TEACHER’S BOOK

H E
IN T

LO O
Starter
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

1
 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.

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

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.

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

Understanding
Language
Challenges students
to deduce form
and use of the
structures, helping
to systematize the
language point.

Speaking Language Corner Integrate your learning

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

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

The World of
English
Offers valuable
information on
frequency and use of
unit vocabulary, based
on corpus research,
empowering students
with truly genuine
language.

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

Having Fun!
Students practice English
through enjoyable and
motivating activities (puzzles,
quizzes, word searches, etc.)!
WORKBOOK
Practice pages
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.

4
Life Skills Social skills
Thinking about the way we behave and
What are life skills? being able to respond appropriately in
different social situations are crucial social
Life skills are the skills we need to skills to have, helping us
deal effectively with the challenges to build better
in everyday life, whether at school or relationships Cultural awareness
in our personal lives. and improve our Recognizing and understanding
connections with that we all have different
In this series, students will have
those around us. values shaped by our diverse
the opportunity to develop their
cultural backgrounds and that
life skills through extra activities
respecting this allows us to
available on the In the Loop develop in both our personal
Teacher’s Resource Centre. and professional lives.

Study skills
Why teach/learn Learning how to be an effective learner
and understanding how to manage
life skills? studies is important for all students.
The development of life skills helps
students to:
find new ways of thinking and
Communication
Creativity Effective communication skills
problem solving;
are an essential part of every
recognize the impact of their actions; Creativity enables us to
relationship. Whether verbally
see things through different
build confidence both in spoken or nonverbally,
perspectives, as we use Networking
skills and for group collaboration it’s important to
our imagination to approach Building contacts and understand how we
and cooperation; problems and come up with maintaining relationships share information,
develop a greater sense of innovative ideas. with others by developing ideas and emotions
self-awareness and appreciation their interpersonal and with others.
for others; communication skills.
promote cultural awareness;
respect diversity, developing
a more tolerant society.

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

eBook Teacher’s Resource Centre

It includes all the student’s book pages, plus 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.

5
6
Unidad Competencias
Identificar información en
señales de la vía pública.
Descubrir y comprender
siglas.
WELCOME UNIT
English all around
Solicitar y dar información
personal sobre uno
mismo y un tercero:
nombre y apellido, edad,
nacionalidad.
Reconocer y producir
distintos tipos de saludos.
Identificar palabras
transparentes de la
lengua objeto para
entender un texto.
UNIT 1 Integrate your learning:
Pedir y dar información
This is me! sobre países y sus
nacionalidades.
Contenidos conceptuales Variedad textual Contenidos actitudinales
Léxicos: Señales de la vía Utilizar la lengua objeto
El lenguaje de las señales de la vía pública: pública. para comunicar nociones
arrivals, avenue, emergency, information, Tira cómica. básicas.
open, restaurant, stop, toilets, wet floor. Canción. Discriminar entre
Palabras usadas en español e inglés: diferentes idiomas.
camping, chocolate, cinema, CD-ROM,
cereal, coffee, DVD, hamburger, helicopter,
pizza, sandwich, shopping mall, shorts, taxi,
television, video game.
Planificación anual
Los números del 1 al 10. 1 millón; 2 millones,
etc.
El alfabeto.
Léxicos: Datos biográficos. Expresar conocimiento
Información personal: My name’s ... I’m ... Perfiles en redes del mundo: sus países y
years old. I’m from … My nickname is … sociales. ciudades.
Presentaciones y saludos: Hi / Hello; Good Presentación de Compartir información
morning; Good afternoon; Good evening; diferentes personas. sobre datos personales.
Good night; Goodbye; See you later. Presentaciones y Aceptar la variedad
Los números del 11 al 20. saludos en películas. geográfica y cultural.
Países y nacionalidades: Germany – Mapa del mundo.
German, Brazil – Brazilian, Britain –
British, Japan – Japanese, South Africa –
South African; New Zealand; American
Gramaticales:
Present simple “be”: I am … We are …
He/She is… They are…
Pronombres personales y adjetivos
posesivos: I, you, he, she, it, we, you,
they / my, your, his, her, its, our, their.
Fonológicos:
Distinguir entre la forma abreviada y
completa del verbo “be” en present simple.
Reflexión sobre la lengua que se
aprende: Distinguir cuestiones de
registro en el uso de las formas
abreviadas de “be”.
 Dar información sobre la
familia.
Describir la composición
de la familia propia y de
otros.
Solicitar y dar información
sobre lo que se posee.
Interpretar la información
visual de un texto para
entenderlo.
Escribir epígrafes de fotos
UNIT 2 familiares.
We are family!
Interpretar epígrafes.
Review Distinguir pronombres personales de adjetivos posesivos.
Units 1–2 Identificar números.
Extraer información específica de un texto sobre relaciones familiares.
Indicar y describir las
diferentes partes de una
casa y su mobiliario.
Indicar la ubicación de
UNIT 3 objetos.
Home Entender la información
de un aviso clasificado.
Intercambiar información
sobre una casa/
departamento.
7
Léxicos: Epígrafes de fotos. Hablar acerca de la
Los miembros de la familia: mother/mom, Árboles composición familiar.
father/dad, daughter, son, brother, sister, genealógicos. Apreciar y respetar
uncle, aunt, nephew, niece, grandmother, Presentación oral de la diversidad cultural
grandfather, only child, child/children, la familia. respecto de la familia.
stepmother, stepson/daughter, relatives,
parents, biological/adopted.
Los números del 21 al 101.
Gramaticales:
El uso de ’s para indicar posesión.
El uso de present simple “have” para
expresar posesión: I/They have a … I/They
don’t have a … Do you/they have a …?
He/She has a … He/She doesn’t have a …
Does he/she have a …?
La idea de proximidad y distancia: this/
these; that/those.
Requerir información y dar información
sobre alguien en particular: Who’s this?
Fonológicos:
La pronunciación del sonido \D\.
Reflexión sobre la lengua que se
aprende: La calidad del sonido \D\.
Léxicos: Aviso clasificado de Compartir descripciones
Las partes de la casa y el mobiliario: una casa. de la vivienda propia y
backyard, bathroom, bedroom, dining Descripción de una respetar las de los otros.
room, kitchen, living room, garage; bed, casa. Mostrar interés en una
bookcase, cabinet, carpet, chair, pillow, Plano de una casa/ conversación y respetar los
refrigerator, shower, sofa, stove, table, departamento. tiempos en la misma.
TV. Canción.
Artículo sobre arte:
el puntillismo.
8
Unidad Competencias
Analizar información
aplicando criterios de
selección de información
relevante de un texto
obtenido de un sitio web.
UNIT 3 Integrate your learning:
Aprender sobre una
Home técnica de pintura e
identificarla.
Entender la importancia de
la identificación de géneros
textuales al leer.
Describir el esquema de
clases en una escuela
modelo.
Requerir información sobre
el esquema escolar: los días
de la semana, las materias
de la curricula escolar y
los lugares físicos de una
escuela.
UNIT 4 Expresar existencia.
Solicitar y dar información
It’s school time! sobre preferencias.
Interpretar los diversos
géneros escritos para
encontrar la información
relevante de un texto.
Elaborar carteles para
identificar las partes de la
escuela.
Contenidos conceptuales Variedad textual Contenidos actitudinales
Gramaticales:
Preposiciones de lugar y la formulación
de preguntas sobre la ubicación de
determinados objetos: on, in, under;
Where is/are…?
Fonológicos:
El reconocimiento de la acentuación en
palabras de más de dos sílabas.
Reflexión sobre la lengua que se
aprende: Distinguir las diferencias entre
las variantes del inglés: americano vs.
británico.
Léxicos: Página en un sitio Mostrar interés respecto
Los días de la semana: Sunday, Monday, web. de las preferencias de los
Tuesday, Wednesday, Thursday, Friday, Posteo de blog. otros y respetarlas.
Saturday. Horario de materias
Las materias de la curricula escolar: art, escolares.
biology, chemistry, citizenship, English, Anuncio escolar oral.
French, geography, history, home economics, Tira cómica.
information technology (I.T.), mathematics,
music, (physical education) P.E., physics,
religious education.
Los lugares comunes en la escuela:
auditorium, cafeteria, classroom, computer
lab, court, girls’ gym, library, restrooms,
science lab, swimming pool, teachers’ room.
Gramaticales:
Indicación de existencia: There is/are …
There isn’t/aren’t … Is/Are there …? Yes, there
is/are./No, there isn’t/aren’t.
El uso del artículo indefinido: a/an
El uso de expresiones coloquiales en la
interacción entre pares: Sorry, but … Hmm … Not
really! Really? Oh, it sounds great. That’s great.
Reflexión sobre la lengua que se aprende:
El uso de mayúsculas para los días de la semana.
La forma en la que se nombra a los maestros
en la lengua objeto: Mr, Mrs y Ms.
 Identificar las partes de una casa.
Review Clasificar palabras según el grupo léxico al que pertenecen.
Units 3–4 Identificar la ubicación de objetos en una foto.
Interpretar y extraer información de un horario de clases.

Describir actividades Léxicos: Set de instrucciones Apreciar y valorar

deportivas, sus
participantes y sus reglas.
Identificar y mencionar
las partes del cuerpo.
Dar e interpretar
instrucciones.
Expresar habilidades
UNIT 5 deportivas y solicitar
información sobre las
Sports habilidades de otro.
Identificar las palabras
clave de un texto para
entender las ideas
principales.
Integrate your learning:
Aprender sobre las reglas
de un deporte.
Describir hábitos
alimentarios.
Preguntar y responder
sobre hábitos alimentarios.
Preguntar y responder
sobre cantidades.
UNIT 6 Expresar existencia.
Combinar la información
Healthy eating verbal y la no verbal para
entender un texto.
Interpretar un menú y
ordenar alimentos en un
restaurant.
Las partes del cuerpo humano: arm, chest, de un juego las preferencias de
elbow, finger, foot, hand, head, knee, leg, tradicional. actividades deportivas.
shoulder. Artículo de diario. Dar y compartir opiniones
Los deportes: basketball, dancing, Instrucciones sobre un cuerpo sano y
handball, martial arts, running, soccer, orales para el pre- flexible.
swimming, volleyball. calentamiento en Respetar la opinión de
Acciones referidas a los deportes: bend, deportes. los otros.
draw, hold, hop, keep, lean, rebuild, repeat, Reglamento para Apreciar y valorar el
return, shout, throw, touch. jugar un deporte: trabajo colaborativo
Gramaticales: vóleibol. en la elaboración de un
El uso del modo imperativo para dar poster sobre las reglas
instrucciones. e instrucciones en un
El uso de can para expresar habilidad: I can deporte determinado.
… I can’t … Can you …? Yes, I can./No, I can’t.
Acciones que se utilizan con los verbos do,
play y go.
Reflexión sobre la lengua que se aprende:
La formación de los plurales irregulares.
Léxicos: Infografía. Apreciar y valorar la
Los alimentos: banana, beans, bread, butter, Artículo sobre hábitos importancia de tener una
cake, cereal, chicken salad, chocolate alimenticios. dieta balanceada.
and blueberry cupcake, chocolate milk, Recetas de cocina. Respetar la opinión de los
cookies, cucumber, French fries, fried fish Menú. otros.
fillets, fruit salad, green and black olives, Campaña comercial: Apreciar la importancia de
juice, lettuce, meat, meatballs, milk, onion, página web y aviso. consumir diferentes tipos
peach, pineapple, radish, rice, scrambled Adivinanzas. de alimentos y valorar los
eggs, spaghetti, tomato, yogurt, wild rice, que son saludables.
zucchini. Valorar y respetar la
Ingredientes, alimentos y cantidades: diversidad.
baking soda, buttermilk, cocoa powder,
croutons, flour, margarine, sugar, tomato
sauce, vegetable oil, water; bagel, breakfast
platter, deli meat, egg on a roll with ham,

9
10
Unidad Competencias Contenidos conceptuales Variedad textual Contenidos actitudinales

ham, home fries, English muffin; cups,

tablespoon, teaspoon.
Gramaticales:
Instrucciones para la elaboración de una
UNIT 6 torta: add, bake, heat, mix, pour.
Los sustantivos contables y no contables.
Healthy eating El lenguaje de los menús y de la
interacción en un restaurant.
Reflexión sobre la lengua que se aprende:
Las palabras que colocan con los verbos eat
y drink.

Identificar íconos de deportes paralímpicos.

Review Clasificar deportes según el verbo con el que colocan (do, play o go).
Clasificar instrucciones según el deporte al que pertenecen.
Units 5–6 Interpretar una infografía para resolver una actividad de Verdadero-Falso.
Leer una receta para contestar preguntas específicas.

Dar y requerir Léxicos: Avisos de interés Reflexionar sobre la

información sobre los Materiales: aluminum cans, aluminum foil público. importancia de las
problemas ambientales and trays, cardboard boxes, batteries, Tiras cómicas. campañas visuales
en diferentes lugares. catalogs, ceramics, empty aerosol cans, Folleto sobre como disparador para
Identificar envases y food boxes, glass bottles and jars, reciclaje. persuadir al público
materiales que se pueden glassware, junk mail, light bulbs, magazines, Canción. sobre la importancia de
reciclar o no. metal food and beverage cans, milk and los problemas del medio
Analizar posibles juice cartons, mixed paper, newspaper, ambiente.
UNIT 7 acciones para el cuidado office paper, paperback/hardcover books, Reflexionar sobre
del medio ambiente. paper plates and napkins, plastic bottles acciones para revertir el
Save the planet Interpretar imágenes and jugs, phone books, pots and pans, rigid calentamiento global.
como medio de plastics, wide-mouth plastic containers. Valorar la importancia del
comunicación. Envases: bag, bottle, box, can, carton, jar reciclaje y la transformación
Integrate your learning: Acciones relacionadas con el reciclaje y de objetos de uso diario.
Describir el estado la preservación del medio ambiente: buy,
del clima y analizar filter, leave, plant, recycle, reduce, reuse,
información sobre las take, turn off, use
zonas climáticas. El estado del clima: cloudy, cold, hot,
rainy, sunny, windy.
 Gramaticales:
El uso del modo imperativo para dar
instrucciones y sugerencias.
La lengua de los jingles.
Reflexión sobre la lengua que se
aprende: Las palabras de uso común con
la expresión global warming.

Expresar opiniones sobre Léxicos: Tiras cómicas. Reflexionar sobre el uso de

el uso de la tecnología en Dispositivos tecnológicos: cell pone, cloud, Definiciones dispositivos tecnológicos
la vida diaria. desktop computer, digital camera, flash enciclopédicas. en la vida diaria.
Describir diversos drive, joystick, laptop, mp3 player, printer, Mensajes de texto Respetar turnos y reglas
dispositivos tecnológicos. smartphone, tablet, television, games instantáneos. de juego.
Describir acciones que console, web camera. Infografía.
suceden al momento del Acciones relacionadas a los dispositivos Juego de mesa.
habla. tecnológicos: use the Internet, take Canción.
UNIT 8 Preguntar y responder pictures, have audio/video chats, make
sobre actividades que phone calls, play games, send e-mails/
The world of ocurren al momento del instant messages/SMS.
technology! habla. Gramaticales:
Interpretar el lenguaje de El uso de present continuous para expresar
las tiras cómicas acciones al momento del habla: Jeremy
is sitting and looking at his smartphone.
Jeremy’s parents are talking to him. Jeremy
isn’t singing. What’s he doing?
Reflexión sobre la lengua que se
aprende: Las reglas de la formación de los
gerundios (-ing forms).

Review Interpretar imágenes con mensajes sobre el medio ambiente.

Clasificar palabras según el grupo léxico al que pertenecen.
Units 7–8 Interpretar tiras cómicas para resolver una actividad de multiple-choice y completar un texto.

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

17
 English all around

4 Guidelines
for working
with units
Unit aims
• See words you already know
in English.
• Learn the alphabet and
numbers 1-10.
• Listen to a song.

Starting out
Organize students into pairs
and ask them to answer the
questions orally. Teach or
review words for languages, for
example, English, Taiwanese/
Chinese, German, Thai, Spanish,
Italian, French and so on. Tell
students it is OK if they do
not recognize all the different
languages.

It is a good opportunity to
study the characteristics
of signs and notices with
students. This text type is
recurrent in all languages for
the purpose of providing basic
information about a given
place (such as a restaurant or
an airport) or a situation (such
as indicating the maximum
speed permitted on a road).
Thus, signs and notices consist
of short texts, clear language and may or Answers
may not be accompanied by images. page 4: 1 German, French, Taiwanese/Chinese, Spanish,
Thai, Italian and English. 2 Personal answers
Students have contact with signs and notices page 5: Vocabulary 1 taxi, camping, sandwich, shorts
all the time, so the ability to read this type of 2 Personal answers Reading 1 Answers on page
text is fundamental for daily life. In urban and/ 2 The girl counts in millions instead of units.
3 Personal answers
or tourist areas, there is a profusion of signs and
warnings in foreign languages (for example, pet
shop, fast food, self-service, patisserie, market,
parking, etc.), especially in English. Draw students’
attention to this fact and encourage them to use
their background knowledge to understand the
information shown on the signs and notices
presented at the beginning of the unit.

18
 Reading
Activity 1
Instruct students to match the
numbers with their written
forms. Check the answers with
the whole group and highlight
the use of the comma to
separate thousands, differently
from other languages in which
a period is used instead.

Activity 2
Have students close their
books. Ask them what they
like to read (What do you
like to read?). If necessary,
use gestures to facilitate
understanding. Write students’
answers in English on the
board. Refer the class to them
again in Activity 3.

If students mention comics,

ask them to share their
favorites with the class so as
to determine the most popular
ones.

Then students open their

books and read the comic strip.
Before having students answer
the question, guide them to
explore the comic strip further
by asking questions, such as:

Vocabulary
Activity 1
Ask students to do the activity individually and
then compare their answers with one or more
classmates.
Activity 2
If possible, after checking the answers, ask
students to work in pairs to think and add three
other words that they both know. Suggest them
focusing on different topics, such as technology:
user, password, online; music: DJ, festival; fast food:
bacon, crispy, big, premium, etc.
a How many times does the girl say she skipped?

(Ten million.)
b Did she really skip that many times? How do you
know? (No. Because she was counting a million
at a time, instead of one at a time.)
c What’s the name of this comic strip? (Peanuts.)
Activity 3
Ask students to do the activity individually and
then compare their answers with those they
mentioned in Activity 2.

19
 Listening
Activity 1
Draw students’ attention to
the picture. Ask if they know
the band and, if they do, have
them share what they know
about it.

Note: The Beatles began in

the city of Liverpool in 1958
and had enormous impact on
popular music and culture. In
the 14 years of their existence,
they attracted huge crowds
to their shows, a considerable
feat in the pre-globalization
era. They gained millions of
fans around the world and are
famous to this day. They are
the best-selling musicians of
all time.

Activity 2
Read the instructions to the
whole class. Ask students
to read the lyrics and try to
predict which word (D, me, tea,
tree, four, more) will be used in
each gap. Play the song twice
if necessary; then check the
answers.

This may be a good

opportunity to talk about the
kind of music students like to
listen and to find out whether
they listen to music in English
or not. If they do, ask if they try
to understand the meaning of In item c, students may explain the meaning of
the lyrics. new words to each other. If they find it too difficult
at this stage, provide them with the definitions or
Activity 3 ask them to look the words up as homework.
Ask students to do the activity individually and
then check it with the whole class by writing all Have the class practice the pronunciation of the
the possible answers on the board (they may vary). words mentioned.
Alternatively, or as a previous step, you may ask
students to share their answers in pairs.

20
 WELCOME UNIT

Optionally, you can introduce

the phonetic symbols for the
vowel sounds in the letters of
the alphabet: \eI\ (A, H, J, K);
\i…\ (B, C, D, E, G, P, T, V, Z);
\e\ (F, L, M, N, S, X); \´Á\ (O);
\u…\ (Q, U, W); \A…\ (R); \aI\ (I, Y).
Students can look up the
symbols in a printed dictionary
or online. Explain that there
is more than one phonetic
alphabet and symbols may
therefore vary, as may the
pronunciation of some
letters, such as Z, which can
be pronounced \zed\ (more
common in British English)
or \zi…\ (more common in
American English).

Activity 3
Students can do the activity in
pairs or in small groups. They
may also stand up and ask
the name and surname of at
least five classmates. Monitor
to verify that students are in
fact spelling their names and
surnames, and not just saying
them.

Help students if they need it.

Then, if necessary, have them
focus on the pronunciation
of frequently mispronunced
letters, such as D, G, J, M, N,
K, Q, A, E or I.

Speaking Answers
Activity 1 page 6: 1 The Beatles. 2 four, more, D, tea, tree, me
3 Personal answers
Read the instructions aloud and ask students page 7: 1 Personal answers 3 Personal answers
to perform the task individually. After having
checked the answers, encourage them to practice
pronouncing the acronyms in pairs.

Activity 2
Once students have completed the activity
individually, you can ask them to repeat the letters
out loud first and then to whisper them. If further
practice is required, you may have them listen to
the audio again and repeat the letters as many
times as possible during the pause between one
letter and the next one.

21
 Self-assessment
The chart with the letters
K L W is a type of graphic
organizer that seeks to help
students understand their
learning better.

The letters K L W respectively

stand for the information that
students already know (K),
the information they learned
(L) and the information they
still want to know (W). If you
consider it appropriate, tell
students they can use this
chart in other subjects and for
different activities along the
year.

Ask students to complete

the chart individually as they
review the unit in order to
identify what they already
knew in English, what they
learned in this specific unit
and what they still expect
to learn in the forthcoming
units. In addition to words
and expressions, encourage
students to think of strategies
and abilities to add to the
chart, such as identification
of cognates, prior knowledge,
use of music and electronic
games, etc.

Having Fun!
Remind students of the great
number of English words that
Answers
have been incorporated into our language and,
page 8: Having Fun! Answers on page
currently, are very commonly used in everyday
page 9: d, b a, c
conversations. Then draw students’ attention to
the word search and ask them to look for eight
English words that are part of our daily lexicon.

Suggested Websites
Macmillan Dictionary. (Available at: <www.macmillandictionary.
com>. Accessed in October 2018.) Macmillan online dictionary,
where pronunciation of words can be heard both in British
and American accents.
Sounds of English. (Available at: <www.soundsofenglish.
org>. Accessed in October 2018.) Site on English phonetics,
where one can hear the sound of letters and words and find
suggested activities.

22
This is me!

Starting out
Read the unit aims with the
whole class and explain
to students that these will
be revisited during self-
assessment (p. 18), when
each student will have the
opportunity to evaluate the
extent to which he or she met
the unit’s learning aims. You
can follow this same procedure
at the beginning of every unit.

Draw students’ attention to

the pictures and the flags.
Ask what they think each flag
represents (the country where
the children/teenagers come
from). Help students identify
and name the country each
flag represents and then ask
them to underline the country
or the nationality in each
introduction. Have students
do the activity individually and
then check it with the whole
class.

Draw a chart with two

columns on the board: one
for countries and the other for
nationalities. Ask students to
copy it into their notebooks
and complete it by writing, in
the corresponding column,
the names of the countries and
nationalities presented in this
activity. Ask them to leave some
blank space at the end of it.
Throughout the unit, students may add further items
Unit aims to the chart.
• Read biographical fact sheets and profiles.
• Learn countries names, nationalities and numbers
11–20.
• Use the verb be, personal pronouns and possessive
adjectives.
• Listen to introductions and greetings, and introduce
yourself.

23
 Reading
Activity 1 and Looking at
the Text
Draw students’ attention
to the biographical data,
instructing them to not read
everything just yet. Since this
is possibly the first time they
are performing a pre-reading
activity, explain that the
objective is, amongst other
things, to activate what they
already know about the topic
and to begin recognizing
some characteristics of
the text and the genre.
You can ask students to
justify their answers with
elements from the text. It is
not yet necessary to clarify
vocabulary. Encourage
students to answer based
on a quick read and on the
pictures. Check the answers
with the whole class and read
the Looking at the Text box
with students.

Answers
page 10: 1 a, c, d
page 11: 2 Personal answers. Possible answers are
underlined in the texts. 3 a Julian b Lara c Julian
d Julian 4 a 15 b Nigeria c watch movies and TV
shows 5 Answers on page 6 Personal answers

24
 UNIT 1

Activity 4
Ask students to do the activity
individually and check it with
the whole class.

Then ask students to return

to the chart of countries
and nationalities that they
copied into their notebooks
in the Starting out section and
include the terms Nigeria,
New Zealand, Nigerian
and New Zealander in the
corresponding columns (the
first two in the “Countries”
column and the second two
under “Nationalities”).

Activity 5
Read the instructions aloud
and ask students to do the
activity in pairs. After checking
the answers, explain the
characteristics of the presented
genres: biographical sheet and
profile.

Activity 6
Organize students into pairs
or trios. Read the instructions
and draw students’ attention
to the cognate identify in the
question. Ask them to justify
their answers and choose
some students to share their
answers with the whole class.

Activity 2 and Reading Tip

First go through the Reading tip with the whole
class. Ask students to do the activity individually
and then have them compare their answers with
those of a classmate.

Activity 3
Instruct students to read the text on page 10 once
again and underline the sentences that justify
their answers. Check the answers with the whole
class. Ask students to share the information that
support their choices, for example, the word guitar
is connected to Julian because his biographical fact
sheet says that he is learning to play the guitar.

25
 Vocabulary
Activity 1
Ask students to read the
biographical sheets quickly
to identify the information
referring to the teenagers’
nationalities (country of
origin). Help them recognize
the names of the countries
which are cognates, and the
similarity between the name of
the country and the respective
nationality.

Activity 2
Ask students to do the activity
individually and compare
answers with a classmate
before checking the answers
with the whole class. You
can enlarge the activity by
adding other examples, such
as -ean (Chilean, Ecuadorean,
Singaporean, Korean) and -i
(Somali, Iraqi, Pakistani).

The World of English

Read the information in the
box with the whole class; then
ask students to say which
countries correspond to the
nationalities mentioned.

Activity 3
Do the activity with the
whole class on the board and
ask students to repeat the
numbers.
for example It’s higher or It’s lower. The student
Activity 4 who guesses correctly then comes to the front and
Divide the activity into two stages. First, play the the activity is repeated. The activity can also be
audio and ask students to repeat the numbers. used on other occasions, such as a warm-up or an
Then read the instructions and demonstrate the end-of-class activity. If the class is large, you can
activity before having the class do it. organize it into small groups.

For additional oral practice with numbers 11–20,
students can play a simple game: Ask a student
to come to the front. Have him or her choose a
number between 11 and 20, and write it on a sheet
of paper. The rest of the students will then have to
guess the number chosen by asking, for example Is
it number 13? If the guess is incorrect, the student
at the front answers No, it isn’t and provides a clue,
Another activity is to practice the pronunciation of
the numbers in English using the voice recorder
function of a cell phone. Ask students to say
numbers 11 to 20 as they record themselves.
Then they listen to the recording to check their
own pronunciation.

26
 UNIT 1

Grammar
Activity 1
Ask students to look at the
pictures and then play the
audio. You can expand the
explanation about pronouns
using information from
students in the class. Focus on
the use of pronouns in singular
and plural forms.

If appropriate, play the audio

again and ask students to
repeat the sentences in items
b to d.

Understanding Language
Ask students to complete
the activities from the box
individually and to compare
their answers with those of a
classmate before checking the
activity with the whole class.

Draw students’ attention to

the full form of the verb be in
the first activity in the box and
to the contracted form in the
sentences from Activity 1.

Activity 5
Ask students to do the activity individually. If
possible, ask them to write their answers on a
piece of paper and display them on the classroom
walls. You can then, with the help of students, find
out who the oldest and the youngest students are,
and if there are students with different nationalities
in the class.
Answers
page 12: 1 b 3 c 4 d 5 e 2 2 -ian Brazilian -ese Japanese
-an German, South African -ish British
3 a Answers on page 4 Answers on page
5 Personal answers
page 13: Understanding Language 1 They, He, He, She,
We, They, They 2 possessive 3 my, his, her, their

27
 Activity 2
Read the instructions aloud
and ask students to complete
the activity in pairs. Check
the answers orally. Ask
students at random to read
the introductions aloud.

Understanding Language
Ask students to complete
the activities from the box
individually. Check them with
the whole class and explain
that in short affirmative
answers, long forms are
always used, for example,
Yes, I am or Yes, we are.

Language Corner
Read the information from
the box with the whole class.
Ask students if they have
nicknames and if they know
the nicknames of any famous
people.

Activity 3
Ask students to do the activity
individually. If necessary, do
the first item with them as an
example. Check the answers
with the whole class on the
board.

Activity 4
Ask students to do the activity
individually and compare their
answers with a classmate.
Then check the activity with
the whole class. Finally, you can ask them to write
two short paragraphs by copying the sentences in
the correct order into their notebooks.
Answers
page 14: 2 a I’m / I’m b They’re / They’re c We’re / We’re
d he’s / He’s 3 a His, He’s, he’s, His, are b Her,
She’s, she’s, Her, are 4 3, 4, 5, 2 / 1, 4, 2, 3
Understanding Language 1 ’m, ’re, ’s, ’s, ’s, ’re,
’re, ’re 2 formal, informal
page 15: 1 Personal answers 2 a 2 b 3 c 1 d 4 3 a Hello.
b Hi. c Good morning. d Bye. Language Corner
Personal answers

28
 UNIT 1

Activity 2
Explain to students that the
passages they will hear (as in
Activity 3) were extracted from
these movies and re-recorded.
Read the introductions with
them. Explain that they do
not need to understand the
whole audio, but they just
need to identify the presented
introductions only. Play the
audio once and ask students
to compare their answers as
a class. If necessary, play the
audio again for them to check
their answers. The audios are
from the following movies:

a The
 Fault in Our Stars.
Director: Josh Boone.
Producers: Marty Bowen,
Wyck Godfrey. USA, 2014.
b Frozen.
 Director: Chris
Buck, Jennifer Lee.
Producer: Peter Del Vecho.
USA, 2013.
c Despicable
 Me 2. Directors:
Pierre Coffin, Chris
Renaud. Producers:
Janet Healy, Christopher
Meledandri. USA, 2013.
d Monsters
 University.
Director: Dan Scanlon.
Producer: Kori Rae.
USA, 2013.

Listening
Activity 1
Organize students into pairs or trios. Read the
instructions with the class. If students have seen the
movies, ask them if they can remember the situations
in which the characters introduced themselves.
Finally, see if students know the characters that
appear in the movie posters. They are:
Activity 3
Draw students’ attention to the movie poster
presented in this activity. Ask them if they have
seen the movie and if they have, whether they liked
it or not.
Information on the movie: The Amazing
Spider‑Man 2. Director: Marc Webb. Producers:
Avi Arad, Matthew Tolmach. USA, 2014.

a Augustus Waters and Hazel Grace Lancaster First, read the words and phrases aloud. Then ask
 students to repeat them with varying intonation,
b Elsa,
 Anna, Kristoff, Olaf and Hans for example, sounding interested, bored or curious.
c Kevin (Minion) and Felonious Gru Play the audio once or twice for students to
 complete the activity, and then check the answers
d Sullivan
 and Mike with the whole class.

29
 Speaking
Activity 1
Draw students’ attention to
the picture from the movie
Despicable Me 2, showing the
characters Eduardo and Gru
introducing themselves. Ask
students to try and guess what
they are saying to each other.
Write some of the students’
answers on the board.

Activity 2
Demonstrate steps 1, 2 and
3 for students to understand
what they have to do as
this is the first time they are
performing this type of activity.

Organize students into groups.

Monitor the activity but avoid
correcting them at this stage.
Correction, if necessary, may
be done later.

Pronunciation Corner
Ask students to listen to and
repeat the sentences from
the box, paying attention to
intonation.

Answers
page 16: 1 Personal answers 2 Answers on page
page 17: Integrate your learning 2 United States of
America / American 3 Mexico / Mexican
4 Colombia / Colombian 5 Peru / Peruvian 6 Brazil /
Brazilian 7 United Kingdom / British 8 Ireland /
Irish 9 Portugal / Portuguese 10 France / French
11 Germany / German 12 Russia / Russian
13 India / Indian 14 China / Chinese 15 South
Korea/Republic of Korea / Korean 16 Japan /
Japanese 2 Personal answers

30
 UNIT 1

Macmillan Life Skills –

Cultural awareness
After having finished the
activities in this section,
you may use the worksheet
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.

Integrate your learning

Activities 1 and 2
Refer students back to the Vocabulary section on
countries and nationalities in this unit. As a review,
ask them to name the presented countries and
nationalities, and write two lists on the board.

Have students work in pairs or trios to identify the

countries marked on the map. Then, with the help
of a printed or an online dictionary, ask them to
look for the names of the countries, as well as the
names of the corresponding nationalities. Check
the answers with the whole class. Help students
with the pronunciation of the new words. Finally,
take a class poll to discover if there is a country
that most students would like to visit.

31
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses in
order to foster self-reflection
on the learning process. By
identifying their weaknesses,
students can ask for help
from a classmate, redo some
activities, focus on the activities
of the Review sections, refer to
the Grammar Reference or do
the Workbook activities. Ideally,
students always have a sense
of achievement 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!
This is the last section in each
unit. It provides students with
fun activities, like solving a
puzzle, performing an origami
folding or reading a comic
strip. 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! Answers on page. Possible answer:
United States.
page 19: Will Smith’s family and Malala Yousafzai’s family.

32
We are family!

Starting out
Examine the photos with
students and ask what they
have in common (they both
show the family of famous/
well-known/important people:
American actor Will Smith
and Nobel Peace Prize winner
Malala Yousafzai).

In the Speaking section (p. 26),

students will use one or more
photos (printed or digital)
of their own families or the
people who live with them.
Ask students to look for photos
in advance. Bring photos of
your family to describe them
and give the class an example
of how to do it.

Alternatively, if it gets difficult

for students to bring photos,
have them draw their family.

Unit aims
• Read and understand photo captions and family trees.
• Learn and use vocabulary related to family
members, and numbers 21–100.
• Use the ’s (possessive), the verb have and this/that.
• Listen to a family description and describe your family.
• Create a family tree.

33
 Reading
Activity 1
Remind students about the
aims of the Pre-reading
subsection. Emphasize that
the main objectives are: to
activate prior knowledge about
the topic and to recognize the
characteristics of different texts.

Draw students’ attention to

texts 1 and 2 and have them
look at the pictures. Ask
students if they recognize the
families in them. Students can
do the activity in pairs. While
checking, ask them to justify
their answers by citing the
appropriate information from
the text.

Looking at the Text

Read the information given
with the whole class and ask
students where they usually
see photos with captions (e.g.,
in newspapers and magazines,
both printed and online).

Note: Malala Yousafzai (July 12,

1997) was born in Pakistan,
where the education system
was very poor. According to
the United Nations Educational,
Scientific and Cultural
Organization (UNESCO), more
than five million children
between 5 and 11 years of
age do not go to school in Activity 2
Pakistan, and two-thirds of these children are girls.
Ask students to do the activity individually and
In 2009, encouraged by her father and using a
then compare their answers with those of a
pseudonym, Malala began to write the blog “Diary
classmate. After checking, instruct students to
of a Pakistani Student,” to tell about the difficulties
correct the false statements with information
faced under the Taliban regime. The blog became
from the text.
known for defending the education of girls and for
openly criticizing the Taliban, an issue that even
Pakistani politicians avoided out of fear. In October
2012, when her identity was revealed, armed men
boarded her school bus and shot her in the head.
Malala survived and was taken to England where
she underwent surgery for reconstruction of her
cranium and restoration of her hearing.

34

Activity 3
Ask students what they know about the family
presented in the family tree.
Explore the elements of a family tree with the
whole class: a graphic diagram with personal
information and visual demonstrations of family
relations.
Explain that genealogy is the study of the history of
a family and its line of descent from its ancestors.
Check the activity with the whole class and have
students pay special attention to the pronunciation
of the words that designate family members.
UNIT 2
Pronunciation Corner
If appropriate, explain to
students that the consonant
cluster th has two sounds. In
words such as mother and
father, the sound is produced
by vibrating the tongue while it
touches the upper front teeth.
This consonant sound is voiced
and is represented by the
phonetic symbol \D\. In words
such as think and through,
the tongue lightly touches
the upper front teeth, without
vibrating, and the air passes
between the tongue and the
teeth. This is an unvoiced sound
(voiceless) represented by the
phonetic symbol \D\. Encourage
students to practice the
pronunciation of these sounds
whenever possible. Remind
them about the Macmillan
online dictionary, which they
can always refer to so as to
check the pronunciation of
words, both in British and
American accents.
Activity 4
Read the instructions aloud
and have students speak about
their own families, comparing
them to the families presented
in the section. Help students if
they require specific vocabulary
such as a family tie that has not
been presented yet.
Answers
page 20: 1 a, b 2 a F / Toor Pekai is Malala’s mother. Her
father is Ziauddin. b F / Malala has two brothers.
cTdT
page 21: 3 a visual and verbal b birth and death c marriage
d parenthood 4 Personal answers
35
 Grammar
Activity 1
Draw students’ attention to
the picture and ask them what
they know about the Harry
Potter series. Introduce words
that could be new to them, for
example guardians or relatives.
Or guide them to infer their
meaning from the context.

Explain that, even though

there are cognates in the
text, false cognates (such as
relatives) also exist and deserve
special attention.

Understanding Language
After reading the information
in the box, it is important to
point out that ’s, in this context,
is not the contracted form of
the verb be. Refer students
to the grammar chart for
possessive ’s in the Grammar
Reference (p. 108).

Activity 2
Draw students’ attention to
the diagram on the photo.
Help them notice that Trey is
not Jada’s son. Trey’s mother
is Will’s first wife, Sheree
Zampino. If appropriate,
introduce the word stepfamily
by explaining that the family
in the photo corresponds to
Trey’s stepfamily.

Macmillan Life Skills – Social Skills

After having finished the activities in this section,
you may use the worksheet related to social skills,
available at the Teacher’s Resource Centre. Make
the necessary copies for the task. Before handing
the sheets out, write Social Skills on the board
and ask students what they think these skills refer
to. Briefly explain that social skills are related
to reacting appropriately to different situations,
as you will see explained in more detail in the
specific Teacher’s Notes for this task.

36

Activity 3 and Understanding Language
Ask students to read the texts paying special
attention to the words in red and in blue. Then they
solve the items in the Understanding Language box
and self-check their answers by referring to the
Grammar Reference (pp. 108–109). Finally, check
the answers with the whole class.
Activity 4 and Understanding Language
When explaining these activities, provide examples
of the differences in the use of this and that. You
can also ask students to write a few sentences
UNIT 2
using these pronouns, in order
to confirm understanding.
Refer students to the Grammar
Reference (p. 109) for further
explanation.
Note: Look for a few
photos of famous families in
entertainment magazines or on
the Internet to be used in the
next lesson.
Answers
page 22: 1 Family, ancestors, grandparents, parents,
guardians, children, relatives 2 b Will’s c Jaden’s /
Willow’s d Jaden’s e Will’s / Jada’s f Trey’s
Understanding Language They all have ’s after
his name. / a
page 23: 3 a Understanding Language a possession
b affirmative form c negative form 4 a that / that
b This Understanding Language b, a
37
 Vocabulary
Activity 1
After having checked the
answers with the whole class,
have students close their
books and ask them about
the members in each of the
families presented, for example
Who’s Rocco? Students
should answer with complete
sentences, for example He is
Madonna’s son. Students may
write some questions and
answers in their notebooks
and then say them orally.
Alternatively, you can organize
students into pairs and ask one
student to ask a question and
the other to answer.

Display the photos of famous

families around the classroom
(see Note on page 35). Have
students ask and answer
questions about them. Write
the following model dialog on
the board:
A: Who’s this girl?
B: (I think) She’s Brad Pitt’s
daughter. / I don’t know.

You can also organize

students into pairs, hand out
the photos and repeat the
above procedure. In this case,
make sure pairs exchange
photos after a few minutes of
interaction so as to maximize
practice. Answers
page 24: 1 a children b sisters c brothers d mother e has
It is a good opportunity to review expressions, f father 2 f, a, d, e, b, c 3 a aunt b uncle c nephew
such as I think, I don’t know, I don’t remember, etc. d niece e grandmother
page 25: 2 Personal answers 3 family, children, aunts and
uncles, cousins 4 mom 5 a 54 b 7 c 1978 d 36 e 3 f 6

38
 UNIT 2

Activity 3
Read the instructions aloud
and make sure all students
understand. Then ask students
to read the paragraph in
silence and play the audio.
Play it once again if necessary,
and check the answers with
the whole class.

Activity 4
Before playing the audio,
explain to students that they
do not need to understand
everything; they only need to
concentrate on the information
necessary to answer the
question. Play the audio one
more time if necessary, and
check the answer with the
whole class.

Activity 5
Explain to students that when
we say a year in English, we
divide the number into two
parts (e.g., for 1978, we say
“nineteen seventy-eight”; for
2012, we say “twenty twelve”).

As an additional activity,
students can listen and
practice different numeric
forms on the site English
Number. (Available at:
<www.englishnumber.com>.
Accessed in October 2018.)

Listening
Activity 2
Read the instructions aloud. Encourage students
to give their opinions in English (for example, they
are friends, they are sisters, they are daughter and
mother, etc.). Elicit several possibilities, but do not
give the answers yet. Finally, explain that Julie is
introducing her family.

39
 Speaking
Activity 3
In this activity, students will
use the photos that have been
requested at the beginning
of the unit. In case it was not
possible to obtain them, ask
students to draw or represent
their families simply. Read
the instructions aloud so that
students know what they are
expected to do. Demonstrate
steps 1, 2 and 3 with a photo
of your own family or make
simple drawings to represent
the members of your family
on the board.

Answers
page 26: 1 Personal answers 2 a, c, d, b

40
 UNIT 2

Writing Guidelines
Tell students to verify that the
organization and the spelling
of words in their family tree
are correct. When checking
students’ work, try to make
positive comments and
evaluate different aspects of
their productions, for example
the content, the presentation,
their commitment, effort and/
or enthusiasm while working,
etc. In this way, students will
perceive that both their work
and progress are valued.
Encourage students to use
their notebooks as a kind of
portfolio where they can keep
their work for future reference
and show to their family and
friends.

Students will probably ask

about specific vocabulary
that was not directly
presented in the unit such as
stepbrother, stepsister, great
grandparents, boyfriend,
girlfriend, etc. If necessary,
help them so that they can
put together the family tree
with the people they choose.
It would be interesting to do
this activity with the whole
class and lead students to
build their own glossary with
vocabulary related to family
and other relationships in their
notebooks.
Writing
Activity 1
Since this is the first unit in which the Writing
section has been included, explain to students that
before starting to write, they will always do a pre-
writing activity. All pre-writing activities will aim
to activate prior knowledge on the topic students
will have to write about and to help them plan out
their writing. Conduct the activity with the whole
class, asking all students to justify their choices.
Although answers are personal, inform students
that item c is not typically found in family trees.

41
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses in
order to foster self-reflection
on the learning process. By
identifying their weaknesses,
students can ask for help
from a classmate, redo some
activities, focus on the activities
of the Review sections, refer to
the Grammar Reference or do
the Workbook activities. Ideally,
students always have a sense
of achievement 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!
This is the last section in each
unit. It provides students with
fun activities, like solving a
puzzle, performing an origami
folding or reading a comic
strip. These activities are not
only meant to be performed
at the end of the unit; they
can be done at the beginning
or at the end of a class, or
during a lesson as a moment of
relaxation.
Answers
page 28: Having Fun! Answers on page
page 29: 1 a Dua Lipa / twenty-three b Chino Darin /
twenty-nine c fifty-one / Emma Roberts / twenty-
seven d Chris Hemsworth / thirty-five 2 1 A 2 B

42
 UNITS 1–2

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

The activities proposed in this section are based

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

43
 Answers
page 30: 2 3 C 4 D 5 D 6 C 7 B 3 1 f 2 g 3 a 4 d 5 b
4 a father b daughters / children c grandmother
d grandfather e grandparents

44
Home

Starting out
If possible, choose some
pictures of rooms and objects
normally found in homes
(e.g., a bed, a cupboard, a sofa,
a refrigerator, a stove, etc.).
These pictures may be used
subsequently in the Vocabulary
section (p. 34).

Organize students into pairs

or trios. Draw their attention
to the pictures and ask them
to discuss the question at the
bottom of the page. If the
discussion is mostly held in
L1, provide students with the
language they may require and
write key words or phrases on
the board for their reference.
Finally, students can also
describe their own home
briefly.

Unit aims
• Read and understand a classified ad and
a description of a house.
• Recognize and practice parts of the house
and furniture.
• Form questions with Where.
• Learn and practice prepositions: in/on/under.
• Listen to description of a house and a song.
• Ask for information about a classified ad.

45
 Reading
Activity 1
Ask students to do the activity
individually and then compare
their answers with those of a
classmate before checking the
answers with the whole class.
Ask students to justify their
answers based on elements
from the text. To complement
classwork, have students
compare the layout of the ad
on page 32 with those they
would probably find in their
home country.

Answers
page 32: 1 a a classified ad b the United States c a website
page 33: 2 a T b F c F d T e F f T 3 Answers on page 4 a, b,
c, d, e 5 They refer to rooms of a house. 6 a

46
 UNIT 3

Activity 5
Draw students’ attention
to the text and ask where it
was extracted from (a book).
Read the instructions with the
whole class and ask students
to answer the question
individually.

Activity 6 and Language

Corner
Have students select the
picture that they think best
matches with the description
and check the answer in pairs
trying to justify their choice.
Go through the Language
Corner box with the whole
class and see if students can
think of other adaptations
of this type, for example the
inclusion of ramps instead of
stairs to facilitate access to
people on wheelchairs.

Activity 7
Write some sentences on
the board to help with the
discussion. For example,
I prefer to live in... because...
(it’s more comfortable/it’s safer/
there’s more space). Do not
worry about grammar in this
instance. Mainly, focus your
attention on helping students
with their justifications.

Reading Tip and Activities 2, 3 and 4

Read the information in the box with the whole
class. Then ask students to do the activities
individually. Monitor and clarify any doubts as
necessary. After checking the answers in Activity 2,
ask students to correct the false statements:
b The house has two bedrooms.
c The house has one bathroom.
e The name of the contact is Woody.

47
 Vocabulary
Activity 1
After checking the answers,
ask students to repeat the
names of the rooms in the
house. Then ask them to cover
the words and look at the
pictures. Say the letters one at
a time for students to identify
the rooms (for example, d =
kitchen). You can also organize
students into pairs for this
activity.

Activity 2
In case you set-aside the
pictures suggested at the
beginning of the unit, after
checking the activity, organize
students into pairs. Choose
one picture at random without
showing it to the class and
say: In my picture, you can
see... (a bed, a wardrobe
and a chair). Ask students
to identify the room you are
describing and then show
them the picture so that they
can confirm their guess.
Give one picture to each pair
of students and ask them
to repeat the activity with
their classmate. Go over all
the pictures with the class.
Introduce new vocabulary that
students may need.

Answers
page 34: 1 f, b, a, c, d, e 2 a beds b shower c chairs d stove
e sofa
page 35: 1 c, a, b, d Understanding Language 1 a in b on
c under 2 a 3 Answers on page

48
 UNIT 3

Grammar
Activity 1
Draw students’ attention to the picture. Ask: What
can you see in the picture? Read the instructions
with the whole class and ask students to complete
the activity individually. Then ask them to form
two additional questions using the objects in the
pictures. Monitor and correct students if necessary.
Have students ask each other the questions they
have written; students should answer using
the prepositions in, on and under. Write some
examples on the board and ask students to copy
them into their notebooks if appropriate.

49
 Activity 2
After doing the activity, if
appropriate and if possible,
you can work with the art
teacher to help students
prepare a floor plan of a room
and organize an exhibition.
There are several websites
where students would be
able to create floor plans for
different rooms including
furniture and electrical
appliances, for example:
<planner.roomsketcher.com>
(Accessed in October 2018.).
Students can do this activity
in small groups, depending on
the availability of computers
and/or access to the Internet.
The recommended site
is simple to use, but we
suggest visiting it in advance
and experimenting to gain
familiarity with the resources,
and thus, be able to help
students more easily. Once
students have created their
floor plans, ask them to write
a short paragraph describing
the location of furniture and
appliances to practice the key
language of the unit.

Activity 3
Once students have
finished, ask them to share
their sentences with some
classmates.
Answers
page 36: 2 a is/’s / It’s in the bedroom. b is/’s / It’s in the
kitchen. c are / They’re in the dining room. d is/’s /
It’s in the living room. e are / They’re in the dining
room and the kitchen. 3 Personal answers
page 37: 1 Her bedroom. 2 a big b living room c on /
bookcase d yellow e under / desk 4 Father, Mother,
kids, Sister, Brother, house, street, house

50
 UNIT 3

Activity 2
Read the sentences with the
whole class. It is important
for students to know that they
need to focus on the requested
information. Play the audio.
If necessary, play it more than
once for double-checking.

Activity 3
Ask students to compare their
drawings. Then you can also
draw the floor plan of the
house on the board and ask
students to compare it with
their own drawings.

Activity 4
The audio includes a cover
version of the song Our House
by the band Madness.

Note: Madness is a British ska

and pop group formed in 1976.
The band underwent several
changes and was extremely
popular in the 1980s. The song
Our House was one of their
most famous songs. Note
that in the music industry,
a “single” is a song released
in isolation and considered
commercially viable. However,
if it becomes popular, it is
frequently re-released as part
of an album.

Listening
Activity 1
Read the instructions with the whole class. Have
students predict Susan’s answer and encourage
them to invent a reason for her choice, for
example: I think her favorite place is the backyard
because she loves nature. or It is the living room
because there is a very comfortable sofa. Play the
audio and check the answer with the whole class.

51
 Speaking
Activity 1
Organize students into pairs.
Demonstrate steps 1–3 a few
times for the whole class so
that the activity is clear for all
students.

Pronunciation Corner
After students have listened
to the words, encourage
them to count the syllables
in each of the words, without
separating them. For this
purpose, play the audio again
and show students the number
of syllables in each word, as
it is shown below. Each dot
corresponds to one syllable
and the larger dot indicates
the stressed syllable.

backyard bathroom bedroom dining room

garage kitchen living room

Whenever possible, encourage

students to mark the stressed
syllables of key words, as this
will help them pronounce
them correctly. If considered
appropriate, this activity can
be repeated with the words
from the Having Fun! section
(p. 40). For further explanation
and practice on syllable
separation, students can visit
<www.howmanysyllables.com/divideintosyllables>
(Accessed in October 2018.).

Activity 2
Encourage students to say simple phrases.
If necessary, write some guidelines on the board,
for example, The best thing I like in Ana’s house is… /
What I really like in Ana’s house is… .

52
 UNIT 3

Macmillan Life Skills –

Cultural awareness
After having finished the
activities in the Integrate your
learning section, you may
use the worksheet 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 particular
task, students will have the
chance to analyze the different
styles of important painters,
and begin to use graphic
organizers to understand and
summarize ideas. Make sure
you have the necessary copies
for all students.

Integrate your learning Answers

Activity 1 page 39: Integrate your learning 1 Personal answers
2 a Georges Seurat b dots c image 3 Personal
Lead students to notice that the two works of art answers
show houses and that the painting technique is
the same (pointillism). Explain to students that
there are other items that these paintings have in
common: they both belong to the 19th century and
were painted by French artists. Ask students which
of the two works they liked most and why.

53
 Self-assessment
Designed to develop the
learners’ responsibility for
their own learning, in this
section students are led
to become aware of their
strengths and weaknesses in
order to foster self-reflection
on the learning process. By
identifying their weaknesses,
students can ask for help
from a classmate, redo some
activities, focus on the activities
of the Review sections, refer to
the Grammar Reference or do
the Workbook activities. Ideally,
students always have a sense
of achievement 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!
This is the last section in each
unit. It provides students with
fun activities, like solving a
puzzle, performing an origami
folding or reading a comic
strip. These activities are not
only meant to be performed
at the end of the unit; they
can be done at the beginning
or at the end of a class or
during a lesson as a moment of
relaxation.
Answers
page 40: Having Fun! A refrigerator B table C bed
D bedroom E kitchen

54
It’s school time!

Starting out
Draw students’ attention to the
pictures and ask what they all
have in common (they show
children at school). Read the
instructions at the bottom of
the page with students. Write
the following prompts on the
board: A perfect school is… ;
A perfect school has… . Ask
students to write three or four
characteristics of an ideal
school. Then ask them to share
their answers in pairs or trios.
Finally, ask them to check if
they have the same opinion
about what the ideal school
would be like. Encourage
students to write simple
sentences. Monitor and help
with vocabulary if necessary.

Unit aims
• Read and understand a web page and a blog post.
• Recognize and practice days of the week, school
subjects and places in your school.
• Learn and practice there is/are and indefinite
articles a/an.
• Listen to a school announcement.
• Talk about your favorite things.
• Create identifications signs for your school.

55
 Reading
Activity 1
Activate students’ prior
knowledge about web pages
and their characteristics. Ask
students to discuss these
characteristics in pairs or
in small groups so that they
can exchange information
and expand what they know.
Encourage the whole class
to participate. Then draw
students’ attention to Harmony
Middle School’s web page.
Ask them to go through it
attentively to try to identify any
of the characteristics that were
mentioned. Direct the activity
as a whole class task. Ask
students to justify their answer
by showing elements they can
identify on the school’s web
page, as well as by mentioning
other basic elements all
web pages have, such as the
address bar containing a URL,
a search bar or a navigation
menu. They can also name
elements that are not included
on this web page, for example,
a scroll bar, social media icons,
etc.

Activities 2 and 3
Ask students to do these
activities individually and then compare their
answers with those of a classmate. After students
have finished Activity 2, ask further questions
about the other elements that are displayed on
Harmony Middle School’s web page. You may
need to explain that the word enroll on the menu
refers to the act of enrollment; that is, to access
this page, the student would be taken to a section
of the site that explains how to enroll in the school.
If your school has its own site, invite students to
explore it, and then compare it to Harmony Middle
School’s web page.
Reading Tip
Organize students into groups of three. Read the
information from the box aloud and ask students
to list three or four characteristics of a web page.
Compare the lists with the whole class. Ask
students why it is important to understand the
characteristics of different types of writing.
Talk about the types of writing they are studying
in their L1 classes. Encourage them to list basic
characteristics and seek to emphasize that many of
them are common to written texts in both English
and their L1.

56

Activity 4
Find out how acquainted students are with
the blog format. Make sure they know basic
characteristics of a blog, such as the personal
nature of the content, the presence of comments,
and the specific layout.
UNIT 4
Answers
page 42: 1 a 2 combine different modes of representation
(words, sounds, visuals); always have a unique URL
or Internet address; are part of a website 3 a T b F
cTdF
page 43: 4 c 5 Edumedia for Teachers, Sophie Login,
Instructional technology specialist and teacher,
Harmony Middle School, Detroit, New teaching
approaches using technology, Nine 6 Personal
answers
57
 Grammar
Activity 1
Have students look at the
school timetable attentively.
Lead the class to practice
the pronunciation of new
words by repeating chorally.
Ask students to compare the
presented school timetable
with their own. Do they have
Religious Education or Home
Economics, for example?
If they do not have these
subjects or others, ask if
they would like to have them
and why. Encourage them
to suggest other subjects
they would like to have and
introduce the words in English
if necessary, for example,
Gardening, Environmental
Issues or Electricity at Home.

Answers
page 44: 1 a T b F c T d F e T f T g F h T Understanding
Language there are / there isn’t
page 45: 2 b Is there an I.T. class on Wednesday? Yes,
there is. c Are there P.E. classes on Monday and
Wednesday? Yes, there are. d Are there geography
classes on Tuesday and Thursday? Yes, there are.
3 Personal answers 4 Personal answers
Understanding Language there is / Are / there
aren’t; a consonant b vowel

58
 UNIT 4

Activity 3
Ask students to do the activity
individually and then compare
answers with those of a
classmate. Finally, take a class
poll to check the majority’s
opinion.

Activity 2
After having checked the activity, organize
students into pairs. Explain that, in each pair,
one student will be student A and the other will
be student B. Ask them to look at the timetable
on page 44 for one or two minute/s and try to
remember the schedule of each class. Meanwhile,
write the following guidelines on the board:
A: Is there a/an _______ class on _______?
B: Yes, there is. / No there isn’t.

Student B should close his/her book and student

A should ask questions about the times of the
classes. Then students switch roles. Finally, each
pair can comment on who could remember more
information.

59
 Vocabulary
Activity 1
Encourage students to infer
meaning and identify cognates
in the timetable on page 44 by
circling them. Make a list on
the board.

Activity 2
Most students all around the
world are familiarized with
this type of graphic organizer
(school timetables), so students
will surely understand that
the times indicate the time of
the day in which each class
is delivered and that the
abbreviations at the top stand
for the days of the week. Ask
students to do the activity
individually and then check the
answers with the whole class.

Activity 3
After conducting the activity as
a whole class, arrange the class
into groups of three or four
students. Groups should create
another rhythm for the rhyme,
rehearse it and present it to
the class. The class can choose
the best rhythm, the most fun
rhythm, the easiest one, the
hardest one, etc.

Answers
page 46: 1 a 2 b 3 a Monday, Tuesday, Wednesday,
Thursday, Friday b Saturday, Sunday 4 b, f, d, c, e,
a 5 a restrooms b teachers’ room c computer lab
d classroom e science lab 6 Personal answers
page 47: 1 Personal answers 2 b 3 The principal and the
other members of the school. 4 c 5 Personal
answers

60
 UNIT 4

Language Corner and

Activity 5
After going through the
information in the box, ask
students in which context
or situation it would be
most appropriate to use the
pronouns equivalent to “Mr.”
or “Mrs.” in L1, based on
prior knowledge of formal
and informal language from
their L1 classes. Explain that
in English-speaking countries,
students address teachers
more formally, using Mr.,
Mrs. or Miss and the teacher’s
last name. It is important to
emphasize that, since cultural
norms vary, it may not be
disrespectful to call teachers
by their first names (in their
own language). Have them
think on how they address
their teachers at school.

Listening
Activities 2, 3 and 4
Read the instructions aloud, one by one. Play the
audio once for each activity. At the end, play the
audio again for students to check.

61
 Speaking
Activities 1 and 2 and
Language Corner
After having explained the
activities, instruct students to
talk about their favorite things
or people. Encourage the use
of the vocabulary presented
in this unit and previous ones.
If you feel it is necessary,
review the use of singular
and plural forms in questions
and answers. Ask students to
take notes on what classmates
say and then do Activity 3.
Try to encourage the use of
personal pronouns, possessive
pronouns, vocabulary on
family and rooms in the house,
as well as the plurals of nouns.
Also encourage the use of
the expressions shown in the
Language Corner box. You
can provide further examples
of sentences that make the
conversation more natural and
fluid, such as: Really? It’s my
favorite, too; Hmm… yes, math
is my favorite subject; Well,
I think my favorite singer is
Beyoncé; etc.

Activity 3
Ask students to record their
short films using their cell
phones. Then suggest them
sharing their recordings
amongst themselves and with
others at school and at home. Macmillan Life Skills – Study Skills
After having finished the activities in the Speaking
Suggested Website section, you may use the worksheet related to
British Council. Teaching English. (Available at:
study skills available at the Teacher’s Resource
<www.teachingenglish.org.uk/article/school>. Accessed
in October 2018.) British Council website with video and Centre. As you will see explained in more detail
vocabulary relating to school. in the specific Teacher’s Notes for this task, it is
important for students to develop study skills not
only for the classroom, but also for life. In this
particular task, students will have the chance to
expand their vocabulary related to study habits.
Make sure you have the necessary copies for all
students.

62
 UNIT 4

If you have access to a

computer lab and printers,
students can use websites to
produce the notices, adding
different elements to the
layout. Instruct them to use
sites that do not require
registration for the use of tools.

You can also suggest students

using different websites to
produce notices with a quirky
or fun layout. In a search
engine, look for terms such
as free poster maker or free
poster generator. When using
these tools, the steps presented
in the Writing Guidelines will
remain the same.

Writing
Activities 1 and 2
After students have looked at the picture in
Activity 1, decide with the whole class which
notices each group will produce or if they will all
produce the same notices. Ask students’ opinions
about where notices should be posted. In case the
number of notices produced is high, you can hold
a competition, for example. Notices that are not
selected can be posted with clothespins on a string
and exhibited so as to be shared with the whole
school community.

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

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

Having Fun!
This is the last section in each
unit. It provides students with
fun activities, like solving a
puzzle, performing an origami
folding or reading a comic
strip. 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.

64
 UNITS 3–4

Review
These pages with extra activities aim to create
systematic opportunities of learning the content
presented in the units.
Answers
page 51: 1 Answers on page 2 Parts of the house:
backyard, bathroom, study area, dining room
Furniture: desk, shower, bookcase, stove, cabinet

The activities proposed in this section are based on

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

65
 Answers
page 52: 3 a is / in b is / on c are / in d is / under 4 Tuesday,
Wednesday, Thursday, Friday 5 a Is there b isn't
c Tuesday and Thursday d an e Yes, there is.
f Tuesday g There are

66
Sports

Starting out
Have students close their
books and write the word
Sports on the board. Ask which
sports they know and list them
on the board. Provide the
words in English if necessary.

Ask students to look at the

pictures attentively and say
what they have in common
(they all show young people
practicing sports). Then ask
them if they like practicing
sports and, if they do, which
they enjoy most or which they
identify more with.

Unit aims
• Read game instructions and a news article.
• Learn words related to parts of the body and
physical activities.
• Learn and practice can to talk about abilities and
the imperative in instructions and suggestions.
• Listen to instructions for a physical activity.
• Talk about things you can do.

67
 Reading
Activity 1
Ask students to justify their
answers. After a quick reading
of the text, they can use the
illustrations to justify and
associate them with the word
game that appears in option b.

Activity 2
Ask students to do the activity
individually and then to
compare their answers in
pairs. Check the activity with
the whole class and use the
illustrations to explore the
vocabulary in the text. You
can also ask students to use
a dictionary to look up the
meaning of unknown words.

Activity 3
After having checked the
activity, play a mime game with
the class. Say the verbs one
at a time for students to mime
the actions. Then organize
students into groups of four or
five and repeat the procedure.

68
 UNIT 5

Answers
page 54: 1 b 2 Answers on page
page 55: 3 e, a, c, d, b, f 4 a T b F c F d F 5 a NA b I c I

69
 Vocabulary
Activity 1
Ask students to look at the
picture of the boy and decide
which of the three sports is the
correct one.

Activity 2
Ask students if they usually
watch soccer on TV and if they
like to play soccer. Have them
explain a few rules of the game
and ask if all players can use
the same parts of the body to
touch the ball. Ask them to
look at the picture and circle
the parts of the body that
the player can use to touch
the ball. Finally, ask what the
difference would be if that
player were a goalkeeper.

As a way of expanding the

discussion, ask students if they
know any games that are very
popular at school or in their
neighborhood. Explain that
there are many games that
are popular among children
all around the world. Give
some examples: dodge ball,
tug‑of‑war, marbles, hide-
and-seek, hop scotch, catch,
What’s the time, Mr. Wolf?,
shuttlecock, blind man’s
bluff, rock-paper-scissors (or
Janken‑pon), tic‑tac‑toe and
heads or tails, amongst others.
If considered appropriate, you
can also ask students to research the origin of the
Answers
page 56: 1 b 2 knee, leg, chest, head, shoulder, foot
games they like most or which are popular in their 3 a arms and hands b legs, knees and feet c arms
city or in other parts of the world. and hands d hand and fingers e legs, knees and
feet 4 Personal answers
Activities 3 and 4 page 57: 1 a T b T c F d T 2 a Place b Throw c run out
d Rebuild e Draw f Hop g shout Understanding
If students don’t remember the rules for playing Language a instructions b verbs c verb
Three Tins, tell them to read the text on page 54
again. Then have them choose the activities they do.
You may have pupils work in pairs to talk about the
activity each does.

70
 UNIT 5

Activity 2 and
Understanding Language
Have students choose the
correct option in each of the
items from the box and check
the answers with the whole
class. Then ask students to
look at the structure of the
sentences in Activity 2 and
lead them to conclude that the
imperative form of the verbs
should be used.

Grammar
Activity 1
After having checked the activity with the whole
class, draw students’ attention to the fact that the
command Slowly return to sitting position, begins
with an adverb which comes before the verb, but
which is directly related to it. Explain that, unless
there is an adverb, affirmative statements in the
imperative begin with the verb.

71
 Activities 3, 4, 5 and 6
After finishing the activities,
have students work in pairs
to compare their answers
about what they can do.
If possible, compare answers
with the whole class in order
to find out the favorite activity
among students in the class.
Then have them get back into
pairs to discuss the question in
Activity 6.

Understanding Language
Have students do the activities
in the Understanding Language
sections and check the
answers with the whole class.

Macmillan Life Skills –

Communication
After having finished the
activities in the Grammar
section, you may use
the worksheet related to
communication available at
the Teacher’s 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
expand their vocabulary in
relation to different kinds of
communication. Make sure Answers
you have the necessary copies for all students. page 58: 3–6 Personal answers Understanding Language
(I) b Understanding Language (II) a subject /
main verb b can’t
page 59: 1 First picture 2 c 3 a 4 b 2 c 3 d 1 e 5 4 b, c, f

72
 UNIT 5

Listening
Activities 2, 3 and 4
Give students some minutes to go through the
activities before listening. This will help them
anticipate content and activate prior knowledge
about the topic. Read the instructions aloud to
make sure all students understand what they
are supposed to do in each activity. If necessary,
introduce new words in advance so as to make
students feel more relaxed while listening.
Play the audio as many times as students need it.

73
 Speaking
Activity 1
Explore the sports and their
iconic representations in
the table from the activity.
Lead students to practice
the pronunciation of sports
and ask them to underline
the stressed syllables. Check
students’ answers with the
whole class. Organize students
into pairs. Ask them to cover
the words, leaving only
the icons visible, and try to
remember the names of as
many sports as possible.

Activity 2
Organize students into groups.
If necessary, build up questions
with students and write them
on the board. Demonstrate
each step with a student so that
everyone understands how the
activity works. As soon as they
finish the group conversation,
ask students to switch groups
so that everyone speaks
with at least 10 other people,
depending on the size of the
class and time available.

74

Integrate your learning
Activity 1
Draw students’ attention to the picture. Ask what
they know about volleyball, its rules and the
equipment required. Explain that, in English, both
the ball used and the sport have the same name.
Activity 2
Explain to students that the words from Activity 1,
just like their own prior knowledge, should help
them understand the text. They should also
underline the occurrence of the word ball,
as a synonym of volleyball.
UNIT 5
Challenge!
Have students work in groups
of five or six. You can designate
a sport for each group or
allow them to choose freely.
Help students with vocabulary
in English as they create
the poster. Suggest them
searching online for templates
of posters, using terms such
as rules poster, and selecting
the image search mechanism
of the search engine. At the
end of the presentation, they
should display their posters
on the classroom walls or as
a mural to be shared with the
whole school community.
Answers
page 61: 1 Answers on page 2 net, volleyball, net, court,
ball, volleyball, net, court, balls, knee pads, court,
ball, ball, net 3 a six b net c knee pads d Players
e position
75
 Self-assessment
Designed to develop the
learners’ responsibility for their
own learning, in this section
students are led to become
aware of their strengths and
weaknesses in order to foster
self-reflection on the learning
process. By identifying their
weaknesses, students can ask
for help from a classmate,
redo some activities, focus on
the activities of the Review
sections, refer to the Grammar
Reference or perform the
Workbook activities. Ideally,
students always have a sense
of success or the desire to get
it, and thus they devote more
effort to learning.

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

Having Fun!
This is the last section in each
unit. It provides students with
fun activities, like solving a
puzzle, performing an origami
folding or reading a comic
strip. 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.

76
Healthy eating

Starting out
Discuss the suggested
questions with the whole class.
Keep a record of students’
choices and preferences on
the board. Find out if there is
a trend among teenagers as
regards eating habits: Do they
prefer organic or processed
food? Do they eat all types
of food daily so as to have a
balanced diet?

Tell students that, for example

in Argentina, 6 out of 10
people in the adult population
are overweight or obese.
Statistics show that people
eat half of the amount of
fruits and vegetables that
is recommended, that 50%
of school-age children have
two or more sugary drinks
per day and that a great part
of the population consume
twice the amount of salt
recommended by the World
Health Organization (that is
5 grams per day). Taking all
these facts and figures into
account, have students suggest
ways of reverting the situation,
for example, by promoting and
increasing the consumption
of fruits and vegetables or by
avoiding the consumption of
too much fat, sugar and salt.

Unit aims References

• Read and interpret an infographic and an article.
• Learn and practice vocabulary of food items.
• Learn and practice how many/how much.
• Listen to a TV ad.
• Order food in a restaurant.
• Create an infographic.
Ministerio de Salud y Desarrollo Social. (Available at:
<www.argentina.gob.ar/alimentacion-saludable>. Accessed in
October 2018.)
World Health Organization – Overweight and obesity. (Available
at: <www.who.int/news-room/fact-sheets/detail/obesity-and-
overweight>. Accessed in October 2018.)

77
 Reading
Activity 1
Ensure that students
understand the titles of
each slice of the infographic
in Activity 2 and which
nutrients are most common
in each of the groups.
Introduce vocabulary if
appropriate: vitamins and fiber,
carbohydrates, milk protein
and derivatives, fat and sugar,
animal protein. Draw their
attention to the smallest slice
on the plate. Talk about it and
about the need to ingest fewer
foods from this group.

Activity 2
Ask students to answer the
questions individually. Then
divide the class into groups
of three or four students and
have them compare their
answers. Monitor and help
with vocabulary whenever
necessary. If possible, compare
answers with the whole class
in order to find out the favorite
food among students in the
class.

Answers
page 64: 1 Personal answers. Possible answers: It’s about
healthy eating / how to have a balanced diet.
2 Personal answers
page 65: 3 b 4 a five b group c different d each 5 a F b T c T
d F 6 Personal answers

78
 UNIT 6

Activity 4
Provide the necessary support for students to
understand the meaning of the word balanced.

79
 Vocabulary
Activity 1
Highlight the importance of
having the four meals in order
to have a healthy diet.

Activity 2
Ask students to include other
food items that they usually eat
in the morning and write them
in the chart in Activity 4.
Practice the pronunciation of
these words with the class.
Then you can play a memory
game. Organize students into
pairs. Ask them to close their
books and write down as
many foods as they can in two
minutes. Ask them to check
who has the longest list.

Activity 4
Point out that some variations
of the food items listed may
fall into different categories.
For example, a cake may be
included in the Bread, Rice
and Pasta category or in the
Foods and Drinks High in Fat
and/or Sugar category. This
classification will depend
on the cake’s ingredients.
Similarly, cereal can be sorted
into different categories,
taking into account that some
cereal is highly processed and
has a large amount of sugar,
while other has less processed
grains and no sugar added. Answers
Encourage students to justify their answers. page 66: 1–3 Personal answers 4 yellow slice: Cereal,
Bread; blue slice: Milk, Butter, Yogurt; purple
slice: Cookies, Chocolate milk, Cake; pink slice:
Scrambled eggs; green slice: A banana, A peach,
Note: Select pictures of different food items Juice, A slice of pineapple 5 a rice b beans
c tomato d fruit salad e meat f lettuce
and drinks to be used in the Grammar section
to explain the concepts of “countable” and page 67: 1a Two cups of flour. b One cup of water. c Two
eggs. d Four tablespoons of cocoa powder.
“uncountable”. 2 Countable: cups, eggs, teaspoon Uncountable:
sugar, flour, butter, water, baking soda, cocoa
powder Understanding Language a Countable
b Uncountable c Uncountable d Countable
e quantity f countable g uncountable

80
 UNIT 6

Grammar
Activity 2
Before asking students to do the activity, divide
the board into two columns. Write Countable and
Uncountable as headers. Distribute the pictures
of food and drink (see Note on the previous
page) amongst students and ask them to come
to the board in turns and put the pictures in the
column where they think they go. Do not correct
students’ choices initially. Once all the items
have been classified, check the answers with
the whole class and explain further if necessary.
Draw students’ attention to the fact that only
countable nouns have a plural form.

81
 Activity 3
Introduce new words if
necessary. Then after having
checked the answers, give
students further practice by
using the pictures suggested
in Activity 2. Show them one
at a time and ask students to
indicate if they are modified by
How much or by How many.
Alternatively, say the word
instead of showing the picture.

Answers
page 68: 3 a How many b How many c How much d How
much e How many 4 Personal answers
page 69: 1 Personal answers. Possible answer: It’s about
food safety / healthy eating. 2 b 3 Childhood
obesity. 4 Saying “no”at the supermarket.
5 Personal answers

82
 UNIT 6

Activity 2
Ask students to pay attention
to the background sounds
as well as to the main dialog.
Play the audio once or twice.
Check the answer with the
whole class and encourage
students to support their
answer with clues from what
they have heard, for example,
the background sound of
products being passed
through the barcode reader at
the checkout.

Note: If access to the Internet

is possible, students can watch
the video Safe Food TV. Let’s
Take On Childhood Obesity –
TV ad – Supermarkets, from
which the audio has been
re-recorded. (Available
at: <www.youtube.com/
watch?v=bV3sNMqc_-Y>.
Accessed in October 2018.)

Listening
Activity 1
Draw students’ attention to the web page. Lead
them to inspect all the elements carefully so as
to obtain clues and attempt to deduce the topic.
The name itself (safefood) indicates that it is a site
geared towards healthy eating.

83
 Speaking
Activity 2
After having worked with the
audio, ask students if they
know the film. Tell them it
has been re-recorded from
Ratatouille and ask if they’ve
seen it.

Note: Ratatouille is an
American animated film,
which became popular
worldwide and won the Oscar
for best animated feature
film. The film takes place in
Paris, France, and tells the
story of Remy, a mouse that
dreams of becoming a great
chef. “Ratatouille” is also a
typical French dish, specifically
from the Provence region
in Southern France, made
of zucchini, eggplant, bell
peppers and onions, grilled
and served with bread.

Reference
Ratatouille, trailer. (Available at: <www.
youtube.com/watch?v=1yKqLNnxGZw>.
Accessed in October 2018.)

Macmillan Life Skills –

Cultural awareness
After having finished the
activities in the Speaking
section, you may use the
worksheet related to cultural
awareness available at the
Teacher’s Resource Centre. As you will see Answers
explained in more detail in the specific Teacher’s page 70: 1 Personal answers 2 a Waiter and customers.
Notes for this task, cultural awareness is about b At a restaurant. c Ordering food. 3 a W b W c C
dCeWfC
recognizing, understanding and respecting each
other’s values and diverse backgrounds. In this
particular task, students will have the chance to
learn about different eating habits around the
world. Make sure you have the necessary copies
for all students.

84
 UNIT 6

Suggested Complementary
Reading and Viewing
Ministerio de Salud y Desarrollo
Social. 10 Recomendaciones para una
alimentación saludable. (Available at:
<www.argentina.gob.ar/alimentacion-
saludable/comer-sano>. Accessed in
October 2018.). Publication supported
by professionals in order to inform
and guide the population about
healthy eating.
Super Size Me. Director: Morgan
Spurlock. Producers: J. R. Morley,
Heather Winters. United States of
America, 2004. Morgan Spurlock, an
independent film-maker from the
United States of America, follows a
30-day diet comprised exclusively of
fast food.

Writing
Review the characteristics of an infographic
(images, tables, short texts) with the whole class.
Read the step-by-step guidelines and make sure all
students understand what they have to do. As an
extra activity, students can share their infographics
on a blog. Some free blog websites are:
<www.wordpress.com/> and <www.blogger.com>.
(Accessed in October 2018.)

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

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

Having Fun!
This is the last section in each
unit. It provides students with
fun activities, like solving a
puzzle, performing an origami
folding or reading a comic
strip. These activities are not
only meant to be performed
at the end of the unit; they
can be done at the beginning
or at the end of a class or
during a lesson as a moment of
relaxation. Answers
page 72: Having Fun! a carrot b broccoli c egg
d strawberry e apple f tomato
page 73: 1 d, e, g, h, i, a, b, f, c 2 a fencing / weightlifting
b soccer / table tennis / tennis c running 3 a S b B
cSdBeB

86
 UNITS 5–6

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

The activities proposed in this section are based

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

87
 Answers
page 74: 4 a T b T c F d F e F 5 a many, 1 chorizo b many,
1 onion c much, 2 cups d many, 3 cloves
page 75: 1 A lot of rubbish floating on water, recycle bins
and an artistic image depicting the Earth melting
as ice cream. 2 Personal answers

88
Save the planet

land. Apart from the well-

known huge floating islands
of trash that are dispersed in
the sea, there are also several
“garbage patches” that are
constantly moving across the
oceans all around the world.
These are large ocean areas
where mainly tiny particles of
plastic, as well as some larger
items, gather due to currents
and spread from the top of
the surface all the way down
to the bottom of the sea. For
further information, students
might watch the following
videos: NASA’s Garbage Patch
Visualization Experiment
(Available at: <www.
youtube.com/watch?time_
continue=6&v=oUKUP2s5_VY>)
and Trash Talk: What is the
Great Pacific Garbage Patch?
(Available at: <www.youtube.
comwatch?time_contin-
ue=90&v=7c9mSVPXYxU>.
Both accessed in October 2018.)

•• Global warming (represented

Unit aims
• Read and understand a PSA ad and a cartoon.
• Learn and practice vocabulary related to recycling.
• Learn and practice the imperative.
• Listen to a song.
• Create a jingle.
by the image of a melting
planet Earth on an ice cream
cone): Global warming is
the elevation of the planet’s
temperature, which in turn
causes serious environmental
complications, such as flooding,
drought, hurricanes, extinction
of several species of flora and
fauna, snowstorms, melting
of polar ice caps and many
other problems that mankind cannot control or
overcome. Scientists indicate that the causes for
these phenomena may be natural or man-made,
despite several studies pointing to increasing
responsibility of humans in this process of
warming the Earth.

•• Domestic waste disposal (represented by

Starting out
Here are some points to be considered while
describing the pictures:
•• Ocean contamination (represented by the
picture of the sea turtle swimming across trash
and litter): 80% of ocean pollution comes from
the image of the recycling cans): We all must
be responsible of the waste that we produce.
Governments should supply cities and towns with
viable selective waste collection programs and
citizens should become aware of the amount of
innecessary waste they produce so as to reduce it.

89
 Reading
Activity 1
Have students work in pairs.
Check the answer with the
whole class and then ask in
what type of text they can find
the elements enumerated in
item a (in a classified ad, as
seen in Unit 3).

Activity 2
Ask students to justify their
answers with elements from
the ad. The cloud in the form of
a closed fist, about to “assault”
the city, symbolizes nature’s
“hostility” as a response to
human intervention in the
environment.

Answers
page 76: 1 b 2 a Be careful! Global warming is dangerous.
b nature is angry for this environmental
degradation.
page 77: 3 a an alert b involvement with 4 a The fact that
Santa Claus comes home and now his home is
only some blocks of ice in the ocean. b Because of
global warming. c Possible answer: Both combine
verbal and nonverbal information, are short and
direct and discuss global warming. 5 Personal
answers

90
 UNIT 7

Activity 3
“What goes around, comes around” is a common
proverb in English, equivalent to “You reap what
you sow.” As a way of expanding the topic, ask
students to bring in advertisements, like the one
shown in the unit, to analyze and discuss in class.

These sites may help research proverbs:

•• Learn English Today. (Available at: <www.learn-

english-today.com/proverbs/proverbs.html>.
Accessed in October 2018.)
•• Phrase Mix. (Available at: <www.phrasemix.
com/collections/50-more-of-the-most-
important-english-proverbs>. Accessed in
October 2018.)

91
 Vocabulary
Activity 1
Ask students to justify their
answer with elements from
the infographic. In this case,
the choice of different colors
(green and red) and the icon
of a thumb up for approval
and a thumb down for
disapproval are relevant clues
for understanding the purpose
of the infographic.

Activity 3
If possible, bring in several
packages of food and drinks
and use them to introduce
new vocabulary. Show each
package, say the name in
English and ask students to
repeat the words. Repeat the
procedure once or twice. Then
show the packaging and ask
students to say the equivalent
name in English.

Note: In advance, ask students

to bring in sheets of A4 paper,
colored pencils, felt-tipped
pens and/or crayons to be used
at the end of the Grammar
section.

Answers
page 78: 1 a 2 a 3 a bottle b box c carton d can e jar f bag
4 a aluminum b cardboard c glass d metal e paper
f plastic 5 a plastic / paper b plastic / glass
c cardboard d metal / aluminum e cardboard
f plastic / glass
page 79: 1 planet, climate, affects, reduce global, plant, use,
electricity, reduce, reuse, recycle Understanding
Language 1 a suggestions b affirmative, negative
c base, subject 2 Don’t (= Do not)

92
 UNIT 7

Grammar
Activity 1
Encourage students to recognize cognates and
their contribution to the understanding of the text.
Ask students to do the activity in pairs and then
check the answers with the whole class.

93
 Activity 3
Give students some minutes
to explore the pictures and
identify the everyday items
that have been reused and
transformed into new objects.
Say the names of the objects
in English and ask students to
repeat them.

Activity 4
Have students use the
materials they have been
previously asked to bring (see
Note on page 90). Organize
them into pairs or trios. Ask
them to do the activity on
the A4 paper. If you prefer,
ask them to do the activity
individually as homework.
Display their work on school/
classroom walls.

Answers
page 80: 2 b, c, d, a, e 3 a Use old tires to create stools.
b Turn metal cans into a pencil box. c Reuse plastic
bottles to plant a garden. 4 Personal answers
page 81: 1 c 2 change, better, kinder, peace, Earth, you,
place, safer, human race 4 a

94
 UNIT 7

The audio includes a cover

version of a passage from the
song With My Own Two Hands
by Ben Harper.

Note: The song With My

Own Two Hands, written by
Ben Harper and sung by Jack
Johnson, was included in the
soundtrack of the film Curious
George, released in 2006.

Activity 3
As an extra task, ask students
to research Jack Johnson in
a prior or subsequent lesson.
You can recommend this site:
<jackjohnsonmusic.com/
home> (Accessed in October
2018). This famous song is also
used to promote respect for
the environment. If considered
convenient, you can also
suggest students visiting
the WWF website (Available
at: <www.wwf.panda.org>.
Accessed in October 2018).
This site contains updated
information about a wide
variety of environmental issues
(Wildlife, Forests, Oceans,
Freshwater, Climate & energy,
Food, etc.), a selection of green
tools (online tools) to help
evaluate ecological footprint,
ways of getting involved to
make a difference and much
more.

Listening
Activity 2 Note: In advance, ask students to bring in a
Draw students’ attention to the task, in which they jingle they like to be used at the beginning of the
have to identify the correct words in the lyrics. Speaking section. If not, bring in one of your choice
Remind students that, as with earlier listening to present it as an example.
tasks, they do not need to understand every word
in the lyrics, but mainly concentrate on identifying
the words in bold so as to make the right choices.

95
 Speaking
Activity 1
Have students play and share
the jingles they were previously
asked to bring (see Note on
page 93). Use them to introduce
the basic characteristics of
a jingle, for example, the
promotion of an idea, service
or product, the use of short
statements or a slogan, the
creation of a catchy musical
tune, etc.

Activity 3
Encourage students to record
the jingles. They can do this
using their cell phones or
software that enables the
recording and editing of
audio files.

Answers
page 82: 1 Personal answers 2 a Songs, Jingles b Jingles
c Songs, Jingles d Songs e Jingles f Jingles
3 & 4 Personal answers
page 83: 1 e, d, c, f, a, b 2 cold, heat, rain, cloud, sun /
sunshine, wind 3 rain, sunshine, winds, sunny, cold
4 a NO b YES c YES d NO

96
 UNIT 7

the words and try to remember

all the words that describe
weather by looking at the
pictures.

Activity 2
Check the activity with the
whole class. Have students
practice the pronunciation
of the words and draw their
attention to the difference
made by adding a final -y
to the nouns. Ask them to
compare the number of
syllables in both the noun and
adjective forms (for example,
sun = 1 syllable / sunny = 2
syllables; wind = 1 syllable /
windy = 2 syllables). Draw
students’ attention to the
changes in spelling of some of
the words.

Activity 3
Ask students to do the activity
individually. Help them
activate their prior knowledge
of geography and recognize
cognates.

Activity 4
Before checking the answers,
organize students into pairs
and ask them to compare
and justify their answers.
If students give different
answers, have them explain
based on their background
knowledge.
Integrate your learning
Activity 1
Give students one minute to look at the pictures
and then have them say a word in English to
describe each picture, for example sun, rain,
wind, etc. Ask them to do the activity and check
the answers with the whole class. Explain to
students that hot, cold, windy, rainy, sunny and
cloudy are adjectives. Have students practice the
pronunciation of the words chorally and ask them
to underline the stressed syllables in their book.
Organize students into pairs. Ask them to cover

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

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

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

Suggested Viewing
The Story of Stuff. Director: Louis
Fox. Story by: Annie Leonard.
Producers: Free Range Studios, Erica
Priggen. United States of America, 2007. The Story of Stuff,
originally released in December 2007, is a 20-minute, fast-
paced, fact-filled look at the underside of our production
and consumption patterns. The Story of Stuff exposes the
connections between a huge number of environmental
and social issues, and calls us together to create a more
sustainable and just world. (Available at: <https://storyofstuff.
org/movies/story-of-stuff/>. Accessed in October 2018.)
Macmillan Life Skills – Creativity
After having finished the activities in the
Self-assessment section, you may use the
worksheet related to creativity available at the
Teacher’s Resource Centre. As you will see
explained in more detail in the specific Teacher’s
Notes for this task, creativity is about approaching
and finding innovative solutions for different
problems. In this particular task, students will have
the chance to discuss and analyze different ways
to save the planet, focusing on the concept that
became known as the 3Rs: recycle, reuse, reduce.
Make sure you have the necessary copies for all
students.

98
The world of technology!

Starting out
After having talked about the
pictures and the situations
they show, ask a few questions
in relation to security and
cyberbullying; that is, the
use of technology to abuse,
humiliate or threaten other
people. Make sure students
know that this practice is
considered a crime and may
cause devastating damage to
the lives of victims, as well
as the lives of their families.
Discuss the importance of the
conscientious and respectful
use of technology with the
whole class.

Reference
Kids Health. Cyberbullying. (Available
at: <kidshealth.org/parent/positive/
talk/cyberbullying.html#>. Accessed
in October 2018.)

Unit aims
• Read and interpret a comic strip.
• Recognize and use vocabulary related to electronic
devices.
• Talk about what is happening.
• Create a comic strip.

99
 Reading
Activity 1
Draw students’ attention to
the comic strip without asking
them to read the whole text.
Ask questions about the visual
elements of comic strips, as
this genre is highly visual –
an essential aspect for the
construction of meaning.

Activity 2
Ask students if they usually
read comic strips and where
they can find them. Ask them
if they also have a favorite
comic strip character or if they
subscribe to any comics.

Activity 5
Before having students
read the conversation, lead
them to analyze this source
of communication. Ask, for
example, about the size of
the messages they send, the
register they use (formal vs.
informal) and if there is a
specific language used.

To expand the discussion, ask

students to mention other
forms of digital communication
(social media posts, e-mails,
inbox messages, video calls,
chat groups, etc.) and see if
they are aware of the basic
characteristics each of them
has. Discuss with students
how messages posted on social networks can often
be seen by anyone. It is also essential to highlight
the importance of not divulging personal and
confidential information (such as addresses, phone
numbers, passwords, etc.) in electronic media that
can be seen by many people. If necessary, clarify
the difference between cell phone and smartphone.
•• Cell phone is the abbreviated form of cellular
phone and refers to the equipment connected to
a cellular system network, which may be used
in a wide area without any connection by wires
to the station or network. In British English, the
more common term is mobile phone.
•• Smartphone is a cell phone that includes the
functions of a computer, with access to the
Internet, apps and an operating system.
They usually have touch screens.
For further discussion, ask about the advantages
and disadvantages of using these devices with
regard to social interaction and the consequences
of the excessive use of such devices (which
may lead to physical and emotional problems,
financial issues, etc.). In addition, and if considered
appropriate, talk to students about the concept of
“programmed obsolescence”: a strategy used by
manufacturers to determine the useful life of
a product; that is the products are “programmed”

100
 UNIT 8

In this particular task, students

will have the chance to review
and/or learn the meaning and
use of different emoticons.
Make sure you have the
necessary copies for all
students.

for a time when they will stop working, with a

view to making them obsolete and increasing
consumerism. How much do students care about
having the latest models when talking about
technology?
Answers
page 86: 1 a, c 2 a, b, c, d (Possible answer: books) 3 b, a, c 4 a
page 87: 5 b, c, d, a (the last two options aren’t used) 6 2, 1, 1
7 Personal answers

Macmillan Life Skills – Networking

After having finished the activities in the Reading
section, you may use the worksheet related to
networking available at the Teacher’s Resource
Centre. As you will see explained in more
detail in the specific Teacher’s Notes for this
task, networking is about building and keeping
relationships, both online and offline.

101
 Vocabulary
Activity 1
Technology makes important
advances in short periods of
time, so many products may
not be as relevant as they were
a short time ago or they may
have become totally obsolete.
For expansion, you can ask
students if they think the
statistic results would be the
same if the study was done in
the city where they live, for
example.

Activity 2
As devices are constantly
updated and new versions
appear all the time, the
answers to this activity are
suggestions and should not be
established as right or wrong.
The devices that students have
contact with will not always
offer all the options listed.
In case students don’t know
all the resources, you can
introduce them to the class.

Note: SMS means Short

Message Service. This service
is still widely used for sending
messages via cell phones.

Answers
page 88: 1 a–d Personal answers 2 Use the Internet: a, b,
c, d, e, g, h; Take pictures: a, b, c, e, f; Have audio/
video chats or conferences: a, b, c, d; Send e-mails:
a, b, c, d; Play games: a, b, c, d, f, g, h; Send instant
messages: a, b, c, d, f, h; Send SMS: a, f; Make
phone calls: a, f 3 Personal answers
page 89: 1 a Jeremy and his mother. b Personal answers
2 b 3 a CS1 b CS1 c NONE d CS1 e NONE f CS1
and CS2 g CS2 Understanding Language
a present b is (not) in progress c be

102
UNIT 8

103
 Grammar
Activity 4
Draw students’ attention to
the pictures. Ask them to
look at them attentively and
try to identify the actions.
Have students describe the
pictures orally first and then
individually in their books.
As an extra activity, organize
students into groups of four or
five. Students in each group
take turns to mime one of
the actions. The others guess
the action and describe it by
saying, for example You are
watching TV. Monitor and
assist students if necessary.
You can also conduct this
activity with the whole class.

Answers
page 90: 4 a ’s/is drinking water. b ’re/are swimming.
c ’s/is taking a shower. d ’s/is listening to music.
e ’re/are playing soccer. f ’s/is doing homework.
g ’s/is playing the guitar. Understanding
Language a the verb be before the subject and the
main verb + -ing after the subject. b the verb be +
not, followed by the main verb + -ing.
page 91: 1 Personal answers 2 a A camera. b To take
pictures of her love. c No, because her love is not
there anymore. d Personal answers 3 a, b, d
4 Personal answers

104
 UNIT 8

Activity 2
The audio includes a cover
version of a passage from the
song Bad Self Portraits by Lake
Street Dive.

Activity 3
As with other art forms,
there are several styles of
photography. The categories
presented in this activity
are just a few of them. Ask
students if they know others.
Selfies may be considered a
photographic style, but not
necessarily an art form, for
example.

Listening
Activity 1
Organize students into pairs or trios and have
them discuss the given statements. Then,
individually, they choose the ones they agree with.
Conduct a class poll to see if the majority agrees or
disagrees with the statements. If appropriate, ask
students how many different models of cell phone
they have had or seen in advertisements lately,
or if somebody wants/needs to buy a new device
and why. These questions may lead to a discussion
on how disposable these products are and if this
constant updating is necessary.

105
 Speaking
Playing a game
Divide the class into groups
of six students. Each group
will be subdivided into two
competing trios. Students in
each trio will take it in turns
to move the counter along
the board.

Each group must have a coin

and each trio must provide a
small object that can serve as a
counter. The game begins with
both counters at the START.
When a student lands on a
square with an illustration,
he/she must describe it aloud
using the present continuous
tense (He’s / She’s... -ing,
They’re... -ing). When a
student lands on a square
with a finger pointing at him/
her, the student must say the
sentence in the first person
singular (I’m... -ing). When
a student lands on a square
with an instruction (MOVE
FORWARD..., MISS A TURN,
GO BACK...), the trio must
follow it. Monitor so that all
students in the trio take part.

Encourage students to speak

in English among themselves
just for fun. Suggest them
using the foreign language
to communicate with their
classmates on chats or video
conferences. They can ask what they are doing and
if they want to do something else. In this case, you
can introduce expressions, such as I’m sorry, but
I’m busy, I’m studying / playing, etc. to decline the
suggestion or OK! That´s great! to accept.
Answers
page 92: 1 She’s using a (laptop) computer. / She’s using the
Internet. 2 They’re listening to music. 4 I’m talking
on the phone. / I’m talking to someone. 5 He’s
sending an SMS. / He’s sending instant messages.
7 They’re playing video games. 8 He’s using a
tablet. / He’s using the Internet. 10 I’m taking
pictures. / I’m using a digital camera.
11 She’s writing an e-mail. / She’s using the
computer. / She’s using the Internet.
page 93: 1 a, b, d, e, f, h 2 & 3 Personal answers

106
 UNIT 8

Students can also create a web

page or blog to upload the
comic strips they have created.
It is possible to create blogs
and web pages for free using
sites, such as <wordpress.com>
or <www.blogger.com>.
(Accessed in October 2018.)

Suggested Complementary
Readings
Argentina Cibersegura. Materiales
para adolescentes. (Available at:
<www.argentinacibersegura.org/
materiales-adolescentes>. Accessed
in October 2018.) Downloadable
articles about cyberbulling, grooming,
sexting and much more.

Writing
Activity 3
This activity may be performed in class or as
homework. Read the instructions with the whole
class; clarify and demonstrate whenever necessary.
If possible, prepare an exhibition so as to share
students’ work with all the school community.

You may also encourage students to create

their comic strips on special websites, such as
<writecomics.com> (Accessed in October 2018.),
where students will be able to find simple tools
for the creation of comic strips with different
characters, backgrounds and visual effects.

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

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

Having Fun!
This is the last section in each
unit. It provides students with
fun activities, like solving a
puzzle, performing an origami
folding or reading a comic
strip. These activities are not
only meant to be performed
at the end of the unit; they
can be done at the beginning
or at the end of a class or
during a lesson as a moment of
relaxation.

108
 UNITS 7–8

Review
These pages with extra activities aim to create
systematic opportunities of learning the content
presented in the units.
Answers
page 95: 1 a 3 b 1 c 2 2 Recyclable: cereal and food boxes,
plastic, aluminum cans, glass bottles, paper, cartons
Non-recyclable: batteries, glassware, light bulbs,
ceramics, used paper plates and napkins

The activities proposed in this section are based

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

109
 Answers
page 96: 3 a B b C c B 4 is eating, is using, is practicing,
is eating, is texting

110
 AUDIOSCRIPTS

Audioscripts
ººWELCOME UNIT ººUNIT 2
Track 1 – p. 6 Track 9 – p. 21
Song: All together Now Toor Pekai is Malala’s mother.
Prince William is Prince George’s father.
Track 2 – p. 7
a FAQ    b SOS    c BFF    d UK    e USA Track 10 – p. 25
twenty-one twenty-two twenty-three
Track 3 – p. 7
twenty-four twenty-five twenty-six
A B C D E F G H I J K L M
twenty-seven twenty-eight twenty-nine
N O P Q R S T U V W X Y Z
thirty forty fifty
sixty seventy eighty
ººUNIT 1
ninety one hundred
Track 4 – p. 12
one hundred and one
eleven twelve thirteen fourteen fifteen
sixteen seventeen eighteen nineteen twenty Track 11 – p. 25
Hey, guys! Today I want to introduce you to a little piece of my
Track 5 – p. 13 family that live here in California. I have a really large family, uh,
a Hi! My name is Anna. I’m 11 years old. And you are … both of my parents come from families of five children, so I have
My name is Liam. I’m 12 years old. a lot of aunts and uncles and a whole lot of cousins and extended
family. But today I wanna introduce you to just a little bit of my
We are American!
family, so I hope you enjoy meeting them.
b His name is João Pedro. He’s 13 years old and he’s Brazilian.
c Her name is Aiko Izumi. She’s 17 years old and she’s Japanese. Track 12 – p. 25
d Their names are Paula and Peter Gibbs. They’re 8 years old and Hi, I’m Julie’s mom. My name’s Laurie, and I’m 54 years old. I’ve
lived in California since I was about 7, I think. I was born in
they’re British. Niagara Falls, New York, and I met my husband and married him
in California in 1978. We’ve been married … 35 years? Or is it 36?
Track 6 – p. 15
36! We had three children: Landon, Julie, and Tim. We have six
1 Buenos días, my friends! I am Eduardo Perez, owner of Salsa & grandchildren.
Salsa Restaurant, across the mall.
Now open for breakfast. And you are? ººUNIT 3
2 Uh … I’m … I’m Augustus Waters. I’m 18 years old and I... had a
Track 13 – p. 37
touch of osteosarcoma about a year and a half ago, so I lost
this baby as a result ... This is my house. That’s the living room. It’s big. I watch TV in
the living room. It’s big, too! This is the kitchen. And that’s the
3 Hi, everyone. I’m Olaf and I like warm hugs. backyard. My favorite place in the house is my bedroom.
4 My name’s Scott Squibbles. My friends call me “Squishy”. Here, this is my bedroom. These are my books on the bookcase.
Track 7 – p. 15 I like to read my books in the backyard. This is my desk. It’s yellow.
a - Spider-Man! Oops! My cell phone is under the desk!
- Hello, pedestrians!
Track 14 – p. 37
b - Hey … Hi Song: Our House
- Hi
- You look amazing. Track 15 – p. 38
backyard bathroom bedroom dining room
c Good morning, esteemed faculty and families of my fellow
graduates. It’s an honor to be standing up here today. garage kitchen living room
d And that’s not because I don’t love you. It’s actually because I
do. So … okay. Bye! ººUNIT 4
Track 16 – p. 46
Track 8 – p. 16
Sunday, Monday, Tuesday, too.
a Hi, I’m Augustus Waters.
Wednesday, Thursday, just for you.
Hi, I am Augustus Waters.
Friday, Saturday, that’s the end.
b My name’s Scott Squibbles.
Now let’s say those days again!
My name is Scott Squibbles.
Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday!

111
 Audioscripts

Track 17 – p. 47 ººUNIT 8
Good morning, Carver Bull Dogs! This is your principal, Mrs.
Track 23 – p. 91
Johnson, and I have a message for you today.
I bought this camera
We are so glad that you are here today. We are so proud of
your accomplishments and your achievements. We want you to To take pictures of my love
continue doing your very best, and we believe in you. Now that he’s gone
Again we welcome you and we’re so glad that you’re here today. I don’t have anybody to take pictures of
And I know that you, all of you are prepared for this school year.
Track 24 – p. 91
Along some highway
ººUNIT 5
Is pretty good subject
Track 18 – p. 59
I’m gonna make myself make use of this thing
- Exercise and healthy eating habits are the foundation for
a healthy body. This week we’re going to start with a dynamic I’m taking landscapes
warm-up, warming up our muscles from our heads to our toes. I’m taking still lifes
It’s important to always properly warm up before you start your I’m taking bad self-portraits
favorite sport or activity. Are you guys ready to warm up?
Of a lonely woman
- Yeeeeeeeah!!! Wooo!
- OK, let’s do it! Feet shoulder-width apart, shoulders back, toes
facing forward, and now let’s roll our head to the right. Good! Feels
good, right? Go left, to the other direction. One more time. Good!
Look down at your toes, look at the ceiling. Look down, look at the
ceiling. Look right. Good! Look left. Good! Right, left.

Track 19 – p. 59
Important points to remember:
Stay hydrated. Even if you don’t feel thirsty be sure to drink plenty
of water before, during, and after exercise. Fluids help your body
stay cool because they allow your body to sweat.
Listen to your body. It’s important to listen to your body and take
breaks when necessary.
And three: Have fun! The best exercise is fun exercise.

ººUNIT 6
Track 20 – p. 69
One in four children here right now are overweight. They’ll grow up
at risk of developing high blood pressure, type 2 diabetes, heart
disease, even cancer. But by taking some small steps now, we
could prevent it. Like saying “no” once at the supermarket. (No!
Put them back. Both of them). That way you won’t have to say it
several times at home during the week. Childhood obesity, let’s
take it on, one small step at a time. Visit safefood.eu

Track 21 – p. 70
- Have you decided this evening?
- Your soup is excellent, but…
- But we order it everytime.
- What else do you have?
- Well, we have a very nice foie gras.
- I know about the foie gras. The old standby. Used to be famous
for. What does the chef have that’s new?

ººUNIT 7
Track 22 – p. 81
Song: With My Own Two Hands

112
 Workbook Answer Key

WELCOME UNIT 2 b We c It d They

1 2 cereal 3 hamburger 4 pizza 3 b They’re from Australia.

5 chocolate c I think he’s Spanish.
d He’s twelve.
Mystery word: fruit
e Yes, I’m from Toronto.
2 a four, seven, eight, nine f I really like Taylor Swift.
b 9 / nine – 10 / ten – 4 / four – 7 / seven –
4 b They – They’re c His – He’s
6 / six
d They’re – Their
3 b restaurant
5 b He’s Spanish.
c T-shirt c They’re Brazilian.
d film d We’re American.
4 a ✓ b ✓ video game c cinema e They’re Mexican.
f It’s Chinese.
d ✓ CD-ROM e ✓ DVD
f ✓ shopping mall g ✓ television 6 seventeen – eleven – fourteen – 16 –
h helicopter i ✓ taxi twelve – 18

5 Name: Bob / Donald / Melanie
Number: eight / five / seven / three
Color: blue / green / red / yellow
6 Personal answers
7 4 / N; 8 / G; 3 / L; 10 / I; 5 / S; 9 / H; 10 / I;
5 / S; 7 / F; 2 / U; 4 / N
Secret sentence: English is fun!
8 Personal answers
7 b Aysha and Pran are nineteen years old.
They’re Indian.
c Larry is thirteen years old. He’s Korean.
d Mandy is eleven years old. She’s New
Zealander.
8 Down: 2 fourteen 3 twelve 4 nineteen
Across: 5 sixteen 6 eighteen
7 seventeen 8 eleven 9 twenty
10 fifteen

9 Build your vocabulary 9 b China c France d Italy

e Canada f Australia
10 Personal answers
10 b Harry Kane is British.
11 b chocolate c class d future
c Toni Kroos is German.
e bicycle f movies
d Neymar is Brazilian.
e Isco is Spanish.
UNIT 1 f Clint Dempsey is American.
11 b, c
Word List
12 b F c T d F e T
Brazilian – British – eighteen – eleven –
fifteen – fourteen – German – Japanese – 13 b her father c Natasha d her
seventeen – sixteen – South African –
brother e Natasha f her mother
thirteen – twelve – twenty

1 (b) am; (c) are; (d) am; (e) is; (f) is; (g) am;
(h) are; (i) am; (j) are

113
 UNIT 2 11 Add four.
thirty-nine / forty-seven / fifty-one /
Word List fifty-nine / seventy-one / seventy-nine /
eighty-seven / ninety-one
adopted children – aunt – biological children –
children – cousin – daughter – grandfather – 12 b A Hiro B Sean c A Angela B Maya
grandmother – nephew – niece – parents –
d A Lionel B Tyler
relatives – son – stepmother – stepson – uncle
13 b extended c nuclear
1 b cousin c aunt d uncle e sister WELCO
f grandfather 14 Nuclear family: stepmother / stepbrother / Wor
sister
2 b My grandmother’s name is Helen. Extended family: cousin / aunt / uncle /
c My grandmother’s birthday is in grandfather
ACTIVITIES
January. 1Find the names of the six rooms of the house in the word search.
d The name of my grandmother’s dog is 15 Personal answers
Brad.

3 b Melanie’s grandmother is sixty-seven UNIT 3

years old.
c Martina and Michael’s mother is forty Word List
years old.
backyard – bathroom – bed – bedroom –
d Tony’s son is seventeen years old.
chair – dining room – kitchen – living room –
4 Andrea: Do you have any brothers or shower – sofa – stove – table – TV
sisters?
Julianne: No, I’m an only child. And you? 1 a l i v i n g r o o m

Andrea: I have three sisters. d b y i m k o i r m o

Julianne: Really? How old are you? e i j i r c n n e u d

Andrea: They are eight, six, and three. h a n k e s b d s f r

Julianne: Can I see their photographs? t h u i b y a k o t a

Andrea: Sure. Look at this picture on a j s t n o t p a r y

my tablet.
r o p c o g h d i g k
Julianne: Wow! They are so beautiful.
t d g h e m r h t e c

5 a have – has b have c doesn’t have u m b e d r o o m p a

d have – has – has e have – don’t have
p s c n o u o t o i b

6 b This – His c This – Her d That – His a l i l r a m a g m u

e This – His f That’s – Her

7 Near: c, f 2 b2 bed c the
Unscramble refrigerator d carpet
letters to guess the piece of furniture or object.

Far: b, d, e, g e apillows
ITAPNNIG f SbooksPAINTINGS d PATREC CARPET

b EDB BED e WILSOPL PILLOWS

8 b These c This d These 3 b under

c O R G A R FcE Tgrandmother
RIRE d REFRIGERATOR wheref S O B O K BOOKS

e kitchen f bathroom
9 b Those c That d That
4 Living room: TV / sofa one hundred twen
10 A: 45 / 73 / 84 / 100
Kitchen: refrigerator / stove
B: thirty-two / fifty-eight / sixty-two / Bedroom: bed / wardrobe
128-133-WB_LOOP_STARTER_UNIT3.indd 129
ninety-seven
Bathroom: shower / toilet

114
 5 Personal answers
6 b under – bed c on – chair
d on – floor e in – cabinet
7 b is – is c is – isn´ d Are – are
e Are – aren´t f is – isn´t g are – aren´t
8 Possible answers: My apartment is small.
The backyard is beautiful. The living
room is big. The bathrooms are great.
9 8
b are – They’re under the bed.
c is/’s – It’s on the bed.
d is/’s – It’s on the floor.
e are – They’re on the wall.
10 b buy things. c is very confused.
d two cars and six children.
11 bT cF dF eT
UNIT 4
Word List
Days of the week: Thursday / Friday / Monday /
Saturday / Sunday / Tuesday / Wednesday
School subjects: history / I.T. / P.E. / chemistry
Places in your school: cafeteria / court / gym /
lab / library / swimming pool
1 b cafeteria c court d restrooms
e computer lab f classroom
g library
2 b library c gym d auditorium
e teachers’ room f court
g restrooms
3 b three students in the library.
c an interesting subject.
d an hour a day in the computer lab.
e an English teacher?
f an auditorium on the third floor.
g a new science lab in your school?
h math classes on Tuesday and
Thursday?
4 b Saturday c Monday d Tuesday
e Friday f Sunday
5 b Monday c Saturday d Tuesday
6 2 math 3 Friday 4 Science 5 Art
6 twenty 7 court 8 principal 9 library
Mystery word: cafeteria
7 b There’s a cat under the table.
c There are three pictures on the wall.
d There are two children on the floor.
e There’s a laptop on the table.
f There are five balls on the floor.
b What’s your favorite school subject?
c Ms. Murray isn’t an art teacher.
d Is there a swimming pool in her
school?
e My favorite place at school is the
library.
f There aren’t geography classes on
Monday.
9 b There are c There aren’t d There isn’t
e There is f There aren´t
10 b a c a d an e a f an g a
11 b an c a d an e a f a g a
12 b F c F d T e T
13 b auditorium c girls’ gym d court
e swimming pool
14 Personal answers
UNIT 5
Word List
Parts of the body: arm / chest / elbow / finger /
foot / hand / head / heel / knee / leg / shoulder
Physical activities: basketball / dancing /
handball / gymnastics / martial arts / running /
soccer / swimming / volleyball
1 b soccer c skiing d baseball
e handball f golf
2 Play: volleyball / tennis
Go: skiing / sailing / ice skating
Do: karate / yoga / gymnastics
3 b jujitsu c tennis d boxing
115
 UNIT

Workbook Welcome

4 Find the names of nine parts of the body in the word search.

4 s h o u l d e r 2 b U c U d C e C f C g U
b y e m k o l r 3 b some pasta c some cake
r j i a r m b e d some chocolate e some milk
a a r e d b o s f some sugar g some meat
h s t n y a w o
4 (b) bread; (c) egg; (d) juice; (e) chicken;
c s a p o t p f (f) vegetables; (g) grapes
o h c g g h d i
5 b How much c How much d How
d a e i m r h n
many e How much f How many
m l e s r o o g
6 Singular: tablespoon
s c n o t o t e
Plural: eggs / cups / teaspoons / carrots /
l i k r a m a r
ingredients
Uncountable: vegetable oil / sugar / flour /
5 Underline the correct part of the body in the yoga instructions below.
5 b head – neck c hands d arms – baking soda / salt / vanilla
fingers
7 b How many slices of pizza
6 b Read c speak d Close e Look c How many pieces of cheese
f open g copy h Repeat d How many glasses of milk
e How many bottles of water
7 b Carrie can’t ski. f How many teaspoons of sugar
c Peter and Thomas can play table
a Lay on your stomach, open your chest / mouth
tennis. 8
b Let your head / nose hang and relax your b some c many d a e much f a
and place your nose / elbows below your nose / neck.
d
shoulders / feet. We can’t play golf.
9 c Fast Food or Slow Food?
e Jess can do judo.
f Mark can ice skate. 10 b FF c SF d FF e SF f FF
8 b Harry can speak English, but he can’t 11 b, d, e, g
speak Spanish.
c Richard can play basketball, but he
c
can’t play volleyball.d Raise your arms / knees overhead andUNIT
Touch your feet / hands behind your back. touch
7
d Mike can’t swim, but he yourcan sail.
ears / fi ngers.

e Lisa can dance, but she can’t sing. Word List

142 one hundred forty-two
f Janet can’t do karate, but she can do judo. aluminum – bag – bottle – box – can –
cardboard – carton – glass – glassware – jar –
9
140-145-WB_LOOP_STARTER_UNIT5.indd 142 Personal answers jug – light bulb – metal – napkin – pan –
11/01/16 09:03

paper – plastic – pot – tray

10 Personal answers

11 Personal answers 1 b box c bottle d can e carton f jar

2 b box c jar d can e carton f bottle
UNIT 6 3 Material: cardboard / glass / metal / paper /
plastic
Word List Container: bag / bottle / box / can / carton /
banana – bean – bread – breakfast – butter – jar
cake – cereal – chocolate – cookie – dinner –
4 Paper: box of cereal
egg – fruit salad – juice – lettuce – lunch – meat
Plastic: yogurt container
Glass: bottle of juice
1 b banana c pineapple d cereal
e cake f chocolate g milk h eggs

116
5 b school principal c traffic officer
d English teacher e environmental
activist f mother
6 b Don’t take c Use d Don’t use e Fill
f Don’t use
7 b Don’t take c Turn off d Save
e Don´t leave
8 b Reduce energy consumption.
c Don’t throw trash here.
d Don’t waste water.
e Don’t use too much electricity.
f Take short showers.
9 b Let’s reduce energy consumption.
c Let’s throw trash in the trash bin.
d Let’s save water.
e Let’s use less electricity.
f Let’s take short showers.
10 b Freegans use food waste as the central
idea of their activism and ecological
consciousness.
11 bF c T d F
12 endangered species – weather
UNIT 8
Word List
cell phone ✓ – desktop computer – digital
camera – laptop ✓ – smartphone ✓ – tablet –
television – games console ✓
1 b cell phone c desktop computer
d television e digital camera
f games console
2 b tablet c smartphone d mp3 player
e joystick f web cam
3 b tablet c an mp3 player
d smartphone e desktop computer
f cell phone
4 b swim c take a shower
d listen to music e play soccer
f do homework f play the guitar
5 b doing c drinking d listening
e living f making g playing
h sending i singing j studying
k surfing l swimming m taking
n talking o using p watching
q working
6 (b) am reading; (c) is / doing; (d) is
surfing; (e) is / doing; (f) is having;
(g) is / doing; (h) is watching; (i) is /
doing; (j) is listening
7 b They are playing video games.
c She’s eating.
d They’re working.
e He’s singing.
f She’s talking on the phone.
g He’s surfing.
8 b am c is d He e Are f I
g working h aren´t
9 b Marina is not talking on the phone.
c Is James playing or studying? /
Is James studying or playing?
d My mother is working right now.
e My sisters are reading an e-book.
f What are you doing now?
g Are you watching TV now?
h Jorge isn’t studying Spanish.
10 b She’s doing gymnastics.
c No, he’s talking on the phone.
d Yes, I have an English test tomorrow.
e I’m studying biology.
f Yes, she is.
g At the library.
11 b Thinking before sending a message is
always good for both the sender and
the receiver.
12 b Think c instant d message e waste
13 b helpful c inspiring d kind
e necessary f true
117
Macmillan Education
Macmillan Publishers S.A.

ISBN Nº 978-987-672-436-4 Las autoras y los editores agradecen por el permiso para reproducir las
Queda hecho el depósito que marca la Ley 11.723. siguientes canciones:
All Together Now © 1969 Sony/ATV Music Publishing LLC, letra y música: John
Texto © Macmillan Publishers S.A 2018 Winston Lennon y Paul James McCartney, reproducida e impresa con permiso
Texto escrito por Reinildes Dias, Elaine Hodgson, Denise Santos, de SADAIC. Todos los derechos reservados.
Cristina Mott-Fernandez Our House © 1982 Sony/ATV Music Publishing LLC, letra y música: Carl
Adaptación del texto: Juan Carlos Ottolina Smyth, Chris Foreman, Daniel Woodgate, Graham McPherson, Lee Thompson,
Diseño e ilustración © Macmillan Publishers S.A. 2018 Mark Bedford, Michael Barson, reproducida e impresa con permiso de
Diseño de maqueta: Tangente Design SADAIC. Todos los derechos reservados.
With My Own Two Hands © 2002 BMG Rights Management, letra y música:
Adaptación de diseño y diagramación: Miranda Gómez Tejada
Benjamin Harper, reproducida e impresa con permiso de SADAIC. Todos los
Diseño de tapa: Martha Tadaieski
derechos reservados.
Diagramación de tapa: Miranda Gómez Tejada
Bad Self Portraits © 2014 Signature Sounds Recordings, letra y música:
Gerencia Editorial: Marianela Alloatti
Bridget Kearney, Mike Calabrese y Mike “McDuck” Olson, reproducida e
Edición: Paula Czajka
impresa con permiso de SADAIC. Todos los derechos reservados.

Este libro es una adaptación de Loop English for Teens Starter,

Este libro contiene remisiones a sitios web de terceros. La editorial
originalmente publicado en 2016, y se publica con la autorización
no ejerce control sobre el material publicado en estos sitios ni se
de Macmillan do Brasil Editora.
responsabiliza por dicho material. Se aconseja acceder a ellos con
la debida precaución.
Ilustrado por Diego Munhoz, Fábio Eugênio, Joel de Souza.
No se permite la reproducción parcial o total, el almacenamiento,
Las autoras y los editores agradecen a las siguientes docentes
el alquiler, la transmisión o la transformación de este libro, en
que analizaron la serie y nos enviaron sus comentarios: Guadalupe
cualquier forma o por cualquier medio, sea electrónico o mecánico,
Amores, Analía Becherucci, Graciela Inés Fontanari, Ailín Franco,
mediante fotocopias, digitalización y otros métodos, sin el permiso
Fabiana S. Gallo, Leandra M. Mena, Eva M. Poggi, Ana María Valdez.
previo y escrito del editor. Su infracción está penada por las leyes
11.723 y 25.446.
Las autoras y los editores agradecen por el permiso para reproducir sus
imágenes y fotografías en el Student's Book a: 123 RF pp4 (excepto cartel
baño, intersección de calles y restaurante), 5, 6 (fondo canción), 7, 9, 11, In the loop : english for teens : teacher s book starter / Reinildes Dias ... [et al.] ;
12 (excepto niño jugando al golf), 13, 14 (excepto niño jugando al golf), 21 adaptado por Juan Carlos Ottolina. - 1a ed . - Boulogne : Macmillan, 2018.
Libro digital, PDF
(Reina Elizabeth II y Príncipe Charles), 23, 25, 27, 29 (4), 31, 32, 33, 36,
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Archivo Digital: descarga y online
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134, 135, 139, 140, 141, 145, 146, 147, 149; Alamy pp4 (cartel de baño, 1. Educación. 2. Inglés. I. Dias, Reinildes II. Ottolina, Juan Carlos, adap.
intersección de calles y restaurante), 6 (Beatles), 12 (niño jugando al golf), 14 CDD 420.7
(niño jugando al golf), 15, 16, 19, 20, 21 (excepto Reina Elizabeth II y Príncipe
Charles), 22, 29 (excepto 4), 30, 75 (excepto helado), 106; AMP Propaganda Producido en Argentina
p76; © Peter Broelman p77; © Steve Crespo p96; Familia Riganti p20; Primera edición.
GARFIELD © 1980 Paws, Inc. Reprinted with permission of ANDREWS
MCMEEL SYNDICATION. All rights reserved p50; Getty Images Latin America/ Esta obra se terminó de producir en diciembre de 2018.
AFP p24 (Madonna e hijos); Getty Images Latin America/BuzzFoto p24 (Pink
y familia); iStockphoto p133 (pan); PEANUTS © 1950 Peanuts Worldwide LLC.
Dist. by ANDREWS MCMEEL SYNDICATION. Reprinted with permission.
All rights reserved p5; Safefood p69; Scholastic News website. Copyright
© 2014 by Scholastic Inc. Reprinted by permission of Scholastic Inc. p10;
UNICEF, British Council, UK Sport and Youth Sports Trust p54; Wikimedia
Commons p39; Zits © 2010 Zits Partnership - Distributed by King Features
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Syndicate, Inc. p96