In The Loop 1 Teachers Book

TEACHER’S BOOK
1
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
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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
Discussion questions
introduce the unit theme
and encourage students
to explore the pictures.
Challenge!
Thought-provoking activities
encourage students to go
beyond the section objectives,
promoting even more learning
opportunities.
Reading
Carefully chosen texts help
develop reading strategies
and promote students’
critical thinking skills.
Looking at the Text

Increases students’
awareness by presenting
the characteristics of
different types of genres,
thereby boosting their
reading competence.
Reading Tips
Clear and straightforward
reading strategies
aid students in
the learning process.
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Vocabulary The World of English Grammar
Presents the new words and Offers valuable information on Clearly presented in
expressions contextualized in the frequency and use of unit vocabulary, the context of the unit,
topic of the unit, making the lesson based on corpus research, empowering followed by practice
meaningful to the student. students with truly genuine language. exercises.
Understanding
Language
Challenges students
to deduce forms
and uses, helping
to systematize the
language point.
Speaking Pronunciation Corner Integrate your learning

Students are offered Offers relevant pronunciation Students have the opportunity
opportunities to apply the practice to improve students’ to use English in different
units’ target language in fluency. contexts, integrating other
meaningful oral situations while areas of knowledge into the
developing their communication learning process.
and critical thinking skills.
Language Corner
Enhances students’
knowledge by building
upon the unit’s grammar
and vocabulary.
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Self-assessment Writing
Reviews the unit aims presented at the Listening Develops students’ writing skills
beginning of the unit, providing a Accompanying the unit across a wide variety of genres,
self-assessment opportunity where students topic, students develop their through process writing (planning,
and teachers can assess the learning listening skills through a wide writing, evaluating, rewriting).
progress. variety of listening material.
Having Fun!
Students practice English
through enjoyable and
motivating activities (puzzles,
quizzes, word searches, etc.)!
WORKBOOK
Practice pages
For every regular unit there
are 5 pages of extensive
practice of the target
language – a flexible resource
to be used for self-study, AND MORE!
homework or extra classroom
practice. Review
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.
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Life Skills
Study skills
Life skills are the skills we need to Learning how to be
deal effectively with the challenges an effective learner
in everyday life, whether at school or and understanding
in our personal lives. how to manage
In this series, students will have study is Self-awareness
important for Recognizing your own
the opportunity to develop their
all students. strengths, weaknesses and
life skills through extra activities personality traits can prepare
available on the In the Loop yourself for the choices you
Teacher’s Resource Centre. will make in the future.
Why teach/learn Time management

life skills? Knowing how to effectively manage
our time is crucial in helping students
The development of life skills helps to regain a sense of balance and
students to: reduce the levels of stress.
find new ways of thinking and
Critical thinking
problem solving;
The ability to apply
recognize the impact of their actions; critical reasoning,
build confidence both in spoken Communication evaluate information
skills and for group collaboration from different sources
Effective
and cooperation; Cultural awareness communication
and analyze the logic
Recognizing and behind arguments.
develop a greater sense of skills are an
understanding that we all essential part of every
self-awareness and appreciation for have different values shaped relationship. Whether verbally
others; by our diverse cultural or nonverbally, it’s important
promote cultural awareness; backgrounds and that to understand how we share
respecting this allows us to information, ideas and
respect diversity, developing
develop in both our personal emotions with others.
a more tolerant society. and professional lives.
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 the It gives access to the Digital Teacher’s Book,
audio tracks. It can be used on computers or downloadable audio tracks, tests and extra
tablets; and once downloaded it can be used offline. activities to be used in class.
Both teachers and students can access it using the
code on the backcover of the Teacher’s Book and
Student’s Book, respectively.
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Unidad Competencias Contenidos conceptuales Variedad textual Contenidos actitudinales
Identificar e implementar Reflexión sobre la lengua que se Perfil de una Utilizar la lengua objeto
las estrategias aprende: El vocabulario y la gramática cantante/actriz. para comunicar nociones
necesarias para la como componentes esenciales en la Tira cómica. básicas.
consolidación de distintas comunicación de la lengua objeto. Canción. Respetar individualidades.
habilidades. Auto-evaluación
WELCOME UNIT Identificar palabras clave sobre la forma de
Learning to learn! para la interpretación aprendizaje.
correcta de un texto.
Discriminar entre
Planificación anual
diferentes estrategias de
aprendizaje.
Interpretar y analizar la Léxicos: Pósters. Expresar conocimiento del

distribución del contenido Los meses del año: January, February, Artículo de diario. mundo: sus celebraciones
de un póster promocional March, April, May, June, July, August, Calendario de y fechas históricas.
y de un artículo September, October, November, celebraciones y Aceptar la variedad
periodístico. December fechas importantes geográfica y cultural.
Solicitar y dar información Números ordinales: 1st, 2nd, 3rd, 4th, en EE.UU.
sobre eventos en general. 14th, 17th, 25th, 31st, etc Textos informativos.
Reconocer y saber decir La hora: It’s nine o’clock in the morning. Aviso radial.
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fechas y la hora. It’s twenty to eleven in the morning. Folleto sobre la
Expresar rutinas diarias. It’s ten past seven in the evening. celebración de un
Integrate your learning: It’s three thirty in the afternoon. día histórico.
UNIT 1 Interpretar información Verbos que habitualmente se utilizan Adivinanzas.
sobre una fecha para hablar sobre celebraciones: clean,
Events importante en la historia date, eat, give, go, hold, honor, include,
de Inglaterra. love, take place, travel, watch.
Gramaticales:
El tiempo present simple en sus formas
afirmativa y negativa para indicar
situaciones que suceden habitualmente.
Reflexión sobre la lengua que se
aprende: Distinguir el uso de las
preposiciones on/in en relación con
fechas: on March 10th / in April.
Leer e interpretar un Léxicos: Gráficos. Compartir información
gráfico sobre rutinas de Frases verbales referidas a rutinas Poema. sobre la rutina diaria
meditación en la India. diarias: wake up, get up, go to the Textos descriptivos propia.
Leer y comprender un bathroom, take a shower, brush my de rutinas diarias. Respetar las ideas de
poema acerca de las teeth/hair, make my bed, run down the Tira cómica. otros.
rutinas diarias. stairs, eat breakfast, walk to school. Juego utilizando Apreciar y respetar la
Reconocer y utilizar Gramaticales: adverbios de diversidad cultural en las
vocabulario específico El tiempo present simple en sus formas frecuencia. rutinas diarias.
relacionado con las afirmativa, negativa e interrogativa para
rutinas diarias. indicar rutinas diarias.
Indicar la frecuencia El uso de los sufijos ‘-s’, ‘-es’ o ‘-ies’ como
en la que se realizan indicadores de terceras personas del
determinadas acciones. singular: Mum wakes me at 8. Does she
Elaborar un gráfico sobre like toast?
UNIT 2
las rutinas matinales de Los adverbios de frecuencia: never,
Daily routines los miembros de la clase. always, often, sometimes, usually,
occasionally, hardly ever.
Fonológicos:
Elisión de sonidos en las producciones
coloquiales y naturales de la lengua
objeto.
aprende: El orden de los componentes
de la oración en la forma interrogativa
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del present simple.
La posición de los adverbios de
frecuencia en la oración y su recurrencia
en la lengua objeto.
Interpretar y extraer información de un póster promocional de un evento y una entrada de cine para resolver
Review actividades de Verdadero-Falso y de multiple choice.
Distinguir el uso de las preposiciones in, on, at en relación con fechas.
Units 1–2 Interpretar una tira cómica para corregir errores fácticos.
Clasificar actividades de la rutina diaria según el momento del día en el que suceden.
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Leer e interpretar mapas Léxicos: Mapa de una ciudad Respetar las elecciones de
de una ciudad. Medios de transporte: airplane, bike, bus, con indicación de otros.
Leer y comprender cable car, ferryboat, taxi, train, tram. los lugares más Valorar diferencias
una página web sobre Expresar el medio de transporte que se importantes. culturales.
atracciones turísticas. utiliza: by bus, by bike, by train, etc. Página web.
Reconocer y utilizar el Los lugares de una ciudad: bakery, Mapa con
vocabulario relacionado beauty salon, bookstore, central bus indicaciones de
con una ciudad y con los station, drugstore, library, stadium, cómo llegar a un
medios de transporte. supermarket. lugar determinado.
Indicar la ubicación de Gramaticales: Audio tour.
UNIT 3 lugares en una ciudad. Las preposiciones de lugar: at, on, Artículo periodístico
Places in town Dar instrucciones claras opposite, near, on the corner of. sobre un sistema de
según la interpretación de Fonológicos: transito rápido.
un mapa. La pronunciación y entonación de Encuesta sobre
Generar una encuesta preguntas en la lengua objeto: Can you los medios de
sobre la movilidad en una repeat that, please? Sorry, can you say transporte.
ciudad. that again? Juego de palabras.
Integrate your learning:
Debatir sobre los medios
de transporte en las
grandes ciudades.
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Interpretar el Léxicos: Póster promocional. Mostrar interés sobre la
contenido del póster Vocablos referidos al aspecto físico: Página web sobre producción escrita de otros
de una campaña de blond/brown/red/black/dark hair, wavy/ un proyecto de y respetar los conceptos
concientización y de una curly/straight hair, blue/brown/green/ concientización. utilizados.
página web. hazel eyes, large/small, short/tall, Texto descriptivo de Apreciar las diferencias y
Describir el aspecto físico short/long. la apariencia física la variedad en el aspecto
UNIT 4 de las personas. Verbos be, have y wear para describir de una persona. físico de las personas.
Generar un póster aspecto físico: I am tall. I have black Texto descriptivo de
People around us promocional. hair. Susan wears glasses. personajes de una
Gramaticales: novela.
El orden de los adjetivos en oraciones Canción.
simples y compuestas: opinión, tamaño, Juego de descripción
edad, formato, color, origen, material y de personas.
propósito.
Fonológicos:
La entonación de las preguntas que
requieren una respuesta corta.
UNIT 4 Reflexión sobre la lengua que se
aprende: Las diferencias en las
People around us unidades de medida en EE.UU. y en
Inglaterra.
Review Interpretar y extraer información del mapa de una ciudad en Noruega para resolver actividades
de Verdadero-Falso y de ubicación de lugares.
Units 3–4 Leer e interpretar dos canciones para clasificar información.
Interpretar una infografía. Léxicos: Infografías. Apreciar el universo y su

Reconocer el El Sistema Solar: the Sun, Mercury, Textos informativos. importancia en nuestra
significado de palabras Venus, Earth, Mars, Jupiter, Saturn, Tablas comparativas vida.
transparentes para Uranus, Neptune; the Milky Way, Pluto, de planetas. Respetar las ideas de los
entender un texto. the Universe. Citas relacionadas otros.
Reconocer y utilizar Adjetivos relacionados con la descripción con el universo. Valorar los avances de la
vocabulario específico de planetas y del universo: bright/dark, Descripción oral de ciencia en la exploración
relacionado con el close/distant, hot/cold, large/small. dos planetas: Venus del universo.
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universo. Gramaticales: y Marte.
Expresar comparación en El uso de los adjetivos en su grado
UNIT 5 todas sus formas. comparativo: hotter than, more distant
Presentar de forma oral than.
The universe una infografía. Formas del comparativo irregular: better,
Integrate your learning: worse.
Comprender información Fonológicos:
sobre la exploración del La acentuación de palabras y frases en
planeta Marte. la oración.
aprende: Las reglas de la forma
comparativa de los adjetivos.
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Leer e interpretar fichas Léxicos: Fichas técnicas Respetar las diferentes

técnicas y un artículo Adjetivos descriptivos utilizados en sobre animales formas de vida animal y
enciclopédico sobre referencia a animales silvestres: silvestres. su hábitat.
animales silvestres. endangered/not vulnerable, small/large, Mapa con Reflexionar sobre los
Interpretar aspectos no strong/weak, long/short, stout/thin, distribución de animales en peligro de
verbales de un texto. agile/slow. población animal. extinción.
Reconocer y utilizar Las partes del cuerpo de un animal: Textos informativos Apreciar y respetar el
vocabulario relacionado arm, eye, foot, hand, head, jaw, leg, neck, sobre animales trabajo de otros.
UNIT 6 con los animales muzzle, tail, tongue. silvestres.
Amazing nature silvestres. Accidentes geográficos: beach, forest, Informe de noticias
Identificar accidentes island, lake, waterfall. sobre un lago.
geográficos. Gramaticales: Juego de mesa.
Expresar el grado máximo El uso de los adjetivos en su grado Quiz.
o mínimo de un objeto/ superlativo: the biggest, the largest,
sujeto descrito. the most famous.
Generar una ficha técnica. Reflexión sobre la lengua que se
aprende: Las reglas de la forma
superlativa de los adjetivos.
Review Interpretar una infografía para resolver una actividad de Verdadero-Falso.

Utilizar la forma superlativa de adjetivos para completar información sobre récords.
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Units 5–6
Leer e interpretar la Léxicos: Sinopsis de una Respetar las preferencias
sinopsis y la reseña de una Las actividades del tiempo libre: attend a película. de los otros.
película. sporting event, dance, go to a café, hang Reseña de una Reflexionar sobre la
Reconocer y utilizar out with friends, play soccer, watch TV. película. importancia de las
vocabulario relacionado con Tipos de películas: adventure movies, Reseña de una serie expresiones culturales
actividades del tiempo libre. comedies, documentaries, horror movies, de libros. en la vida diaria.
UNIT 7 Identificar distintos tipos musicals, sci-fi movies. Diálogo de invitación
de películas y de libros. Adjetivos descriptivos utilizados en a un evento.
Going out! Aceptar y rechazar referencia a películas: awful, boring, Juego del ahorcado.
invitaciones. confusing, exciting, fun, funny, OK, sad,
Integrate your learning: scary.
Aprender sobre los clubes Gramaticales:
de lectura y debatir sobre El uso y orden de los adjetivos: the movie
la lectura de libros. is so scary, a fun movie.
Leer e interpretar Léxicos: Textos biográficos Respetar las diferencias
biografías. Fechas y preposiciones: on December en diferentes raciales.
Reconocer y utilizar 1st, in the 20th century, in 1960, on a formatos. Reflexionar sobre la
acciones que indiquen Thursday. Entrevista. discriminación por
pasado. Gramaticales: Narración oral. diferencias raciales.
Distinguir el uso de El tiempo past simple; verbos regulares Póster de campaña Respetar la opinión de
UNIT 8 preposiciones en relación e irregulares en sus formas afirmativas, de concientización. otros.
con fechas. negativas e interrogativas: Mandela had
Amazing people Generar una biografía many health problems when he was old.
corta. I didn’t think I should have to stand up.
Why did they push us around?
Fonológicos:
Las diferentes terminaciones de los
verbos en pasado y su pronunciación:
/Id/, /d/, /t/.
Interpretar y extraer información de la sinopsis de una película para resolver una actividad de Verdadero-Falso.
Review Clasificar adjetivos descriptivos según la sinonimia.
Units 7–8 Identificar nombres, fechas y lugares en una biografía.
Distinguir el uso de preposiciones en relación con fechas.
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The Student’s Book is divided into units and
1 The series sections (see detailed unit structure and presentation
In the Loop is a four-level series especially written of sections in the “Structure of units” part of this
for students in secondary schools. Its contents bring introduction) as shown below:
together Macmillan’s exceptional experience in • Special opening unit (Welcome Unit)
teaching English and the specific needs and interests • Eight 10-page thematic units
of teenagers. • Four Review sections, one every two units, that
In the Loop also offers teachers a variety of revise the content explored in the preceding units
components and support, ensuring engaging lessons • Workbook for language support and extensive
and successful results. practice
• Irregular Verb List with the past simple form
of the main verbs to be used for consultation
2 C
omponents and course whenever necessary
structure • Answer Key with answers to the activities from
the four Review sections
The components of In the Loop provide the
necessary resources to create the ideal lesson, both 2.2 Audio CD
for teachers and their students. There is a Student’s The Audio CD contains the recordings of the
Book and a Teacher’s Book for each academic year. listening texts and activities related to pronunciation.
The Teacher’s Book includes the Student’s Book In the listening texts, there is considerable variation
pages with suggested answers to activities, the essential of genres and a strong predominance of texts
teaching notes and an Audio CD for use in class. extracted and re-recorded from films, songs, TV and
radio programs, and advertising, among others.
Furthermore, the series’ digital components – the
The activities in which the Audio CD is used are
eBook and the Teacher’s Resource Centre – give
accompanied by the icon in the Student’s Book.
the material even greater flexibility.
Audioscripts may be found on pages 111 and 112 of
2.1 Student’s Book 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
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Conveniently integrated into the Student’s Book, this students, introducing them to the course with a
resource comprises nine units – a Welcome Unit and shorter unit with fewer demands than the others;
eight regular units. Each unit begins with Grammar thus enabling them to become familiar with the
Reference, which summarizes the linguistic elements sections and methodology in an informal manner.
presented in the unit, and also includes grammar tables Finally, as an optional extra (the use of this unit is up
and a Word List of the key vocabulary for students to to the teacher) the Welcome Unit is flexible enough
carry out simple activities that will help them remember to cover potential difficulties at the beginning of
the new words. Then the Workbook provides activities the academic year, such as still undefined classes,
for the systematization of content to help students interruptions over holidays, etc.
consolidate learning.
The Grammar Reference pages should be used as
3.2 Structure of regular units
a reference by students whenever they consider There is considerable variety in the unit themes, which
it necessary. It is advisable to create opportunities seek to approach topics appropriate to the age and
for students to become familiar with this content interests of students. Below are details of the sections
at the beginning of the academic year, so they can of each unit.
use it competently to support other activities. This • Starting out
familiarization involves not only knowing where to find The opening section, Starting out, comprises the
the information, but also how to apply such information unit title, pictures relating to the theme, learning
in situations in which they need to use the English objectives and leading questions to stimulate
language. As for the activities, these can be done both discussion on the subject. It is expected that the
in class and at home. The teacher is in the best position interrelations between new information and the
to define when they should be done, based on his/her questions for discussion predispose students toward
plan, aims and the classroom hours available. learning the language. Cultivating the desire to learn,
In addition, this section is also designed to facilitate along with persistence on the part of the learner
learning more widely, helping students develop may result in increasing engagement with situations
autonomy as they consult the material, identify where English may be learned.
the information and apply references. • Reading
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).
This section aims to develop students’ capacity to
3 Structure of units understand texts from a variety of genres taken
from different sources. To this end, comprehension
3.1 Description of Welcome Unit activities take into account reading as a process
This unit consists of five pages of activities dealing with that requires the reader to actively construct
a theme related to learning English (for example, the meaning. These activities help students recognize
presence of English in the world and ways to become the phenomenon of intertextuality as a fundamental
a lifelong learner, among others). resource in the process of text interpretation, based
This special unit was designed to enable teachers to on an approach that uses different text genres. In this
check students’ prior knowledge at the same time that way, by training students to read well in English and
they discuss themes and issues relevant to effective preparing them for the challenges of life today and in
learning. In addition, the intention is to “welcome” the future, they are being educated as whole citizens.
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According to this view of reading as a process, the • Use of images and page layout to construct the
Reading section has been subdivided into three parts: meaning of texts from several genres
Pre-reading, While reading and Post-reading. • Conscious use of interrelations between the
In the Pre-reading subsection, the use of strategies such several multimodal resources, especially verbal,
as skimming (a quick read to establish the context) and nonverbal or visual and spatial
scanning (seeking specific information) is encouraged • Conscious use of textual clues provided by the
so that students can predict the topic, which is always author of the text
related to the unit theme and the text genre, before • Construction of inferences
continuing with a deeper reading of the text. After working with the first text, students engage in
The authors’ concern for selecting resources for activities related to a second text, with a similar theme
scaffolding (WOOD; BRUNER; ROSS, 1976) is also but in a different genre.
shown by the choice of texts from genres already For example, we can cite some combinations present
known to students. In this way, students are able throughout Level 1: a poster and an article about a
to learn about the general topic of the text as well dance competition in Unit 1; a graph and a poem
as the genre in which it was formulated because about routines in Unit 2; a city map and a web page
the basic organizational structure of a given genre with information about how to get to a place in Unit 3;
and its communication purpose (or social function) etc. The main goals of this proposal are related to the
are relatively similar in English and in students’ L1. phenomenon of intertextuality. These are:
One of the roles of the teacher is to contribute to the • Raise students’ awareness of the basic
development of students’ awareness of how to use characteristics of each genre, offering elements
what they already know about the texts and their which empower the learners to use what they
communicative purposes to read well in English. already know about it to read other texts from
For this reason, it is important that they acquire the the same genre but on different topics.
notion that they are capable of such transposition • Clarify that texts may have the same
for their own benefit when interacting with texts in communicative purpose but be constructed in
English. At the end of the Pre-reading subsection, different ways: for example, a poster about a
in the Looking at the Text box, specific and objective dance competition and an article about a dance
information about the genre is presented. The main competition, as shown in Unit 1. Choosing one or
purpose is to reinforce students’ knowledge about the another format or style of composition depends
basic characteristics of different genres in order to on the target audience and the aims of the author.
contribute to reading (and writing) in English. In this and in other sections, there may be a
The While reading subsection may begin with Language Corner box, with additional linguistic
activities that enable students to reconstruct the information related to the texts in the section or
conditions in which the text was produced (who to the activities proposed.
wrote it, to whom, for what purpose and why). When The last part of the section focuses on Post-reading
doing this subsection, students have the opportunity activities, which aim to encourage discussion about
to contextualize the action in the text and to position the interrelations between the local (the environment
themselves in relation to it, so as to then read in which students interact daily) and the global
between the lines and adopt a critical position toward (represented by the aspects discussed and learned
processing the information. In this subsection, in the section).
comprehension activities are provided for general • Vocabulary
and detailed understanding of the text. Strategies The emphasis in this section is on the development
and guidelines that contribute to understanding are and expansion of vocabulary by means of activities
systematized by means of the Reading Tip box. contextualized by the genres and by the theme of
Here are some of the strategies employed in the each unit.
process of reading English in this series: In this way, students are encouraged to make use
• Conscious use of prior knowledge of inductive reasoning to carry out the proposed
• Use of cognates (words that are similar in L1 and activities based on their knowledge of the world;
L2) and of context for inferring the meaning of on what they have learned in the Reading section;
unknown words on the use of cognates, context and familiar words;
and on nonverbal information provided, such
• Identification of key words to overcome difficulties
as images, colors, layout, etc. The advantage of
in understanding the context and the rest of the
developing vocabulary through an inductive process
words in the text
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is in the contextualization of learning and the active that students understand the main points of an
engagement of students in the inference of the use authentic communicative situation.
and meaning of words, usually related to the unit • Speaking
theme. This process also enhances the development
This section develops students’ capacity to express
of students’ capacity to infer information based on
themselves orally in real communicative situations in
prior knowledge, and verbal and nonverbal clues
English. Initially, there is a discussion question that
present in the body of the text and layout.
prepares students for speaking. The activities that
In this section, you will also find the World of English follow present the pedagogical actions, some including
box, including information about the use and more scaffolding elements than others in order to
frequency of English words and expressions. This guide students through conversations in English.
information is based on Corpus Linguistics, an area The conditions for the production of oral texts (who
of linguistics that studies language using electronic speaks, what is said, for what purpose, to whom and
databases, generally containing thousands of texts in what context) are specified so as to guide students
and millions of words (BERBER SARDINHA, 2004). through conversation activities. Such conditions
These databases are called corpora (plural of the are based on the unit theme and may be formal or
Latin words corpus) and serve to exemplify authentic informal. Whenever possible, students should record
uses of words and expressions. their own texts with the resources available (such as
The corpora used in the series include: GloWBE their cell phones or web recording tools). The fact that
(Global Web-Based English), Wikipedia Corpus, most students are used to recording and editing mp3
Google N-Gram Viewer/Google Books, SketchEngine, or mp4 files facilitates listening and interaction.
COCA (Corpus of Contemporary American English) Some aspects related to the oral use of the language
and COHA (Corpus of Historical American English). are sometimes also dealt with in this section, such as
the use of contractions; uses of How about, What if,
• Grammar
Guess what and Would you like...?
This section is designed to develop students’
The Pronunciation Corner box, which appears in a
grammatical knowledge by means of contextualized
different section in each unit, aims to raise students’
activities. This approach is centered on learning
awareness of aspects of English pronunciation
inductively, with incentives for students to construct
relevant to oral interaction.
inferences and to participate actively. This leads to
long-term learning based on authentic examples of • Writing
language in use. In the Understanding Language box, This section, present at the end of even-numbered
students themselves construct the grammatical rules units (2, 4, 6 and 8), is devoted to the development
through inductive reasoning. of students’ capacity to write cohesive and coherent
• Listening texts in a variety of genres.
The Listening section emphasizes the development of It begins with a box that shows the context of the
students’ listening comprehension skills through audio writing task and considers the following aspects:
material from a variety of genres that encompass what is written, for what purpose, for whom and
interactive situations appropriate to students in where the text will be shared through publication.
lower secondary education. This selection considers It then continues with one or more activities that
their age and interests, and takes into account the introduce the topic of the writing task – there may
competencies they have already developed, as well as also be a review of the characteristics of the genre
those they further need to develop, for interactions in in question if it has already been covered in the
oral discourse. It also enables reflection on the unit Reading section.
theme and expansion of students’ knowledge about When students are writing, information on the context
other areas and their worldview. of production is expanded in the Writing Guidelines
The section begins with an initial discussion or following the list of steps necessary in the writing
introduction to the topic and the genre of the text process. Students may write their texts individually,
to be heard, and the activities that follow develop in pairs or in small groups.
students’ capacity to use English in authentic social It is advisable to follow the stages listed in the Writing
situations of communication. Furthermore, these Guidelines because of the cyclical nature of the writing
activities show that listening comprehension, process, which involves planning, drafting, writing and
especially in the Starter Level and Level 1, does not rewriting until the final version is complete. Classmates
necessarily need to be at a deep level, but requires can provide feedback and scaffolding for one another
during the process.
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There are always suggestions for posting the They go beyond mere language or academic
publication: classroom walls, a text “washing line” in knowledge. Students capable of understanding
the school library, notice boards, a magazine created and using these skills, together with their academic
by students themselves to publish their texts or qualifications, will know how to use educational and
virtual environments such as blogs, among others. professional opportunities to their advantage.
• Integrate your learning There are nine Life Skills covered in In the Loop:
• Communication: Effective communication
This section, present at the end of odd-numbered
skills are an essential part of any relationship.
units (1, 3, 5 and 7), seeks to integrate content that
It is important to understand how we share
transcends different school subjects at this level.
This is a process mediated by the communicative use information, ideas and emotions both verbally
of English. The main goal is to promote the creation and nonverbally.
of new knowledge so as to encourage dialog among • Creativity: Creativity enables us to see
students as well as interdisciplinary knowledge. things from different perspectives, using our
The themes included in this section, apart from being imagination to approach problems and find
related to those covered in the units, also refer to innovative ideas that can contribute to our
content being studied in other school subjects. success in all areas of life.
This is also another way to extend and contextualize • Critical thinking: The capacity to apply
the use of English, incorporating social, ethical and critical reasoning, evaluate information from
political dimension, necessary for students to develop different sources and analyze the logic behind
as citizens. arguments is one of the main skills that need to
• Self-assessment be developed today.
• Cultural awareness: Recognizing and
In this section, students will be able to review the
understanding that people have different
unit aims and reflect on their own learning process
principles and values according to different
in order to improve it.
cultural experiences, and learning to respect
By checking if each aim has been satisfactorily met, these differences, enables us to grow in our
students have the chance to evaluate their weaknesses personal and professional lives.
and strengths in relation to specific language topics,
• Networking: Building contacts and maintaining
thus guiding them when they review the unit, read
relationships, and developing interpersonal
the Grammar Reference and do the Review and
and communication skills also contribute to
Workbook activities as needed.
academic, professional and personal success.
Also, filling out the chart and discussing it in class • Self-awareness: Recognizing our strengths,
provides the teacher with an opportunity to give weaknesses and personal traits can help us face
feedback based on students’ own self-assessments. the many choices we have to make in the future.
• Having Fun! • Social skills: Reflecting about how we behave
This section includes games, puzzles, riddles and and being able to act appropriately in different
other types of fun activities, which can be done at social contexts are crucial competencies, as
the beginning or end of class or during the unit as they help us construct healthy relationships and
a fun filler. improve our connections with people around us.
• Study skills: Learning to be an effective student
3.3 Special sections and activities and understanding how one can benefit from
• Life Skills: Learning for Life knowing and applying different academic
Life Skills are skills we need to develop strategies are essential skills to be developed
in order to deal effectively with the as early as possible.
challenges of daily life, be it at school, • Time management: Learning to manage time
at work or in our private lives. effectively is essential to helping learners develop
a sense of balance in their tasks and reducing
stress levels.
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Why teach/learn Life Skills? • Review
The development of Life Skills helps students:
• 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
After every two units, there are two pages with extra
the icon in the Student’s Book) integrated with
activities that give students the chance to systematize
the topic or content. The activities are in .pdf format the content learned so far.
and include teacher’s notes and worksheets, suggested
The activities presented in this section are based
procedures and answer keys. The worksheets can be
on the reading of different text genres and may be
used in class or as homework. They are available at
undertaken in class or as homework, individually or
the Teacher’s Resource Centre.
in pairs (or in larger groups). It is up to the teacher
The language in the activities is appropriate for the to decide when and how the activities should be
students’ level. However, the focus of the activities is done in order to create favorable conditions for
always on the skills, offering students the opportunity the appropriation of the language.
to develop them while using English.
To learn more about Life Skills, access the website:
<www.macmillanenglish.com/lifeskills>.
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4 Guidelines
for working with
units
Unit aims
• Discuss strategies to develop
your reading and listening skills.
• Discuss strategies to expand
and consolidate vocabulary.
• Read a biographical profile.
• Read a comic strip.
• Listen to a song.
Starting out
As this is the first unit in the
book, ask students to leaf
through it for familiarization.
Show some sections in
different units, such as
Reading and Speaking. Then
read the unit title and discuss
the pictures with the whole
class, leading students to
identify what all the images
have in common (they are
all pictures of activities that
contribute to learning a
foreign language). Point to the
pictures one at a time and ask:
What is she / he doing?
What’s happening?
Find out which techniques

students tend to use when
studying and learning in
general. This will help you See References below for further reading about
better identify their difficulties and provide them learning strategies.
with the means to reach their objectives.
References
Several studies in the area of learning strategies in O’Malley, J. M. and Chamot, A. U. (1990) Learning Strategies in
foreign language learning have been developed. Second Language Acquisition. New York, NY: Cambridge University
Researchers such as Oxford and, O’Malley and Press.
Chamot state that learning strategies together with Oxford, R. L. (1990) Language Learning Strategies: What Every
factors such as intelligence and aptitude are cognitive Teacher Should Know. New York, NY: Heinle & Heinle.
variables that influence the individual success of
each learner. Oxford organizes strategies into two
large groups: direct strategies (relating directly to
language, subdivided into memory, cognitive and
comprehension strategies) and indirect strategies
(relating to non-linguistic factors, subdivided into
metacognitive, affective and social strategies).
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WELCOME UNIT
developing exercises that

associate images with lexical
items, combining words from
a text with definitions and
using fun activities (word
games).
Activity 3
Draw a chart with the
following headers on the
board: Colors, Food, Physical
Activities and School Subjects.
Ask students to complete the
chart using the corresponding
words from the text about
Selena Gomez and add others
based on prior knowledge.
Reading
Activity 1
Ask students to discuss the
questions in pairs. Then ask
the opinion of the whole class
and check if answers are
similar.
Activity 2, Reading Tip
and Language Corner
Read the instructions aloud.
Remind students that, when
reading examples of this
genre, they should resort to
nonverbal information and
humor, as well as to their own
knowledge of the world, which
may help them understand the
message. Read the Language
Corner and Reading Tip boxes
with the class.
Vocabulary Ask students to do the activity in pairs. Monitor
Ask students what strategies they usually use to and help with vocabulary if necessary.
learn and to expand their vocabulary in English.
Some of the strategies that students may already Answers
be familiar with can include: writing down new page 5: Vocabulary 1 Personal answers 2 Personal answers
words in their notebooks, using drawings or 3 Colors: green; School subjects: science; Physical
sentences to contextualize the words, categorizing activities: surfing, skateboarding; Food: pizza, pickles.
Personal answers Reading 1 Personal answers
words, using a bilingual dictionary, etc. 2 a make a lot of mistakes b you learn and push
There are several ways of recording vocabulary yourself in new directions c polish his shoes with
bacon grease
that you can introduce to students as options if
necessary. Some of them include, among others:
listing the words accompanied by synonyms,
antonyms, translations or definitions, elaborating
mind-maps or semantic maps, working with
word formation by adding prefixes and suffixes,
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Answers
page 6: 1 b, d, a, c 2 Personal answers 3 Personal answers
page 7: 4 Personal answers 5 2, 4, 1, 3; 2, 3, 1, 4; 4, 2, 1, 3, 7,
5, 6, 8
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WELCOME UNIT
The activity can be used to

diagnose how students deal
with oral texts in English.
Some students will surely feel
self-confident enough so as
to write down some words
(queen, beautiful, life, perfect,
etc.), while others may allege
that they could not understand
much. Take advantage of the
opportunity to explain to the
class that we can listen with
different objectives: to be
exposed to the language,
to perform specific tasks or
just to listen for pleasure, as
when we listen to songs we
enjoy. Explain to students that,
in the following activity, they
will perform a specific task
with a song.
Activity 5
Tell students that they
should not worry about the
meaning of unknown words
in this opportunity. Before
listening, have students read
the lyrics so as to be able to
anticipate the content and
predict possible answers, a
valid strategy for developing
listening skills. After verifying
the order of verses, ask if they
would like to hear the song
again to sing along. Explain
that singing in English is
an excellent way to practice
and acquire the sounds and
Listening rhythm of speech. Students
in this age group tend to enjoy music, but often
Activity 4
singing in class can make them feel exposed and/
The audio presented is a cover version of the song or embarrased.
“Who Says” by Selena Gomez.
Here are some strategies that may help with

the comprehension of the listening task. Have
students anticipate and/or predict the content they
will be listening, then have them pay attention to
speakers’ intonation, visualize scenes and focus
their attention on key words.
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Self-assessment
As a way of expanding
reflection on learning
strategies, suggest students
thinking about the strategies
they use to learn other
subjects.
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Events
If possible, bring in a large

calendar to teach or review
the months of the year, days
of the week and ordinal
numbers. The same calendar
can be used in other lessons
throughout the unit, especially
in the Vocabulary section.
Starting out
Brainstorm vocabulary related
to cultural and sports events
with the whole class. Write
students’ ideas on the board.
Lead them to say the words
they surely already know in
English, such as: game, match,
ballet, etc. and provide the
English words for other terms
they may suggest.
The pictures on this page show:
•C
hinese dancers performing
a folkloric dance.
•T
he All Blacks, New
Zealand’s national rugby
team, before playing a match.
• Comic opera The Elixir

of Love performed
by members of the
Dnipropetrovs’k Academic
Opera and Ballet Theater
(Ukraine).
Unit aims Answers

page 9: Starting out 1 They are pictures of cultural and
• Read and interpret a promotional poster and a news sports events. 2 Personal answers
article.
• Learn and practice dates, months and hours.
• Recognize and use the present simple in affirmative
and negative sentences.
• Listen to a radio ad for an event.
• Ask for and give information about an event.
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Reading
Activity 1
Direct students’ attention to
the poster without asking
them to read the whole text
yet. Ask them to point to the
words they can recognize in
the text. If appropriate, explain
that the aim of this type of pre-
reading activity is, amongst
others, to activate what they
already know about the topic
and to begin recognizing
some of the characteristics of
the text genre.
Activities 2 and 3
Ask students to reread the
poster carefully so that
they can do the activities.
Encourage them to make
use of reading strategies
that they already know, such
as identifying cognates and
specific information.
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UNIT 1
Activity 4 Answers
Read the instructions with the class. Explain to page 10: 1 c 2 d, e, b, a, c 3 a, c
students that they do not need to worry about page 11: 4 c 5 a T b T c F. The finals are on Sunday (Finals
details, but rather understand the general idea Sunday at Viejas Arena). d F. Scott Forsyth is
of the text. Avoid helping with vocabulary at this the choreographer of a dance group called The
Brotherhood. e T 6 Personal answers
stage. This may be done after having checked
Activity 5.
Activity 5
Organize students into pairs. Ask them to read
items a–e before rereading the text and to try and
remember the answers or guess them. Then ask
students to read the text individually, answering
the questions and comparing their answers with
those of a classmate. Check the activity with the
whole class.
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Vocabulary
If you brought in a large
calendar, as suggested at the
beginning of the unit, use it
to teach or review the months
of the year, days of the week
and ordinal numbers. At the
beginning of each lesson, you
can, together with the class,
generate a headline with this
information (for example,
Today is Thursday, April 18th,
2019).
Activity 5
If necessary, review how to
tell the time with the whole
class. Draw a clock on the
board and divide it into parts,
representing o’clock, quarter
past, half past and quarter to.
Use the clock to demonstrate
other times beyond those
shown in the activity.
Help students notice and

identify the two different
sounds of th: one of them
occuring with ordinal
numbers and represented
by the phonetic symbol /T/,
and the other one occuring in
words like mother and father,
represented by the phonetic
symbol /ð/. Encourage
students to practice the
pronunciation of both sounds
whenever possible. Remind
them that they can always
access online dictionaries for accurate aural Macmillan Life Skills –
reference <www.macmillandictionary.com/>. Time Management
After finishing the activities of the Vocabulary
section, you may have students work with 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 concentrate on
vocabulary related to time. Make sure you have the
necessary copies for all students.
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UNIT 1
Grammar Answers
Understanding Language page 12: Vocabulary 1 March, April, August, December
2 Personal answers 3 c, a, b 4 a thirty-first
Divide the activities in the box into two stages: b fourteenth c seventeenth d fourth e fourth
do Activities 1 to 3 with the whole class; then ask Understanding Language a on b in 5 c, b, d, a
students to do Activities 4 and 5 individually. page 13: Grammar 1 a Patron Saint b green c March 17th
d morning e 1 mile Understanding Language
1 b 2 wear, walk 3 The verb ends with an -s in b.
4 a plural b singular 5 a don’t b doesn’t
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Activity 2
After checking the activity
with the whole class, ask
students to write about a
national or local festivity,
without specifically saying
which. Monitor and help with
vocabulary and grammar if
necessary. This activity may
be done as homework, but
it is important that students
write their own descriptions.
Organize students into groups
of five or six and ask them
to read their descriptions to
the group, so that the other
members can try to guess the
festivity being described.
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UNIT 1
Read the items with the whole

class and clarify any questions
related to vocabulary and
the pronunciation of words
in the questions. Explain to
students that they do not need
to understand every single
word, but focus their attention
so as to obtain the information
necessary to solve the task.
Activity 3
Organize students into pairs
and ask them to try and
answer the questions before
listening to the audio for the
second time. Explain to the
students that the information
in items a–e is not explicitly
given. They will need to infer
answers using information
from the advertisement
and resorting to their prior
knowledge. If necessary, play
the audio once again and
check the activity with the
whole class.
Listening Answers
Activity 1 page 14: Grammar 2 a travel, includes, begins, give
b give, love, dates c honors, work, clean d go,
If there are no events at school, ask students watch, eat 3 b Americans don’t give presents to the
which they would like to promote. Ask if the event ones they love on Earth Day. They give presents
to the ones they love on Valentine’s Day. c People
would be open to the community or for students
don’t clean their houses to celebrate Earth Day. They
only, and why. If students do not participate in the clean their neighborhoods. d New York City doesn’t
organization of the event, ask how they could help. hold the Saint Patrick’s Day Parade in January. It
holds the parade in March.
Activity 2 page 15: 1 Personal answers 2 a a sports festival and family
day. b December 9th. c 328-9554. 3 a F b F c F d T
The audio presented in this section is a e F f T 4 a He talks fast because he needs to give
re-recording of a Caribbean Cross Training out a lot of information in a very short time.
Family Day Event radio ad. b Personal answers
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Speaking
Activity 3
Demonstrate steps 1, 2,
and 3, so as to verify that
students have understood
the procedure. Monitor the
activity, but avoid corrections
at this stage. If necessary,
write down major errors and
check them later with the
whole class.
If possible, ask students to

record the dialog using a
cell phone and listen to the
recording to check results.
This may be a good strategy
for students to improve their
pronunciation and fluency.
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UNIT 1
Integrate your learning Answers

Activity 1 page 16: 1 d, f, a, b, c, e 2 Personal answers 3 Personal
answers 4 Personal answers
Ask students if they know of any films or books page 17: 1 Personal answers 3 a, b, c, e
set in medieval times. Find out what they know
about this time period: What people did, the type
of clothes they wore, what they ate, etc. Read the
questions in the activity with the class and ask
them to respond individually.
Activity 3
Ask students to do the activity individually. Have
students justify their answers by explaining why
they think they are wrong, for example: item a is
incorrect. The event is on Saturday 21st and Sunday
22nd in April.
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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 18: Having Fun! MARDI GRAS
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Daily routines UNIT 2
Starting out
of three or four. Ask them
to discuss the questions in
their group before discussing
with the whole class. Use this
activity to introduce, review
or elicit from students some
verbs and phrases related to
routines, for example: have
breakfast/lunch/dinner/
a snack, take a shower, go
home/to bed/to school, etc.
Unit aims
• Read and understand a graph and a poem about
routines.
• Learn and practice vocabulary to describe routines.
• Learn and practice the present simple and adverbs
of frequency.
• Listen to the description of a teenager’s routine.
• Compare routines.
• Produce and describe a graph about other people’s
routines.
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Reading
Activity 1 and Looking at
the Text
Direct students’ attention to
the text and ask if they know
anything about the city of
Mumbai in India (for example,
where it is, what language
is spoken there, etc.). After
checking the activity, ask them
to observe the characteristics
of the text and read the box
with the whole class. Ask
students in which contexts
they normally find graphs.
Note: Mumbai, a port city

located in Southwest India,
was known as Bombay until
1995. It was an English colony
until it became independent
in 1947. It is the commercial
and financial hub of India
and one of the most populous
cities of the world. Many
foreign languages and almost
all Indian languages can be
heard in Mumbai. Marathi
is the official language and
also the most widely used,
followed by Gujarati, Hindi
and Bengali (Bangla). Other
languages spoken in Mumbai
are Pashtu, Arabic, Chinese,
English and Urdu. Remember
that India is one of the BRICS,
an economic group of five
countries that includes Brazil,
Russia, India, China and South
Africa.
Activity 2
Ask students to read items a–e. Ask them to
underline the words they recognize (including
cognates) as they read the text. After checking
answers, clarify vocabulary doubts they may
still have.
References
MUMBAI. In: Encyclopaedia Britannica. Available at: <https://www.
britannica.com/place/Mumbai> (Accessed in November 2018).
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UNIT 2
Answers
page 20: 1 a self-reflection routines. b morning. c the most
popular. 2 a T b F c F d F e T
page 21: 3 a, c, d 4 a before b bad day c brush his hair
5 a graph b poem c graph 6 Personal answers
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Vocabulary
Activity 1
After checking all answers,
offer students the chance
to identify the activities by
means of a simple game. Give
some clues about each of
the activities and encourage
students to guess the activity
being described, for example:
I always do this before I get
up. (wake up). I usually do
this after I have dinner and/
or before I go to bed. (take a
shower). I do this every day
after I eat. (brush my teeth).
Activity 2
Tell students that they do not
need to give full answers.
The focus of the activity is
to identify information.
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UNIT 2
Activity 3
Ask students to write one or
two more questions related
to routine. Ask them to read
their questions to the class
and write some examples on
the board. Correct students
whenever necessary.
Ask students to choose five

of the questions on the board
and ask them to a classmate
as they take down notes on
the answers. Then ask each
student to write a paragraph,
using Activity 2 as a model,
about his/her classmate.
This activity may be done as

homework.
Grammar
Answers
Activity 1 page 22: 1 b, f, a, e, c, d 2 a At 6:35. b At 7:35. c A bowl of
Before reading the instructions with the whole yoghurt with cereal and a glass of fresh orange
juice. 3 b
class, write the following information on the board:
page 23: Understanding Language (I) a different
b third c affirmative 2 prefers / walks / watches /
Both extracts are about… goes Understanding Language (II) affirmative /
a school life. before / after 3 3, 1, 2; Personal answers
b work life.
c routines.
d preferences.
Encourage students to go through the texts very

quickly and choose the best option (Answer c).
Reinforce the idea that this initial reading should be
fast; its aim is merely to identify the topic of the texts.
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Activity 5
Ask students to read the
sentences in the cartoon and
attempt to match them. As a
follow-up, you may explain
that the proverb, “An elephant
never forgets” (or “Elephants
never forget”) is very common
in English and is used to say
that someone has a very good
memory. The cartoon plays
with the proverb “An elephant
never forgets” comparing the
memories of elephants, dogs
and humans (or the particular
man in the cartoon, at least).
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UNIT 2
Draw students’ attention to

the pictures and ask which
routine activities they refer to.
Encourage them to say the
name of the actions in English.
Activity 4
and ask them to anticipate
answers before playing
the audio again. Check the
answers with the whole class.
Listening Answers
Activity 1 and Stay Tuned page 24: 4 a never b usually c often d Sometimes
Understanding Language a, b 6 a An elephant
Organize students into pairs or small groups and never forgets. b A dog sometimes forgets. c A man
ask them to discuss questions a–c from Activity 1. always forgets. 7 Personal answers
Then ask them to share their answers and opinions page 25: 1 Personal answers 2 Personal answers 3 3, 1, 6, 4,
2, 5 4 f, c, a, e, b, d
with the whole class. Finally, read the box with the
class so they can confirm their answers to item c.
Activity 3
The audio presented in this section comprises
passages from the video “SevenSuperGirls. Kayla’s
School Morning Routine!”. (Available at:
<www.youtube.com/watch?v=P-aHDDwhXFk>.
Accessed in November 2018.)
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Speaking
Activity 2
Organize the class into groups
of up to eight students.
Review questions about habits
using the present simple.
You can use the verbs from
Activity 1 as a guide. It is not
necessary for students to ask
about frequency. Reinforce
that they need to write down
how many students do each
activity, as they will use this
information for the following
activity and to structure the
graph in the Writing section.
Activity 3
Organize students into pairs.
It is important that they work
in different groups from
those in Activity 2. Read the
instructions with the whole
class so as to make sure all
students understand and
demonstrate steps 1, 2 and 3.
If necessary, review numbers
to help students feel more
confident when describing
data.
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UNIT 2
Activity 3
Have students check if
calculations are correct
and if the graph is showing
the correct proportions in
columns, bars or “slices”.
Activity 4
It is important that students
are able to interpret graphs
to observe how the class
members’ routines are
organized. For this purpose,
ask them to justify their
answers.
Suggestion for Further

Viewing
umbai – The Spirited City. Director:
M
Rohit Bhalla. Producer: Green Walls
Production. Documentary on the
city of Mumbai. Available at: <www.
youtube.com/watch?v=0mh_0z4d3yU>
(Accessed in November 2018.).
Macmillan Life Skills –

Study Skills
After finishing the activities in
the Speaking section, students
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
Writing classroom, but also for life. In
this particular task, students will have the chance
Activity 1 to expand their vocabulary related to study habits
Review the aim of the pre-writing activities with and strategies. Make sure you have the necessary
students (to activate prior knowledge on a topic) copies for all students.
so that they can begin planning their writing. Also
review the function of the graphic presented in the
Reading section.
Activity 2 Answers
Students have already studied percentages in page 26: 1 Personal answers 2 Personal answers
previous years. Review this topic, if necessary, 4 Personal answers
showing students simple calculations of page 27: 1 b, a, c 2 a 25% b 9 4 Personal answers

percentages.
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Self-assessment
Having Fun!
relaxation.
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REVIEW · UNITS 1–2
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).
The teacher decides when
and how the activities should
be addressed, so that their
achievement can create
favorable conditions for the
appropriation of language.
Answers
page 28: Having Fun! Answer on page
page 29: 1 a F b F c T d F e T 2 a a ticket. b It is a movie.
c $ 16.02. d Tuesday May 21, 2018. e 7:20 pm.
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Answers
page 30: 3 a on b December, January c in d December 25
e on f at 4 a Sunday, The situation happens on
a Monday. b love, Garfield loves Monday. c sad,
Garfield looks happy. d always, Garfield never
works on Monday. 5 Answers on page
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Places in town
Starting out
If students live in a small
town, ask them to try and
remember any visits they
may have made to a large
city or any information they
may have about the typical
problems of large cities.
They may mention, amongst

other things, safety or
problems they might have had
with transportation. Check
which forms of transportation
they already know. Provide
the name of some they do
not know. If convenient,
encourage students to go
through the unit to see if they
can find words related to
transport. This activity may be
done as a competition to see
how many words students can
find within the context of the
unit’s activities.
Unit aims
• Read and understand a city map and a web page
about an attraction in Melbourne.
• Recognize and use vocabulary related to places
in a city and means of transportation.
• Learn and practice prepositions of place.
• Listen to an audio tour.
• Do a survey on how people move around.
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Reading
Activity 1
Read the instructions with
the whole class. If necessary,
explain or show the meaning
of main landmarks.
Note: The official site of the

city of Melbourne includes an
interactive map. Available at:
<http://maps.melbourne.vic.
gov.au/index.html> (Accessed
in November 2018.). The map
allows research into different
landmarks, such as schools,
libraries, public and private
hospitals, police stations
and parks, amongst others.
If possible, have students
explore the map or suggest
them doing the task as
homework.
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UNIT 3
Note: A tram is a long vehicle

that runs on metal tracks in the
street and is used for public
transportation. They are still
found in many parts of the
world, such as Europe, China
and the USA.
Activity 6
of four or five. Ask them to list
the main tourist landmarks
in the city or region where
they live. Then do the same
exercise with the whole class
and write your findings on
the board. Ask each group to
choose a different landmark
and give a brief description of
it (what it is, where it is, why
it is important, etc.). Monitor
and help as necessary. For
homework, ask students
to create a poster or a
presentation with photos and
descriptions to share it with
the whole class.
Activity 3
After checking the activity, test students’ memory
by means of a game. Ask them to close their books. Answers
Read the sentences from the activity in a different page 32: 1 main landmarks 2 d, a, c, e , b
order from that presented and ask students to page 33: 3 a YES b NO c YES d YES e YES 4 get to a
write Yes or No. Add other sentences from the traditional Melbourne landmark by different means
map. Then ask students to open their books and of transportation. 5 a four b bus c bike d walk
6 Personal answers
check how many answers they got right.
Activity 4
Explore the text and the expressions that indicate
places and movement, such as on the corner of,
within walking distance, run along, get off and
heading north.
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Vocabulary
Activity 2
use of the preposition by with
means of transportation and
on with the expression on
foot. Point out that it is more
common to say I walk instead
of I go when you mean that
you go on foot, for example:
I walk to school (I go to school
on foot).
Activity 4
After checking all answers,
organize students into
pairs and ask them to write
sentences about other
landmarks, following the
model in the activity. Help and
assist students if necessary.
Then rearrange the pairs so
that one student can “test”
another. Finally, check how
many places they were able to
describe and recognize.
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UNIT 3
Activity 2
Review or explain the
following prepositions: on the
corner of, opposite and near.
If appropriate, also review
or explain in front of, behind,
beside, between and far. Ask
students to do the activity
individually and compare
answers with those of a
classmate before checking
them with the whole class.
Grammar Answers
Activity 1 page 34: 1 tram: f, taxi: a, bus: c, airplane: e, train: b, cable
car: d, ferryboat: h, bike: g 2 Personal answers
Write St. on the board and ask students what 3 a central bus station b stadium c library
the abbreviation means (street). Explore the map d bookstore e bakery f supermarket g drugstore
with the class, using commands, such as Point h beauty salon 4 a bookstore / library b bus station
c supermarket / bakery d drugstore
to (Melbourne Central). Then ask them to do the
page 35: 1 State Library of Victoria. 2 a at / near b on / on the
activity individually and check it with the whole corner of c opposite d near / on the corner of e on
class. f on the corner of g near Understanding Language
a at b on the corner of c opposite d near e on
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Activity 4
After checking the activity
with the whole class, ask
students to write another two
sentences giving the location
of other places on the map.
Answers
page 36: 3 a behind b between c opposite d next to
4 a opposite b next to c behind d between
page 37: 1–3 Personal answers 4 a F b T c T d F 5 a Big Ben
and the Halls of Parliament. b Big Ben, the Halls of
Parliament and the London Eye Ferris Wheel.
c bell inside the tower. 6 Personal answers
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UNIT 3
In general, this kind of tours

provide visitors with the path
they must follow, information
about places and their history
and/or descriptions of art on
display.
Activity 3
Play the audio for students
to confirm the hypotheses
raised in Activity 2. Tell them
that that they do not need to
worry about details or too
specific information since
they will have an opportunity
to explore it further in the
following activities.
Activity 4
Before playing the audio,
read the items with students
and clarify vocabulary as
necessary. In advance,
provide students with the
pronunciation of the names
of the landmarks in isolation
(Westminster, River Thames,
and 10 Downing Street). This
will facilitate understanding.
Encourage students to correct
false statements in their
notebooks.
Activity 5
Before replaying the audio,
read the items with students
and clarify vocabulary if
necessary. Again, providing
students with the pronunciation
Listening of the names of the landmarks
(Big Ben, Halls of Parliament, River Thames,
Activity 1
Trafalgar Square, London Eye Ferris Wheel and 10
Encourage students to discover what the tourist
Downing Street) in isolation will help them better
attractions in the first three pictures correspond
understand. Mention that the Halls of Parliament are
to, as well as their location (they’re landmarks in
more commonly known as the Houses of Parliament,
London, in the United Kingdom). Then ask them to
but that both forms are correct and refer to the
say what the last picture shows (a woman holding
Palace of Westminster, seat of the British Parliament.
an mp3 player). Encourage them to link the four
pictures with what is being studied in the section. Activity 6
If possible, ask students to create an audio tour
Activity 2
of their school. They can use their cell phones for
See if students are acquainted with this type of
recording. When ready, this audio may be shared
audio tours, which are mostly found in tourist cities
in class with others.
where there are plenty of tourist spots to visit.
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Speaking
Activity 1
Draw students’ attention
to the pictures to explore the
names of the various means
of transportation used by
kids to get to school.
If necessary, review spelling
and pronunciation.
Activity 2
Challenge students to write
some complete questions
on the board. Ask them to
refer back to the Vocabulary
section to review the names
of the different forms of
transportation.

Time Management
After having finished with the
tasks in the Speaking section,
you may use the activity
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 discuss the best
way to get to a place. There
are no worksheets for this
activity.
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UNIT 3
Curitiba became a large

metropolis. Its population
is constantly concerned
with maintaining green
areas, cultural traditions
and the quality of life. The
transportation system, for
example, has served as a
model for more than 80
countries.
Suggested Website
TIME Out. Available at: <www.timeout.
com> (Accessed in November 2018.).
Site with information on several cities
worldwide and their respective tourist
attractions.
Integrate your learning Answers

Note: Founded on March 29, 1693, the city of page 39: 1 Personal answers 3 a, c, b 4 Possible answers:
Curitiba is the capital of Paraná state, one of the It causes less impact on the environment. / It is
cheaper than private transportation. / It serves
three states that make up the South region of more people.
Brazil. Its first inhabitants were native tribes,
the Portuguese and Afro-Brazilians, followed
by immigrants from Asia and other European
countries. When it was founded, the main
economic activities were mining and subsistence
agriculture. Later, up until the 19th century,
migratory cattle herding, a form of stock raising,
was predominant. In the 20th century, industry
became part of the city’s identity, which underwent
rapid urbanization, especially in the 1970s.
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Self-assessment
Having Fun!
relaxation.
Answers
page 40: Having Fun! train, tram, airplane, car
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People around us
Starting out
of three or four and ask
them to discuss the question
at bottom of the page. As
they talk, circulate and
monitor, assisting students
as necessary. After the
discussion, elicit responses
and write the words on
the board. Highlight any
situations in which students
describe other people during
social interaction (orally or
in writing). Also discuss
with students the impact
of affective aspects, such
as self-perception and the
construction of a self-image of
one’s body and of self-esteem.
Unit aims
• Read and analyze a promotional poster and
a web page.
• Recognize and use adjectives and nouns to
describe people.
• Listen to and provide physical descriptions of people.
• Listen to a song.
• Produce a promotional poster.
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Reading
Activity 1
and read the instructions
with the whole group. Make
it clear that the aim of this
activity is not exactly to get
answers correctly, but rather
to establish some predictions
about the authorship, audience
and purpose of Text 1. In other
words, the aim is to stimulate
students’ curiosity by reading
the text and directing their
attention to the elements
that form an advertisement.
Interpreting images in this
unit is meaningful, and this is
a great opportunity to show
students their importance. Ask
them to skim (quickly read)
the text, without trying to
understand the details, seeking
only to find its characteristics.
Activity 3
Ask students to read Text 1
(page 42) and Text 2 (page
43). Then instruct them to
do the task individually and
check answers in pairs or
in small groups. Check the
answers with the whole class
encouraging students to
justify them with elements
from the text as well as from
their personal experience.
For example:
Reading Tip
• The authors of Text 1 are people who work for During the exchange of ideas about the
New York City. information from the box on page 42, it is
• The intended audience of Text 1 are girls aged 7–12. important to remind students that, when making
predictions, the main goal is not to arrive at
• The objective of Text 1 is to persuade girls the correct answers, but rather to establish
that character, skills and attributes are more a relationship with the text before starting to read
important than appearance. it. The unit proposes predictions about elements
that characterize the genre (likely author, potential
• T
ext 1 illustrates a promotional poster or an reader, purpose), but there are other types of
advertisement. predictions that can be made (about the topic
or specific content, and answers to questions,
amongst others).
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UNIT 4
Activity 5 Answers
If considered possible and appropriate, before the page 42: 1 & 2 Personal answers 3 b, c
discussion, ask students to read (and listen to) the page 43: 4 1 To help girls believe their value comes from
article “Body image and self-esteem” to support their character, skills and attributes, and not
from their appearance. 2 40–70% 3 Personality
the discussion. Available at: <http://kidshealth.org/
characteristics. 4 On buses, subways and phone
teen/your_mind/body_image/body_image.html> kiosks. 5 Personal answers
(Accessed in November 2018.). These pages,
aimed at teenagers, contain excellent material
about the relationship between self-esteem
and self-image of one’s body, the influence of
self-esteem, characteristics of healthy self-esteem,
the promotion of a positive self-image, and are
a source of help on the topics.
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Activity 3
After checking the activity, ask
students to place an X next
to the pictures which best
describe them. Ask them to
formulate a simple sentence
in writing or orally, using the
words marked by them.
Vocabulary
Language Corner
In case there is interest from
students, propose a survey
about measurements in feet
and inches. The calculation
may be done by means of a
conversion table or using an
online converter (a search for
“metric to imperial converter”
will lead to many options).
Answers
page 44: 1 I have blond hair and blue eyes and am short,
and she has brown hair and brown eyes and is tall
2 c, b, a 3 black hair, blue eyes, red hair, brown
eyes; blond hair, gray hair, green eyes, brown hair
4 Personal answers
page 45: 1 Personal answers 2 thin face, knobbly knees,
black hair and bright-green eyes. He wore round
glasses held together with a lot of Sellotape / a very
thin scar on his forehead. / tall, thin, and gangling,
with freckles, big hands and feet, and a long nose /
a bossy sort of voice, lots of bushy brown hair,
and rather large front teeth 3 Personal answers
Understanding Language 1 thin face / black hair /
bright-green eyes / tall, thin / big hands / long nose /
very thin scar / rather large front teeth 2 They are
big. The adjective is before the noun (hands) and
it is elliptical for feet. 3 The adjectives precede the
nouns. 4 before / invariable
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UNIT 4
Activity 2
After checking the activity,
make sure students are able to
relate words, such as knobbly,
gangling, bossy and bushy
to physical descriptions,
eventhough they do not know
their meaning. If appropriate,
also point out the use of
had, was and wore in the
descriptions, clarifying that they
correspond to the past form
of the verbs have, be and wear
respectively.
Activity 3
Students’ descriptions in
Activity 1 will probably look
much simpler than the one
in Activity 2. Clarify that the
aim in Activity 3 is not to
produce a similar description,
but to raise awareness of the
importance of using adjectives
when describing physical
appearance. Explain that,
in more complex situations,
descriptions may involve more
sophisticated structures and
the frequent use of more than
one adjective to describe the
same noun, for example, large
front teeth.
Understanding Language
the box and ask them to do the
activities individually. Before
checking the activity, and if time
Grammar allows, ask students to compare their answers with
Activity 1 those of a classmate and modify them if necessary.
Ask students to close their books. Write Harry Potter
on the board. Activate students’ prior knowledge
by asking what they know about the Harry Potter
series and about the physical appearance of the
characters Harry Potter, Hermione and Ron.
Answers may be listed on the board for reference,
for example, wears glasses, has red hair, has brown
hair, etc. Organize students into pairs and ask
them to write simple sentences describing these
characters in their notebooks. Monitor and help if
necessary. Then ask students to open their books
and look at the pictures, comparing them with the
words on the board and their own descriptions.
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Activity 4
Before having students do the
activity, ask about the people
in the pictures: their names,
their professions, why they
are famous, etc. Then instruct
students to complete the
descriptions by putting the
given words in the right order.
If necessary, refer them back
to the previous activity where
they got to some conclusions
as regards the order of
adjectives. Allow students
to compare their answers in
pairs and then check them
with the whole class.
Listening
Activity 1
Encourage the exchange of
information about the answers
amongst students. Predictions
are made to establish a
connection between them
and the song to be heard. It is
important to check predictions
while listening. Insist on the
importance of not reading
the lyrics yet.
Note: One Direction was a

boy band that began on a
talent show in England in
2010. Early on, the group was
formed by Harry Styles, Niall
Horan, Liam Payne, Louis
Tomlinson and Zayn Malik.
Zayn left the band in 2015 and These lyrics are also appropriate for working
the band stopped performing together in 2016. on ellipses (omission of elements mentioned
previously or elements that can be easily
Activity 2 identified). You can ask students to identify the
The audio presented in the section is a cover elements omitted in the phrases “Don’t know what
version of part of the song “What Makes You for” and “Don’t need make-up”; namely, I and you,
Beautiful” by One Direction (Up All Night, London, respectively.
Syco Records, 2011). Mention that contractions
are very common in oral informal conversation in Play the audio twice or three times if necessary.
English. If necessary, clarify that ain’t is considered Have students mention the parts they heard that
slang and may represent a contraction of am not, surprised them; that is, that are not obviously
are not, is not, has not or have not. This will help foreseen (for example, “You’re insecure” or
students conclude that ain’t, in “it ain’t hard to tell,” “Don’t need make-up, to cover up”).
means is not.
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UNIT 4
(one usually pays attention to

pronunciation or researches
unknown vocabulary,
it creates speaking
opportunities, etc.).
Reference
ALL MUSIC. One Direction. Available at:
<www.allmusic.com/artist/one-direction-
mn0002766592/biography> (Accessed
in November 2018.).

Cultural Awareness
After finishing the Listening
section, have students 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 expand
their vocabulary by studying
words related to the concept
of respect. Make sure you
have the necessary copies for
all students.
Activity 3 Answers
After listening to the song, encourage students page 46: 4 1 dark brown / light green / big pink sequins /
to exchange ideas about their favorite verse, short curly black / vivid colors 2 young teenager /
well-known actor / elegant black suit / wide smile /
justifying their answers. Ask them how the verses
tiny eyes / curly brown hair 3 hilarious comedian /
they have chosen relate to the title of the song. trendy white suit / straight blond hair / confident
Clarify vocabulary if necessary. expression / friendly big smile Understanding
Language 1 dark brown skin, short curly black
hair, curly brown hair, friendly big smile 2 short
Activity 4 curly black (size, shape, color); elegant black
Help students conclude that appreciation of songs (opinion, color); curly brown (shape, color); trendy
goes beyond understanding the lyrics; aspects white (opinion, color); straight blond (shape, color);
friendly big (opinion, size)
such as harmony, rhythm, musical instruments
page 47: 1 Personal answers 3 & 4 Personal answers
used, amongst others, fulfill an aesthetic function
that can result in pleasurable listening. Stimulate
the exchange of ideas about how listening to
songs in English can facilitate learning
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Speaking
Activity 1
Before doing the task, the class
can discuss which person is
most noteworthy and why.
Encourage the use of vocabulary
and structures that are usually
used to describe people.
Activity 2
Have students think of the
following questions: Is the
person you chose a man?, Does
this person have brown hair?,
etc. Write some examples on
the board.
Note: Optionally, students

can work with the contents of
the Pronunciation Corner box
before the game begins.
Ask students if they know

any game or chant involving
descriptions of people. If they
do, encourage an exchange on
the rules of the game; if they do
not, clarify the rules of the game
proposed here and its purpose.
Explain and demonstrate step
by step for the whole class.
Explain that any student can
begin by choosing someone
in the picture and that it is
important to keep their choice
a secret.
Activity 3
Pronunciation Corner
Encourage students to consider day-to-day situations
Ask students to listen and repeat as they move
in different environments (at school, at home), which
their hands to accompany the intonation: rising –
involve different modes of language use (oral, such as
hands upwards and falling – hands downwards.
conversations, lessons, films; written, such as chats,
Encourage the use of total physical response (with
comments on social media, etc.).
the same hand movements, according to what is
heard), as this will facilitate the identification of
intonation by students.
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UNIT 4
I. Remind students that they

should avoid pictures
which suggest unrealistic
ideas about beauty for
young people. Or, if they
intend to use potentially
problematic pictures, they
should encourage critical
visual literacy by the
readers of the posters.
II. Clarify that a written text
includes a title and other
information, such as
reference to the creators
of the campaign, sponsors,
etc. Remind them that
the content should not be
discriminatory or lead to
generalizations.
III.Give students the option
of producing the poster on
a computer. Remind them
that, if they choose the
digital format, they should
print their posters at the
end of the process.
IV. When preparing the
draft, students should put
themselves in the readers’
position, asking themselves
if the text is clear and
legible.
V. Proposed feedback may be
given orally or in writing,
according to students’
preferences.
You may show students the
video produced by the city
of New York as part of the
Writing campaign entitled “I’m a Girl”, discussed in the
Activity 1 Reading section. This 30-second video is available
Help students activate prior knowledge about the at <https://www1.nyc.gov/office-of-the-mayor/
content and organization of promotional posters, news/317-13/mayor-bloomberg-deputy-mayor-
using the poster on page 42 as an example. If there gibbs-women-s-commission-executive-director-
are other examples available illustrating this genre davis-launch-new#/0> (Accessed in November 2018.).
(for example, in their L1 textbooks, on school walls, Suggested website
etc.), promote discussion of these texts, too. Discuss TEEN Health and the Media. Available at: <http://depts.washington.
how the items chosen may be useful in creating edu/thmedia/view.cgi?section=bodyimage&page=fastfact>
posters. (Accessed in November 2018.). Site containing information on the
relationship between nutrition and self-image of one’s body.
Activity 2
When reading and explaining instructions to the Answers
class, consider the following aspects: page 48: 1 Personal answers Pronunciation corner 2, 4, 5,
6, 7 / 1, 3, 8
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Self-assessment
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
Having Fun!
relaxation.
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Review
The teacher may freely decide
when and how the activities
should be addressed, so that
their achievement can create
Answers
page 51: 1 a No b Yes c No d Yes e No 2 a Bus & Coach
Terminal or Railway Station b Tourist Office
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Answers
page 52: Answers on page
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The Universe
Starting out
Before discussing the
questions, ask students if
they know the names of any
stars (for example, Sirius,
Canopus, Vega, etc.) and if
they know the constellation
Crux (Southern Cross), which
is important in identifying the
points of the compass.
Ask students if they know the

name of any planet. The planets
are, in order of their distance
from the Sun, Mercury, Venus,
Earth, Mars, Jupiter, Saturn,
Uranus and Neptune.
Note: There is controversy in

the scientific community about
the classification of Pluto as a
planet. In 2006, the International
Astronomy Union stopped
considering Pluto a planet due
to its characteristics of size
and orbit, and classified it as a
dwarf planet. Then, in 2014, the
Harvard-Smithsonian Center
for Astrophysics (CfA), in the
USA, reopened the debate and
determined that Pluto should
indeed be considered the ninth
planet in our solar system.
However, in 2018, NASA says
“Pluto is officially classified as
a dwarf planet.” Available at:
<https://solarsystem.nasa.gov/
planets/dwarf-planets/pluto/
overview/> (Accessed
in November 2018.).
Unit aims
• Read and understand an infographic.
• Learn and practice adjectives and vocabulary
about the Universe.
• Learn and practice the comparative form of
adjectives.
• Listen to a description of two planets in
the Solar System.
• Present an infographic.
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Reading
Activity 1
Ask students to demonstrate
some strategies they can
use for comprehension,
such as analysis of images
that accompany the text
and location of specific
information, amongst others.
Students can do the activities
individually and then compare
answers with those of a
classmate before checking
them with the whole class.
Have students justify their
answers based on elements
from the text.
Activity 2
Ask students to read items
a–e before reading the text,
so they have a better idea
of what information they
need to locate. Remind them
that reading the questions
in advance is an important
strategy for seeking
information (scanning).
Have students compare

answers in pairs before
checking the activity with
the whole class.
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UNIT 5
Activity 3 Answers
Draw students’ attention to the fact that the names page 54: 1 a The Solar System. b The Milky Way galaxy.
of the planets are written with an initial capital c Eight. d Yes, it’s Earth. 2 a T b F. The Solar
letter. System is about 4.6 billion years old. c F. The Milky
Way is a galaxy. d F. Jupiter is a big planet and
Mercury is a small planet. e T
Activity 4 page 55: 3 a Jupiter b Uranus c Venus d Mercury e Neptune
Encourage students to answer in complete sentences. f Earth g Saturn h Mars 4 a The Sun is at the
If necessary, give an example on the board, showing center of the Solar System. b The planets orbit
around the Sun. c Yes, it is. d Jupiter has four large
how much of the complete answer is often included moons and many smaller moons. e The Moon is
in the question itself, for example, Where IS THE Earth’s satellite. f The gravity on the Moon is one-
SUN located? THE SUN IS (located) at…). sixth of the Earth’s gravity. 5 Possible answers:
Astronomy studies help us plan activities (since
Ancient times) like farming and navigating. More
recently, a lot of technological development is due
to studies of the Universe.
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Vocabulary
Activity 1
Have students first match
the adjectives they know.
Encourage them to deduce
the others based on their prior
knowledge of vocabulary or
by elimination. You can elicit
other adjectives students
already know (as well as their
antonyms) and write them on
the board.
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UNIT 5
Grammar Answers
Understanding Language page 56: 1 Answers on page 2 a distant / close b cold / hot
c large / small
Assist students by showing them that in the page 57: 1 a T b T c T d F e T f F g T h F Understanding
comparative form, the -er ending is added Language 1 a 2 -er / than 3 -er / -r, consonant,
to adjectives. Ask students if they identified -y / -ier
exceptions and explain that close and large, as
adjectives that already end in -e, only add -r; the
adjective hot ends with the consonant -t and,
therefore, this letter is doubled before adding
the suffix. Remind students of the CVC rule
(consonant-vowel-consonant).
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Activity 3
Encourage students to read
the quotes without focusing
on unknown words, but
seeking to understand the gist.
You can clarify vocabulary
before checking the activity
if necessary. At the end of the
activity, ask students to choose
their favorite quotes.
Note: Albert Einstein

(1879–1955), mentioned in
Activity 2, was a famous
German physicist who
developed and proposed
the Theory of Relativity,
transforming not only physics
and science in general, but
the whole of human thinking.
Winner of the Nobel Prize
for Physics in 1921, Einstein
published a large number
of papers, including “Why
War?” (1933) with Sigmund
Freud; “The World As I See
It” (1949); and “My Final
Years” (1950). His research
and books stimulated learning
and led to a wider and
deeper understanding of the
Universe. In 2015, in a safe in
the Colégio Anchieta in Porto
Alegre, South Brazil, a signed
photo and letter were found,
proven to be authentic and
written by Einstein, addressed
to students. The message,
written in German, says,
“Those who have known the
joy of understanding have made an infallible friend
for life. Thinking is to man as flying is to birds.
Do not take the hen as an example when you can
be a lark.” The letter and photo are on display in
the school’s museum.
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UNIT 5
Activity 3
Read the items with students
and clarify vocabulary if
necessary. Reinforce the
idea that they do not need
to understand the whole
description, but should
concentrate on identifying
which planet each piece of
information refers to.
If necessary, play the audio
once again.
Activity 4
Read the instructions and items
for the whole class. Organize
students into pairs and ask
them to try and remember if
the statements are true or false.
If necessary, play the audio
from the previous activity once
again so that students can
confirm their answers.
Listening Answers
Activity 1 page 58: 2 He was comparing imagination to knowledge.
3 a more complex than b worse than c larger than
Draw students’ attention to the photos and ask d closer than e more interesting than f smaller than
what they have already studied, read or heard g darker than Understanding Language 2 more /
than
about planets Mars and Venus. Help them organize
page 59: 1 Personal answers 3 a Mars bVenus c Venus
their ideas so that they can predict the vocabulary
d Mars e Mars f Venus, Mars g Mars h Venus 4 a F
that will appear and write some key words on the bTcTdTeF
board. These ideas will be used in Activity 2.
Activity 2
Read the instructions with the whole class. Play
the audio and pause, if necessary, so that students
can check if the ideas they came up with were
mentioned in the recording.
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Speaking
Activity 2
Read the items with the whole
class and help with vocabulary
if necessary. Ask students to
compare the tips they chose in
pairs or in small groups.
Activity 3
Remind students of the
importance of using these and
other expressions so that the
presentation sounds fluent
and natural. If appropriate,
ask them to suggest other
expressions they can use and
write them on the board.
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UNIT 5
One such criticism is that

according to analysis by the
Massachusetts Institute of
Technology (MIT), the first crew
would die about 3 months after
landing, due to a lack of oxygen
and other problems.

Critical Thinking
After having finished the
activities in the Integrate your
learning 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 expand their
vocabulary related to zodiac
signs and the characteristics
associated with them. Make
sure you have the necessary
copies for all students.
Suggested website
MISSION Science. Available at: <https://
science.nasa.gov/learners> (Accessed
in November 2018.). NASA site
especially designed for learners.
Integrate your learning

Activity 1
Students will be expected to connect the picture
to the news headline so as to recognize that the
picture illustrates the article. Ask them to write a Answers
simple sentence and help them if necessary. At the page 60: 2 Personal answers 3 3, 1, 1, 1, 3, 2
end, ask students to say their sentences out loud page 61: 1 Personal answers 3 a F b T c F d T
and write a few examples on the board.
As a way of expanding the activity, if you wish, tell

students that a private project, called Mars One,
seeks to establish the first human colony on Mars.
However, the project has been highly criticized.
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Self-assessment
Having Fun!
relaxation.
Answers
page 62: Having Fun! GANYMEDE
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Amazing nature
Starting out
Ask students to look at the
pictures and ask what they
have in common. Ask them
if they like or are interested
in being in contact with
nature (for example, if they
like camping, going to the
beach, going hiking, etc.).
Ask students if they think it is
important to preserve nature
and why.
Then ask them to answer the

questions in pairs. Have some
students share their answers.
Unit aims
• Read and interpret a fact file and an encyclopedia
entry.
• Recognize and use words related to wild animals
and geographical features.
• Learn and use the superlative form of adjectives.
• Listen to an extract from a news report.
• Play a board game.
• Write a fact file.
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Reading
Activities 1 and 2
the whole class. Ask students
to skim the text, observing
its characteristics. Check the
answer with the whole class.
Activity 3
Ask students to try and
answer the questions, initially
ignoring any unknown words.
Then ask them to compare
answers with a classmate.
Check the activity with the
whole class. Tell students
to read the text again and
underline any unknown
words. Organize students into
pairs and ask them to compare
the words they underlined,
checking if other students
know any of them. Then ask
them to try and infer the
meaning of these words from
the context. Finally, clarify any
remaining doubts.
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UNIT 6
Activity 7
Note: Amongst some of the
species of Argentinian fauna
that are threatened with
extinction are: “Cauquén de
cabeza colorada” (Chloephaga
rubidiceps), “Cardenal
amarillo” (Gubernatrix
cristata), “Yaguareté”
(Panthera onca) and “Venado
de las pampas” (Ozotoceros
bezoarticus).
Reference
SECRETARÍA DE GOBIERNO - AMBIENTE
Y DESARROLLO SUSTENTABLE. Plan
Extinción Cero. Available at: <https://
www.argentina.gob.ar/ambiente/
biodiversidad/extincioncero/especies>
(Accessed in November 2018.).
Suggestion for further

reading
ArgentinaXplora. Available at: <https://
argentinaxplora.com/activida/eco/vega/
especies_en_extincion.html> (Accessed
in November 2018.).
Activity 5 Answers
Read the instructions with the whole class. Draw page 64: 1 The text is a fact file which presents basic
students’ attention to the words in items a–e and to information about a specific animal. 3 a Acinonyx
the spaces where they should write letters. Clarify jubatus. b It is 1.1–1.5 m long. c It is yellow and
black. / It is yellowish, with small black spots.
the meaning of the words, if necessary, before they d No, it is a carnivore. e The savannah and open
do the activity. Request during the previous lesson forests in Africa.
that students read about the cheetah and other wild page 65: 4 b, a 5 e, c, d, a, b 6 a FF b EE c FF d both
animals, so as to scaffold the class discussion. If 7 Personal answers
appropriate, ask students to talk to their geography
teacher about the leopard’s habitat (Sub-Saharan
Africa). It is likely that students will already have
studied the great Sahara Desert or they may have
some information about it. The site <bigcatrescue.
org/cheetah-facts/> and the video <www.youtube.
com/watch?v=5V451tcH69E> (Accessed in
November 2018.) may help support the discussion.
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Vocabulary
Activity 1
Encourage students to explore
the pictures. Then see if they
know how these animals are
called in their L1. Find out
what students know about
these animals. Have students
work in pairs if appropriate.
Encourage them to look for
cognates and other known
words (such as parts of the
body and face) in the text.
Explain that the boxes will be
completed in Activity 2.
See further information on the

two animals presented:
• Maned wolf: Related to

wolves and domestic
dogs, the maned wolf
(Chrysocyon brachyurus)
is native to the savannah
and is the largest canine in
South America, measuring
up to 1 meter tall and
weighing between 20–25
kilos. It may be found in
parts of Brazil, Argentina,
Bolivia, Paraguay, Peru and
Uruguay. (Source: WWF –
Maned wolf or Aguará
Guazú. Available at: <http://
wwf.panda.org/our_work/
wildlife/profiles/mammals/
wolf_maned/>. Accessed in
November 2018.)
• Golden lion tamarin: The Activity 2

golden lion tamarin (Leontopithecus rosalia) Ask students which words they recognize in the
stands out due to the vibrant color of its fur, box. When they have completed the task, they can
which varies from golden to golden-red. Just check their answers in pairs, before checking them
like other tamarins and marmosets of the with the whole class.
Callitrichidae family, its small size, long tail and
Activity 3
agility make the golden lion tamarin one of the
cutest animals amongst Brazilian fauna. Draw students’ attention to the words in bold. Ask
(Source: WWF – Golden lion tamarin. Available students about the relationship between them.
at: <http://wwf.panda.org/knowledge_hub/ Elicit from students that they show contrast (that
teacher_resources/best_place_species/back_ is, they are antonyms).
from_the_brink/golden_lion_tamarin.cfm>. Activity 4
Accessed in November 2018.) After performing the task, ask students if the
geographical features described can be found where
they live, in their state or elsewhere in the country.
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UNIT 6
Ask students to do the activity
individually. Then check it
with the whole class. Elicit
examples that describe
animals and write sentences
on the board. Underline
superlatives. Explain that
the article the was removed
before largest and heaviest in
the sentence, “The biggest,
largest and heaviest cat is
definitely the tiger...” to avoid
repetition.
Activity 2
Ask students to cover the
information about animals
and try and answer the
questions without referring
to the original texts where the
passages were taken from. To
check their answers, students
can look for information in the
texts or compare answers with
a classmate.
Grammar Answers
Activity 1 page 66: 1 a maned wolf b golden lion tamarin 2 Maned
wolf: 2, 8, 6; 9, 11 / Golden lion tamarin: 5, 1, 4, 3; 7,
Initially, have students explore the pictures by 10 3 a endangered b large c strong d long e thin
asking, for example, Is it a big or small animal?, f agile 4 c, e, b, d, a
Does it live in South America?, etc. Organize page 67: 1 a T b F c T 2 a the world’s fastest b the biggest
students into pairs. Have them look for cognates c the most powerful d the tallest Understanding
Language a “The biggest, largest and heaviest cat
and other known words to do the task. Review is definitely the tiger...” b a comparison between
comparatives, which were presented in Unit 5, the Siberian tiger and all other cats. c adjectives
if necessary. big and large with the suffix -est, preceded by the.
d the adjective famous, preceded by the most.
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Activity 4
After checking the activity,
organize students into pairs
and ask them to write five
questions about the locations
and animals mentioned in the
unit. Then ask them to close
their books. Put two pairs
together to form groups of
four students. One pair must
challenge the other by asking
questions. At the end, the
winner will be the pair that
can answer the most questions
correctly. Monitor students
while they are working, but
avoid corrections. If necessary,
write down relevant mistakes
and go through them with the
whole class later.
Optionally, you may ask

students to research at home
some places and animals of
their own interest. In the next
class, ask them to share the
information in groups of four
or five. This can be done in an
exchange as follows:
A: Which is the largest

country in the world?
B: I think it’s China.
C: I think it’s Russia.
A: Which is the fastest animal
in the world?
B: I think it’s the ostrich.
C: I don’t know.
D: I think it’s the cheetah. Answers
page 68: 3 a The Fastest b The Most Venomous c The
You can review expressions for giving opinions. Strongest d The Largest / the heaviest / the tallest
4 b Mount Everest, on the border of China and
Nepal, is the highest mountain in the world. c The
Atacama Desert, in South America, is the driest
desert in the world. d Greenland, in the North
Atlantic Ocean, is the biggest island in the world.
e Lake Baikal, in Russia, is the deepest lake in the
world. Language Corner Personal answers
page 69: 1 a According to the definition in Activity 4, in
Vocabulary, it’s “a body of fresh or salt water of
considerable size, surrounded by land.” b It’s in
Russia. 2 a oldest / deepest b Russia c winter 3 a
4 It’s called “Prince of Lakes.”
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UNIT 6
Note: Lake Baikal is over

1,600 m deep. In addition to
being the deepest lake, with
its surface area of 32 km2, it
is also considered the largest
freshwater lake in the world,
containing hundreds of species
of animals.
Students may ask about the

difference between a lake and
a lagoon.
• Lakes are large and deep
bodies of water that are
surrounded by land on all
sides, with no connection
to the sea. Lakes normally
have fresh water, but
there are some important
saltwater lakes, for
example, the Dead Sea.
• Lagoons are shallow
bodies of water, normally
circular and small. There
are, however, lagoons that
are larger than many lakes,
for example, the Curonian
Lagoon (1,619 km2).
If appropriate, you can suggest
students undertaking a short
study, individually or in groups,
on lakes and lagoons in their
country or region.
Listening
Activity 1
Organize students into pairs and have them answer
the questions. Monitor and help if necessary. Then
ask them to return to Activity 4, in the Vocabulary
section, and confirm their answers.
Activity 2
Ask students to read items a–c before doing the
activity. By doing so, in addition to gaining familiarity
with the theme, they can anticipate some answers.
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Speaking
Activity 1
Do the activity with the whole
class. You can ask students
which board games they
know or are used to playing.
If appropriate, list the games
on the board and, if any are
unknown to anyone in the
class, ask those who know
the game to explain it briefly.
Amongst traditional board

games, you can introduce:
ludo, chess, checkers (drafts)
and backgammon. As an
out-of-class activity, you
can encourage students
to organize “an afternoon
of board games” with the
community at the school.
Activity 2 and
Language Corner
and read the step-by-step
class. If necessary, review
and give example sentences.
Tell students they can use
erasers or other small objects
as markers. Have some coins
handy in case students do not
have any. Draw their attention
to the Language Corner
box. Monitor the game, but
avoid making corrections
while students are playing.
If necessary, write down
relevant mistakes and go through them later.
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UNIT 6

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
records expressed in the form
of an infographic. Make sure
you have the necessary copies
for all students.
Suggested website
ANIMAL Facts Encyclopedia. Available
at: <www.animalfactsencyclopedia.com>
(Accessed in November 2018.). Site
where students can find information
on several animals.
Writing Answers
Activity 2 page 70: 1 Personal answers
page 71: 1 a, b, d, e, f, g, i, j, k, l 3 Personal answers
Read the step-by-step instructions with the whole
class. The research necessary to create the fact
sheet may be done as homework or done in the
school library or multimedia lab. It is important to
remind students of the importance of producing an
original text based on research. Suggest students
presenting their work in the form of a poster or in
a digital format. Encourage the class to choose a
mascot from the animals shown.
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Self-assessment
Having Fun!
relaxation.
Answers
page 72: Having Fun! a T b T c F d T e F f F g F
page 73: 1 a T b T c T d F e F
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Review
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Answers
page 74: 2 a The most dangerous b The largest c the
smallest d The shortest 3 a A b C c B
page 75: 1 & 2 Personal answers
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Going out!
Starting out
Ask students to keep their
books closed. Write TUO
GNIOG on the board
and encourage them to
unscramble the expression.
Then ask them to open their
books to find out or confirm
the answer. Draw students’
attention to the pictures
and ask which places they
represent. Elicit information
from students and write their
ideas on the board (movies,
stadium, museum). Elicit
from the class examples of
places the students usually
go to and add them to the list.
Practice pronunciation of the
items, if necessary, and ask
them to copy them into their
notebooks. Organize students
into pairs or trios and ask
them to discuss the questions
briefly.
Unit aims
• Read and understand a synopsis and a review of
a movie.
• Recognize and practice vocabulary related to
leisure activities and kinds of movies.
• Recognize and practice adjectives.
• Listen to someone inviting a friend to an event.
• Make, accept and refuse an invitation.
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Reading
Activity 1
the text and ask them to pay
attention to some elements,
such as title, image and
structure so as to identify the
topic. Read the instructions
and discuss the questions with
the whole class.
Activity 2
Have students read the
synopsis to find the requested
information. For that purpose,
they must focus their attention
on key words, even if they
do not understand the text.
If necessary, read the items
with them and ask them to
underline the words which
can help them find information
in the text.
Activity 3
Tell students to read the
Language Corner and Looking
at the Text boxes before they
do the activity. Check the
activity with the whole class.
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UNIT 7
Activity 4 Answers
Ask students to work with a classmate and correct page 76: 1 It is about an animated feature / animation. 2 a 80
the false statements based on the text. Check minutes. b Alê Abreu. c Brazil. d Cuca. 3 a absent
answers with the whole class. Answers: b without words c composition of sounds
page 77: 4 a T b T c F d F 5 a review b synopsis 6 a To
c The animation is bold and imaginative. find his father. b To support his family. c Yes,
he does. Possible answers: The three and a half
d There is sound in the movie. out of five stars, excerpts like “notable animated
feature,” “warm playful colours,” “Cuca’s charming
Activity 5 adventure.” 7 Personal answers
Mention to students that vocabulary and/or

the spelling of some Canadian English words
sometimes coincide with the British standard and
sometimes with the American standard. In the
case of colour and film, they coincide with British
English.
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Vocabulary
Activity 1
Ask students to close their
books. Review some leisure
activities that they enjoy
doing. If they copied some
activities in their notebooks,
as suggested in the Starting
out section, ask them to review
their notes.
Then ask students if they

know how to refer to other
activities in English, for
example, read books or
magazines, go for a walk, go to
the park, listen to music, surf
the Internet, play video games,
go shopping, play a musical
instrument, etc. Ask students
to open their books and draw
their attention to the verbs in
the box. Ask them to complete
the activity individually and
check it with the whole class.
Activity 2
Ask them to write an example
of a movie for each genre. You
can turn this activity into a
competition. The winner is the
pair that finishes first.
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UNIT 7
Adjective Meaning
brilliant extremely clever
or impressive
unimpressive ordinary; not
special in any
way
stunning extremely
attractive or
impressive
uninspired not original or
exciting
uninteresting not attracting
your attention
or interest
tedious lasting or taking
too long and not
interesting
wooden not showing
enough natural
expression,
emotion or
movement
entertaining interesting and
amusing
The World of English

the spelling of the words
favourite (British English) vs.
favorite (American English),
as well as film vs. movie.
The words favourite and
favorite are highlighted in
the Language Corner box on
page 80.
Grammar Answers
Activity 1 page 78: 1 a attend b go c hang out d watch e dance
f play 2 Comedies / Horror movies / Sci-fi movies /
Draw students’ attention to the emoticons. Read Documentaries / Musicals / adventure movies
the descriptions of the movies to the class. If 3 Personal answers
necessary, exaggerate your intonation and facial page 79: 1 a scary b sad c confusing d boring e funny f fun
expressions to facilitate understanding. Explain g exciting h awful Understanding Language
a characteristics b before c don’t have
the meaning of funny and fun. Fun is also a noun;
the use of fun as an adjective only occurs in
informal situations. Ask students to complete the
activity individually and compare answers with a
classmate. Ask students to read their sentences to
the class and check them. If appropriate, you can
work with other adjectives used to refer to films
and books. Here are some suggestions:
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Activity 2
Ask students to close their
books. Write Diary of a Wimpy
Kid on the board. Ask students
if they know what this title
refers to. Ask them to open
their books and confirm their
answers. See what students
know about the series (Diario
de Greg in Spanish). Instruct
them to use cognates to
understand the review, which
may contain many unknown
words. Point out that this is
an important strategy that
can help them understand the
general idea/s as well as new
words.
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UNIT 7
Activity 5
Provide students with the
vocabulary they may require.
Write the words on the board
so that other students can use
them while they are talking
about their own experiences
and/or giving their opinions.
Listening Answers
Activities 2 and 3 page 80: 2 hilarious / good / favorite/favourite / lazy /
horrible / easy / challenging 3 a hilarious b good
Read the instruction to the class and draw c favorite/favourite d horrible e easy / challenging
students’ attention to the pictures. Encourage them page 81: 1 & 2 Personal answers 3 b 4 a Clara looks bored.
to guess where Mark is inviting Clara. Then play b Clara wants to go out this afternoon. c Mark
the audio once for students to check their answer. has two tickets for the afternoon’s match. d Mark
is inviting Clara to a basketball match. 5 Personal
Find out how many students guessed the answer. answers
Activity 4
Give students some minutes to read items a–d
before listening to the audio.
If necessary, play the audio more than once, so

students can confirm their answers.
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Speaking
Activity 3
After checking answers with
the whole class, divide the
board in three columns and
write the following headers:
Invitation, Accepting, Refusing.
Encourage students to dictate
the phrases corresponding to
each category and leave them
for their reference during
Activity 4.
Activity 4
Read the instructions to
the class and clarify them
if necessary. Monitor and
assist students during the
organization and preparation
stage (Steps 1 and 2) as well as
while they are performing the
speaking task itself (Step 3).
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UNIT 7
Macmillan Life Skills – Answers

Communication page 82: 1 attend / family / tickets / Yeah 2 a “I’d love to.”
b Yes, she is. Because she is asking what time they
After finishing the activities in the Integrate your shall meet. 3 a I b A c R d A e I f A g I h R
5 Personal answers
learning section, you may use the worksheets
related to communication available at the Teacher’s page 83: 1 Personal answers 2 a T b F 3 a, c, d, e
Resource Centre. As you will see explained in more
detail in the specific Teacher’s Notes for this task,
clear communication, both verbal and nonverbal,
is an essential aspect of all kinds of relationships.
In this particular task, students will have the
chance to work on the relationship between
communication and the five senses. Make sure
you have the necessary copies for all students.
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Self-assessment
Having Fun!
relaxation.
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Amazing people
imagine they are related to

the content of the unit. Even
though students may only
have heard of these people or
may not even know of them,
activate their prior knowledge
through questions and
comments in relation to the
historical importance of these
personalities.
Here is some information

about the people presented:
• Ruby Bridges: Born in 1954,
she was the first African-
American child to go to
public school in the United
States. Ruby was six years
old and was escorted daily
by her mother and federal
agents, who feared for her
safety due to countless
protests. Students will have
the opportunity to learn
more about Ruby Bridges
in the Reading (page 87) and
Listening (page 91) sections.
• Rosa Parks (1913–2005):
Rosa Parks went to jail
for refusing to give up
her seat on a bus to a
white passenger. Her act
led to a boycott called
the Montgomery Bus
Boycott and other acts with
the clear aim of ending
segregation. Students will
have the opportunity to
read an interview with her in Activity 4 of the
Unit aims Grammar section (page 89).
• Read and understand biographies. • Martin Luther King Jr. (1929–1968): He was a
• Recognize and use regular and irregular verbs Baptist minister and social activist who led the
in the past simple. Civil Rights Movement in the USA from the mid-
• Learn the prepositions on and in in relation 1950s until his assassination in 1968. Students will
to dates. read a short biography about him in the Reading
• Listen to and understand a narrative. section (page 86).
• Write a short biography. • Nelson Mandela (1918–2013): Social activist, writer
• Describe someone. and the first black president of South Africa, he
became a symbol of the fight for equality and
won the Nobel Peace Prize in 1993. Students will
Starting out have the opportunity to learn more about him in
Draw students’ attention to the pictures. Ask them Activity 1 of the Grammar section (page 88).
what they all have in common (they all show people See references on the next page.
who are Africans or Afro-descendants) and how they
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References
BIO. Martin Luther King Jr. Available at:
<www.biography.com/people/martin-
luther-king-jr-9365086> (Accessed in
November 2018.).
BIO. Nelson Mandela. Available at:
<www.biography.com/people/nelson-
mandela-9397017> (Accessed in
November 2018.).
BIO. Rosa Parks. Available at:
<www.biography.com/people/rosa-
parks-9433715> (Accessed in November
2018.).
BIO. Ruby Bridges. Available at:
<www.biography.com/people/ruby-
bridges-475426> (Accessed in
November 2018.).
Reading
Activity 1
Some of them probably do not
know who Martin Luther King
Jr. was, but the goal is that
they use their knowledge of
the world to choose the most
coherent options.
Activity 2
Ask students to read the
text quickly just to confirm
their answers in the previous
activity. Try not to clarify
vocabulary doubts at this
stage, but rather encourage
students to concentrate only
on the requested information.
Activity 3
the whole class and draw
students’ attention to the sentences next to the
boxes. After checking, clarify any vocabulary doubts.
Alternatively, you can choose some words that you
believe students do not know and try to elicit the
meaning of these words from the context given.
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UNIT 8
Activity 6
Do the activity with the whole
class, encouraging students
to highlight any words they
already know and to deduce
the meaning of any unknown
words.
Activity 7
It is interesting to consider
and discuss small attitudes
that can go unnoticed,
but which may reveal
discriminatory behavior,
such as certain jokes and
expressions which are
common but in fact extremely
racist. Take this opportunity
to discuss the importance of
respecting people in general,
without discriminating due to
skin color, origin, social class,
religion, sexual orientation,
etc. If possible, mention the
fact that black people are still
a minority in strategic
positions of power or
prestigious roles in society.
If appropriate, you can clarify
the meaning of prejudice and
discrimination.
Activity 4
Students can do the activity individually and then
compare their answers with those of a classmate. Answers
page 86: 1a an American activist b the Nobel Peace Prize in
Activity 5 1964 c was assassinated in 1968 3 c, a, b, d
Lead students to explore the picture by asking, for page 87: 4 a T b F c F 5 Personal answers 6 a six b easy
c teacher 7 Personal answers
example, Who are the men next to the girl?, Why
are they there?, Where is she going?, How old do
you think she is?, etc. It’s not necessary to extend
the discussion at this point, because this historical
fact will be revisited in the Listening section, in
which students will hear a description of the scene
in which she is accompanied by federal officers.
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Grammar
Activity 1
the photo and ask what they
remember or know about
Nelson Mandela. Write the
students’ ideas on the board
in the form of notes. Ask
students to read and identify if
some of the information they
gave is mentioned in the text.
Then read the instructions to
the whole class and ask them
to do the task individually.
After doing the activity and
checking answers with the
whole class, propose a lottery.
Ask students to draw three
columns, with 14 lines each. In
the first line of each column,
they should write /t/, /d/ and
/Id/. Meanwhile, select and
write down 13 regular verbs
that have appeared in the unit
or have been mentioned by
students. Dictate the verbs
one by one. Students should
mark an X in the column
corresponding to the sound
of the verb in the past tense.
Tell students they do not need
to write the verb, only focus
on the sound. Check answers
Another possible activity:

With students’ help, select
irregular verbs that appeared in the unit and write
the infinitive forms on the board. Ask students to
draw a bingo card in their notebooks, with three
columns and three rows. Ask them to choose nine
verbs at random from the board and write them
in the past form on their bingo cards, one verb
per square. Call out the verbs in the infinitive. The
winner is the student who first checks off all the
verbs on his/her card.
Note: you can also organize students into groups

of five or six for this activity. A student calls out the
verbs and the others check them off on their bingo
cards.
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UNIT 8
Answers
page 88: 1 a He was born on July 18, 1918. b He was born
in South Africa. c It is Long Walk to Freedom.
2 a I b R c I d R e I f R 3 a received b was c spent
d had / was e published f worked Understanding
Language a past / 20th and 21st centuries
b regular c irregular / don’t follow
page 89: 4 happened / told / came / asked / wanted / said /
refused / was 5 a A / N / A / N b I c I 6 a was
b didn’t give c Did / tell d wasn’t / didn’t want
Understanding Language a, b, c, d, f, g, h
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Vocabulary
Activity 1
Write Martin Luther King Jr.,
Ruby Bridges, Nelson Mandela
and Rosa Parks on the board.
Ask students what they know
or remember about each of
these characters. Read the
class and ask them to do the
activity individually.
Do the first item in the activity
with the whole class. Then ask
them to complete the other
items individually or in pairs.
Check the activity with the
whole class. Ask students to
write two sentences about
them and two sentences about
a friend or family member,
including dates and the
corresponding prepositions.
Have some students share
their answers with the whole
class and write the sentences
on the board.
Activity 2
the pictures. Ask if they know
these people and, if so, what
they know about them. Ask
students what they think the
texts are about.
Have students read the text

before completing it with
prepositions, to confirm their predictions.
Then ask them to complete the text with the
prepositions on or in and check the answers
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UNIT 8
Activity 6
Encourage students to reflect
on what was discussed about
discrimination in the unit
and draw a parallel with the
presented picture. Expand
the discussion by asking
students what they think each
individual can do to combat
any kind of discrimination. If
appropriate, talk to students
about the importance of
knowing about and discussing
historical facts, with a view to
raising awareness of equality
and respect for all ethnic
groups, peoples, social classes,
etc. For example, mention the
importance of using respectful
language, avoiding nicknames
and inappropriate terms that
may hurt others’ feelings, and
treating all classmates with
respect and equality. Even
the history or social sciences
teacher may be invited to
support the discussion.
Suggested website
LOVE has no labels. Available at:
<lovehasnolabels.com/about/
skeletons/> (Accessed in November
2018.). Site where teachers and
students can find information about
the skeletons campaign. You can
have students watch the video on the
website and use the teaching guide
provided there to discuss it.
Listening
Activity 1
Ask students what they remember about Ruby
Bridges from the text they have read in the Answers
Reading section. See if they can remember her age, page 90: 1 a RP b NM c RB d M e RB f RP g NM 2 a on / in /
and why the men were with her. in / in b on / On / On Understanding Language
a on / on / on b in / in / in / in c on / on / on d in /
in / in / in e on / on / on / on
Activity 2 page 91: 1 public school 3 Personal answers 4 a F b F c T
Play the audio and ask students to confirm their d T 5 b 6 Personal answers
answers to the previous activity.
Activity 4
If appropriate, play the audio more than once
for students to check their answers. Encourage
students to correct the false statements orally.
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Writing
Activity 1
If students find it difficult to
complete the paragraph on
their own, you can help them
by writing the first letter of
each word (r, c, f). You can add
letters until students arrive at
the correct words.
Activity 2
Read the step-by-step
class and clarify any doubts
students may have. You can
ask them to do this activity
at home, since students
will probably need time
and resources to do their
research. Tell students it is not
necessary to choose a famous
character, but just somebody
that they admire.
Activity 3
If appropriate, you can
organize students into small
groups instead of pairs, so
they can exchange ideas about
more texts.

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 expand their vocabulary in relation to
personality traits and relationships. Make sure you
have the necessary copies for all students.
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UNIT 8
Activity 4
Read the step-by-step
instructions to the class.
If appropriate, follow these
suggestions:
I. The activity can be

performed in small
groups or with the whole
class. Generally, students
feel more comfortable
when speaking in
small groups. This also
prevents the activity from
becoming repetitive and
the class losing interest.
II. If necessary, have
students practice in pairs
before presenting their
descriptions to classmates.
Ask students to review and
check the information they
wish to present.
III. They can also write
some short sentences
that remind them of what
to say.
IV. Help students with form
and pronunciation of the
verbs they will use in the
description.
V. Give some examples of
questions students can
ask to guess who the
famous person is: What
does/did he/she do for a
living?, Where was he/she
born?, What is/was he/she
Speaking famous for?
Activity 1
Read the items with the whole class and suggest
others based on students’ needs, for example, Suggestions for further viewing
nickname, job, family, death, etc. You can also Twelve Years a Slave. Director: Steve McQueen. Producers:
ask students to take down notes; that is, it is not Regency Enterprises, River Road Entertainment. USA, 2013. Winner
necessary to write the whole sentence. This activity of the Oscar for Best Motion Picture in 2014, the movie tells the
story of Solomon Northup, a free black man from the state of New
serves as preparation and scaffolding for when
York who, before the American Civil War, was kidnapped and sold
they describe the person they have chosen. as a slave.
Activity 2
Ask students in which situations we would use Answers
verbs in the present simple and when we would page 92: 1 real / chronological / facts
use the past simple. This is a good opportunity to page 93: 1 Personal answers 2 past simple / present simple
check if they have understood the use of these two 3 & 4 Personal answers Pronunciation Corner
t / d / d / Id
verb tenses.
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Self-assessment
Having Fun!
relaxation.
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Review
Answers
page 94: Having Fun! 1 Across 3 SPENT 6 BECAME 8 HAD
9 TOLD 10 CAME Down 1 WAS 2 REFUSED 4 WENT
5 SAID 7 ASKED 2 They are all irregular verbs.
page 95: 1 a Everybody Street b Cheryl Dunn c United States
2 a NO b YES c YES d YES e NO 3 d, c, a, e, b
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Answers
page 96: 4 c, f, g, d, a, b, e 5 a in / on b on / on c in
d in e in f on
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AUDIOSCRIPTS
Audioscripts
ººWelcome Unit - Start on Westminster Bridge, which straddles the River Thames.
Walk halfway across the bridge, where you have great views. The
Track 1 – p. 7 river flows from South to North at this point. The London Eye
Song: Who Says Ferris Wheel dominates the East Bank. On the other side it’s the
awe-inspiring sight of Big Ben and the House of Parliament.
ººUNIT 1 - Ding-dong, ding-dong. Ding-ding, ding-dong! Yes, indeed, you are
Track 2 – p. 15 in London. Big Ben is actually not the clock, not the tower, but the
Caribbean Cross Training presents the CCT’s sports festival bell inside that tolls the hour.
and family day. Sunday, December 9, 6 am to 6 pm at Flying Fish
Track 7 – p. 38
Swim Club, St. Clair. Come and enjoy a fun-filled day of activities
with triathlon races, rock climbing competition, water parks, Can you repeat that, please?
video games and more. Admission is free. Race and competition Could you slow down while I take notes?
registration forms are available at Kenny’s Sport Center, Flying Sorry, can you say that again?
Fish Swim Club, The Caribbean Cross Training Facebook page and
all popular bike shops. For more information call 328-9554 or ººUNIT 4
623-9973.
Track 8 – p. 47
ººUNIT 2 You’re insecure,
Don’t know what for,
Track 3 – p. 25
Kayla’s School morning routine. So, first thing I do is, I wake up You’re turning heads when you walk
around six-thirty and I go on all my social media sites. Then I through the door,
get up and, to be honest, I don’t make my bed every day unless Don’t need make-up, to cover up,
someone is coming over, but that doesn’t normally come over.
Being the way that you are is enough.
Today I’ll be wearing a tank top, a skirt and a cardigan. Then I go
get my backpack and put everything that I need and do it for the Track 9 – p. 47
day. Song: What Makes You Beautiful
Then I go into my kitchen and I start picking out what I want to
eat for the day. Today, I’ll be having Nutella toast… Yes, Nutella. So Track 10 – p. 48
I go to my fridge and I get some bread. Are you tall?
Then I go to the breakfast bar area, and I go on my phone and do Who has dark hair in your family?
some more kind of social media stuff and I eat. When I’m all done, 1. Where are your glasses?
I take everything off the counter and I go put away my dishes and
2. Do you wear braces?
then I would go brush my teeth.
3. What color eyes do you have?
And then I go, put my shoes on, and then I grab my backpack and
then I start to head up to the door. 4. Does your math teacher have a beard?
5. Is your brother tall?
Track 4 – p. 26
6. Does Mona Lisa have black hair?
Do you take a shower in the morning?
7. Are Angelina Jolie and Brad Pitt young?
Do you listen to music in the morning?
8. How tall are you?
Do you stretch in the morning?
ººUNIT 5
ººUNIT 3
Track 11 – p. 59
Track 5 – p. 37
Except for the Sun and the moon, Venus is the brightest object
Hi I’m Rick Steves. Thanks for joining me on a walk through in the sky. And since it is closer to the Sun than we are, it shows
Westminster from Big Ben to Trafalgar Square. As London’s phases, like the moon. Shrouded in permanent clouds, Venus
political center, the Westminster neighborhood is both historic rotates on its axis every 243 days, and it rotates backwards
and contemporary. from the other planets. It is only slightly smaller than the Earth,
We’ll see the River Thames where London was born, pass and it orbits the Sun every 225 days, at a mean distance of
statues and monuments from London’s past, admire the House 67 million miles. But its surface is terribly inhospitable. The
of Parliament – where Britain’s ruled today – and take a peek at atmospheric pressure at the surface is 92 times that of the
number 10 Downing Street, home of the Prime Minister. Earth, similar to the pressure at half a mile down under water.
Its temperature is a bombing 900 degrees Fahrenheit. All in all,
Track 6 – p. 37 not a good vacation spot.
- To help you along, I’ve invited my colleague, Lisa. Welcome, Lisa. Mars is the planet most similar to Earth in terms of habitat.
- Hi! Although smaller than Earth and Venus, it has a thin atmosphere,
- She’ll give directions from one stop to the next. Now, let’s go to and probably had liquid water on its surface in the past. This
Westminster. Lisa, get us started. attracts our interest and has prompted us to send a plethora
of probes. It has two orbiting irregular shaped rocks graciously
- Thanks, Rick!
called moons, which are probably captured asteroids. A day on
- The tour begins. Big Ben and the House of Parliament.
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Audioscripts
Mars lasts about 24 hours, very comparable to our own. The ººUNIT 8
volcano called Olympus Mons, or Mount Olympus, is the highest
known mountain in the solar system. It is an extinct volcano Track 17 – p. 91
and is over three times the height of Mount Everest. Mars is The movie scene shows Ruby’s walk into William Franz School,
the fourth planet from the Sun and completes its orbit every integrating the public school system in 1960.
two Earth years.
Track 18 – p. 91
Track 12 – p. 60 The girl in the scene, that is Ruby Bridges, was six years old at
My presentation is about the solar system. the moment and she knew nothing about racism – she was going
to school that day. But the lesson that she took away that year,
This information is very interesting.
in an empty school building, was that none of us know anything
Do you have any questions? about disliking one another when we come into the world. It is
Thank you for your attention. something that is passed on to us. So when I see that scene, I
think about the fact that Ruby was an innocent child who knew
ººUNIT 6 absolutely nothing about what was happening that day. But then
she learned a very valuable lesson, and that is that we should
Track 13 – p. 69 never look at a person and judge them by the color of their skin. I
Lake Baikal is the world’s oldest and deepest lake. It’s a UNESCO think that that’s the lesson Ruby learned in first grade.
world heritage site, and has been voted as one of the seven
wonders of Russia. And it’s easy to see why. The lake is vast, Track 19 – p. 93
stretching on for what seems an eternity. In winter, it freezes over ask asked
completely, creating a surface as tough as heavy-duty safety glass. happen happened
Track 14 – p. 69 refuse refused
The extraordinary creatures found in the lake were an inspiration want wanted
for the sci-fi horror classic Alien. Later director James Cameron
came here to find the scientific detail for Titanic and Avatar.
Track 15 – p. 69
What started out as a day to find out what Lake Baikal has to
offer turned out to be a day of finding out what this great prince
of lakes has to offer spiritually to young and old. And as we stand
out here while the sun sets the beauty and the magic of the
“prince of lakes” shines.
Mary Houston on Lake Baikal in Siberia for News TV.
ººUNIT 7
Track 16 – p. 81
Mark: You look bored! Would you like to go out with me
this afternoon?
Clara: Sure! Where to? The weather is not that good today!
Mark: Well, look! I’ve got two tickets for this afternoon’s
match at the Oracle Arena. Dad gave them to me …
Clara: Wow! Who’s playing?
Mark: Boston Celtics are playing a new team from Canada.
Everybody thinks it is going to be a really good match.
Clara: Shall we…
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Workbook Answer Key
WELCOME UNIT f It’s in March.

4 b tenth c second d first e third
1 Colors: red / black / yellow / white / blue f twentieth g fourth h thirty-first
Food: hot dog / pasta / French fries / pizza / i sixth j fifty-third
hamburger
School subjects: science / geography / 5 b in May c on August 24th d in June
math / history / English e in July
Physical activities: dancing / surfing /
skateboarding / swimming 6 b 05:30 c 09:50 d 09:10 e 11:00
f 06:20
2 b watch videos on the Internet
c listen to music d watch TV shows 7 Z I A O L F Z T C S J Y N N I
W Q U L B C X P R Z K N F X N
3 1 b 2 d 3 a 4 c Y F A K V X A H R A D R G D Q
B C K D J S F Q I T V O O Q B
4 b like, lyrics c TV series d video games E R U H Y J A T H P A E B W E

S A J T A L K B C S K A L Q G
e topic f people Z F T A G M J S Q O N M C S I
2 b 3 e 4 c 5 a 6 f C H C I T V D M Z L P L G K N
W T V N A E L C K X T D H G Z
5 b pasta c hamburger d videos U E O H Q U T D U H R J M L W
e podcasts f audiobooks S B X X N L G O E S Z I N Q W
M W R C E A S P V U Z S J V G
6 b Talk c subtitles d songs e audio X X W E D L S M O Y Z R G B T
f lyrics g audiobooks I T H Y J B L R L T I Q F A Y
T K C G I G A G K D E V Z T O
7 Possible answers:
b gives c love d eat e clean
a She listens to songs she likes and
reads the lyrics.
f goes g travels h works i call
b She reads the subtitles. 8 b The color used in the festivities isn’t blue.
c She talks to other people.
c The celebration is on March 17th.
8 e, f, h d People don’t walk over 2 miles in the
parade.
UNIT 1 9 b Zed covers the local events for the
school newspaper.
Word List c They organize a party at the club every
Jan-uary – Ju-ly / Ju-ne – Febr-uary – Aug-ust – week.
Decem-ber – M-ay – Oct-ober – Ju-ly / Ju-ne – d My dad’s company sponsors the event.
Ma-rch – Nove-mber – Sept-ember e Let’s celebrate our birthday.
10 b The final takes place on Sunday.
1 b August c September d May
e November f January c One competitor helps the other.
g December h April i February d Coach Rivera believes talent is
j October k March l June important.
e The judge watches who works hard.
2 April – June – August – September –
November 11 a the environment.
b neighborhoods on Earth Day.
3 b It’s in May. c It’s in January. d travel to visit family and friends.
d It’s in February. e It’s in July. e on Thanksgiving Day.
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12 b December c June d October d I have breakfast and go to school.
e July f June g September e He leaves at 8 am.
h March 10 2 goes 3 prefers 4 have 5 watch
13 b False c False d False e True 11 b He goes to school.
c No, he doesn’t. (He has lunch with
his mom).
UNIT 2 d No, he doesn’t. (He doesn’t like juice).
e Yes, he does.
Word List
12 b Ben does his homework after dinner.
always – never – often – sometimes – usually c Ben has dinner with his dad.
d Ben doesn’t like to watch TV.
1 R E V E N Q F R O F W Y U F N
J H A L V I U O L W B L H P O
F U V Y S K U A A B O T X F J
Z P I K U N R J S E R N K T N
UNIT 3
N O P K V A E E X Z D E T B H
B P S V Z M M N I Y D U C R L Word List
N B Q B O I A F R S C Q N A R
E M Z F T M O L J P D E L R M airplane – bakery – beauty salon – bike –
L L T E H W P E W O X R I E U bookstore – bus – bus station – cable car –
T E M L I C E I M A M F N L Z car – drugstore – ferryboat – library – train –
N O U E Z L J U J P Y X G Y Y tram – stadium – subway – supermarket
S U S U A L L Y O K S S T L X
D C F T O J Z W E X L M H N P
C T T O K H W A W S O L H P R
1 T R A I N O H B U S S J L A E
V K I H A X F V M N J N J I K
Y R Z D D M P K K X Y T I N H
U W E X F B X E B O X X X R I
F E L O A U W W R K Q A E P B
2 b never c often d occasionally S M I A R T A I I R O Q A L U
e sometimes f usually X O A A R Y S Z U Q Y O T A G
3 b She sometimes gets up at 10 am. J H C L F W I F U N M B X N P
c He never cleans his room. W H V U M E L L D K K Y O E W
d I occasionally listen to music in my S A N Z B C G J P S C C Y A M
dad’s car. K E T E N U J C O M A H T T T
e We often take a walk with our friends. C I M A R T R Y C R U I T K U
f I usually read before going to bed.

2 b bike c taxi d subway e ferryboat
4 b F c F d T e T
3 b central bus station c stadium
5 b Frank doesn’t have lunch at home d bakery e library
every day.
4 b bike c bus d train
c I don’t call my sister in the afternoon.
d We don’t have apple juice for breakfast. 5 Steven: Oh, hi, Carol. I’m fine, and you?
e My mom doesn’t wake me up at 7 am. Carol: I’m OK. I’m going to school by
6 b study c doesn’t have d plays bike today.
e don’t watch Steven: Cool! But how do you usually
get to school?
7 b goes c has d wakes up e listens Carol: I go by car with my dad. But
he’s not feeling well today.
8 b go – watch c doesn’t like d visit Steven: I see. I go to school by bus
e leaves every day.
9 b I go to school. Carol: How long does it take you to go
to school?
c Yes, she does, every afternoon.
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Steven: Around 10 minutes. d Shape: thin; Noun: scar
Carol: Wow! That’s fast. e Shape: long; Noun: nose
6 Across: 3 next to 5 between 6 near 4 b Halle Berry c Ryan Gosling
7 opposite d Jennifer Lawrence e Kim Kardashian
Down: 2 at 4 behind 8 on
5 b hazel eyes c short d eyes e nose
7 b between c behind d near
6 b short curly c thin eyes – wide mouth
8 b near c next to d between d straight blond e non-conventional
e opposite f on the corner of
g behind 7 b green c thin d beautiful
e straight f hair
9 b on c next to d opposite
e between 8 b Emma has short red hair and green
eyes. / Emma has green eyes and short
Note: In sentence d, “pub” should have
red hair.
been “art gallery”. This mistake will
c Daisy and Dan have large eyes and
be corrected in the first reprint of the
gray hair. / Daisy and Dan have gray
Student’s Book.
hair and large eyes.
10 b It’s on the corner of c It’s next d Patrick has dark eyes and short curly
d They’re near e It’s behind blond hair. / Patrick has short curly
f It’s between blond hair and dark eyes.
e Rod and Reese have large blue eyes
11 b a note and straight black hair. / Rod and
Reese have straight black hair and
12 Possible answers: activities / food / places / large blue eyes.
means of transportation
9 b F; He has short dark hair.
13 activities / food / places / means of
c F; They have short wavy hair.
transportation
d T
b T c T d T e F e F; He has short hair.
f T
UNIT 4 10 b Yes, she does.
c Yes, she is.
Word List d No, they aren’t.
black – blond – blue – brown – eye – gray – e Yes, they are.
green – hair – red – short
11 b has long hair and dark eyes.
Missing word: tall
c has long wavy red hair.
d have brown hair and dark eyes.
1 Eyes: brown / gray / green / black / dark /
big / large / hazel
Hair: long / black / blond / red / curly /
brown / dark / short / gray / straight / wavy UNIT 5
2 b large c short d blond e tall Word List
Note: In sentence d, “light” should bright – close – cold – dark – distant – Earth –
have been “blond”. This mistake will hot – Jupiter – large – Mars – Mercury –
be corrected in the first reprint of the Neptune – Saturn – small – Uranus – Venus
Student’s Book.
3 b Shape: thick; Color: blond; Noun: hair 1 b Jupiter c Earth d Saturn

c Opinion: strange; Size: small; e Neptune f Mars
Noun: smile Hidden sentence: The sun is a star.
115
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2 Venus / Earth / Mars / Jupiter / Saturn / 2 Head: muzzle / tongue / eye
Uranus / Neptune Body: arm / foot / hand / leg / neck / tail
3 hot – cold; large – small; close – distant 3 b head c muzzle d jaw e neck
f tail g leg
4 b small c dark d bright e close
4 b crocodile c flamingo d gazelle
f distant g cold h hot
e maned wolf f giraffe
5 b larger c smaller d colder 5 b most vulnerable c smallest d largest
e closer f smaller e strongest f weakest g longest
h shortest i thinnest j agilest / most
6 b brighter c sunnier d hotter
agile k slowest
e farther f bigger
6 b The Siberian tiger has the longest body.
7 b Winter is colder than summer.
c The Siberian tiger has the longest tail.
c Mars is smaller than Venus.
d The Siberian tiger is the heaviest.
d The universe is brighter than we think.
e My cat is darker than my friend’s dog. 7 b short c tallest d heavier
e most venomous
8 b worse c smaller d more important
e bigger f more interesting 8 b fastest c most venomous d tallest
e heaviest – tallest f strongest
9 b closer c better d colder
9 b Crocodiles’ jaws have the most
10 b F c T d F e T powerful bite in nature.
11
c The cheetah is the fastest land animal.
b Pluto
d The maned wolf is the largest canid in
12 b dwarf c 2006 d small e Pluto South America.
e The giraffe is the tallest animal.
UNIT 6 10 b Biodiversity c Ecosystem
Word List UNIT 7

arm: BP – beach: H – eye: BP – foot: BP –
forest: H – hand: BP – head: BP – island: H – Word List
jaw: BP – lake: H – leg: BP – muzzle: BP – neck:
adventure movies – attend – comedies – dance –
BP – tail: BP – tongue: BP
documentaries – go – hang out – horror movies
– musicals – play – sci-fi movies – watch
1 J T I G M O B N W H
V L S S R C W A F C
1 b confusing c fun d boring
G K W E S T T G P A
e animated f memorable
X B P R R E L M O E
L L Q E R O Z X L B 2 b scary c plot d awful e favorite
X O K F J Q F X D X
3 b I like books that are controversial.
B A A M F U L O P A
c My favorite movie is romantic.
L L Y S N M J N W X d She likes acclaimed movies.
L O Q V D N A L S I e My dad is reading a terrific book.
Q Z P I C S I M U N
4 b dance c relax d visit
e watch f attend
b waterfall c beach d lake e forest
5 b go c hang out d dance
e watch f play
116
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1 play 2 hang out 3 go 4 watch 2 b We learned new things in the English
5 dance 6 attend course.
6
c They said that the party was nice.
b poetry: Paradise Lost and Other Poems
d Ricky spent a lot of time on the
c cookbook: 1000 Indian Recipes
computer.
d travel guide: The Rough Guide to France
e Carol and Sue had to go to the doctor
e art book: Cézanne and the Modern
by bike.
f science book: The Origin of Species
3 b went c asked d had / ate
7 bT c F d F e F f T
4 b were c was d was e were
8 b Mamma Mia c Black Panther
d Gravity e Food, Inc. 5 b spent c became d learned
f The Theory of Everything e said – was
9 bP c N d N e P f P g N h P 6 b said c ask d happened e went
i N j P k N l P
7 b She started school in September.
10 Bethy: Oh, hi, Adam. How are you? c She went to soccer practice on Saturday.
Adam: I’m OK, and you? d She celebrated her eighth birthday on
Bethy: I’m fine, too. I just saw that December 8th, 2015.
movie about Stephen Hawking. e She had a dance presentation at school
Adam: Really? in 2018.
Bethy: Yes, The Theory of Everything
8 b century c 2010 d Monday e in
is the best movie of all time!
Adam: Wow, you’re very excited about 9 b on the third Monday in January.
it, right? c the Nobel Peace Prize. d on April 4th.
Bethy: Definitely. It’s a biography and e when he died.
I love biographies. What about
you? 10 b in c on d in
Adam: They’re not my favorite. I like
comedies. 11 b Heidi’s birthday is on October 10th.
Bethy: I like comedies, too! c Bruno was born in 2013.
d Shakespeare wrote Romeo and Juliet
11 bF c T d F e F in the 16th century.
12 b fatal c bright d academic 12 b She is from Tryon, North Carolina.

c At the age of 4.
d Playing piano and singing in her
church’s choir.
UNIT 8
13 b T c F; She wrote “Why (The King of
Word List Love is Dead)” after the assassination of
asked: R – became: I – did: I – happened: R – Martin Luther King Jr. d F; Borrowing
in: P – on: P – received: R – refused: R – said: I – the title of a play by Hasberry, Simone
spent: I – told: I – wanted: R – was: I – were: I – wrote “Young, Gifted and Black”.
worked: R
1 Regular verb: prevented / received /

worked / asked / wanted
Irregular verb: was/were / got / told / did /
became
117
www.frenglish.ru
Macmillan Education
Macmillan Publishers S.A.
ISBN N° 978-987-672-457-9 Las autoras y los editores agradecen por el permiso para reproducir las
Queda hecho el depósito que marca la Ley 11.723. siguientes canciones:
Who Says © 2011 Hollywood Records, Inc., letra y música: Emanuel Kiriakou
Texto © Macmillan Publishers S.A. 2019 y Priscilla Renea Hamilton, reimpresa con permiso de SADAIC. Todos los
Texto escrito por Reinildes Dias, Elaine Hodgson, Denise Santos, derechos reservados.
Cristina Mott-Fernandez What Makes You Beautiful © 2011 Simco Limited bajo licencia exclusiva de
Adaptación del texto: Juan Carlos Ottolina Sony Music Entertainment UK Limited, letra y música: Carl Falk, Rami Yacoub
Diseño e ilustración © Macmillan Publishers S.A. 2019 y Savan Kotecha, reimpresa con permiso de SADAIC. Todos los derechos
Diseño de maqueta: Tangente Design reservados.
Beautiful © 2002 BMG Music, letra y música: Linda Perry, reimpresa con
Adaptación de diseño y diagramación: Miranda Gómez Tejada
permiso de SADAIC. Todos los derechos reservados.
Diseño de tapa: Martha Tadaieski
Just the Way You Are © 2010 WEA International Inc., letra y música: Bruno
Diagramación de tapa: Miranda Gómez Tejada
Mars, Philip Lawrence, Ari Levine, Khalil Walton, Khari Cain (Needlz),
Foto de tapa: 123RF
reimpresa con permiso de SADAIC. Todos los derechos reservados.
Gerencia Editorial: Marianela Alloatti
Edición: Paula Czajka
Este libro contiene remisiones a sitios web de terceros. La editorial
no ejerce control sobre el material publicado en estos sitios ni se
Este libro es una adaptación de Loop English for Teens 1,
responsabiliza por dicho material. Se aconseja acceder a ellos con
originalmente publicado en 2016, y se publica con la autorización
la debida precaución.
de Macmillan do Brasil Editora.
No se permite la reproducción parcial o total, el almacenamiento,
Ilustrado por Fábio Eugênio, Hiro, Joel de Souza, Quanta Estudio,
el alquiler, la transmisión o la transformación de este libro, en
Ronaldo.
cualquier forma o por cualquier medio, sea electrónico o mecánico,
mediante fotocopias, digitalización y otros métodos, sin el permiso
Las autoras y los editores agradecen a las siguientes docentes
previo y escrito del editor. Su infracción está penada por las leyes
que analizaron la serie y nos enviaron sus comentarios: Guadalupe
11.723 y 25.446.
Amores, Analía Becherucci, Graciela Inés Fontanari, Ailín Franco,
Fabiana S. Gallo, Leandra M. Mena, Eva M. Poggi, Ana María Valdez,
Laura Zygadlo. In the loop English for teens : teachers book 1 / Reinildes Dias ... [et al.] ;
adaptado por
Juan Carlos Ottolina. - 1a ed . - Boulogne : Macmillan, 2019.
Las autoras y los editores agradecen por el permiso para reproducir sus Libro digital, PDF
imágenes y fotografías en el Student’s Book a: 123 RF pp4, 5, 6 (excepto d),
9 (excepto equipo de rugby), 10, 12, 15, 19, 22, 29, 31 (excepto mapa), 34 Archivo Digital: descarga y online
(excepto estadio de fútbol), 37 (excepto mujer escuchando audio tour), 39, 41 ISBN 978-987-672-457-9
(grupo de cinco adolescentes), 44, 46 (excepto 2), 47, 48, 53 (excepto la Tierra
vista desde la Luna), 54, 56 (caballos juntos, caballos distanciados y cubitos 1. Inglés. I. Dias, Reinildes II. Ottolina, Juan Carlos, adap.
de hielo), 57, 59, 61, 62, 63 (excepto medusa), 65, 66 (excepto playa), 67, 68 CDD 371.1
(excepto d), 74 (hormiga), 75, 78, 81, 83, 98 (excepto 2), 99 (excepto 4 y 6),
111, 113, 115, 116 (excepto d), 121 (excepto d), 122, 125, 127, 128 (excepto
d y e), 129, 134 (excepto león y cocodrilo), 135, 136, 137, 139, 140 (excepto Producido en Argentina
b y e), 142 (dos chicos hablando), 145 (excepto a); Alamy pp6 (d), 9 (equipo de Primera edición.
rugby), 17, 37 (mujer escuchando audio tour), 45, 46 (2), 63 (medusa), 80,
83, 85 (Nelson Mandela), 86 (ejercicio 2), 88, 89, 90, 91 (ejercicio 1), 96, Esta obra se terminó de producir en enero de 2019.
141, 142 (excepto dos chicos hablando), 143, 149; Brian Crane Editorial
Cartoon used with the permission of Brian Crane and the Cartoonist Group.
All rights reserved. p5; GARFIELD © 1979 Paws, Inc. Reprinted with permission
of ANDREWS MCMEEL SYNDICATION. All rights reserved p30; Getty Images
Latin America/AFP pp85 (Martin Luther King Jr.), 86 (arriba izquierda);
Getty Images Latin America/Bettmann p85 (Rosa Parks y Ruby Bridges);
Getty Images Latin America/WireImage p92; © GUINNESS WORLD RECORDS,
2019 p74; iStockphoto pp56 (eclipse), 99 (6); Museums Victoria p36;
NASA p131; OpticsCentral p73; Photos.com pp34 (estadio de fútbol), 53
(la Tierra vista desde la Luna), 56 (pez dorado), 128 (e); Scatty by Sydney
Harris, www.CartoonStock.com p24; State Library Victoria p35; The City of
Melbourne pp31 (city map), 32; Thinkstock by Getty Images pp 41 (retrato de
dos adolescentes), 56 (ballena y sol), 66 (playa), 68 (d), 71, 98 (2), 99 (4),
101, 116 (d), 121 (d), 128 (d), 134 (cocodrilo), 140 (b y e), 145 (a); Wikimedia
Commons/Kevinpaulscarrott p51; Wikimedia Commons pp56 (fuego), 58, 69, 87
www.frenglish.ru

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TEACHER’S BOOK

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

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

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

Denise Santos Reinildes Dias

Looking at the Text

Speaking Pronunciation Corner Integrate your learning

Extra practice exercises to be used

Why teach/learn Time management

eBook Teacher’s Resource Centre

Interpretar y analizar la Léxicos: Pósters. Expresar conocimiento del

Interpretar una infografía. Léxicos: Infografías. Apreciar el universo y su

Leer e interpretar fichas Léxicos: Fichas técnicas Respetar las diferentes

Review Interpretar una infografía para resolver una actividad de Verdadero-Falso.

2.3 Teacher’s Book

2.6 Teacher’s Resource Centre

Find out which techniques

developing exercises that

The activity can be used to

Here are some strategies that may help with

If possible, bring in a large

The pictures on this page show:

• Comic opera The Elixir

Unit aims Answers

Help students notice and

Read the items with the whole

If possible, ask students to

Integrate your learning Answers

Note: Mumbai, a port city

Ask students to choose five

This activity may be done as

Encourage students to go through the texts very

Draw students’ attention to

Suggestion for Further

Macmillan Life Skills –

showing students simple calculations of page 27: 1 b, a, c 2 a 25% b 9 4 Personal answers

They may mention, amongst

Note: The official site of the

Note: A tram is a long vehicle

In general, this kind of tours

Macmillan Life Skills –

Curitiba became a large

Integrate your learning Answers

Note: One Direction was a

(one usually pays attention to

Macmillan Life Skills –

Note: Optionally, students

Ask students if they know

I. Remind students that they

Ask students if they know the

Note: There is controversy in

Have students compare

Note: Albert Einstein

One such criticism is that

Macmillan Life Skills –

Integrate your learning

As a way of expanding the activity, if you wish, tell

Then ask them to answer the

Suggestion for further

See further information on the

• Maned wolf: Related to

• Golden lion tamarin: The Activity 2

Optionally, you may ask

• Comic opera The Elixir