My Life Starter TEachers Book

CONTENTS prev

O E BO URC ESO

K

E F I L Y M

CH TE A

R ER’ S

Andrea Dumas Pupi Rabinovich

Introduction

4

Pronunciation Teaching Notes

9

Planificación anual

12

Going Digital

16

Planificación de proyectos digitales

21

Student’s Book Contents

22

next

Class & WB Audio

Answer Key

Lesson Notes Get Ready

24

Unit 1: Me and my friends

28

Unit 2: My life, my stuff

36

Unit 3: Our world

44

Time Out A

52

Unit 4: Help

54

Unit 5: Likes

62

Unit 6: Routines & leisure

70

Time Out B

78

Tests Tests A

80

Tests Tests A: Answer key & Audioscript

90

Background Information

Digital Connections

INTRODUCTION prev

4

COURSE PRINCIPLES

COURSE COMPONENTS

Learning is not a linear but a spiral process that involves the gradual development of broader and deeper stages of learning. Learners construct their own knowledge based on the known and the given. ‘The old’ is revisited with different levels of complexity until ‘the new’ eventually becomes ‘old.’ As the learning process takes place, the spiral grows bigger and bigger. In this course, Ss explore specific information and language structures while developing language skills and the ability to transfer this knowledge to new situations. In this process, Ss are expected to further develop critical thinking and the ability to ‘learn how to lear n.’

Student’s Book

intends to help Ts promote Ss’ MY LIFE intends autonomy, support the development of cognitive skills and learning strategies while encouraging the use of the 21st Century skills. In MY LIFE , language is used as used as and and for communication. The value and purpose of language is to convey meaning and what gives meaning to language is the context in which it is used. MY LIFE presents presents all language in real-life situations which give value to it. It is not language vs. real-life vs. real-life situations; it is language for real-life situations.

A magazine-style consolidation section, consisting of a doublespread every three units, is presented at the end of the SB. These spreads are meant to integrate and consolidate the lexical areas and grammar structures of the preceding three units, the last one being an integration of all six.

• Check Your Progress activities Progress activities every two units • Revision activities every two units Quick Check For ease of use, the Quick the Quick Check section (see flap at the end of the book) covers the main language points of both the SB and the WB.

Class & WB Audio My Time Out

The Student’s Book includes: Student’s Book, Workbook, a Quick Check and and a Picture Dictionary . The Student’s The Student’s Book contains: Six main units, units, each one consisting of 3 lessons plus an Integration section Integration section in Units 1,2,4,5 or an EDB section EDB section in Units 3 and 6 for more integration, extension and project work ( EDB ( EDB:: see below). Each lesson contains work for approximately 3 teaching periods, while the EDB section EDB section may also take 3 periods.

is based on a student-centred approach. MY LIFE is It focuses on the Ss’ nee ds, abilities and interests, with attractive topics that will arouse their curiosity. The learners are at the centre of the learning experience, which helps them play an active role in the construction and appropriation of knowledge.

next

• Language and skills practice for each lesson

Time Out Mag

MY LIFE is a four-level course designed for learners of English between the ages of 12 and 15, taking them from beginner to pre-intermediate level. The content and approach of this course are intended not only to facilitate the teaching and learning of the language but also to broaden the students’ knowledge of the world, encourage their curiosity and develop their strategies for self-directed learning and learner independence.

What is EDB?

After working on the Time Out Mag, Mag, and sufficiently motivated and prepared, Ss will have the opportunity to work on their own personal ‘Mag’ and use their own ideas, their own ability to research and make choices in order to create a new product - the spiral process efficiently working to produce a new outcome, richer and more complex.

,

The Picture Dictionary (see (see flap at the beginning of the book) includes some of the language areas presented in the SB, namely: habits and routines, the head, clothes and accessories, actions and numbers and colours. It aims a t providing learners with an opportunity to interact with the vocabulary learnt, thus making the process more memorable.

Answer Key

5 5

The Workbook , at the end of the Student’s Book, contains:

Student’s

EDB stands for Explore Develop and Build , and is meant to provide Ss with the possibility of exploring and developing different kinds of texts, which will lead to a final individual or group production. First, Ss are presented with an authentic text that reflects the linguistic and thematic topics worked in the unit. Then, a second text and an extra listening activity are presented, so that Ss can see how this specific language develops and extends. These preparatory activities pave the way for the Build section section where Ss work on their own language production as a natural ‘outcome’ of the processes of exploring and developing. It is important to highlight that Ss will be able to carry out their final work on paper or in a digital version, making use of the variety of resources at their reach.

Picture Dictionary


-kit

www.pearsonelt.com.ar/mylife The use of computers and the Internet is an integral part of Ss’ lives. My lives. My Life gives Life gives Ss the opportunity to practise at their own pace, to use their knowledge and to show their peers what they can do.

The -ki t includes: • Online activities and language games with instant feedback • Grammar and vocabulary pop-up notes as a self-learning resource • Voice recording tool to help develop Ss’ uency • Self-assessment section to help them monitor their progress and make necessary adjustments • MP3 workbook audio les Learn more on page 16

Teacher’s Teacher’s Resource Book The Teacher’s Resource Book aims at enhancing the Teacher’s role as facilitator by providing suggestions and guidelines to exploit the Student’s Book material.

The Teacher’s Resource Book contains: • Introduction notes • Pronunciation notes • Planificación anual • Going Digital • Lesson notes with SB and WB Answer keys and Audioscript • 6 Unit tests • Mid-year and End-of-year Tests • Tests Answer keys and

Each lesson in the Teacher’s Resource Book includes: Book includes: • Topic, grammar and vocabulary objectives • A guided lesson plan with notes and suggestions on how to deal with every teaching point • Extra practice activities practice activities • Digital connection proposals • Opportunities for CLIL development • Strategies to develop Ss’ awareness and learning skills

Digital Connections

INTRODUCTION prev

4

COURSE PRINCIPLES

COURSE COMPONENTS

Learning is not a linear but a spiral process that involves the gradual development of broader and deeper stages of learning. Learners construct their own knowledge based on the known and the given. ‘The old’ is revisited with different levels of complexity until ‘the new’ eventually becomes ‘old.’ As the learning process takes place, the spiral grows bigger and bigger. In this course, Ss explore specific information and language structures while developing language skills and the ability to transfer this knowledge to new situations. In this process, Ss are expected to further develop critical thinking and the ability to ‘learn how to lear n.’

Student’s Book

intends to help Ts promote Ss’ MY LIFE intends autonomy, support the development of cognitive skills and learning strategies while encouraging the use of the 21st Century skills. In MY LIFE , language is used as used as and and for communication. The value and purpose of language is to convey meaning and what gives meaning to language is the context in which it is used. MY LIFE presents presents all language in real-life situations which give value to it. It is not language vs. real-life vs. real-life situations; it is language for real-life situations.

A magazine-style consolidation section, consisting of a doublespread every three units, is presented at the end of the SB. These spreads are meant to integrate and consolidate the lexical areas and grammar structures of the preceding three units, the last one being an integration of all six.

• Check Your Progress activities Progress activities every two units • Revision activities every two units Quick Check For ease of use, the Quick the Quick Check section (see flap at the end of the book) covers the main language points of both the SB and the WB.

Class & WB Audio My Time Out

The Student’s Book includes: Student’s Book, Workbook, a Quick Check and and a Picture Dictionary . The Student’s The Student’s Book contains: Six main units, units, each one consisting of 3 lessons plus an Integration section Integration section in Units 1,2,4,5 or an EDB section EDB section in Units 3 and 6 for more integration, extension and project work ( EDB ( EDB:: see below). Each lesson contains work for approximately 3 teaching periods, while the EDB section EDB section may also take 3 periods.

is based on a student-centred approach. MY LIFE is It focuses on the Ss’ nee ds, abilities and interests, with attractive topics that will arouse their curiosity. The learners are at the centre of the learning experience, which helps them play an active role in the construction and appropriation of knowledge.

next

• Language and skills practice for each lesson

Time Out Mag

MY LIFE is a four-level course designed for learners of English between the ages of 12 and 15, taking them from beginner to pre-intermediate level. The content and approach of this course are intended not only to facilitate the teaching and learning of the language but also to broaden the students’ knowledge of the world, encourage their curiosity and develop their strategies for self-directed learning and learner independence.

What is EDB?

After working on the Time Out Mag, Mag, and sufficiently motivated and prepared, Ss will have the opportunity to work on their own personal ‘Mag’ and use their own ideas, their own ability to research and make choices in order to create a new product - the spiral process efficiently working to produce a new outcome, richer and more complex.

,

The Picture Dictionary (see (see flap at the beginning of the book) includes some of the language areas presented in the SB, namely: habits and routines, the head, clothes and accessories, actions and numbers and colours. It aims a t providing learners with an opportunity to interact with the vocabulary learnt, thus making the process more memorable.

Answer Key

5 5

The Workbook , at the end of the Student’s Book, contains:

Student’s

EDB stands for Explore Develop and Build , and is meant to provide Ss with the possibility of exploring and developing different kinds of texts, which will lead to a final individual or group production. First, Ss are presented with an authentic text that reflects the linguistic and thematic topics worked in the unit. Then, a second text and an extra listening activity are presented, so that Ss can see how this specific language develops and extends. These preparatory activities pave the way for the Build section section where Ss work on their own language production as a natural ‘outcome’ of the processes of exploring and developing. It is important to highlight that Ss will be able to carry out their final work on paper or in a digital version, making use of the variety of resources at their reach.

Picture Dictionary


-kit

www.pearsonelt.com.ar/mylife The use of computers and the Internet is an integral part of Ss’ lives. My lives. My Life gives Life gives Ss the opportunity to practise at their own pace, to use their knowledge and to show their peers what they can do.

The -ki t includes: • Online activities and language games with instant feedback • Grammar and vocabulary pop-up notes as a self-learning resource • Voice recording tool to help develop Ss’ uency • Self-assessment section to help them monitor their progress and make necessary adjustments • MP3 workbook audio les Learn more on page 16

Teacher’s Teacher’s Resource Book The Teacher’s Resource Book aims at enhancing the Teacher’s role as facilitator by providing suggestions and guidelines to exploit the Student’s Book material.

The Teacher’s Resource Book contains: • Introduction notes • Pronunciation notes • Planificación anual • Going Digital • Lesson notes with SB and WB Answer keys and Audioscript • 6 Unit tests • Mid-year and End-of-year Tests • Tests Answer keys and

Each lesson in the Teacher’s Resource Book includes: Book includes: • Topic, grammar and vocabulary objectives • A guided lesson plan with notes and suggestions on how to deal with every teaching point • Extra practice activities practice activities • Digital connection proposals • Opportunities for CLIL development • Strategies to develop Ss’ awareness and learning skills

Digital Connections

INTRODUCTION prev

LESSON NOTES The following procedures are general guidelines to exploit the material in MY LIFE . Specific suggestions for each activity are included in the detailed lesson notes. Dialogues Dialogues introduce the topic(s) and present the linguistic components of the lesson in an appropriate context. Key grammar and vocabulary points are clearly exemplified in them. • Ask Ss to look at the picture and make predictions. • Ss listen to the recording and / or read the dialogue. • Check their predictions and help them understand the dialogue. • Ss read the rubric for the task (make sure they understand what they have to do). • Ss work on the exercises individually or in pairs. • Ss may check their answers in pairs or small groups before the class check. • Ss may be asked to account for their answers by referring back to the information in the dialogue. • Ss re-read the dialogue and may act it out in pairs. 6

• Ask Ss to tell you which of the words from the lexical set they already know, that is known words and transparent ones. • Refer Ss to the pictures and ask them to try and guess which word corresponds to each photo or picture. • After having gone through the guessing activity, ty, you may want to have Ss look up the new vocabulary in a dictionary. • It is well known, and expected, that many words will present phonological difficulties to Ss. It is advisable that Ts should intervene only once the difficulty has arisen so that Ss deve lop phonological intuition. intuition. Let them try and guess first. If they are wrong, provide the correct pronunciation and write the phonetics on the bb. Ask Ss to repeat it in chorus or individually, individually, paying attention to both sounds and stress. • Ss do the vocabulary exercise(s) in the book. • Ss make sentences using the new vocabulary. • Encourage Ss to keep in their folders or in their netbooks a vocabulary file organised into sets. • Ask Ss to revise revise the vocabulary vocabulary of the lesson lesson as part of their homework by creating crossword puzzles, a hangman game or a word search activity. Exercises

Grammar Grammar boxes Grammar boxes present the grammar structures in context. They are interactive in order to encourage Ss to participate in the discovery and reconstruction of the rules. • Ss read the text(s) in the box and check the meaning of the structure: position, possession, possession, etc. • Ask Ss to complete the Grammar boxes. Grammar boxes. • Encourage Ss to work out rules for themselves. • Ss may look for other examples in the Dialogue. Note! Note! boxes present aspects of the language that do not involve the inference of a rule but require special attention. • Ss look at the text and infer its meaning. • Ss may provide new examples considering both meaning and form.

Exercises have been conceived to practise and consolidate both structures and vocabulary. They lead Ss from recognition to guided practice and production, from controlled language activities to freer activities. • Ask Ss to read the rubrics and make sure they understand what they have to do. • Work together on one or two examples. • Ss can then work individually, in pairs or small groups. • Encourage Ss to use the Grammar and Grammar and Note! boxes in the Student’s Book as a reference. • Before checking the work with all the class, Ss may check their result in pairs or small groups. • The exercises both in the Student’s Book and the Workbook can be set as homework. They may then be corrected by the teacher or checked in class. Listening

Vocabulary Vocabulary is usually presented in lexical sets and practised through exercises linked to the grammatical points in the lesson. Illustrations and photos are generally introduced to teach the meaning of new words.

• Ss look at the pictures and / or title and predict the topic of the recording. • Ss listen to the recording and check their predictions. • Ask Ss to read the rubric and check if they understand what they have to do.

• Play the recording a second time for Ss to do the exercise. • Ss work on the exercise individually or in pairs. • Ss may check their answers in pairs or small groups before checking with the whole class. • Play the recording again to check specic information, as well as meaning, emotions and intentions expressed by stress and intonation. Speaking

• Ask Ss to read the rubric and make sure they understand what they have to do. • You may want to brainstorm vocabulary from previous lessons that Ss may think necessary for the task, and write the words on the bb. Alternatively, you could also provide provide situations that will require Ss to recycle both vocabulary and structures. • Ss can report individually, in pairs or in small groups. • Monitor Ss’ performance but try not to interrupt their flow, since the aim is to practise and consolidate that area of communication. Once Ss are done with the speaking activity, encourage self-correction by pointing out the mistakes either in the choice of words and pronunciation, or in the use of language.

Teacher’s

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Reading

• Ss look at the pictures, text format and / or the title to interpret and predict what it is about. • Ss read the text to check predictions. • Ask Ss to read the rubric and check if they understand the activity they have to do. • Ss work individually, in pairs or small groups. • Once Ss have done the activity, check with the class. Ss may refer to where in the text they have found the answers. • Ask Ss to re-read the text to get a global view of the topic after they have analysed the text in detail.

Class & WB Audio Writing

• Ask Ss to read the rubrics carefully and make sure they understand what they have to do. • Remind Ss to use the model text as help. • Elicit the language and words they may need and write them on the bb. • Depending on the complexity of the activity, Ss may need to write a first draft, which may be set as homework. Next, they can swap their pieces with a peer in class for comments and suggestions, and then write a final copy.

Answer Key

7


-Portfolio

www.pearsonelt.com.ar/mylife This course provides Ts with the opportunity to enrich their lessons, while facilitating and enhancing the learning process itself through online tasks with the endless possibilities that ICT can bring to the classroom.

• The Guía de proyectos digitales includes: digitales includes: Digital projects Step-by-step task development Printable worksheets • e-Teacher’s Resource Book • Class & Workbook Audio les • e-Teacher’s Reading Corner • Editable Resources: Planificación anual Planificación de proyectos digitales Tests Learn more on page 18

Digital Connections

INTRODUCTION

PRONUNCIATION TEACHING NOTES prev

ASSESSMENT Assessment is extremely important for both Ts Ts and Ss. It should definitely be placed at the heart of the teaching and the learning process. As it meets different objectives, assessment requires appropriate means to achieve these objectives. • Assessme Assessment nt

OF learning learning as as a way to check and register a result, that is what Ss have learnt at the end of a lesson, unit, project and / or end of a certain period in time.

• Assessment Assessment

FOR learning as earning as a way to look into the learning process and provide both Ss and Ts with an evidence of their situation at a certain period in time, as well as offering possible strategies to work on identified weaknesses. AS learning as a way to enable Ss to reflect on their knowledge and performance, so that they can monitor their understanding, account for their achievements and failures, and make the necessary adjustments.

Instruments and guidelines In order to facilitate the task of assessing, MY LIFE STARTER provides the following instruments.

In the SB: Integration sections (1 at the end of Units 1, 2, 4 • 4 Integration sections and 5), which will enable the T to measure further how well Ss are handling the content of each unit EDBs (at the end of Units 3 and 6), in order to • 2 EDBs (at double-check how well Ss are handling the content of the units in new situations In the WB: Progress, one every two units • 3 Check Your Progress, Revisions, one every two units • 3 Revisions, In the Student’s -kit : Assessment, one for each unit in the • 6 Self Assessment, one Student's Book, with instant feedback

Assessment • Assessment

8

In the Teacher’s -Portfolio: -Portfolio: projects : very much like the EDBs, EDBs, they • 2 Digital projects: help assess Ss’ ability to handle the language learnt in new situations Tests, which mainly focus on the vocabulary and • 6 Unit Tests, grammar in the units, one test at the end of each unit Tests meant to assess the language and • 2 Term Tests meant skills learnt and developed during the period covered ( Mid-year Mid-year and End-of-year and End-of-year )

In all these sections, Ss put the vocabulary and grammar of the units into practice and become aware of their strengths and weaknesses. Their mistakes may be confronted to the examples a nd explanations in the Grammar boxes, Grammar boxes, or in the Grammar and Grammar and Vocabulary Vocabulary pop-ups in the online practice. Throughout the book, Ts will find tips and suggestions on how to deal with Ss’ performance, and on how to provide them with feedback.

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Phonology plays a central role in oral communication as it helps to build understanding and express meaning. Ss’ awareness and practice of the English sounds, stress, rhythm and intonation contribute to better understanding and more effective communication. Systematic practice from day one will help Ss gain confidence and express themselves with greater fluency and ease. When working with phonology, remember there is a sequence that goes from recognition through imitation to production.

WHAT

Ss should become aware of... Class & WB Audio Word stress. Every word is made from stressed a nd weak syllables. The focus of attention will always be on the stressed syllables. It is important to make Ss aware of the number of syllables in a word and which one is to be stressed. E.g. real = one syllable / realistic = 3 syllables (stress on the second syllable). Note: Transparent words are often stressed differently in Spanish and in English. E.g. computadora E.g. computadora / / computer ; ; doctor / doctor / doctor ; ; famoso / famoso / famous Sentence stress. Many words change their sound shape when they occur in an utterance or sentence. For example, auxiliaries, prepositions and pronouns are usually weakened in order to make content words (nouns, verbs, adjectives, adverbs) more prominent and facilitate the understanding of the important information being conveyed. That is the reason why there is no need to understand every single word in an utterance or sentence since the important information will be conveniently stressed. E.g. They go to Paris in the summer . / There’s a cooker in the kitchen. Intonation. There are basically two intonation patterns in English: falling and rising. As a rule, 1. statements take a falling intonation, E.g. My name is Tom. Tom.

2. questions may take a falling or a rising intonation. In general, a. Wh- questions Wh- questions take a falling intonation,

Answer Key

What’s your name? b.

Yes / no questions no questions take a rising intonation, 9

Are you from India? Sounds and letters correspondence. There is not a one-to-one correspondence between letters and sounds in English. The number of letters in both English and Spanish is the same but there are more sounds than letters in English. E.g. the letter o is pronounced / ɒ / in got, in got, / / ʌ / in əʊ / in hello come, come, / ɔ:/ in sports, in sports, /u /uː / in who, who, / əʊ in hello.. Voiced and and voiceless sounds. Voiced sounds produce vibration in the vocal cords when they are pronounced. Ss can feel the vibration of their vocal chords when touching their throats softly while producing a sound. All vowel sounds are voiced while consonant sounds may be voiced or voiceless. E.g. /v/, E.g. /v/, /m/ and /r/ and /r/ are voiced , /b/, /t/ and /f/ and /f/ are voiceless.


Digital Connections

PRONUNCIATION TEACHING NOTES

ENGLISH PHONEMES prev

HOW TO

Consonants

help them with...

Word stress. • Make Ss listen to the recordings in MY LIFE and focus on rhythm. Help them notice there are different beats produced by a combination of stressed / unstressed syllables. It would be a good idea to ask them to mark the beats on their desks. • Make Ss repeat words / sentences after the recordings several times, paying special attention to the stresses. • Ask Ss to listen to the recording and underline the strongest syllable in a word or the strongest words in a sentence. • As Ss become familiar with sentence stress, have them predict which words will be stressed before listening.

0 1

• Contrastive stress: When correcting exercises, help Ss notice that words which are not generally stressed may be emphasised for contrast, E.g. It’s not my book, it’s her book. Intonation. • Make Ss listen to intonation patterns in the recording and mark them, moving their hands up or down. • To practise questions, write a yes / no and a Wh- question on the bb. E.g. Where are you from? Do you like soup? Student A “hums” the question and Student B answers. • Make Ss repeat dialogues after the recordings several times, in chorus, pairs or individually. Note: You may use the recordings in the Use your English section to work on stress and intonation.

Sounds and letters correspondence. Voiced and voiceless sounds. • Make Ss listen to the recording and pay attention to the way words are pronounced. Elicit which sound(s) is (are) most frequently repeated. • After working with a vocabulary activity, ask Ss to imitate the pronunciation after the recording. • Describe the position of the vocal organs when pronouncing each sound. E.g. Open your jaw. Touch your lower lip with your upper teeth. In this way, pronunciation is not limited to mere imitation. You will find some suggestions in the TB lesson notes. • Guide Ss to notice the difference between Spanish and English sounds. E.g. /b/ bote vs boat - /d/ dado vs. don’t. • Lead Ss to discover the difference between voiced and voiceless sounds by feeling the vibration of the vocal cords on their throat as they pronounce the different sounds. E.g. /z/ - /s/, /v/ - /f/, /t/ - /d/. • Present the phonetic symbols gradually. When you work on vocabulary, you may want to write the phonetic script so that Ss get used to the symbols. Phonetic symbols are also useful to help Ss with the pronunciation of difficult words and to develop self-access skills. • Give Ss a list of words for them to sort out according to their sounds. E.g. words starting with the sound / θ /. • Have Ss predict the pronunciation of a written word before listening to a recording. • Provide Ss with “tongue-twisters” for them to practise the different sounds. E.g. Peter, put the pens, pencils and paper in that plastic bag. / The doctor’s daughter talks a lot. / Vivian and Vicky live in Vivendi. • Play games, such as Bingo or Tic-tac-toe, with sounds. In this way, Ss will not only practise sounds but also refresh vocabulary. E.g. Name 5 words with / ɑː / .

p

b

t

d

/ pen / pen

/ bUk / book

/ ti… / tea

/ deI / day

tS

dZ

k

g

/ tSe´ / chair

/ "dZ‰…mń / German

/ kœt / cat

/ gUd / good

f

v

T

D

/ fO… / f our

/ "veri / very

/ TINk / think

/ Dæt / that

s

z

S

Z

/ sIks / six

/ zu… / zoo

/ Si… / she

/ "telI vIZn / " television

m

N

h

/ TIN / thing

/ "hœpi / happy

l

r

w

j

/ lUk / look

/ red / red

/ wÅnt / want

/ jes / yes

man

Vowels

i…

I

U

u…

/ si… / see

/hIz / his

/ lUk / look

/ ju… / you

e

´

‰…

O…

/ ten / ten

/ ´"baUt / about

/ h‰… / her

/ "mO…nIN / morning

ʌ

A…

Å

/ bʌt / but

/ kA… / car

/ hÅt / hot

œ /bæd/ bad

Diphthongs

…n / naIs / nice

/ mœn /

I´

eI

/ hI´ / hear

/ neIm / name

U´

OI

Ú

/ "tU´rIst / tourist

/ bOI / boy

/ nÚ / no

e´

aI

aU

/ we´ / where

/ maI / my

/ haU / how

next

Class & WB Audio

Answer Key

1 1 1 1


Digital Connections

PLANIFICACIÓN ANUAL prev

F D P

Dado que el aprendizaje de una lengua extranjera no es lineal sino espiralado, de niveles cada vez más amplios y profundos, los contenidos, habilidades y estrategias incluidas en cada unidad se reutilizarán e integrarán en las demás unidades. Aún cuando las estrategias se mencionan por separado en cada unidad, su aprendizaje se hará en forma integral desde la primera lección, profundizándolas a lo largo del año.

Tiempo / Unidad

Unidad Preparatoria | Get Ready 4 horas

Dimensión textual

Dimensión contextual (Temas, situaciones comunicativas y macrohabilidades)

Comprensión y producción relacionados con los temas necesarios para comenzar el trabajo con MY LIFE STARTER

12 horas

Comprensión de un diálogo sobre información personal Comprensión de una página web escolar Diálogos de intercambio de información personal Comprensión de un blog con datos personales Redacción de un perfil personal para una red social Actividades de integración

C O D .

Class & WB Audio

Estrategias Vocabulario

Gramática

Fonología

Palabras de uso común, en inglés La escuela Números 1-10 Abecedario

Organización de la forma diaria y semanal de trabajo Reflexión sobre la organización y modo de uso del libro Desarrollo de la atención selectiva en clase Recuperación de conocimientos previos Iniciación del trabajo participativo, responsable y cooperativo

2 1

1 | Me and my friends

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Informaciónpersonal: nombre, edad, proyecto, aula Proyectos escolares Números 11-20 Adjetivos de opinión Saludos

Inferencia de reglas gramaticales Presente simple del verbo to be en sus formas afirmativa, negativa e interrogativa Pronombres personales Palabras interrogativas: What y How old …? Posesión: my, your Conectores: Adición: and

Pronunciación de aren’t e isn’t Formas fuertes y débiles Entonación de preguntas abiertas y cerradas

Aprendizaje de la planificación de tareas: naturaleza de la tarea, recursos, etc. Iniciación en estrategias para la comprensión de textos orales y escritos Iniciación en actividades para inferencia de reglas gramaticales Iniciación en la reflexión metalingüística Desarrollo de estrategias sociales (compromiso, cooperación y empatía con otros) Desarrollo de la conciencia cultural y su diversidad CLIL: Blogs

Answer Key

1 2


Digital Connections


Tiempo / Unidad 2 |

My life, my stuff 12 horas

i i i i (Temas,, situaciones comunicativas y ili macrohabilidades) Comprensión de póster con datos personales Diálogos de intercambio de información personal Elaboración de diálogos para la compra de un regalo Lectura de conversaciones acerca de preferencias personales en un foro digital Escritura de una conversación en un foro Actividades de integración

F D P

Dimensión textual

Dimensión contextual

Estrategias Vocabulario Objetos Colores Regalos

4 1

Gramática Inferencia de reglas gramaticales Artículo indefinido: a / an Plural / singular Pronombres demostrativos: this / that / these / those Posesión: Caso genitivo Palabras interrogativas: What colour …? How much? Orden de los adjetivos

Our world 12 horas

Comprensión y producción de textos orales y escritos sobre la composición y descripción de la familia Diálogos que describen la familia Creación de un héroe de un cómic y de un avatar Participación en conversaciones para formular pedidos Actividades de integración

La familia: los integrantes Mascotas y otros animales Hobbies Partes de la cabeza

Inferencia de reglas gramaticales Posesión: Adjetivos posesivos Presente simple del verbo have got en sus formas afirmativa, negativa e interrogativa

C O D .

Fonología Pronunciación de s en el caso genitivo: / s /, / z / y / Iz / Formas fuertes y débiles Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo

Lectura y comprensión auditiva Activación de los conocimientos previos para la interpretación de los textos Reconocimiento del tipo textual y sus características Localización en tiempo y espacio del discurso oral y / o escrito Utilización del paratexto para la elaboración de hipótesis de lectura / escucha Comprensión de la idea global del texto Comprensión detallada del texto Análisis de la intencionalidad del mensaje oral y / o escrito Interpretación de sentimientos, actitudes u opiniones expresadas en el texto a través de la estructura, el énfasis y la entonación Transferencia de la información del texto relevada a nuevos contextos CLIL: Foros en Internet

3 |

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Pronunciación de / D / Pronunciación de s + consonante Formas fuertes y débiles Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo

Oralidad: Utilización de elementos lingüísticos conocidos en nuevos contextos comunicativos Gramática: Inferencia de reglas gramaticales a partir del análisis de oraciones Uso de técnica de subrayado para resaltar la forma de la estructura Comprensión de la forma, el significado y la función del punto gramatical Representación kinética para el aprendizaje de una estructura gramatical Deducción y aplicación de reglas gramaticales Análisis contrastivo (Español / Inglés) CLIL: Cómics y avatars Cambios introducidos a través de Internet

Class & WB Audio

Answer Key

1 3


Digital Connections


Unidad / Proyecto

Consolidación 1 Time Out A

3 horas

Dimensión textual

Dimensión Contextual (Temas, situaciones comunicativas y macrohabilidades) Comprensión y producción de textos orales y escritos que demuestren capacidad de transferir las conocimientos adquiridos en las Unidades 1, 2 y 3 a un nuevo contexto: el arte

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Estrategias Vocabulario Revisión y consolidación de vocabulario

Gramática

F D P

Fonología

Revisión y consolidación de estructuras y funciones gramaticales

Expresión en forma inteligible

Inferencia de reglas gramaticales Imperativo Conectores: Contraste: but Preposiciones de lugar: on, in, under Palabra interrogativa: Where?

Formas fuertes y débiles Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo

Consolidación Transferencia de nociones lingüísticas a nuevas situaciones comunicacionales Integración de saberes en nuevos contextos Iniciación al uso del diccionario bilingüe

C O D .

Class & WB Audio

Answer Key

4 | Help 12 horas

6 1

5 | Likes 12 horas

Comprensión e interpretación de diálogos sobre situaciones problemáticas Intercambios dialógicos que expresansugerencias Comprensión de una animación digital Comprensión e interpretación de un anuncio Redacción de un anuncio Actividades de integración

Acciones Adjetivos: new / old Enfermedades Objetos

Lectura de página web de una escuela Lectura de un blog sobre rutinas Intercambios dialógicos que expresan sorpresa Comprensión de artículos sobre arte contemporáneo Comprensión de una entrevista con un experto en arte Redacción de comentarios sobre arte en un blog Actividades de integración

Materias y talleres escolares Adjetivos de opinión Ropa y accesorios Días de la semana Partes del cuerpo

Escritura: Búsqueda de información para la redacción de un texto Elaboración de esquemas para la organización de ideas previo a la producción Desarrollo de la escritura procesual Autocorrección Cooperación de pares en la redacción de textos Análisis de un anuncio comercial Enfermedades y recomendaciones básicas

1 4


Digital Connections

Inferencia de reglas gramaticales Gustos: like / don’t like Preposiciones de tiempo: on, at Conectores: Opción: or

Pronunciación de / d / Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo

Vocabulario: Desarrollo de estrategias para la comprensión de vocabulario: inferencia de significado por contexto, uso del diccionario Utilización de técnicas para la recuperación del léxico: agrupamiento, asociación, uso de imágenes visuales y sonoras, clasificación, organización y mapas semánticos CLIL: Arte contemporáneo


Unidad / Proyecto 6 |

Routines & leisure 12 horas

8 1

i i i i (Temas,, situaciones comunicativas y ili macrohabilidades)

F D P

Dimensión textual

Dimensión Contextual

Estrategias Vocabulario

Comprensión de artículos sobre las rutinas de dos jóvenes Comprensión de una entrevista sobre rutinas laborales Lectura de una encuesta Elaboración de un artículo descriptivo sobre la rutina de un personaje famoso Intercambio dialógico sobre permisos Actividades de integración

Hábitos y rutinas Actividades de tiempo libre

Comprensión y producción de textos orales y escritos que demuestren capacidad de transferir los conocimientos adquiridos en las Unidades 1 a 6 a un nuevo contexto: el poder de la mente

Revisión y consolidación de vocabulario

Gramática Inferencia de reglas gramaticales Presente simple del modo indicativo: rutinas Permiso: can / can’t Sugerencias: Let’s

Time Out B

3 horas

Revisión y consolidación de estructuras y funciones gramaticales

Pronunciación de la s en la tercera persona del singular: plays / z /, starts / s /, finishes / Iz / Pronunicación / æ / y / A… / en can y can’t Formas fuertes y débiles Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo

Autoevaluación:

Monitoreo de la propia producción Autocorrección Autoevaluación de actitudes, habilidades y logros Toma de conciencia del propio progreso Formulación de objetivos

Class & WB Audio

Answer Key

Expresión en forma inteligible

Consolidación:


Transferencia de nociones lingüísticas a nuevas situaciones comunicacionales Integración de saberes en nuevos contextos Iniciación al uso del diccionario bilingüe Digital Connections CLIL:

Investigación sobre el poder de la mente

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

C O D .

Fonología

1 5

Consolidación 2

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GOING DIGI TAL prev

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For your students ... Online activities and language games

Workbook Audio MP3 files to download Grammar and vocabulary pop-up notes for contextualised revision

www.pearsonelt.com.ar/mylife

Class & WB Audio Instant feedback to sustain motivation and autonomy

Answer Key

Listen and repeat activity for comprehension and intonation practice

6 1

1 7

Voice recording tool to help enhance students’ fluency

español Rubric translation into Spanish to support student autonomy Bonus Practice and Self Assessment activities to help students practice and monitor their own progress


Digital Connections

w w w . p e a r s o n e l t . c o m . a r / m y l i f e

GOING DIGI TAL prev

For you ...

Contents aligned with curricular demands

Fully-planned digital projects

Meaningful learning

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Resources & links only a click away


Regularly updated section with articles and links to reference materials

Class & WB Audio

Planificación downloadable as a PowerPoint document to easily adapt to your needs

Editable Word documents, true time-savers!

Answer Key

1 9

8 1

Learning objectives, background notes, digital connections and more!

Downloadable audio files Projects organised in 3 stages:

About our Guía de proyectos digitales • There are a total of two (2) projects in MY LIFE STARTER , one every three units in the Student’s Book. • They have been designed to be used either before, in correlation with, or after the corresponding Student’s Book units. • They are all set in a communicative situation that, in turn, triggers grammatical, lexical and phonological aspects of the language, all of which are systematised in the Student’s Book.

Clear objectives

>

Preparation Tasks

>

Core Tasks

>

Follow-up Tasks


Simple and clear examples of classroom instructions

Digital Connections

w w w . p e a r s o n e l t . c o m . a r / m y l i f e

GOING DIGI TAL prev

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Planificación de proyectos digitales

iTools

Practical advice on the use of ICT tools

T P P .

This is an abridged version of the actual document. For the full document, go to www.pearsonelt.com.ar/mylife

Dimensión Textual Unidad / Proyecto

Tutorials to help you quickly visualise how the suggested tool works

Project 1 | Units 1-3 Animals in Danger

Dimensión contextual

Aspecto lexical

Aspecto gramatical

Elaboración de clip audiovisual de concientización en contra del tráfico de animales

Animales

El uso del presente simple del verbo

Partes del cuerpo

have got

Elaboración de muestra fotográfica intercultural

Hábitos y rutinas

Aspecto fonológico Forma débil del verbo have got

Class & WB Audio

Hábitats de animales

Answer Key

Project 2 | Units 4-6

Links to suggested websites for further information

0 0 2 2

Through My Eyes

El uso del presente simple

Contracción de Do you / dju… / like it?

La hora Opinión sobre gustos Localización

Entonación de preguntas 2 1


Digital Connections

e f i l y m / r a . m o c . t l e n o s r a e p . w w w

Printable worksheets for students

... and much more!

Student’s Contents Unit

prev

Topic

Grammar

Get ready

W el co me t o E ng li sh !

Page 6

1 | Me and

my friends

Vocabulary

Personal information Meeting people

Subject pronouns Verb to be What’s your ...? How old ...?

|

C om mo n E ng li sh w or ds

Numbers 11 – 20 School projects Opinion words

Reading

|

T he s ch oo l

Speaking & Pronunciation

Listening

|

N um be rs 1 – 10

|

Discrete listening (numbers) Notice board info

A dialogue between two teenagers

Page 10

my stuff

School School objects At a sports shop

Indefinite article Word order (adjective + noun) Plurals Demonstrative pronouns Possessive ’s

Objects Colours Presents

Family Pets and other animals Matt’s hobby

Possessive adjectives Have / has got

Family words Pets and other animals Parts of the head

Page 26 EDB 1: Comics | e-magazine articles & characters’ descriptions: e-Comics & Comics Heroes

4 | Help

Help Health problems Location

Imperative But Where? On, in, under

Page 34

School Fashion Schedules

Like

Prepositions of time: on, at

Page 42

New / old

Illnesses Objects

School subjects Optional workshops Opinion words Clothes and accessories Days of the week

Integration: Art and fashion | A blog for teenagers: Teens around the World | An interview to an artist: Sebastián Govino

6 | Routines & leisure

A dialogue between two friends

A glog

An exchange of other people’s information

Say hello and goodbye

Personal information in a social network A paragraph about another person’s personal information

Class & WB Audio

A memory test

Buy a present for a friend

A list A description of objects

Habits Preferences Different personalities

Present simple Can (permission)

Task: Participate in a forum conversation.

A social network presentation and comments

A dialogue describing a family

Habits and routines Leisure activities

A game A dialogue about possessions

Ask for things

2 3

A web page with a funny situation

A dialogue with a friend who is not OK

Make suggestions

EDB Listening Tasks page 58

Time Out Mag page 59

School instructio ns

Task: Write a short ad for a product.

A teenager’s comment on her own photo

Digital Connections

A presentation of a school Teenagers talking about their A guessing game likes and dislikes

Express surprise

A description of your likes and dislikes

Ask for permission

A paragraph with your best friend’s habits at the weekend

Task: Post your comments in a blog and share them with your friends.

A survey


A memory game Problematic situations

A description of some friends’ habits and preferences

A dialogue with a friend about a member of his / her family

Page 50 EDB 2: Passions | Articles in an e-magazine: Magic Hands & Coty the Photographer

A description of a family A paragraph about a friend’s possessions

Task: Create a comics hero and write a description.

Actions

Integration: Technology in use | A web ad: An excellent teacher | Descriptions of innovative products: Techno solutions

5 | Likes

An exchange of personal information

Answer Key

Integration: Favourite things | A forum chat: My Stuff, My Life | A quiz programme: Celebrities’ Quiz Show

2 2

The alphabet

How much?

Page 18

3 | Our world

Writing

Task: Design and write in your personal blog.

Integration: All about me | A personal blog: Me | An interview: Viggo Mortensen - The Lord of the Rings

2 | My life,

Use your English

next

Task: Write an article about a person you admire or respect for a class or e-magazine.


GET READY

GET READY prev

The aim of Get Ready is to help Ss realise that they already know some English words, phrases and characteristics of their pronunciation. Get Ready covers the main vocabulary of My Life Starter first units. This section has been thought to help you have an idea of the level of the class at the beginning of term.

whether the words on the bb were on the recording. Ask Ss to read out the words they have spotted and write them on the bb. Answers Ss’ own answers.

Audioscript

3

Welcome to English!

Hi! My name’s Bill and I’m twenty years old. I live with my family and I like walking around my neighbourhood. What do you like

1a

Escuchá cinco presentaciones en distintos idiomas. Numeralas en el orden correcto. ¿Cuál de ellas te parece que es en inglés? ¿Por qué? Ask Ss to look at the words in the picture and predict what language they belong to. Then Ss read the rubric and the possible languages. You may ask them if they know words in these languages and / or if they can imitate the way they sound. Ss listen to Track 2 and write the order in which the different languages appear.

4 4 2 2

2

Answers b1 c2 a3

2

e4

doing?

At this stage, it is essential that Ss become aware that, unlike in Spanish, the pronunciation of the words in English and their spelling do not always have a one-to-one correspondence. E.g. My, years

2a

Es probable que conozcas muchas palabras que se usan en inglés. ¿Cuáles de esta lista conocés? Unilas con las ilustraciones a-t. Ask Ss to look at the list and match the words to the photos. At this stage it is not necessary for Ss to say the letters and numbers in English.

d5

Audioscript

Answers a 11 b 4 c 1 d 18 e 13 f 2 g 20 h 15 i 7 j 3 k 12 l 14 m 17 n 19 o 5 p 16 q 10 r 6 s 8 t 9

The school

1

qu’est-ce que tu aimes faire? 2 Hi! My name’s Bill and I’m twenty years old. I live with my family and I like walking around my neighbourhood. What do you like doing? 3 你好！我叫李芳，今年15岁了！我跟我的家人住在一起。我喜欢在我的小区散步。你喜欢做什么呢？ 4 Maitei, che réra Anai. Aguereko mokôipa ary, aiko che rogaygua ndive ha ahayhu asê aguata che tavapy rupi. Mba’épa nde rehayhu rejapo. 5 Oi! Tudo bem? Meu nome é Carlos Pereira, tenho 40 anos, vivo com a minha família e adoro caminhar pelo meu bairro. E você? O que você gosta de fazer?

4

Memory Game: Allow Ss to look at the picture on page 8 for 30 seconds. Then, in pairs, Ss check how many objects their classmates ca n remember.

Answers

student, teacher, bulletin board, book shelf, CD player, pencil case, dictionary

4

Audioscript

Class & WB Audio

See Answers box above.

2

5 Match the words in the box with the objects. Then listen and check. In pairs, Ss write the number for each word. Then, they compare their answers with another pair. Play Track 5. Ss check their answers. At this stage, it is not necessary for Ss to say the numbers in English.

Answers 1 blackboard

8 poster

5

7 book 10 bin 9 door 5 pen 2 desk 6 binder 4 bag 3 computer (netbook / laptop)

Answer Key

2 5 2 5


Audioscript

1 blackboard, 2 desk, 3 computer, 4 bag, 5 pen, 6 binder,

b

Creá tu propio graffiti con las palabras que conozcas en inglés. Ask Ss to look at the graffiti on pages 4 and 5 and identify the words they know. Then ask them to create their own graffiti using as many words in English they know as possible. Tell them to look at the drawings too: house, roof, door, window, flashes, clouds, the different colours, etc. You may have a class display of their answers (or “creations”). While Ss go around the classroom to look at their friends’ graffiti, they can make a list of the words that are new to them.

b

3 Escuchá nuevamente la presentación en inglés. ¿Podés reconocer alguna/s palabra/s? ¿Cuál/es? Before playing Track 3, ask Ss to tell you which words in English they remember from Exercise 1a. Write them on the bb. Play the recording again. Ask Ss to write down the words they hear in their books. Tell them not to worry about the correct spelling. They should write the words as they can. Then, check with the class

Extra practice 1

Listen and repeat. Ask Ss to look at the picture and the words written next to some drawings. Encourage them to predict how they sound in English. Play Track 4. Ss double-check their predictions and repeat the words.

1 Bonjour! Je m’appelle Françoise, j’ai 20 ans et j’habite avec ma famille. J’aime beaucoup me promener dans mon quartier. Et toi,

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Digital connection Ss complete activity 2b on page 7 using: a) The Graffiti Creator to generate words in graffiti style: www.graffiticreator.net b) PowerPoint to create the wall and paste the screen shots of the words generated.

7 book, 8 poster, 9 door, 10 bin

Digital Connections Extra practice 1

Numbers

1

6 Complete with the words from the box. Then listen and check. Elicit from Ss the numbers they know in English. You may want to help them with examples such as Seven-Up, U2, Maroon 5. Ss complete the blanks with the numbers in the box. Then they listen to Track 6 and double-check their answers.

Answers three five

6

seven

ten

Audioscript

one, two, three, four, five, six, seven, eight, nine, ten Extra practice 2

GET READY

GET READY Pronunciation

Encourage Ss to pronounce the / T / sound in three showing the tip of their tongue. You may also want to draw their attention to the aspiration of initial

prev 9 Listen and circle the letters you hear. 2 Ask Ss to read the letters individually. Then play Track 9 and ask them to circle the letters they hear. Tell them there are more than one letter per line.

/ t/ in two and ten. It may be a good idea to ask them to say the following sentences as if they were English speakers: Teté. Tengo tiempo. Tomemos un

Answers a) A G M Y

b) E K Q W c) D J P R d) E H U Z

té de tilo. ¡Tito tiene tantos tíos! 9

2

Listen and circle the numbers you hear. Ask Ss to read the numbers individually. Play Track 7 and ask them to circle the numbers they hear. Tell them there are more than one number per line. 7

b) 4, 6, 8

c) 1, 5, 10 d) 2, 6, 8, 9

Audioscript


6 6 2 2

Extra practice 2

Write the symbols + and - on the bb and tell Ss how to say them in English ( plus and minus ). Give Ss an example of an addition (2 plus 3) and a substraction (9 minus 5). Then, ask Ss to show you the result with their fingers (addition: 5 fingers / substraction: 4 fingers). Call out Ss to give their answers orally. E.g. 5; 4 Extra practice 3


Ask Ss to check their answers in pairs before you do the whole class correction. Elicit form Ss which letters were not read out on the recording: a) C, D, O, U b) B, H, L, V c) F, I, N, T d) A, I, J, X.

Battleship: Draw the following grid on the bb and ask Ss to copy it. Then tell them to secretly locate 7 ships (crosses) on it, as shown in the example. A

3

Answers a) 3, 7, 9,

7

Audioscript

Ask Ss to check their answers in pairs before you do the whole class correction. Elicit form Ss which numbers were not read out on the recording: a) 1, 5 b) 2, 10 c) 4, 7 d) 3.

Choose a famous person. Spell and guess. Ask Ss to write the name of a famous person in their binder. Then, in pairs, one spells out the name and the other guesses the name.

1

1a

Listen and repeat Ask Ss if they can read any letters in English. You may write ESPN , U2, email and iPod on the bb and ask them to read these words. Play Track 8 and have Ss repeat the alphabet. Ss may have difficulty with A, E , I, so you may ask them to create their own memory strategies. E.g. associate A with ABC, E with e-mail and I with iPod. 8

8

Audioscript

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z / A E I O U

The use of memory techniques (mnemonics) can help Ss remember information more easily as they add an element to the new information that makes it unique and more personal. Mnemonics can make use of auditory, visual or kinesthetic (movement) tools.

b

Follow the colours and read. In pairs, Ss try to find what the letters with the same colour have in common (they share one sound).

B

C

D

E

F

G

H

I

Class & WB Audio

J

X

2

X

Answer Key 3

X

4 Answers Ss’ own answers.

5 6

2 7 2 7

Extra practice 3

7

The alphabet

next

X

8 9

X


X

X

10

Digital Connections Ss play in pairs, taking turns to guess where their classmates’ ships are. If the ship is located in the square, the player says HIT otherwise he says WATER. E.g. A-8? WATER, H-2? HIT The first player to guess the location of the 5 ships wins.

1.1

I’m in Room 18. Weekly Objectives Personal information Topic Grammar Subject pronouns: I, you, it Verb to be: am, are, is (singular) What’s your name? Vocabulary Numbers

1.1 Answers 1 b

10

Listen and match the girls with the

rooms. My Life Starter introduces a group of friends who work together on a school project. They are in different years at the same school and they all love Arts and Technology (A & T). Two of the main characters are introduced in this lesson: Olivia and Laura.

8 8 2 2

3a

4f

3 periods

Warmer As a warm up, you could play the following game: Spell a S’s name (E.g. F-L-O-R-E-N-C-I-A) and tell the S to answer: Here! Then ask the S to spell another classmate’s name.

1

2c

Before listening, ask Ss to look at the photo and say if the girls are a t school or elsewhere. In order to understand the situation, Ss describe what they see in the photo. At this stage, allow Ss to account for their answer in Spanish. You may need to teach the numbers 11, 14 and 18. Ss read the rubric. Ask them to predict which room the girls are in. Play Track 10. Ss double-check their predictions.

3

11

Read, listen and repeat.

Write numbers 1 to 10 on the board and ask Ss to say the numbers you p oint to. Ss listen to Track 11 and repeat the number s. Ss may need some help to pronounce / T / in thirteen (showing the tip of their tongue between their lips as they release the air) and /v/ in eleven, twelve and seventeen (almost touching their lower lip with their upper teeth). Help them notice numbers 13 to 19 are stressed on the last syllable, E.g. thirteen, fifteen. 11

Audioscript

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

4

12

5 Circle the correct words. Ask Ss to read the whole text before doing the exercise. Elicit from them the difference between my and your and ask Ss to associate each one of them to their corresponding personal pronouns ( my > I / your >you ). Answers 1 is 2 ’m

Answers 1 b 2 d 3 a

Ss listen to Track 12 and circle the numbers they hear. Check the answers with the class. Play the recording again if Ss have different responses. Ask Ss to say which numbers are missing in each sequence. E.g. In a) 12, 14, 16, 18, 19, 20 You may want Ss to note the difference in the spelling of thr ee / Tri… /, thir teen / T‰…"ti…n / and five / faIv /, fif teen / fIf"ti…n /. Answers a) 11, 13, 15, 17 b) 12, 14, 16, 20 d) 11, 12, 17, 20

Always bear in mind that it is not important whether Ss’ predictions are correct or incorrect. Predicting is a useful tool for comprehension because it guides the listening / reading process and makes it more productive. It is a good idea to write Ss’ guesses on the board and double-check them after listening or reading the texts.

c) 13, 15, 18, 19

Choose a person from the lists on page 10. In pairs, ask questions to complete the table. Each S chooses one name from the list on the board. In pairs, Ss take turns to ask and answer questions to complete the table. Then, Ss may role play the dialogue. Give them a few minutes to rehearse their lines and then, encourage them to say the dialogue without reading.

Audioscript

Ss work in pairs: S A and S B. S A records questions and S B answers about his or her classmate. Then, Ss swap recordings and try to organise the different answers in short interactions as shown in the book. Suggested website: www.audacity.sourceforge.net

Grammar | Verb to be: singular In pairs, Ss re-read the dialogue between Laura and Olivia on page 10 and complete the Grammar box. You may want to tell them the verb to be means both ser and estar in Spanish ( I’m Laura. and I’m in Arts. ). Help Ss notice that we use the pronoun I to refer to the speaker and you to refer to the person we are talking to. I is always written with a c apital letter. Answers am

2 Match. There’s an extra word. Ss read the information and choose the possible answers. Then they listen to the dialogue again and check their answers.

are

Pedro

Arts

13

Benvenutti

María

Drama

15

Malcom

Tell Ss that to play the game, they need to make the correct Wh- questions go with the different answers. Team A chooses one square and asks the corresponding Wh- question. If the question is correct, they put their marker on it ( 0 or X ). Then, it is Team B’s turn to choose and ask. The team that gets three markers in a line (vertical, horizontal or diagonal) wins.

Class & WB Audio

Answer Key

Workbook

7

See Answers box above. See SB page 10.

Sanchez

Extra practice

Digital connection 12

Extra practice

5 is

4c

is

am are is

Note! Focus on the pronunciation of the final / m / in I’m (with lips pressed tightly) and on the / ´ / in you’re / jU´ ( r ) / .

next

Tic Tac Toe: To practice the Wh- questions, divide the class in 2 teams (Team A noughts 0 and Team B crosses X ). Draw the chart below on the bb.

Listen and circle.

Room 18

Audioscript

4 is

6 Match the questions with the answers. At this stage, it is not necessary to explain how questions are formed in English. Ask Ss to read the questions aloud as set phrases. In pairs, Ss match the questions with the answers.

Answer

10

3 your

prev

8

Write about you. Ss write about themselves and then read their sentences to their classmates. Ask some Ss to read their sentences aloud for the rest of the class.

Answers 1a a) sixteen b) thirteen c) twelve d) fifteen e) n ineteen f) fourteen g) eleven h) eighteen i) twenty b seventeen 2

1 Tom Frank 45-4568-2341, Pat Main 15 5790 2873, Ted Bundy 20 9642 87231 2

2 Audioscript 1 Woman: Hi, what’s your name? Boy: Tom Frank. Woman: Tom … France. Boy: No, not France. Frank. F – R – A – N – K. Frank. Woman: And your telephone number, please? Boy: 45-4568-2341 Woman: Thanks. And what’s your school …? 2 Man: Your name, please. Woman: Yes! It’s Pat Maine. Man: Sorry. Rain? Woman: No, Maine. M – A – I – N – E. Maine. Man: Thank you. And your mobile number, please? Woman: Sure. It’s 21-5790-2873. Man: Are you …? 3 Woman: OK, so, What’s your name? Boy: Ted Bundy. Woman: Sorry? Is your surname Randy? Boy: No, it’s Bundy. B – U – N – D – Y. Bundy. Woman: Thank you. And what’s your phone number? Boy: 20-9642-87231. Woman: Thanks. Now can you ...

3 1 b

2d

3a

41a

2c

3b

5 1 ’s

2 ’m

3 ’s

4e

5c

4 ’re

5 ’s

6 ’s

7 ’m

2 9 2 9


Digital Connections

1.2

He’s in Technology. Weekly Objectives Personal information Topic Grammar Subject pronouns: he / she / it Verb to be How old …? Vocabulary School projects

1.2 in computer, animation, technology or different sounds as in mu sic ). 3 periods

a4

b6

1

13

Listen and complete the information.

Ss look at the photo and try to identify what it is about (a presentation of the A & T group). Then, they talk about the information it offers (name, age, school year). Ss predict the missing ages and years of each character. Check Ss understand Yr stands for year . Ss listen to Track 13 and double-check their answers.

c3

d1

e7

f2

Audioscript

5 music, 6 art and technology, 7 science

0 0 3 3

In pairs, Ss re-read the text and complete the Grammar box. Tell them it is compulsory to use a subject in English. It cannot be omitted. Help Ss notice the pronoun it has no equivalent in Spanish. Point out it is used for objects and animals. Ss frequently confuse the meaning of he and she. Ask them to create an association or a mnemonic device and share it with the class (E.g. associate he with Harry Potter and she with Shakira).

She

Laura Malcolm 14 Lucas Bermúdez 15 Mat Redman 2 Olivia Newton 12 Patty Rosso 4

13

Audioscript

Laura is in the Art & Techno project. She’s in Year 3 at school.

Note! Tell Ss we use the verb to be as well as How old to talk about age. Help them notice we can either say I’m 13 or I’m 13 years old .

Spot the mistakes!: Write 5 true sentences and 5 false sentences. E.g. The school is 19 years old. XX is in Year 2. Violeta is 18 years old. Divide the class into 2 teams. Read the sentences aloud and ask Ss to try and spot the false information. The teams should say what information is incorrect and provide the correct data. E.g. The school isn’t 19 years old. It’s 18 years old.

Grammar | Subject pronouns: he, she, it

Answers Answers

Extra practice 1

g5

1 robotics, 2 computer animation, 3 multimedia, 4 drama,

next

Extra practice 1

1 ’m / ’ m not 2 is’n t / is 3 is / isn’t 4 is / isn’t

Answers

14

Warmer Who says this? Read a sentence aloud and ask Ss to identify which of the girls in Lesson 1 is spea king (Laura and / or Olivia). E.g. My last name is Malcom. (Laura) My name is O – L – I – V – I – A. (Olivia) I’m in room 18. (Both)

Answers

prev

It

6a

Look in the lessons and complete the table. Ss re-read the information in the photo at the beginning of the lesson and complete the table. Answers Mat 13 Patty 15 Laura 14 You: Ss’ own answers.

Lucas 15

Olivia 12

Extra practice 2

In pairs, Ss invent a new friend for My Life Starter and tell their classmates about him / her. E.g. Horacio is 14. He’s in Year 3. He isn’t in A & T. He’s in Drama. They prepare a presentation of the new character with a photo. They may look for it in magazines or on the Internet. The class may vote for the character they like best.

4 Circle the correct words.

Answer Key

b

Write sentences about the kids. Ss write sentences about My Life Starter new friends.

Digital connection Ss record their personal presentations using an avatar and post them on the class or student blog. Suggested website: www.voki.com

c

Ss work in pairs and then chec k with the class. Ask them to say which person each pronoun refers to. E.g. 1 she = Marian

Class & WB Audio

Ask your friend and check the information. In pairs, Ss ask and answer questions about their new friends.

3 3 1 1


Answers b & c Ss’ own answers.

She’s 14 years old. Lucas isn’t in Year 3. How old is he? He’s 15. He is in Year 4 and he’s in the A & T Project too. Mat is 13 years old and he’s in Year 2. Olivia is 12 but she’s in Year 2! How old is

Answers 1 She

2 She

4 He

5 It

Patty? She’s 15 and she’s in Year 4. The Art & Techno Project is in Room 18.

2 Circle the correct options. Ss predict the answers before they listen to Track 13 again. When doing the class check, encourage Ss to read the complete sentences. Answers 1 b

2c

3c

4a

Digital Connections

Extra practice 2

3 He

7a Grammar | Verb to be: singular. Affirmative and negative. Using the information in the text, Ss complete the Grammar box in pairs and work out the rules. Ask Ss what the apostrophe stands for in isn’t and aren’t (the letter o ). Work with Ss on the pronunciation of isn’t / "Iznt / and aren’t / A …nt /. Answers Answers Affirmative: are / is

15 Listen and complete. Ss make predictions about Kim and Sue. They may ask and answer questions about their guesses. E.g. How old is Kate? Ss listen to Track 15 and complete the table.

Answers

Ss listen to Track 15 and complete the table. Kim: 14 (years old), Year 3, Music project Sue: 13 (years old), Year 2, Science project

15

Negative: not / are not / is not

Audioscript

Kim: Hi! I’m Kim. I’m 14 years old. I’m in Year 3 at school and

3

14 Match the projects with the illustrations. Then listen and check.

Ss read the names of the projects and match them with the pictures on their own. Play Track 14. Ss check their answers and work on pronunciation. Ask them what differences with Spanish they notice (E.g. different stressed syllable

I’m in the Music project. It’s fantastic! I’m a music fan! How old

5 Complete. Use contractions when possible. Ss complete the exercise in pairs. Help Ss notice we stress the negative word in the negative sentence ( not , isn’t , aren’t ).

are you, Sue? Sue: I’m 13. I’m in Year 2, but I’m not in the Music project. I’m in

Workbook Answers 1 1 science

the Science project.

b

Write about Kim.

2 3 4 5

2 multimedia 3 technology 4 music 5 robotics 1 b 2 c 3 d 4 a 1 How old 2 What 3 How old 4 What 5 What 1 is 2 isn’t 3 is 4 am 5 aren’t 6 is 1 is 2 is 3 isn’t 4 ’m

1.3

They are techno fans. Weekly Objectives Meeting people Topic Grammar Verb to be (plural) Vocabulary Opinion words

1.3 prev Digital connection 1 Ss brainstorm a topic ( Why should we learn to use technology? ), give their ideas and opinions; and then vote for the most interesting ideas. Suggested website: www.tricider.com Remind Ss that they have 14 days to post their ideas in Tricider !

3 periods

Warmer Challenge Ss to say the 7 projects presented in Lesson 2. You may tell them the initial letter of each word as a clue. E.g. S (for Science)

1

16

Listen and answer true (T) or false (F).

Ss predict what is the girls’ topic of conversation. They listen to Track 16 and check their predictions. Answer T

16

Audioscript

In pairs, Ss do the matching. Then they read the dialogue and listen to Track 16 again in order to double check their answers.

Grammar | Verb to be: plural In pairs, Ss complete the Grammar box and work out the rule. Help them notice we use the pronoun you both for the singular and the plural form. Answers Affirmative: They / We Negative: We / They … are

3b

17

18 Listen and repeat. Ss listen to the dialogue. Ask them what happens in the dialogue (they greet each other). Play Track 18. Ss repeat the conversation after the recording. Help them focus on the intonation of the questions and answers.

Ss work in pairs. Remind them to read the whole text before completing the exercise. Encourage them to answer the question at the end of the text.

In pairs, Ss invent a q uestion about their friends in My Life. They write it down on a sheet of paper and cut it up in words. E.g. OLD IS 12 OLIVIA ? YEARS . Then they swap pieces with another pair of Ss. Each pair put the words in order, write the question in their notebooks and answer it. The swapping is repeated 3 times before reading the questions and answering them aloud: Is Olivia 12 years old?

Class & WB Audio

Answer Key

18

1 we

2 We

3 They

4 They

In order to start implementing selfcorrection as part of the learning process, if Ss have made mistakes in their pronunciation or in the construction of the sentences, refer them to the Grammar and / or Note! boxes. Furthermore, at the end of each lesson, you may have Ss listen to the lessons recordings again. In time, this will help Ss understand the texts better.

5 you

5 Complete with the verb to be in the correct form. Ss write the answers individually. Then, they compare them with their partner. You may ask Ss to read out the sentences for class correction.

Audioscript

See SB page 14.

Answers 1 are

When Ss are asked to repeat words or sentences in order to improve their pronunciation, you may ask the whole class to repeat them first. Then Ss may do it in small groups and finally, individually.

b Complete with your opinion. Ss write their opinions about each topic with words or phrases. Then, they work in pairs, trying to find coincidences. E.g. A: Rock is cool. B: Yes, it’s very good. / No, it’s horrible. Answers Ss’ own answers.

2 are

3 is

4 is

5 are

6 is

7 is

Grammar | Verb to be. Interrogative. In pairs, Ss read the dialogue, complete the Grammar box and work out the rule. Help them notice the order subject-verb / verbsubject in the questions is different in English. Elicit from Ss that the question mark is used only at the end. Answers Questions: Are

Short answers: am / ’re / is / not

6a Put the words in order to make questions. Ss work in pairs

Audioscript

See SB page 15.

Listen and repeat.

Ss read the opinion words and say which ones they know. They listen to Track 17 and repeat the words they find difficult to pronounce. 17

7

Extra practice 1

3a

2, 3 & 4 Ss’ own answers.

Extra practice 2

Answers

Answers 2a

Answers 1 No, he isn’t.

Extra practice 1

Ss may listen to the following song choruses and spot the subject pronouns repeated in each song: “We’re the champions” by Queen – we “Helplessly Hoping” by Crosby, Stills & Nash – he and they “Hot N’ Cold” by Katie Perry – you

4 Complete with you, we or they .

2 Match.

1c

b Answer the questions.

Extra practice 2

See SB page 14.

2 2 3 3

Answers 1 Is Lucas your friend? 2 Are you in Room seven? 3 Are Laura and Olivia fine? 4 Is he in Year one?

next

3 3 3 3

Digital Connections

8

In pairs, role play similar conversations. Ss practice the conversation in pairs, swaping roles. Encourage them to use different ways to say hello and goodbye.

Digital connection 2 In groups of 4, Ss look for photographs that illustrate the following topics: Technology in Arts, Technology in Science and Technology in Nature (or any other topic). Ask each group to choose one picture and explain what they liked about it. In order to start the conversation, it might be a good idea to go through the opinion words again on Exercise 3a. Suggested websites: www.flickr.com www.picasaweb.google.com


Workbook Answers 1 JJ brilliant, great J good , cool, fine 21c 2e 3b 4d 5a 3 1 we 2 you 3 we 4 they 5 they 4

3

1 Hi!

L horrible

2 How 3 fine 4 Are you 5 We 6 See you

Audioscript William: Hello! I’m William. Pat: Hi! We’re Sammy and Pat. How are you, 3

William? William: I’m fine, thanks. Are you in Year 2, girls? Sammy: Year 2? No, we’re in Year 1. William: Ah! I’m in Year 3. Well ... Bye, girls! Pat: Goodbye, William. See you! 5 1 What is your name? My ... (Ss' own answers.) 2 How old are you? Ss' own answers. 3 Are you in Year 2? Ss' own answers.

INTEGRATION 1

INTEGRATION 1 prev

Weekly Objectives Consolidating new notions Developing reading, listening and writing Integrating skills

When doing the class check, encourage Ss to correct the false statements (3 No, he is an Argentina fan. 4 No, he is not a rugby fan). 3 periods Answers 1 T 2 T 3 F

4F

ALL ABOUT ME Warmer Ask Ss if they read blogs and find out who, in the class, is a regular blogger. Elicit what information they generally find in blogs.

Try to use as much English as possible in class. If Spanish is necessary, always provide the English version. Body language and gestures are great help in these initial stages. Do encourage Ss to use the classroom vocabulary presented on page 8 and in the Picture Dictionary flap at the very beginning of the book.

Audioscript

19

Interviewer: Hi, Viggo. How are you? Viggo:

Fine, thanks!

Interviewer: Are you really a San Lorenzo fan? Viggo:

Tell Ss not to worry if they find words they don’t know in the text. Ss have to learn and understand that it is not necessary to know the meaning of every single word to understand a text.

next

Of course! It’s my favourite team. San Lorenzo de Almagro. Sports are great. I’m also a hockey fan. Las Leonas are great. Las Leonas, Maradona and

Class & WB Audio

Messi are fantastic. Interviewer: Well, I see you are an Argentina fan! Viggo:

Yes.

Interviewer: And rugby ... Los Pumas? Viggo:

1

4 4 3 3

table. Ask Ss what type of text they are going to read. Encourage them to look at the photo and predict the content of the blog. Write their predictions on the bb. Ss read the blog and check their predictions. Ss re-read the text and complete the table in pairs. Answers Rodrigo

Name Surname Age Country

You

Rodrigo Val 12 Argentina

Sport

football

Club

San Lorenzo

Music / band

Morzipunk

Films

Lord of the Rings

Ss’ own answers.

After checking the answers with the class, ask them to complete the information about themselves.

2

No, sorry. I’m not a rugby fan.

Read Rodrigo’s blog and complete the

19 Listen to Viggo Mortensen, the actor of The Lord of the Rings. Answer true (T) or false (F). Ss read the rubrics and identify the speaker in the conversation. Ask them to read the statements and predict the possible answers. Ss listen to Track 19 and check their predictions.

Answer Key

3

Create your blog. Analyse the writing task with Ss. Make sure they understand they are going to write a personal presentation for a blog. Ask Ss to re-read Rodrigo’s blog and write their own blog, using the model. In pairs, Ss swap their texts and give suggestions to one another. Ss may read their presentations to the class. You may turn this into a game: Ask Ss to swap texts and read the presentations without reading the S’s name. The class should listen and guess whose presentation it is. If the class has a class blog, Ss may upload their personal presentations onto it. Digital connection Ss visit 5 blogs in order to see what bloggers use ( text, images, audio, video ) and how they design their blogs to attract visitors to their sites. Ss make a list with their observations and decide what they can imitate in their blogs (refer to Rodrigo’s blog). Suggested tool: Ask Ss to do a Google search entering the following words: blog + [topic]

3 5 3 5


Digital Connections

2.1 A

cool poster

2.1

Weekly Objectives School Topic Grammar Indefinite article Word order (adjective + noun) Vocabulary Objects, colours

It is important to highlight that in English words have one main stressed syllable whereas the other syllables mainly carry weak sounds (E.g. umBRElla ). Ss need to become aware of this, as it will improve their understanding while listening to the recordings (and / or to other people) as well as improve their oral production and / or reading aloud skill. You may also underline the fact that, in English, transparent words are often stressed on a different syllable from the Spanish version (E.g. phoTOgraphy ).

3 periods

Warmer Ask Ss what digital / Internet tools they use. E.g. blog, chat, Photoshop, YouTube, etc. What’s their favourite tool / site?

1 Choose the correct words. Ss look at the photo and try to identify what it is (a digital poster). Ask Ss to look at the words in the box and choose two to complete the sentence. You may want to tell Ss that a glog is a graphic blog or an online poster. Answer

Ss read the examples and work out the rule in pairs. Make sure they notice the use of a or an depends on the pronunciation and not on the spelling of the word that follows. E.g. (an) SOS, (an) FM radio. Answers a pencil an eraser a before consonant sound

glog and poster

Ss look at the glogster again and elicit the information in the poster ( personal data, friends, favourite things, essentials ). 6 6 3 3

Grammar | Indefinite article: a / an

1 purple 2 black 3 green 4 yellow 7 blue 8 orange 9 pink 10 red

4 Complete with a or an. Ss work on the exercise in pairs. Call out different Ss to read out their answers.

Audioscript

Note! Deduce from Ss we use the questionWhat colour …? to ask about colours. Help them notice the question word has 2 elements. Remind them we use a falling intonation in Wh- questions.

7a

Memory test. Look at the objects in the glog and ask your friend. Ss work in pairs. Encourage Ss to use the falling intonation in the questions. Look at the glog again and describe five objects. Before doing the class check, Ss write the sentences and work in pairs.

Answer b

3

Match the words with the objects in the glog. Then listen and check.

Answers 1 mobile 2 pen 3 umbrella 4 binder 5 sweatshirt 6 notebook 7 MP3 8 eraser 10 coloured pencils

20

Audioscript


9 pencil case

Extra practice 2

Colour quiz: Name well-known objects / buildings and Ss write down which colour they are. E.g. What colour is the Casa Rosada? ( pink ) … the Cabildo? ( white ) … Manchester City’s T-shirt? blue and white ) … the Brazilian flag? yellow, ( ( blue and green ), etc. What colour is Boca’s T-shirt? ( yellow and blue ), etc. Check the answers with the class. The S with the most correct answers wins.

1 a

2 an

4a

5 an

6a

Before Ss write their essentials, brainstorm possible objects and write them on the bb. Encourage Ss to use a / an. Ss read their lists to the class and look for coincidences. Answers

Note! Help Ss notice that in English, the adjective precedes the noun in noun phrases. Word order: you may want Ss to compare the differences between English and Spanish. E.g. a blue book / un libro azul.

8

Re-write the sentences. Ss work in pairs and then check with the class. Answers 1 It’s a yellow umbrella.

Ss’ own answers.

2 It’s a white computer.

3 It’s an

excellent CD. Extra practice 1 21

Answer Key

3 3 7 7


Workbook

3 an

5 Write your five essentials.

6

Class & WB Audio

Answers Ss’ own answers.

20

Ask Ss to look at the objects and say which ones they already know. Ss listen to Track 20 and check their predictions. Ask Ss to repeat the words after the recording, paying special attention to word stress.

Memory game: In pairs, Ss look at the picture on page 8 for 30 seconds a nd close their books. Then they say all the objects they remember. The S who remembers the most objects is the winner. E.g. a computer, a bag, etc. You may want to repeat the game (as well as double the challenge!) by adding colours to the each objects.

Extra practice 2

Answers

Ss read the text and choose one option. If Ss find it difficult to answer, draw their attention to the topic of the glog in the top left hand cor ner (Topic: SCHOOL LIFE ).

6 white


2 Choose an option. This information is probably …

5 brown

b an before a vowel sound

next

Extra practice 1

Answers

21

prev

Match. Then listen and repeat.

Ask Ss which colours they know in English. You could present some well-known institutions or music bands that have a colour in their name: Greenpeace, All blacks, Red Hot Chilli Peppers, Pink, etc. Check if they know them and can associate them with a colour. Ss look at the pictures and try to match colours and pencils. Then they listen to Track 21 and check their predictions.

Digital connection In groups of 4, Ss create a Bingo game based on pictures from Lessons 2.1 and 2.2 (SB pp. 3 & 4). Ask them to find 20 pictures of objects and look up their names. Ss make 4 boards with a table of 3 rows and 4 columns each, and stick 5 pictures in each. Ss create one descriptive card for each of the 20 pictures. E.g. It’s a yellow umbrella. Then, groups swap their bingo cards to play. Suggested tool:

Answers 11f 2d 3g 4b 5e 6a 2 1 book 2 binder 3 schoolbag 4 pen 5 notebook 3 a) a pencil case b) an eraser c) a sweatshirt

d) a mobile e) an umbrella f) a pencil g) a notebook h) a pen 4 green yellow pink orange brown blue purple red black 4 1 c 5a b 1 purple 5 orange

2b 3c 4a 2 red and orange

3 pink

Digital Connections white

4 purple

4 Audioscript Hi! My name is Violet. I’m 12 years old and my surname is Green. My surname is a colour! I’m a fan of funky colours and of funky combinations. Violet and green is a funky combination of colours, isn’t it? For example: my notebook is green. My pencil case is purple and my school bag is red and orange. And … what colour is my sweatshirt? It’s green and purple! Look in my school bag! An orange and blue umbrella, a pink eraser, a purple mobile … and my MP3 is … is …? What colour is it? Guess! Orange!

c 1 What colour is your pencil case ? 2 What colour is your school bag? 3 What colour is your MP3? 6 1 A blue book 2 a purple notebook 3 a white eraser 4 three yellow pencils 5 two red apples

2.2

These are my school things. Weekly Objectives School objects Topic Grammar Plurals Demonstrative pronouns Vocabulary Objects

3 periods

2.2

Write the following words on the bb ( camera, CD, blackboard, poster, mobile phone, tennis ball, eraser, graffiti, classroom, school ) and ask Ss to say which ones are typically big or small.

4 Match the words with the photos. Warmer Memory game: Ss try to remember the colour of Olivia’s favourite things. E.g. T: What colour is the mobile? S1: It’s pink.

Ss do the matching in pairs and then check with the recording.

4b

22 Listen and answer true (T), false (F) or doesn’t say (DS).

Answer DS

22

8

8 3 3

Audioscript

See SB page 20.

2 Circle the correct options. Ss listen to Track 22 again but this time they also read the text. Ss work individually and check in pairs, before sharing with the class. Answers 1a 2c

Extra practice 1

Grammar | Indefinite article: a / an / Ø (no article) Ask Ss to look at the table and describe which elements help them distinguish between singular and plural nouns. Ss explain the rule for the use of the indefinite article. Answers a an with a)

Match the name with the object. Then listen and check. 23

Ask Ss to identify the words they know. Ss do the matching in pairs and then check with the recording. Encourage Ss to repeat the words they find difficult to pronounce. Answers 1 protractor 2 compass 3 ruler 4 eraser 5 pencil 6 triangle 7 pencil sharpener 8 mechanical pencil

23

Ø (no article) with b)

24 Put a, an or Ø. Then listen and check. 5 Make sure Ss understand the Ø symbol means no article. Ss work in pairs. When sharing the answers with the class, ask Ss to justify their choices.

Answers 1 a 2 Ø 3 Ø

4a

5Ø

6 an

Note! Ask Ss if they know the difference between the two words.

3 These

4 That

What are they? Ask questions and answer them. Ss work in pairs. When Ss share their answers with the class, you may ask them to justify their answers.

Grammar | Demonstrative pronouns Make sure Ss notice that in English, in order to identify things, we use the demonstrative pronouns. Ss work out the rules in pairs, taking into account the number of objects and the distance from the speaker. Work with Ss on the difference in pronunciation of this / DIs / and these / Di…z /. In order to work on recognition, you may ask them to put up one hand when they hear you say this and both when they hear these.

1 What’s this? It’s a bag. 2 What are those? They’re apples. 3 What are these? They’re pens. 4 What’s that? It’s an MP3 5 What’s this? It’s an umbrella.

Digital connection

Extra practice 2

Ask Ss to read the dialogue on page 20 in pairs and then role-play the situation without looking at the lines. You may want to play Track 22 again to help them improve their intonation.

Ss choose one painting of a still life and make it a jigsaw puzzle. In pairs, Ss swap their puzzles. Each Ss should predict the objects in the painting by looking at the pieces. Ss solve the puzzle and check their predictions. NB: Ss can increase the number of pieces to make it more difficult. To make it even more difficult, suggest using cubist still life paintings. Suggested tools: www.jigsawplanet.com

Answer Key

3 3 9 9


Digital Connections

Learning vocabulary may take time. It is important Ss are frequently asked to use the new words in different ways so as to incorporate them. It could be a good idea to devote some minutes every week to playing Bingo, Mime games, Guessing or Memory games. Workbook Answers 1 sharpener ruler pencil triangle 2 1 braces

compass protractor

2 apple

3 1 posters 2 a book 6 an e-mail 4 1c

Answers Singular: Those Plural: This

Class & WB Audio

Answers

Audioscript

1 a poster, 2 posters, 3 erasers, 4 a ruler, 5 boots, 6 an apple

Audioscript


Answers 1 This 2 Those

next

Extra practice 1

Incomplete drawing game: You may divide the class into two teams (A and B) to play this game. Brainstorm some of the relevant / useful vocabulary from this unit and the previous one. Start drawing a small part of an object on the board and encourage Ss from Team A to identify it. Allow 15 seconds for Team A to guess the word. If they cannot do so, add some details to the drawing. The more details you add, the fewer points the team gets. After 15 additional seconds, give Team B the chance to guess. Then start a new drawing. E.g. Team A: Is it an apple? T: No, it isn’t.

Extra practice 2 24

3

Circle the correct words. In pairs, Ss choose the right option. Then, they check their answers with the class.

7 Answers 1 c 2 d 3 a

1

Ss look at the photo, identify their new friends and deduce the name of the objects they know. E.g. a bag, a ball, etc. They read the statement and guess the correct answer. Ss listen to Track 22 and check their prediction.

6

prev

2d

5 1 that 7 this

3a

3 T-shirt

eraser

4 boots

3 apples

4 an MP3

5 shirts

4b

2 This 3 That 8 this 9 That

4 those

5 These

6 this

6 1 What are those? 2 Are those your boots? 3 What’s that? 4 Is this your pencil? 5 What are these?

2.3

Mat’s birthday present 3 periods

Listen and circle the correct option.

Ss say what they can see in the picture. Where are their friends? (In a shop) Ss predict the topic of the conversation. Write their predictions on the board. Ss listen to Track 25, check their predictions and choose the correct option. You may need to tell Ss the pound / paUnd / (£) is the UK currency. Answer Answer a 0 0 4 4

25

Ss say which noun is in the singular and which in the plural. Draw their attention to the position of the apostrophe in each case.

Note!

Warmer Talk about birthday presents. Brainstorm ideas for a good, great or an economical birthday present for a friend, a mother or a coach. E.g. A mobile phone is a great present for my mother. A chocolate is a good present for a coach. 25

prev

Note!

Weekly Objectives At a sports shop Topic Grammar Possessive ’s How much? Vocabulary Presents

1

2.3

Audioscript

26

Pronunciation

Ask Ss to listen to Track 26 and check if they notice any differences in the pronunciation of the ’s. Once they have listened to the recording, Ss say what they have noticed. Help Ss deduce the rule (words ending in / s / or / z / add an ’s, which is pronounced / Iz /). Play Track 26 again and have Ss repeat the words. Ask them to provide other examples using their friends’ names. E.g. Marcos’s mobile 26

Audioscript

See SB page 23.

3 Circle the correct words. Ss work in pairs. It may be a good idea to a sk some Ss to write the answers on the board, to help the class visualise the responses.

It’s your friend’s birthday. Look for a present on the Internet. Then, role-play similar conversations in a shop. Ss look for a present for their friend on the Internet. They may browse shopping sites online. In pairs, Ss role-play the dialogue between the customer and the assistant in the shop. Encourage Ss to say their lines without reading their notes.

Extra practice 1

Ss write their own name and their favourite sportsperson on a slip of paper. T puts all the slips in a bag. A S picks out one slip and reads only the name of the sportsman aloud. The rest of the class tries to identify whose favourite sportsperson it is. E.g. S 1: Nalbandian! S2: That’s Pedro’s favourite sportsperson. Extra practice 2

Digital connection In groups of 4, Ss create a time-lapse video titled “A Present for My Friend”. Based on the Dialogue of L 2.3 on page 22, Ss plan a story (beginning, middle, end) about how they chose a present for a friend and write a dialogue. Then, they shoot the photos, record the audio and compile everything in a time-lapse video. Suggested tools: Photo camera Windows Live Movie-Maker Audacity (www.audacity.sourceforge.net)

Collect objects from different Ss. Show one at a time and ask one S to describe it and say whose it is. E.g. S: That’s a blue bag. It’s Maria’s.

Class & WB Audio

Answer Key

4 4 1 1

Answers 1 Olivia’s

See SB page 22.

2 Complete. Ss read the statements and complete them in pairs. Then they double-check their answers with the recording.

2 The boys’

3 Laura’s

1 football 2 T-shirt

4 Match the kids with the bikes. Then write sentences. Digital Connections

bike is red. is green.

3 12

4 The girls’ bike is orange. 5 The boy’s bike

Grammar | Possessive ’s

Extra practice 1

Ask Ss to read the sentences and deduce from them that ’s and s’ express possession or relations. Then, ask them to work on the rule in pairs. The possessive ’s is difficult for Spanish speakers, as they tend to keep the Spanish word order. Ss could compare the Spanish and English structures in order to understand the inversion and the fact that the ’s is attached to the possessor. E.g. La mochila de Mat / Mat’s bag (person + ’s + object). Answers ’s to indicate b

’s after a

’ after a)


4 teachers’ 5 band’s

Answers You may ask Ss to predict whose each bike is, 1 Patty’doing s bike isthe yellow 2 Olivia’s bike is blue. 3 Lucas’s before activity.

Answers

We use …

6

next

Extra practice 2

5

27

Listen and repeat.

Ss listen to the dialogue, paying special attention to the intonation and pronunciation. Draw their attention to How much? and help them understand this is the question to ask for a price. Ask them to repeat the sentences after the recording. Help them notice the differences in the intonation of Yes / No questions and Wh- questions. 27

Audioscript

See SB page 23.

Workbook Answers 1 1 pendrive 2 T-shirt 3 boots 4 school bag 5 sweatshirt 6 mobile 7 notebook 8 camera 2 1 Tom’s present is a CD. 2 The girls’ present is a T-shirt. 3 Alice’s presents are comics. 4 My school friends’ present is a technical pencil. 5 My parents’ present is a geometry set. 6 Charles’s present is a sweatshirt. 3 1 the boys’ 2 The girls’ 3 Justin Bieber’s 4 Selena Gomez’s 5 the boys’ 6 Rafa’s 7 Carlos’s 4 1 please 2 Is this 3 perfect 4 How much 5 Here

you are

6 Here’s

7 Thank

8 welcome

INTEGRATION 2

INTEGRATION 2 prev


S TV 25

sports fan.

Answers

My favourite … 3 periods

FAVOURITE STUFF

P ar ti ci pa nt 1

Background information An Internet forum is an online discussion site, with conversations in the form of posts or messages. A thread is a particular conversation in a forum. E.g. favourite TV shows, games, films, c onsole, etc.

P ar ti ci pa nt 2

Question N°

15

11

Celebrity’s name

Messi

Penélope Cruz

Warmer Ask Ss if they know what a forum on the Internet is. Do they participate in any? What are the main topics / threads?

28

Object/s

----

Bags

Colour/s

Red

White

Audioscript

TV presenter: Hello and welcome to our show. This is ...

Read and choose the correct option. 1 Ask Ss to look at the text and say the number of participants there are (4) and what kind of text it is (forum). Tell them to read the options and make a prediction. Then Ss read the text and complete the statement.

My friends’ favourite … DOE

Hi! Those ... aren’t good!

Brainstorming is a useful way to collect ideas. Some groups are very creative while others need some help. Collecting ideas collaboratively and recording them on the bb may ensure that all Ss complete the activity successfully.

Celebrities’ Quiz Show and today our topic is ... Hello. What’s your name? Participant 1: Hello, my name’s Pablo Montero. TV presenter: OK, Pablo. Here’s your question. It’s question Participant 1: Err... Is it blue? Or red? Presenter:

Final answer ...?

Participant 1: Blue. Presenter:

Pablo … I’m sorry. That’s incorrect. Lio Messi’s favourite colour is red.

Participants1:Oh, no. TV presenter: OK. So now... participant number 2. Your name, please.

Answer

Digital connection Ss find 5 forums that discuss topics they might be interested in ( aquariums, cars, sports, etc. ). They share their findings and explain why they would like to participate in the discussions (refer to Unit 2). Suggested tool: Ask Ss to do a Google search entering the following words: forum + [topic]

next

REVISION 1 Answers 1 1 She 9 you

2 She

3 They

4 We

5I

6 he

7 It

8 They

2 1 Boris’s 2 friend’s 3 Carol’s 4 students’ 5 Ross’s 3 1 this / an 2 those / Ø 3 that / an 4 this / a 5 these / Ø 41d 2f 3g 4h 5a 6b 7c 8e 5 1 How are you? 2 I’m good / very well / fine / OK / not bad. 3 What colour? 4 Here 5 How much is it?

6 Here

7 welcome

CHECK YOUR PROGRESS 1 Answers 1 1 F 2 T 3 F 4 NT 5 NT 6 T 21c 2e 3f 4a 5d 6b 3

“favourite stuff”. Here’s participant number 1:

number 15. What’s Lio Messi’s favourite colour?

2 2 4 4

H el lo , I ’m ST V2 5. I’ m 1 4 ye ar s o ld . I ’m a

5

a5

b 20

c 18

d 16

e 11

f3

Class & WB Audio

Audioscript a five books, b 20 compasses, c eighteen notebooks, d sixteen blogs, e eleven triangles, f three friends 5

4 1 This 2 those 3 those 4 these 5 1 a 2 Ø 3 an 4 a 5 an 6 1 Peter’s 2 friend’s / friends’ 3 teacher’s / teachers’

Answer Key

4 Lucas’s 5 girls’ 7 1 What’s 2 is 3 Are 4 we 5 are 6 How old 7 We’re 8 are 9 How much 10 welcome

4 4 3 3


Participant 2: Hi! I’m Deborah, Deborah Ring.

b

TV presenter: Hi Deborah. How old are you?

2 Answer true (T), false (F) or not in the text (NT). In pairs, Ss write their answers and check them after a second reading. You may ask them to provide evidence from the text to justify their answers (4 Loop3 Paper notebooks are my favourite things. / Sportsmaniac My favourite stuff? Sport stuff: football boots, …).

Presenter:

Welcome to our show! Well, here’s your question. Deborah’s question is number 11. What’s Penélope Cruz’s favourite thing?

Participant 2: Yes! Yes! Bags. TV presenter: Correct! And Deborah, what colour are they? Participant 2: Mmm … black? yellow? No, they are … white! Yes, white. TV presenter: Final answer? Participant 2: Yes!

Answers 1 T 2 T

Participant 2: I’m 18.

3 NT

4F

5 NT

TV presenter: Your answer is ... correct. They’re white … and black … and blue … and yellow … Congratulations, Deborah! And now …

3

Listen to Celebrities’ Quiz Show and complete the table. Ask Ss to look at the photos and identify the celebrities. Tell them to look at the table and predict what the show is about. Ss listen to Track 28 and complete the table. In pairs they compare their answers and listen again to double-check them. 28

4

Work in groups of four. You are participants in a forum conversation. Create your usernames and choose a thread to write about. Brainstorm ideas for each of the topics listed in the exercise and write them on the bb. Ss get together in groups of four and choose one thread. Remind them they should invent their usernames and introduce themselves (age, school year, fan of …, favourite stuff, etc.). E.g. Thread : Favourite sites

Digital Connections

3.1

Her favourite family photos Weekly Objectives Family Topic Grammar Possessive adjectives Vocabulary Family words

3.1

Draw Ss attention to the use of the possessive adjectives before nouns. E.g. My brother, her camera.

music fan. Punk, rock, rap, hip hop, classical … and what not! The girl? My sister, Sue. A sports fan: football, tennis, hockey … And … my

3 periods

mother. Mum is in art. You know… Leonardo da

Answers

Warmer Write the word family on the bb and ask Ss if their families are big or small and to tell you the number of members.

1

Read and circle the correct option.

Ask Ss to look at the photo and say what they can see. Whose webpage is it? (Olivia’s) Who has written comments? (Laura, Lucas and Patty) Ss read the text and choose the correct option.

My your

Vinci, Antonio Berni, Marta Minujín ... Oh! And His

Her

our

Their

this is our dog, Flaps.

7

4 Circle the correct words. Ask Ss to read the text entirely before choosing the options. Ss work on the exercise in pairs. You may ask them to identify the nouns the possessive adjectives refer to. To exploit the text a little further, you may ask Ss to create 3 questions about Carol and ask their peer s. E.g. What’s her mother’s name?

Describe Duncan’s family. Ask Ss to use the information from Exercise 6 to write sentences about Duncan’s family. Tell Ss to read out their sentences so that you can check the information, grammar and pronunciation.

Extra practice 2

Answers 1 My 2 They

3 Her

4 His

5I

In pairs, Ss choose the correct option. Then, they read the text again and check their answers. Answers 1a

2b

3b

4 4 4 4

3 Complete. Check whether Ss know the symbols for masculine and feminine. Ask them to read the text and identify the family members. Help them work on the pronunciation of the words, especially on friend / frend / as Ss tend to mispronounce it. Draw Ss attention to the spelling of th / D / here. In order to practice this new sound, tell them to put the tip of their tongues between their teeth. E.g. brother, they, this, mother . Have Ss repeat the sound a few times. Answers brother mother

5 Write about Olivia’s family. Ss work in pairs. Refer them to 2.3 Grammar box on the possessive ’s, if necessary. Check answers by asking several pairs to read their sentences aloud. You may need to work on the pronunciation of Ross’s / sIz /. Answers 1 Karen is Olivia’s mother. 2 Frank is Ross’s father 3 Ross is Olivia’s and Lizzie’s brother. 4 Ross is Sheila’s boyfriend. 5 Wilson is the family’s dog.

6

29

Listen and complete the table.

Ss look at the photo and describe what they can see. Ask them to predict the possible relations between these people and their possible hobbies. Ss listen to Track 29 and complete the table. Ss check their answers in pairs and then listen to the recording again. When you do the class check, encourage Ss to make full sentences.

Extra practice 1

Answers

Grammar | Possessive adjectives In pairs, Ss read the sentences and complete the table. Ask Ss which subject pronouns completely change their form when turned into possessive adjectives: I › my, she › her, we › our. Encourage them to create a memory strategy to remember them and share it with the class.

1 father , Marcos, technology 2 brother, Alex, music 3 sister, Sue, sports 4 mother, Lucy, Art 5 dog, Flaps, X

29

Audioscript

School friend: Hi Duncan! What’s that photo? Is it your family? Duncan:

Extra practice 3

6 Our

2 Circle the correct option.

Yes. This is my father. His name is Marcos. He’s a techno maniac. You know … computers, cars,

next

Extra practice 1

Tell Ss the name of a famous TV family ( The Simpsons ). Say the name of one of the family members and ask Ss to say who he / she is. E.g. T: Lisa? S: Bart’s sister . In pairs, Ss may prepare a short quiz about TV families for their classmates. Extra practice 2

Ss bring photos and present their own family or a family they know. Extra practice 3

Answers Ss' own answers.

Answer b

prev

In pairs, Ss invent a TV family and present it to their classmates. E.g. This is the Robinson’s family. Greg is 10. He’s Tina and France’s father. His hobby is ... Ss draw a family tree in groups and show it to their class.

Class & WB Audio

Answer Key

Digital connection Ss create an online crossword puzzle using information about celebrities or TV families. E.g. Wanda Nara’s sister (Zaira); Dalma Nerea’s father (Diego), etc. Ss title their puzzles with the main topic to guide the gamers. Ss swap puzzles and solve one. Suggested website: readwritethink crossword puzzle tool @ www. cor.to/KzTN

4 5 4 5


Digital Connections

It can be useful to create a correction code with Ss based on simple gestures to help them self-correct their oral production. E.g. flipping fingers = wrong word order. Workbook Answers 1 1 mother 2 girlfriend 3 father 4 brother 5 sister 2 1 Her 2 Our 3 He 4 Their 3 1 My 2 their 3 his 4 her 5 our 6 your 6 1 F (Music) 4 2 T 3 T 4 T 5 F (Photography) 6

Audioscript

Emma: Karen! The music, please! ... Oh! My sister and her guitar. It’s OK ... Hey, what’s that? Pat: Emma: It’s a robot. My brother Thomas is in robotics. Pat: Thomas! Wow! And you? Are you a techno fan

too? Emma: No, not me, my father. He’s a techno MANIAC. Ha! Ha! And you? Sport? Science? Pat: Emma: Science? Ugh! No ...That’s my mother’s hobby. Really? Pat: Emma: Yes, my mother is a science girl. My thing is Pat:

photography! Yeah! Photos are cool!

3.2

She has got a spider. Weekly Objectives Pets Topic Grammar Have / has got Vocabulary Pets and other animals

3.2 prev

Grammar | Have got. Affirmative and negative.

Answers spider

tortoise

frog

monkey

iguana

snake

3 periods

Digital connection 1 Warmer Ask Ss what they remember about the characters in My Life Starter (name, surname, age, school year, project, hobbies and interests; about Olivia, they may also talk about her family.)

1

30

Listen and circle the best option.

Ask Ss to identify the book’s friends. Ss listen to Track 30 and answer the exercise.

Pronunciation

It is quite common for Spanish speakers to have difficulty in pronouncing initial s + consonant as in spider , snake , school , speak, Spanish, etc. It might be useful to tell Ss to pronounce the s two or three times before saying each word. E.g. s, s, spider / s,

Answer animals

30

Ss may play a Memory game to practise different vocabulary categories such as Animals, Fruits, Furniture, etc. Suggested website: English Word Recognition Game @ www.cor.to/zmpC

s, snake / s, s, speak, etc.

Audioscript

See SB page 28.

Ss read the mini-dialogue and complete the table in pairs. Elicit from Ss Have got applies to the following pronouns I, you, we and they . Make a point of the pronunciation of haven’t / "hœvnt /.

next

Extra practice

Ask Ss to create a family fan of pets for a comic and tell them to invent what pets each member of the family has got. They draw a picture of the family and their pets. E.g. These are the White family. They’ve got ten pets. The mother’s got two dogs.

Answers Affirmative: We … have Negative: She … got

Note! You may want to work on the pronunciation of ’s / z / and ’ve / v /.

Class & WB Audio

5 Complete the conversation with have / haven’t got. Ask Ss to read the whole dialogue individually and then to complete the exercise in pairs. Tell them to read out the dialogue in pairs and use the contracted form of have.

Answer Key

Note!

2 Answer true (T) or false (F). Ss work in pairs. Then, they listen to the dialogue again and check their answers. 6 6 4 4

Answers 1F

2T

3a

3T

4F

Listen and number. Match. Then listen again and check. 31

Ask Ss if they know any name of animals in English. Ss listen to Track 31 and write the number next to the words in the box, in the order they hear them.

Elicit from them that these 2 expressions ( at home and in my house) have the same meaning.

Grammar | Has got. Affirmative and negative. Ask Ss to read the sentences and complete the table in pairs. Elicit from them that this form applies to the pronouns he, she and it. Make a point of the pronunciation of hasn’t / "hœznt /. Answers Affirmative: It has Negative: She … got

4 Write sentences about Olivia and Lucas. Answers 1 dog 7 frog

2 bird 3 spider 4 tortoise 5 snake 8 monkey 9 cat 10 goldfish

6 lizard

Then tell them to match the name of the animal with the drawing and write the number in the small box next to each letter. They listen to the recording again and check their answers. 31

Audioscript


b Which animals are not pets? Ask Ss to say what they think. It may happen that a S has an illegal pet such as an iguana or a tortoise. This may be a good opportunity to discuss with the class why this is not recommended.

Ss work on the exercise individually and then check in pairs. Ask for complete sentences when doing the whole class check. Ss can make sentences with the information from the table they have not used in the exercise. Answers 1 Olivia hasn’t got a snake. 2 Lucas hasn’t got a goldfish. 3 Olivia has got a dog. 4 Lucas hasn’t got a snake. 5 Lucas has got a dog.

Answers 1 have got 2 haven’t got 5 haven’t got 6 have got

3 ’ve got

4 have got

4 4 7 7

Extra practice

6

Game time.

Explain to Ss this is a Memory game. They are supposed to remember the order of the speakers and the animals that have been mentioned. The game stops when someone makes a mistake with the order of the speakers or with the names of the animals. Tell Ss there is no need to mention a real pet, they may invent an animal if they haven’t got any. You may want to choose a funny forfeit with Ss for those who lose the game. E.g. They should sing a song, dance, say a tongue-twister, etc.

Digital Connections

Workbook Answers 1a & b 1 monkey c 2 tortoise f 5 bird e

3 spider b

4 cat d

6 goldfish a

2 1 Pat’s got a small school bag. Ben hasn’t got a small

As a follow up, Ss may tell the class about their own pets at home. Remind Ss they may invent information, if they want to. Digital connection 2 Ss find out about celebrities’ pets ( animal, colour, name, etc.) and talk about them in pairs.


school bag, he’s got a big school bag. 2 Pat’s got a white T-shirt on her bed. Ben’s got a black T-shirt on his bed. 3 Pat’s got a skirt on her bed. Ben’s got a pair of trousers on his bed. 4 Pat’s got a cat. Ben hasn’t got a cat, he’s got a dog. 5 Pat’s got a camera. Ben hasn’t got a camera, he’s got a guitar. 6 Pat’s got a hamster. Ben hasn’t got a hamster, he’s got a spider. (7 Pat’s got 2 posters on the wall. Ben’s got 3 posters on the wall.)

3.3

Has it got your ears? Weekly Objectives Mat’s hobby Topic Grammar Have / has got Vocabulary Parts of the head

3 periods

Warmer Talk to Ss about avatars. What are they? Which ones do they know? Which are their favourite ones?

1

32

Listen and circle the correct option.

Ask Ss to look at the drawings. What are they? What’s the connection between the avatars and Lucas and Mat? Ss listen to Track 32 and answer the exercise. Answer b

32

8 8 4 4

Answer true (T) or false (F).

Ss answer the exercise in pairs and underline the information in the text. Ask Ss to account for their answers when you do the class check. (2 Matt says the avatar isn’t ready). Answers 1F 2T

Ss create a Trivia game (a version of Jeopardy). Ss work in groups of 4. Each group works on a category assigned: sport celebrities, film or music celebs, politicians, etc. Each group records 5 celeb descriptions worth 100, 200, 300, 400, and 500 points. The T makes a 4x6 table on the bb (see Jeopardy board). The heading row will show the categories and the rows below the value of each question. Ss play in teams choosing a category and a value: “Music celebs for 300”. The owner of the recording plays it and the guessing group tries to get points. NB: groups cannot ask questions of the category they worked on. Suggested websites: www.en.wikipedia.org www.audacity.sourceforge.net

4 Look at the avatars again and answer the questions. Ss look at the avatars on page 30 to answer the questions. Ask some Ss to read their answers aloud. As a follow up activity, Ss may describe one avatar to a friend for him / her to identify it. Answers 1 Yes, they have. 2 Yes, they have. 4 No, it hasn’t. 5 No, it hasn’t.

3 No, it hasn’t.

Tell Ss this is a Memory game. In pairs, Ss should put the words in order to make questions. Then, they should take turns to ask and answer them according to what they remember about the characters, without looking at the book. The pair with the most correct answers are the winners. To make it more fun, you may assign a time limit to the ac tivity.

Listen and repeat. Ss listen to Track 34 and repeat the dialogue after the recording. Encourage them to imitate the intonation they hear. Analyse the table together and check if they understand the use of the new expressions.

33 Match the words with the parts of the avatar. Then listen and check.

Ss match words with the parts of the avatar. Then play Track 33 to check. Work on the pronunciation of the words, especially on eye. Ask Ss if they know any other word in English that is pronounced this way ( I ).

4 mouth

2 eyes

3 nose

6 ears

Answers 1 Has Laura got black hair? ( ü ) 2 Have the boys got blue eyes? (X) 3 Has Olivia got two sisters? (X) 4 Has Mat got a Barcelona T-shirt? ( ü ) 5 Has Lucas got 10 pets? (X)

6a Complete the table about you. Ss complete the table with information about themselves. Answers Ss’ own answers.

b

Ask your friend. Complete the table.

Then, in pairs, they take turns to ask and answer questions of a friend and complete the table. E.g. Has he / she got a netbook?

Audioscript

See Answers box above. Extra practice 1

Grammar | Have got / has got. Interrogative. Ss read the dialogue on page 30 again and complete the table. Help Ss notice that in English, in order to make questions, have / has to go to the front position of the phrase. Elicit from Ss the intonation of Yes / No (rising) and

c

Now write about your friend.

Ss write about their friend’s possessions. E.g. He / She has / hasn’t got a netbook. Answers b & c Ss’ own answers.

Extra practice 2

next

Extra practice 1

Say a part of the head ( eyes ) out loud and ask Ss to touch it. You may say 3 or 4 in a quick sequence to make it more fun. E.g. nose, hair, eye, mouth. Then, Ss may play the game in pairs. Extra practice 2

Ss draw an avatar in their binders. In pairs, Ss take turns to ask and answer about each other’s avatar so as to draw their friend’s avatar. E.g. S1: Has your avatar got 3 eyes? S2: Yes, it has. Afterwards, they compare their drawings and check if the a vatars look similar. Finally they write a description of each. E.g. My avatar’s got 4 blue eyes but Maria’s avatar has got ...

Class & WB Audio

Pronunciation

Make a point of the difference in pronunciation of has /h æz / and have /h æv / in short answers

Answer Key

(strong form) and in questions and / h " z / or

7

34

34

3

33

Digital connection

Answers What has she… got Have you … got / we / I / we Has it / she … has / he What have they What has she ... got

Then answer them and check your friend’s memory.

Audioscript

Answers 1 head 5 hair

prev

5 Put the words in order to make questions.

See SB page 30.

2

3.3

/ " z/ (weak form).

4 4 9 9


Audioscript

See SB page 31.

8

Role-play similar conversations. In pairs, Ss role-play similar dialogues using the suggestions in the box. Walk around the classroom to check whether Ss need help but try to avoid unnecessary interruptions. Ss may act out the dialogue at the front and / or record it and play it to the class. When Ss are engaged in activities that aim at developing fluency, it is important not to interrupt them while they speak. It is advisable to keep a record of their mistakes and reflect on them later. Interruptions may discourage some Ss from participating in speaking activities.

Digital Connections

Workbook Answers 1 1 HEAD 2 HAIR 3 EAR 4 MOUTH 5 NOSE 6 EYE 21c 2a 3e 4d 3 Ss’ own answers. 7 4 Peter: Thank you. Peter: Hey, Andy. Have you got a protractor? Peter: That’s OK. And a compass? Andy: You’rewelcome! Andy: A compass? Yes. Here you are. Andy: No, I’m sorry. 7 Audioscript See Exercise 4 keys above.

5 1 3 6 4 2

EDB 1

EDB 1 prev


Answers

3 periods

Warmer Ask Ss if they read comics. Elicit the names of famous comics and famous comic characters.

EXPLORE & DEVELOP

HERO’S NAME

Dennis Brown

PROFESSION

special agent

DESCRIPTION

black hair, green eyes, big nose, 25 years old

FAMILY

3 brothers and one sister

GIRLFRIEND ESSENTIALS

Alison Mc Gregor A mini digital camera XX1, an iPhone 7T with GPS and a dog

HOBBIES

puzzles

PASSIONS

truth and justice

E-TEENMAG.com

1

Read and answer the question. What is special about comics today? Ask Ss to look at the photo and predict possible answers.

It is important that Ss read texts more than once in order to grasp their meaning. Remind them that it is not necessary to understand every word. Make it clear to them they should use the context to infer the meaning of the words they do not know.

Answer

You can find them on the Internet and download them for free.

2 Answer true (T) or false (F).

0 0 5 5

In pairs, Ss read the statements and answer them according to what they remember. Then they read the text again and check their answers. Encourage them to underline the information in the text. Finally, check the answers with the whole class and ask Ss to correct the wrong statements (1 It's informative. 3 The text says "extraordinary colours". 4 The text says "It's free!" 5 The text says "Traditional comics, paper comics, are very popular, too."). Answers 1 F 2 T 3 F

3

4F

BUILD

My comics hero

4

Create a comics hero and write a description. As this is the first writing task, you may ask Ss to talk a bit about their writing habits. Encourage them to say if they often write, what type of texts they write, who to, why, etc.

Step

3

Edit

a) Remind Ss they should re-read their texts at least once, and that they may use the Grammar boxes in the book and bilingual dictionaries as tools for self-correction. b) Tell Ss to read their friends’ text before correcting specific mistakes (Can they understand it? Do mistakes interfere in the comprehension of the message?) Encourage them to make suggestions for improvement and write them on the margin. Ask Ss to hand in their drafts so that you may add your comments before they write their final copy. Step

4

next

Extra Listening task (See SB page 58) 35 Diana Spear has got a n ew webcomic. Listen to her conversation with John Karr, the presenter at the online radio Webcomics.co.ul and complete the table. Ask Ss to predict possible answers and listen to Track 35 to check them.

Answers Trixton's Body: man Head: cat Eyes: 3 Ears: 4 Mouth: small Profession: detective Family: mother, father, brother and sister

35

John:

Class & WB Audio

Audioscript Diana, are these your new creations?

Diana: Yes, John. This is Trixton: an intelligent head in a strange body. A very special man. John: A man? It’s got a cat’s head!

Present

Ss write their final copy. E.g. This is … He / She / It has / hasn’t got ... He / She is ... His / her hobbies are… Ss decorate their work using photos and drawings and may put up their texts on the class bulletin board or on the net to share with their peers. Ss may also give oral presentations on their heroes. Ask Ss to vote for the hero they like the most. The one with the highest number of votes is the winner.

Diana: Yes, but a man’s body. John:

Answer Key

Yes! And what are these? Has he got three eyes and … one … two … three … four ears?

Diana: Of course! He’s a detective … A small mouth but many eyes and ears. John:

Brilliant! But a CAT’s head? What’s the reason?

Diana: Well, it’s not exactly a cat. His mother is Pantherwoman. John:

5 5 1 1


Has Trixton got a big family?

Diana: Well … he has got a brother an d a sister, but Trixton is his mother’s favourite.

Writing notes Exclamations

Help Ss analyse the writing task: a) purpose ( creating and describing a comics hero ) b) the readers ( their classmates and teacher ) c) the product a ( paper or digital poster )

5F

Read about Dennis Brown below and complete the table. Ask Ss to look at the drawing and heading (Comics Heroes) and tell them to say as much as they can about this character (physical description, pet, essentials, profession). Ss read the text and c omplete the table individually and then compare their answers with a friend before the class check.

presented in the Writing notes. Encourage them to create a possible illustration and the necessary effects for the presentation.

Before Ss start working, you may want to go over the four suggested steps: Step

1

Plan

In pairs, Ss look for information about comic heroes on the Internet. Then they create their own hero. They have to think of the name, profession, characteristics, special stuff, hobbies and passions, friends / enemies, etc. Encourage Ss to collect the information in a box similar to the one in Exercise 3. Step

2

Draft

Ss read the information they have gathered in their boxes and write a description of their hero. Make a point of the use of exclamation marks

Elicit from Ss when they use exclamations (to express a comment or show a reac tion). Tell them to look for examples in the texts in the EDB section. Ask them if they notice any difference in the use of this punctuation mark between Spanish and English (in English, we write the exclamation mark only at the end of the sentence).

Digital Connections

TIME OUT A

TIME OUT A prev

Weekly Objectives Integrating skills Transferring knowledge to new situations Developing comprehension strategies

Engaging Ss in games and creative activities in which they have to apply the language they know in a new situation or with a different purpose may help them to learn content better.

3 periods

HERE IS CEREAL GUY – A POPULAR MEME

THE LANGUAGE OF THE ARTS SPIDERWOMAN AND HER GIGANTIC ‘MUM’

Background information Maman is a huge sculpture made by a French artist called Louise Bourgeois. It is a very impressive ten-metre tall spider that tries to transmit the strength of Bourgeois’ own mother, who always protected her. Bourgeois has made many Maman sculptures and they visit museums around the world (Europe, Asia, USA, Latin America, etc). In 2011, one of the gigantic spiders came to the Proa Museum in Buenos Aires City (Argentina) but the Big Mum Maman 1 always stays at the Tate Modern in London.

2 2 5 5

Warmer Ss look at the photograph and say what they see. Ask them what they know about spiders. You may want them to do the Guess exercise. Then they may self-correct their answers with the answers on page 60 and see how much they really know about spiders. Ask Ss to read the title of the text ( Spiderwoman and her gigantic ‘mum’) and predict what the text is about. Tell them to read the text and find who the Spiderwoman is. Write this chart on the bb. Ask Ss to read the text again and correct the information in the table. bb Spiderwoman

a painting

Maman: mother in ...

German

In memory of:

Bourgeois’s classmate

Present in:

museums in Argentina only

Correct answers a sculpture French Bourgeois’s mother museums all over the world

MEMES ON THE INTERNET

Background information An Internet meme / mi…m / is a concept that is spread via the Internet. Memes can be images, videos, phrases or hashtags. They are used to communicate ideas. People create them and upload them on the Internet, and they spread from person to person via social networks, blogs or email.

next

MY TIME OUT

The most famous ones are: Forever alone, Why not?, Why me?, Troll, Poker face, etc. They can be downloaded from Google Web store.

Ask Ss to look at the drawing and say if they have got memes. You may ask them to describe them. Tell Ss to read the comic strip individually and say what is the matter with Cereal Guy.

MY MEME

Ask Ss to look for memes on the Internet, choose one and use it in a comic strip they draw in pairs. Ss may also draw their own meme. They write its name, and may include a short description of their meme’s face and per sonality. Encourage them to use the adjectives of the TIME OUT text.

Answer He had forgotten it was his birthday today.

Find 10 words

Class & WB Audio

Answers M

O

T

H

E

R

H

A

S

N

E

L

O

R

E

F

O

X

P

J

M

O

G

I

G

A

N

T

I

C

E

R

E

F

I

N

O

L

D

V

S

C

U

L

P

T

U

R

E

X

G

E

W

E

Q

A

X

I

R

G

E

R

U

B

I

S

T

T

E

U

S

E

B

A

R

T

I

S

T

Y

R

A

O

R

G

I

W

Z

E

E

O

L

A

M

U

C

O

O

L

E

Answer Key

You may ask Ss to use these words in sentences of their own.

5 5 3 3


Digital Connections

4.1

Don’t run!

4.1 Grammar | Imperative

Weekly Objectives Help Topic Grammar Imperative But Vocabulary Actions New / old

3 periods

Warmer Ask Ss if they have got (or play) video games. If so, ask them to say the names of the main characters.

1

Listen and answer.

36

Ask Ss to look at the photo and say what the boys have got in their hands (a bag and a controller) and to predict the answer to the question. Answer A video game

36

Answers Affirmative: Drink

4 Circle the correct instructions. Ask Ss to choose the answers individually. Ss compare with a friend before class check. Draw Ss’ attention to the stress pattern for the negative. Generally, we stress both words ( don’t and the verb).

1 Don’t run. 2 Walk. 3 Don’t use your mobile. exercise. 5 Don’t chat with your friends.

2 Complete with the names.

3 Mat

Extra practice 2

Ss make a poster / graffiti with their own classroom rules.

Class & WB Audio

4 Mat & Lucas

Note!

Answer Key

Answers

1e

2a

3j

4d

5c

6g

7b

8i

9f

10 h

For further exercises of this kind, go to www.tapintotheteenworld > Enter and go to “Labels”

5 5 5 5

Elicit from Ss the meaning of but and the connection it makes between the two parts ( contrast ). Make a point of the weak form of but / b´t / for these cases.

Answers 2 Lucas

4 Do your

Extra practice 1

Ask Ss to write the answers in pairs. Then, tell them to re-read the dialogue and check their answers.

1 Mat

Negative: run / Don’t

Mime game: A S mimes an action and the rest of the class says which one it is. E.g. Run. Don’t walk. Stop. Alternatively, the S may mime 3 or 4 actions in a row for his / her classmates to identify. E.g. Sit down and open your book. You may ask Ss to write the action sequences before playing the game.

Answers

Audioscript

See SB page 34.

4 4 5 5

Ask Ss to watch the video of a collective flash mob in NYC on YouTube (Go to www. youtube.com and enter the following code: ZG7F9G4AEak). Meanwhile, you write the instructions given to the people on the bb and ask Ss to order them according to the video: a) jump b) dance with your flash stick c) walk to the neutral zone d) give a high five e) press play f) put on your mask g) turn on your flashlight h) say goodbye i) flash your camera j) dance in pairs

We use the imperative for a).

5 Lucas

Note! Ask Ss whether they notice any difference between the two computers in the pictures and draw their attention to the adjectives we can use in English to describe them. Tell them to say whether their computer and / or their brother’s or sister’s computers are new or old. 37 Complete with the words from the box. Then listen and check.

Answers 1 Stop. 7 Walk.

2 Open. 8 Help.

3 Sit down.

4 Drink.

5 Run.

6 Eat.

Extra practice 2

5 Write the instructions for your school. In pairs Ss write the instructions. Then, tell them to read them aloud and c heck pronunciation, especially the weak form of but. You may want to ask Ss to invent two new rules for their school.

Workbook Answers

37

Audioscript



Digital Connections Weak forms: For the sake of rhythm, content words (nouns, adjectives and adverbs) have a stressed syllable while prepositions and conjunctions are not usually stressed and carry a weak form. E.g. at / ´t / , to ńd / . / t´ / , but / b´t / , and /

3

Read the words in the box and ask Ss to repeat them. Then, ask them to write each word under its corresponding picture. Ss listen to Track 37 and check their answers.

next

Extra practice 1

Digital connection

Elicit from Ss that in English, we use the imperative to give instructions and recommendations. Make a point of the use of Don’t in negative imperative sentences. In pairs, Ss read the sentences and complete the table.

prev

Answers 1 Go to the yard but don’t play football. 2 Use the Internet but don’t chat with your new friends. 3 Start the computer but don’t play games.

1 1

WRITE c 2 DRINK e 3 WALK d 4 READ f 5 RUN b 6 EAT a 1 small 2 start 3 open 4 no 5 new 6 sit down 3 1 Be 2 Walk 3 Don’t eat 4 Listen 5 Don’t use 6 Don’t stand up 4 1 and 2 but 3 and / but 4 but 2

5 1

Listen to music. 2, 3, 4 & 5 Ss’ own answers.

4.2

He’s got a temperature. Weekly Objectives Health problems Topic Grammar Imperative Vocabulary Illnesses

4.2 Help Ss notice that ch (stomach) and che (headache) are pronounced / k /.

3 periods

39


Warmer Play a Memory chain game. E.g. S 1: I’ve got a cat. S2: She’s got a cat and I’ve got a bicycle. S 3: She’s got a cat and he’s got a b icycle and I’ve . .. For instructions for this game, look at Unit 3 Lesson 2 on page 29, Exercise 6. 38 Listen and answer. 1 Ask Ss to look at the photo and elicit from them who the people in the photo are, where they are and what they think may be wrong with them (Lucas is sick). Write Ss’ predictions on the bb to help them focus while they are listening. Ss listen to Track 38, check their predictions and answer the question.

Answer He’s got a temperature.

6

6 5 5

38

Audioscript

See SB page 36.

It is always a good idea to review vocabulary using mind maps. You may also ask Ss to provide their own ideas on how to review and record vocabulary.

Extra practice 1

Note! Elicit from Ss we use What’s the matter? to ask people about their problems. Remind Ss that Wh- questions take a falling intonation.

4

40 Listen and answer. Brainstorm the illnesses Ss know in English. Ss read the questions and predict possible answers. Play Track 40. Ss answer the questions and share their responses. Encourage them to make complete sentences. You may ask them what information in the recording helped them identify the illness.

next

1 d 2 e

3a

4b

Extra practice 1

5c

6

Audioscript

prev

Answers

Your friend is not OK. Give recommendations. Ss brainstorm names of different illnesses and possible recommendations to avoid them. It may be a good idea to write them on the bb so that all Ss have the necessary tools to work on the exercise. In pairs, Ss create conversations. They may choose different recommendations for the same illness and / or invent their own recommendations. They may then role-play the dialogues for the class or record them on the Internet. Answers Ss’ own answers.

Mime game: Write the names of all the illnesses Ss know in English on small pieces of paper. Ask a S to take one piece of paper and mime the illness. The rest of the class tries to guess what illness it is. Then, ask another S to give a recommendation for this specific illness. Encourage Ss to say complete sentences. E.g. You’ve got a temperature. Take an aspirin. This activity may also be carried out in pairs or small groups. Extra practice 2

Ss may role-play a conversation between them and their pet’s vet. The pet is not OK. E.g. What’s the matter with your dog? It’s got a cold ...

Class & WB Audio

Digital connection 1

Answer Key

Ss carry out a visual health campaign by creating collages to illustrate a health problem. The collage should be made out of pictures and text that give advice on how to prevent or overcome the illustrated health problem. Suggested tool: MS PowerPoint

5 5 7 7


2 Answer true (T) or false (F) Ss work on the exercise individually and check in pairs. Then, they listen to Track 38 again and check their answers. When doing the class check, encourage Ss to correct the false statements (3 Laura is Lucas’s friend.). Answers 1 T 2 T 3 F

Answers 1 She’s got a temperature. a toothache.

40

Extra practice 2

2 He’s got a cold.

3 He’s got

Audioscript

1 A: Have you got a thermometer, Liz? B: A thermometer? Yes, I have. What’s the matter? A: Sam’s got a headache and he’s probably got a … 2 A: Achoo! Cough! Cough! B: Oh, no! Poor baby! You’ve got a … ! 3 A: No sandwiches for me. And no coffee, thank you.

3

Read and match. Then listen and check. Ss look at the pictures and discuss the meaning of the words in pairs. They match the pictures with each word and then check with the recording. In order to work on pronunciation, play Track 39 again and ask Ss to repeat the new words. 39

Answers

1 a stomachache 2 a headache 3 a temperature 4 a cold 5 a toothache 6 an earache

B: What’s the matter, Sam? A: It’s my mouth. I’ve got … B: Oh, no! Go and see a dentist then. A: Yeah …

5

Match the illness with the recommendation. Tell Ss to read all the sentences first. Then, they start working on the exercise. Remind them that some recommendations may be used with more than one illness. You may ask Ss to provide other recommendations for the same illnesses.

Digital connection 2 Go to www.youtube.com and enter the following code: sJbWW2kbRhM. Watch the video and record your own version, using the same words and devices. After doing it, show the video to your Ss so they can see the project is being done in other parts of the world. Then, look for similarities and differences in the productions. Suggested tool: WebCompanion (installed on Conectar Igualdad netbooks ), or a camcorder

In order to start implementing selfcorrection as part of the learning process, refer Ss to the Grammar box if they have made mistakes. At the end of the lesson, have Ss listen to the recording and read the dialogue in Exercise 1 again. This will help them understand the text better.

Workbook Answers 1 1 HEADACHE d 2 STOMACHACHE b 3 TOOTHACHE c 4 COLD e 5 EARACHE a 2 1 d 2 e 3 c 4 a 5 b 3 1 Don’t run. 2 Go 3 Don’t eat 4 Drink 5 Take 6 Play 8 1 DS 4 2F 3T 4T 5F 8 Audioscript Mother: Hi Penny. How are you, sweetie? Penny: Hi Mum. Mother: What’s the matter? Penny: I’ve got a terrible cold. Mother: Go home, Penny, and rest. Penny: That’s the problem. I haven’t got my keys. Mother: I see, the keys again ... Well, don’t phone dad. He’s at the doctor’s. Penny: Oh, no! And Tom? Mother: He’s at the club, with his girlfriend. Listen Penny, walk to the club and ... Penny: Walk? Mum, I’m terrible. Mother: Well, he’s got the keys. Penny: Uff … OK mum, bye. Mother: Bye, sweetie. Take care. Penny: Yes, mum…

Digital Connections

4.3

Where’s my key? Weekly Objectives Topic Location Grammar Where? On – in – under Vocabulary Objects

4.3 prev

3

3 periods

For background information on memes / m i…m z /, see TIME OUT A on page 52. Warmer Ask Ss if they use emoticons or memes when they chat on the Internet or send messages. What for? Which are their favourite ones?

Where are the memes? Complete the sentences with on, in or under. Ss work on the exercise individually and then check in pairs. You may ask Ss to draw a new meme in the picture and tell the class to ask him / her where the meme is. E.g. Is your meme under the table? Yes / No, it is(n’t). Answers 1 on 2 in

1

8 8 5 5

Read. Tick the words on the computer screen. Ss look at the photo. Ask them if they can guess the connection between Lucas and Mat, the TV programme and the meme ( The boys are drawing the meme on their computer and making fun of the TV programme ). Check they understand that the boxes in the four pictures are the computer screen mentioned in the rubric. Ask if they know the name of this meme ( Cereal Guy ). Ask them to look at the box and tick the words that are included in the text. Ss read the text and check their answers. Answers key table

bag

eyes

2

Circle the correct options. Ss read the statements and answer them in pairs. Then they re-read the dialogue and check. Ask some Ss to read their answers. You may want to ask them what helped them decide on each option. Answers 1a 2a 3a

4a

Note! Elicit from Ss the location indicated by the different prepositions. You may ask Ss to put a school object (E.g. a pen ) in / on / under other objects to check they understand the differences in meaning clearly. E.g. Put your pen under your binder. You may also ask some Ss to give the instructions. Draw their attention to the use of where to ask about location. Extra practice 1

3 under

4 & 5 on

Digital connection Ask S A to write out directions so S B can create a still-life made of images from the Internet. All Ss write directions for his / her classmate on his / her r ight, so everyone creates their work of art. Ss can share their productions on their blogs. Suggested tool: MS PowerPoint

4

Complete the questions and match them with the answers. There is an extra answer. Ss fill in the gap with the correct word and match the question with the answer individually. Then, they check the answers in pairs before class check. Answers 1 c / are 2 d / Where 3 a / is 4 b / where

5

Where are they? Look at the photo on page 20. Check your friend’s memory with 5 questions. 1 point for each correct answer. Ask Ss to open their book on page 20, look at the photo and write 5 questions about the location of the different objects they know. Then they close their books and answer their friend’s questions. The one to answer the most questions correctly is the winner. Ss compare their results. Answers Ss' own answers.

Mistakes are an important part of the learning process. If there are no mistakes, it may be a good idea to create a cognitive conflict by asking Ss to explain why something is not possible in English. E.g. Where’s the keys? vs Where are the keys? In the chair. vs On the chair.

Extra practice 1

I see, I see: This is a guessing game. Ss are supposed to identify which object you have chosen. E.g. I see, I see a pen. S1: Is it on my desk? S2: Is it under XX’s chair? etc. Extra practice 2

6

Listen and repeat. Ss listen to the conversation. Ask them to identify A’s and B’s suggestion (A: go to the park / B: visit Susan). Listen to Track 41. Encourage Ss to repeat the dialogue imitating the intonation and pronunciation of the characters as much as possible. Ss read the box and identify the ways to accept and refuse suggestions. 41

41

Audioscript

See SB page 39.

Copy the poem below on the bb and elicit from Ss who / what the poet is talking about (a person, an object or an animal) and why he / she / it is waiting and what’s the importance of the person / object or animal. Encourage Ss to write their own prepositional poems based on this pattern. Where? On the tree, In the cave Under the bed ... I don’t know ... I simply wait.

Class & WB Audio

In my room, in my bed, Under the covers ... My favourite place in the world

Answer Key

7

In pairs, make similar conversations. Phone a friend and suggest an activity. Brainstorm possible fun activities to do with a friend and write them on the bb. In pairs, Ss create their own conversations. E.g. S1: Hey Fran! Let’s go to the shopping centre. S2: Great! And let’s ... / Oh no! Not the shopping centre. Let’s … Give Ss some minutes to practise their dialogues before sharing them with the class. Encourage them to change roles and partners. Remind them you expect them to say their lines and not read them.

Workbook

5 5 9 9

Answers 1 1 It’s on the 2 It’s under the 3 It’s in the 4 It’s on the 9 1 … my new computer, it’s on the big table. 2a 2 … my pencil case is under the table. 3 My white sweatshirt’s on the chair. 4 My racket is on the chair. 5 The bin is in the box. 6 I’m a River Plate fan. b 1 His racket is in the box. 2 His new computer is on the small table. 3 His pencil case is under the chair. 4 His sweatshirt is white. 5 The bin is under the small table. 6 He’s a River Plate fan. 9 Audioscript Hi guys! This is my room. Not very big but OK, eh? Look at mynew computer, it’s on the big table. It’s fantastic!My notebooks are onmy desk. That’s good. But …my pencil case is under the table. My organisation is not very good. My white sweatshirt’s on the chair… Well, my school bag is in my room(one point for me!) and… myboots are inthe school bag. That’sOK, too. My racket ison thechair and myfootball is under thedesk. I’m aRiver Platefan somy team’s posteris on the door! Where’s the bin? Over there! In the box.

c 1 Where is Harry’s sweatshirt? It’s on the chair. 2 Where are his boots? They’re in his bag. 3 Where is his football? It’s under the desk. 3

Extra practice 2

next

Mary:

OK. Let’s go to the park then.

3

Mary:

Great! Let’s take our bikes.

5

Mary:

Hi, Simon! Let’s go to the cinema.

1

Simon: Good idea. I’ve got my new bicycle.

4

Simon: No, not to the cinema, Mary.

2


Digital Connections

INTEGRATION 4

INTEGRATION 4 prev


3

3 periods

TECHNO SOLUTIONS Warmer Encourage Ss to talk about the technology they use every day. Check if they consider pens, bags, books and other everyday objects technology. Ask Ss what technology means. This might be a good opportunity to work with dictionaries and the Internet. Eventually, you may go into what type of technology you have in your school and what Ss consider the school should definitely have as fa r as technology devices are concerned. What’s the most popular technological object in the class?

42 Techno solutions. What have these people got? Listen and match the photos a-d with the speakers 1-4. Ss identify the objects in the photos and predict possible uses. E.g. a watch to phone a friend, a bed to relax, etc. Ss listen to Track 42. Check their predictions and match the pictures with the speakers.

Answers a1 b4 c2

42

d3

Audioscript

1 Ted:

Look at my new watch! Cool, eh?

Nick:

What? A watch? That’s VERY old, Ted!

Ted:

No it isn’t! Look! It has got videos, music, Internet connection. I can send e-mails, chat and ...

Nick:

Cool!

2 Thomas: Mum, can I use your mobile phone f or a text

1

0 0 6 6

Read and answer. What's Engbot? Before working on this exercise, ask Ss to close their books and think of the definition of “an excellent teacher”, what or who he / she / it is for them. Write their answers in the bb. Then, ask Ss to open their books, read the title and look at the picture. Encourage them to make predictions about this teacher. E.g. Is it a woman? How old is she? Describe her / him, etc. Ss read the text, check their predictions and answer the questions.

message, please? Mum: Mum:

Elicit from Ss what type of text this is ( an ad) and what it is trying to persuade you to do buy ( a robot ).

2

Circle the correct word. Ss choose the correct option individually and read the text again to look for more detailed information. Then, they check in pairs before the class check. Answers 1 ad 2 funny

3 good

4 Korea

It is very important to set a listening task before listening to a recording. In this way, Ss know what to focus on when they listen to the text. Furthermore, it is always a good idea to allow some thinking time after doing the listening and let Ss check their answers in pairs before checking the answers from the class.

Is it? Sorry about that! Put it in the bag again and recharge it.

3 Annie, stop! Don’t close that window! It’s not necessary. This house has got a central computer. Look, “CLOSE WINDOW ONE”.

REVISION 2 Answers 1 1 new

Digital connection Ss visit eBay.com and browse the online offers. They have to choose 3 objects they are interested in, mention the category of the object and the price in the local currency. Suggested website: www.ebay.com

2 braces

b

2d

31

His

2

41

Have

2

1

7 Has 5 1 in

3e Our

3 binder

4a 3 Her

2 haven’t 8 have

2 on

3 under

6 1 Let’s 2 idea 7 in 8 Look

4 head

5 apple

6 key

5c 4 their 3 have

5 His 4 Has

6 my / your 5 hasn’t

6 ’s

4 in

3 let’s

4 haven’t

5 Don’t

6 Where’s

CHECK YOUR PROGRESS 2 Answers 1 1 She has a terrible cold. 2 She’s in bed. 3 No, she hasn’t. 4 No, he isn’t. 5 Yes, they have. 2 Body parts: eye, ear, head, hair Illnesses: cold, toothache, stomachache, temperature Actions: drink, walk, eat, close Animals: hamster, frog, iguana, goldfish 3 1 Have 2 My 3 have 4 has 5 Has 6 ’ve 7 hasn’t 8 is 9 aren’t 10 our

Class & WB Audio

Answer Key

4 1 Read the text but don’t answer the questions. 2 Open the books but don’t do the exercises. 3 Start the

notebooks but don’t chat with your friends. 5 1 in 2 under 3 on 6 1 let’s 2 Good 3 got 4 Have 5 sorry 6 OK

7 let’s 6 1 6 1


4 Traffic problems? Pollution? We’ve got THE solution: The Tango 4, your personal transporter. Stand on your Tango 4, start moving, and stop pollution and traffic problems.

4

Answer A teaching robot

Yes, sure, darling. It’s in my white bag.

Thomas: Ah! Here it is! Good ... But mum! The battery is dead!


next

Write a short ad for a product: a real product or an invention. Use verbs from the box. Present the ad to the class and vote for the favourite one. Ask Ss what they think the most common elements of an ad are. Then ask them to read the list in the box. You may ask Ss to identify them in the ENGBOT ad. Draw their attention to the use of questions, short descriptive sentences and the imperative in the ad. Remind them they can use this text as a model. You may want to have a general revision of the structures and vocabulary before Ss complete the task / write their ads. Encourage them to illustrate their texts with photos from the Internet. Ss exhibit their work for their peers to vote for their favourite ad. They may also decide on different criteria for the vote (funny, original, creative, etc.). Then, ads may be posted on the class blog and Ss may write comments under each one.

Digital Connections

5.2

Do you like clothes? Weekly Objectives Fashion Topic Grammar Like Vocabulary Clothes and accessories

3 periods

Warmer Elicit the different workshops in Lesson 5.1 (see SB p. 42) and ask Ss which ones they like, which ones they don’t and which is their favourite.

1

45

5.2 prev (Total Physical Response), and ask Ss to touch the part of the body you mention, to check they understand all the words on the list. In pairs Ss order the clothes words and then match them with the part of the body. Then, they check with the rest of the class.

6 Answers 1 dress f 2 earring d 6 trousers a

3 cap e

4 glove b

5 shoes c

Listen and answer.

Ss look at the photo and try to predict what the matter with Mat is. Ask them to read the leaflet and predict what Patty and Mat are talking about ( choosing a workshop ). Write their predictions on the bb. Ss listen to the conversation, check their predictions and answer the question.

Total Physical Response (TPR) activities are designed to help Ss learn new words with movement of their bodies. These kinaesthetic activities may be fun and facilitate the acquisition of vocabulary.

Extra practice 1

Answer No, Art is Patty’s option only.

45

Audioscript

See SB page 44. 4 4 6 6

2 Complete. Ss complete the sentences and check in pairs. Then, they listen to Track 45 again and check their answers. Answers 1 Fashion

3

46

2 Music

Listen and repeat.

Elicit clothes and accessory words Ss already know. E.g. T-shirt, boots, shorts, bag Ask Ss to look at the drawings and say which words are familiar to them. Ss think how each word is pronounced. Then they may say one word aloud and check if their prediction was correct with the recording. Do the same with all the words in the exercise. 46

Audioscript

cap, jacket, trousers, bag, gloves, skirt, socks, earrings, dress, shoes

4 Discover the clothes and accessories and match them with the parts of the body. Ss may not know all the parts of the body presented in the activity (for body vocabulary go back to 3.3 on page 30). Some of them may need help with leg and feet. You may do a TPR activity

Ss’ own answers to all questions. Answers 1 Do you like online games? Yes, I do / No, I don’t. 2 Do you like school? 3 Do your friends like music? 4 What do your friends like? 5 Do your teachers like your project? Ss’ own answers to all questions.

Grammar | Likes and dislikes. Interrogative. Help Ss notice the questions refer to likes a nd dislikes. Ask Ss to look at both questions in the box and say what they have in common ( do ). Point out that the auxiliary do has no equivalent in Spanish. Make them realise what pronouns are not in the box he, she, it ( ). Ss deduce the rule about the formation of the questions and complete the table. Help them notice that in short answers, we use the first word of the question. Do you like dogs? Yes, we do. Work on the pronunciation of do: weak form in questions / d´ / and strong form in short answers / du… /. Remind them of the falling intonation in Wh- questions and the rising intonation in Yes / No questions.

Guessing game. Work with your friend and complete the table. Brainstorm vocabulary for each of the categories on the table and write it on the bb.

a Write your friend’s name and your guesses. Then ask your friend and check. Ask each Ss to make predictions about his / her friends’ likes and write them in the Your guess column. In pairs, Ss take turns to ask and answer and check their guesses. You may turn this into a game by assigning 1 point per correct answer. The S with the most points is the winner.

Extra practice 1

A S spells one of the clothes or accessory words backwards and the rest say which one it is and point to the part of the body where they usually wear that garment / accessory. E.g S1: S – K – C – O – S S2: says socks and points to his / her feet. Extra practice 2

Find 2 friends who …: Write the following table on the bb and ask Ss to copy it in their folders: Find 2 friends who ...

NAMES

don’t like bicycles like pizza don’t like dogs like football

Digital connection Ask S A to create a collage with 10 photos of objects, animals and / or people he / she likes or dislikes. Four of the photos should show misleading information. S B guesses what S A actually likes or dislikes. Suggested website: www.photovisi.com

This is a mingling activity. Ss stand up and try to find two friends who meet the condition. Elicit the question from Ss and write an example on the bb. E.g. Do you like bicycles? Tell Ss they should find two friends and write their names down. Once they have all the names, they should sit down. You may want to set a time limit for the activity. Check the responses by asking some Ss to share the results of their survey.

b

Results. Correct guesses. Ss write down the number of correct guesses they have made. Extra practice 2

Answers Yes / No questions: we Wh-

Workbook

Shortanswers: they / I … don’t

questions: like

5 You are Mat’s new online friend. Order his questions and answer them. Explain to Ss they should give their own answers. Ss work individually first and then check in pairs. Check with the class by eliciting the question and answer from different Ss. You may also turn this activity into a game, by asking Ss to predict what their friends have answered before they read their responses.

Class & WB Audio

like tango

Answer Key

don’t like video games Answers Ss’ own answers.

When doing oral correction, first tell Ss there is something wrong in the way they have pronounced a word and give them time to think what it could be. If they can’t correct themselves, provide some clues, refer them to the Grammar and Note! boxes in their books or to dictionaries. Self-correction is a very important part of the learning process.

next

Answers 1 1 earrings 2 dress 3 shoes 4 bag 5 cap 6 jacket 7 T-shirt 8 trainers 9 trousers 2 1 Tim and Sue don’t like black jeans or earrings, but they like trainers and boots. 2 Lu and Kim don’t like black jeans or boots but they like trainers and earrings. 3 Silvia and Jeff don’t like boots or earrings but they like black jeans and trainers. 4 Santiago and Ron don’t like black jeans or trainers but they like b oots and earrings. 5 Ss’ own answers. 3 1 f 2 c 3 b 4 e 5 a 4 1 Do you like music? 2 do 3 Do your mum and dad like music too? 4 do 5 Do they like play rock? 6 don’t 7 Do you like their music? 8 do

6 6 5 5


Digital Connections

5.3

Busy! Weekly Objectives Schedules Topic Prepositions of time: on, at Grammar Vocabulary Days of the week

5.3 prev

3 periods

Warmer Elicit from Ss which extra activities they do after school. What do they do when they are not at school? Are they very busy? Are they generally tired?

Elicit the name of school subjects and extra activities your Ss may go to during the week ( guitar lessons, football match, gym, etc. ). Ask Ss to complete the calendar with their own activities.

48


7

1

Read and answer. Ss look at the photo and predict what the text is about. Write the predictions on the bb. Ss read the text, check predictions and answer the question.

She’s very busy.

If Ss have difficulty pronouncing the sound th /T /, you could ask them to put the tip of their tongue between their teeth. You may challenge them to say these tongue-twisters: Theo’s birthday is Thursday. Dorothy’s got three teeth.

Note! Help them notice how we pronounce weekend / wi…k"end /. "

2

6 6 6 6

Choose the correct option. Ss choose one of the options, read the text again and double-check their answers before the class check. Encourage them to find evidence to support their choice. Answer

2

3a

47 Listen and repeat. Elicit from Ss this is a calendar and the words are the days of the week. Check if they know any of them and if they can tell which ones are the five typical working days. You may want to teach weekday . Encourage Ss to say how each word is pronounced before they check with the recording. Play Track 47. Ask them to repeat the words individually, in pairs and small groups. As Ss tend to mistake Tuesday for Thursday, it may be a good idea to ask them to create a strategy to recognise them and share it with the class. Remind Ss that in English, the first letter of the days of the week is always written in capital letter. To help them remember the words, you may write one day on the bb and ask Ss to say the day before and after it.

Audioscript

See SB page 47.

Pronunciation

Answer

Ask them to pay special attention to the intonation of the sentences. Play Track 48. Ss repeat the conversation to improve their intonation and pronunciation.

Note! Elicit from Ss we use the p reposition on with weekdays and at with the word weekend . Make a point that here they are used as prepositions to indicate time.

4 Abbreviations. What’s the word? Ss work on the exercise individually and che ck in pairs. You may turn this activity in a game by setting a time limit. Answers 1 Tuesday 2 Friday 3 Wednesday 4 Sunday 5 Monday 6 Thursday 7 Saturday 8 Weekend

Extra practice 1

5

Look at the table in Exercise 3a and complete with your information. When Ss share information and answers, encourage them to use full sentences as well as the prepositions on and at . Answers Ss’ own answers.

Practise three similar conversations in pairs. You may want to demonstrate the conversation with a S before they start working in pairs. Encourage Ss to change roles and partners. Ss may record their productions and / or role-play them for their classmates. It would be a good idea to go round the class, encouraging Ss to use the correct intonation and pronunciation.

Extra practice 1

Challenges. Challenge Ss to say the days of the week starting from different days. E.g. Saturday. Then, they may say them from the last one to the first one. They may also say them skipping one day at a time. E.g. Monday, Wednesday, Friday, Sunday . Extra practice 2

Guessing game. Each S chooses one activity he or she does on Saturdays and writes it down in his / her folder. The rest of the class try to guess which one it is. E.g. S1: Have you got hockey on Saturday? S2: No, I haven’t.

Answer Key

Digital connection

6 6 7 7

Audioscript

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

b

Complete the calendar with your information (subjects and activities).

6

Listen and repeat. Ss listen to the dialogue and say how the speakers express surprise. 48


Workbook Answers

Digital Connections

1a 1 Monday 2 Wednesday 3 Saturday 4 Tuesday 5 Sunday 6 Friday / Thursday is missing. b Ss’ own answers. 2 Ss’ own answers. 3a

10 Monday c Tuesday f Wednesday a Thursday e Friday d Saturday and Sunday b & g

10 Audioscript Yes, my family is very big and my days are difficult. On Monday, the two boys have got their football lesson and Sandra has her piano lesson. What a day, eh? On Tuesday, Jeff has got his guitar lesson and Maria, English. On Wednesday, Lucy has got her Italian lesson and the boys their computer lesson. Mmm … Thursday … Thursday … ah yes! It’s Sandra’s piano lesson and María … English again! And on Friday, the boys have got a football match. Saturday and Sunday? NOTHING!!! At weekends, we’re all at the club.

Extra practice 2 47

Class & WB Audio

Performing in front of an audience is a powerful tool that may facilitate learning. Be careful, some shy Ss may find it easier to perform together with other friends.

Ss write a comic strip about a very busy hero / heroine that fights against liars. You may tell Ss that their hero or heroine c an fight any ordinary thing in life such as prices increase, exams, break-ups, etc. Ss learn about speech bubbles and design of vignettes. Suggested websites: www.makebeliefscomix.com www.marvelkids.marvel.com Enter “Activities” > “Create your own comic”

next

b 1 The boys have got computer lesson on Mondays and Wednesdays. 2 Sandra has got piano lessons on Mondays and Thursdays. 3 María has got English lessons on Tuesdays and Thursdays.

4 The boys have got a football match on Friday. 4 A: 2

B: b A: 1

B: a A: 3

B: c

INTEGRATION 5

INTEGRATION 5 prev


Interviewer: Cool T-shirt! Sebastián: Thanks! This is my design. Interviewer: Oh, yes it is! There’s your name. Your T-shirts are 3 periods

very popular. Sebastián: Yes, and that’s great, but I don’t make the T-shirts. I do the art work.

ART & FASHION Warmer Write ART on the bb and elicit from Ss different forms of art they can think of painting, ( music, dancing, graffiti, sculpture, drawing, etc. ). Ask them to say which one(s) they like best.

1

Read and answer. Ask Ss to look at the photos and predict what type of art the text is about (graffiti). Elicit the kind of text it is (blog). Read the text and find the answer to the question.

Interviewer: Of course ... Let’s talk about your art, Seba. What do you do, exactly? Sebastián: Well, basically, I draw and paint. I like pictures with

next

Digital connection Ss visit Matthew Carden’s site, an American photographer, to discover what type of art he makes (miniatures in action in edible settings). Ss vote if they had seen something similar and explain what has called their attention. Suggested website: www.matthewcarden.com

action. I don’t like static pictures. Interviewer: Have your works got a message? Sebastián: Completely. People are my principal interest. Interviewer: I see. Please, tell me about your creative process. Sebastián: Sure. I’ve got ideas, or a reflection, about ... for

Class & WB Audio

example ... ecology, liberty, politics, justice, etc. … Interviewer: I see. And then? What do you do? Sebastián: Then I do the design. Hours and hours of work. Interviewer: Oh ... yeah, I imagine. And then? Sebastián: Then people print the T-shirts. If they like them. Interviewer: Seba, do you like one specially? Have you got a

Answer In Villa Ballester

Answer Key

favourite T-shirt? Sebastián: “Make Your Own Universe” is my favourite. Interviewer: Do people write to you? Do you r eceive opinions?

8 8 6 6

2 Answer true (T), false (F) or not in the text (NT). Ask Ss to answer the statements. Then they read the text again and check their answers before class correction. You may ask Ss to correct the wrong statement (4 The texts says "Take graffiti, for example, very attractive. That’s what I like."). Answers 1 NT 2 T

3 NT

4F

5T

3

49 Listen to an interview with Sebastián Govino and choose the correct options. Ask Ss to read the title and predict what kind of art Govino does. Tell them to read the statement before they listen to the recording and predict possible answers. Play Track 49. Ss check their predictions. Ask Ss to read their answers and if there are differences between the different answers, use the recording to find the right answers.

Answers 1b 2b 3b

49

4c

5b

Audioscript

Sebastián is from Rosario, Argentina, and he has got a lot of T-shirts with his designs in the market. Interviewer: Hi Sebastián, and welcome to our programme. Sebastián: Thanks for the invitation.

Sebastián: Yes! I’ve got my fans on the Internet forums. Interviewer: Cool, Seba. Congratulations! Sebastián: Thanks! This is a T-shirt for you, with my new design.

6 6 9 9


Interviewer: Wow. Thanks!

4

Post your comments about art on Teens around the world blog and share it with your friends. Illustrate with photos or drawings. Work with Ss on the different forms of art. Ask them to say who their favourite artist is, what they especially like about him / her. Elicit how they might start their post ( Hi My name’s ... ) and how they might express their opinion. Highlight the expressions in Exercise 1 blog to encourage the reader’s participation: Do you like it? Cool, eh? Ss may post their comments on the class blog. Answers Ss’ own answers.

Providing Ss with samples to imitate when they have to write their own texts can be a good way to improve their writing skills. When working with a text, encourage them to underline words or phrases they may later need for their own production.

Digital Connections

6.1

She doesn’t like parties. Weekly Objectives Habits Topic Grammar Present Simple: he, she, it Vocabulary Habits and routines

3 periods

Warmer Write the word party on the bb and ask Ss if they like parties. Do they give parties? When? What for? Do they go to school / club / family parties? Which parties do they prefer? What’s important in a party (music, food, people, etc.).

1

50

Listen and answer.

6.1 prev Ask Ss to state the rule for the negative and elicit that the s in the negative goes in the auxiliary, not in the verb. Check if they notice the similarities between don’t and doesn’t as auxiliaries to form the negative.

1 She doesn’t like cats. 2 Patty goes to school parties. 3 She doesn’t dance at parties. 4 She doesn’t watch sports on TV.

Extra practice 2

Negative: doesn’t / like

In the affirmative we use b) In the negative we use b) We use Verb + s in a)

Pronunciation

Ask Ss to look at the photo and predict the topic of the conversation between Lucas and Laura. Who are they talking about? Ss listen to Track 50, check their predictions and answer the question.

Extra practice 1

Answers

Answers Affirmative: He … likes

If your Ss are ready, tell them the final - s is pronounced /s / after voiceless sounds ( talks, likes, invites ), /z / after voiced sounds ( phones, stays),

and /Iz / when the verb ends in / S / as in finishes, /tS / as in watches , teaches , /s / as in dances or /z /

6

Complete the text with the correct form of the verbs in brackets. Ss work in pairs. Remind them to read the text before starting to write, so that they understand mea ning before focusing on form. If they have doubts, refer them to the Grammar boxes. Answers 1 doesn’t like 2 doesn’t talk 5 dances 6 likes

3 doesn’t dance

4 talks

as in uses.

50

Note!

Audioscript

See SB page 50. 0 0 7 7

2 Write true (T), false (F) or doesn’t say (DS). Ss work on the exercise individually and then check in pairs before listening to the recording again. Ss should correct the false statements and justify their answers using the information in the text (1 … Patty doesn’t go to parties … she doesn’t dance or talk much).

Elicit from Ss the general rule for the Present simple: we generally add a final - s to the verb to make the 3d person singular affirmative forms ( talks, plays, stays ). Help them deduce that the examples in the box represent exceptions to the rule and that these exceptions also have a pattern. Work with Ss and spell out the rule on the bb as follows: • verbs ending in - o ( does, goes ) or in -ch ( watches ) add -es. • verbs ending in consonant + y , change y à i and add -es ( studies ).

Answers 1F

2T

3

51

3 DS

4 DS

4 Complete with like or likes.

5 DS

Listen and repeat.

Ask Ss to look at the words and identify the ones they know. Ss predict the pronunciation of the words they don’t know. Then they listen to Track 51, check and repeat. 51

Ss work in pairs. When doing the general check, you may ask Ss to draw the final -s in the air to apply movement as a memory strategy. Answers 1 likes / like

2 like / likes 3 likes / like

Audioscript

stay home, watch TV, go to school, go out with friends, talk, dance, play on the computer Extra practice 1

Grammar | Present simple: he, she, it . Affirmative and negative. Help Ss understand the sentences express habits. Elicit from Ss that we add a final s to the verb in affirmative sentences when the subject is he, she or

Reverse mime: Two Ss come to the front and stand up with their backs to the bb. T writes a habit or routine on the bb. The rest of the class mimes the activity for these two Ss to guess. The one who guesses stays at the front for a 2nd round. E.g. talk Extra practice 2

Ss write 2 true and 2 false sentences about a friend’s routine. Then one S reads them aloud and the rest of the class tries to correct the false statements. E.g. S1: Alicia likes rock. She doesn’t go dancing. She stays at home on Saturdays. She doesn’t play computer games. S2: Alicia doesn’t like rock and she p lays computer games.

Class & WB Audio

Digital connection

Answer No, she isn’t.

5 Correct me! Ss work in pairs and then check with the whole class. You may want them to dramatise these short situations. It may be fun and conducive to the learning process.

next

Ss self-correction of their own production against clear criteria and rules (E.g. Grammar boxes and vocabulary lists) facilitates the comprehension and use of correct forms.

Write about your best friend’s habits at 7 the weekend. Ask Ss what they generally do at the weekends and write their ideas on the bb. You may also ask Ss to write about a friend and then read the text for him / her to correct the wrong information. When Ss have to present their ideas, it would be advisable to be aware that they may tend to omit the subjects or use commas to connect them. Remind them that subjects are not omitted in English and that ideas are divided by means of full stops. This might also be a good opportunity to highlight that in English, sentences are normally shorter than in Spanish. E.g. At the weekend, my best friend goes to … . He / She plays ... . He / She doesn’t … .

Answer Key

Ss create a character to join the The Kelly’s Racing Team and write a short description for the “About the Kellys” web page (who the character is, his / her role in the team and what he / she likes, hates, does every day, etc.). Suggested websites: In order to create a Kelly character go to www.teamkellyracing.com Enter > “Create Your Own Character” In order to go to the “About The Kellys” web page go to www.teamkellyracing. com Enter > “The Team”

Workbook Answers 1a 1 stay

2 go

3 dance

4 go

5 play

6 watch

7 talk b a go out with friends b go to school c watch TV d play basketball e talk with friends f dance tango g stay at home c Bill 1 goes out with friends Kim 4 goes to 5 dances

2 talks

3 plays

2 1 doesn’t stay

5 stays 9 takes

2 goes out 3 goes 4 doesn’t do 6 plays 7 doesn’t like 8 watches

3 1 she doesn’t eat study 5 does

2 doesn’t chat

3 likes

4 doesn’t

7 7 1 1


Digital Connections

6.2

Does she play sports?

prev

Grammar | Present simple: he, she, it . Interrogative.

Weekly Objectives Habits and preferences Topic Grammar Present Simple Vocabulary Habits and routines

3 periods

Warmer Discuss surveys with Ss. Do they read surveys? Do they answer them? What kind of surveys do they like? Do they answer magazine surveys or do they prefer surveys online?

1

6.2

Read and answer.

Ss look at the text and identify what it is. Ask them if this is a survey online or in a paper magazine. Ask them to explain how they know it is a survey online (SUBMIT button, comments thread). Ss read the text and answer the question.

Elicit from Ss we use the Present simple to ask information about habits and routines. Ask Ss to identify the pronouns in theses sentences he, she, it ( ). Draw their attention to the use of does in the questions and short answers. Check if Ss notice we do not use the - s after the verb when we include does. Work on the intonation of Wh- and Yes / No questions. Answers Yes / No questions: she / Does he ... read Short answers: he... she

Then, they ask and answer the same questions about themselves. Ask them to write the information so that they can report their finding to the class. Answers 1 Does Laura listen to pop music? No, she doesn’t. 2 Does she practise sports? 3 Does she play the guitar? 4 Does she read novels? 2 to 4: Ss’ own answers.

5

Match the questions 1-5 with the answers a-f. There is an extra answer. In pairs, Ss match questions and answers. When you check the answers with the group, ask Ss to explain why they have chosen the different pairs. Answers

Answer Your ideal boyfriend / girlfriend

2 Answer the questions.

2 2 7 7

In pairs, Ss answer the q uestions and then check with the text. Ask them to underline the information in the text. Check the answers with the whole group by asking several Ss to read their sentences aloud. Answers 1 No, it isn’t.

2 No, it isn’t.

3 Yes, they are.

4 Football

3

52 Number the actions in the order you hear them. Then listen again and check.

Ss read the words and say which ones they know. Then they predict the pronunciation of the new words and check them with the recording. If they find it difficult to pronounce some words, ask them to create a mnemonic rule and share it with the class.

After asking the class a question, it is important to give Ss some time to think of the possible answers. Ask them not to shout out their answers, but wait to create time for everyone to reflect on the possible answer. “Wait time” enables shy or weak Ss to have time to participate more.

4a

53

Listen and complete the table with

ü or X.

Ss predict possible answers according to what they know about the book characters. Then, they listen to Track 53 and check with the recording. If there are different answers, play Track 53 again for Ss to check.

3 write

4 read

5 play an

Olivia

Lucas

Listen to pop music

X

ü

ü

Practise sports

Laura ü

X

ü

Play the guitar

X

X

ü

Read novels

ü

ü

X

53

Audioscript

Laura is not a pop music fan, but she loves sports. She plays hockey at the club. Instruments? No, no instruments. Well … she 52

Audioscript

reads books. What does she read? Comics and novels.

1 Does she sing in a band? 2 Sshhh! Today is Saturday. He listens to music on the radio on Saturdays. 3 I don’t use a computer. I write in my notebook. 4 She’s got a book in her hands. In Spanish! Does she read Spanish novels? 5 He doesn’t

Olivia is practically the opposite: she loves pop music, no sports

4d

1 No, they don’t.

5b

4 We stay at home.

7 Yes, he does.

3 They watch TV.

6 I play the guit ar.

6

Ask your friend the questions in Exercise 5 about one of his / her family members (mum, dad, brother or sister) and write the answers. Ss ask and answer questions in pairs. Remind them to record the information so that they can then report their findings to the group. Ask some Ss to share their findings. You may turn this into a game: ask Ss to predict what their classmates will say about their parents before they read their texts. E.g. X’s mom / dad has / hasn’t got a favourite sport. He / She plays / doesn’t play a …

Team A chooses one square and makes the corresponding question. If the question is correct, they put their marker on it (0 or X). Then, it is Team B’s turn to choose and ask. The team that gets three markers in a line (vertical, horizontal or diagonal) wins.

Answers

Ss’ own answers.

Digital connection Ss carry out a survey on people’s habits and routines to analyse how responsibilities change along life. Ss should collect data from students at secondary school, young adults and adults. Suggested website: Google Drive - Create forms

7 7 3 3


Digital Connections

Workbook Answers

2 1 Does your friend like tennis? Yes, he does. 2 Does your dad got to the club at weekends? No, he doesn’t. 3 Does your sister play a musical instrument? No,

In pairs, Ss ask and answer questions about the book characters, using the information in the table.

Answer Key

9 Yes, we do.

Extra practice 2

1 1 plays

plays the guitar, and reads, but … he doesn’t like novels.

Class & WB Audio

2 She likes football. 5 She writes novels. 8 No, she doesn’t.

What about Lucas? Lucas listens to pop music, plays sports,

b Ask your friend. What habits do you share? Extra practice 1

3f

Extra practice 2

Tic-Tac-Toe: To practise questions, divide the class into 2 teams (noughts 0 and crosses X ) and draw this chart on the bb.

or instruments. Ah! She likes novels.

play the piano; he plays the guitar. 6 Hours on the computer! He chats with his friends all the time!

2e

Extra practice 1

BINGO: Elicit the habit and routine vocabulary Ss know and write the words on the bb. In pairs, Ss choose 6 words and write sentences with each one of them on slips of pape r. Collect all slips of paper and put them in a bag. Start the game by asking a S to draw a slip of paper. He / She should read the sentences he / she has written with the action he / she has picked from the bag. Ss cross out the actions they hear. The first S to cross out the six actions is the winner.

Answers

Answers 1 sing 2 listen to music instrument 6 chat

1c

next

2 listen

3 sing

4 write

5 reads

6 does

she doesn’t. 4 Does your mum study English and Portuguese? Yes, she does. 3 1 g

2e

3b

4h

5a

6d

7c

6.3

We don’t go to the same school. Weekly Objectives Different personalities Topic Grammar Present simple Can (permission) Vocabulary Leisure activities

3 periods

Warmer Guessing game: Ss try to guess what is your favourite activity at the weekend. Do you ... at the weekend? You may provide clues for them to guess. E.g. It’s a sport, I play with a friend, etc. Some Ss may then think of their activity and the class tries to guess it.

1

54

Answer No, he hasn’t (he’s got one brother and one sister).

54 4 4 7 7

Audioscript

See SB page 54.

2 Answer the questions. Ask Ss to answer the questions in pairs, before listening to Track 54 again. Then, some Ss read their answers. If there are any differences, check with the recording.

1 like

2 No, he doesn’t.

3 No, he isn’t.

Extra practice 1

3 Circle the correct words. Ss work in pairs. As this exercise aims at the contrast between the two forms of the Present

8 Does

4 play

5 doesn’t

6 loves

In normal speech, content words (nouns, verbs, adjectives and adverbs) are stressed. Help Ss to

9 do

4 Order your dialogue with Michael. Ss order the dialogue individually and then check in pairs. Ask them to explain what information helped them decide on each choice they have made. Ss write the dialogue down in the correct order. As a follow up activity, they may role-play the conversation adding new lines. Their classmates should listen to the dialogue and say what the new information is.

a6

b2

c3

d1

e4

f5

When you pair Ss up, it would be good to vary the way they are grouped so that they have the chance to share learning experiences with Ss with different abilities or styles. Ss gain from sharing time with learners who have both similar and different language and cognitive skills.

Extra practice 2 55

6

Your friend’s party is on Saturday. Ask for permission. You can use the phrases in the box. Ss create dialogues in pairs, using the information in the boxes. Encourage them to use different expressions and to change roles and partners. Promote the use of the intonation and stress patterns learnt in the dialogue. Ss may role-play the dialogues for their classmates or record and upload them on the Internet.

next

Extra practice 1

Teapot Game: A S leaves the room and the class comes up with a daily activity for him / her to guess. Then, the S returns to the classroom and listens to his / her c lassmates’ clues, which are sentences in which the verb is replaced by the word teapot . E.g. I teapot at the club. I teapot with my friends. I teapot with a ball, etc. The S has 3 chances to guess what teapot stands for (E.g. play tennis ). Extra practice 2

Ss create a similar dialogue of their own a nd scramble it for their classmates to put in order.

Class & WB Audio

Answer Key

7 7 5 5

Answers


Ss’ own answers.

Digital connection

Answers

5

Interrogative: do / Does / doesn’t

Audioscript

the strongest stress for the sake of meaning.

need help, they may look for information in the Dialogue on page 54. Ask Ss to state the similarities and differences between the sentences.

Negative: You … watch / He … doesn’t

3 don’t

When Ss read their answers, it is a good idea that you focus your feedback on the main content they are working on (E.g. grammar) and avoid comments on other aspects. It is important to give them the chance to write / say again what they have done wrong before.

Grammar | Present simple In pairs, Ss complete the Grammar box. If they

Affirmative: They / She

55

See SB page 55.

notice that in each statement one of them carries

4 Yes,

Answers

2 likes

7 don’t

pairs and in small groups, paying special attention to the stress patterns.

Pronunciation

Answers

Answers 1 Yes, he has. she does.

prev

simple, it may be a good idea to ask Ss to circle the subject in each sentence, if they have any difficulty. Remind Ss to read the text through before starting circling the options. Check the answers with the whole class a nd ask Ss to justify their choices.

Listen and answer true (T) or false (F).

Ss look at the picture and predict what the friends are talking about. What do they notice about Lucas? What do they think he is talking about? Then they listen to Track 54, check their predictions and answer the question.

6.3

Listen and repeat.

Ask Ss to read the title and predict what the girls are asking permission for. Ss listen to the dialogue and check their predictions. Remember the dialogues in the Use your English sections are great tools to work on pronunciation and intonation. You may ask Ss to say which words are said with more prominence in each sentence. Then, play Track 55 again for them to check.

Ss create an animation where characters ask for permission to make a difference in another person's life. Suggested websites: www.xtranormal.com www.goanimate.com

1 1 like 2 prefers 3 loves 4 don’t 6 watches 7 don’t 8 reads

5 doesn’t

2 1 do / I don’t 2 Does / he does

doesn’t It is always a good idea to give Ss time to prepare a presentation or dialogue in pairs before they have to speak in front of the whole class. In this way they will have the chance of practising and feeling confident to speak in public.

Digital Connections

Workbook Answers

4 Do / we do

3 Does / she 5 Does / it does

11 Michael (sport, pop music) 3a Grace (pop and classical music, guitar and piano) Grace’s boyfriend (classical music) You (Ss’ own answers.)

11 Audioscript Hi! I’m Michael. I like sports and music. My sister, Grace, doesn’t like sports but she’s a music fan. She plays the guitar and the piano. We go to pop music concerts. I like pop but I don’t like or listen to classical music. My sister does. She goes to concerts with her boyfriend. He loves music too, but he doesn’t play an instrument. What about you? Do you like classical music? Does your brother or sister like music? What about sport?

b 1 Michel likes sport and pop music.

2 Grace doesn’t like sport. She likes guitar and piano. 3 Grace’s boyfriend likes classical music. 4 Grace’s boyfriend doesn’t play any instrument.

4 1 can I go out

2 can 3 can I go to a disco?

4 can’t

EDB 2 Weekly Objectives Consolidating new notions Developing reading, listening and writing Integrating skills

EDB 2

3 periods

Warmer Spell out different habits, routines or leisure activities. Ss should say what they are. You may also spell them backwards. Then ask Ss to do the spelling. E.g. P-L-A-Y-H-O-C-K-E-Y

EXPLORE AND DEVELOP

Magic hands

6 6 7 7

1 Read the journalist’s notes and correct the article about Diego Simonet. Ask Ss to look at the photograph and say if they know the players, what sport they are playing, for what team, etc. Ss read the notes and the article in pairs, and correct the wrong information in the text. Make sure that Ss understand that the correct information is in the notes before they start working. For class check, you may ask Ss to read the article with the correct data. Answer Diego Simonet 22, Province of Buenos Aires 2 brothers, mum and dad are handball players Training: runs 2 hours, does gym and works on tactics and then plays handball Weekends: goes out with his friends and plays footbal Friends in Argentina, Brazil, Spain and France

BUILD

Read the article in e-teenmag and answer. What does Coty do on Fridays? Ss look at the photo and predict as much as they can about Constanza (personal information, family, hobbies, work, habits, possessions, etc.). Answer She goes to her Sociology classes and her photography lessons.

Complete the table.

You may want to compile all the articles into a class magazine. Ss may create a power point or publisher presentation or they may use the tools on www.issuu.com Writing notes Then

Coty, the photographer

4

Make a class magazine with articles about people you like. In groups, write about a person you admire or respect: a friend, sportsperson, an artist, an inventor, etc. Help Ss analyse the writing task: a) purpose ( writing an article ) b) the readers ( their classmates and teacher ) c) the product ( a paper or digital article for the class magazine ) Step

1

Plan

Go over the instructions with Ss and elicit the kind of information they need. They may google the person on the Internet. Suggest Ss use a table similar to the one in Exercise 3 to collect the information about the person they have chosen.

Write the word then on the bb and ask Ss to find it in both texts. Elicit from them the use of this linking word and see if they realise that it is used to mark a sequence of time. Ss read the writing notes and ask them to provide an example on their own.

2a

12

2F

12

3F

4T

5 NT

Step

2

Draft

Help Ss decide how they can organise the information in paragraphs. E.g. Personal data (Name, age, hometown) / Hobbies and routines / Family / Other information. Encourage Ss to use the linking words they know and ( , but , or , then ). 3

Check

a) Remind Ss they should re-read their texts at least once, and that they may use the Grammar boxes in the book and bilingual dictionaries as tools for self-correction.

5 He talks, reads stories, shows videos and sings.

Ask Ss to hand in their drafts so that you may add your comments before they write their final copy. Step

4

Present

Ss write their final copies, they may include illustrations or photos.

Sure! I like all the things connected with people. I don’t like Mathematics or Science computer games.

Interviewer: Muriel, can I ask you three or four questions? Muriel:

Interviewer: I see … it’s clear, Coty. Er … Sport? Do you

Sure!

practice a sport?

Interviewer: It’s for the programme ‘Talk Spanish’. Muriel:

Constanza:

Cool.

Muriel:

Constanza:

Interviewer: Do you use workbooks at school? Mmm, yes, but they’re fun.

1 1 School subjects / workshops: sculpture, Geometry, Sports, Biology 2 Opinion words: boring, difficult, easy, fun 3 Clothes: dress, cap, trousers, jacket 4 Habits: study, talk in class, listen, go out

Dani of course! Great! He talks, reads stories, shows videos and sings!

Interviewer: And does he … ?

2 1 On

It’s four questions! And …sorry, but … it’s …

Interviewer: That’s OK. Sorry, Muriel. And … thank you. b Programme (like, watch) Opinion (very good)

practices

2 doesn’t design

3 does (he) like

6 plays

8 go

11 do

7 goes

9 study

3 Does he play sports?

2 Does he design shoes? 4 Where does he go to?

5 Where do his daughters go to school? 2 can’t

3 can’t

4 can

5

10 Do (they)

12 don’t like

4 1 What does he design?

5 1 Can I watch

4 likes

6 Do they like

2 On

3 At

4 On

3 1 doesn’t go out 2 studies 3 don’t watch (Kevin) play 5 Do (you) study

boring.

3 1 designs


REVISION 3 Answers

Interviewer: Aha. And your favourite teacher?

Muriel:

7 7 7 7

…

It’s very good.

Muriel:

My brother? He’s totally different. Just the opposite. One example, he studies Engineering

Interviewer: And what’s your opinion?

Muriel:

Mmm … no.

Interviewer: You’ve got a brother. Does he like the arts too?

No, I don’t. I watch the programme on cable TV.

Muriel:

Answer Key

… and I haven’t got time for online chats, or

Japanese? Answers Name Constanza Cova Age 18 Studies Sociology Hobbies Photography Routines Sociology classes every day, photography lessons on Fridays, go out with friends at the weekends Camera Reflex

Class & WB Audio

and the cinema too? Constanza:

Audioscript

like

5F

socio-political subjects. Do you like the theatre

Workbooks (boring) Teacher (sings, plays videos)

b) Ask Ss to read their friends’ text entirely before correcting specific mistakes ( Can they understand it? Do mistakes interfere in the comprehension of the message? ) Encourage them to make suggestions for improvement and write them on the margin.

4F

Audioscript

6F

1 ‘Talk Spanish’ 2 on the radio 3 No, she doesn’t

4 Danni

Answers 1T 2F 3F

Interviewer: Constanza, I imagine you like the arts and

Answers 1 1 NT

next

56 Listen to the interview with Contanza and answer true (T) or false (F). Ask Ss to tell you what they know about Constanza (Text 2 EDB 2). Ss read the statements before they listen to the recording to help them focus on the relevant information for the exercise. Then they listen to Track 56 and write their answers.

56

CHECK YOUR PROGRESS 3

Interviewer: Do you listen to the programme on the radio?

Step

2

3

Help Ss become aware that sentences are grouped into paragraphs and that there is one main idea in each paragraph.

prev

Extra Listening task (See SB page 58)

4 does

4 1 I play tennis. 2 I don’t like football. 3 My sister listens to concerts. 4 Do you go out with friends? 5 Sam doesn’t go to the cinema. 6 Does Sam’s brother watch films? 5 1 I like the cinema and the TV, but I don’t like the theatre or the ballet. 2 Alice dances rock but she doesn’t dance salsa. 3 We read comics but we don’t read novels or blogs. 4 Alice studies on Monday(s) and Friday(s) but she doesn’t study on Saturday(s) or Sunday(s). 5 They listen to the radio but they don’t watch TV. 6 1 Can I go to the cinema 2 can’t 3 Have you got Selena’s CD? 4 Are you a fan? 5 can 6 can I watch TV with my friends? 7 can

Digital Connections

TIME OUT B

TIME OUT B prev

Weekly Objectives Integrating skills Transferring knowledge to new situations Developing comprehension strategies

MEDICINE AND THE MIND

3 periods

THE POWER OF THE MIND YOUR ARDUINO ROBOT

Background information The Maker Faire is a two-day festival of inventions in the USA, organised by Make Magazine. In the event, inventors and makers show their creations to the general public. The exhibition includes works of arts, crafts, engineering, science projects and the Do-It-Yourself mindsets.

Ask Ss to read the title and to look at the drawing. Tell them to predict what the text is about. Write these questions on the bb and a sk them to read the text and answer them. You may ask them to underline the text to support their answers. 1 Who does this technology help? 2 What do the doctors put on the brain? 3 What does the sensor do? 4 Is this project in its final part?

OUR INVENTION

Ask Ss to create, in pairs, an invention they feel may make their lives easier, or more comfortable. Ask them to draw some pictures to show how it works, to write some instructions of how it operates and a brief description of its use.

Answers

1 A person without arms or with paralysis 3 It picks up the signal. 4 No, it isn’t.

2 A sensor

Class & WB Audio

Kimmo and Tero Karvinen presented their book “Make a Mind-controlled Arduino Robot ” in the San Francisco Maker Faire. The robot is controlled using an EEG headset, which transmits the electrical activity of the brain to the machine.

8 8 7 7

Suggested websites: The Guardian (Science) Enter: www.goo.gl/xnVAV OR Brown University page: www.goo.gl/zBW4D Ss look at the photograph and say what they see. Ask them to read the title of the article and predict what it is about. Write these statements on the bb and ask Ss to read the text and the caption under the photo, and decide if they are true or false. You may ask them to underline the text to support their answers 1 Arduino is a special robot. 2 You put on a headset and control the robot. 3 You concentrate and the robot doesn’t move. 4 It is impossible to make this robot. 5 Make a Mind-controlled Arduino Robot is a book.

Answers

1T

2T

3F

4F

5T

next

MY TIME OUT

Answer Key

7 7 9 9


Digital Connections

UNIT TEST 1 A

Name: Class:

Name:

UNIT TEST 2 A

Date:

Class:

Date:

prev 1 MATHS TIME. Write the answers.

1 TEN + FIVE = 2 NINETEEN – THREE = 3 ELEVEN + SEVEN = 4 TWENTY – NINE = 5 EIGHT + FOUR =

4 Read this information and write sentences

1 Write the objects in Lucas’s school bag.

4 Match the questions with the answers.

about the kids.

1 s

1 What are these?

a) No, it’s in Room 12.

2 Is that your new bag?

b) They are my new

rp

e

2 sw

5

Name

Ángeles

Nacho & Felipe

Oliverio

Age

12

15

14

Year

1

3

2

Fan

Robotics

Multimedia

Drama

3

My first name 1 is / am Ignacio. I 2 is / am twelve 3 years / years old . My favourite projects 4 is / are A & T and Robotics. They 5 is / are cool. My friend Santiago 6 is / are in the Music project. 7 He / She is a rock fan. 8We / He are in different rooms. The Music project is in Room 16 and my projects 9 is / are in Rooms 11 and 12.

a

4 pr 5 n

rt

r

3 What colour is Jane’s

ac eb

k

. .

.

. .

2 are / friends’ / my / bikes / thes e / red / ?

.

. .

3 f ather’s / your / the / football club / favourite / Barça

3 Oliverio

4 How much is that CD?

d) Blue and green.

5 Are those his books?

e) No, it’s Rosa’s.

6 How old is your friend?

f) 13.

7 Is A & T in Room 14?

g) No, they aren’t.

Class & WB Audio 5 It’s four o’clock p.m. Complete this dialogue at a sports shop. Assistant:

1

You:

2

18

Assistant:

4 Room / is / Amy’s / in / 13 / teacher / ?

y M n o s r a e P © E L B A I P O C O T O H P

Sure. 4

those trainers

You:

Yes. They’re really good.

Assistant:

15 pounds.

You:

15? That’s OK.

Assistant:

Ok. Here are your

You:

8

Assistant:

You’re 9

5

8 1


?

Juan:

r e t r a t S e f i L

, please .

You:

Hi! My name 1 Juan. 2 your name? you in the Drama Federico: Federico! 3 project? No, 4 not. It’s not my favourite. Juan: And you? great. My friends 6 Federico: Yes, I am. It 5 in this project too. 7 your project? Multimedia. Juan: Manuela: Hi, Juan! Hi, Manuela. This is Federico. 8 in Juan: the Multimedia project. in Room Manuela: I’m in this project too. 9 13? in Room 14. Federico: No, 10

Answer Key

.

Some 3

5 t hose / colour / what / boxes / are / ?

1 Alan: What’s your first name?

3 Complete the conversation.

afternoon.

OK?

5 What about you?

0 8

C O D .

7

1 He len’s / that / new / is / computer / .

/ is / ?

9

F D P

c) $45.

2 Order the words to make sentences.

. 2 Nacho & Felipe

football boots.

computer?

5

1 Ángeles


sh

next

10

2 Alan: What’s your surname? You:

.

3 Alan: How old are you?


You: 1

These / This

4 Alan: Are you in a project at school?

are my friends Tomás and Ana. He is

an art fan and she is 3 a / an techno

You:

are in Year 4; 5 she / he is

fan. Tomás

2

a /

4

is /

. 18

7

is / are in Year 3 and she is in Robotics. Tomás’s /

Tomás’ essentials 8 is /are paper,

programmes.

paint and design

9

Ana’s / Anas essentials

are

Digital Connections

. .

15. Now he is in A & T. Ana

6

8

7

P H O T O C O P I A B L E

© P e a r s o n

10

a / an

computer and HI-TECH programmes. 10

M y L i f e S t a r t e r

10

TOTAL

50

TOTAL

50

Name:

UNIT TEST 3 A

Class:

1 Put the letters in order and write the name of the animal. 1 STTROEIO

T

2 RDPSEI

S

3 NSAEK

S

4 SHOGLFDI

G

5 YMNOEK

M

Mid-year Test A

Date:

4 Complete the table about you. Write sentences about you, Pam and Manuel.

PAM

Class:

Date:

prev

Reading

1a YOU

Name:

Vocabulary, Grammar and Communication

Read the text and answer the question.

2

What’s the name of Janet’s favourite avatar?

MANUEL

next

Complete the crossword puzzle.

F D P

2

C O D .

1

1

?

YES

YES

T

6 3

5

S

A

Hi! I’m Janet. I’m 13 years old. I’m an A & T fan. This is my project at school. I’ve got four 2 Circle the correct words.

different avatars. I’ve got a special photo mixer.

Pedro and 1 his / her friends, Tomás and Juan, 2 have /

My favourite avatar is Monster . It’s got five blue

has got the same passion: football. 3They’ve got / They

?

NO

eyes and a small nose. It’s my mother’s nose!

YES

are different favourite footballers and clubs. Pedro is / are a River fan but Tomás and Juan 5 is / are (an)

got hair.

Independiente fans. They have got 6their / his special

My friends have got their avatars too. Anna’s

football boots. 7They / It are red and black. 8This /

avatar, Funny , has got a big green head and

These boys have got the same hobby: cinema and TV.

Ricky’s avatar, Horror , has got a small red

Juan 9 have / has got a special collection of old films;

head.

collection too: cartoons.

4

It’s got two mouths and four big ears. It hasn’t

4

?

Pedro and Tomás 10 have / has got 11their / his special 2 8

Class & WB Audio 5

YES

NO

T

-

I

Answer Key Across

Down

1

2

Anna and Ricky aren’t in A & T. They’re Drama fans and are in the Drama project, in Room 14.

12

Tomás’s / Tomás’ favourite

8 3

10 + 2 =


cartoon is Tom and Jerry . 13 Have / Has Pedro got a favourite cartoon? Of course: The Pink Panther. 1 I

14

Have / Has you got a favourite cartoon or film?

2 Pam

y M n o s r a e P © E L B A I P O C O T O H P

but Manuel

I

.I

Are 2

its eyes?

Yes! 4

Johnnie:

.

10

4

Annie:

No,5 Wow!

You:

1

Yes, 8

© P e a r s o n

?

. my mum’s mouth. you

Your friend:

Yes. Here 2

You:

3

. . 3

a

special computer programme? Johnnie:

6

(ask for a protractor)

Is it your mouth?

7

5 The Drama project is in Room 15.

5 Write the conversation.

blue and yellow. Look at

It’s 6


4 Funny has got a red head.

3

its mouth. Annie:

Digital Connections

5

12

three? Johnnie:

3

2 Janet is in the A & T project. 3 Janet has got special programmes.

but Pam

a big head. Annie:

. .

3 Manuel

Write T (true) or F (false).

1 Janet, Anna and Ricky are A & T fans.

.

14

r 3 Complete the conversation. e t r a t What’s this, Johnnie? S Annie: e f Johnnie: It’s my new avatar. 1 i L

b

a cat. Pam and Manuel

8

a photo mixer. 16

TOTAL

50


Name:

Mid-year Test A

Class:

Name:

UNIT TEST 4 A

Date:

Class:

Date:

prev

3

Listening

1 Circle the word that is different. 1 earache

run

sit down

walk

I’ve got 1 a / an Science test. No problem … I 2 am /

Listen to Janet and Rocco, a new boy 5a at her school, and answer the question.

2 table

chair

desk

key

3 headache

cold

open

temperature

4 under

in

play

on

5 homework

exercise

test

drink

Read about Rick, Janet’s boyfriend, and circle the correct option.

57

are a Science fan. My teacher, Miss Peres, 3 is / are super. 4 Her / His lessons are great and 5 her / his

Is Rocco in the Drama project?

tests 6 isn’t / aren’t difficult. My friends, Joaco and Inés, 7 is / are Science fans too. 8 I / We are in the

1

9

Science project in Room 11. Joaco has got / have

4 Look at the pictures and complete the sentences. A

got a favourite experiment, “Electricity”, 10 and / but 58 Listen again and write answer true (T), false (F) or doesn’t say (DS).

Are we got essentials? Of course,

13

our / their

1 Janet is a new student.

computers! 14 Inés’s / Inés’ notebook is pink!!! 15

My / Her computer … pink? No way! My computer

34

1 Be / Don’t be at the museum on time.

4 Janet has got two friends in the Drama

2 Eat / Don’t eat in the rooms.

Project. Read Janet’s chat with a follower and complete the questions.

4 Listen / Don’t listen to the guide. 10

5 Use / Don’t use your mobile phone.

Marcos:

Hello, Janet.

Janet:

Perfect. I’m in a new project!

Marcos:

Cool … 2

Janet:

Multimedia.

Marcos:

3

1

OK? project? got that project at

Write about a friend ( name, surname, age, favourite club / music band, eye colour, brothers / sisters, pets ).

Yes, and my friends are in this project too.

Marcos:

4

y M Janet:

n Marcos: o s r a e P © Janet: E L B A I P O C O T O H P

Anna:

Hi, Mike.

1

go to the

Mike:

in Year 2 or 3?

. ,

but in Picture B

.

Digital Connections 4 In Picture A, the netbook

No, not to the shopping centre. OK. 2

,

but in Picture B

3

.

Great! But I 7

6

?

15

Anna:

4

5

you games on your computer?

Yes,8

9

a

Mike:

I don’t know that game.

10

Anna:

1 Facu, go to the dentist! .

2 Manuel and Julia, don’t eat chocolate.

play it now!

No. 15, my friend, 15 …

5 Read the following recommendations and write what’s the matter with them.

Facu’ s got

new game, Ghosts 4. It’s fantastic!

14

They

Of course.

.

3 Mary, use this thermometer.

21 10

She

. 9

TOTAL

100


a 14

games here. 6

2.


2 In Picture A, the mobile phone

video game.

too? Marcos:

8 5

3 In Picture A, the crayons

shopping centre.

Well, you know, she’s a techno fan. 5

14 years old. 7

the bed,

the chair.

the pencil case, but in Picture B 3 Complete the conversation.

Mike:

Amy in the Multimedia project?

No … she’s in A & T.

Year 2!

but in Picture B it’s 12

6

Anna:

Janet:

1 In Picture A, the school bag is

6 Look / Don’t look at the pictures on the wall.

Writing

school?

r e t r Janet: a t S Marcos: e f i L

Answer Key

3 Eat / Don’t eat in the museum park.

5 Rocco and Janet are Drama fans.

4

Hi, Marcos!

Class & WB Audio

A visit to The Art Museum. Instructions:

Drama project.

and white.

Janet:

C O D .

3 The school has got a new room for the

and 16 Joaco’s / Joacos computer 17 is / are blue

4 8

B


2 A & T is in Room 16.

F D P

5

b

Inés and I 11 haven’t got / hasn’t got one. 12 Have /

next

TOTAL

50

© P e a r s o n


UNIT TEST 5 A

Name: Class:

Name:

UNIT TEST 6 A

Date:

Class:

Date:

prev 1 Complete this crossword with the 7 days of the week.

4 Order the words to make sentences.

1 Match the verbs with the nouns.

1 you / your / friend’s / do / like / bike / ?

1 practise

a) at home

2 play

b) a song

3 listen to

c) the piano

4 sing

d) music

5 stay

e) sports

7

U

1

S T

2

R

O

3 4

, .

5 . 6

.

Y 4 they / do / like / what / school / at / ? 7

5 those / I / exercises / like / difficult / . 2 Circle the correct words. My friend’s family is very big. He 1 has got / have got

2 Complete the text with the correct form of the verbs in brackets.

4 Complete the interview.

My new Science teacher, Mr Smith; is great.

John:

You’re welcome!

Interviewer:

1

I

10

1

three brothers and two sisters. Their / Our mother and father 3 have got / has got a busy life 4 and / or they like it. 5They / We say it is fun. Rocco, my friend, and 6 his / her family love music. He and 7 his / her

like ) Science. He 3

5 Look at the table. Does Anna’s family like her new clothes? Complete the sentences using the linkers and and but .

brothers like rock. 8 His / Her sisters like pop music.

father & mother

( not

pop music but he 5 roll. Tomas and I

brother & sister

John:

( not like ) ( like ) rock and

His / Her mother and father don’t like tango 10 and /

6

( love ) rock and

Sunday I 3 John:

Yes. My brother and sister have got their

Interviewer:

12

John: 3 This is typical week in Pam’s life. Write

n o s r a e P © E L B A I P O C O T O H P

MONDAY

difficult.

1

b) Classical music. 1 Her father and mother c) Science.

TUESDAY 2

play on the computer

read books

her

brother and sister

.

2

like?

,

WEDNESDAY

John:

THURSDAY

not stay home / play handball at the club

your father and

go out with friends

3

16

f) Yes, it is fun.

5 Ask for permission. 1 You like your father’s new computer. ( use )

watch funny films

not go to school

2 You like football matches. ( watch )

6

the football match, Mum? 1

3 You like Michael. ( invite )

Monday, Pam

Michael to my party Mum,

.

Studies? 2

g) Yes, green is perfect!

please?

,

3

. 3

7

Digital Connections

of course! 16

.

e) No. It’s easy.

to your concerts?

Yes, they 8

WEEKEND

FRIDAY 5

,

. She .

TOTAL

50


got millions of

your new computer, Dad? 4

favourite subject?

7 Is PE difficult?

8 7

3

.

d) Yes, they do.

like your design?

6 Do you like Social

6

Interviewer: Wow! 7

father and mother

5 What’s your

It’s great!

mother

a) No, they say it’s too

Maths?

4 Do your teachers

like their

fans.

sentences about her routines.

3 Match the questions with the answers

3 What do your

5

music?

10

y M

got a band?

band, too.

but they love Argentinian folklore music.

2 Do your friends like

Answer Key

five hours.

4

6 8


Yes, 2______ ______. On Saturday and

Interviewer:

roll. We are fans of The Rolling Stones .

9

play your

violin six hours a day?

( love ) Art. Mr

Smith is a music fan. He 4

Class & WB Audio

Interviewer: Hi John! Thanks for this interview.

( like ) his lessons. They are

fantastic. My friend Tomás 2

2

green jacket?

C O D .

14

5

H

1 Do you like my

F D P

the weekend,

3 father / her / and / like / mother / her / do / clothes / ?

W

5 6

2 we / like / do / design / not / our / .

4

next

TOTAL

50


© P e a r s o n


End-of-year Test A

Name: Class:

Reading

b

1a

1 Tennisgirl plays tennis competitions.

Read this chat.

Is Tennisgirl OK?

Class:

Date:

prev

b Answer the questions in Exercise 3a with

Write T (true), F (false) or DS (doesn’t say).

Read Football fan’s typical week and write about his habits and routines.

1

MONDAY

2

3 Footballfan has got four exams this week.

3

4 Dogboy is in Paris.

4

1

go to the dentist’s

TUESDAY 2

play football at the club

5

go to a party

THURSDAY

5

5 Maths is Tennisgirl’s favourite subject.

4

chat with Tennisgirl

10

Chat

next

6

information about you.

2 Dogboy is at school.

1

Name:

End-of-year Test A

Date:

WEDNESDAY

F D P

3 not go out with friends

FRIDAY

C O D .

WEEKEND 6

watch sports on TV

5

Tennisgirl

Hi, there! I’m in bed … I’ve got a temperature

1 On Monday, Footballfan

Vocabulary, Grammar and Communication

4

Dogboy

Cool… Bed … bed …. BED! Perfect life! Tennisgirl

You don’t understand, I’ve got a tennis match on Saturday!!

2

Write sentences about Tennisgirl. Use these ideas. 1 two new rackets

5

Snowy . 6 His / Her brother and sister 7is / are animal

6

Relax, Tennisgirl. Today’s Tuesday. Stay in bed ... On Friday you are OK and you play the final on Sat.

She is in Year 8 and his favourite subject is Science.

3 watch horror films / Saturday

loves Maths and Natural Sciences. 13 Has he got / he has got essentials? Obviously! His science books and his new notebook.

4 hate / coffee

They / It is a blue computer

football. They 19 plays / play 20 at / on the weekend.

Footballfan

. Thanks Dogboy.

5

Complete Dogboy’s conversation with his mother.

Mother:

2 you / parties / like / do / ?

Mother:


2 Maggie’s got four new computer. 4 They can play in Maggie’s room. 5 Oli loves chocolate cake. 6 Maggie and Oli like biscuits.

1

_______ you? 6

3

_______ I see it?

Writing

Dogboy: Sure you can. Mother: I like it too.

4 your / sport / mother / does / practise / ?

8 Write about you on a new blog ( name, surname, age, family, habits and routines, essentials, likes ).

Dogboy: 4______ _____ use it for my project? Mother: Yes. It 5_____ _____ pictures and interesting

Footballfan

Not Maths … Art! … but I haven’t got an Art exam

Listen again and answer true (T) or false (F).

Dogboy: Yes! 2_______ great! 3 got / a / car / your / new / father / has / ?

Tennisgirl

I love Maths ... it’s my favourite. What’s your favourite subject?


Digital Connections 60

3 Oli can go to Maggie’s house.

Dogboy: I like this new book on elephants.

Have you got a Maths fan in your class? Ask him / her for help.

b

1 Maggie and Oli’s sister are in bed. 20

3a

Maths is impossible! Dogboy

8 9

Where’s Maggie?

1

is History,” they say. Dogboy and his friends like

1 old / you / are / how / ?

Footballfan

59 Listen to Tennisgirl’s sister, Oli, and her friend Maggie and answer the question.

like Social Science. “18Their / Our favourite subject

Order the words to make questions for Tennisgirl.

Poor you! Are they difficult?

Yeah that’s a good idea

14

7a

friends 16 are / aren’t science fans; they 17 likes /

5 mother and father / not play tennis

5

Tennisgirl

Listening

with special programmes. 15 Dogboy’s / Dogboys’

Footballfan

Wow! YOU are lucky. It’s exam time at my school … This week: Maths, Science … and Spanish!

Answer Key

18

He 11doesn’t like /don’t like languages but he 12 love /

Dogboy

Great! It’s summer holiday here in France. I don’t go to school these days. My friends and I go out in the afternoon. Sometimes we play football in the park or watch a film at home.

Class & WB Audio

studys / studies at The Madame Curie School. 10 He /

2 essentials: rackets and MP3

Thanks, Footballfan. How are your things, guys?

E L B A I P O C O T O H P

4

are black and white. 5 His / Their names are Spot and

9

Tennisgirl

n o s r a e P ©

loves dogs. He 3 has got / have got two. 4They / It

Ah Sorry, Tennisgirl … is it an important match?

Footballfan

y M

3

fans too. They 8 have got / has got two cats. Dogboy

Important?! It’s the final match … and I’m here


2

Dogboy, 1Tennisgirl’s / Tennisgirls’ friend, 2 love /

Dogboy

Tennisgirl

8 8

Circle the correct words.

information.

5 got / a / notebook / have / you / brown / ?

10 10

14

TOTAL

100

© P e a r s o n


Tests A: Answer key & Audioscript Unit Test 1 A 1 1 fifteen 2 sixteen

5 twelve 1 is 2 am 3 years old 4 are 5 are 6 is 7 He 8 We 9 are 3 1 is 2 What’s 3 Are 4 I’m 5 is 6 are 7 What’s 8 He’s 9 Is it 10 it’s 4 1 Ángeles is 12 (years old). She is in Year 1. She is a Robotics fan. 2 Nacho and Felipe are 15 (years old). They are in Year 3. They are Multimedia fans. 3 Oliverio is 14 (years old). He is in Year 2. He is a Drama fan. 5 Students’ own answers. Unit Test 2 A 1 1 sharpener 2 sweatshirt

3 eraser 4 protactor 5 notebook 1 That is Helen’s new computer. 2 Are these my friends’ red bikes? 3 Is your father’s favourite football club the Barça? 4 Is Amy’s teacher in Room 13? 5 What colour are those boxes? 3 1 These 2 an 3 a 4 is 5 he 6 is 7 Tomás’s 8 are 9 Ana’s 10 a 4 1b 2e 3d 4c 5g 6f 7a 5 Good 2 Good afternoon 3 trainers 4 Are 5 Are How much are they 6 Here you are 7 trainers 8 Thank you 9 welcome 2

Unit Test 3 A 1 1 TORTOISE 2 SPIDER 2

r 3 e t r a t S 4 e f i L y M

1 Are you 2 What’s your 3 Have you 4 Is 5 Is she 6 How old is she 7 Are you 57 No, he isn’t. 5a 4

3 eighteen 4 eleven

2

0 9

prev

3 SNAKE 4 GOLDFISH 5 MONKEY 1 his 2 have 3 They’ve got 4 is 5 are 6 their 7 They 8 These 9 has 10 have 11 their 12 Tomás’s 13 Has 14 Have 1 It’s got 2 these 3 Has it got 4 They’re 5 it isn’t 6 got 7 Have … got 8 I’ve got 1 I have / haven’t got a cat. Pam and Manuel have got a cat. 2 Pam hasn’t got football boots but Manuel has got football boot. I have / haven’t got football boots. 3 Manuel hasn’t got an eraser but Pam has got an eraser. I have / haven’t got an eraser. 1 Have you got a protactor? 2 Here you are. 3 Thank you

n o s r a e P ©

5

E L B A I P O C O T O H P

Mid-year Test A 1a Monster b1F 2T 3T 4F 5F 2 SWEATSHIRT 2 1 TWELVE

3 SHARPENER 4 T-SHIRT 5 BIKE 6 SNAKE 3 1 a 2 am 3 is 4 Her 5 her 6 aren’t 7 are 8 We 9 has got 10 but 11 haven’t got 12 Have 13 our 14 Inés’s 15 My 16 Joaco’s 17 are

b

58

1 DS 2 F

3T

4T

5F

4 1 Do you like your friend’s bike? 2 We do not like our design. 3 Do her father and mother like her clothes? 4 What do they like at school? 5 I like those difficult exercises. 5 1 g 2 a / d 3 b or c 4 d 5 c 6 f 7 e

57 & 58 Audioscript

Janet: Rocco: Janet: Rocco: Janet: Rocco: Janet: Rocco: Janet: Rocco: Janet: Rocco: Janet:

6

Hi! Are you a new student? Yes. My name’s Janet. What’s your name? Rocco. Is this Room 12? No, it’s 16. I’m in the A & T project. What’s your project? Art and Technology. Cool! We’re in the same project … but A & T isn’t in Room 12. It’s in Room 14. Hey, what’s that, Janet? A new room for Drama … Are those the boys and girls in the Drama project? Yes, those two are my friends Anna and Ricky. Are they drama fans? Fans??!! They’re Drama maniacs!

Ss's own answers.

Unit Test 4 A 1 1 earache 2 key 2 1 Be 2 Don’t eat

3 open 4 play 5 drink 3 Eat 4 Listen 5 Don’t use

6 Look 1 Let’s 2 I’ve 3 got 4 haven’t 5 got 6 Have 7 got 8 I’ve 9 got 10 Let’s 4 1 on (1 mark) / under (1 mark) 2 is in (2 marks) / it’s in the school bag (2 marks) 3 are under the pencil case (2 marks) / they are on the chair (2 marks) 4 is under the bed (2 marks) / it is on the chair (2 marks) 5 1 a toothache 2 have got a stomach ache 3 has got a temperature 3

Unit Test 5 A 1 1 Tuesday 2 Saturday

3 Monday 4 Wednesday 5 Friday 6 Thursday 7 Sunday 2 1 has got 2 Their 3 have got 4 and 5 They 6 his 7 his 8 His 9 His 10 but 3 1 like her (new) trousers but … don’t like her (new) trousers / them. 2 Her father and mother like her dress and her brother and sister like her (new) dress / it (too). OR Her father, mother, brother and sister like her (new) dress. OR Her family likes her (new) dress. 3 Her father and mother don’t like her (new) skirt but her brother and sister like her (new) skirt / it.

Unit Test 6 A 1 1 e 2 b, c or d 3 b, c or d 4 b 5 a 2 1 like 2 doesn’t like 3 loves 4 doesn’t like 5 likes 6 love 3 1 On / plays on the computer. 2 On Tuesday, she reads books. 3 On Wednesday, she doesn’t stay home. She plays handball at the club. 4 On Thursday, she goes out with (her) friends. 5 On Friday, she watches funny films. 6 At the weekend, she doesn’t go to school. 4 1 Do you 2 I do 3 play 4 Have you 5 Do you 6 They’ve 7 Do / go 8 do 5 1 Can I use 2 Can I watch 3 Can I invite End-of-year Test A 1a No, she isn’t. She’s in bed with a temperature. b 1 T 2 F 3 F 4 DS 5 T 2 1 She’s got two new rackets. 2 Her essentials are her rackets and an MP3. 3 On Saturday(s), she watches horror films. 4 She hates coffee. 5 Her mother and father don’t play tennis. 3a 1 How old are you ? 2 Do you like parties? 3 Has your father got a new car? 4 Does your mother practise sport? 5 Have you got a brown notebook? b Ss’ own answers. 4 1 Tennisgirl’s 2 loves 3 has got 4 They 5 Their 6 His 7 are 8 have got 9 studies 10 He 11 doesn’t like 12 loves 13 Has he got 14 It 15 Dogboy’s 16 aren’t 17 like 18 Our 19 play 20 at 5 1 Do 2 It’s 3 Can 4 Can I 5 has got 6 1 On Monday, Footballfan goes to the dentist’s. 2 On Tuesday, he plays football at the club. 3 On Wednesday, he doesn’t go out with friends. 4 On Thursday, he chats with Tennisgirl. 5 On Friday, he goes to a party. 6 On Saturday and Sunday / At the weekend, he watches sports on TV. 59 (She’s)

7a b

60

in bed / at home.

1T 2F 3T

4T

5F

6T

59 & 60 Audioscript

Maggie: Oli: Maggie: Oli:

Hi, Oli! Hi, Maggie! Are you at home? Yes, in bed. What’s the matter?

next

Maggie: Oli: Maggie: Oli:

Mm … I’ve got a temperature. My sister, too. She is in bed. Boring? Very boring. Can I come to your house? We can play in your room. Maggie: Let’s see ... Mum, can Oli come in the afternoon? ... OK but we c an’t go out. Right. Can we play on your computer? Oli: Maggie: Sure. I’ve got new games: Dolls IV and City Planning. Cool! Oli: Maggie: Do you like chocolate cake? I’ve got a super delicious cake. Sorry. I don’t. Biscuits? Oli: Maggie: No problem. We can eat biscuits. I’ve got …

F D P

C O D .

Class & WB Audio

8 Ss’ own answers.

Answer Key

9 1


Digital Connections


© P e a r s o n


My Life Starter TEachers Book

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