TEACHER’S BOOK

2
H
IN T

LO O P

Contents

Walkthrough.................................................................................... 2

Planificación anual........................................................................... 6

1 The series................................................................................. 12

2 Components and course structure.............................................. 12

2.1 Student’s Book.................................................................................12
2.2 Audio CD..........................................................................................12
2.3 Teacher’s Book..................................................................................12
2.4 Workbook.........................................................................................12
2.5 eBook...............................................................................................13
2.6 Teacher’s Resource Centre.................................................................13

3 Structure of units...................................................................... 13
3.1 Description of Welcome Unit.............................................................13
3.2 Structure of regular units..................................................................13
3.3 Special sections and activities............................................................16

4 Guidelines for working with units.............................................. 18

Audioscripts..................................................................................... 111

Workbook Answer Key..................................................................... 113

Denise Santos Reinildes Dias

Elaine Hodgson Cristina Mott-Fernandez
 Walkthrough
This book is made up of 8 regular units, plus a Welcome Unit. Each unit is divided
into various sections. Knowing the content and objectives of these sections, in
addition to the components of the series, will help you get the most out of it.

Unit Aims
Clear objectives help
students and teachers
stay focused on the
learning outcome.

Starting Out The World of

Discussion questions English
introduce the unit theme Offers valuable
and encourage students information on
to explore the pictures. frequency and use of
unit vocabulary, based
on corpus research,
empowering students
with truly genuine
Reading language.
Carefully chosen texts help
develop reading strategies
and promote students’
critical thinking skills.

Reading Tips
Clear and straightforward
reading strategies
aid students in
the learning process.

Looking at the Text

Increases students’
awareness by presenting the
characteristics of different
types of genres, thereby
boosting their reading
competence.

2
Vocabulary Grammar
Presents the new words and Clearly presented in
expressions contextualized in the the context of the unit,
topic of the unit, making the lesson followed by practice
meaningful to the student. exercises.

Pronunciation
Corner
Offers relevant
pronunciation practice
to improve students’
fluency.

Understanding
Language
Challenges students
to deduce forms
and uses, helping
to systematize the
language point.

Speaking Language Corner Integrate your learning

Students are offered
opportunities to apply the
units’ target language in
meaningful oral situations while
developing their communication
and critical thinking skills.
Enhances students’ Students have the opportunity
knowledge by building to use English in different
upon the unit’s grammar contexts, integrating other
and vocabulary. areas of knowledge into the
learning process.

Challenge!
Thought-provoking
activities encourage
students to go beyond
the section objectives,
promoting even more
learning opportunities.

3
 Self-assessment
Reviews the unit aims presented at the
beginning of the unit, providing a
self-assessment opportunity where students
and teachers can assess the learning
progress.
Listening
Accompanying the unit
topic, students develop their
listening skills through a wide
variety of listening material.
Writing
Develops students’ writing skills
across a wide variety of genres,
through process writing (planning,
writing, evaluating, rewriting).

Having Fun!
Students practice English
through enjoyable and
motivating activities (puzzles,
quizzes, word searches, etc.)!
WORKBOOK
Practice pages
Every regular unit offers
5 pages of extensive practice
of the target language in
the unit — a flexible resource AND MORE!
to be used for self-study,
homework, or extra classroom Review
practice.
Extra practice exercises to be used
in class or as self-study to help
students consolidate their language
skills. The Answer Key to the Review
exercises is included at the end of the
Student’s Book in case students want
to use this section for self-study.

WORKBOOK
Grammar pages
A full grammar reference page
offers students language support
and teachers a helpful tool for
grammar presentations.

4
Life Skills Study skills
Learning how to be
an effective learner
Networking
Building contacts and
maintaining relationships
What are life skills? and understanding
how to manage
with others by developing
their interpersonal and
Life skills are the skills we need to study is important
communication skills.
deal effectively with the challenges for all students.
in everyday life, whether at school or Self-awareness
in our personal lives. Recognizing your own
In this series, students will have strengths, weaknesses, and
the opportunity to develop their personality traits can prepare
life skills through extra activities yourself for the choices you
will make in the future.
available on the In the Loop website.
Time management
Why teach/learn Knowing how to effectively manage
our time is crucial in helping students
life skills? to regain a sense of balance and
The development of life skills helps reduce the levels of stress.
students to:
Critical thinking
find new ways of thinking and
The ability to apply
problem solving; critical reasoning,
recognize the impact of their actions; Social skills evaluate information
build confidence both in spoken Thinking about from different sources
skills and for group collaboration
Cultural awareness the way we and analyze the logic
Recognizing and behave and being behind arguments.
and cooperation;
understanding that we all able to respond appropriately
develop a greater sense of have different values shaped in different social situations
self-awareness and appreciation for by our diverse cultural are crucial social skills to
others; backgrounds and that have, helping us to build better
promote cultural awareness; respecting this allows us to relationships and improve our
develop in both our personal connections with those around us.
respect diversity, developing and professional lives.
a more tolerant society.

Digital Components
The digital version of the book offers the possibility of using it anytime, anywhere.

eBook Teacher’s Resource Centre

It includes all the student’s book pages, plus It gives access to the Digital Teacher’s Book,
the audio tracks. It can be used on computers downloadable audio tracks, tests and extra
or tablets; and once downloaded it can be used activities to be used in class.
offline. Both teachers and students can access it
using the code on the backcover of the Teacher’s
Book and Student’s Book, respectively.

5
6
Unidad Competencias
Reconocer las diferencias
de vocabulario,
de gramática y de
pronunciación del inglés
en el mundo.
Reflexionar sobre
diversos hechos en la
WELCOME UNIT historia del idioma inglés.
Unity and diversity
Leer e interpretar el texto
de una enciclopedia y una
línea del tiempo.
Fijar objetivos al momento
de leer un texto para
poder interpretarlo.
Reconocer el uso de
expresiones que indican
UNIT 1 pasado.
Technology now Solicitar y dar información.
Interpretar avisos
and then comerciales de televisión.
Preparar una presentación
oral sobre un artefacto
utilizado en el pasado.
Integrate your learning:
Interpretar información
referida a la inteligencia
artificial.
Contenidos conceptuales Variedad textual Contenidos actitudinales
Léxicos: Texto de Respetar la diversidad
Diferencias y similitudes de vocablos enciclopedia. cultural y sus consecuencias
en las variedades internacionales del Línea de tiempo. en la lengua de uso diario.
idioma inglés: biscuit/cookie, chips/fries/ Mapa del mundo.
slap chips/hot chips, dummy/pacifier/ Canción.
soother, lolly/popsicle/sucker/ice block/
lollipop, pavement/sidewalk/footpath,
traffic lights/stop lights/robots
Fonológicos:
Planificación anual
Diferencias de pronunciación en las
variedades internacionales del idioma
inglés.
Reflexión sobre la lengua que se
aprende: La historia del idioma inglés y
la injerencia de otros lenguajes y culturas
en su desarrollo.
Léxicos: Artículos de Reflexionar sobre la
Expresiones para indicar tiempo pasado: enciclopedia. injerencia de la tecnología
yesterday morning/afternoon/evening, Línea de tiempo. en la vida diaria.
last night/week/weekend/year, in Tira cómica. Reflexionar sobre el
May/2014/the past, one week/two days/ Comerciales de desarrollo de la tecnología
five years ago. televisión. y su competencia con la
Gramaticales: inteligencia humana.
El uso del tiempo verbal past simple –
verbos regulares e irregulares (revisión),
forma interrogativa: Was the Polaroid®
instant camera a comercial success?
Did people carry boomboxes around?
Who invented the telephone? Where did
you buy that gadget? What did the first
smartphone do?
 Leer e interpretar un
artículo periodístico.
Analizar dos fotos para
descubrir diferencias.
Reconocer la organización
de un texto para su mejor
comprensión.
Reconocer y utilizar
vocabulario relacionado
con el impacto del ser
humano en la naturaleza.
UNIT 2 Expresar existencia y
Human impact on acciones habituales en
el pasado.
nature Preparar un informe oral
para un podcast.
Escribir la introducción de
un artículo periodístico.
Léxicos: Artículo periodístico. Respetar el medio ambiente
El impacto del ser humano en la Fotos satelitales. y buscar soluciones para
naturaleza: carbon footprint, chemical Póster de película. protegerlo.
pesticide, environment, fossil fuel, global Extracto de página Reflexionar sobre las causas
warming, mass tourism, ozone layer, web. del cambio climático y
pollution, power plant, roads and houses, Tiras cómicas. respetar diversas opiniones
sewage, waste, wildlife trade. Archivo multimedia. sobre el tema.
Gramaticales: Mostrar interés y respetar
Existencia en el pasado en todas sus las presentaciones orales
formas – there was/there were: There de los demás.
was a big park near my house.
Expresar de hábitos en el pasado – used
to: We used to migrate. The air used to
be cleaner.
Fonológicos:
La pronunciación del verbo defectivo used;
discriminación de los sonidos /s/ y /z/.
Reflexión sobre la lengua que
se aprende: La importancia de la
entonación y la acentuación de las
palabras para hablar el idioma inglés
de manera correcta.

Review Interpretar un artículo sobre Alexander Graham Bell para completar preguntas y responderlas.
Analizar la estructura de un artículo periodístico sobre estrategias para el desarrollo en el Ártico.
Units 1–2 Interpretar un artículo periodístico para elegir la información correcta.

7
8
Unidad Competencias
Leer e interpretar un mito.
Leer rápidamente un
texto para identificar el
tema general.
Analizar e interpretar una
tira cómica.
Reconocer y utilizar
vocabulario relacionado
UNIT 3 con la formación de los
océanos y los continentes.
Myths and legends Dar información sobre el
pasado.
Relatar mitos y leyendas.
Integrate your learning:
Identificar los
componentes de una
fábula y analizar su
significado.
Leer e interpretar
contenidos de una
página web y pósters
de campañas de
concientización.
Reconocer y utilizar
vocabulario referido a la
UNIT 4
descripción de personas.
Stand up and Reconocer expresiones
que indican posibilidad,
speak out! consejo, recomendación,
obligación y prohibición.
Generar un video de una
campaña contra el acoso
escolar.
Contenidos conceptuales Variedad textual Contenidos actitudinales
Léxicos: Textos sobre mitos y Respetar el medio ambiente
Vocablos relacionados con los leyendas. y buscar soluciones para
continentes: countries, dry, huge, Tiras cómicas. protegerlo.
islands, land, landmass, limits, ocean, Relato de una Reflexionar sobre las causas
supercontinent, surface, tectonic plates, leyenda. del cambio climático y
vegetation, weather, world. Fábula. respetar diversas opiniones
Gramaticales: sobre el tema.
El uso de los tiempos verbales past Mostrar interés y respetar
simple y past continuous en todas sus las presentaciones orales
formas: Why did Eagle send Coyote? de los demás.
What were people doing when Eagle sent
Coyote? People were eating up the Earth.
Léxicos: Páginas web sobre Mostrar interés por los
Vocablos relacionados con descripciones temas relacionados sentimientos de los demás.
y estereotipos: adaptable, artificial, con bullying. Respetar y promover
attentive, authentic, easygoing, Pósters de campañas anti-acoso en
energetic, entertaining, honest, campañas de las escuelas.
interesting, melodramatic, lazy, concientización. Aceptar las ideas de los
supportive, tedious, unique. Canción. otros.
Gramaticales: Posteos en un blog
Verbos defectivos que indican posibilidad, escolar.
consejo, recomendación, obligación y Reglas de
prohibición – should/shouldn’t; must/ comportamiento en
mustn’t: You should report the situation la escuela.
to an adult you trust. You shouldn’t reply
to a cyberbully. Schools must have clear
and explicit expectations. Students
mustn’t use cell phones in the classroom.
 Generar un contrato Reflexión sobre la lengua que se
UNIT 4 sobre las reglas de aprende: Diferencias entre el inglés
comportamiento en el aula. británico vs. americano.
Stand up and El uso de pronombres para evitar
speak out! repetir sustantivos; su importancia para
interpretar referencias en un texto.

Review Interpretar el texto de una leyenda para responder preguntas utilizando distintos tiempos verbales en pasado.
Completar oraciones distinguiendo entre distintos tiempos verbales en pasado.
Units 3–4 Interpretar un texto sobre cyber-bullying para realizar una actividad de Verdadero-Falso.

Leer e interpretar una Léxicos: Artículo de página Respetar a las personas

entrevista y un guion Actividades de fin de semana: cooking, web. mayores y sus actividades.
cinematográfico. exploring apps, gardening, going for a walk, Guion Respetar las opiniones de
Reconocer y utilizar playing games, practicing arts and crafts. cinematográfico. los demás.
vocabulario referido a Gramaticales: Tiras cómicas.
las actividades del fin de Expresar planes futuros – going to: Are Podcast.
UNIT 5 semana. you going to travel? It’s going to rain. I’m
Expresar planes e not going to stop painting to take orders.
Future plans intenciones y formas Fonológicos:
futuras basadas en Reconocimiento y práctica de la
evidencia. pronunciación de la forma going to y la
Elaborar una entrevista. forma contraída gonna.
Integrate your learning:
Interpretar un artículo
sobre el teatro.

Leer e interpretar un Léxicos: Artículo y extracto Reflexionar sobre los

artículo y un extracto de Vocablos relacionados con la tecnología de libro sobre avances tecnológicos en
un libro científico. de la información y la comunicación: el futuro de las nuestra era.
Realizar predicciones attachment, blog, click, computer computadoras. Respetar las ideas de los
UNIT 6 sobre el futuro. literate, digital immigrant, digital Predicciones. demás.
Reconocer y utilizar native, download, icon, keyboard, link, Tiras cómicas. Respetar la producción
Computers vocabulario relacionado log out, password, print, scan, server, Canción. escrita de los demás.
con la tecnología de smartphone, tablet, technophile,
la información y la technophobe, USB port, website.
comunicación.

9
10
Unidad Competencias Contenidos conceptuales Variedad textual Contenidos actitudinales

Generar predicciones Gramaticales:

sobre inventos Expresar predicciones sobre el futuro
tecnológicos. utilizando los verbos defectivos will, may
UNIT 6 Debatir sobre el futuro y might: Computers will not disappear. AI
Computers de la televisión. won’t end the world. Wearables may one
day lidemásnside… She might not come
tonight.

Emparejar preguntas y respuestas de una entrevista sobre tecnología.

Review Interpretar un cronograma de actividades para completar oraciones utilizando verbos defectivos.
Units 5–6 Interpretar un texto sobre la historia de la Web para resolver una actividad de Verdadero-Falso.
Escribir predicciones.

Leer e interpretar el Léxicos: Extracto de una Reflexionar sobre la

extracto de una novela. Palabras y proverbios relacionados novela. importancia del dinero
Reconocer y utilizar con el dinero: dinar, dollar, euro, peso, Tira cómica. y las actividades
vocabulario relacionado pound, yen, yuan; fortune, money, Charla sobre un económicas en general.
con el dinero. payments, poor; A fool and his money emprendimiento Respetar la diversidad
Reconocer condiciones are soon parted. Money doesn’t grow on personal. cultural: las monedas de
probables e improbables. trees. Money makes the world go round otros países.
Interpretar un Money can’t buy happiness. Valorar los
UNIT 7 discurso sobre un Gramaticales: emprendimientos
emprendimiento. Oraciones condicionales para expresar personales.
Money doesn’t Generar y presentar un situaciones reales y posibles en Respetar la opinión de los
grow on trees! plan de negocio. el futuro, o situaciones teóricas o demás.
Integrate your learning: consejos: If he solves the riddle, he will
Interpretar infografías get the turban he wants. If I had the
sobre escritores que money, I would buy it. If I were you, I
publicaron obras usando wouldn’t go.
seudónimos. Fonológicos:
Reconocimiento y práctica de la
pronunciación de las formas contraídas
de will.
 Observar una obra de
arte y leer e interpretar el
perfil del artista.
Reconocer y utilizar
vocabulario referido a
discapacidades.
UNIT 8 Interpretar el extracto
de una comedia de
Great achievers televisión.
Presentar un tema
oralmente.
Generar el perfil de
una persona con
discapacidad.
Léxicos: Perfil de un artista Mostrar interés
Desórdenes y discapacidades: en la web. por el tema de las
developmentally-disabled, disability, Comedia de discapacidades.
disorder, eating disorder, hearing- televisión. Respetar las habilidades
impaired, learning disability, mobility Extracto de un de los demás en todas sus
disability, non-vocal, schizophrenia, artículo sobre una manifestaciones.
visually impaired. deportista con Respetar la opinión de los
Gramaticales: discapacidad visual. demás.
El uso de los pronombres relativos – who, Reflexionar sobre el papel
whose, that, which: Mobile apps that de la sociedad en relación
make a difference. Impaired people who con las discapacidades.
are using smartphones… The boy whose
father is a doctor…

Interpretar infografías sobre la historia de las monedas de España y Australia para resolver una actividad de Verdadero-
Review Falso.
Units 7–8 Emparejar frases para formar proverbios.
Realizar actividades para la revisión de oraciones condicionales y del uso de pronombres relativos.

11

1 The series
In the Loop is a four-level series especially written
for students in secondary schools. Its contents bring
together Macmillan’s exceptional experience in
teaching English and the specific needs and interests
of teenagers.
In the Loop also offers teachers a variety of
components and support, ensuring engaging lessons
and successful results.
2 C
 omponents and course
structure
The components of In the Loop provide the
necessary resources to create the ideal lesson, both
for teachers and their students. There is a Student’s
Book and a Teacher’s Book for each academic year.
The Teacher’s Book includes the Student’s Book
pages with suggested answers to activities, the essential
teaching notes and an Audio CD for use in class.
Furthermore, the series’ digital components – the
eBook and the Teacher’s Resource Centre – give
the material even greater flexibility.
2.1 Student’s Book
12
The Student’s Book is divided into units and
sections (see detailed unit structure and presentation
of sections in the “Structure of units” part of this
introduction) as shown below:
• Special opening unit (Welcome Unit)
• Eight 10-page thematic units
• Four Review sections, one every two units, that
revise the content explored in the preceding units
• Workbook for language support and extensive
practice
• Irregular Verb List with the past simple form
of the main verbs to be used for consultation
whenever necessary
• Answer Key with answers to the activities from
the four Review sections
2.2 Audio CD
The Audio CD contains the recordings of the listening
texts and activities related to pronunciation. In the
listening texts, there is considerable variation of genres
and a strong predominance of texts extracted and re-
recorded from films, songs, TV and radio programs,
and advertising, among others.
The activities in which the Audio CD is used are
accompanied by the   icon in the Student’s Book.
Audioscripts may be found on pages 111 and 112 of the
Teacher’s Book.
2.3 Teacher’s Book
The Teacher’s Book includes the Student’s Book
pages, with suggested answers to activities. In the
Teacher’s Book you will also find:
• Description of course components
• Presentation of each unit’s structure, with a
description of sections
• Complementary guidelines for each unit of the
Student’s Book, as well as suggestions for extra
activities and resources that may be used to
extend or further explore the units’ themes, such
as books, films and websites
2.4 Workbook
Conveniently integrated into the Student’s Book,
this resource comprises nine units – a Welcome
Unit and eight regular units. Each unit begins with
Grammar Reference, which summarizes the linguistic
elements presented in the unit, and also includes
grammar tables and a Word List of the key vocabulary
for students to carry out simple activities that will
help them remember the new words. Then the
Workbook provides activities for the systematization
of content to help students consolidate learning.
The Grammar Reference pages should be used as
a reference by students whenever they consider
it necessary. It is advisable to create opportunities
for students to become familiar with this content
at the beginning of the academic year, so they can
use it competently to support other activities. This
familiarization involves not only knowing where to find
the information, but also how to apply such information
in situations in which they need to use the English
language. As for the activities, these can be done both
in class and at home. The teacher is in the best position
to define when they should be done, based on his/her
plan, aims and the classroom hours available.
In addition, this section is also designed to facilitate
learning more widely, helping students develop
autonomy as they consult the material, identify the
information and apply references.
2.5 eBook
Students have access to a digital version of the
Student’s Book with all the audio files. The eBook
may be accessed on computers and tablets,
by downloading the Macmillan Digital app at
digital.macmillan.com.ar. Once downloaded through
the app, the eBook can be used offline.
2.6 Teacher’s Resource Centre
Teachers have access to additional resources, such
as tests in .doc and .pdf formats, and extra activities
in .pdf format. They also have access to the eBook
by using the same access code to download the
Macmillan Digital app (see above).
3 Structure of units
3.1 Description of Welcome Unit
This unit consists of five pages of activities dealing
with a theme related to learning English (for example,
the presence of English in the world and ways to
become a lifelong learner, among others).
This special unit was designed to enable teachers to
check students’ prior knowledge at the same time that
they discuss themes and issues relevant to effective
learning. In addition, the intention is to “welcome”
students, introducing them to the course with a
shorter unit with fewer demands than the others;
thus enabling them to become familiar with the
sections and methodology in an informal manner.
Finally, as an optional extra (the use of this unit is up
to the teacher) the Welcome Unit is flexible enough
to cover potential difficulties at the beginning of
the academic year, such as still undefined classes,
interruptions over holidays, etc.
3.2 Structure of regular units
There is considerable variety in the unit themes,
which seek to approach topics appropriate to the age
and interests of students. Below are details of the
sections of each unit.
• Starting out
The opening section, Starting out, comprises the
unit title, pictures relating to the theme, learning
objectives and leading questions to stimulate
discussion on the subject. It is expected that the
interrelations between new information and the
questions for discussion predispose students toward
learning the language. Cultivating the desire to learn,
along with persistence on the part of the learner
may result in increasing engagement with situations
where English may be learned.
• Reading
This section aims to develop students’ capacity to
understand texts from a variety of genres taken
from different sources. To this end, comprehension
activities take into account reading as a process
that requires the reader to actively construct
meaning. These activities help students recognize
the phenomenon of intertextuality as a fundamental
resource in the process of text interpretation, based
on an approach that uses different text genres. In this
way, by training students to read well in English and
preparing them for the challenges of life today and in
the future, they are being educated as whole citizens.
13
 According to this view of reading as a process, the
Reading section has been subdivided into three parts:
Pre-reading, While reading and Post-reading.
In the Pre-reading subsection, the use of strategies such
as skimming (a quick read to establish the context) and
scanning (seeking specific information) is encouraged
so that students can predict the topic, which is always
related to the unit theme and the text genre, before
continuing with a deeper reading of the text.
The authors’ concern for selecting resources for
scaffolding (WOOD; BRUNER; ROSS, 1976) is also
shown by the choice of texts from genres already
known to students. In this way, students are able
to learn about the general topic of the text as well
as the genre in which it was formulated because
the basic organizational structure of a given genre
and its communication purpose (or social function)
are relatively similar in English and in students’ L1.
One of the roles of the teacher is to contribute to the
development of students’ awareness of how to use
what they already know about the texts and their
communicative purposes to read well in English.
For this reason, it is important that they acquire the
notion that they are capable of such transposition
for their own benefit when interacting with texts in
English. At the end of the Pre-reading subsection,
in the Looking at the Text box, specific and objective
information about the genre is presented. The main
purpose is to reinforce students’ knowledge about
the basic characteristics of different genres in order
to contribute to reading (and writing) in English.
The While reading subsection may begin with
activities that enable students to reconstruct the
conditions in which the text was produced (who
wrote it, to whom, for what purpose and why). When
doing this subsection, students have the opportunity
to contextualize the action in the text and to position
themselves in relation to it, so as to then read
between the lines and adopt a critical position toward
processing the information. In this subsection,
comprehension activities are provided for general
and detailed understanding of the text. Strategies
and guidelines that contribute to understanding are
systematized by means of the Reading Tip box.
Here are some of the strategies employed in the
process of reading English in this series:
• Conscious use of prior knowledge
• Use of cognates (words that are similar in L1 and
L2) and of context for inferring the meaning of
unknown words
• Identification of key words to overcome difficulties
in understanding the context and the rest of the
words in the text
• Use of images and page layout to construct the
meaning of texts from several genres
14
• Conscious use of interrelations between the
several multimodal resources, especially verbal,
nonverbal or visual and spatial
• Conscious use of textual clues provided by the
author of the text
• Construction of inferences
After working with the first text, students engage
in activities related to a second text, with a similar
theme but in a different genre.
For example, we can cite some combinations present
throughout Level 1: an encyclopedia article about
smartphones and a timeline about the history of
mobile phones in Unit 1; a news article about climate
change and satellite photos showing that change in
Unit 2; a myth about the creation of the world and a
comic strip about that myth in Unit 3; etc. The main
goals of this proposal are related to the phenomenon
of intertextuality. These are:
• Raise students’ awareness of the basic
characteristics of each genre, offering elements
which empower the learners to use what they
already know about it to read other texts from
the same genre but on different topics.
• Clarify that texts may have the same communicative
purpose but be constructed in different ways:
for example, an encyclopedia article about
smartphones and a timeline about the history of
mobile phones, as shown in Unit 1. Choosing one
or another format or style of composition depends
on the target audience and the aims of the author.
In this and in other sections, there may be a
Language Corner box, with additional linguistic
information related to the texts in the section or to
the activities proposed.
The last part of the section focuses on Post-reading
activities, which aim to encourage discussion about
the interrelations between the local (the environment
in which students interact daily) and the global
(represented by the aspects discussed and learned
in the section).
• Vocabulary
The emphasis in this section is on the development
and expansion of vocabulary by means of activities
contextualized by the genres and by the theme of
each unit.
In this way, students are encouraged to make use
of inductive reasoning to carry out the proposed
activities based on their knowledge of the world;
on what they have learned in the Reading section;
on the use of cognates, context and familiar words;
and on nonverbal information provided, such
as images, colors, layout, etc. The advantage of
developing vocabulary through an inductive process
is in the contextualization of learning and the active
engagement of students in the inference of the use
and meaning of words, usually related to the unit
theme. This process also enhances the development
of students’ capacity to infer information based on
prior knowledge, and verbal and nonverbal clues
present in the body of the text and layout.
In this section, you will also find the World of English
box, including information about the use and
frequency of English words and expressions. This
information is based on Corpus Linguistics, an area
of linguistics that studies language using electronic
databases, generally containing thousands of texts and
millions of words (BERBER SARDINHA, 2004).
These databases are called corpora (plural of the
Latin word corpus) and serve to exemplify authentic
uses of words and expressions.
The corpora used in the series include: GloWBE
(Global Web-Based English), Wikipedia Corpus,
Google N-Gram Viewer/Google Books, SketchEngine,
COCA (Corpus of Contemporary American English)
and COHA (Corpus of Historical American English).
• Grammar
This section is designed to develop students’
grammatical knowledge by means of contextualized
activities. This approach is centered on learning
inductively, with incentives for students to construct
inferences and to participate actively. This leads to
long-term learning based on authentic examples of
language in use. In the Understanding Language box,
students themselves construct the grammatical rules
through inductive reasoning.
• Listening
The Listening section emphasizes the development of
students’ listening comprehension skills through audio
material from a variety of genres that encompass
interactive situations appropriate to students in
lower secondary education. This selection considers
their age and interests, and takes into account the
competencies they have already developed, as well
as those they further need to develop, for interactions
in oral discourse. It also enables reflection on the unit
theme and expansion of students’ knowledge about
other areas and their worldview.
The section begins with an initial discussion or
introduction to the topic and the genre of the text to be
heard, and the activities that follow develop students’
capacity to use English in authentic social situations
of communication. Furthermore, these activities show
that listening comprehension, especially in the Starter
Level and Level 1, does not necessarily need to be at a
deep level, but requires that students understand the
main points of an authentic communicative situation.
• Speaking
This section develops students’ capacity to express
themselves orally in real communicative situations in
English. Initially, there is a discussion question that
prepares students for speaking. The activities that
follow present the pedagogical actions, some including
more scaffolding elements than others in order to
guide students through conversations in English.
The conditions for the production of oral texts (who
speaks, what is said, for what purpose, to whom and
in what context) are specified so as to guide students
through conversation activities. Such conditions
are based on the unit theme and may be formal or
informal. Whenever possible, students should record
their own texts with the resources available (such as
their cell phones or web recording tools). The fact that
most students are used to recording and editing mp3
or mp4 files facilitates listening and interaction.
Some aspects related to the oral use of the language
are sometimes also dealt with in this section, such as
the use of contractions; uses of How about, What if,
Guess what and Would you like...?
The Pronunciation Corner box, which appears in a
different section in each unit, aims to raise students’
awareness of aspects of English pronunciation
relevant to oral interaction.
• Writing
This section, present at the end of even-numbered
units (2, 4, 6 and 8), is devoted to the development of
students’ capacity to write cohesive and coherent texts
in a variety of genres.
It begins with a box that shows the context of the
writing task and considers the following aspects: what
is written, for what purpose, for whom and where
the text will be shared through publication. It then
continues with one or more activities that introduce
the topic of the writing task – there may also be a
review of the characteristics of the genre in question if
it has already been covered in the Reading section.
When students are writing, information on the
context of production is expanded in the Writing
Guidelines following the list of steps necessary in
the writing process. Students may write their texts
individually, in pairs or in small groups.
It is advisable to follow the stages listed in the
Writing Guidelines because of the cyclical nature
of the writing process, which involves planning,
drafting, writing and rewriting until the final version
is complete. Classmates can provide feedback and
scaffolding for one another during the process.
15
 There are always suggestions for posting the
publication: classroom walls, a text “washing line” in
the school library, notice boards, a magazine created
by students themselves to publish their texts or
virtual environments such as blogs, among others.
• Integrate your learning
This section, present at the end of odd-numbered
units (1, 3, 5 and 7), seeks to integrate content that
transcends different school subjects at this level.
This is a process mediated by the communicative use
of English. The main goal is to promote the creation
of new knowledge so as to encourage dialog among
students as well as interdisciplinary knowledge.
The themes included in this section, apart from being
related to those covered in the units, also refer to
content being studied in other school subjects.
This is also another way to extend and contextualize
the use of English, incorporating social, ethical and
political dimension, necessary for students to develop
as citizens.
• Self-assessment
In this section, students will be able to review the
unit aims and reflect on their own learning process in
order to improve it.
By checking if each aim has been satisfactorily met,
students have the chance to evaluate their weaknesses
and strengths in relation to specific language topics,
thus guiding them when they review the unit, read the
Grammar Reference and do the Review and Workbook
activities as needed.
Also, filling out the chart and discussing it in class
provides the teacher with an opportunity to give
feedback based on students’ own self-assessments.
• Having Fun!
This section includes games, puzzles, riddles and
other types of fun activities, which can be done at the
beginning or end of class or during the unit as a fun
filler.
3.3 Special sections and activities
• Life Skills: Learning for Life
Life Skills are skills we need to develop
in order to deal effectively with the
challenges of daily life, be it at school, at
work or in our private lives.
They go beyond mere language or
academic knowledge. Students capable
of understanding and using these skills, together
with their academic qualifications, will know how
to use educational and professional opportunities to
their advantage.
16
There are nine Life Skills covered in In the Loop:
• Communication: Effective communication
skills are an essential part of any relationship.
It is important to understand how we share
information, ideas and emotions both verbally
and nonverbally.
• Creativity: Creativity enables us to see
things from different perspectives, using our
imagination to approach problems and find
innovative ideas that can contribute to our
success in all areas of life.
• Critical thinking: The capacity to apply
critical reasoning, evaluate information from
different sources and analyze the logic behind
arguments is one of the main skills that need to
be developed today.
• Cultural awareness: Recognizing and
understanding that people have different
principles and values according to different
cultural experiences, and learning to respect
these differences, enables us to grow in our
personal and professional lives.
• Networking: Building contacts and maintaining
relationships, and developing interpersonal
and communication skills also contribute to
academic, professional and personal success.
• Self-awareness: Recognizing our strengths,
weaknesses and personal traits can help us face
the many choices we have to make in the future.
• Social skills: Reflecting about how we behave
and being able to act appropriately in different
social contexts are crucial competencies, as
they help us construct healthy relationships and
improve our connections with people around us.
• Study skills: Learning to be an effective student
and understanding how one can benefit from
knowing and applying different academic
strategies are essential skills to be developed as
early as possible.
• Time management: Learning to manage time
effectively is essential to helping learners develop
a sense of balance in their tasks and reducing
stress levels.
Why teach/learn Life Skills?
The development of Life Skills helps students to:
• Find new ways of thinking and solving problems
• Recognize the impact of their decisions
• Build confidence in their communicative,
cooperative and collaborative skills
• Develop self-awareness and respect for others
• Improve/increase cultural awareness
• Respect diversity, developing a more tolerant
society
How are Life Skills applied in In the Loop?
Throughout In the Loop, teachers will find many
opportunities to develop students’ Life Skills. Each
unit offers an extra Life Skills activity (indicated by
the icon in the Student’s Book) integrated with
the topic or content. The activities are in .pdf format
and include teacher’s notes and worksheets, suggested
procedures and answer keys. The worksheets can be
used in class or as homework. They are available at
the Teacher’s Resource Centre.
The language in the activities is appropriate for the
students’ level. However, the focus of the activities is
always on the skills, offering students the opportunity
to develop them while using English.
To learn more about Life Skills, access the website:
<www.macmillanenglish.com/lifeskills>.
• Review

After every two units, there are two pages with extra
activities that give students the chance to systematize
the content learned so far.
The activities presented in this section are based
on the reading of different text genres and may be
undertaken in class or as homework, individually or
in pairs (or in larger groups). It is up to the teacher
to decide when and how the activities should be
done in order to create favorable conditions for the
appropriation of the language.

17
 Unity and diversity

4 Guidelines
for working
with units
Unit aims
• Learn and practice words
used in different English-
speaking countries.
• Read about the history of
the English language.
• Listen to different accents in
English.
• Ask and answer questions
about English-speaking
countries.

Starting out
Ask students to go through
the book in order to become
familiar with it. Show them
some sections from different
units, such as the reading and
speaking sections. Then read the
title of the unit and its aims.

Clarify that English is used as

a native language (or mother
tongue) for most speakers
(for example, in the United
Kingdom, the United States,
Canada, New Zealand, Australia,
Ireland) or as a second language
in countries where English has
a central role in institutions
and communication in general
(for example, India, Nigeria, the English language with their own rules and norms,
Singapore, Jamaica). It is estimated that today most for example, Australian English, Indian English,
non-native English speakers around the world are Singapore English, American English.” If you wish
in countries like Brazil, where English is a foreign to know more, David Crystal talks about the topic of
language (that is, it is not predominantly used as a World Englishes in an interview available at <www.
first or second language). Speakers of English as a youtube.com/watch?v=2_q9b9YqGRY>. (Accessed in
foreign language, in view of their sheer numbers, and December 2018.)
diversity all over the planet are currently responsible
The book English as a Global Language, by David
for many transformations which are taking place in
the language and in how it is understood. Crystal, contains an excellent discussion about the
origins and expansion of the English language,
If considered appropriate, tell students that, in some as well as its role in today’s world. The book is a
ways, it is difficult to think about English as a single great reference for the work in this unit and part
linguistic block and some academics describe the of it may be viewed at <http://catdir.loc.gov/catdir/
language using the plural: speaking “Englishes.” Cook samples/cam041/2003282119.pdf>. (Accessed in
(2003, p. 127) defines this term as “national varieties of December 2018.) The most important regional
18

variants (for example, American English, British
English, New Zealand English) have their own
characteristics which differentiate them from other
variants. However, there is diversity amongst these
variants, that is, geographical, social, age of the
speaker, etc. In this way, “unity and diversity”, the
title of this unit, characterizes English around the
world.
Vocabulary
Activity 1
Students may consult reference books, but
emphasize that they should not look at the chart in
Activity 3 at this point. Encourage them to define
the criteria for categorizing words in their groups.
WELCOME UNIT
Activity 2
Encourage the class to
evaluate whether the criteria
used by classmates to form
categories are convincing.
One possible idea is to group
words by their meaning. In
this case, the groups would
be: biscuit and cookie; chips,
slap chips and fries; pavement
and sidewalk; traffic lights and
stop lights. Vocabulary may
have also been categorized
according to the geographical
variant (see the chart in
Activity 3 for more details).
Activity 4
Possible answers: (1) A single
term may be used in New
Zealand and in the United
Kingdom (biscuit, traffic lights),
contrasting with terms used
in Canada and the United
States (cookie, stop lights), but
there is not always a common
usage amongst these “pairs”
of countries (see, for example,
terms sidewalk and pavement).
(2) One term may be used in
only one country (robots, in
South Africa). (3) A single term
(for example, ice lolly) may
have different forms in the
countries listed.
Answers
page 4: 1 English is far more widely spoken than Spanish
or Chinese. English is established in 106 countries,
compared to 37 for Chinese and 31 for Spanish.
2 There are approximately 1.39 billion speakers of
English and around 480 million are native speakers.
(Data from 2018. Available at: <www.weforum.
org/agenda/2018/02/chart-of-the-day-these-are-
the-world-s-most-spoken-languages> and <www.
worldatlas.com/articles/most-popular-languages-
in-the-world.html>.)
page 5: 1 Personal answers 3 b, e, f, d, c, a 4 Personal
answers
19
 Reading
Activity 1
The timeline presented was
developed with the idea
of focusing on the main
information to be covered in
Activities 1 and 2.

The following links show

other timelines from the
history of the English
Language, in case you wish to
compare or expand content:
<www.open.edu/openlearn/
ocw/pluginfile.php/130282/
mod_resource/content/4/
timeline.html>, <www.bl.uk/
englishtimeline> and <http://
www.childrensuniversity.
manchester.ac.uk/learning-
activities/languages/
words/timeline-english-
language-2/>. (All accessed
in December 2018.) If
appropriate, you can also
have students watch the
set of animations about the
history of English available
at <https://www.open.edu/
openlearn/languages/english-
language/the-history-english-
ten-minutes?> (Also accessed
in December 2018.)

Read the instructions

with the whole class and
draw students’ attention
to the picture of William
Shakespeare (1564–1616). Ask
if they know who he was. Then point out the dates
and how the information is organized to illustrate
the characteristics of a timeline.
Answers
page 6: 1 a The history of the English language. b A
timeline. c Possible answers: Advantages – you
can find specific information more easily due to its
clear display, you can have a general idea of the
issue at a glance; disadvantages – there is not much
room for complex information or details, the story
told needs to be summarized. 2 Personal answers
Language Corner e, c, d, b, a
page 7: Listening 1 a Differences in the pronunciation of
the words either, neither, potato and tomato.
b Personal answers. Speaking 1 a A: The United
States of America. B: The United Kingdom. b A:
Ariana Grande. B: Ed Sheeran. c A: 327,453,230.
B: 66,689,158. d A: butter, popsicle, cookies.
B: butter, chips.

20
 WELCOME UNIT

If appropriate, expand the

task by inviting students
to search “the rainbow
passage” on YouTube so as
to watch videos of people
from different parts of
the world (with different
English accents and/or
dialects) reading the same
passage. They can start by
watching the performance
of a Russian girl, available
at: <https://www.youtube.
com/watch?v=flE7krTxv80>.
(Accessed in December 2018.)
A printer-friendly version of
this public-domain text can
be obtained at: <http://www.
dialectsarchive.com/wp-
content/uploads/2015/11/The-
Rainbow-Passage.pdf>. (Also
accessed in December 2018.)

You can also have students

watch a video about different
London accents available
at: <https://www.youtube.
com/watch?v=_H8r2Izzo5k>
(Accessed in December 2018.)

Listening
Activity 1
The audio presented is a cover version of a
verse from the song “Let’s Call the Whole Thing
Off”, composed by George Gershwin and Ira
Gershwin. Contextualize the part you will play,
explaining that the song is well-known in English-
speaking countries, is about dialect differences
in the United States, and was composed for the
film Shall We Dance? (1937) for a scene in which
a couple compares how each one pronounces
certain words. Also mention that call off means
cancel.
Speaking
Activity 1
To expand the task, ask
students to create a collage
illustrating an English-
speaking country of their
choice. Talk to them about
the importance of consulting
reliable sources when
searching on the Internet.
Here are some suggested sites: <https://www.cia.
gov/library/publications/resources/the-world-
factbook/index.html> and <http://news.bbc.
co.uk/1/hi/country_profiles/default.stm>. (Both
accessed in December 2018.)
Suggested website
University of Duisburg-Essen. Studying Varieties of English.
Available at: <www.uni-due.de/SVE/>. (Accessed in December
2018.) Site produced by the University of Duisburg-Essen,
in Germany, including written information, maps, recordings
(sounds of the English language; passages spoken by people
from different places), glossary, amongst other information
on different varieties of English.

21
 Self-assessment
The “thumb-up and thumb-
down” chart helps students
understand their learning
better. Also, by circling what
they have learned and liked
in the unit they will reflect
on how enjoyment may
positively influence their
learning process as well.

There is also a place where

students can write some
comment, which is an
opportunity to develop a
thought about the reason
why they probably liked or
not the topic learned. It is not
a simple explanation, but a
comment or a sugestion that
can be used by the teacher in
the classroom.

Having Fun!
Discuss with students once
again how some words of
English can vary between
countries and regions. Then
ask them to look in the word
search for the words listed
and to write equivalent
varieties for them.

Answers
page 8: Having Fun! Answers on page. Possible answers:
biscuit – cookie; chips – fries, slap chips, hot chips;
traffic lights – stop lights, robots; pavement –
sidewalk, footpath; dummy – pacifier, soother;
lolly – popsicle, sucker, ice block, lollipop

22
Technology now and then

Starting out
Draw students’ attention
to the pictures and to the
questions. Ask them to
discuss the questions in pairs
and to share some answers
with the class. Have students
describe the pictures and/or
identify the people and the
devices in them:

1 Martin Cooper, inventor

of the cell phone
2 An old video game
console
3 A girl with headphones
who is using a laptop
4 A teenager speaking on
a smartphone

Unit aims
• Read and understand an encyclopedia entry and
a timeline.
• Recognize and use past time expressions.
• Ask and answer Wh- questions and Yes/No questions.
• Listen to and understand TV commercials.
• Give an oral presentation on a gadget from the past.

23
 Reading
Activity 1
Ask students to look at
the text quickly, without
focusing on reading at this
stage. Encourage them to
use elements from the text to
justify their answers.

Activity 2
Ask students to write full
sentences and compare their
answers with those of a
classmate. If necessary, give
an example of a complete
answer for the class. Monitor
and help if necessary before
checking answers with the
whole class.

Looking at the Text

If you wish to expand the
topic of online encyclopedias,
ask students if they know of
any online encyclopedias,
and, if so, which ones. They
may mention Wikipedia, the
collaborative encyclopedia
which is constantly fed and
updated by anyone in the
world and in a wide variety of
languages.

An interesting issue to
discuss is the credibility of
sources like Wikipedia. A
study undertaken in 2005
by Nature, one of the oldest
science magazines in the
world, showed that gross errors on Wikipedia are
the exception and not the norm. However, some
researchers say that users posting incorrect and
unreliable information is a reality as well. Tell
students that one option, when using Wikipedia
or similar sites, is to confirm information in other
more reliable sources; for example, websites of
Answers
page 10: 1 a an online b smartphones 2 a It is a mobile
telephone with a display screen, some personal
information management programs and an
operating system. It can be considered a mobile
telephone integrated with a handheld computer.
b IBM designed the first smartphone. c BellSouth
sold the first smartphone. d It can send and receive
photos, music files, emails, etc.

trusted encyclopedias, specialist institutions, page 11: 3 The mobile phone. 4 a Martin Cooper. b 30
minutes. c US$ 1,000. d 1997. e IBM Simon. f 2008.
government portals, etc. 5 Personal answers

24
 UNIT 1

•• Lingualeo: Interactive app

with fun activities for
children and adults.

•• Babel: Available for iOS

and Android, this app offers
dynamic courses in English
and in 13 other different
languages.

References
GILES, J. Internet Encyclopaedias Go
Head to Head. Nature, v. 438, 15 dez.
2005, p. 900-901. Available at: <http://
www.nature.com/nature/journal/v438/
n7070/full/438900a.html>. (Accessed
in December 2018.)
WIKIPEDIA. Wikipedia: Bienvenidos.
Available at: <https://es.wikipedia.org/
wiki/Wikipedia:Bienvenidos>. (Accessed
in December 2018.)

Activity 3
Remind students that the timeline genre was
presented in the Welcome Unit. Review with
the class the purpose of a timeline and how
information is presented in this type of graphic
organizer.

Here are some suggestions of smartphone and

tablet apps that students may find useful to
complement their learning of English:

•• Duolingo: Free app with exercises in English

and other languages, such as French, German
and Spanish.

25
 Vocabulary
Activity 3
Draw students’ attention to
the fact that it is incorrect
to say “yesterday night”.
They should say “last night”
instead. To expand the task,
ask students to produce
sentences about activities
they have done using the
adverbial expressions.

Activity 4
Organize students into pairs
or trios. Ask them to give full
answers. Model an example
for the class. Monitor and
help them if necessary.
Then ask some students to
share their answers with
classmates.

Answers
page 12: 1 b 2 a bought, was b last week 3 yesterday –
evening; last – month, year; in – 2014, the 1990s;
ago – two days, three months 5 a this morning
b Last weekend c yesterday
page 13: 1 a The past simple. b Because the extract is
tracing the history of electronic games. 2 c, a, b
3 a generated, came out b grew, had, became
c were, played, recorded, developed

26
 UNIT 1

Activity 3
Draw students’ attention to
the pictures. Ask them to take
a quick look and then close
their books. Ask students
which objects the pictures
showed and write their
answers on the board. Ask
them to open their books,
read the texts and confirm
their answers. Then read the
instructions for the activity
to the whole class. Draw
students’ attention to the
verbs in the boxes and ask
them to fill in the gaps.

As an extra activity, organize

students into pairs and ask
them to create five questions
about technology using verbs
in the past. They can use the
information given in the unit
or information they already
know about technology.
Then form groups of four
students, ask them to close
their books and have one pair
challenge the other with their
questions. Remember that
it is important for the pair
asking the questions to know
the answers.

Grammar
Activity 2
Ask students to compare their answers with those
of a classmate before checking the activity with
the class.

27
 Macmillan Life Skills –
Networking
After finishing Activity 3 in
the Grammar section, you
may use the worksheets
related to networking
available at the Teacher’s
Resource Centre. As you will
see explained in more detail
in the specific Teacher’s Notes
for this task, networking is
about building and keeping
relationships, both online
and offline. In this particular
task, students will have the
chance to learn about social
media and networking
statistics. Make sure you
have the necessary copies for
all students, as there are no
individual worksheets for the
students in this task.

Answers
page 14: 4 b Did people carry boomboxes around? c Who did boomboxes appeal to? d How much did the first
VCRs cost? e How did people get videos to watch on the VCR? 5 a invented b did the first smartphone
do c did you buy d sent e woke you up f did they create 6 Personal answers Understanding
Language 1 a Questions a and b. b Questions c, d and e. c They start with a form of be or with the
auxiliary did. d They start with a question word - when, who, what, how... 2 a a, d, and e b b, c, and f
c we do not use an auxiliary verb to form the question d we use an auxiliary verb to form the question
page 15: 1 3, 2, 1 2 Commercial 1 – Characteristics, Qualities, Manufacturer; Commercial 2 – Name,
Characteristics, Qualities, Manufacturer; Commercial 3 - Name, Characteristics, Qualities, User’s
testimonial, Manufacturer 3 Commercial 1: a affordable and transportable b General Electric c 832
d could adjust e at home and in the car f battery; Commercial 2: a cassettes b Sony c small;
Commercial 3: a The IBM 5100® b productively c pounds d complex e reasonable

28
 UNIT 1

The audios presented are

passages that have been re-
recorded from commercials
shown in the following
videos: <www.youtube.com/
watch?v=yCB6gUrma2c>,
<www.youtube.com/
watch?v=7lipckhgG5g>
and <www.youtube.com/
watch?v=KcUR65bju78> (All
accessed in January 2019.)

Activity 3
Before playing the audio
again, organize students
into pairs and ask them to
try to remember some of the
answers or anticipate them.
Play the audio and check
answers with the whole class.

Listening
Activity 1
Ask students if they have any of the items
mentioned in the activity. Pronounce the name
of each item out loud for the class. Explain the
activity and remind students that they need only to
concentrate on the information requested. Play the
audio once and check the activity with the class.

29
 Speaking
Activity 1
Ask students to research the
equipment to be presented,
using items from the chart as
a guide.

Activity 2
You can bring in equipment
and demonstrate the activity
to students. At the end of
your demonstration, discuss
elements of grammar and
vocabulary, such as the use of
the past simple. If necessary,
you can set aside some
class time for students to
rehearse their presentations
individually.

30
 UNIT 1

If you consider it necessary,

the following films can help
support and expand the
debate about computers vs.
mankind, especially when it
comes to human emotions
and feelings that robots
may or may not be able to
simulate.

•• I, Robot. Director: Alex

Proyas. Producers: John
Davis, Topher Dow, Wyck
Godfrey, Laurence Mark.
United States, 2004.

•• Artificial Intelligence: A.I.

Director: Steven Spielberg.
Producers: Bonnie Curtis,
Kathleen Kennedy, Steven
Spielberg. United States,
2001.

Integrate your learning Answers

Activity 1
Draw students’ attention to the picture. Introduce
the expression board games. Explore elements
of the picture and list the skills students consider
relevant in order to play board games, for
example, concentration, attention, planning or
mathematical logic, amongst others.
page 17: 1 Personal answers 2 a computer technology
b complex c medical diagnosis, language
translation, game playing, robotics and proving
mathematical theorems. d cognition 3 Personal
answers

31
 Self-assessment
Designed to develop the
learners’ responsibility for their
own learning, in this section
students are led to become
aware of their strengths and
weaknesses in order to foster
self-reflection on the learning
process. By identifying their
weaknesses, students can ask
for help from a classmate,
redo some activities, focus on
the activities of the Review
sections, refer to the Grammar
Reference or perform the
Workbook activities. Ideally,
students always have a sense
of success or the desire to get
it, and thus they devote more
effort to learning.

Successful learning
experiences are the driving
force for the desire to learn
more and better.

Having Fun!
To play Bingo, ask students
to say the names of electronic
equipment, old and new.
Write the items on the board
until you have a list of 15-20
items for the game. Ask
students to write the name
of six of these items on their
card. Once they have all
finished, choose items from
the board at random and call
them out. Students check off
the items on their card. The student that marks all
the items on his/her card first will be the winner.
You can play again with all the verbs in the past
simple or repeat the activity, this time inviting
students to call out the items.

Suggestion for further viewing

The Light Bulb Conspiracy. Director: Cosima Dannoritzer. Producer:
Joan Úbeda. Spain, 2010. Documentary on planned obsolescence.
Winner of several prizes.

32
Human impact on nature

Starting out
Ask students to look at the
pictures attentively and
answer the questions with
a classmate. Then ask them
to share their opinions with
the class.

Unit aims Answers

• Read and analyze a news article and two pictures. page 19: 1 The pictures portray nature and human interference
with it. 2 The picture of people picking up litter
• Listen to excerpts from a documentary. in a public area. That shows a positive action to
• Recognize and use vocabulary related to human compensate for damages we cause to nature.
impact on nature.
• Recognize and use there was/there were and
used to.
• Produce an oral report for a podcast.
• Write an opening for a news article.

33
 Reading
Activity 1
Tell students that to identify
the topic and genre with
a quick read-through they
must consider a combination
of factors and not only one
isolated element. Take the
opportunity to present the
vocabulary used to identify a
news article: headline, byline,
lead paragraph, image,
caption and body.

Answers
page 20: 1 Possible answer: It is about climate change and
Mt. Everest/the Himalayas.
page 21: 2 a Climate change. b Apa Sherpa. c Lack of snow.
d Rockfalls / Walking on bare rock with crampons.
3 2, 1, 4, 5, 3 4 a Possible answer: They show
evidence of the melting process of a glacier in
Greenland. b Possible answer: The melting of
glaciers raises sea levels. c Possible answer: The
pictures and the article show evidence of the
melting of glaciers and of ice on high mountains.
5 Personal answers

34
 UNIT 2

A study undertaken by the

University of Cambridge,
released in September 2014,
shows that the Greenland
ice cap is more unstable and
sensitive to climatic changes
than was previously thought.
This ice cap stretches for 1.7
million square kilometers and
contains enough ice to raise
the sea level around the world
today, thus threatening coastal
communities.

References
Humboldt Glacier. In: Encyclopaedia
Britannica. Available at <www.
britannica.com/EBchecked/
topic/276125/Humboldt-Glacier>.
(Accessed in January 2019.)
University of Cambridge. Greenland
Ice Sheet more vulnerable to climate
change than previously thought.
Available at: <www.cam.ac.uk/research/
news/greenland-ice-sheet-more-
vulnerable-to-climate-change-than-
previously-thought#sthash.zyWWH452.
dpuf>. (Accessed in January 2019.)

Reading Tip
As a way to expand the work
with the target strategy, you
can propose group work,
in which each group puts
together a fact sheet about
the organizational elements
of a genre of your choice,
thus contributing to the
construction of meaning
during the reading of such
texts.
Activity 3
Ask students to do the activity in pairs and
compare their answers with those of another
pair. Then check the activity with the whole class.
Ask students to close their books and write the
parts of a news article on the board. Read the
definitions aloud and ask them to identify which
part you are defining.

Activity 4
If appropriate, tell students that the Humboldt
Glacier, located in Northeast Greenland, is
considered to be the largest glacier in the world.

35
 Listening
Activity 2
Briefly explore the pictures on
the page before playing the
audio. Ask students if they
have seen any documentaries.
If they have, stimulate the
exchange of information
on the content of any
documentaries seen.

The audio passages have

been re-recorded from the
documentary The 11th Hour.
Directors: Leila Conners,
Nadia Conners. Producers:
Leonardo DiCaprio, Brian
Gerber, Chuck Castleberry.
United States, 2007. The
documentary may be seen at:
<http://freedocumentaries.org/
documentary/the-11th-hour>
(Accessed in January 2019.).

Give students some information

about the speakers.

•• Stephen Hawking:
British physicist and
cosmologist, who, at the
age of 21, was diagnosed
with Lateral Amiotrophic
Sclerosis, a progressive
and fatal disease that
affects neurons. At the
time, he was given a life-
expectancy of only two
years. Hawking not only
survived that prognosis in
a spectacular fashion (in •• Wes Jackson: One of the big names in
2015 he was 73 years old), but also contributed sustainable agriculture. Founder of The Land
to the advance of physics and cosmology. Institute, <www.landinstitute.org/> (accessed
Stephen Hawking will be mentioned again in in January 2019), he was a professor of
Unit 8. Biology at Kansas Wesleyan University and
later established the Environmental Studies
•• Wangari Maathai (1940–2011): She was an program at California State University.
environmental scientist and teacher, born
in Kenya, and author of several books. She If you wish to complement the work in this
graduated with a degree in Biological Sciences section, ask students to bring in quotes about
and, in 1971, was the first woman from East the environment made by famous celebrities and
or Central Africa to earn a Ph.D. The site others, and use them for class discussion. For
<www.plt.org/words-to-live-by---a-tribute-to- this, they can do research on the Internet using
wangari-maathai> (accessed in January 2019) keywords, such as quotes or environment, and the
offers suggested pedagogical activities based names of famous people.
on her ideas and activism.
36
 UNIT 2

Vocabulary
Activity 1
Read the instructions with
the class. Remind students
that to unscramble the letters
they must use their prior
knowledge (not just about
vocabulary, but also about
the spelling rules of English,
that is the most common
combinations of letters
or how they usually come
together to form words, etc.).

As a way of expanding the

task, ask students to search
and read about the Tamar
Project, a Brazilian non-profit
organization in charge of
saving and protecting sea
turtles. Encourage students to
identify which of the problems
listed on the WWF site affect
sea turtles in particular (marine
pollution and mass tourism).

If you wish to expand the work

in this section, the following
website can provide support:
<www.bbc.co.uk/bitesize/
ks3/science/environment_
earth_universe/changes_
in_environment/activity/>
(Accessed in January 2019.).

Activity 3
This activity can be done
in pairs and checked with
the whole class. If students
Activity 3
have access to printed or online dictionaries, you
Read the sentences to the class. Remind students can guide the checking of answers using these
that in this type of activity one must listen with reference materials.
a view towards noticing details. After checking,
encourage them to justify their choices, asking
them to point to elements in the text which led
them to choose their answers.
Answers
References
page 22: 1 a A human bootprint on the Earth. b That we
Post Carbon. Fellows. Available at: <www.postcarbon.org/our- don’t have a lot of time to act and save our planet.
people/wes-jackson/> (Accessed in January 2019.). 2 Answers on page. 3 a F b T c F d T 4 Personal
Stephen Hawking. Available at: <www.hawking.org.uk/> (Accessed answers
in January 2019.). page 23: 1 a Mass tourism b Pollution c Roads and houses
The Green Belt Movement. Available at: <www.greenbeltmovement. d Wildlife trade 2 b 3 d, c, b, a
org/wangari-maathai> (Accessed in January 2019.).

37
 Grammar
Activity 1
Before asking students to
do the activity, activate their
prior knowledge about
cartoons. Students can do the
activity in pairs and check
their answers in groups,
justifying choices based on
elements from the text and on
prior knowledge of the world.

Activity 2
Ask students to do the activity
individually. Check the
activity with the class and ask
them to justify their answers.
The explanation of the answer
can be based on students’
prior knowledge about ago
and was, forms that refer to
the past.

Answers
page 24: 1 b 2 happened in the past 3 there was 4 Personal
answers a There was b there were c There were
5 Possible answers: There was much more water
in South Aral Sea in 2000. / There was less global
warming in 2000. Understanding Language
1 Using “years ago” and “there was.” 2 Because
it is talking about a conference (in the singular).
page 25: 6 c 7 a There was b There was c used to
d there were e used to Understanding
Language b Pronunciation Corner 1 b One
c /z/, as in zebra

38
 UNIT 2

Activity 7
The lyrics are unusual, as they
describe a world in which
factories, shops and fast-food
restaurants, amongst others,
gave way to prevalence of
nature (mountains, rivers,
flowers, fields, trees, oases,
nuts, berries, etc.). Ask
students how they would feel
in a world like that and why. If
students get involved enough,
play the whole song again.

Macmillan Life Skills –

Critical Thinking
After finishing the activities
in the Grammar section,
you may use the worksheets
related to critical thinking
available at the Teacher’s
Resource Centre. As you
will see explained in more
detail in the specific Teacher’s
Notes for this task, critical
thinking is about evaluating
information, sources and
arguments. In this specific
task, students will have
the opportunity to analyze
and reflect on the impact
humans have on nature using
Leonardo DiCaprio’s speech
at the Oscar ceremony in
2016. Make sure you have
the necessary copies for all
students.

Pronunciation Corner
One way of helping students perceive the number
of syllables is to ask them to clap along with the
rhythm of each word: used = one clap; swim = one
clap; river = two claps.

If appropriate, mention that there used to be is

there + be with used to.

39
 Speaking
Activity 2
Contextualize the activity by
asking students: Do you think
the world around you will be
very different in the future? If
so, in what ways? Write some
of their ideas on the board
for inspiration and reference
during the activity.

•• Step 1: Do the first stage

of the activity with the
class.

•• Step 2: The second stage

can be done for homework
or in class, according
to time availability.
Clarify that drafts can
be either detailed or not,
depending on personal
choice. Some students
will prefer to write a more
detailed draft; others may
prefer to note down only
ideas, summaries, a few
examples, some pre-
prepared sentences, etc.

•• Step 3: If possible, ask

students to record their
rehearsals using a cell
phone. Then ask them to
listen to the recording
and make the necessary
changes.

•• Step 4: Students present

their reports to the rest of Answers
the class. If the group is very large and there is page 26: 1 a 2 & 3 Personal answers
little time available for everyone to present the
reports, you can divide the class into groups.
Have the members of each group present their
reports to one another, and then they choose
one to be presented to the whole class.

40
 UNIT 2

Activity 2
Ask students to stay in the
same groups and exchange
ideas about what is requested.
Encourage consultation of
several sources for reference.
If possible, bring news
articles in English into class.

Activity 3
Read the step-by-step
instructions to the class,
clarify any doubts and
demonstrate whenever
necessary. When choosing
images, for example, tell
students they should
consider pictures taken from
newspapers or magazines, or
printed photos or drawings
made by them, amongst
other options. The caption
must be planned at this time.
Remind students that to write
the opening of the article
they should first define the
main idea of the article. The
headline should express that
idea as well. Feedback may
be given orally or in written
form, according to students’
preferences.

Suggestion for further

viewing
I nterstellar. Director: Christopher
Nolan. Producers: Christopher Nolan,
Lynda Obst, Emma Thomas. United
States, 2014. In the film, environmental
pressures lead a group of scientists
Writing to seek an alternative place for humans
Activity 1 to live beyond planet Earth.

Before brainstorming, ask students to comment

on any newspaper articles that deal with the
impact of humankind on nature that they may
have read. Reinforce the importance of “positive
action”. Write some of their ideas on the board.
Then organize students into groups of four and
ask them to complement the ideas given and
written on the board. It is important that they
all take notes, as they will be used in the writing
activity.

41
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses
in order to foster self-
reflection on the learning
process. By identifying their
weaknesses, students can ask
for help from a classmate,
redo some activities, focus
on the activities of the
Review sections, refer to
the Grammar Reference
or perform the Workbook
activities. Ideally, students
always have a sense of
success or the desire to get
it, and thus they devote more
effort to learning.

Successful learning
experiences are the driving
force for the desire to learn
more and better.

Having Fun!
These activities are not only
meant to be performed at the
end of the unit; they can be
done at the beginning or at
the end of a class, or during
a lesson as a moment of
relaxation.

Answers
page 28: Having Fun! The best time to plant a tree was
twenty years ago. The second best time is now.
page 29: 1 a When / In 1847. b Where / In Edinburgh,
Scotland. c How / Mainly through numerous
experiments in sound. d Who / Thomas Watson.
e What / He worked on Visible Speech for the deaf.
f How many patents / He held 18 patents. g When /
In 1922. h Where / In Canada.

42
 UNITS 1–2

Review
These pages with extra activities aim to create
systematic opportunities of learning the content
presented in the units.

The activities proposed in this section are based

on the reading of different genres and can be
done in class or as homework, individually or in
pairs (or in larger groups). You may freely decide
when and how the activities should be addressed,
so that their achievement can create favorable
conditions for the appropriation of language.

43
 Answers
page 30: 2 a 5 b 4 c 3 d 1 e 2 3 a Janice Corello b Russia
c know d various countries

44
Myths and legends

Starting out
The images that open the unit
illustrate some myths about
the creation of the world from
different cultures. However,
different versions may be
found, as these myths were
passed down through oral
tradition and are strongly
linked to local culture. When
dealing with myths, we
suggest raising the issue of
respect for different beliefs,
as many of them are closely
linked to religion.

•• Nordic mythology: In the

beginning there was an
abyss (Ginnungagap) which
separated fire (Muspelheim)
and ice (Niflheim). When
these two elements met, they
formed a giant called Ymir
and a cow, Audhumbia, that
fed him. From the blocks of
ice that the cow licked, came
Búri. Odin, grandson of
Búri, killed Ymir and made
the world from his body
parts. This myth is revisited
in the Reading section.

Unit aims
• Read and interpret a myth and a comic strip.
• Learn and practice vocabulary related to oceans
and continents.
• Learn and use the past simple and past continuous.
• Listen to someone telling a myth about the creation
of the world.
• Tell the story of a myth or legend.
•• Greek mythology: In
the beginning there was
only Chaos where the seeds
of everything were. God
and Nature interfered and
put things in order. Then it
became necessary to create
a being superior to the others, and so mankind
was made.
•• Egyptian mythology: Rá-Atum is responsible
for creating the world and represents the Sun.
The first of his sons, Shu (god of the air) and
Tefnut (goddess of water), married and had two
sons, Geb (god of earth) and Nut (goddess of
the sky), who also married. Rá became furious
and ordered Shu to separate their sons, so Nut
became the sky, Geb became the Earth and Shu
became the air, laying between the offspring.
Egyptian mythology is revisited in the Listening
section.

45
 Reading
Activity 1
Clarify for students that they
will only use words from
the box. Have them do the
activity individually and
compare their answers with
those of a classmate. Then
check with the class.

Activity 2
Ask students to quickly
read the text, focusing on
the title and the first and
last sentences. Discuss with
students that the aim is to
have a general idea of the
text. For this, you can set a
time limit for reading.

Answers
page 32: 1 It’s a myth. 2 a
page 33: 3 a T b F c F d T 4 a Science. b Mythology. 5 c, a,
b 6 According to the version on page 32, Ymir was
a giant, not a cow, and the world was created from
his body by Odin, not by the cow, whose name
is Audhumbia. 7 text, illustrations, short, ironic,
funny 8 Personal answers

46
 UNIT 3

Activity 5
In case students do not know
the meaning of any words in
the comic strip, ask them to
first look at the context and
find any cognates in order to
infer meaning, and then to
consult the glossary in the
Grammar Reference section
that corresponds to the unit.
It is possible that students will
perceive that the character
says the cow was called Ymir,
which differs from the version
they just read. If this question
is not raised by students after
correcting the exercise, ask
them to read the comic strip
and the text about the Nordic
myth on page 32 again. Ask
what information is different
in the text and in the comic
strip. You can discuss the fact
that myths are told by people
and for that reason there may
be some differences between
versions (and the fact that
the girl may have confused
information).

Activity 8
Upon expanding the discussion
in the Post-Reading section
about cultural and religious
diversity, you can mention
some names related to
indigenous myths, for example.
However, as many myths are
linked to religion, preferably
Activity 3 conduct the discussion so as to emphasize the need
Have students correct the false statements orally for respect of other beliefs and cultures.
with a classmate.
For example, some of the main gods of the Inca
mythology are: Viracocha – the main creator god;
Pachamama – mother earth (wife of Virachocha and
mother of Inti and Mama Quilla); Inti – the god of
the sun; Mama Quilla – the goddess of the moon.

47
 Vocabulary
Activity 2
Make sure students have
underlined the words in the
text before linking them to
their definitions. Underlining
will help them do the activity
based on the context.

Answers
page 34: 1 a supercontinent b ocean 2 a, e, d, b, c 3 surface,
oceans, oceans, limits 4 a vegetation b water
c countries d islands e world
page 35: 1 a 2 c, a, b 3 Possible answers: a Eagle and Coyote
made our Earth. b To see what people were doing.
c They were eating up the Earth. d With a grain of
meal the dove found and Eagle and Coyote planted.

48
 UNIT 3

Grammar
Activity 1
Ask students to use skimming as a reading
strategy, as they saw in the Reading Tip box on
page 32. Tell them they should only read quickly,
paying attention to the title, the picture and the
last sentence of each paragraph.

49
 Activity 4
Take this opportunity to
review verbs in the past
simple, especially irregular
verbs. As there are several
irregular verbs in the text, it
is convenient to ask students
to indicate the infinitive forms
of these verbs so as to make
sure they can identify them.

Answers
page 36: 4 Answers on page 35 5 lived, asked, had, fulfilled,
passed, grew up, felt, transmitted, decided,
went, transformed, bit, echoed, fell, was crying,
understood, obeyed, planted Understanding
Language 1 a People were eating up the Earth.
b Eagle sent Coyote. 2 a past continuous b past
simple 3 When 4 Yes
page 37: 1 c 2 5, 3, 6, 4, 1, 2 4 Personal answers

50
 UNIT 3

Activity 3
The audio in this section has
been adapted and re-recorded
from the video Big Myth.
Egyptian Creation. Available
at: <www.bigmyth.com/
myths/english/2_egyptian_full.
htm> (Accessed in January
2019.).

Tell students that it is not

necessary to understand all
the words in the audio. The
aim is to understand the
order of historical events.
If necessary, after listening
to the audio, give students
time to compare what they
understood with a classmate
and play the audio again.
Finally, check the activity
with the whole class.

Activity 4
Propose a discussion, initially
in small groups, then with the
whole class. Highlight the
importance of respecting
cultural manifestations from
different civilizations as a
way of understanding the
history of mankind.

Listening
Activity 1
After students answer the question, explore the
theme with them, asking what they know about
Egyptian culture and/or mythology.

Activity 2
Tell students that illustrations refer to the
Egyptian creation myth. Atum is one of the great
Egyptian entities and carries the origin of life
within.

51
 Speaking
Activity 1
It is not necessary for
students to write complete
sentences, but mention that
taking notes will help them
organize their ideas. This
activity serves as preparation
and scaffolding for when they
tell the story.

Activity 3
Students can tell the story
in small groups, so they
feel more comfortable than
narrating for the whole class.
Sharing the stories in small
groups will also help make
the activity less repetitive.

Answers
page 38: 1 Personal answers 2 a II b I c III d III e II f I g I h II
page 39: 1 a, c, e, f, g 2 Time: Long ago; Setting: Olympus;
Plot: A Bee offered Jupiter some honey and he
promised her anything she wanted. She asked
for stings in order to kill people and Jupiter gave
them, but when stinging people bees also die;
Characters: Bee and Jupiter; Narrator: third-person
3 Personal answers. Possible answer: The sentence
“Evil wishes come home to roost” means that we
should not wish bad things to other people, as they
will probably bring bad things to the person who
wishes that, too.

52
 UNIT 3

Macmillan Life Skills –

Cultural Awareness
After finishing the activities
in the Integrate your learning
section, you may use the
worksheets related to cultural
awareness available at the
Teacher’s Resource Centre.
As you will see explained in
more detail in the specific
Teacher’s Notes for this task,
cultural awareness is about
recognizing, understanding
and respecting each
other’s values and diverse
backgrounds. In this specific
task, students will learn more
about the meaning of cultural
awareness and about how to
become more aware of their
own culture and others. Make
sure you have the necessary
copies for all students.

Suggestion for further

viewing
Xingu. Director: Cao Hamburger.
Producers: Fernando Meirelles, Andrea
Barata Ribeiro, Bel Berlinck. Brasil, 2011.
The film tells the story of the brothers
Orlando, Cláudio and Leonardo Villas
Bôas and the creation of the Xingu
National Park.

Integrate your learning

Activity 1
If necessary, help students do the task, showing
the meaning of unknown words.

53
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses
in order to foster self-
reflection on the learning
process. By identifying their
weaknesses, students can ask
for help from a classmate,
redo some activities, focus
on the activities of the
Review sections, refer to
the Grammar Reference
or perform the Workbook
activities. Ideally, students
always have a sense of
success or the desire to get
it, and thus they devote more
effort to learning.

Successful learning
experiences are the driving
force for the desire to learn
more and better.

Having Fun!
These activities are not only
meant to be performed at the
end of the unit; they can be
done at the beginning or at
the end of a class, or during
a lesson as a moment of
relaxation.

Answers
page 40: Having Fun! 1 imaginary reptile 2 brought fire
3 time of 4 were the 5 or influenced
page 41: 1 Bullying is unwanted, aggressive behavior
among school aged children that involves a real
or perceived power imbalance. The behavior is
repeated, or has the potential to be repeated, over
time. (See more at: <www.stopbullying.gov/what-
is-bullying/index.html> Accessed in January 2019.)
2 Personal answers

54
Stand up and speak out!

Starting out
The central theme of the unit
is bullying; that is, repeated
verbal or physical aggression
in the school setting towards
one or more students by one
or more classmates. These
aggressions, however, are
not limited to the school
environment and can occur in
any social context. The use of
a simple nickname can often
affect people emotionally and
physically. Students can have
access to a simplified version
of the law against bullying
in Argentina, available at:
<http://www.derechofacil.
gob.ar/leysimple/bullying/>
(Accessed in January 2019.).

In extreme cases, bullying

can cause serious emotional
damage amongst young
people and can even lead to
suicide. Bullying is always
considered as an aggression,
but not all aggression can be
considered as bullying.
Most researchers describe
some basic characteristics
that must be present when it
comes to bullying (physical
or moral aggression): an
intention to hurt the target,
the repetition of the
aggression, the presence of
an audience (or bystanders)
and an agreement on the part
Unit aims of the target that the act constitutes an offence.
• Read and understand a homepage and a campaign
Ask students to look at the pictures in detail and
poster.
discuss in pairs the questions presented. Then
• Listen to sections of a song.
promote a discussion with the class about the
• Learn and practice vocabulary to describe people.
theme and attitudes they consider as bullying.
• Learn and practice should and must.
• Produce a video for an anti-bullying campaign. Reference
• Write a class contract. Ministerio de Justicia y Derechos Humanos. Presidencia de la
Nación. Derecho Fácil. Available at: <http://www.derechofacil.gob.
ar/> (Accessed in January 2019.).

55
 Reading
Activity 2
Direct students’ attention to
the web page, asking them
not to read it in full just
yet. Encourage them to pay
attention to the layout, the
hierarchy of titles, the social
media icons and the URL in
the browser, amongst other
elements. By doing so, they
will be able to answer the
questions that follow. Ask
them to justify their answers
with elements from the text.

Answers
page 42: 1 Personal answers 2 a NO b YES c NO d YES
e NO 3 a She is Nakita Turner. She’s a 15-year-
old singer / songwriter from New Zealand. b To
stop bullying. c A free online resource that helps
you start a conversation within your school and
community about reducing bullying and supporting
each other. d The free online resource.
page 43: 4 a To offer advice on how to deal with
cyberbullying. b Possible answers of good
behavior: be kind to others, think before you post,
keep your settings private. Possible answers of bad
behavior: be hurtful towards others, respond to
bullying, share your password. 5 a Both
b homepages c posters 6 Personal answers

56
 UNIT 4

Talk to students about

cyberbullying. This type
of bullying occurs via
technological media and is
currently very frequent. Some
examples of cyberbullying
include email or text messages
or postings on social networks
with the aim of defaming
and upsetting someone. This
could be a good opportunity
to talk to students about
the conscientious use of
technology and always
encourage them to reflect on
their messages and posts, so
as not to cause problems for
themselves and others.

If relevant, ask students to

develop campaign posters to
stop the practice of bullying
(or cyberbullying), in English
and in their own language,
having students consider the
characteristics of this genre.
Then display an exhibition on
the school walls. Specialists
can be invited to talk about
the topic and thus move
deeper into this issue.

Reference
Stopbullying. What is Cyberbullying.
Available at: <www.stopbullying.gov/
cyberbullying/what-is-it/> (Accessed in
January 2019.).

Activity 4
Ask students to close their books. Draw the
picture from the activity on the board and write
the key words from the poster. Ask them to
say how they think the words are related. Then
ask them to open their books and confirm their
answers.

57
 Listening
Activity 1
Explain to students that the
parts of the song selected for
this activity refer to two types
of “characters” involved in
bullying: those who suffer
abuse and those who practice
it. After performing the task,
you can point out the use of
personal pronouns in the
lyrics.

The audio presented in the

section is from the song
“One Voice,” taken from
the video by Nakita Turner:
One voice. Available at:
<http://onevoiceresource.
squarespace.com/> (Accessed
in January 2019.).

Activity 2
Ask students to read the lines
and try to put them in order
before playing the audio
again.

Answers
page 44: 1 A person who suffers bullying: a, b; Bullies: c
2 a 3/6 b 5 c 1 d 3/6 e 4 f 2 3 Possible answers: It is
the campaigners’ voices and the voices of the people
who witness bullying and don’t say anything about
it. Their voices can change this situation.
page 45: 1 Personal answers 2 b, d, c, a 3 1 honest
2 entertaining and unique 3 attentive 4 supports
4 Personal answers

58
 UNIT 4

Suggested website
What I be Project. Available at:
<whatibeproject.com/> (Accessed in
January 2019.). Site about a project
by a photographer that invites people
to share their insecurities by sending
photos of themselves with phrases that
express their insecurities written on
their bodies. People can also send their
testimonies. By sharing their feelings,
people can feel accompanied and
empowered.

Vocabulary
Activity 2
Instruct students to use synonyms and antonyms
to infer the meaning of the words in items a–d.
If necessary, perform the activity with the whole
class.

Activity 4
Encourage students to work in pairs and produce
content to complete the text. They can use
the vocabulary presented in the unit or from
dictionaries.

59
 Grammar
Activity 1
After checking the activity,
ask students to correct the
false statements. Write the
answers on the board and
check with the whole class.

Activity 2
Organize students into pairs.
Ask them to write one more
guideline using should /
shouldn’t and to share it with
the class.

Answers
page 46: 1 a F b T c F 2 a should not reply, should not
delete b should be c shouldn’t, do d should, share
Understanding Language 2 recommendation,
advice 3 c
page 47: Understanding Language 2 obligation, strong
recommendation 3 prohibition 3 a 2 b 4 c 1 d 3
4aPbOcRdR

60
 UNIT 4

Activity 3
As a follow up, ask students to write two rules
they must follow at school using must / mustn’t.
Then have them share the rules they have
chosen with one or two classmates so as to find
differences and/or similarities in their choices.

As an extra activity, organize students into pairs

or groups of three. Ask them to write five or six
rules to define “the ideal school.” Guide them and
check the answers on the board if necessary. If
possible, ask them to make posters with the rules
and display them in the classroom.

61
 Speaking
Activity 2
Organize students into groups
of four. Read the guidelines
aloud and then monitor the
development of each stage.
Some of the stages can be done
for homework.

This activity may be done

using a cell phone or digital
camera. The video should
be short, no longer than two
minutes. Encourage students
to take active roles in the
filming process, either behind
or in front of the camera. In
case there is no equipment for
filming, students can act out
their campaign advertisements
for the class.

Note: In this case, bystanders

are those who witness scenes of
bullying or know that someone
is suffering this kind of abuse
but do not always take any
steps to help avoid the problem.

One way to prevent bullying

is precisely through the
contribution that bystanders
can make.

If appropriate, talk to students

about what they can do when
they find out that somebody is
being bullied. Some positive
attitudes, for example, include:
not providing an audience, not Stopbullying. Be More Than a Bystander. Available at: <www.
stopbullying.gov/respond/be-more-than-a-bystander/index.html>
laughing or encouraging aggressions in any way,
(Accessed in January 2019.).
being a good example for classmates, telling an adult
they trust about the situation, helping the victim of
bullying to break free and being kind to people who Macmillan Life Skills – Social Skills
suffered bullying.
After finishing the activities in the Speaking
section, you may use the worksheet related to
Activity 3
social skills available at the Teacher’s Resource
Read the instructions to the class. Start the discussion
Centre. Social skills are about reacting
in an open and frank way, acting as a facilitator. You
appropriately to different situations, as you will
can ask students to write the main ideas that arise
see explained in more detail in the Teacher’s
during the discussion on the board.
Notes. In this specific task, students will learn
how they can develop social skills in order to have
References
better relationships with others. Make sure you
Eyes on Bullying. Bystander. Available at: <http://eyesonbullying.org/
bystander.html> (Accessed in January 2019.). have the necessary copies for all students.

62
 UNIT 4

Activity 2
Organize students into pairs
and check if they know what
a contract refers to. Also
check their expectations
as regards this type of
document. Remind them that
the process of constructing
a class contract establishes a
dialogue between teachers,
students and the school,
seeking to determine
practices and behaviors that
are good for all. At the end
of the school year, you can
review the contract with
students, so that they can
analyze whether or not they
succeeded in following the
rules they established.

Suggested website
Stopbullying. Available at:
<www.stopbullying.gov/> (Accessed
in January 2019.). American site with
a variety of information on the topic,
as well as videos and interactive
material for young people.

Writing Answers
page 48: 1 & 3 Personal answers
Activity 1
page 49: 1 & 2 Personal answers
Ask students to do the activity individually and
then compare their answers with those of a
classmate. Review or present some expressions to
agree or disagree by writing them on the board,
for example, I don’t agree with you / I partly
disagree with you / I totally agree with you, etc.
Encourage students to justify their answers.

63
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses
in order to foster self-
reflection on the learning
process. By identifying their
weaknesses, students can ask
for help from a classmate,
redo some activities, focus
on the activities of the
Review sections, refer to
the Grammar Reference
or perform the Workbook
activities. Ideally, students
always have a sense of
success or the desire to get
it, and thus they devote more
effort to learning.

Successful learning
experiences are the driving
force for the desire to learn
more and better.

Having Fun!
These activities are not only
meant to be performed at the
end of the unit; they can be
done at the beginning or at
the end of a class, or during
a lesson as a moment of
relaxation.

Answers
page 50: Having Fun! Answers on page (fake, supportive,
attentive, fun, authentic, nice, honest)
page 51: 1 a lived b enjoyed c were sitting and singing
d climbed e tried and tried f was looking g saw
h threw i transformed 2 a She was singing to the
moon. b Because she wanted to reach the moon.
c She was looking at the river. d Because she
thought she could reach the moon. 3 a were
watching / arrived b was having / dropped
c was sleeping / rang d were riding / saw

64
 UNITS 3–4

Review
The activities proposed in this section are based
on the reading of different genres and can be
done in class or as homework, individually or in
pairs (or in larger groups). You may freely decide
when and how the activities should be addressed,
so that their achievement can create favorable
conditions for the appropriation of language.

65
 Answers
page 52: 4 a Get help now b What is bullying c Respond to
bullying d Cyber bullying e Who is at risk 5 a T b T
cFdTeFfT

66
Future plans

Starting out
Encourage students to
explore the pictures and have
them identify what the images
have in common (they are
all of elderly people engaged
in different activities). Ask
students if any elderly people
they know are active and, if
so, what activities they usually
engage in.

Unit aims
• Read and understand an interview and a movie
script.
• Recognize and use vocabulary related to weekend
activities for elderly people.
• Recognize and use going to.
• Listen to a podcast.
• Interview someone.

67
 Answers
page 54: 1 a sportswoman b questions and answers
page 55: 2 When did you return to your sport? / How old
were you when you began competing again? /
Why do you do gymnastics? 3 d, b, c, a 4 a It’s
night. b Evelyn and Graham. c On a bus. 5 Personal
answers

68
 UNIT 5

Activity 4
Organize students into small
groups and ask them to hold
a short discussion about the
last films they have seen. Here
are some questions that can
help in the discussion: What
was the last film you saw?
What was it about? Did you
see the film at the theater or
on TV? What kind of films do
you like most? What type don’t
you like? Have you ever seen
any film that shows the life of
elderly people? If so, what was
the story about?

As a way of expanding the

task, play the corresponding
passage from the film The
Best Exotic Marigold Hotel.
(Director: John Madden.
Producer: Blueprint Pictures.
United States, England and
United Arab Emirates, 2011.)
Students can check the activity
while watching the scene. Ask
students to pay attention to
the intonation and the feelings
portrayed by the actors who
say the lines in the script.

Activity 5
After discussing the issues,
propose that students reflect
on the elderly.

Reading
Activity 3
To facilitate the task, ask students to look for the
numbers in the text and underline them. Then
explain that they must match them to the correct
information based on the context.

69
 Vocabulary
Activity 1
Ask students which activities
they tend to do with their
grandparents or elderly
people they know. If they do
not know the name of all the
activities in English, you can
suggest doing a survey at
home and bring the results
into the following class to
share with their classmates.

Activity 4
Ask students what they
usually do on the weekend
and write their answers on
the board.

Answers
page 56: 1 a going for a walk b practicing arts and crafts
c gardening d exploring apps e playing games
f cooking 2 a going for a walk b playing games
c exploring apps d gardening e cooking 3 a go
b practice c play d explore 4 Personal answers
page 57: 1 Personal answers 2 b, d, c, a Understanding
Language a future b verb in the infinitive c based
d to express plans and intentions

70
 UNIT 5

Grammar
Activity 1
Organize students into pairs or small groups
before promoting a discussion with the whole
class. If students have difficulty perceiving the
humor in the cartoons, direct the discussion with
some leading questions, for example, for the first
cartoon: How old is the man on the floor? What is
his profession? What kind of health problem does
he have? What is the relationship between rain and
arthritis? For the second cartoon: Where are the
characters? What does one of them mean by HD?
Why does he think HD drawings are better?

71
 Activity 3
Ask students to pay attention
to the apostrophe next to
some of the pronouns so as to
decide if they should use the
verb to be in its contracted
form (’m, ’s and ’re) or if they
should write the full form
(am, is and are).

Activity 4
Briefly review the days of the
week, the parts of the day
and the prepositions used
in each case (on for days of
the week – for example, on
Monday; at with time – for
example, at 3 pm), as well
as other expressions that
may be useful to students.
Instruct them to write only
the activities as they will have
to write the full sentences in
the next activity.

Challenge!
Ask students to use the
agenda and plans from
Activity 4, and ask as many
classmates as possible when
they could meet. If necessary,
put together some questions
with students, such as: What
are you going to do on _____
at _______?; Are you free on
_______ at _________?, etc.

Answers
page 58: 3 a m going to go / m going to get / m going to
learn / m going to be b re / going to lose / re /
going to lose c m not going to stop d is / going to
go e m going to die / m not going to retire
4–6 Personal answers Pronunciation Corner
1 gonna 2 going to
page 59: 1 audio, help, retired, retirement, examine 2 f, e,
c, b, a, d 3 a, c, d, e 4 a T b F c T d T 5 Personal
answers

72

Listening
Activity 1
If students don’t know the meaning of the word
retirement, ask them to read the paragraph
quickly and think of what they have already seen
in the unit, so that they can infer meaning.
Activity 2
Explore the pictures with students and ask them
to match each of them with the corresponding
plan. Check the answers with the whole class.
UNIT 5
Activity 3
Remind students that they
don’t need to understand the
whole recording, but rather
concentrate on identifying
the information requested.
Play the audio again if
necessary. Have students
read the items and try to
identify them before listening
to the recording again. This
is a strategy that can help
them stay focused on the
information.
The audio in this section
comprises excerpts from
“Del Lowery’s Retirement
Talk”. Available at: <http://
retirementtalk.org/rt346.mp3>
(Accessed in January 2019.).
Macmillan Life Skills –
Study Skills
After finishing the activities in
the Listening section, you may
use the worksheets related
to study skills available at the
Teacher’s Resource Centre.
As you will see explained in
more detail in the specific
Teacher’s Notes for this task,
it is important for students
to develop study skills not
only for the classroom, but
also for life. In this particular
task, students will have the
chance to practice how to
organize and prioritize tasks.
Make sure you have the necessary copies for all
students.
73
 Speaking
Activity 1
Review question words. Draw
students’ attention to the fact
that they all begin with Wh-,
except for how.

Activity 3
Organize the class into
pairs so they can choose
who they will interview and
create questions for. Monitor
the process of writing
questions. Draw students’
attention to the verb tenses
they can use in questions,
question structure, etc. If
necessary, conduct a quick
brainstorming session with
the class, writing some ideas
on the board, but let students
write their own questions.

Answers
page 60: 1 1 b 2 e 3 d 4 a 5 c 2 a Open-ended b Closed-
ended 4 Personal answers
page 61: 1 Theater vs. cinema 2 a F b T c T 3 Personal
answers

74
 UNIT 5

Suggestion for further

viewing
The Curious Case of Benjamin Button.
Director: David Fincher. Producer: Frank
Marshall. United States, 2009. The film
is based on the book of the same name
by F. Scott Fitzgerald and tells the story
of Benjamin Button, a man born old and
who begins to grow younger.

Integrate your learning

Activity 1
Ask students to go through the text quickly and
try to guess the topic. You can write some of the
ideas generated on the board and check which
are confirmed after reading.

Language Corner
Ask students or conduct a quick survey on
words that are written differently in British and
American English, for example: color / colour;
favor / favour; organize / organise; dialog /
dialogue, etc.

75
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses in
order to foster self-reflection
on the learning process. By
identifying their weaknesses,
students can ask for help
from a classmate, redo
some activities, focus on
the activities of the Review
sections, refer to the Grammar
Reference or perform the
Workbook activities. Ideally,
students always have a sense
of success or the desire to get
it, and thus they devote more
effort to learning.

Successful learning
experiences are the driving
force for the desire to learn
more and better.

Having Fun!
These activities are not only
meant to be performed at the
end of the unit; they can be
done at the beginning or at
the end of a class, or during
a lesson as a moment of
relaxation.

Answers
Page 62: Having Fun! DON’T WORRY ABOUT A THING
‘CAUSE EVERY LITTLE THING IS GONNA BE
ALL RIGHT

76
Computers

Starting out
Have students identify the
devices represented in
the pictures (3D-printer,
holographic images, a robot).
In addition, expand the
discussion by asking which
of these devices they believe
would have most impact on
their life and on society in
general. Encourage them
to justify their choices and
explain why each device
would be important.

Unit aims
• Read and interpret an article and an excerpt from
a scientific book.
• Make predictions about the future using will, may
and might.
• Recognize and use vocabulary related to
information technology and communication.
• Listen to a song and understand its lyrics.
• Write predictions about a technological invention.
• Take part in a debate.

77
 Reading
Activity 1
Limit the time for observation
and ask students not to pay
attention, initially, to details
or unknown words. Ask what
reading strategies they can
use to understand the text,
especially with regard to the
first reading; for example,
identification of cognates and
skimming.

Activity 2
Have students match each
paragraph with the respective
subtitle. Check answers
with the whole class and
encourage students to justify
their choices.

Note: Students will perform a

more detailed reading in the
next activities.

Answers
page 64: 1 b 2 a Creative Arts b Healthcare and Medicine
c Education d Quality Assurance
page 65: 3 a NM b F c NM d T 4 a Creativity, imagination
and improvisation. b The ones based on medical
knowledge, technical expertise and data analysis.
c Under perfect conditions. 5 c 6 a access to large
amounts of information b computers c computers
and life 7 Personal answers

78
 UNIT 6

Activity 4
Ask students to do the activity individually and
then have them check it with a classmate. As an
extra activity, organize students into groups of
three or four. Ask them to make predictions about
technology and the future. Reorganize the groups
and encourage them to share their predictions.

You can also ask the group to choose a prediction

that they believe to be more likely to happen and
share it with the whole class.

79
 Grammar
Activity 1
At the end of the activity,
ask students what will never
means in the first section
(something that is likely not
to happen). Mention to them
that never expresses an
emphatic idea of negation in
the sentence. If necessary,
write more examples on the
board.

Activity 2
Ask students what the
acronym “AI” in the third title
means. It is likely that they
will associate with the title
of the first article to arrive
at the answer: “Artificial
Intelligence.”

Answers
page 66: 1 d 2 a F b T c T d T e T f T 3 Answers on page 65.
Understanding Language a certain b uncertainty
c negative d before e subject
page 67: 4 e, a, c, f, b, d 5 a will b will c may / might d will
e will f may / might 6 a Most Africans will be taller.
b Most cars will run on electricity. c Some people
will commute to work on helicopter. d Adolescents
will go green. e More animals in danger will be
protected. f Some robots will do household chores.
Challenge! Personal answers

80
UNIT 6

81
 Vocabulary
Activity 2
Ask students to mention other
words they know, linked
to technology, and build a
glossary on the board.

Answers
page 68: 1 icons, click, USB port, keyboard, scan,
smartphone, download, tablet, print 2 e, b, a, c, d
3 a website b password c link d attachment
page 69: 1 Possible answer: Technology and communication.
2 Possible answers: www, Incoming contact, User is
online, email, screen, www.nevergetoveryou, click
on, website 3 a 1, 4, 2, 3 b 3, 1, 4, 2 c 4, 3, 1, 2 4 a

82
 UNIT 6

Macmillan Life Skills –

Cultural Awareness
After finishing the activities
in the Vocabulary section,
you may use the worksheets
related to cultural awareness
available at the Teacher’s
Resource Centre. As
you will see explained in
more detail in the specific
Teacher’s Notes for this task,
cultural awareness is about
recognizing, understanding
and respecting each
other’s values and diverse
backgrounds. In this specific
task, students will learn more
about the meaning of cultural
awareness and about how to
become more aware of their
own culture and others. Make
sure you have the necessary
copies for all students.

Listening
Activity 3
Before playing the song, ask students to read
the verses, that are in the wrong order, and
have them try to predict the correct order. You
can also lead students to explore some of the
characteristics of song lyrics, such as organization
of verses and rhymes.

The audio presented in this section is a cover

version of the song “Never Get Over You,” by the
band Prozzäk.

83
 Writing
Activity 1
Note: The engineer and
inventor Nikola Tesla
(1856–1943) contributed
enormously to the
development of wireless
technology. His 1891
invention, the Tesla coil, is
still used in radio technology.
Find more information at:
<www.biography.com/
people/nikola-tesla-9504443>
(Accessed in January 2019.).

Activity 3
Read all the steps with the
class and clarify any doubts.
Ask which verb tense and
what vocabulary items
they will use, drawing their
attention to the example of
the description in Activity 1.
You can ask them to do the
activity at home, but it is
important that everyone in
the group takes part in the
task. Encourage them to do
a drawing or a prototype,
if possible, to present their
inventions to the class.

Activity 4
If students choose to prepare
the article or presentation
in digital format, ask about
publication options and
dissemination of content:
Will it be printed? If slides are Answers
used, how will they be presented to classmates? page 70: 1 Possible answers: the Internet, cell phones,
Can the content be published online? How? wireless communication 2–4 Personal answers
page 71: 1 Personal answers 2 a, c, d, f, g 3 & 4 Personal
answers

84
 UNIT 6

Activity 3
Organize students into small
groups. Normally, they feel
more at ease when speaking
in small groups rather than
in front of the whole class.
Monitor the discussion
and help with vocabulary,
pronunciation and grammar
when necessary. Encourage
students to put together
simple and objective
sentences. Although they
can elect one member of the
group to speak, encourage
everyone to contribute ideas
and collaborate.

Suggested reading
Revista Muy Interesante. Available
at: <https://www.muyinteresante.es/
tecnologia> (Accessed in January
2019.). Online magazine that publishes
entertaining articles and reports on
several different categories, including
science and technology. The magazine
offers free access to content.

Speaking
Activity 1
Ask students to take notes. It is not necessary to
write a complete text at this stage. This activity
serves as preparation and scaffolding for when
they take part in the debate.

Activity 2
Ask students to justify their answers and discuss
the items that were not marked with them.
Mention that many people feel embarrassed when
speaking English, as they are afraid of making
mistakes, but that this should not prevent them
from expressing themselves.

85
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses in
order to foster self-reflection
on the learning process. By
identifying their weaknesses,
students can ask for help
from a classmate, redo
some activities, focus on
the activities of the Review
sections, refer to the Grammar
Reference or perform the
Workbook activities. Ideally,
students always have a sense
of success or the desire to get
it, and thus they devote more
effort to learning.

Successful learning
experiences are the driving
force for the desire to learn
more and better.

Having Fun!
These activities are not only
meant to be performed at the
end of the unit; they can be
done at the beginning or at
the end of a class, or during
a lesson as a moment of
relaxation.

Answers
page 72: Having Fun! a flash drive b headphones c monitor
screen d printer e keyboard f tablet
page 73: 1 c, b, a 2 a will go, won’t go b will see c may /
might play, may / might enjoy d will read, will have
e will practice f may / might continue

86
 UNITS 5–6

Review
The activities proposed in this section are based
on the reading of different genres and can be
done in class or as homework, individually or in
pairs (or in larger groups). You may freely decide
when and how the activities should be addressed,
so that their achievement can create favorable
conditions for the appropriation of language.

87
 Answers
page 74: 3 a F b F c T d T 4 a The weather around the world
will be hotter and wetter. b Some scientists say the
Arctic ice cap will disappear completely. c Intelligent
robots will solve really difficult problems easily.
d People will spend holidays in space hotels.

88
Money doesn’t grow on trees!

Starting out
Organize students into groups
of three and ask them to
discuss the questions. Write
some sentences on the board
for expressing agreement /
disagreement and for giving
an opinion, to better direct
the discussion. For example:
I (partly) agree/disagree
because… / In my opinion… /
I think/believe…

Unit aims
• Read and understand an excerpt from a novel.
• Learn and practice vocabulary related to money
and its history.
• Learn and practice first and second conditionals.
• Listen to an introduction to a talk about an
entrepreneurship experience.
• Prepare and present a business plan.

89
 Reading
Activity 1
Tell students to go through
the text quickly, without
focusing on unknown
vocabulary. You can set a
time limit (for example, one
minute). Explain to students
that the text will be read in
more detail in the following
activities.

Note: Malba Tahan (Julio

Cesar de Mello e Souza) was
born in Rio de Janeiro on May
5, 1895. He became a teacher
and engineer who taught
in several establishments,
such as Colégio Pedro II,
Escola Normal and the
School of Architecture at
the Federal University of Rio
de Janeiro. As Julio Cesar
de Mello e Souza, he wrote
several textbooks about
mathematics and the curious
and recreational Dictionary of
Mathematics. However, under
the pseudonym Malba Tahan
he published several books,
O homem que calculava
being the most notorious. He
died on June 18, 1974. More
information may be found at:
<www.malbatahan.com.br>
(Accessed in January 2019.).

Answers
page 76: 1 novel
page 77: 2 a 2 b 1 c 3 3 b 4 C, B, C, S 5 Personal answers

90
 UNIT 7

Activity 5
If appropriate, tell students
that the field of trade is broad,
encompassing jobs such
as salesclerk, supermarket
cashier, street vendor,
market stall owner and small
business owner, amongst
others.

Reference
Malba Tahan. Julio Cesar de Mello
e Souza. Available at: <http://www.
malbatahan.com.br/biografias/sumario/>
(Accessed in January 2019.).

Language Corner
Draw students’ attention to the words in the box
and instruct students to use the words to support
their reading comprehension.

Activity 3
Ask students to justify their answers with
elements from the text. One justification could be
the fact that the narrator always refers to Beremiz
and to the shopkeeper in the third person.

91
 Vocabulary
Activity 1
Ask students to do the
activity individually and then
compare their answers with
those of a classmate.

Find out if students know the

version of these proverbs in
their L1.

Activity 4
If possible, bring in a globe or
a world map to the classroom
and ask students to locate
the countries mentioned
in the activity. Review the
pronunciation of the names of
the countries with the whole
class.

To expand the activity, have

students research on the
currency of the mentioned
countries in the past,
especially those countries
that are part of the European
Union which used to have
their own currency before
the euro was established.
More information about the
European Union is available
at: <https://europa.eu/
european-union/index_en>
(Accessed in January 2019.).

Macmillan Life Skills –

Time Management
After finishing the activities in
the Reading section, you may use the worksheets
related to time management available at the
Teacher’s Resource Centre. As you will see
explained in more detail in the specific Teacher’s
Notes for this task, time management is about
learning how to manage our time so as to
effectively perform our tasks and to avoid stress.
In this specific task, students will learn some
proverbs related to time. Make sure you have the
necessary copies for all students.
Answers
page 78: 1 About money and its value. 2 a a b c 3 b, d, c, a
4 a Canada, Australia b Germany, Italy, Spain
c the United Kingdom d Mexico, Argentina, Chile
e China f Iraq, Jordan
page 79: 1 a He needs to solve a mathematical riddle. b The
blue turban he wanted to buy. 2 a gets / ’ll get
b accept / will be c rains / will put off d can solve,
will allow e invites / won’t f will be / wins g will get /
speaks Understanding Language 1 a condition
b consequence 2 present, future

92
 UNIT 7

Grammar
Activity 1
Read the instructions to the class. Ask students
to read the passage in silence and answer
the questions. Clarify vocabulary questions if
necessary. Ask some students to share their
answers and write examples on the board.

Activity 2
Ask students to compare their answers with those
of a classmate before checking the activity with
the class.

93
 Activity 3
After checking the activity,
ask students to explain the
humor implicit in the cartoon.

Activity 4
To support the performance
of the task, ask students to
underline the verbs in each
sentence. After checking the
activity, ask which sentences
refer to more real possibilities
and which to imaginary
situations.

Answers
page 80: 3 a T b T c F d T 4 b, c, a, d 5 ’d buy, would
buy, ’d build, wouldn’t have to, ’d take, ’d be
Understanding Language a imaginary b past,
base form c before
page 81: 1 Personal answers 2 a, c, b 4 a YES b YES c NO d YES

94
 UNIT 7

Activity 3
The audio presented is
from Gabrielle Jordan’s
video: Gabrielle Jordan 1
minute promo. Available
at: <www.youtube.com/
watch?v=EBWlf-9wUik>
(Accessed in January 2019.).

Activity 4
You can ask students to
compare their answers in
pairs before checking the
activity with the whole class.
If necessary, play the audio
once more and pause at the
parts where the answer can
be heard; then check the
activity question by question.

Listening
Activity 2
Ask students to try and predict the content of the
introduction to Gabrielle’s talk, based on the items.
Do not give any feedback on their answers yet.

Note: The girl in the photo is Gabrielle Jordan

Williams, an American jewelry designer who
began her own business at the age of nine.
She wrote a book called The Making of a Young
Entrepreneur: A Kid’s Guide to Developing the
Mind-Set for Success, in which she tells her story.
Gabrielle gives talks, as well as undertakes social
work.

95
 Speaking
Activity 1
Organize students into pairs
and ask them to explain
the definition presented
in their own words. Ask
some students to share their
answers with the class.

Activity 2
Organize the class into
groups of three or four
students and read the
instructions to the class.
Encourage students to
prepare a poster on the
product or service, or even
to produce a prototype. Help
them with the writing of
notes for the presentation if
necessary. Explain to students
that the information in the
Language Corner section can
help them with important
lines during the presentation,
but that it should not be used
as a script for what will be
said.

96
 UNIT 7

Challenge!
Ask students to create
pseudonyms for themselves
and to share them with
classmates. Encourage them
to tell the class how they
arrived at the name chosen.
If appropriate, have the class
take a vote to choose, for
example, the funniest, the
closest to the original or the
most creative pseudonym.

Suggested website
Save and Invest. Educate Youth.
Available at: <www.saveandinvest.org/
educate-youth> (Accessed in January
2019.). Site with information and videos
for students and teachers on financial
education.

Integrate your learning Answers

Activity 1 page 82: 2 & 3 Personal answers
page 83: 1 b 2 b, c, a 3 Personal answers
Elicit students’ prior knowledge on pseudonyms,
helping them arrive at a definition of the term.
Ask them to give some examples of pseudonyms
in case they know any.

Activity 3
Review the reasons presented in the text and ask
students if they know other authors who make
or made use of a pseudonym and why they do /
might have done so.

97
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses
in order to foster self-
reflection on the learning
process. By identifying their
weaknesses, students can ask
for help from a classmate,
redo some activities, focus
on the activities of the
Review sections, refer to
the Grammar Reference
or perform the Workbook
activities. Ideally, students
always have a sense of
success or the desire to get
it, and thus they devote more
effort to learning.

Successful learning
experiences are the driving
force for the desire to learn
more and better.

Having Fun!
These activities are not only
meant to be performed at the
end of the unit; they can be
done at the beginning or at
the end of a class, or during
a lesson as a moment of
relaxation.

Answers
page 84: Having Fun! a Put it in front of a mirror. b In a
blood bank. c In the dictionary. d Because it had
too many problems. e Very large hands. f Nice belt!
g Because seven ate nine (7 8 9).
page 85: 1 They all show people with disabilities. 2 Personal
answers

98
Great achievers

Starting out
Have students explore the
pictures and ask what they
have in common. During the
discussion in this section, talk
about the importance of using
appropriate vocabulary to refer
to people with special needs.
Clarify that the topic will be
expanded in the Vocabulary
section, but in this initial
discussion, mention that it
is always better to focus on
people whenever possible
(people who are blind, the
hearing-impaired person).
Students can move forward
and read about the rights of
persons with disabilities by
accessing the United Nations
Convention at: <http://www.
un.org/disabilities/documents/
convention/convoptprot-e.pdf>
as well as read to learn about
these rights in Argentina at:
<https://www.argentina.gob.
ar/sites/default/files/cartilla_
de_derechos2.pdf> (Both
accessed in January 2019.).

If appropriate, to clarify the

Unit aims
• Observe a work of art and read a profile feature.
• Learn and use proper vocabulary to talk about
people with disabilities.
• Listen to an extract from a sitcom.
• Recognize and use relative pronouns.
• Give an oral presentation.
• Write a profile.
focus of the discussion, you
can ask students to define
disability. Definitions proposed
may then be compared with
the following definition, which
is widely accepted: “A person
has a disability if he or she has a
physical or mental impairment
that has a substantial and long-term adverse effect
on day-to-day activities” (Equality Human Rights).
At the end of the discussion, you can ask the class
to record the ideas discussed on a poster. The ideas
may be organized around difficulties / challenges and
solutions / achievements.

99
 Reading
Activity 1
Highlight the fact that art is a
complex concept, for which
there is no single definition.
The site <http://plato.stanford.
edu/archives/win2012/entries/
art-definition/> (accessed in
January 2019) offers further
information on the theme.

Activity 2
Monitor and help students
with vocabulary and the
necessary structures, but
encourage them to use their
own words.

Answers
page 86: 1 & 2 Personal answers 3 Possible answers:
a carousel roundabout / children / entertainment
b brown / cream / red / blue c wood, fabric, ropes
and horses in Orfa d circles, lines e Personal
answers
page 87: 4 d, c, a, b 5 a He was born in Sergipe. b He
produced some thousand works of art. c Towards
the end of his life. d In Rio de Janeiro. 6 Personal
answers

100
 UNIT 8

Activity 4
Read the title of the text to the whole class. Ask
students if they have heard of Arthur Bispo do
Rosário and, if so, what they know about him.
Remind students that, to perform the task, they
do not need to understand all the vocabulary
in the profile and that a quick read is enough to
complete the task.

Activity 5
Point out that the answers to Activity 4 will help
them locate the paragraphs with the information
necessary to answer these questions.

101
 Vocabulary
Activity 1
Ask students to answer the
question individually. Monitor
and help if necessary. Then
ask some students to share
their answers with the class
and write some possible
answers on the board.

Activity 2
Draw students’ attention to
the pictures and ask what
they have in common. Have
them pay careful attention
to the Language Corner
box before completing the
activity.

Answers
page 88: 1 Schizophrenia: He had a “revelation”: God had
chosen him to judge people on Earth, both living
and dead. 2 a the right to work b the right to move
around easily c the right to receive equal education
d the right to enjoy a day among friends 3 a 1,
mobility disabilities b 3, learning disability c 4,
visually impaired
page 89: 1 & 2 Personal answers 3 b 4 a, b, d 5 a a shower
b liked c mistake 6 Personal answers

102
 UNIT 8

Activity 3
The audio in this section
has been re-recorded and
corresponds to a passage
from episode 21 of the fifth
season of the series The Big
Bang Theory. Director: Mark
Cendrowski. Producers:
Maria Ferrari, Faye Oshima
Belyeu. United States, 2012.

While checking answers to

the activity, tell students that
in face-to-face interactions
other aspects can be
observed, such as excessive
use of gestures, certain
facial expressions or body
language.

If you wish, introduce the

meaning of the following
words: boner (silly mistake);
boo-boo (childish language
for a minor abrasion or
mild pain); gosh and golly
(alternative and polite forms
for the term “god,” the use of
which could be considered
offensive by many).

Activity 4
The main goal of this activity
is to help students notice that
some characteristics of oral
discourse are directly related
to speakers’ emotional states.

Listening
Activity 1
Remind students that Stephen Hawking was
previously mentioned in Unit 2. Elicit what they
know or remember about him. If necessary, ask
students to revisit the unit.

Activity 2
In case students don’t know the series, have
them read the Stay Tuned box and imagine what
could happen at a meeting between one of the
world’s best-known scientists (Hawking) and the
character Sheldon.

103
 Grammar
Activity 2
After checking the activity,
ask students to underline the
pronouns who and which
in the text in Activity 1.
Then ask them what these
pronouns refer to (which:
“BrailleBoard”; who: “visually
impaired people”; which:
“the fact that it does not need
extra equipment”).

Answers
page 90: 1 a BrailleBoard b It helps visually impaired people
use the phone. 2 a Mobile apps b Visually impaired
people c Application 3 Personal answers
Understanding Language clause
page 91: 4 a that / which b who c who d who e whose
5 a who lives next door to me b that / which my
brother attends c that / which serves delicious
sandwiches d who / that works in the local shop
Understanding Language a that or which b who
c whose

104
 UNIT 8

Activity 4
Explain that which, who and that are often
interchangeable and that which and who are more
formal than that. However, that cannot be used
after a comma; that is, in non-defining relative
clauses.

105
 Writing
Activity 1
Organize students into
groups of up to four students.
Record their ideas on the
board. Remind them that
the people suggested can
be famous or otherwise,
dead or alive, and that their
disabilities can be mental
or physical. The sources of
information can be printed,
online or from various
research methods, such as
observations and interviews.

Activity 3
Read the instructions to the
class. Explain that the notes
taken in Activity 1 can be
used as a reference in this
activity. One member of the
group can be responsible
for the note-taking of ideas
and of any decisions made.
Remind students that the
profiles should include the
opinions of other people
about the celebrity chosen
and that such information
should be obtained by
reading or interviewing.
Monitor their performance
while solving the task and
intervene if necessary.
Feedback can be given
orally or in written form, at
students’ discretion.

Macmillan Life Skills – Self-awareness

After finishing the activities in the Writing section,
you may use the worksheets related to self-
awareness available at the Teacher’s Resource
Centre. As you will see explained in more detail
in the specific Teacher’s Notes for this task, self-
awareness is about understanding your strengths,
weaknesses and personal characteristics to
help you with the choices you may make. In this
specific task, students will learn about some
famous people and their achievements. Make sure
you have the necessary copies for all students.

106
 UNIT 8

to the oral presentation. If

necessary, play the audio once
more.

Activity 3
Ask students to read the items
in the question. Play the audio
once more. You can check the
activity with the whole class.

Activity 4
Organize students into groups
of four. Ask them to decide
who they are going to make
a presentation on. If there
are large groups of students
interested in the same person
or character, divide them into
smaller groups. Highlight that
the use of notes is important
to support their presentation,
but that they should contain
only key words and not
become a script to be read-
out in full. Monitor the
organization of the activity
and intervene whenever
necessary. Advise students to
rehearse their presentation
before sharing it with the
whole class.

Suggestion for further

viewing
The Theory of Everything. Director:
James Marsh. Producer: Tim Bevan.
United States, 2014. The film deals with
the inspiring story of Stephen Hawking
and how the scientist overcame
personal and professional challenges
Speaking throughout his long and successful life.

Activity 1
Organize students into pairs and ask them to
discuss the question. Then have them share
answers with the whole class and write students’ Answers
opinions on the board. Ask them which of the page 93: 1 Personal answers 2 4, 1, 2, 3 3 b, d, a, c
situations suggested by them are most common 4 Personal answers
at school.

Activity 2
Before playing the audio, ask students, still in
pairs, to look at the slides and predict the order
of presentation. Remind them that they are not
expected to understand what is said, but only
to identify the order of the slides, according

107
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses
in order to foster self-
reflection on the learning
process. By identifying their
weaknesses, students can ask
for help from a classmate,
redo some activities, focus
on the activities of the
Review sections, refer to
the Grammar Reference
or perform the Workbook
activities. Ideally, students
always have a sense of
success or the desire to get
it, and thus they devote more
effort to learning.

Successful learning
experiences are the driving
force for the desire to learn
more and better.

Having Fun!
These activities are not only
meant to be performed at the
end of the unit; they can be
done at the beginning or at
the end of a class, or during
a lesson as a moment of
relaxation.

108
 UNITS 7–8

Review Answers
The activities proposed in this section are based page 95: 1 a T b F c T d F e T 2 b, a, d, c
on the reading of different genres and can be
done in class or as homework, individually or in
pairs (or in larger groups). You may freely decide
when and how the activities should be addressed,
so that their achievement can create favorable
conditions for the appropriation of language.

109
 Answers
page 96: 3 a had b raise c won’t start d would you do
4 a would cry b gave c would be d saw e would
turn f would be g had h would I do i don’t know
5 a which b which c who d whose e who

110
 AUDIOSCRIPTS

Audioscripts
ººWelcome Unit Track 4 – p. 25
1. I used to swim in this river, but now it is polluted.
Track 1 – p. 7
You say either I say either, 2. a. The air used to be cleaner.
You say neither I say neither b. The ocean used to be less polluted.
Either, either neither, neither c. There used to be more snow on Everest.
Let’s call the whole thing off.
d. I used to discard plastic bags, but now I re-use them.
You like potato I like potato
You like tomato I like tomato Track 5 – p. 25
Potato, potato, tomato, tomato. Song: (Nothing But) Flowers
Let’s call the whole thing off
Here we stand
You say either and I say either, Like an Adam and Eve
You say neither and I say neither Waterfalls
Either, either neither, neither Garden of Eden
Let’s call the whole thing off. Two fools in love
You like potato and I like potato So beautiful and strong
You like tomato and I like tomato Birds in the trees
Potato, potato, tomato, tomato. Are smiling upon them
Let’s call the whole thing off From the age of the dinosaurs
Cars have run on gasoline
ººUNIT 1 Where, where have they gone?
Now, it’s nothin’ but flowers
Track 2 – p. 15
1. The affordable, transportable cellular phone is here. Quality There was a factory
made by General Electric. This cellular phone features eight Now there are mountains and rivers
hundred thirty-two channel capacity, thirty number memory You’ve got it, you’ve got it
speed dialing, last number redial, electronic lock while not in We caught a rattlesnake
use, adjustable volume control, horn alert option included, AB Now we’ve got somethin’ for dinner
system allows both home and car use, lighted keypad. Take it We’ve got it, we’ve got it
from car to car. Optional battery available for true portable use. There was a shoppin’ mall
2. Take a cassette holder’s case and most people just see an Now it’s all covered with flowers
empty box but Sony saw something quite different. Sony You’ve got it, you’ve got it
introduces the only cassette player as small as a cassette If this is paradise
case. The incredible sounding super Walkman. I wish I had a lawnmower
We’ve got it, we’ve got it
3. You are looking at a small portable computer called the IBM
5100. It’s helping a lot of different people do their work more Years ago
productively. I was an angry young man
I’d pretend
Managing real estate investments entails many difficult decisions: That I was a billboard
Do I pay it now or later? What about the landscape? Can we afford Standin’ tall
it? What about taxes? There are many, many difficult decisions to By the side of the road
make. It’s really nice having a computer to help. I fell in love
It weighs about 50 pounds. You can plug it in anywhere. With a beautiful highway
The 5100 can help handle some very complex information. This used to be real estate
Capacity? About the same as some large computers a few years ago. Now it’s only fields and trees
Where, where is the town?
The 5100 is easy to learn and simple to use. The cost of the
Now, it’s nothin’ but flowers
5100 is reasonable.
The highways and cars
The IBM 5100 is bringing the advantages of the computer to
Were sacrificed for agriculture
more and more people. IBM, helping put information to work
I thought that we’d start over
for people.
But I guess I was wrong, hey
ººUNIT 2 Once there were parkin’ lots
Now it’s a peaceful oasis
Track 3 – p. 22 You’ve got it, you’ve got it
1. One can see from space that the human race has changed the This was a Pizza Hut
Earth. Nearly all of the available land has been cleared of forest Now it’s all covered with daisies
and is now used for agriculture or urban development. The polar You’ve got it, you’ve got it
icecaps are shrinking and the desert areas are increasing. At I miss the honky tonks
night, the Earth is no longer dark, but large areas are lit up.  Dairy queens, and 7-Elevens
2. Well, I don’t only think that the biosphere is in trouble. I know it You’ve got it, you’ve got it
is. I just have to look around in the environment in which I live. And as things fell apart
3. It’s not just global warming. It’s not just fossil-fuel dependency. Nobody paid much attention
It’s not just soil erosion It’s not just chemical contamination You’ve got it, you’ve got it
of our land and water. It’s not just the population problem. And I dream of cherry pies, candy bars
it’s not just all of those. The deterioration of the environment of And chocolate chip cookies
our planet is an outward mirror of an inner condition. You’ve got it, you’ve got it

111
 Audioscripts
We used to microwave Track 13 – p. 81
Now we just eat nuts and berries My entrepreneurial journey began at age 7 when I had a dream to
You’ve got it, you’ve got it start my own jewelry business. Now I’ve always loved jewelry and
This was a discount store I spent hours watching YouTube videos and looking in magazines
Now it’s turned into a cornfield for design ideas. When I started to wear my pieces to school, my
You’ve got it, you’ve got it friends would buy them right off of me. And that’s when I started
Don’t leave me stranded here my own jewelry business. Now in the beginning I was afraid that no
I can’t get used to this lifestyle one would wanna buy my jewelry, so my mom gave me a book called
Who Moved My Cheese?. In the book, one thing really stood out to
ººUNIT 3 me: it said, “What would you do if you weren’t afraid?”. So I wrote
this down and I put on my bedroom wall so I could think about
Track 6 – p. 37 what I need to do to overcome my fears. And once I overcame my
Nu was the name of the dark, swirling chaos before the beginning fear, I moved forward and created “Jewelz of Jordan”.
of time. Out of these waters rose Atum; he created himself using
his thoughts and the sheer force of his will. ººUNIT 8
Atum was alone in the world. Atum gave birth to his son by spitting
Track 14 – p. 89
him out. He named him Shu and made him god of the air. Atum
vomited up his daughter. He named her Tefnut and made her the - Professor Hawking, it’s an honour and a privilege to meet you, sir.
goddess of mist and moisture. Shu and Tefnut produced Geb, the - I know.
Earth and Nut, the Sky. At first these two were tangled together as - I wanna thank you for taking time to see me.
one. Nut produced rain for Geb and Geb made things grow on Earth.
- My pleasure. I enjoyed reading your paper very much. You clearly
have a brilliant mind.
ººUNIT 4
- I know.
Track 7 – p. 44 - Your thesis that the Higgs boson is a black hole accelerating
Song: One Voice backwards through time is fascinating.
Track 8 – p. 44 - Thank you. It just, it came to me one morning in the shower.
One voice can make a difference. - That’s nice. Too bad it’s wrong.
One voice can make it right. - What do you mean wrong?
One voice can change the world. - You made an arithmetic mistake on page two. It was quite a boner.
One voice can make it better - No, no, th-th-that can’t be right. I-I don’t make arithmetic mistakes.
One voice can heal the pain. - Are you saying I do?
One voice can change the world. - Oh, no, no, no, of course not. It’s just, I was thinking… Oh, gosh,
golly, I made a boo-boo, and I gave it to Stephen Hawking.
ººUNIT 5 - Great, another fainter.
Track 9 – p. 58 Track 15 – p. 93
1. It’s gonna be. Good morning, everyone. I’m going to talk about Louis Braille, the
2. You’re going to lose that girl. inventor of the Braille code. I’ll start by talking about some key
events in Braille’s life and then I’ll explain what Braille is and how
Track 10 – p. 59 it is works. Finally, I’ll share some thoughts about the importance
This is Retirement Talk. I’m Del Lowery. of Louis Braille’s work to world.
Anticipation is that happiness that we get from looking forward OK… Louis Braille was born on January 4, 1809, in a town called
to the future. We are going to take a trip to an exotic location, Coupvray in France, near Paris. One day, when he was three years
we are going to get a degree, we are going to get a new bike, we old he injured his eye badly when was playing in his father’s
are going to see our grandchildren, etc. We think about how it’s workshop. The injury got infected and the infection spread to the
going to be. other eye. By the age of five he was completely blind on both eyes.
Retirement allows time for appreciation of the present on a daily basis. A few years later, when he was ten, he went to Paris to study at
the Institute for Blind Youth, the first school for blind children
We do need to include something out there that we can anticipate or
in the world. He developed the Braille code while he was there,
look forward to, but we also need to be very mindful of the moment.
at age fifteen. Later he became a teacher at the institute, and
This is Retirement Talk. If you have questions, comments or worked there until near his death in 1852.
suggestions contact Del at retirementtalk.org.
Braille is a system of raised dots which form a cell. In Braille, a cell
has three rows with three columns each and each cell represents
ººUNIT 6 a letter, a number or punctuation marks. In this image you can
Track 11 – p. 69 see a representation of the Braille alphabet.
Song: www.nevergetoveryou The invention of Braille is very important because it allows those
who are blind to read. The system is used in most countries in the
ººUNIT 7 world, and anything that is printed can be produced in Braille. This
is a quote by Helen Keller, a famous American activist for blind
Track 12 – p. 79 people: she said, “We, the blind, are as indebted to Louis Braille as
If Benny washes the car, I’ll give him $5. mankind is to Gutenberg”.
If the students start a new business, they’ll make money. These are the references I used in my research for this presentation.
If Lucy works hard, she’ll save money for her trip. Thanks very much for listening to me. Any questions?

112
 Workbook Answer Key

WELCOME UNIT 4 b She had a great birthday party in 2018.

c They took a selfie this morning.
1 b United States  c South Africa  d She played computer games this
d New Zealand  e Canada morning.
2 lolly / sucker / lollipop / iceblock e They visited relatives in Canada in
2018.
3 b C  c NZ  d US f He had English class this morning.
g She went to the beach last weekend.
4 b the United States.  c Canada and the
United States.  d South Africa. 5 b became  c played  d came out
e Canada.  f New Zealand. e had

5 b cookies  c robots  d dummy 6 b He listened to music yesterday

2 cookie  3 robots  4 dummy afternoon.
c He played video games last night.
6 American English: soccer / sneakers / eraser /
apartment / trash can
d She bought a tech gadget two weeks
ago.
British English: lift / trousers / holiday /
sweets e She helped him use a computer.
f She made a phone call yesterday.
7 b pants  c elevator  d candy
7 b Sony developed VCRs in 1970.
8 Personal answers
c The first Polaroid camera came out in
9 b T  c F  d T  e F  f T 1948.
d Boomboxes didn’t have three
10 b in the underground city.  c is City of
loudspeakers.
Saints.  d of bike paths in the city.
e VCRs recorded videos from television.
8 b took – Did you take a selfie?
UNIT 1
c listened – What did she do this
morning?
Word List
d didn’t buy – Did they buy the new
in the 1990s – last month – last weekend – last phone model?
year – this morning – three months ago – two e watched – What did you do last night?
days ago – yesterday evening
9 b Doctors and emergency workers
1 in the afternoon – in the evening – 1990s – still use pagers nowadays.
yesterday – in the morning c They are wireless telecommunication
devices that receive and display alert
2 b They bought new cell phones last signals and short messages.
weekend. d No, they didn’t. They had to dial a
c Brenda recorded videos on VCR in number and talk to an operator.
the 1990s. e Because mobile technology became
d Carlos helped his mother use a cheaper and more widespread.
computer this afternoon.
10 b Mobile phones  c operating company 
3 b was  c had  d didn’t record  d popular
e played

113
 UNIT 2 9 b T  c F. Lolla’s Diner used to be on First
Avenue.  d T
Word List
10 a Global warming is affecting animals’
fossil fuel – mass tourism – pollution – power lives.
plant – roads and houses – sewage – waste –
wildlife trade 11 b Because the global warming people
convinced him to go green.
1 E A F Z T Q A P A P X Q U Y K R C M C E
c Because the pig smells like bacon.
E D I C I T S E P L A C I M E H C S J L

12 b T  c T  d F
Q D A Z L A V P N G Y X W Y T E K I G H

Z D V R I S Q K Q W C R A E L W Y R B A

B B W J T R K L B R L L L V K I O U I M

S X E N Y E L H M M E W G C L T E O N R

W T J R P L F U E N A Z D O T F L T A L UNIT 3
A M O H T Z G I O U O A F Z E U D S Q C

O R Y R S T E Z L R M E A E K O P S I K

M I V Y W P O K N D N U M H E V I A E Q Word List
P O L L U T I O N O L F V A O Z I M M M

T U C A B E B U A U Z I Y W M P L S K Q
France – land – building – England – vast –
D O C X P R N T V W Q S W H L Z K J H T continental – city – Pacific – Pangaea – water –
Earth’s surface – plants – thunder – human race
b pollution  c wildlife trade  d chemical
pesticide  e ozone layer
1 b was feeling – got  c were growing –
2 b 1  c 4  d 3
was  d decided – were walking
3 b Environment  c Pollution  d Wildlife
2 b They were riding their bikes.
trade  e Ozone layer
c He was reading a book.
4 a damage to the environment d She was sending an email. / She was
b pollution / ozone layer reduction using the computer. / She was surfing
c damage to the environment the Internet.
d sewage growth e He was taking a selfie.
e pollution f They were having lunch / dinner.

5 b There were two pet shops on First 3 b found  c lived  d asked  e passed
Avenue.
c There was a bus station on King 4 b Carol was studying when she got a
Avenue. phone call.
d There was a river along First Avenue. c It was autumn, so the leaves were
e There was a bike path on Lord Street. falling from the trees.
f There was a movie theater on King d They were looking for a new home
Avenue. when they found a new pet.
e I was doing my homework when my
6 b People in the past used to ride horses. mom arrived.
c My friends used to walk to school.
d The bus used to stop at a public park. 5 b with the latest news about her pet.
e He used to play soccer every weekend c before they went to college.
at the gym. d in a dangerous part of the city.
e via Twitter.
7 b was  c was  d were
6 a injured – gave – found
8 b They used to spend much more money b were – had – found – talked
on clothes. c was planting – asked – answered
c We used to drink soda every day. d ran away – was riding – fell
d She used to talk on the phone all the
time. 7 Countries: Canada / Japan / Brazil / New
Zealand / Paraguay

114
 Islands: Santorini / Bora Bora / Bali / St. d someone who has a lot of energy
Martin and is very active
Oceans: Pacific / Indian / Atlantic / Arctic / e good at thinking clearly and quickly,
Southern at understanding difficult ideas and
Continents: Antarctica / Asia / Africa / subjects, and at gaining and using
Europe / America knowledge
f not affected by strong emotions such
8 b dry  c vegetation  d island as excitement, anger, shock or fear
e land
4 authentic – interesting – supportive –
9 b continent  c islands  d ocean  e world artificial – easygoing – attentive
b authentic  c attentive  d interesting 
10 b landmass  c vegetation 
e easygoing  f artificial  g supportive
d country  e water
2 vegetation  3 water  4 landmass  5 b energetic  c intelligent 
5 country d melodramatic  e unique  f tedious
11 b continents  c plates  d surface – 6 b The teacher must talk to Paul and
ocean communicate with his parents.
c People should read the messages they
12 b False  c True  d True pass on more carefully and delete the
13 b The plants found in a particular region. mean ones.
c A marsupial with short legs that d Friends should help someone in need.
resembles a small bear.
d The regions around the North Pole. 7 b should  c should  d should  e must

8 b should not  c must  d must  e should

UNIT 4 9 b You must keep quiet while the teacher
is speaking.
Word List c You should not eat in class.
artificial – attentive – authentic – easygoing – d You must not use a cell phone in class.
energetic – fun – interesting – lazy – e You must leave the room organized.
melodramatic – supportive – tedious – unique f You should keep your belongings close
to you.
1 A T T E N T I V E L Y F Z A B

F W D H R A Z V C Y U Z R V I
10 Internet
A C P N U T D F J N N T P Y K
11 b People may misinterpret the meaning
C I X M Z O E C R N I O I C K
of a message if we use sarcasm.
C T V E E L V D N F Q N I D N
c We should respond to them promptly.
E N M L G T P K I U U T F K V
d No, it isn’t. Keep messages short.
A E D O X N N C P O E N K J L
e We should use appropriate language,
D H P D Y K I L C G U K N W T
emoticons and acronyms.
W T A R B A R O R X T S P F G

B U V A L I X E G P B C G Q Y 12 b True  c True  d True

S A T M J E V I T R O P P U S

artificial – attentive – authentic – fun – UNIT 5

supportive

2 b melodramatic  c tedious  d lazy Word List

2 easygoing  3 tedious  4 lazy cooking – exploring apps – gardening – going
for a walk – playing games – practicing arts
3 b too slow; monotonous and crafts
c someone who is helpful and sympathetic

115
 1 Indoor activities: exploring apps / cooking / d Where is she going to go on Friday?
playing games She is going to the movie theater.
Outdoor activities: practicing arts and crafts / e Is she going to travel tomorrow?
exploring apps / gardening / cooking / No, she isn’t. She is going to travel
next week.
going for a walk / playing games
11 b T  c F  d F  e F
2 d; c; b; e

3 b goes for a walk  c cooking  d playing

games  e explores apps
UNIT 6
Word List
4 b Exploring apps  c Gardening 
d Cooking  e Practicing arts and crafts attachment – blog – click – computer literate –
digital immigrant – digital native – download –
5 b going for a walk  c practicing arts and icon – keyboard – link – logout – password –
print – scan – server – smartphone – tablet –
crafts  d traveling
technophile – technophobe – USB port – website
6 D A W X F G C T T O J S N M K

N Y D M D J H R U L S A G M O 1 b; c; e; f
O J A G X U L B E Y W T J E F

C A M D R P E L S Z E U Z N E
2 b We will buy new computers at Christmas.
U E F S I R Y R D K Z R D Z Y
c They may be busy this afternoon.
W H D N P R O P A G C D U X Y
d Luna will meet her friends at the movie
F A Z Y H Y F R Y H A A J U O
theater.
Y A D N U S B F N D A Y E R D
e Jordan may need help with his new
Y A D N O M W V A S Q E C M U
tablet.
Q Z C J Y W E D N E S D A Y F
3 b may/might  c will  d may/might 
L C K M E N U T O F K X B Y X
e may/might
b Thursday  c Friday  d Monday  4 b I don’t think so. Some pieces are broken.
e Wednesday  f Tuesday  g Sunday c Sure, please have a seat.
7 b ’s going to  c ’re going to  d ’s going d You’ll need to check your wireless
to  e ’re going to  f ’m going to connection.
e Yes, they will soon develop this kind of
8 b What is he going to read? technology.
c Are they going to school?
5 Possible answers: b U  c M  d U  e M
d Are you going to the mall on Sunday?
e When are they going to play soccer? 6 b People may/might watch videos on
tablets and not on TV sets.
9 b We’re not going to retire soon.
c Elderly people may/might need a
c Are they going to play sports this
dictionary to understand computer
weekend?
language.
d Is Debora going to travel in July?
d He will buy a new computer today.
e Mike and Molly aren’t going to get
e I will not spend too much time
married.
studying because I’m tired.
10 b Are John and July going to play tennis
7 b a connection to something else
on Saturday?
c a secret word used to get access to
Yes, they are. They play it every
something
Saturday.
d a web page that is usually written in an
c What are you going to do next
informal way
weekend?
I’m going to travel to the countryside. e a location connected to the Internet
that stores one or more pages on the
world wide web

116
1 blog  2 link  4 password  5 website 2 b Canadian dollar
8 b screen  c password  d attachment 
e technophobe

9 b link  c website  d computer literate 

e blog

10 b website  c computer literate 

c Chilean peso
d technophiles  e digital immigrant 
f links

11 People: technophile / digital native / digital

immigrant
Things: website / password / server / link /
blog
d American dollar
12 b I love that new blog. It’s colorful and
dynamic, and the testimonials are great.
c Most people I know are technophiles.
They love technology.
d To have a strong password, you need
to follow safety procedures.
e It’s easy to find older people that are
computer literate. e euro

13 b Humanity is acquiring it for the wrong

reasons.
c It is anything that wasn’t around when
you were born.
d He says they are not useless.
e Ordinary and extraordinary.
f Art challenges technology and 3 b Some people do not admit their
technology inspires art. mistakes.
c Always look at things positively.
d It’s important to take the first step to
UNIT 7 accomplish something.
e Do not fear the unknown.
Word List
4 b heart  c poor  d money  e payments 
a India  b China  c Mexico  d England  f fortune
e the European Union  f Japan 
g the United States 5 b S  c S  d F  e F 
Possible answers: sol – Peru; ruble – Russia;
real – Brazil 6 b we’ll get good grades.
c I would see my father cooking.
d if he woke up early.
1 E I S O Z Y T
e she would donate it to charity.
Y D I N A R S
7 b spend  c travel  d have  e take
E O Y U A N D

N L T O D U N 8 b If they live in the suburbs, they will

take an hour to get to downtown.
A L V S O G U
c If she likes that band, she will
M A F E U R O download their music.
bY T  cR F  Ad F P e T 
G f IF P d If we get up early, we will get to school
on time.

117
 e If I had a million dollars, I would travel
around the world.
9 Possible answers:
b we’ll go to the beach.
c would travel to Paris.
d she would cook her breakfast / her
meals.
e he will go to the gym.
f they would play with it.
10 b should be accepted.
c a short time in brainstorming sessions.
d during a brainstorming session.
11 b worth a great deal of money
c bored with, in need of rest
d disappear completely
e the quantity of something
6 b The doctor prescribed some medicine
that is very expensive.
c My favorite season is winter, which is
cold.
d I bought some chocolate that contains
peanuts.
7 Down: 1 hearing-impaired  2 mobility
disability  3 developmentally disabled 
4 visually impaired  6 non-vocal
8 b visually impaired  c non-vocal 
d hearing-impaired
9 b hearing-impaired  c developmentally
disabled  d learning disability
10 b mobility disabled  c hearing-
impaired  d visually impaired

11 visually impaired people

UNIT 8 12 b F. It is a library for blind or visually

Word List
developmentally-disabled – disability –
disorder – eating disorder – hearing-impaired
– learning disability – mobility disability – non-
vocal – schizophrenia – visually impaired
1 b which  c who  d who  e which
impaired people.
c F. It was started by a group of blind and
visually impaired people.
d T  e T  f T
Note: In sentence e, “with other non-
profit organizations” should have been
“with other countries”. This mistake will
be corrected in the first reprint of the
Student’s Book.

13 Personal answers
2 b that  c whose  d which  e which

3 b (picture on the left)  c (picture on the

left)  d (picture on the right)

4 b that is not good for our health.

c who have eyesight problems.
d which is a place to buy books, can be
very big.
e whose mother is my teacher, is my best
friend.

5 b who works on airplanes.

c that bakes bread and cakes.
d which is the seat of government of
a country.
e which holds theater and music events.

118
Macmillan Education
Macmillan Publishers S.A.
ISBN Nº 978-987-672-463-0
Queda hecho el depósito que marca la Ley 11.723.
Texto © Macmillan Publishers S.A. 2019
Texto escrito por Reinildes Dias, Elaine Hodgson, Denise Santos,
Cristina Mott-Fernandez
Adaptación del texto: Juan Carlos Ottolina
Diseño e ilustración © Macmillan Publishers S.A. 2019
Diseño de maqueta: Tangente Design
Adaptación de diseño y diagramación: Miranda Gómez Tejada
Diseño de tapa: Martha Tadaieski
Diagramación de tapa: Miranda Gómez Tejada
Gerencia Editorial: Marianela Alloatti
Edición: Paula Czajka
Este libro es una adaptación de Loop English for Teens 2,
originalmente publicado en 2016, y se publica con la autorización
de Macmillan do Brasil Editora.
Ilustrado por Fábio Eugênio, Hiro, Lab 307, Diego Munhoz.
Las autoras y los editores agradecen a las siguientes docentes
que analizaron la serie y nos enviaron sus comentarios: Guadalupe
Amores, Analía Becherucci, Graciela Inés Fontanari, Ailín Franco,
Fabiana S. Gallo, Leandra M. Mena, Eva M. Poggi, Ana María Valdez,
Laura Zygadlo.
Las autoras y los editores agradecen por el permiso para reproducir sus
imágenes y fotografías a: 123 RF pp4 (excepto cielo), 5, 7 (excepto bandera
EE.UU., bandera Reino Unido y Casa Blanca), 9 (excepto Martin Cooper), 13,
16, 19, 20, 23, 26, 30, 31 (mapa de Pangea), 34, 39, 40 (4), 41, 48, 51, 53,
56, 59, 63 (excepto niña con robot), 64, 65, 67, 69, 71, 72, 74, 75 (excepto
shopping), 79, 83 (Stan Lee), 85 (excepto carrera), 88, 91, 92, 94 (excepto
hombre en silla de ruedas), 95, 98, 99, 100, 101, 104, 105, 106, 107, 109,
115, 116 (excepto b), 117, 118, 119, 123, 124, 127, 128, 129, 133, 135,
139, 141, 142, 145, 146, 147, 148 (cartel silla de ruedas); Aaron Bacall,
www.CartoonStock.com p68; Adey Bryant, www.CartoonStock.com p57; Alamy
pp11 (excepto Nokia 3210 y iPhone), 17, 22 (excepto póster The 11th Hour
y Wes Jackson), 29 (excepto retrato de Alexander Graham Bell), 54, 55, 60,
63 (niña con robot), 73, 75 (shopping), 83 (J.K. Rowling), 85 (carrera), 90,
94 (hombre en silla de ruedas); Bill Proud, www.CartoonStock.com p25;
Chris Wildt, www.CartoonStock.com p12; Corbis Images p7 (bandera EEUU
y bandera Reino Unido); Fuzion Communications p43; Getty Images Latin
America/CBS © 2012 CBS Photo Archive p89; Getty Images Latin America/
Getty Images Entertainment © 2013 Barbara Zanon p86; Getty Images
Latin America/Universal Images Group pp31 & 37 (ataúd egipcio); Gabrielle
Jordan p81 (foto de ella); © Glasbergen pp68 (excepto último), 113; Jewelz
of Jordan® p81 (collar y logo); Karsten Schley, www.CartoonStock.com p24;
Marty Bucella, www.CartoonStock.com p57; Mike Flanagan, www.CartoonStock.
com p80; Nakita Turner pp42, 44; NASA pp21, 24 (imágenes satelitales);
NON SEQUITUR © 2006 Wiley Ink, Inc. Reprinted with permission of ANDREWS
MCMEEL SYNDICATION. All rights reserved. p33; Penguin Random House LLC
p81 (tapa libro Who Moved My Cheese? ); Photos.com p4 (cielo); Stewart Cook/
Shutterstock p22 (póster The 11th Hour) ; Thinkstock by Getty Images p7 (Casa
Blanca); Tiflonexos p149; Wikimedia Commons pp11 (Nokia 3210), 29 (retrato
de Alexander Graham Bell), 31 & 32 (manuscrito nórdico), 35, 40 (2), 70, 83
(Lewis Carroll), 93, 116 (b), 148 (excepto cartel silla de ruedas); Wikimedia
Commons/Anglospeak(800px).png (modified by Tomás Remón), CC BY 2.0 AT
p6; Wikimedia Commons/Guillaume Blanchard, CC BY-SA 1.0 p37 (talismán
egipcio); Wikimedia Commons/Robyn Jay, CC BY-SA 2.0 p40 (5); Wikimedia
Commons/Rafael Fernandez, CC BY-SA 4.0 p11 (iPhone); Wikimedia Commons/
Rama, CC BY-SA-2.0-Fr p40 (3); Wikimedia Commons/Rico Shen, CC BY-SA 3.0
p9 (Martin Cooper); Wikimedia Commons/sam beebe, CC BY 2.0 p22 (Wes
Jackson); Wikimedia Commons/Sodacan, CC BY-SA 4.0 p40 (1)
La publicación de la obra de arte “Carousel” de Arthur Bispo do Rosário
(p87) se realizó en virtud de lo establecido en el art. 6 de la ley 11.723. Se
hace reserva de sus derechos de autor.
Las autoras y los editores agradecen por el permiso para reproducir los
siguientes contenidos y canciones:
Live for Tomorrow y Nakita Turner, por información tomada del sitio web del
proyecto “One Voice” (onevoiceresource.squarespace.com)
Del Lowery, por podcast extraído de Retirement Talk (www.retirementtalk.org)
Audio del video de Gabrielle Jordan – extracto de TEDx RockCreekPark
Asociación Tiflonexos, por información tomada de su sitio web (tiflonexos.org)
(Nothing But) Flowers © 1988 Warner/Chappell Music, Inc., letra y música:
David Byrne, Chris Frantz, Jerry Harrison, Tina Weymouth, reimpresa con
permiso de SADAIC. Todos los derechos reservados.
One Voice feat. Dukes, Massad, Restoration & One Voice Youth Choir © 2014,
Nakita Turner (Parachute Music, Aukland), reimpresa con permiso de Nakita
Turner. Todos los derechos reservados.
www.nevergetoveryou © 2000 Sony Music Entertainment (Canadá) Inc., letra
y música: PROZZÄK, reimpresa con permiso de SADAIC. Todos los derechos
reservados.
If I Had a Million Dollars © 1992 Sire, Warner/Chappell Music, Inc., letra y
música: Steven Page, Ed Robertson, reimpresa con permiso de SADAIC.
Todos los derechos reservados.
Este libro contiene remisiones a sitios web de terceros. La editorial no ejerce
control sobre el material publicado en estos sitios ni se responsabiliza por
dicho material. Se aconseja acceder a ellos con la debida precaución.
No se permite la reproducción parcial o total, el almacenamiento, el alquiler,
la transmisión o la transformación de este libro, en cualquier forma o
por cualquier medio, sea electrónico o mecánico, mediante fotocopias,
digitalización y otros métodos, sin el permiso previo y escrito del editor.
Su infracción está penada por las leyes 11.723 y 25.446.
In the loop english for teens : Teacher ¬ book 2 / Reinildes Dias ... [et al.] ;
adaptado por Juan Carlos Ottolina. - 1a ed . - Boulogne : Macmillan, 2019.
Libro digital, PDF
Archivo Digital: descarga y online
ISBN 978-987-672-463-0
1. Educación. 2. Inglés. I. Dias, Reinildes II. Ottolina, Juan Carlos, adap.
CDD 372.6044
Producido en Argentina
Primera edición.
Esta obra se terminó de producir en enero de 2019.