude the
discussion by suggesting that everybody
should have a health check once a year.
Go to CLIL AND CULTURE, page 77.

2 Draw students’ attention to the “plate” in the

bottom-right corner of the article and have them Draw students’ attention to the CLIL logo and tell them
mention the different food groups they see. they are going to read the text at the end of the Unit 6.
Encourage them to use the vocabulary presented
in the Vocabulary section on page 52.
LINKED Workbook p. 101 / Extra Practice p. 19 /
Lead students to reflect on how the image gives
ACTIVITIES Fast Finishers p. VI
an idea of which food group is more important by
stating different proportions. Encourage several

61

WUP_TB02_5968_U05.indd 61 08/09/16 17:02

 GRAMMAR
> Student’s Book pp. 54 & 55
Countable and uncountable
nouns
> Before you start
Draw students’ attention to the heading: “Countable
and uncountable nouns”. Have them say it in Spanish.
Then ask them to have a look at the Grammar box and
go over its content. Point out the spelling of the words
“singular” and “plural”, which is the same in English
and in Spanish. Have students explain what they
understand from this box.
1 Have students work individually to do the
exercise. Get feedback from students’ answers.
First ask them how many countable and
uncountable nouns they have found (9 and 6
respectively).Then have students say whether
n
each item is countable or uncountable. If needed,
tell students to double-check the answers and
share them with a classmate.
so
Answers
1. C 2. U 3. U 4. C 5. U 6. C 7. U 8. C 9. U 10. C 11. C 12. C 13.
C 14. C 15. U
ar
Express quantity
Pe
Give students some minutes to go over the Grammar
box in pairs and to analyse the given information.
Have students spot the similarities and differences
of quantifiers for countable and uncountable nouns.
Ask leading questions, such as: What do we use in the
affirmative form for countable nouns? (a / an, some or a
lot of) What don’t we use with uncountable nouns? (a / an).
2 Ask students to circle the correct option and then
check the answers in pairs.
Get feedback from students’ answers. Tell them
to point to the different items in the basket.
Answers
1. some 2. some 3. any 4. a 5. any
62
WUP_TB02_5968_U05.indd 62
Ask about quantity
Allow students to go over the Grammar box for some
minutes individually. Then mention the words in red, one
at a time, for students to respond if they are used with
countable or uncountable nouns and if they are used in
the affirmative, negative and/or interrogative forms.
If students have difficulties to answer correctly, analyse
the content presented in the box with the whole class
on the board.
3 Ask students to complete the questions. In order
to check, ask one student at a time to read a
question with its corresponding answer.
Answers
1. any 2. How much 3. How many 4. any 5. any 6. How much
7. How many 8. any
LINKED
ACTIVITIES Extra Practice p. 19
Present continuous – future plans
4 Since students already know how the presented
structure (Present continuous) is formed,
encourage them to do the exercise on their own.
Do not direct students’ attention to the heading or
to the Grammar box. Wait to see how they solve
question 1. In this way, they will be learning that
they always have to read instructions and all the
given information very carefully. Help them to
notice that.
Answers
1. future plans 2. a verb ended in -ing 3. tomorrow, on Saturday
5 a. & b. Ask students to read Tzu-Lee’s
planning checklist for her party and then use the
information to complete exercise b.
Have different students read the sentences aloud
so that the whole class can check the answers.
Use this instance to help students improve their
pronunciation.
Answers
1. is bringing 2. is choosing 3. is decorating 4. is preparing
5. is taking 6. is buying 7. is making
08/09/16 17:02
 GRAMMAR

Games are a great resource to practise

grammar patterns. Students can get
Pandora engaged in enjoyable tasks because when
box they repeat a structure, not by heart but by
playing, the pattern becomes more easily
entrenched. Guessing games are always
successful. Here is a very simple suggestion
which needs no preparation at all:
Have students gather in pairs. Ask both
students in each pair to write a plan for the
weekend on a sheet of paper. In turns, they
guess their classmate’s plan by saying,
eg: “you are visiting a friend” / “you are
going shopping”, or by asking, eg: “Are you
playing football?” / “Are you helping with the
housework?” The student who guesses first
is the winner.

6 Give this exercise as an assignment to be done at

n
home so that students take their time to think of
activities they would really love to do if planning
a party. Start the following lesson by having
so
students read their checklists.

LINKED Workbook p. 102 / Self-check p. 105 /

ACTIVITIES Extra Practice p. 20
ar

PROJECT

Invite students to go on working for their Final

Pe

project. Read the tips aloud and make sure

students understand what they are expected to do.
Remind them that when brainstorming ideas,
they have to accept all the ideas suggested.
If they are not sure about accepting or not a
classmate’s suggestion, they should look it up
before taking a decision.
Remind students that both rhythm and rhyme
will be very important when creating their
rap. If needed, show them an example, or
give them some links to surf the net and find
ideas. Suggest students asking and answering
questions as an easy way to complete the rap.
Encourage them to include the expressions of
quantity they have learnt.

63

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 LISTENING AND SPEAKING
> Student’s Book pp. 56 & 57
Talk about plans for a picnic
> Before you start
Invite students to observe the picture attentively and
describe what they see. Encourage them to use the
Present continuous to describe the situations.
1 Ask students to answer question 1 using
expressions of quantity. Then, ask them to answer
question 2. Encourage them to give as many
examples of food as they can think of.
2 a. Tell students they are going to listen to a
conversation. Have them read questions 1-5 in
advance so as to get ready. Play the audio and give
students a short time to select the correct options.
Check the answers. Ask individual students to
n
read one sentence each. Tell them to read the
complete sentences. Pay attention to intonation.
so
Answers
1. doing nothing special 2. sunny 3. Liz 4. apples and salad
5. ham
ar
b. Play the audio once again for students to
complete the grid. In order to check, ask one
student to read a sentence and another student to
Pe
say the corresponding name.
Answers
Melanie; Tony; Tony; Tony; Tony
Audioscript Tracks 30 & 31
A: Hi, Tony. Are you going to do anything special at the
weekend?
B: Not, really. What about you?
A: Well, it’s going to be a sunny weekend and Liz told me to
come to a picnic on Saturday. Would you like to come?
B: That sounds lovely. I will call Max and tell him to come too.
A: Don’t worry. Liz is going to tell him about it.
B: Great. And, what are you taking?
A: I’m taking some apples and some salad.
B: Oh yeah. You are always healthy.
A: Of course. And, what can you take?
B: I am going to take some ham, cheese and bread. I can’t live
without a good sandwich.
A: Mmm, yummy.
B: What about to drink?
A: Liz is going to prepare some fresh orange juice.
B: Well, perfect. We are going to have a wonderful day.
64
WUP_TB02_5968_U05.indd 64
3 Draw students’ attention back to the picture.
Explain to them that they are going to listen to
a conversation between two friends that are
planning a picnic. Play the audio. Students listen
and tick the mentioned food items in the picture.
They also answer what Max is taking to the picnic.
Answers
They talk about bread, ham, cheese, sandwiches, crisps,
apples, salad, yoghurt, tomatoes. And Max is taking a ball.
4 Tell students they are going to listen to the
audio once again. Since they have already
listened to the conversation once, ask them to
risk answering questions 1-8. Give them some
minutes to complete the sentences. Once they
have finished, play the audio and have students
check the answers.
Answers
1. Saturday 2. he isn’t doing anything special 3. bread, ham
and cheese 4. crisps and orange juice 5. apples and salad
6. healthy 7. yoghurt, tomatoes 8. ball
Audioscript Tracks 32 & 33
Liz: What are you doing on Saturday?
Max: Nothing special.
Liz: Well, we’re going on a picnic. Would you like to come?
Max: Sure. Who’s coming?
Liz: Tony, Melanie and me.
Max: That’ll be fun.
Liz: We’ve organised everything. Tony’s taking some bread, ham
and cheese so we can make some sandwiches. I’m taking some
crisps. There’s no picnic without them!
Max: Sounds great. And to drink?
Liz: That’s organised too. I’m taking some orange juice.
Everybody likes that.
Max: And what’s Melanie taking?
Liz: Well, you know Melanie ... She’s always worried about
eating healthy food.
Max: Is she taking apples?
Liz: You guessed right. And some salad too.
Max: And what can I bring?
Liz: Why don’t you check in the fridge? Is there any yoghurt?
Max: Hmm. No, there isn’t.
Liz: Are there any tomatoes?
Max: Hmm. No, there aren’t. But I can buy some.
Liz: Oh, no. Please don’t worry. I know what you can bring. Your
ball!
Max: Great idea! There’s no picnic without it!
08/09/16 17:02
 LISTENING AND SPEAKING

Pronunciation ACTIVITIES

Tell students to work in pairs. Indicate Student A to go to page

When students read the sentences to check the
answers, focus attention on certain sounds that might
be difficult for them to produce. In this particular
case, the initial use of /w/ might be mistaken by
pronouncing /w/ instead. You can tell students to
practise saying the Spanish /wa /, /we /, /w/, /wo/,
/wu/ so that they can then produce /wa/, /wɒt/,
/wυd/. Another sound which might pose difficulty for
students to produce is /d/. Pay special attention to
help students to produce /wυdu/, /ɒrnd dus/.
73 and Student B to go to page 75 where they will find the
instructions. They will have to ask and answer questions about
plans to go out. Walk about the classroom and monitor their
exchanges while they are working.
Make sure students are using English in
their interactions. This is to help students
Pandora to become aware of the fact that the more
box they use English in the classroom, the
more fluent they will become.

Make plans to go out

LINKED
Workbook p. 103
5 a. Tell students they are going to listen to two ACTIVITIES
conversations and that they will have to complete

n
the chart. Play the first dialogue, wait for students
to complete the chart and then check the answers
orally. Repeat the procedure with the second
dialogue.
so
Answers
Conversation 1: What? go cycling Where? In the park When?
ar
On Sunday Conversation 2: What? See a film Where? Cinemas
in the shopping centre When? On Saturday.

b. Have students complete conversation 1 with

Pe

the help of the chart. Then play the audio for

students to check and complete what is still
missing.
In order to check, ask two students to take
turns to read the dialogue. Remind them they
have to read in a meaningful way, ie, using
appropriate intonation. Repeat the procedure with
conversation 2.

Answers
1. doing 2. Sunday 3. special 4. going 5. come 6. where
7. like 8. see 9. fun 10. shopping 11. about 12. can’t
13. going 14. mum 15. Saturday 16. Perfect

6 Have students work in pairs. Ask them to take

turns to play both roles in the conversations.

65

WUP_TB02_5968_U05.indd 65 08/09/16 17:02

 WRITING
instructions for their recipe. Remind students
> Student’s Book p. 58
they can also find some help on page 52.
Ask students to hand in their recipe for
Write a recipe correction.

1 Ask students to read the instructions and do the

Try not to provide students with the
exercise. Let them ask for help if they have any
correct versions of their writing
queries. Check the answers with the whole class. Pandora assignments. Use a correction code, eg:
box • “G” (grammar mistake)
Answers • “S” (spelling mistake)
• “WO” (word order mistake)
1. It serves four people. 2. They are tomatoes, eggs, basil,
• “P” (punctuation mistake)
lettuce, salt, oregano and olive oil. 3. Boil the eggs for ten
minutes. 4. You cut them into pieces. Then give students the opportunity to
correct themselves. Students learn better
from their own corrections.
Then tell students to go over the recipe. Ask them if
recipes in English are written in the same way as in
Spanish (Yes, verbs are used in their infinitive form). 4 Ask students to follow the instructions to
Ask them to pay attention to the format of the text. complete the recipe. Ask one of the students to

n
What information appears in the heading? What does read the whole text for the whole class to check
the list at the beginning say? How are the instructions the answers.
organised?
so
Answers
Read the Writing rule box aloud and encourage the
whole class to follow the reading. Help students to a. milk b. cocoa d. sugar
notice how the rules are applied in the “Healthy salad
for a hot day” recipe. Ask them how the steps are
ar
organised (By the sequencing words: “first” and “then”).
LINKED
ACTIVITIES Workbook p. 104

2 a. & b. Ask students to put the instructions for

the “Spaghetti Bolognaise” recipe in order. Once
Pe

they have finished, play the audio for them to

check the answers. Pause the audio after each
instruction so that students can have time to
correct if needed.

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

Audioscript Track 36

1. Cook the spaghetti in boiling water for 10-15 minutes.

2. Chop the onion and carrots.
3. Fry the meat in olive oil. When brown, add the onion and
carrots. Fry for 10 minutes.
4. Add the tomatoes and the salt and pepper. Cook for 20
minutes.
5. Mix the spaghetti with the bolognaise sauce.

3 Invite students to choose a healthy recipe. Ask

them to list the ingredients first, paying attention
to the required quantities. Then ask them to use
the recipe in Exercise 1 as a model to write the

66

WUP_TB02_5968_U05.indd 66 08/09/16 17:02


> Student’s Book p. 59
A healthy eating campaign
It is time for students to create the poster and the rap
they have been preparing along the unit. Guide them to
follow these instructions:
Have students work in groups. Ask them to think of
a slogan for their “healthy eating” campaign. Advise
them to think of a short and catchy phrase and that if it
rhymes, it will be easier to be remembered. If students
in the group cannot make an agreement, have them vote
or draw lots in order to decide on their slogan.
Have students brainstorm words and ideas and look for
pictures, both representing the message they want to
transmit. Help them to assemble all the elements in a
poster. Posters can be displayed in the classroom or on
the school notice board. Students can also take a photo
of their posters and upload them on the class blog or
on a social network to be shared with their family and
n
friends.
Encourage students to write a rap including advice to
keep a healthy diet to accompany their posters. Guide
so
them to create rhyming lyrics so that they can be easily
learnt and sung.
Invite students to dress up like rappers and perform
their raps by means of a simple choreography. Groups
can make their presentations in front of the class or they
ar
can record them on their phones or mobile devices and
then upload them together with their posters.
Have fun!
Pe
My students …
• engage in classroom activities.
• observe pictures to draw conclusions.
• try to work out meanings on their own.
• risk answers after having thought critically.
• participate in class discussions.
• use English to communicate in class.
• reflect upon their responsibility in the teaching /
learning process.
WUP_TB02_5968_U05.indd 67
END OF PROJECT
Remember this section has been designed to
help students to reflect upon all the lexical,
I can...
grammatical and conceptual contents they have
been working throughout the unit. Alternatively,
values, which have been previously presented
in class, have also been included.
Encourage students to go over the listed items
and self-evaluate whether they have been able
to achieve them or not. Allow them to ask about
concepts that might not be clear enough, yet.
If there is a need to confirm that they can
actually produce the language functions, read
them one by one aloud and have students
give examples. If they still have difficulties,
invite them to go through the unit and revise
whatever they need to.
From now onwards, it would also be profitable
to lead students to reflect upon how class
discussions have influenced their points of view
and opinions.
AM I HEALTHY?
Think of your body. How do you feel about it?
Do you eat healthy food? Remember that healthy
eating habits are reflected on our body. We will
feel much better and with more energy when
eating all types of healthy food. Remember:
EAT nice, FEEL nice!
(See special SEL section, pages 79-82)
better the same worse
67
08/09/16 17:02
 EXTRA READING

*Snacks – Good or Bad?

Nowadays, we eat more than four times a day and, usually, we don’t eat at our dining room
table! We eat at school breaks, at work, in a park, when watching TV, while playing video games
or surfing the net! In fact, we eat ALL the time! And most of our meals are snacks. How many
snacks do we eat? How bad are frequent snacks? Nutritionists say it can be extremely bad to
eat frequent snacks because we will not be hungry for lunch or dinner!
But they also say it is equally bad to wait long between meals
because we will be hungrier than we should be at lunchtime or
dinner time!

It is good to have a snack but it should be healthy. A healthy

snack can give you energy and satisfy your appetite. But are
there healthy snacks? Of course, there are. Snacks should
provide carbohydrates – energy – proteins and vitamins
to your diet. Eat a fruit, have some yoghurt, or try nuts or
almonds, which are delicious! Snacks should

n
also include fats, especially in winter. But not
the fats in hamburgers or fried food, in baked
goods or salami! Good fats are present naturally
so
rich in natural
in avocados, olives and seeds. fats, good for
So, include them in your snacks! a snack
I know what you are thinking: “An apple
or some nuts are NOT snacks!” But
ar
now you know that the act of snacking
is not a synonym for what the food
industry calls “snack food”. Snacks
can be healthy and you should try them!
Pe

A piece of advice: Never snack when you are

distracted – you should notice what you are eating and
how big the portion is. In fact, you should plan your snacks
and ask the same question you ask about a meal: “What am I
snacking tomorrow?” or “How much of this should I be eating?”

*A snack should not have more than 200 calories because in that case,
it is a meal.

This reading will help you to … Language included:

> classify food. > Countable and uncountable nouns

> express quantity. > How much / many?
> reflect on healthy diets. > Advice: Should / shouldn’t
> talk about future plans. > Present continuous for future

68 Photocopiable © Pearson

WUP_TB02_5968_U05.indd 68 08/09/16 17:02

 Outstanding!
> Student’s Book pp. 60 & 61 > Before you start
Ask students if they know the meaning of the unit title
(“Outstanding!”). Help them make inferences. Ask them
UNIT GOALS
if they know the people in the pictures. They might not
Talk about talents
know some, but they will surely know Messi, Chaplin
Explain the purpose of actions
or Shakira. Lead them to associate the meaning with
Talk about the past, the present and the future
the concepts of fame or excellence at doing something.
Organise a school show
Enhance students’ elaboration of their own answers.
Describe a picture
(See Cheat sheet for teachers, page 76)
PROJECT
Interview with a famous talented person 1 Ask students to match pictures A-G with the
professions 1-7. Encourage them to infer the
VOCABULARY professions just by observing the pictures. Ask
Talents them to justify their guesses by describing the
Word building details of the pictures.
READING
A magazine article: A Risk-taker at Heart!
Answers

n
1. A 2. F 3. B 4. E 5. C 6. G 7. D
GRAMMAR
Infinitive of purpose
so
Indefinite pronouns
Review: Present continuous, Present simple, Past
2 If students have access to ICT at school, they can surf
the net to find information about the different people
simple, Going to - future
and thus do collaborative cross-curricular activity
LISTENING & SPEAKING with ICT. If students don’t have access to ICT at
Talk about talents
school, give this question as a homework assignment.
ar
Organise a school show
3 Ask students to use the collected information to
WRITING do the task. Use the activity as a way of checking
Describe a picture (use prepositions of place) the answers in Exercise 2.
Pe

END OF PROJECT
Dramatize an interview with a famous talented person.
Answers
1. b 2. d 3. e 4. g 5. f 6. c 7. A
If students have access to ICT:
> Choose a famous talented person. Work in pairs.
> Discuss why she/he is talented.
4·5·6 These questions enhance students’ involvement
> Find out updated information about this person since they will be giving their personal opinions.
online.
> Choose an object to represent her/his talent.
>
Remind students that they must listen to
Prepare questions for an interview. Record them
each other and respect different opinions.
on your mobile devices.
Pandora Everybody has the right to think differently
box and express their ideas freely, as far as
If students do not have access to ICT:
they do not offend others.
> Choose a famous talented person. Work in pairs.
> Discuss why she/he is talented.
> Find out information about this person in
PROJECT
newspapers and magazines.
> Choose an object to represent her/his talent. Read the information about the Final project
> Prepare questions for an interview. with the class. Tell them to think of a famous
talented person they admire or about whom they
CLIL & CULTURE LET’S WRAP IT UP! would like to know a bit more.
You are what you eat (See Answer keys, page 83)

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 6 VOCABULARY
> Student’s Book p. 62
Talents
1 a. Ask students to look at the expressions in the
box, observe the images A-F and match them to
the pictures. They might find some help in the
words they already know, eg: tell, card, balls, draw,
bake cakes, etc.
Answers
A. juggle balls B. do a card trick C. tell a joke D. design clothes
E. draw a cartoon F. bake a cake
Every time students are asked to infer
meaning through context, they develop their
Pandora critical thinking since they have to establish
box connections between the knowledge they
n
already have and the meanings they have
to identify. This demands great effort and
observation, but it helps them to develop
so
their encyclopedic knowledge.
b. Ask students to describe the photos. They
will be using the Present continuous for the
ar
description of the photographs while checking
comprehension of the phrases in Exercise 1a.
Answers
Pe
A. She is juggling. B. He is doing a card trick. C. He’s telling a
joke. D. She is designing clothes. E. She is drawing a cartoon.
F. He’s baking a cake.
Pronunciation
Students might have problems to produce /d / in
“juggle” and “joke”. Pay special attention at how
they pronounce these words. If students mistake
pronunciation, model the pronunciation for them
to repeat. Then ask them to list three or four words
with that sound. In this way, they will be associating
spelling and pronunciation. When they share their
lists, they will be practising the pronunciation of the
sound once again.
c. Encourage all students to share their
talents with the class. When students talk
about themselves, they have the opportunity to
personalize their learning. And in this case, they
will also be revising can + infinitive, and vocabulary.
70
WUP_TB02_6978_U06.indd 70
Remember that, for example, people can
be physically, intellectually or emotionally
Pandora
box
talented. This implies that everybody has a
talent. Encourage students to unveil their
talents. Maybe they discover something
new about themselves or about their
classmates.
Word building
2 Tell students to observe the tables. Ask them if
they know any of the missing words.
Draw their attention to the fact that the words
change grammatical category by modifying some
particles.
If students don’t know the words, ask them to
use ICT to look them up, or to use their paper
dictionaries.
Once all students have finished, read the words
for them to repeat. Ask students to pay attention
and underline the stressed syllable in each word.
Help them to notice that some words keep the
stress pattern when they change category while
others change it.
Answers
1. artist 2. magician 3. music 4. design 5. inventor 6. song
3 Tell students they are going to listen to some
words. Ask them to pay attention to the stress
syllable and to circle it.
Answers
1. magic, magician 2. design, designer 3. artist, artistic
4 Ask students to read and complete the sentences
with the corresponding word. Help them to notice
the kind of word that precedes or follows the
blank so that they can identify the grammatical
category of the missing word.
Answers
1. comedian 2. painting 3. writers 4. invention 5. artist
LINKED Workbook p. 106 / Self-check p. 111 /
ACTIVITIES Extra Practice p. 25
08/09/16 17:02

> Student’s Book p. 63
> Before you start
Ask students to observe the text and decide where it
can be published. Ask them to justify their guesses.
Guide them to associate the photographs with the title.
Ask: Who is the article about? (Tom Cruise).
When encouraging students to infer or to
speculate about possible answers, it is
Pandora important to mention that these inferences
box
and speculations must have support on
the evidence in the text. In this way, they
will also develop responsibility as regards
risking opinions.
READING 6
4 These questions invite students to express their
experience with Tom Cruise’s films. Have they
seen any? Did they like it/them?
This is a good opportunity to help students
to differentiate someone’s work from the
Pandora person as an individual. The person is a
box whole and her/his work is an instance in
her/his life. People can say, “I don’t like
his acting at all”. But they shouldn’t say,
“I don’t like him at all”. That is because we
just know his work, but not himself.
The same happens with people we meet
in our lives. They are much more than
circumstances.

LINKED
ACTIVITIES Workbook p. 107 / Fast Finishers p. VIII
1 Ask students to scan the text and tick Cruise’s

n
talents. To check, have students read the
sentences where the information is stated so as
to confirm their answers while practising the new
lexical content in context.
so
Answers
1. Cruise’s talents: climb buildings, ride a motorbike, dive in
water, fly a jet
ar

2 Have students read the sentences that support

their opinion from the text, eg: He never accepts
Pe

stuntment. He tries to perform the stunts himself.

Answers
Because Tom Cruise wants to take risks himself.

3 Ask students to read the title and tell you what

they have to do. Draw their attention to the fact
that, from the instruction, we can infer that all
the statements are incorrect. Remind them that
they have to give the correct version of each
statement, based on the text.

Answers
1. Tom Cruise takes risks in his films. He performs his own
stunts. 2. He flew an F 14 jet in Top Gun. In the film he played
the role of a student in a navy pilot programme. 3. He climbed
the tallest building in the world. He wore a harness to hold him
at 520 meters off the ground. 4. He was very lucky when he
filmed with Hiroyuki Sanada. His mechanical horse had to stop
before Cruise hit Sanada’s sword, but it didn’t.

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 6 GRAMMAR
> Student’s Book pp. 64 & 65
Infinitive of purpose
> Before you start
Ask students to read the sentence in the box and give
the meaning of the words in red. This is an instance in
which translation might work since we have a similar
structure in Spanish (“para filmar”).
Ask students: Which question can you ask to find out
this? (Why?)
1 Ask students to read the instruction and solve the
exercise. In order to check answers, tell students
they are going to ask questions about the text and
answer them. Model the first as an example: Why
do many people use their talents? To help others.
Working in this way, students will feel that they
are really learning to communicate.
n
Answers
so
1. to help 2. to bring 3. to travel 4. to integrate 5. to show
2 Ask students to read the instruction and do the
exercise. To check answers, ask students to give
ar
complete sentences, eg: David Copperfield went
to a magician school to be the best magician in the
world. In this way, students will be checking their
answers while revising the Past simple.
Pe
Answers
1. To be 2. To simplify 3. To play 4. To prove 5. To promote
LINKED Workbook p. 108 /
ACTIVITIES Extra Practice pp. 22 & 23
Indefinite pronouns
Draw students’ attention to the box. Explain to them that
“something / anything” are used for things and “someone /
anyone”, for people. Ask them which one we use in the
affirmative, negative and interrogative forms. Draw the
following grid on the board as you elicit the answers:
Affirmative Negative Interrogative
someone /
something  
anyone /
anything  
72
WUP_TB02_6978_U06.indd 72
When you elicit answers from students,
you are guiding them to work out the rules.
Pandora
box
Everything they discover will become part
of their long-term memory more easily.
And besides, you will be cooperating with
the development of their autonomy as
learners.
3 Ask students to complete the conversation. Ask
them to pay attention to the warning in the title:
if two words are correct they will have to choose
only one.
Ask two volunteers to read the dialogue so that
the whole class can check. Remind students to
use meaningful intonation.
Answers
1. anyone 2. someone 3. anyone 4. Anyone 5. someone
6. something
Pronunciation
You can use the reading to focus on nuclear placement.
Show students that they will not always stress the last
word. Sometimes they need to highlight a previous one
instead. Eg: Yes, I know someone who is very special.
(“very” is stressed for emphasis. The word “special” has
already been mentioned) And, what is his talent? (“his
talent” is not stressed because he already knows he has
a talent but he wants to know more) … he never forgets
about it. (“forgets about it” is easily predictable)
4 Ask students to complete the quotes. They
will reinforce their knowledge about indefinite
pronouns, as well as, learn further about famous
people.
Ask one student at a time to read aloud for the
whole class to check.
To expand students’ general knowledge, you
might want to ask them questions, such as: What
was Aristotle’s talent?
Answers
1. anything 2. anyone, anything 3. something 4. someone
LINKED Workbook p. 108 / Self-check p. 111 /
ACTIVITIES Extra Practice p. 23

08/09/16 17:02
 GRAMMAR 6
Review
If students can follow instructions on their
> Before you start own, they will become soon independent.
Pandora And moreover, if they get used to that,
Ask students to observe the Grammar box. Draw their box they will go directly to the point at the
attention to the words in red. And ask them to recall
beginning of tests and concentrate better
the verb form for each tense. Give them a short time to
on their tasks.
study the box.
Write the following sentences on the board and have
students complete them:
b. When checking answers, ask students to read
Present continuous the words that helped them decide on their choice
I ___ cards with my friends. between Present and Future. This will help them
___ your parents ___ television? to reinforce the difference in use between Present
Peter ___ not ___ a book. continuous and Going to – future.
Call a volunteer to write the missing words.
Do the same with the other tenses in the grammar box. Answers
Write the sentences which demand auxiliaries that are
not in the grammar box. 1. P 2. F 3. F 4. P 5. F

n
While revising the grammatical forms of
the different tenses, students will also be
7 Ask students to complete the exercise. Then have
Pandora them circle the irregular past verbs. Ask them if
practising language as meaning in context
box
so they remember the spelling rule for the regular
since they will have to infer the possible verbs. You can write examples on the board for
verbs from the hints you give them. Thus, them to describe them. If not, tell them to go to
it is possible that they suggest different page 10 of the Extra Practice Book.
answers, eg: You play / watch / practise rugby
at the club. Accept all correct answers. This
Answers
ar
practice will enrich students’ vocabulary
and it will also reinforce the idea that we 1. learnt, was 2. did not, wrote 3. Did Beethoven play, didn’t,
have to accept different possible solutions played 4. went, discovered
to the same exercise.
Pe

8 a. Tell students to write the sentences. Ask them

LINKED Workbook pp. 108 & 109 / if they could say the same using the Present
ACTIVITIES Self-check p. 111 / Extra Practice p. 22 continuous. Again, they will be able to compare
the two structures and spot similarities and
differences.
5 Ask students to complete the sentences. When they
finish, ask a volunteer to tell the class about the life
of a comedian. The sentences can be put together Answers
to provide that information. Help student notice that
1. He is not going to draw. He’s going to write a novel. 2. They
these sentences express facts that are usually true.
are not going to juggle. They are going to play good music.

Answers
b. Tell students to do the exercise and then check
1. makes 2. need 3. is 4. think
the answers in pairs.

6 a. Ask students to read the instructions and Answers

do the exercise. Once they have completed the
1. Is he going to write a novel? 2. Are they going to juggle?
sentences, ask them to move towards Exercise
6b.

Answers LINKED Workbook p. 108 / Self-check p. 111 /

ACTIVITIES Extra Practice pp. 23 & 24
1. is writing 2. is taking 3. are having 4. isn’t working
5. is staying

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 6 LISTENING AND SPEAKING
> Student’s Book pp. 66 & 67
Talk about talents
1 Tell students to observe the picture in detail and
complete the task. They can work in pairs to
exchange ideas and clear out doubts.
Ask the class: Where are these people? What
talents can you identify? Tell them these people are
called “street entertainers” because they perform
in the streets for people to have fun. Ask them to
name the street entertainers they can see and
what they are doing, eg: The jugglers are juggling
yellow and orange balls.
2 Tell students they are going to listen and put the
activities in the order they hear them. Have them
read the list in advance so as to get ready.
Play the audio once and give students some time
to complete the task. To check, ask one student
n
at a time to read the phrases in order.
Ask: Who’s talking? What about? (Students are
expected to answer that it is a radio programme
so
and that the speaker is describing what street
entertainers are doing in the park.).
Answers
ar
1. e 2. b 3. a 4. d 5. c
3 Tell students they are going to listen to the audio
Pe
once again. This time, they will have to pay more
attention because they have to complete the
sentences with the missing words.
To check answers, ask students to read the
sentences out loud to their classmates.
Answers
1. someone 2. to do 3. get something 4. to see 5. into
Audioscript Tracks 39 & 40
A: Wow! This fair looks amazing!
C: Yes. Look! There is someone over there doing magic tricks! Let’s go!
A: Oh! Look at that! It’s incredible how the man moves his hands to do
the tricks. He’s really fast.
B: Brilliant! Hey. Is anyone hungry?
C: Yes, I am. Let’s go!
A: But, first I want to see the street dancers. Please!
B: OK. But, where are they?
A: Over there, next to the street statue.
C: Wow! Look at all those moves. Fantastic! Hey, I’m hungry!
74
WUP_TB02_6978_U06.indd 74
B: Yes, me too. Let’s go and get something to eat.
A: But, Dad I’m not hungry yet. I want to see more shows. Look, there
is a juggler. C’mon!
B: Ok, ok. But then we are going to eat something, ok?
C: Yes, please. And, remember we have tickets to see Martin’s
puppets show at the Park’s Theatre.
B: Yes, true. Martin put a lot of effort into making his show.
A: Mum, Dad. There is a radio reporter interviewing one of the artists!
It’s amazing! Can we go and see? Pleeasse!
B: Ooook. And after that we eat, right?
C: Yes, please!
4·5 Tell students they are going to listen to an
interview. Have them read the statements and
ask: Who is the radio reporter going to interview?
(a juggler). Ask students to pay attention because
they are going to justify their answers with
information from the audio.
Play the audio and give students some minutes
to answer and to share answers with their
classmates. If they need a second listening, play
the audio once again.
Answers
1. F 2. F 3. T
1. Kevin started juggling five years ago. 2. He got some juggling
balls for his birthday.
Audioscript Tracks 41 & 42
Interviewer: When did you start juggling?
Kevin: I started juggling five years ago when I was ten.
Interviewer: Why did you start?
Kevin: Because I got some juggling balls for my birthday.
Interviewer: And, what exactly is juggling?
Kevin: To juggle, you must have more juggling balls than hands.
Interviewer: So if I juggle with two juggling balls it’s not juggling?
Kevin: No, that’s not juggling.
Interviewer: And, two juggling balls with one hand?
Kevin: Yes, that’s juggling!
Interviewer: I see. And, what’s the biggest number of objects a
person can juggle?
Kevin: About twelve things.
Interviewer: Wow! Can you do that?
Kevin: No, you must be joking! I can juggle five things. And
that’s difficult!
Interviewer: Well, thanks for talking to us Kevin and good luck
with the juggling.
Kevin: Thanks very much.
08/09/16 17:02
 LISTENING AND SPEAKING
Organise a school show
6 Tell students they are going to listen to two friends
organising a school show. Ask them to have a look
at the questions to get ready to listen.
Play the audio once and give students some
minutes to complete the answers. Once they have
finished, ask them to read the answers aloud for
everybody to check.
Then play the audio once again to help slower
students to identify the answers. Pause it for
them to listen to one answer at a time if needed.
Answers
1. Mr Edwards, the Music teacher is. 2. She saw the poster.
3. Yes, she’s going to imitate some of the teachers and she’s
going to juggle. 4. Jack decides he’s going to do the trick with
the disappearing card.
6
Peer correction is part of process writing.
In this case, it can be used to help students
Pandora to double-check their productions and
box to cooperate with the students who have
problems to understand the rules they
have to apply. We could say that this is an
instance of writing to learn.
ACTIVITIES
Tell students they are going to play a game in pairs. Students in
each pair will have to ask each other questions so as to guess
who the other one is.
Walk about the classroom to monitor students’ performance.
Intervene if they ask you for help or if they make relevant
mistakes.
Use different instructions when organising

n
students in pairs, eg, ask them to find a
Audioscript Track 43 Pandora partner:
box with their same colour of hair.
Jack: Did you know Mr Edwards, the Music teacher is
so
whose name has the same number of
organising a show for the end of term?
letters as theirs.
Tzu-Lee: Yes, I saw the poster. It’s a great idea!
Jack: Hhhmmm. I’m not sure. I don’t really like things like that. who was born in the same month as
Are you going to do anything? them.
Tzu-Lee: Of course! I’ve got lots of ideas.
ar
Jack: For example?
Tzu-Lee: Well, I’m going to imitate some of the teachers. ‘Now
PROJECT
class, tomorrow we’re having a grammar test.’
Jack: That’s Ms Court the English teacher! That’s brilliant!
Tzu-Lee: And I’m going to juggle. I can juggle with four balls Invite students to go on working for their Final
Pe

now. And you, come on, you could do a good card trick. project. Have them choose a famous talented
Jack: Oh, all right. I’ll do the trick with the disappearing card. person and find out information about him
Tzu-Lee: Great! Let’s go and tell Mr Edwards now! or her. Depending on the character students
choose, they can look for information on the
net, in fashion magazines or ask their teachers,
friends or relatives.
7 a. Tell students they are going to work in pairs to
organise a school show. Have them make a list They can use material from this section to
of possible things to be done. Remind them that prepare questions to interview their “talented
they are going to plan the activities and ask: How person”. And they can add more questions to find
do you express plans? (with going to). Encourage out information of their interest.
students to use indefinite pronouns to organise
their dialogue.
Walk about the classroom while they are working
and help them to complete their dialogues. Make
sure they speak in English. Ask one or two pairs
to act out their dialogues in a loud voice.

b. Ask students to write a short paragraph

describing their plans for the school show. Have
them exchange their work with a classmate so
that they can profit from peer correction. Have
them check that the paragraph contains examples
of going to – future and indefinite pronouns.

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 6 WRITING
> Student’s Book p. 68 2 Ask students to do the exercise individually. To
check, ask one student to mention a preposition /
expression of place she/he has underlined and
Describe a picture another student to read the sentence where it
appears.
> Before you start
Tell students to observe the picture for one or two Answers
minutes. Ask them to describe it. Elicit sentences from
next to, in the background, on
different students.

If students observe the picture to describe
it, they can perceive details better. This
Pandora observation will enable them to evaluate
box other people’s descriptions.
1 a. Ask students to read descriptions 1 and 2 and
decide which one is better. Ask them to share their
opinions with their classmates. Let them give their
3 Have students do the exercise. To check, ask one
student at a time to read one sentence aloud and
work on peer correction.
Answers
Suggested answers: 1. three girls. They are 2. dancing
3. big sign 4. two dancers in pink outfits 5. a dancer with flags
6. from different countries 7. bright 8. very interesting

n
reasons without limiting what they say, as far as
they express their opinions in a respectful way.
Working on peer correction helps the
so
b. Tell students to read the questions individually teacher to check how much students
and do the exercise. While they check the Pandora comprehend of what is being practised. It
answers with the class, ask them if what they box also keeps most students attentive to their
thought about the descriptions coincides with the classmates’ performance since they can be
questions they are answering. called upon to decide whether something
ar
is correct or incorrect.

Answers
1. 1 2. 2 3. 2 4. 1 5. 1 6. 2 7. 2
Pe

Go over the Writing rule with the students. Help them to

identify the use of the different prepositions of place by oCheat sheet (Student’s Book pp. 60 & 61)
having them describe the location of people and objects A. Stevie Wonder blind musician, recorded more than 30 US top
(1950) singer, songwriter, ten hits, received 25 Grammy
in the classroom. You might help students to distinguish record producer, Awards
USA
the differences between “opposite” and “in front of”. It UN Messenger of
would be advisable to take a picture of the classroom to Peace (2009)
help students to experience the use of in the foreground / B. Nelson Mandela president of fought against apartheid, spent
in the background. (1918-2013) South Africa, 27 years in prison, had a vision
South Africa Peace Nobel to forge a new nation
Then ask: Why do we use the present continuous? (To Prize (1993)
describe what is happening in the scene.). C. George Martin writer, wrote “A song of Ice and
(1948) screenwriter Fire”, origin of the “Games of
USA and television Thrones”
producer
Ask: Why do we use so many expressions /
prepositions of place in the description of D. V. Van Gogh post-impressionist influenced the 20th century art,
Pandora (1853-1890) painter however, remained poor and
paintings? (To guide the viewer’s attention Holland unknown during his life
box through the painting and enable her/him to E. Lionel Messi football star UNICEF goodwill ambassador,
appreciate it better.). (1987 ) record for most goals in 2012,
Explain to the students that we do the Argentina FIFA’s “Player of the year”
same with photographs or designs, for F. Charles Chaplin actor and film became one of the biggest
(1889-1977) director stars of the 20th century silent-
example, to draw the viewer’s attention UK film era
towards details we consider important.
G. Shakira pop singer and won several Grammy Awards,
(1977) dancer has sold over 10 million albums
Colombia all over the world

76

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> Student’s Book p. 69
Interview with a famous talented
person
It is time for students to dramatize the interview they have
been preparing along the unit. Guide them to follow these
instructions:
Have each pair of students show the object, article or piece
of art which represents their chosen talented person. Tell
them to explain why this item is important.
Encourage them to set the scene for the interview. They
can prepare some realia, eg, a microphone and a notice
with the name of the radio or TV programme where the
interview takes place.
Ask students to role-play the interview in turns. One is the
interviewer and the other one, the famous talented person.
Allow them to wear special clothes for the ocassion.
Invite the class to ask questions to the student who
n
performs the talented person.
The presentation can finish with students giving their
opinion about why the chosen person is talented.
so
Ask students to list all the talented people
they’ve talked about so that they can keep a
Pandora record of all the interviewees’ talents. Then
box have students vote for the most talented
ar
person. Encourage them to reflect upon
what they most value about people.
Pe
AND CULTURE
> Student’s Book p. 70
You are what you eat
Remember that this section aims at helping students
to find pleasure in reading. Encourage them to read
on their own. Invite them to use dictionaries, but also
remind them to infer meanings from the context.
1 Ask students if they understand the headings
of each box. They will surely have no problem
in inferring the meaning of words, such as:
“carbohydrates”, “proteins”, “vitamins” and “minerals”
since they are transparent.
While reading, students will find many other lexical
items belonging to this semantic field that they will
be able to associate quite easily by resorting to their
previous knowledge, either in Spanish or in English.
WUP_TB02_6978_U06.indd 77
END OF PROJECT 6
Remember this section has been designed
I can...
to help students to reflect upon all the
lexical, grammatical and conceptual
contents they have been working
throughout the unit. Alternatively, values,
which have been previously presented in
class, have also been included.
Encourage students to go over the listed
items and self-evaluate whether they have
been able to achieve them or not. Allow
them to ask about concepts that might not
be clear enough, yet.
If there is a need to confirm that they can
actually produce the language functions,
read them one by one aloud and have
students give examples. If they still have
difficulties, invite them to go through the
unit and revise whatever they need to.
From now onwards, it would also be
profitable to lead to reflect upon how class
discussions have influenced their points of
view and opinions.
FIND YOUR SPARK!
A “spark” is what you’re passionate about.
It’s what makes you feel happy and full of energy,
gives your life purpose and focus, and allows
you to make your own unique contribution to the
world. You can have more than one spark! What
are YOUR sparks?
(See special SEL section, pages 79-82)
2 Ask students to identify the given nutrients in the
food pyramid. They will probably have to resort to
their background knowledge as well. Allow them
to work in pairs so as to enrich the process.
Answers
Carbohydrates: D, C, A Protein: mainly B Fat: mainly A
Vitamins: mainly C Minerals: mainly C Water: A, B, C, D
3 Encourage students to surf the net to find out
further information about healthy and balanced
diets. Then invite them to share their findings.
Online research helps students to
understand meanings better because
Pandora most of the time, texts are accompanied by
box images, which are usually clarifying.
77
08/09/16 17:02
 6 EXTRA READING

Is Talent Enough for Success?

“Genius is 1 percent inspiration and 99 percent perspiration,” Thomas A. Edison

As a child, a person can be particularly good at acting, music, mathematics or sports. The
child shows better than others, and then people say that she or he has got a talent. That can
be true, but is talent enough for success?
Lionel Messi, the famous Argentine football player, was born
in a football-loving family and played with his brothers and
cousins since he was very young. His grandmother took him
to training and accompanied him to matches. He loved
football. When he was 11, doctors told the family that
Lio suffered from growth hormone deficiency and that
made him smaller than other eleven-year-old kids. His
parents didn’t have the money to pay for his treatment
and they travelled to Spain to get help from their family
in Catalonia. Lio was home-sick and didn’t adapt well to

n
life in Spain.
When he was only 13, he started
football practice in the Barcelona’s
so
Youth Academy. Now that he was
playing football, he was happier and
made friends with his teammates. The
club paid for the treatment Lio needed
ar
and he trained and trained. He became the
brilliant football player that makes us think “what
is he going to do next?” when we watch him play.
Can we say that Lionel was born with a talent for
Pe

football? Was he born with the skills he has today? Or

did he learn them and get better and better with practice
over time? What did he need to become who he is? In his
life story, we cannot only see talent and passion for football,
but we also find people that accompanied and supported him,
determination to overcome problems, and the responsibility to work
hard. So when you think you can’t do something well because you haven’t
got the talent for it, think about what is necessary for you to get better, and
try hard. Talent can make things easier, but it is not the only thing Messi has
needed to succeed as a football player.

This reading will help you to … Language included:

> talk about past, present and future events. > Present simple, past simple
> express the purpose of actions. and going to
> reflect on talented people. > Infinitive of purpose

78 Photocopiable © Pearson

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 Social and Emotional Learning
Welcome to our SEL Section of What’s Up? 3rd edition!

Especially designed to develop the Self-awareness pillar of Social and Emotional Learning
In accordance with this new edition’s philosophy and pedagogy, “Knowledge is power: teaching goes beyond the
classroom”, we’ve elaborated this very special SEL section for YOU, teachers of the XXIst century who carry one of
the heaviest responsibilities that a profession may entail: to educate the future citizens of our world.
In order to do so, we’d like to start with one very important question: What are our objectives as educators?
In general, most of us have an “interventional” approach towards that. We just deal with day-to-day classroom
situations while trying our best to develop the necessary skills to prepare and to awake our students’ curiosity to
the subject we teach. However haven’t you ever sensed an underlying feeling of failure? Time constraints, poor
institutional support and/or lack of adherence by parents are all good and valid reasons, fair enough, but most of
us also acknowledge the impact of emotions in the learning process. The truth is that we are hardly provided with
the tools and/or resources to consistently and systematically create a reflection space for our students. How are
we equipping our students for a world in which positive social interactions and emotional intelligence play a key
role in the professional and life-long development? Haven’t you ever found yourself thinking or even saying, “Oh
well, ‘somebody’ will guide them into becoming emotionally intelligent beings.” or “‘Someday’, our wholeness will be
acknowledged in education.”? Well, the news is that THAT ‘somebody’ is you and THIS ‘someday’ is NOW. Yes, THIS
is the time and HERE are the resources!

Social and Emotional Learning (SEL) is part of a This new What’s Up? 3rd edition includes fun, engaging
student-centered approach that emphasises building and easy-to-use activities for students and teachers
on students’ strengths; developing skills through to expand the “tips” students are provided with in the
hands-on, experiential learning; giving young people Student’s Book via QR codes. How does it work?

n
voice in the learning process; and supporting youth 1. Students scan the QR code in each SEL logo with
through positive relationships with adults over an their Smartphones.
extended period of time. It is the process through
so 2. Students read the SEL tip and share their thoughts.
which children and adults acquire and effectively 3. Teachers direct to the corresponding SEL class
apply the knowledge, attitudes, and skills necessary activity suggested in this section, where the Social
to understand and manage emotions, set and achieve and Emotional Learning tip will be expanded and
positive goals, feel and show empathy for others, lived through the teaching and learning process.
establish and maintain positive relationships, while
ar
making responsible decisions.

It’s time to engage our students with Social and Emotional learning
because to educate their minds is as important as nurturing their hearts.
Pe

Core competencies
to be developed:
Self-awareness

Responsible
Self-management
decision-making

See SEL class activities:

Unit 1, p. 80
Relationship skills Social awareness Unit 3, p. 80
Unit 5, p. 81
Unit 6, pp. 81 & 82

Note: for more detailed information on SEL, go to Starter TB or/and to What’s Up? 3rd edition website: SEL Section.
79

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 Unit 1
Especially designed to develop the Self-awareness pillar of Social and Emotional Learning

GIVING: how can we help others?

For it is in giving that we receive” — Francis of Assisi
Helping others is good for society, for social and emotional development and even for our health. In a randomised
control study of high school students, adolescents who volunteered with young children one hour a week over a
10-week period showed higher levels of empathy, altruism (helping behaviour outside the volunteer hour) and even
a lower risk of heart disease.
When we help, we connect and re-connect to the value of service and we have the opportunity to talk about
important values with our students. The idea is to help them to become aware of the fact that giving is not only
about money. It’s important to reinforce positive emotions related to giving: you can give with happiness or with
regret. We need to focus on the act of giving from a positive framework. Happiness is in giving, and not in expecting
anything in return.

Extension activity: Discover WHAT you have TO GIVE

The objective of this activity is to help students to value

their gifts and talents, and to discover what they have > What do your classmates think your gifts are?
to give others. It’s important to focus on non-material > How can you use your gifts to help others?
things, such as: time, talents and help, among others.

n
In pairs or groups, have students consolidate all the
information they have gathered throughout Unit 1, and
discuss the following points:
so
> What different things can we offer others?
> What do you think is your gift, and that unique
contribution you could share with others?
ar
Invite students to make a list of all the things they have
to offer.
Optionally, this activity can be developed or extended
into a mid-term or a long-term project. Create a
timeline and encourage students to add a “check-in”
every time they discover a new gift of giving to offer.

Unit 3

EMOTIONS AND FILMS

Pe

Self-awareness is the ability to identify our own feelings, as well as how our feelings and thoughts influence what
we do. Watching films and listening to music, are great opportunities for students to connect to their emotional
world. Teenagers live in an emotional world, but they can seldom authentically connect to those feelings and
identify how they shape their actions – and reactions.

Extension activity: How do you feel? REALLY, how do you feel?

The objective of this activity is to help students to identify their emotions so as

to be able to talk about them openly, either they are positive or negative.
The focus should be on regulating emotions, so that students can
channel those reactions into more positive realms.
Films will be used as catalysts. Ask students to tell you about their
favourite film. Then invite them to watch that film again, and make a
list of the different emotions they feel while watching it.
Encourage students to choose one of the listed emotions and share
it with their classmates. Have them talk about it in relation to the
film they have watched. Finally, lead students to reflect on how those
emotions manifest in them, in their own world, and how they impact
on their actions and relationships.
Create a reflection circle. Foster a relaxed and positive atmosphere for
opening and sharing.

Identify your emotions!

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 Unit

Especially designed to develop the Self-awareness pillar of Social and Emotional Learning
5

AM I HEALTHY?
This unit provides great opportunities to inform students and talk about healthy habits openly. It is also a great
moment to offer information about eating disorders, which are very commonly rooted in poor self-awareness
contexts and under low self-esteem circumstances. Exploit the topic as much as possible. Highlight the importance
of taking care of our bodies by means of healthy habits, especially as regards food.

Extension activity: How to CHANGE your approach to EATING?

The objective of this activity is to help students to
become aware of their own regular diets. Tell them
that eating slowly and enjoying food is a very important
aspect of eating, however we seldom do it.
Ask students to bring an apple to class in advance.
Have them explore and describe it using all their
senses (except for taste). Ask: How does it look like?
How does it feel in your hand? Does it smell?
Then ask them to close their eyes and start savouring
the apple in their mouth “in slow motion”, ie very

n
slowly. Get feedback: How have they felt? Would they
dare following the same procedure with all their
meals? How would they feel?
so
Help students to realise that most of our everyday
activities can be enjoyed much more if they are done in
a slow and conscious way. The apple will function as a
metaphor for any activity in life.
Enjoy yourself!
ar

Unit 6
Pe

FIND YOUR SPARK!

New studies show that teenagers who know and develop at
least ONE spark, and have three or more caring adults
who help them with their spark, are likely to have some
great advantages and benefits: Higher grades in school,
better social skills, better physical health, better school
attendance, among other things. They will probably be
more likely to have a sense of purpose and more likely to
say they are “on the road to a hopeful future”. Those are
all good things to have, and things that can lead you to
success in school.

Extension activity: SPARKS QUEST

“A spark is more than just a passing interest or a talent. It’s what

you’re passionate about. It’s what unleashes your energy and joy, gives
your life purpose and focus, and allows you to make your own unique Unleash your energy!
contribution to the world.”

The objective of this activity is to help students to identify their passions and talents.
Show students a list of categories where they could place their own sparks:

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 Especially designed to develop the Self-awareness pillar of Social and Emotional Learning
Nature, Ecology and Environment (protecting wildlife)
Music: Conducting / Directing (leading an orchestra)
Animals (raising, training)
Music: Composition (writing song lyrics)
Computers (web page design)
Music: Performance (choir, playing in band)
Comedy (telling jokes, improvisation)
Visual Art (painting, drawing)
Speech (debate, news anchor)
Writing (poetry, stories, plays)
Spirituality (studying sacred books)
Dance / Movement (ballet, modern, karate)
Drama, Theatre (acting, directing)
Other Creative Arts (cooking, fashion)
Photography / Film (video, animation)
Building & Design (architecture, drafting)
n
so
ar
Pe
Look for your spark!
Share with your friends!
82
WUP_TB02_7982_SEL.indd 82
Living in a specific way (with joy, caring)
Leadership (student government)
Reading (novels, biographies)
Entrepreneurship (starting a business)
Advocacy (for children, justice)
Sports / Athletics (soccer, swimming)
Family (ancestors, being)
Learning (math, science, history)
Outdoor Life (fishing, camping)
Teaching / Coaching (a sport, a language)
Journalism (radio and TV production)
Relationships (being supportive)
Mechanical, Engineering (electronics, repair)
Serving, Helping, Volunteering (tutoring, counselling)
Solving Social Problems (poverty, homelessness)
Ask them to go on an inner adventure to find their own
sparks. Give them time to connect with themselves, and
then ask them to complete the following chart (some
examples have been provided as a guide):
Spark Category Specific Sparks
Creative Arts Designing my own clothes
Leadership Motivating a group of people
After they have completed the chart, invite them
to sit in a reflection circle. To help students to
identify in which ways they could use their sparks to
contribute to the world, ask questions, such as:
Now that you know what your sparks are, let’s think
about how you can profit from them.
> How can you use your sparks to improve things
around you? (At school, at home, in your group of
friends)
> What would you like to achieve with your spark?
What’s your objective?
> What actions do you need to take in order to achieve
those objectives?
08/09/16 17:02
 Answer Keys
Let’s wrap it up! do: judo, karate, photography, pottery, gymnastics
4) 1. What do you like 2. How often do you 3. Where do you
4. When do you 5. why do you like
Unit 2 LISTENING
1) 1. Paulina studies at n°56 school. 2. She has dance lessons twice 1) c
a week. 3. She doesn’t go out on weekdays. 4. Her parents are 2) 1. c 2. d 3. a 4. e 5. b 6. f
lawyers. 5. They work hard every day. 3) 1. T 2. T 3. F 4. T 5. F
2) 1. What time does 2. What time do 3. What do 4. Why does
5. When does AUDIOSCRIPT (Tracks 02-04)
3) 1. wash 2. the beds 3. cook 4. hoover 5. the plants Brad: Well, my school has a radio station and I prepare the
4) 1. biggest 2. most luxurious 3. more comfortable 4. more programmes.
beautiful 5. older Girl: How often are the programmes?
5) 1. Do you help at home? 2. What is the worst chore at home? Brad: Once a week, every Thursday.
3. When do you meet friends? 4. What are you doing next weekend? Girl: What exactly do you do?
5. What is the best plan for a Saturday morning? Brad: I decide what music to play.
Girl: What music do you choose?
Unit 4 Brad: I usually play music I like!
Girl: Do you have interviews?
1) 1. Juan José Campanella is a filmmaker. 2. He directed “The Brad: Yes, I sometimes interview students or teachers.
Secret in Their Eyes” in 2009. 3. It is / was a suspense film. 4. It won Girl: Anything else?
the Oscar award for the best foreign film. 5. Ricardo Darín, Soledad Brad: I write and present the school news.
Villamil, Pablo Rago and Guillermo Francella were the main actors. Girl: So you do everything? How many other students participate?
2) 1. What did you 2. saw / watched 3. What, did you 4. What, of film Brad: Nobody. Only me!
was 5. was Girl: That’s a lot of work.
3) 1. is skiing 2. are fishing 3. is talking 4. is sleeping 5. is reading Brad: I know, but I really like doing it. I want to be a radio presenter
4) 1. should 2. can 3. kiss 4. bow 5. don’t be when I leave school.
5) People: director, producer, star Kind of film: action, thriller,
horror, animated Your opinion: surprising, interesting, great
6) 1. Could you open the door, please? (PR) 2. You shouldn’t talk with WRITING

n
your mouth full. (A) 3. Turn off your mobile phone. (C) 4. You should
always say ‘please’. (A) 5. Don’t shout in class. (C)
Unit 6
so
1) 1. Hans is going to go back to Berlin next week. 2. Fred and his
friend are going to give Hans a surprise party. 3. They are going to
take Hans to Fred’s house on Friday at 9.00 pm. 4. Fred is going to
cook “asado”. 5. They are going to collect money to buy a present.
2) 1. anyone 2. Someone 3. magician 4. anything 5. any
3) Dairy product: butter; Grains: rice; Meat: fish; Seasonings:
ar
mayonnaise; Vegetables: lettuce
4) 1. artists 2. magicians 3. juggle 4. musicians
5) 1. b 2. c 3. a 4. d 5. e
6) 1. The cartoonist is drawing a caricature at the moment. / The
cartoonist isn’t drawing a caricature at the moment. 2. We visited the
museum yesterday. / We didn’t visit the museum yesterday.
Pe
1a) dansing, danse, scool, afternons, cloths, informeition
1b) 1. dancing 2. dance 3. school 4. afternoons 5. clothes
6. information
2) What? Chess club, Where? Room 13, When? Monday evenings,
6 o’clock, Equipment: chess set, Contact: George Johnson,
Cost: £1 a month
3) What? School book club, Where? library, When? 4.30 pm on
Tuesdays, Equipment: notebook, pencil or pen, Contact: Ms
O’Connell, Cost: free
SELF-CHECK
1) A. photography B. dancing C. pottery D. trekking / hiking
E. skateboarding F. riding
2) 1. plays 2. goes 3. do 4. plays 5. go 6. do
3) 1. creative 2. relaxing 3. Tae-kwon-do 4. Cycling 5. fun
4) 1. has 2. go 3. don’t go 4. plays
5) 1. When does she do pottery? 2. What does he like doing in his
free time? 3. How often do they go cycling? 4. Why does she like

3. She always designs her own clothes. / She doesn’t always design her volleyball? 5. Where do you go running?
own clothes. 4. They are going to perform in the show tomorrow. / They 6) 1. We do gym twice a week. 2. They sometimes take good photos.
aren’t going to perform in the show tomorrow. 5. We meet at the art 3. They are never late to school. 4. He always goes skateboarding
club on Wednesdays. / We don’t meet at the art club on Wednesdays. after school. 5. She gets up early every day.

Unit 2
Workbook VOCABULARY
1) A. kitchen: 1. fridge 2. cupboard 3. stove B. living room: 1. sofa
Unit 1 2. armchair 3. table 4. television C. bathroom: 1. toilet 2. bath
VOCABULARY D. bedroom: 1. wardrobe 2. bed 3. chair
1) 1. creative 2. boring 3. interesting 4. difficult 5. expensive 6. fun 2)
7. relaxing 8. aggressive
3) 1. football. It’s fun 2. table tennis 3. cycling
READING
1) a. chess b. basketball c. photography
2) 1. In his free time. 2. His younger sister, Irina. 3. Thirteen. 4. She
trains every day after school. 5. A digital camera. 6. He wants to be a
professional photographer.
3) 1. c 2. e 3. b 4. a 5. d
GRAMMAR
2a) 1. He always gets up at nine o’clock. 2. He always has breakfast
in the kitchen. 3. He usually plays football at school. 4. He
sometimes watches television at 8 pm (or 20.00) in the evening.
2b) 1. What time does he play football? 2. What time does he usually
have lunch with his family? 3. Where does he usually have lunch with
his family? 4. Where does he usually do his homework?
2c) 1. Ranjit always has dinner at seven o’clock. 2. He usually plays
football at school. 3. He usually does his homework at three o’clock. 3) 1. Alison is taking out the rubbish. 2. Jack is making his bed.
4. He always goes to bed at ten o’clock. 3. Lily is ironing her clothes. 4. Sally is laying the table. 5. Nelly is
3) play: hockey, football, chess, table tennis go: swimming, bowling, feeding the pets. 6. Dan is hoovering the floor.
ice skating 4) 1. messy 2. old 3. dirty 4. uncomfortable

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 Answer Keys
READING Unit 3
1a) The writer is angry.
1b) 1. a 2. a 3. b 4. a VOCABULARY
2b) 1. T 2. F 3. F 4. T 5. T 1)
3) 1. tidy her room 2. wash the dishes 3. hoover 4. take out the
rubbish 5. do the ironing 6. do the cooking 7. do the shopping T
8. feed the dog H
GRAMMAR R
1) 1. bigger than 2. tidier than 3. more modern than 4. older than U R I
5. smaller than H S T O R I C A L
3) 1. the smallest 2. the most expensive 3. the cheapest
4. the biggest 5. the best M I M T M L
4) 1. Kandy is going to run a race. 2. are going to paint their C E I A E
bedroom. 3. are going to bathe the dog. 4. are going to go on holiday. T A D O R
5. is going to buy a computer. 6. are going to eat a pizza. 7. is going L Y N
to take a photograph. D
5) Suggested answers: 1. Are you going to tidy your room this
weekend? Yes, I am. 2. Is a friend going to sleep at your house on
Saturday? Yes, (s)he is. / No, (s)he isn’t. 3. Is your family going to 2) 1. e 2. d 3. a 4. c 5. f 6. b
move to a new house next year? Yes, it is. / No, it isn’t. 4. Is your 3) 1. Action 2. director 3. star 4. characters 5. extra 6. part / role
family going to prepare something for dinner tonight? Yes, it is. / No, 4) 1. music 2. ending 3. costumes 4. special effects 5. story
it isn’t. 5. Are you going to make your bed this morning? Yes, I am. / 5) Positive Adjectives: amazing, surprising, interesting, great.
No, I’m not. 6. Are you going to lay the table this evening? Yes, I am. / Negative adjectives: horrible, awful, sad, boring
No, I’m not. READING
LISTENING 1) a
1a) 1. B 2. C 3. A 2) 1. funny 2. America 3. 1890 4. didn’t make 5. All of them 6. often
2) microwave, fridge, washing machine, robot, CDs, books, shelves, 7. Groucho 8. spoke
posters, computer, television, sofa, lamp, armchair, radio, telephone 3) 1. comedians 2. nineteenth century 3. parents 4. job 5. moustache

n
3) 1. six 2. Enormous. 3. It cleans the house. 4. Three. 5. In the living
room. 6. Lots of posters. 7. Her two dogs. 8. No, she doesn’t.
9. No, she doesn’t.
AUDIOSCRIPT (Tracks 05-07)
so
Narrator: One.
Charles: Hi, I’m Charles. My house is quite big. We’ve got six
bedrooms and the kitchen is enormous. It’s very modern and it’s
got everything, a microwave, a fridge, a washing machine. Oh, and
of course there’s Freddie, the robot, who cleans the house every
day.
ar
Narrator: Two.
Josh: I’m Josh and this is Janie. We live in a small flat. It’s got
one living room, a little kitchen and a bathroom. It hasn’t got a
bedroom. We sleep in the living room. We’ve got lots of CDs and
books, but there aren’t any shelves. There are lots of posters on
the wall.
Pe
6. problems
GRAMMAR
1) 1. went 2. gave 3. won 4. saw 5. thought 6. made
2a) 1. I didn’t know about the Marx Brothers’ films. 2. Barbara didn’t
go to the cinema. 3. They didn’t think the film was great. 4. She
didn’t sit in the back row. 5. We didn’t buy any popcorn.
2b) 1. What did you get for your birthday? 2. Did you go out
yesterday? 3. Where did Sally have her birthday party? 4. What time
did the film start? 5. How did you meet your boyfriend? 6. Did they
walk to school this morning?
3) 1. No, I didn’t. I watched Star Wars. 2. No, she didn’t. She went to
the theatre. 3. No, I wasn’t. I was at home. 4. No, they didn’t. They
had nachos. 5. No, he didn’t. He downloaded a TV series. 6. No, we
didn’t. We bought tickets for a horror film. 7. No, I didn’t. I saw the
film at home.
4) 1. Did you have 2. went 3. did you see 4. wanted 5. did you do

6. came 7. listened 8. was

Narrator: Three.
Mrs Betts: Hello, my name’s Ms Betts. I live with my two dogs. We
live in a small house. I don’t like modern technology, so I haven’t
got a computer or a television or a microwave. In the living room
there’s a sofa, a lamp, an armchair, a radio and a telephone.
WRITING
1) 1. I’m going to describe a room in my house. 2. There is a modern
kitchen. 3. There aren’t any pictures on the wall. 4. There is also a
desk next to the window. 5. I don’t like my bedroom. 6. It’s a very old
house.
2) favourite, big, beautiful, square, modern, enormous, digital, black
and white, great
SELF-CHECK
1) 1. table / armchairs 2. wardrobe / chair 3. fridge / cooker /
cupboards
2) 1. hoover 2. feed 3. wash 4. lays 5. take out
3) 1. comfortable 2. enormous 3. modern 4. great 5. lots of
GRAMMAR
4) 1. tidier 2. the biggest 3. more comfortable 4. smallest
5) 1. Sue is going to learn to drive. 2. Jill is going to decorate her new
bedroom. 3. I’m going to buy a new fridge. 4. We are going to move
to a new flat. 5. Albert and Gerald are going to clean their garage.
5) 1. in 2. on 3. at / at 4. in 5. at 6. on
LISTENING
1) b
2) 2. Louise, Joey 3. Joey 4. Louise 5. Louise, Joey 6. Joey 7. Louise,
Joey
3) 1. T 2. F 3. T 4. T 5. F 6. T
AUDIOSCRIPT (Tracks 08-10)
Joey: I really like going to the cinema.
Louise: Me too!
Joey: What are your favourite films?
Louise: I like action films, with cars and police and criminals.
They’re fantastic! And I love thrillers …
Joey: Yes, I like action films and thrillers, but I prefer science
fiction films, like Riddick. I really liked that film. The special effects
were very good.
Louise: I don’t really like science fiction. It’s not very realistic. But I
love musicals like Chicago with lots of big stars. I especially like them
if they’re funny and they’re romantic – you know, with a love story.
Joey: Well, I like romantic films, but I don’t like musicals. They’re
not realistic! I like historical films.
Louise: I saw one the other day about Joan of Arc. They burnt her
at the end. It was horrible! I didn’t like it at all. And the acting was
awful. (uuuugh!) No, I don’t like them. They can be boring.
Joey: But some are really good. It depends on the film. I really liked
Gladiator. It was brilliant.
Louise: You know what I really like best? Cartoons, animation …
Joey: Yeah … I think they’re great! In fact, they’re my favourite, too!
But don’t tell anyone. Did you see that cartoon last year they made?
It was really fun …

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WRITING
1) 1. to 2. There 3. It’s 4. two 5. They’re 6. its / too 7. were
2) Yesterday I saw Scary Castle. It was really exciting and the acting
was great. It was about three people in a castle. They arrived in the
middle of the night and a lot of horrible things happened. In the end
one of them died and the other two drove away in their car.
3) 1. b 2. e 3. d 4. a 5. c
SELF-CHECK
1) 1. producer 2. extras 3. audience 4. character 5. director 6. stars
2) 1. a 2. c 3. a 4. c
3) 1. bought 2. saw 3. had 4. gave 5. watched 6. hit 7. made
8. thought
4) 1. Matt didn’t like Dracula. 2. Tony went to the cinema. 3. Was it a
good film? 4. The costumes weren’t good. 5. I didn’t like old films. 6. Did
you have a ticket? 7. The film was great. 8. My favourite film was on TV.
5) 1. did you go 2. go 3. went 4. Did you enjoy 5. amazing 6. liked
6) 1. I went to the cinema … 2. I thought the film was … 3. I liked …
4. I didn’t like … 5. The acting was … 6. The special effects were …
Unit 4
VOCABULARY
1) 1. wave 2. shake 3. kiss 4. bow 5. hug 6. smile
2) 1. wave 2. kiss 3. hug 4. bow 5. shake 6. smile
3) 1. d 2. f 3. e 4. a 5. b 6. c
4) 1. quietly 2. well 3. slowly 4. impatiently 5. carefully 6. politely
READING
1) c
2) 1. a 2. a 3. b 4. a 5. b 6. a 7. b
n
GRAMMAR
1) 1. say 2. confuse 3. wave 4. Greet 5. Know 6. forget 7. Take
2) 1. c / You should give some money next time. 2. a / You should
consider this every morning. 3. e / You should be more friendly. 4. b /
so
You should learn table manners. 5. f / You should try to breathe and
take pauses. 6. d / You should be grateful.
3) 1. quickly 2. well 3. patiently 4. carefully 5. loudly 6. slowly
7. rudely
4) 1. happily 2. clear 3. rude 4. polite 5. kindly 6. angry 7. patient
5) Suggested answers: 1. Could you turn your mobile off, please?
ar
Of course. 2. Could you pass me the salt, please? Sure. Here you
are. 3. Could you help me with this address, please? I’m sorry. I’m a
tourist. 4. Could you give me a ticket to Cambridge, please? Here you
are. It’s two pounds. 5. Could I have a glass of water, please? Sure,
sir. I’ll bring it right now. 6. Could you please tell me the time? Of
course. It’s twenty past two.
Pe
LISTENING
1) 2
2) 1. b 2. a 3. b 4. a 5. a 6. b 7. a
AUDIOSCRIPT (Tracks 11 & 12)
Joanne: We have too many rules at our school!
Sheila: Well, when I went to school we had more, I can tell you!
Joanne: Impossible! Like what?
Sheila: For a start, we had to show respect! We had to wear
uniform. And it was really horrible! A grey skirt for the girls and
trousers for the boys, white shirt, grey jumper, a tie! And a hat!
Joanne: And was it very strict?
Sheila: Yes, we had to stand up when a teacher came in the classroom.
Joanne: Really?
Sheila: And we couldn’t talk in class.
Joanne: What, not at all?
Sheila: No, and if we were late, we had to stand in the corridor for
the rest of the lesson.
Joanne: It sounds awful. We only have problems if we behave badly
or if we don’t do our homework.
Sheila: Well, you should do your homework – then you won’t have
problems. And you must behave well.
Joanne: I know, I know. Mum, can I go to Matt’s party this evening?
Sheila: Did you finish your Maths homework?
Joanne: Well …
Sheila: Joanne, you must …
Joanne: Okay, okay.
Sheila: If you finish it now then you can go.
Joanne: Mum? Oh, and can I sleep at Gillian’s house?
Sheila: Uuuuuugh!
WUP_TB02_8388_KEYS.indd 85
Answer Keys
WRITING
1a) 1. b 2. e 3. a 4. c 5. d
1b) This festival is called San Fermin. It is in Pamplona, in the north
of Spain, from 7th – 14th July. Every morning people run in front
of bulls through the middle of the town to the bullring. They wear
white clothes and a red scarf around their neck. The festival is very
controversial and gets a lot of criticism from animal rights activists.
2) 1. You should wear a red scarf. 2. You should take white clothes.
3. You should be careful with bulls. 4. You shouldn’t eat too much
before you run.
SELF-CHECK
1) 1. smile 2. shake 3. kiss 4. wave 5. hug 6. bow
2) 1. carefully 2. politely 3. well 4. patiently 5. loudly 6. quickly
3) 1. Don’t use 2. Don’t interrupt 3. Do 4. Speak
4) 1. shouldn’t 2. should 3. shouldn’t 4. shouldn’t
5) 1. good 2. clearly 3. well 4. impatiently 5. badly
6) Suggested answers: 1. Could you give me these two notebooks,
please? 2. Could you lend me your pen, please?
Unit 5
VOCABULARY
1) 1. chicken 2. fish 3. onions 4. oil 5. butter 6. carrots 7. lettuce
8. cheese 9. yoghurt
2)1. food 2. love 3. restaurants 4. cut 5. fry 6. mix 7. sugar
8. delicious
3) 1. hamburger 2. salad 3. omelette 4. cheeseburger 5. fruit salad
4) 1. chop 2. peel 3. boil 4. fry 5. add 6. stir
READING
1) b
2) 1. No 2. No 3. No 4. No 5. Yes 6. Yes
3) 1. fresh 2. dry 3. gravity 4. hold 5. sealed 6. journey
GRAMMAR
1) Countable Singular: apple, biscuit, potato, carrot, banana, pizza
Countable Plural: oranges, tomatoes, strawberries, chips, eggs,
onions, cereals Uncountable: tea, rice, bread, chocolate, milk,
sugar, pasta
2a) 1. any 2. some 3. any 4. some
2b) 1. a lot of 2. much 3. many 4. a lot of
2c) 1. How much 2. How many 3. How many 4. How much 5. How many
3) 1. How many biscuits do you want? 2. I eat a lot of vegetables.
3. There aren’t many calories in onions. 4. How much sugar do you
take in your coffee? 5. We don’t drink much milk.
4) 1. a lot of 2. any 3. some 4. a lot of 5. any 6. some
5) 1. are you doing 2. ’m not doing 3. is coming 4. are we meeting
6) 1. ’s / is having 2. ’re / are taking 3. ’s not coming / isn’t coming
4. ’re buying / are buying 5. ’m / am playing 6. are you doing
LISTENING
1) 1. c 2. a 3. b
2) 1. Indian 4. Japanese 5. Italian
3) 1. a 2. b 3. b 4. b 5. b 6. a
AUDIOSCRIPT (Tracks 13 & 14)
Jim: Well, we must have a celebration!
Kate: Let’s go and have dinner! To a really nice place.
Edward: Yes. An Indian restaurant. Do you like Indian food, Dad?
Jim: Well, I don’t like it very much. It’s very hot.
Edward: It’s not always hot. You can order things that are not hot.
Kate: Let’s go to a restaurant that we all like. A Japanese? Dad
likes sashimi.
Jim: What’s that?
Kate: Raw fish!
Jim: Oh, no thanks. But that’s okay. I’ll order something cooked.
Edward: Dad, you like Italian food, don’t you?
Jim: Yes. I like pasta and pizza, salads and all that ….
Kate: Italian food is much more than pasta and pizza, you know Dad.
Edward: Yes. They have fantastic meals with meat, fish and
vegetables as well as pasta. And great sweet dishes!
Jim: Marvelous! Well I’ll order a nice big piece of chocolate cake
for dessert.
Kate: Dad. You’ll get fat if you eat all those sweet things.
Edward: He’s a little fat now …
Kate: A little?!!
Jim: You two! Be careful or we’ll go home and have a sandwich in
the kitchen!
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 Answer Keys
WRITING
1) 1. oil 2. lettuce 3. Stir 4. milk 5. Stir
2) 1. e 2. b 3. f 4. a 5. c 6. d
3) Suggested answers: First, peel the potatoes and chop them.
After that, put the potatoes and the eggs into a saucepan and boil
them. Next chop the eggs and the tomatoes into pieces. Then put
all the pieces in a bowl. Add peas and mayonnaise. Finally, mix the
ingredients well.
SELF-CHECK
1) 1. tomato 2. sugar 3. rice 4. rice 5. bread 6. salt
2) a. Chop b. Mix c. boiling d. Fry Correct order: a, d, c, b
3) 1. some 2. any 3. any 4. some
4) 1. a lot of 2. a lot of 3. much 4. many, a lot of 5. much 6. many / a lot of
5) 1. c 2. b 3. a 4. c
6) Suggested answers: 1. Are there any oranges in the fridge?
2. Are you hungry?
Unit 6
VOCABULARY
1) 1. tell 2. draw 3. juggle 4. design 5. do 6. imitate
2) 1. A magician 2. A comedian 3. A juggler 4. A musician
5. An acrobat 6. A painter 7. An inventor
3) Noun: juggler, cartoon, music, song, design, invention, designer,
artist, musical Verb: imitate, sing, draw, design Adjective: artistic,
magic, musical
4) 1. artistic 2. musical 3. magic 4. song 5. design 6. invention
7. music 8. magician
READING
n
1) 1. c 2. a 3. b
2) 1. Yes 2. No 3. No 4. Yes 5. Yes 6. No 7. Yes 8. Yes
3) 1. plays 2. battles 3. dramatist 4. glamorous 5. construct
GRAMMAR
so
1) 1. to make 2. to become 3. to imitate 4. to make 5. to get
2) Suggested answers: 1. to buy some cheese 2. to buy his ticket
3. to make plans for tonight 4. to know what’s happening in the world
5. to listen to our favourite band
3) 1. anything / anything 2. someone / anyone 3. something
4a) 1. A: are you rehearsing B: am training; 2. A: Are we having B:
ar
aren’t having; 3. A: Is Jaime studying B: is applying; 4. A: Are Anna
and Julia going B: are inviting; 5. A: Are you watching B: am listening
4b) 2, 3, 4
5) 1. likes / takes 2. did / was / worked 3. Does Kevin go / doesn’t /
goes 4. did Bell invent / invented 5. didn’t like / love
6) 1. Is Johnny going to visit Miriam? No, he isn’t. He is going to visit
Pe
Alice. 2. Are you going to learn Chinese? No I’m not. I’m going to
learn Japanese. 3. Are your parents going to see Romeo and Juliet?
No they aren’t. They are going to see Hamlet. 4. Am I going to see
you next week? No, you are going to see me tomorrow. 5. Is Harry
going to play football in the school team? No, he isn’t. He is going to
play basketball.
LISTENING
1) He plays the clarinet.
2) 1. 14 2. Yes, he is. 3. When he was about 5. 4. Yes, he does.
5. No, he isn’t. 6. A biologist. 7. Yes, he is.
3) 1. I’m going to play solo in a concert in London next week. 2. I’m
going to write some music for the orchestra to play at the Spring
concert. 3. I don’t think I’ll be a professional musician. 4. Playing the
clarinet is always going to be my hobby. 5. But I’ll always love music.
AUDIOSCRIPT (Tracks 16-18)
Interviewer: Saul, tell us about your music.
Saul: Well, I play the clarinet in the local orchestra.
Interviewer: And do you like playing with them? They’re much
older than you, aren’t they?
Saul: Yes, well I’m fourteen and they’re all adults. They’re very
nice to me.
Interviewer: And you are the soloist as well.
Saul: Yes, I’m going to play solo in a concert in London next week!
Interviewer: Wow!
Saul: And next month we’re playing in the Edinburgh festival in
Scotland.
Interviewer: Fantastic. You play incredibly well.
Saul: I suppose so. I love playing and I love music. I started learning
the clarinet when I was very small. I was about five, I think.
Interviewer: And you write music as well, don’t you?
86
WUP_TB02_8388_KEYS.indd 86
Saul: Yes, I do. I’m going to write some music for the orchestra to
play at the Spring concert we have every year in May.
Interviewer: Great. And what about your future? Any ideas?
Saul: I don’t think I’ll be a professional musician. I want to be a
biologist. So I’ll have to study for that.
Interviewer: Yes, you will.
Saul: But I’ll always love music and I’ll always play the clarinet!
WRITING
1) 1. name of picture and artist 2. why you like it 3. description
4. comment about size / colour / light 5. final comment
SELF-CHECK
1) 1. magic 2. magical 3. artist 4. artistic 5. inventor 6. invention
7. design 8. design 9. musician 10. musical 11. singer 12. song
2) 1. artist 2. singer 3. magic tricks 4. musical 5. design 6. invention
4) 1. anyone 2. anything 3. something 4. anyone 5. Someone
6) 1. c 2. a 3. c 4. a
7) 1. She doesn’t like ballet. Does she like ballet? 2. He didn’t tell a
good joke. Did he tell a joke? 3. They aren’t performing in the street.
Are they performing in the street? 4. He isn’t going to be a singer. Is
he going to be a singer?
Extra Practice
Unit 1
GRAMMAR PRACTICE
1) 1. is 2. am 3. don’t have 4. study 5. work 6. works 7. is 8. go 9. help
10. aren’t 11. repairs 12. sells 13. work 14. go 15. like
2) 1. What’s his name? 2. Does he have free time? 3. What does he
study? 4. Where does he work? 5. When does his sister work at the
Internet café? 6. Why do they help their parents? 7. What does their
father do? 8. What does their mum sell? 9. When do they go cycling?
10. What do they like doing?
3) a. 2 b. 10 c. 8 d. 5 e. 6 f. 4 g. 3
4) 1. g 2. a 3. c 4. j 5. d 6. i 7. f 8. h 9. e 10. b
5) 1. What time do you get up? 2. Who drives you to school? 3. Where
do you have lunch? 4. When do you do karate? 5. What do you like
doing? 6. What do you do after dinner?
6) 1. Sally phones her boyfriend twice a day. 2. She usually cycles
to work. 3. She teaches English three times a week. 4. Jeffrey and
Joe always play table tennis. 5. They sometimes visit their cousins.
6. Once a month, they go riding. 7. My grandfather always dances
tango. 8. He watches the news twice a day. 9. He plays chess three
times a week. 10. He sometimes washes his car.
8) 1. What 2. Where do you play? 3. Do 4. I don’t 5. How often
6. How much 7. Who 8. He’s
9) 1. love 2. optional 3. three 4. take 5. dances 6. teaches 7. learn
8. have 9. don’t 10. at 11. pottery 12. once 13. Do 14. do 15. take
VOCABULARY
1) 1. f 2. j 3. a 4. d 5. c 6. d 7. i 8. e 9. g 10. h
2) 1. c 2. a 3. d 4. b
3) 1. c / We like hanging out with friends. 2. e / We like downloading
videos. 3. b / We like chatting online. 4. f / We like practising karate.
5. a / We like visiting our grandparents. 6. d / We like going dancing.
4) 1. e 2. c 3. b 4. a 5. d
READING AND WRITING
1) 1. Teresa 2. Amanda 3. Augusto 4. Joaquín
2) 1. spare 2. I’m good at 3. quite old
3) 1. elderly people 2. Fernanda 3. the blind 4. recording books for
the blind 5. the writers of this website
Unit 2
GRAMMAR PRACTICE
1) Comparative: longer, bigger, happier, better, more important
Superlative: longest, biggest, happiest, best, most important
2) 1. longest 2. bigger 3. better, best 4. most important 5. happiest
3b) 1. more expensive, the cheapest 2. less comfortable, the
smallest 3. bigger, the biggest 4. closer, than, the closest
4) 1. the most expensive 2. the biggest 3. the most comfortable
5) a. 2 b. 3 c. 1
6) 1. She’s going to go to the beach on Saturday. 2. We’re going to watch
a film tonight. 3. They’re going to play football tomorrow. 4. I’m going to
meet friends later. 5. Bill’s going to have a barbecue on Sunday.
08/09/16 17:03

6. Andy’s not going to come to the party at the weekend. 7. We’re not
going to leave today. 8. Are you going to go on holiday this summer? 9.
Is he going to fly to Ushuaia?
7) 1. am going to see 2. ’re going to watch 3. is going to stay
4. are going to get up 5. We’re going to play 6. am going to have
7. I’m going to go 8. We’re going to have 9. I’m going to rest
10. I’m going to do
8) 1. Where is Jenny going to go? 2. How is she going to travel?
3. Who is she going with? 4. Where is she going to stay? 5. How long
is she going to stay? 6. What is she going to do there?
9) 1. b 2. e 3. d 4. f 5. c 6. a
VOCABULARY
1) 1. sofa 2. bed 3. fridge 4. chair 5. cooker 6. toilet
2) 1. living room 2. bedroom 3. kitchen 4. kitchen / dining room
5. kitchen 6. bathroom
3) 1. make 2. hoover 3. iron 4. tidy 5. take out 6. do 7. wash 8. lay
9. feed
4) 1. make 2. wash / hoover 3. tidy 4. wash / hoover 5. do 6. wash /
iron 7. lay 8. make 9. take out 10. make 11. feed
5)
n
so
READING AND WRITING
2) 1. 2 2. China. 3. Because of the pressure and competition at work
and of the high cost of life. 4. With only one bedroom and a small
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living room. 5. He lays the table and washes the dishes.
3) 1. husband 2. competition 3. full time 4. tidy 5. clean
Unit 3
GRAMMAR PRACTICE
1) 1. was 2. were 3. was 4. weren’t 5. was 6. was 7. were 8. weren’t
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2) Irregular past: came, gave, went, had, knew, made Regular past:
Invited, liked, started, walked, wanted, worked
3) -a: sat, drank, swam, saw -aid: said -ought: bought, thought,
caught
4) 1. sat 2. drank 3. saw 4. bought 5. said 6. swam 7. thought
5) 1. was 2. woke 3. prepared 4. was 5. saw 6. called 7. went 8. had
9. invited 10. were 11. drove 12. hired 13. sailed 14. started 15.
waited 16. happened 17. seemed 18. moved 19. caught 20. was
6) 1. No, it wasn’t. It was warm and sunny. 2. No, he didn’t. He woke
up early. 3. No, he didn’t. He prepared breakfast. 4. No, she wasn’t.
She was very happy. 5. No, she didn’t. She saw toasts and hot coffee.
6. No, she didn’t. She called her children. 7. No, they weren’t. They
were excited. 8. No, he didn’t. He drove them to the river. 9. No, he
didn’t. He hired a boat. 10. No, he didn’t. Gregg’s mother caught a
fish.
7) 1. When was the weather warm and sunny? 2. What did Mother
see on the table? 3. What did Mr Kingston prepare? 4. What did they
all do together? 5. Where did they go? 6. How did they go up the
river? 7. What did Mrs Kingston catch?
VOCABULARY
1)
WUP_TB02_8388_KEYS.indd 87
Answer Keys
2) Cinema: screen, ticket, film People: producer, audience, director,
star, character Kinds of films: thriller, comedy, musical, action
3) Positive expressions: 2, 4, 5, 7 Negative expressions: 1, 3, 6
4) 1. e 2. d 3. b 4. a 5. c
5) 1. ticket office 2. audience 3. character 4. screen 5. star 6.
popcorn
READING AND WRITING
1) c
2) 1. She’s a famous writer. 2. No, they weren’t. 3. She studied at
Exeter University. 4. She was 28 years old. 5. Because it enabled her
to work on her imagination. 6. In 1995. 7. She’s a world best-seller
and she has married again.
3) 1. b 2. c 3. b 4. B
Unit 4
GRAMMAR PRACTICE
1) 1. smile 2. kiss / shake 3. show 4. Don’t shout 5. Don’t use 6. Show
7. Help 8. Don’t forget
2) 1. should 2. shouldn’t / should 3. Should 4. shouldn’t 5. should
3) 1. She should study hard. 2. He should ask for permission.
3. You should take an aspirin. 4. They should go to the bookstore.
5. You should say you are sorry.
4) 1. well 2. badly 3. friend 4. polite 5. rudely 6. carefully 7. patient
5) 1. well 2. friendly 3. rude 4. carefully 5. patient
6) 1. should 2. smile 3. politely 4. shouldn’t 5. well 6. comfortable
7. Bad
7) 1. You shouldn’t 2. You should 3. You shouldn’t 4. You should
5. You shouldn’t 6. You shouldn’t 7. You should
9) Suggested answers: 1. quickly 2. carefully 3. patiently 4. loudly
5. softly / quietly
10) 1. Can I use your mobile? 2. Could you open the door, please?
3. Could you drive me home, please? 4. Can I borrow your pen?
5. Could you repeat your question, please?
11) 1. d 2. a 3. c 4. e 5. b
12) 1. participated 2. stayed 3. took off 4. bowed 5. never 6. strange
7. uncomfortable 8. happy 9. wonderful
VOCABULARY
1) 1. Children wave goodbye with their hand. 2. You speak quietly
when the baby is sleeping. 3. Friends shake hands in very formal
situations. 4. You always smile when you are happy. 5. In Argentina,
mothers hug to say goodbye to their kids. 6. We walk very quickly
when we are in a hurry. 7. There are many car accidents because
people drive carelessly.
2) 1. bow / wave 2. smile / hug 3. kiss / shake
3) 1. shake 2. bow 3. smiles 4. kisses 5. wave 6. hug
4) 1. g 2. b 3. a 4. d 5. c 6. e 7. h 8. f
READING AND WRITING
1) 1. F 2. T 3. T 4. T
2) 1. nervously 2. regularly 3. deeply 4. politely 5. comfortably /
healthily
3) 1. Don’t have 2. Think 3. Practice 4. Have
4) 1. should 2. shouldn’t 3. shouldn’t 4. shouldn’t 5. should
Unit 5
GRAMMAR PRACTICE
1) Countable: strawberry, lettuce, tomato, onion, chip, banana,
sandwich, orange, egg Uncountable: milk, salt, cheese, rice, pasta,
bread, yoghurt
2) 1. much 2. not much 3. a lot of 4. much 5. a lot of 6. any 7. some
8. any 9. not many 10. a lot of 11. many 12. Not many
3) 1. Ana is going to drive her father’s car. 2. Pat and I are going to
make the sandwiches. 3. Is Alfred going to put up the tent? 4. Martin
isn’t going to come. 5. Are Julia and Frank going to take chocolate
bars? 6. Ana and Alfred aren’t going to buy the drinks.
4) 1. Would you like to come home? 2. The girls are coming at 8:00.
3. What are you doing next Saturday? 4. Megan and Sherry are
bringing some videos. 5. I’m not doing anything special. 6. What time
are you meeting? 7. OK. I’ll be there.
5) A: What are you doing next Saturday? (3) B: I’m not doing anything
special. (5) A: Would you like to come home? (1) Megan and Sherry
are bringing some videos. (4) B: What time are you meeting? (6)
A: The girls are coming at 8:00. (2) B: OK. I’ll be there. (7)
6) 1. are celebrating 2. is making 3. are buying 4. are coming
7) 1. What are we celebrating next Saturday? We’re celebrating
Joaquin’s birthday party. 2. Who is making the cake for the birthday
party? Grandma is making the cake. 3. What are Lucy and Jane doing
87
08/09/16 17:03
 Answer Keys
on Saturday morning? They are buying the balloons. 4. How many
friends are coming to celebrate? A lot of friends are coming.
8) 1. is coming 2. any 3. many 4. ’m borrowing 5. a 6. is bringing
7. is making 8. are going
VOCABULARY
1) 1. boil 2. chop 3. mix 4. fry 5. stir 6. peel
2) 1. strawberry 2. yoghurt 3. tomato 4. orange 5. egg(s) 6. soup
7. pasta 8. apple(s) 9. sauce
3) Fruit: oranges, apples Vegetables: onions, lettuce, potatoes Grains:
bread, rice Dairy products: cheese, milk, butter Seasonings: pepper,
salt Meat and eggs: eggs, chicken, beef, fish
READING and WRITING
1) 1. F 2. T 3. F 4. T
2) 1. aesthetic 2. religion 3. health 4. economic
3) 1. any 2. many 3. a lot of 4. Not many

Unit 6
GRAMMAR PRACTICE
1) 1. to see 2. to become 3. to catch 4. to do 5. to get
2) 1. anyone 2. somebody 3. anything 4. Somebody 5. something
3) 1. I don’t / do not understand this exercise. 2. Jane likes singing in
the shower. 3. Alfred never does gym in the morning. 4. Lessons start
at 7:30 on Mondays. 5. You don’t train twice a week.
4) 1. Listen! The musician is playing the piano wonderfully.
2. I’m traveling to England next week. 3. Francis and Henry are
moving house tomorrow. 4. What are you doing in this photograph?
5. We’re organizing a celebration at the moment.
5) Yesterday, Flavio got up at 10:00. He had a light breakfast and he

n
went to the gym to train. He did many complicated gymnastics. He
had a vegetarian lunch and slept for an hour. At 7:00, he drove to the
circus to start the show at 8:00. He finished late and cooked dinner to
receive his friends.
so
6) On Monday morning, Pat’s meeting Florence for breakfast. On
Tuesday, she’s having lunch with her / the business manager to plan
a new schedule together. On Wednesday afternoon, she’s got a yoga
lesson. On Thursday morning, at 9:00, she’s meeting Dr Rogers at
the airport. They’re going to a TV programme together. On Friday
afternoon, at 15:00, she’s phoning Mrs Eccleston for an interview. On
ar
Saturday at 10:00, she’s playing / having a tennis match with Brenda.
On Sunday, she’s free and is going to spend the day with her family.
7) 1. are you reading / do you want 2. were / phoned / answered
3. ’s coming / ’re cooking 4. Do you have / I don’t know / is arriving / to
talk
8) 1. Is Sandra going to buy a new car next month? 2. Gregorio got an
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A yesterday. 3. Are the kids making a cake for their mother now?
4. Brian doesn’t always do magic tricks at parties.5. Is your grandma
practising juggling at the moment? 6. Did you see the new film
yesterday? 7. Hip hop wasn’t popular in the 1950s. 8. My sister likes
playing computer games. 9. Were you parents at home last night?
10. Do good musicians play wonderful music?
VOCABULARY
1) 1. inventor 2. invent 3. inventive 4. singer 5. sing 6. music
7. musical 8. juggler 9. juggle 10. juggled 11. art 12. artistic
13. designer 14. design
2) 1. invention 2. singer 3. sings 4. music 5. artist 6. jugglers
3) 1. e 2. d 3. g 4. f 5. c 6. b 7. a
4) 1. Musicians play instruments. 2. Jugglers juggle balls.
3. Magicians do magic tricks. 4. Comedians imitate people.
5) 1. masterpiece 2. painter 3. painting 4. enormous 5. foreground
6. top 7. on the left 8. perfection 9. painted 10. to put
READING AND WRITING
1) Model, motivational speaker, soccer player, sportswoman, actress
2) 1976: birth date 100: -metres dash 12: pairs of prosthetic legs
3) 1. She graduated on history and diplomacy. 2. Because she won a
place in the Foreign Affairs internship programme. 3. She can run,
jump, ski, play baseball and soccer. 4. Jennifer Lopez. 5. She would
like to be a Bond girl. 6. She’s a motivational speaker.
4) 1. b 2. b

88

WUP_TB02_8388_KEYS.indd 88 08/09/16 17:03

 Datos de catalogación bibliográfica

Maldonado, María Alicia

What’s Up? 2 : Teacher’s Book / María Alicia Maldonado.
- 3ra ed . - Ciudad Autónoma de Buenos Aires : Pearson
Education, S. A., 2016.
88 p. ; 30 x 21 cm.

ISBN 978-987-615-434-5
1. Guía del Docente. I. Título.
CDD 371.1

Pearson Education S.A. The Publisher would like to acknowledge María Alicia
Av. Belgrano 615 piso 11º Maldonado for her adaptation and pedagogical
C1092AAG Ciudad Autónoma de Buenos Aires, Argentina. supervision of the What’s Up? 3rd edition series as well
as Mónica Rodriguez Salvo for her collaboration on
www.pearsonelt.com.ar developing the Social and Emotional Learning (SEL)
content and activities.

n
© Pearson Education S.A. 2016
We would also like to thank Dra. María de las Mercedes
All rights reserved. No part of this book may be reproduced, Luciani for her insightful comments on the introduction
stored in a retrieval system, or transmitted in any form or by of this Teacher’s Book as well as Lic. Adriana E. María
so
any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the Publishers.
Díaz for the extra readings.

Queda hecho el depósito que dispone la ley 11.723 The publisher would like to thank the following for their
Printed in Argentina by kind permission to reproduce their photographs:
ar
ISBN: 978-987-615-434-5 Teacher’s Book
Fotolia: U1-P28 ucchie79, luliia Sokolovska, Andres
Rodriguez, U2-P38 kentoh, Pixelbliss, ktsdesign,
This edition published by
U3-P48 Liaurinko, razihusin, midnightboheme, U5-P68
Pearson Education S. A., 2016
Photographee.er, nata_vkusidey, bit24, U6-P78
mumindurmaz35, elaborah, SEL-P80 olly, P81 andreaxt,
Pe

Publisher Anne-Sophie Vignolles

mrmarkin, P82 CandyBox Images, pressmaster.
Editor Paula Czajka
All other images © Pearson Education
Design El Ojo del Huracán®
We have made every effort to trace copyright holders.
Cover design El Ojo del Huracán® However, if any material has been incorrectly
acknowledged, we would be pleased to correct this
Production Damián Marrapodi
at the earliest opportunity.
Manuel López
Facebook, Twitter, PowerPoint, YouTube, Pecha Kucha,
Pinterest, Google, Skype, Audacity, SurveyMonkey,
Floorplanner and SketchUp are registered trademarks.

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