3rd edition Ma ría Al ici aM ald on ad o LET’S CHECK! Pearson Education S.A Av Belgrano 615 piso 11º C1092AAG Ciudad Autónoma de Buenos Aires, Argentina The Publisher would like to acknowledge María Alicia Maldonado for the authorship of these tests as well as for her adaptation and pedagogical supervision of the What’s Up? 3rd edition series www.pearsonelt.com.ar © Pearson Education S.A 2016 Publisher Anne-Sophie Vignolles Editor Paula Czajka Design El Ojo del Huracán® Cover design El Ojo del Huracán® Production Damián Marrapodi Manuel López The publisher would like to thank the following for their kind permission to reproduce their photographs: Fotolia: P4 Monkey Business, P5 claudiociani, Monkey Business, Photographee.eu, Alena Ozerova, DragonImages, P7 kange_one, wayne_0216, psdesign1, XtravaganT, gmstockstudio, P10 marls, Monkey Business, pixelkorn, afxhome, Martin Lang, P13 ricardoferrando, Syda Productions, Rawpixel.com, Daniel Ernst, kegfire, P16 schankz, Dudarev Mikhail, Lunja, Brocreative, cynoclub, P18 MaskaRad, Tanja Esser, A, 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elaborah All other images © Pearson Education We have made every effort to trace copyright holders However, if any material has been incorrectly acknowledged, we would be pleased to correct this at the earliest opportunity Wordle, Facebook, Twitter, PowerPoint, YouTube, Pecha Kucha, Pinterest, Google, Skype, Audacity, SurveyMonkey, Floorplanner and SketchUp are registered trademarks Our view of tests Assessment is an integral part of the teaching and learning cycle Classroom interactions provide teachers with varied instances suitable to evaluate students’ progress and teachers’ own achievements as their mentors A communicative ELT classroom is to provide an atmosphere of authentic English language use, or what we call a “classroom of communication”, ie we use English for everyday real communication, not just to practise English for future possible use Teachers’ aim, as mentors, is to show students how much they are learning so as to encourage them to go on trying and learning as much as they are capable of doing The well-known assessment washback effect explains what students pay attention to and how they approach the subject being studied Therefore, assessment can promote or inhibit the learning In order to enhance learning, it is advisable to use continuous assessment, which provides teachers with opportunities to give immediate feedback while they evaluate following the same procedures used to introduce the linguistic contents, as well as the learning and communicative strategies, as skills develop From an experiential and holistic view of language, which understands cognitive and socio-functional aspects of communication as paramount, assessment is carried out by means of contextualised use of language It is also necessary to have some instance of formal assessment which measures learning through the performance of previously taught linguistic content which is context embedded There are many arguments for and against testing The main drawback attributed to tests is the state of nervousness and anxiety students are in when facing a testing instance It is argued that this anxiety deprives students of the possibility of using their critical thinking to solve the language problems presented Some other opinions support the idea that students study for the test and then forget what they have learnt On the other hand, students deserve the opportunity to be tested They need to have a feeling of achievement and, why not, they also deserve to be challenged and to be given the opportunity to fail and thus develop resilience The emotions tests arise on students very much depend on teachers’ feedback That is what makes the big difference A positive, encouraging response shows students that their effort pays off Moreover, the teacher’s and classmates’ feedback are a great source of improvement Feedback will help individual students to reflect upon the errors they have made and it will provide them with various possibilities for recreating their systematisation and retention strategies Feedback should be an instance of learning and never an instance of highlighting learners’ errors The set of tests offered includes: > a diagnostic-prognostic test which identifies what learners have achieved or learnt after having finished Level of the What’s Up? series Teachers will be able to identify the starting point in order to move onto new contents and skills, using what students have already learnt as a springboard for acquiring new contents, improving already learnt skills and developing new ones This test is meant to be encouraging, showing students how much English they already know (there is nothing more motivating than success) The support provided balances the demands of the problems presented > six progress tests – to see how learners improve their performance as classroom practice advances A test after each unit measures achievement, focusing on contents taught and skills developed throughout It enables teachers to redirect teaching according to students’ performance In order to be valid, reliable and fair, these tests have been prepared using the same procedure followed during the teaching process Students not feel threatened by the evaluation experience If students are familiar with the procedure and the demands of the tests are up to their level of achievement, the results will be mostly rewarding and encouraging Both teachers and students will have a sense of achievement which will trigger further enthusiasm to go on working together Results also provide information about aspects of the teaching and learning process which may not be working adequately This can be discussed in class and improved for future work > an integrative test every two units, which will help students and teachers to recycle knowledge Resorting to previously presented material triggers a better awareness of the idea of language being meaningful in context, to serve as a real means of authentic communication Integrative tests focus on students’ strengths so that they become aware of how much they can with language > an integrative achievement test (including contents presented in all units as a final review) to give both teachers and students information about the success achieved by the end of the year course Reading comprehension tests Reading opens our minds to incredible spaces It can help us to dream of not yet created realities If we really learn how to read, understanding that there is always a hidden secret under the lines, we will develop our imagination, lateral thinking and creativity We will plunge into the story and become part of it Moreover, nobody will be able to give us the story already processed for us to swallow it without even tasting its essence The reading comprehension tests aim at helping students to become re-creators of their content while they enjoy playing with reality and transforming it This is the reason why they are not graded It is not important to have a number as feedback What matters is that both students and teachers think and reflect upon the magic of reading Name: Class: Date: DIAGNOSTIC TEST a Read and choose the correct option Hi! My name is Benjamín and I’m from La Banda, a small city in Santiago del Estero, Argentina 1We are / They are / We was five members in my family: Mum and Dad, my sister Estela, my dog Betún and me We always 2go / are going / goed on holidays together and we have a great time Now / Last month / Never, we went to the Iguazú falls We travelled by car because Mum and Dad love driving The weather 4is / was / did great We wanted to hire horses 5because / and / but you can’t ride horses in the reserve Estela 6studied / is studying / studys photography at the moment, so she 7always takes / takes always / always took wonderful photos She took 8any / a lot / some of photos of wild animals We are looking at them now Toucans have got colourful beaks and butterflies are of many different colours too 9They are / There is / There are big and small monkeys They can climb trees and they make strange noises We mustn’t touch or feed the animals We must respect nature We walked near the falls and we got wet because the water splashed on us Luckily, the weather was warm! Look at some of 10our / his / your photos! / 10 b What the words in bold refer to? me: They: she: us: them: / 10 c Ask to confirm the information and answer to correct it La Banda is in La Pampa Benjamín has got a cat Estela is Benjamín’s mother Benjamín’s parents hate driving They went to Salta by car Estela is studying English The family are looking at old books Monkeys can fly We must destroy nature 10 The weather was horrible / 30 d Complete the questions for the following answers members in Benjamín’s family? Five they go on holidays together? Always they go to the Iguazú falls? Last month driving? Mum and Dad Estela 2 Let’s check! · · Photocopiable at the moment? Photography / 10 © Pearson Name: Class: Date: DIAGNOSTIC TEST Read and complete the sketch map The chemist’s is opposite the school The school is between the flower shop and the church The baker’s is not opposite the flower shop, but it is next to the chemist’s The chemist’s is between the baker’s and the library FLOWER SHOP / 10 Use places from Exercise and the clues given Write sentences to say where these people are and what they are doing I / croissants Elsie / aspirins We / books Dad / flowers Students / a test / 20 Use the verbs from the word cloud to complete the phrases a selfie bikes tents emails photos to our webpage a delicious meal breakfast online my birthday 10 new clothes Total © Pearson / 10 / 100 Photocopiable · Let’s check! · 3 Name: Class: Date: WRAP UP a Read and choose the correct option Matthew 1be / is / were 14 and he 2lovs / loves / love sports He 3practise always / always practises / practises always volleyball and football at school His classmates be / are / was happy to have him in the team The team members 5go visiting / visit / visits a school in the outskirts on Saturdays and 6play / plays / played football with the kids They 7have usually / usually have / usually has a great time Matthew 8loves read / love reading / loves reading He 9reading / reads / read novels to elderly people They 10love listen / loves listening / love listening to him He’s a great boy! / 10 b Put the questions about Matthew in order Then answer them Matthew / like / does / sports / ? sports / what / practise / he / does / ? go / team / on / where / the / / Saturdays / ? read / Matthew / to / novels / does / who / ? doing / elderly / what / / people / love / ? / 20 Cross out the extra boxes and find adjectives Write (-) or (+) next to them CR ST DA SP DI EA EX SY IN ST NY PE NG TE FF TI FU ER LS IC LE NS YO RE OW VE IV OU ST UL E S IN T G /5 Let’s check! · · Photocopiable © Pearson Name: Class: Date: WRAP UP Look at the photos Use the clues and the verbs from the box to write what these people do go have play listen Anne / not always / coffee / breakfast Kirk and Sue / never / cycling / night we / usually / yoga / evening I / often / English songs / afternoon Jack / always / chess / grandad / weekend Total © Pearson / 15 / 50 Photocopiable · Let’s check! · Name: Class: Date: WRAP UP a Use the verbs from the box to complete Margaret’s family routine clean cook have hoover Mum usually My brother I We all sweep take out the plants and Dad never bedrooms make tidy water dinner in the evening the floor, but he the bedroom He doesn’t like untidy the living room and the dishes and wash the windows the rubbish our beds and then breakfast together / 20 b What is Margaret’s family going to do? Ask and answer Mum / rubbish? Dad / the living room? We / dinner in the evening? I / the windows? Mum / dishes? / 15 Complete the dialogue with the correct form of the adjectives Joseph: Are you planning your holidays? Marianne: Yes We want to go to the beach It is 1(good) than the mountains Joseph: Where are you going to stay? Marianne: The Carlton Hotel is 2(comfortable) than the Sussex Hotel, but it is (expensive) And the Paradise Hotel is (modern) of the three Joseph: What is (cheap) Marianne: The Sussex, but I think we are going to stay at the Paradise Hotel in the end It is hotel? not so expensive after all /5 Let’s check! · · Photocopiable © Pearson Name: Class: Date: WRAP UP a Use a word from the box to label each picture There are three extra options microwave chair cushions poster small table a b c d e washing machine plants wardrobe /5 b Look at the pictures again and answer What’s in the… laundry room? kitchen? bedroom? living room? garden? Total © Pearson /5 / 50 Photocopiable · Let’s check! · Name: Class: Date: REVIEW Use the clues to write about Felipe and his family routine Felipe / student / year he / to school / morning classes / from 7:30 a.m to 1:30 p.m Felipe and his classmates / pottery / twice a week his sister Amanda / always / yoga / evening his parents / architects they / work / office / every day the family / usually / tennis / Saturday morning Felipe and Amanda / usually / karate / afternoon 10 the family / lunch / at the club / 20 Read and complete the dialogue Ofelia: Gonzalo: At 6:30 Ofelia: Gonzalo: Usually at home But once a week, at the school canteen Ofelia: Gonzalo: Because we have the pottery club in the afternoon Ofelia: Gonzalo: Mr Pazos He is great! Ofelia: you get up? lunch? you stay at school? your pottery teacher? he meet you at the pottery club? Gonzalo: On Wednesdays / 10 a Use the verbs from the box to complete the plans of the Hornby family cook make tidy wash Today is Mum’s birthday and we the living room I potatoes Dad the housework Dad the beds and my brother Tommy Mum’s favourite dish, chicken with fried the dishes /5 Let’s check! · · Photocopiable © Pearson Name: Class: Date: READING COMPREHENSION Read the email and answer Who is going to read the email? Why is Lucía writing this email? Where did Lucía meet Brian? Are all customs similar in the USA and in Argentina? What are Lucía’s instructions? Use the affirmative or negative form of the imperative to complete these sentences red when we kiss you goodbye to each person when you leave a meeting back to keep your “personal space” Read and choose the correct option Brian speaks Spanish 1excellent / excellently He 2should / shouldn’t worry about communication in Argentina Lucía is giving him some 3helpful / helpfully advice He is going to find 4surprising / surprisingly customs and they could be 5embarrassing / embarrassingly at times Write what Brian should or shouldn’t about… moving back when saying “hello” kisses having coffee with someone “siesta” time © Pearson Photocopiable · Let’s check! · 37 Name: Class: Date: READING COMPREHENSION *Snacks – Good or Bad? Nowadays, we eat more than four times a day and, usually, we don’t eat at our dining room table! We eat at school breaks, at work, in a park, when watching TV, while playing video games or surfing the net! In fact, we eat ALL the time! And most of our meals are snacks How many snacks we eat? How bad are frequent snacks? Nutritionists say it can be extremely bad to eat frequent snacks because we will not be hungry for lunch or dinner! But they also say it is equally bad to wait long between meals because we will be hungrier than we should be at lunchtime or dinner time! It is good to have a snack but it should be healthy A healthy snack can give you energy and satisfy your appetite But are there healthy snacks? Of course, there are Snacks should provide carbohydrates – energy – proteins and vitamins to your diet Eat a fruit, have some yoghurt, or try nuts or almonds, which are delicious! Snacks should also include fats, especially in winter But not the fats in hamburgers or fried food, in baked goods or salami! Good fats are present naturally in avocados, olives and seeds So, include them in your snacks! I know what you are thinking: “An apple or some nuts are NOT snacks!” But now you know that the act of snacking is not a synonym for what the food industry calls “snack food” Snacks can be healthy and you should try them! rich in natural fats, good for a snack A piece of advice: Never snack when you are distracted – you should notice what you are eating and how big the portion is In fact, you should plan your snacks and ask the same question you ask about a meal: “What am I snacking tomorrow?” or “How much of this should I be eating?” *A snack should not have more than 200 calories because in that case, it is a meal Read the article and tick the food which serves as healthy snacks a b 38 Let’s check! · · Photocopiable c d e f © Pearson Name: Class: Date: READING COMPREHENSION Complete the sentences using information from the article Snacks should provide and Food which has more than 200 calories , to your diet not They are and are delicious Snacking of “snack food” Read the article again and give advice about: eating frequent snacks You shouldn’t eat frequent snacks having a healthy snack eating fruit and yoghurt eating hamburgers and salami including avocado and seeds in your healthy snacks snacking when you are distracted planning your snack Read again and answer According to the author, where we usually eat? Is that good or bad? Why? What is nutritionists’ opinion about having frequent snacks? Why? What about not eating anything between meals? © Pearson Photocopiable · Let’s check! · 39 Name: Class: Date: READING COMPREHENSION Is Talent Enough for Success? “Genius is percent inspiration and 99 percent perspiration,” Thomas A Edison As a child, a person can be particularly good at acting, music, mathematics or sports The child shows better than others, and then people say that she or he has got a talent That can be true, but is talent enough for success? Lionel Messi, the famous Argentine football player, was born in a football-loving family and played with his brothers and cousins since he was very young His grandmother took him to training and accompanied him to matches He loved football When he was 11, doctors told the family that Lio suffered from growth hormone deficiency and that made him smaller than other eleven-year-old kids His parents didn’t have the money to pay for his treatment and they travelled to Spain to get help from their family in Catalonia Lio was home-sick and didn’t adapt well to life in Spain When he was only 13, he started football practice in the Barcelona’s Youth Academy Now that he was playing football, he was happier and made friends with his teammates The club paid for the treatment Lio needed and he trained and trained He became the brilliant football player that makes us think “what is he going to next?” when we watch him play Can we say that Lionel was born with a talent for football? Was he born with the skills he has today? Or did he learn them and get better and better with practice over time? What did he need to become who he is? In his life story, we cannot only see talent and passion for football, but we also find people that accompanied and supported him, determination to overcome problems, and the responsibility to work hard So when you think you can’t something well because you haven’t got the talent for it, think about what is necessary for you to get better, and try hard Talent can make things easier, but it is not the only thing Messi has needed to succeed as a football player Read the article and tick (3) the information given Lio’s nationality Lio’s illness The reason why Lio didn’t play football in Argentina Lio’s studies All the help Lio received Lio’s love affairs How easily Leo adapted to living in Spain 40 Let’s check! · · Photocopiable © Pearson Name: Class: Date: READING COMPREHENSION Write the corresponding name next to the information given He says perspiration is more important than genius: They loved football: They said, ‘Lio is going to be shorter than the other children’: They played football with Lio: She accompanied Lio to matches: They didn’t have money for Lio’s treatment: He started football practice there: Read the article again and answer How does the writer describe “talent”? What is necessary to succeed? List the nouns mentioned In your opinion, does Messi succeed only because of his talent? Draw a timeline with the information given about Lio Messi Describe some other talented person you know © Pearson Photocopiable · Let’s check! · 41 Answer Keys Diagnostic Test 1a) We are go Last month was but is studying always takes a lot There are 10 our 1b) me: Benjamín she: Estela them: photos They: monkeys us: Benjamín and his family 1c) Is La Banda in La Pampa? No, it isn’t It’s in Santiago del Estero Has Benjamín got a cat? No, he hasn’t He’s got a dog Is Estela Benjamín’s mother? No, she isn’t She’s his sister Do Benjamín’s parents hate driving? No, they don’t They love driving Did they go to Salta by car? No, they didn’t They went to the Iguazú falls Is Estela studying English? No, she isn’t She’s studying photography Are the family looking at old books? No, they aren’t They are looking at photos Can monkeys fly? No, they can’t They can climb trees Must we destroy nature? No, we mustn’t We must respect nature 10 Was the weather horrible? No, it wasn’t It was warm / great 1d) How many, are there How often When did Who loves / love What is, doing 2) FLOWER SHOP SCHOOL CHURCH LIBRARY CHEMIST’S BAKER’S 3) I’m at the baker’s I’m buying croissants Elsie is at the chemist’s She’s buying some aspirins We are at the library We’re borrowing books Dad is at the flower shop He’s buying some flowers The students are at school They’re doing a test 4) take a selfie rent bikes put up tents send emails upload photos to our webpage cook a delicious meal have breakfast chat online celebrate my birthday 10 wear new clothes Wrap up 1a) is loves always practises are visit play usually have loves reading reads 10 love listening 1b) Does Matthew like sports? Yes, he does What 42 sports does he practise? Volleyball and football Where the team go on Saturdays? To a school in the outskirts Who does Matthew read novels to? To elderly people What elderly people love doing? They love listening to Matthew 2) creative (+) expensive (-) dangerous (-) interesting (+) difficult (-) 3) (1 point per correct collocation and points per correct sentence construction) Anne doesn’t always have coffee for breakfast Kirk and Sue never go cycling at night We usually yoga in the evening I often listen to English songs in the afternoon Jack always plays chess with grandad at the weekend Wrap up 1a) waters, cooks sweeps, tidies hoovers, cleans wash, take out make, have 1b) Is Mum going to take out the rubbish? No, she isn’t Margaret is going to take out the rubbish Is Dad going to hoover the living room? No, he isn’t Margaret’s brother is going to hoover the living room Are we going to cook dinner in the evening? No, we aren’t Mum is going to cook dinner in the evening Am I going to clean the windows? No, I’m not My brother is going to clean the windows Is Mum going to wash the dishes? No, she isn’t Margaret is going to wash the dishes 2) better more comfortable more expensive the most modern the cheapest 3a) a wardrobe b plants c cushions d chair e washing machine 3b) the washing machine the chair the wardrobe the cushions the plants Review 1) Felipe is a student in year 2 He goes to school in the morning Classes are from 7:30 a.m to 1:30 p.m Felipe and his classmates pottery twice a week His sister Amanda always does yoga in the evening Answer Keys His parents are architects They work at / in an office every day The family usually play tennis on Saturday morning Felipe and Amanda usually / practise karate in the afternoon 10 The family have lunch at the club 1b) What was the weather like? Who woke up early? What did Mrs Barrister see on the table? What did the kids do? What did Mr Barrister invite the family to do? 1c) a b c d e 2) What time Where you have Why Who is When does 3a) are going to is going to make is going to tidy am going to cook is going to wash 3b) Is Dad going to tidy the living room? No, he isn’t Tommy is going to tidy the living room Am I going to wash the dishes? No, I’m not Dad is going to wash the dishes Is Tommy going to make the beds? No, he isn’t Dad is going to make the beds Is Dad going to cook Mum’s favourite dish? No, he isn’t I’m going to cook Mum’s favourite dish Is Mum going to be angry? No, she isn’t She’s going to be happy 4) toilet mansion cooker fridge flat kitchen dining room sofa cupboard 10 bedroom Kinds of houses: mansion, flat Rooms: kitchen, dining room, bedroom Objects: toilet, cooker, fridge, sofa, cupboard 5) a mansion b dining room c sofa d toilet e flat 2a) J R T Q W U P T I S H O R R O R C N D I R E C T O R T E S A D T Y D Z E S T A R K H U O R ADJECTIVES interesting boring awful sad amazing B O R I N G C X E H R D F X F E G S A I W X B G R A T R C O M E D Y Q I PEOPLE director producer star V A W F U L P C N X L A M A Z I N G KINDS of FILMS historical horror comedy 2b) interesting (+) boring (-) awful (-) sad (-) amazing (+) 3) director Horror star producer comedy Wrap up 1) difficult annoying angrily angry polite 6) H I P T U H F T W H R I N J E K O A R W C P O T T E R Y W F O D A O C Y Y G G D K L D B R R I W I A A A B N V N R R P T G W G Q K H U J F T H P Y O G A M 2) Don’t arrive Listen Don’t talk Do Don’t shout 3) a kiss b wave c bow d hug e smile 4) smile wave kiss hug bow 7) Photography (cheap) Pottery (stressful) Yoga (bad) Reading (boring) Cycling (worst) 8) best more intelligent faster helps sometimes doesn’t like most responsible are going to meet smallest 10 more comfortable Wrap up 1a) was woke made was saw called rushed had invited 10 did not / didn’t like 11 were 12 got 13 were 14 put 15 took 5) They shouldn’t play video games at night We shouldn’t arrive late You should say you are sorry She should ask for permission 6) Can I use your tablet, please? Could you open the window, please? Could you help me with the History lesson? 7) Could you help me with the History lesson? Can I use your tablet, please? Could you open the window, please? 43 Answer Keys Review 1a) actress most beautiful were played was professional leading starred won 10 directing 1b) Is Angelina from Mexico? No, she isn’t She is from the USA Were her parents doctors? No, they weren’t They were in the film industry Was she when she started to be an actress? No, she wasn’t She was Did she play her first leading role in 1880? No, she didn’t She played her first leading role in 1993 Is she producing films now? No, she isn’t She is directing films 2) Stop Don’t drive Don’t use Look Don’t drink 3) You should say “hello” when you get into the classroom You shouldn’t shout when the teacher is explaining a topic You should pay attention when someone is talking to you You shouldn’t laugh loudly in a hospital You shouldn’t ask a classmate for help in a test 4) are you doing ’m / am looking at ’s / is running are, swimming ’s / is fishing Do ’re / are building / making ’re / are hugging / smiling smiling / hugging 10 ’m / am riding 5) Can I borrow your blue pen, please? You should take off your shoes to get into bed Could you call a taxi for me, please? Open your books on page 28 You shouldn’t sleep in class 6) went saw was most amazing played wonderfully wasn’t loved special effects 10 ending Wrap up 3b) i 1, chicken with lettuce ii 5, hot dog iii 2, shrimp salad iv 3, hamburgers v 2, salmon with vegetables 4) are you doing are coming are you going to cook is going to give me are bringing Wrap up 1a) is created speaks hates appeared became are are still enjoying received 10 describes 1b) Did Quino paint ‘Mafalda’? No, he didn’t He created ‘Mafalda’ Is Mafalda an old woman? No, she isn’t She is a six-year-old girl Does she love soup? No, she doesn’t She hates soup Was the first comic strip in 1960? No, it wasn’t It was in 1964 Are people reading Quino’s adventures in books? No, they aren’t They are reading Mafalda’s adventures Are France and Spain going to give Quino international awards? No, they aren’t They gave him international awards 2) anyone something something somebody anything to spoil 3) inventors creativity inventions design surgery medical celebrate birth famous 10 popular Review 1a) but always am going is is organising wants or called discussed 10 are having 1b) What is the writer’s opinion about Aunt Elvira? What can’t she do? What does she want to now? What is she organising at the moment? What did she and her friend Margarita discuss yesterday? 1) are you doing is going to cook ’m checking much Not much an some any many 10 a lot of 11 are 12 a 13 ’s going to make 14 some 15 any 1c) a (4) She’s organising her holidays b (5) They discussed the different offers c (1) She’s an idol d (3) She wants to enjoy life e (2) She can’t keep quiet 2) is going to boil is going to peel is going to fry is going to add am going to roast 2a) aren’t learnt / learned sings love earns went visited saved is preparing 10 is going to be 3a) d a b e c 44 Answer Keys 2b) Jack isn’t my cousin He is my friend He doesn’t play the piano He plays the guitar Last year, he didn’t travel to Mendoza He travelled to remote countries At the moment, he isn’t writing a novel He is preparing an album His album isn’t going to be horrible It is going to be a hit 2c) a He went on a cruise b He learnt to play the guitar when he was c He saved money d He sings wonderfully / Last year, he went on a cruise singing (and doing tricks) e Last year, he went on a cruise (singing and) doing tricks 3) foreground musicians There’s next dancers On behind there are background 10 bright 3) You should sleep well You shouldn’t play video games late at night You should study with a classmate You should revise your notes You shouldn’t get nervous 4) magic usual entertainer comedian plays wonderfully living famous leading 10 performs 5) the youngest older best most responsible proudest happier more difficult easier worst 10 most acceptable 6) They are shaking hands She uploaded them She is going to blow the candles He usually reads the newspaper Suggested answer: I’m writing a test / I’m answering a / this question 4) How much A any any some a lot of 5) a b c a bowl of mayonnaise d e a jar of juice f g a tin of coke h a bar of chocolate i a bottle of water Final Review 1a) are having kitchen breakfast drives for have canteen some a 10 go 11 does 12 takes 13 is preparing 14 tourists 15 is going to travel 16 was 17 book 18 tickets 19 scripts 20 to become 1b) What are the Grossman family doing now? How often they have breakfast at 6:30? Who go to school? Who works from home? Where the children have lunch? What they eat? What does Josh in the afternoon? Why was Mr Grossman in Buenos Aires last month? What is Mrs Grossman writing at the moment? 10 Why does Mrs Grossman love her work? 1c) a b c d e f g h 10 i j 1d) Don’t smoke Use Don’t throw Don’t arrive Visit 2) a peel the potatoes b chop green vegetables c mix the vegetables d add pepper e fry the potatoes Reading Comprehension 1) Do you like animals? Do you like books? Do you like sports? 2) voluntary work free time fun (do) training interesting facts young children old people 3) a b c d 4) It is voluntary work to help people or organisations in many different ways Because they can choose and the activities they like They it in their free time You must decide an area of work where you can relax and enjoy yourself, and get your hands on it! Yes! Learning to help can help us to learn / You acquire skills you don’t develop at school 5) (It would be interesting and useful if students share their posters and slogans) Reading Comprehension 1) one for washing and one for ironing for hoovering washing for heating for making the windows the rubbish cooking tidying 10 house chores 2) It is not going to see the difference between one 45 Answer Keys pillow and a smaller or bigger pillow It is not going to distinguish between a new carpet and an older carpet It is not going to know where to put things It is not going to detect the difference between an apple and a tomato coffee cups they have in the USA He should go for a walk / He should take a nap 3) a microwave b vacuum cleaner c dishwasher d coffee maker e washing machine 1) b, c, e Reading Comprehension 1) science-fiction or romantic films 120 years ago “motion” cameras technology He didn’t have the technology he needed 2) Different kinds of films: comedies, action, horror, thrillers, science-fiction, romantic, animated, musicals, 3D animated People who work for the film industry: actors, producers, directors, screenwriters, extras, stunts 3) c (120 years ago) g (In the 1890s) a f d (In 1994) h (In 2004) b (In 2009) e (Today) 4) Suggested answers: a amazing special effects and courageous stunts did not exist b people get fascinated with 3D animated films / you saw one of the first 3D films c there were only “motion” cameras that were fixed on a tripod d others prefer horror films or thrillers Reading Comprehension 1) Suggested answers: Brian is going to read the email Because she wants to help Brian with his visit to Argentina She met him in the USA No, they aren’t (There are many different customs.) 2) Don’t go Say Don’t move 3) excellently shouldn’t helpful surprising embarrassing 4) Suggested answers: He shouldn’t move back when saying “hello” He should accept kisses without going red in the face He should get ready to spend a long time talking / He shouldn’t expect the HUGE 46 Reading Comprehension 2) carbohydrates, proteins, vitamins are, snacks, meals Nuts, almonds is not a synonym 3) You should have a healthy snack You should eat fruit and yoghurt You shouldn’t eat hamburgers and salami You should include avocado and seeds in your healthy snacks You shouldn’t snack when you are distracted You should plan your snacks 4) Suggested answers: We usually eat at school breaks, at work, in a park, when watching TV It is bad because we don’t pay attention to what or how much we eat For nutritionists, it can be bad to eat frequent snacks because we will not be hungry for lunch or dinner They also say it is equally bad to wait long between meals because we will be hungrier than we should be at lunchtime or dinner time! Reading Comprehension 1) 1, 2, 3, 5, 2) Thomas A Edison Lio’s family Doctors His brothers and cousins His grandmother His parents Barcelona’s Youth Academy 3) A person has a talent when she/he is particularly good at doing something Training, practice, passion, determination, responsibility Student’s own answer 4) was born in Argentina, practised football with his brothers and friends, moved to Spain, followed a medical treatment, trained at the Barcelona’s Youth Academy, practised over time, found people who accompanied and supported him Notes 47 Notes 48 Notes 49 Notes 50 Notes 51