Whats up 3ed 3 teachers book

Engage with eye-opening topics and discover your potential! What’s Up? “Teachers’ demands for a change have resulted in this What’s Up? 3rd edition Using students’ previous experience of the world as a springboard, we move through a series of interconnected meaningful tasks till they complete a final project in each unit Drawing from observation of images to recall students previous knowledge, new vocabulary is presented to facilitate the understanding of challenging updated texts Contextualised grammar practice enables students to visualise and internalise new linguistic concepts, which are permanently spiraled throughout the series Collaborative work and informed discussions will help students to reflect critically and to become better aware of themselves and others All tips and suggestions in the Teacher’s Book are provided in the hope that teachers and students experience the classroom as a marvellous opportunity for growth!” TEACHER’S BOOK Welcome to What’s Up? 3rd edition María Alicia Maldonado 3rd edition Ma ría Al ici aM ald on (Teacher’s Books author as well as responsible for the adaptation and pedagogical supervision of the What’s Up? 3rd edition series) ad o Teacher’s components: Downloadable Teacher’s Book with extra practice & readings Access to interactivity to follow students’ progress, upload material or address homework, amongst other things Online Class & Workbook audio files Students’ components: All digital material available at: www.whatsup.pearsonelt.com.ar María Alicia Maldonado Student’s Book with Workbook Interactive Student’s Book: www.whatsup.pearsonelt.com.ar Extra Practice & Fast Finishers Book Grammar Quick Check Online Workbook audio files TEACHER’S BOOK frenglish.ru WUP-03-TB-tapas.indd 09/09/16 14:28 3rd edition TEACHER’S BOOK frenglish.ru WUP_TB03_0103_PORTAD-CONT.indd 09/09/16 08:59 Contents Introduction Interactive Student’s and Teacher’s Books Planificaciones anuales 10 Student’s Book Table of Contents 16 Teacher’s notes: Let’s warm up! 18 Unit 19 28 English, the universal communication bridge Extra Reading Unit Inspiring lives Extra Reading Unit Special lifestyles Extra Reading Unit Teen time… hard time? Extra Reading Unit Be lucky Extra Reading Unit How can I help? Extra Reading 29 38 39 48 49 58 59 68 69 78 Social and Emotional Learning (SEL) 79 Answer keys: 83 Let’s wrap it up! Workbook (with Audioscript) Extra Practice frenglish.ru WUP_TB03_0103_PORTAD-CONT.indd 09/09/16 08:59 Introduction Our view of language What’s Up? 3rd edition is a four-level series especially designed to help teenage learners at the age of 12-16 to learn English from a cognitive-functional view of language This view proposes a triadic relationship between language, thought processes and culture Therefore, the view of language that underlines the whole series is an experiential holistic view which rejects the division of the study of language into syntax, lexis, semantics, pragmatics and phonology as separate components Meaning is construed by the interplay of grammar, ie grammar as syntax and lexis together, and phonology (prosodic features and phonemes) integrated in communication in context Speakers of a language in a meaningful interactive situation draw from the linguistic resources of the language in question That implies syntactic rules, lexical choices and phonological features to finally construe their meaning in context Any change in meaning implies a change in grammar and prosodic features add to the communicative intention of the speaker in a particular context, ie the same utterance can express different meanings according to the context The difference between a sentence and an utterance should always be considered when teaching A sentence is a grammatical concept that points to the syntactic construction and to the lexical choices Whereas, an utterance involves grammatical forms, sounds and intonation patterns, as well as the semantic structure (ie meaning) expressing a communicative intention Communication is the primary function of language, which has an impact on the form that language takes Great importance is given to both cognitive and socio-cultural factors in relation to the linguistic phenomenon and, of course, the rejection of the idea that syntax is autonomous from semantics and pragmatics Functionalism studies the full range of the linguistic phenomena rather than only “grammatically correct sentences” We not “speak grammar” but we communicate meaning Grammar is important as it serves for the purpose of meaning construction in meaningful interaction In terms of language acquisition, a child constructs her/his language from the information available in meaningful interactive situations We logically think of language in use There are no distinctions between a central or a peripheral use of language, ie the notion of exception is rejected and all the uses of language are taken into account When we understand a language, we also understand our conceptual world The notion of concept refers to a person’s idea of the world around Concepts are developed through our interaction with the physical and cultural world Conceptualisation is dynamic because we reconstruct our concepts as we interact with other people’s views Our view of the teaching and learning process The teaching perspective will depend on the view of language each teacher adheres to From a learningcentred stance, students are guided to discover how much of their learning they are able to construe by themselves No matter whether students are focusing on language structure or not, meaning is central to enable them to make sense of what teachers are trying to teach Thus, the aim of the series goes beyond the idea of transmitting rules of use but generating meaningful use of language Following a reflective approach to learning, it aims at educating learners This implies to provide opportunities to think critically, reflect and develop self-awareness and awareness of others The guiding principle is to enable students to be able to communicate efficiently And communicating efficiently implies, in the first place, to understand exactly what we want to express Secondly, it also implies to be aware of the possible impact that what we want to say may have on our interlocutors, as well as to be able to put our ideas into words In this way, students will develop their own capacity to listen to others and to respect their opinions Notice that, from the very beginning, the Opener and the Pre-reading section will present a wide variety of images to help students to recall concepts they are already acquainted with Some of these concepts will be transferred to the second language context and some others will just serve as a springboard to embark on the reflection stage Learning styles, students’ interests and stages of cognitive development are the key to decide on the tasks to present them These tasks will give learners many opportunities to learn by discovery and by making connections Students will always have a chance to reflect upon their own experiences and to review their own beliefs about everyday facts They will be able to become aware of how much they are doing well, how much they might modify and how much they will have to accept as different choices on the part of other people they interact with The language study section in each unit will provide the necessary tools to develop accuracy, but the focus is placed on enhancing students’ participation in authentic discussion The series follows a spiral approach towards learning so that students can recycle linguistic contents in order to interweave new knowledge in their schemata Students will practise linguistic content systematically while getting engaged in meaningful tasks The Final Project in each unit will help students to take responsibility of their own learning process and will enhance group cohesion while having students work together to achieve a common aim frenglish.ru WUP_TB03_0409_INTRO.indd 09/09/16 08:59 Introduction Teacher’s Book The Teacher’s Book introduces the rationale which underlies the series and provides plenty of suggestions to improve and vary classroom activities A description of the teaching intention of each lesson is developed in each unit In this way, it is a real teacher companion in the process of teaching and learning Besides, the book includes cultural information to facilitate discussion of the images in the Opener and Pre-reading section And it also provides all the answer keys to exercises in the order they appear in the Student’s Book The Pandora box offers either teaching tips on classroom management, warming-up activities or further extra practice for most lessons There are also Pronunciation boxes that contain practical tips to integrate phonology in the Language lesson as a way to help teachers to implement a cognitive-functional teaching perspective At the end of Units 1, and 5, you will find a My students… chart We provide a few thoughts or guidelines to help you think about and answer the following questions: How are my students doing? and How can I help them to improve their learning? The teachers’ Cheat sheets will provide you with extra information on the main theme of each unit These sheets aren’t overly exhaustive nor extensive but give you the basic information you may need to answer the first questions that may arise on one matter or another Extra Readings: in order to answer the teachers’ main demand (more reading, more reading, more reading!), we close each unit with an extra reading, totally aligned with the content of the unit in question Although we’re giving you 100% freedom on how to use these texts (no further practice given!), we tell you the specific content that is covered in each case Student’s Book Opener and Pre-reading section Each unit starts with a double-page spread, Opener and Pre-reading section, where the Unit goals are listed for students’ reference A set of images will be the starting point for class discussions and/or self-reflection upon the main topic presented in each unit Students will be provided with the challenge to observe and spot features, to establish connections or to categorise elements by resorting to the previous knowledge they bring into the classroom Teachers are not expected to impose their teaching, but to teach on students’ needs All the challenges students will have to face will make them aware of what they need to learn As it has been already mentioned, all the photos, words and exercises of this spread have been thought to get students ready for the next sections (Vocabulary and Reading) As a closing feature, the Project preview will lead students to anticipate and get prepared for the Final Project Thus, students will know from the very first minute what they are expected to by the end of the unit As the unit develops, students will also find suggested instructions, Project tips, to start preparing their project in advance Vocabulary This page is devoted to systematic work on vocabulary Lexical items are introduced in context so that students can develop awareness of lexical categories which, in turn, are closely related to grammatical categories and prosodic features These are presented as chunks for students to internalise An invisible imaginary thread connects the Opener and Pre-reading section with the Vocabulary section and paves the way towards the Reading section Reading There is a wide range of interesting and updated contents presented in varied text types, such as: blog entries, social networks, magazine or newspaper online articles, interviews and diaries, among others Students will be encouraged to infer meaning from context in order to grasp content as well as to resort to different reading strategies, eg skimming and scanning to anticipate or predict ideas presented in the text Analogy and opposition are hints to help students to develop both learning and productive strategies which will enhance autonomy in the teaching and learning process All Reading sections end up with a “What about you?” box in which students will make the new content theirs by transposing the described experience to their own reality In addition to that, all the texts introduce topics that offer opportunities to reflect upon values and beliefs, thus helping students (and teachers!) to develop their social-emotional intelligence skills frenglish.ru WUP_TB03_0409_INTRO.indd 09/09/16 08:59 Introduction Grammar This two-page section has been designed to introduce and practise main grammar points Students will be asked to observe, compare, contrast and make connections That is why the Grammar boxes offer blank spaces for students to complete Students will always be encouraged to work out the presented structures by analysing the hints provided in each section They will also be prompted to discover the hidden patterns and then use them in contextualised exercises The lexical items introduced in the Vocabulary and Reading sections are constantly recycled Notice that further detailed explanation of grammar rules is presented in the Extra Practice Book Listening and Speaking These two sections share a double-page spread and present images that introduce the pre-listening activities and set the context for the listening comprehension tasks Students will always be exposed to authentic speech in a wide variety of English accents, only adapted to accompany students’ pace according to their level of proficiency As mentioned before, the series follows a spiral approach, so all the topics presented in the audio are closely related to the target vocabulary and grammar introduced in each unit All post-listening activities will pave the way towards the Speaking section The Speaking section follows an invisible imaginary thread from the audio conversations to clear communication goals that involve students in real communication activities by resorting to the linguistic content introduced in the unit and by recycling the contents presented in the previous ones Thus following our spiral approach to teaching and learning The selected topics provide plenty of opportunities for students to engage in meaningful communication activities, as well as they help to develop students’ language proficiency Challenging and entertaining communication-gap activities, to be carried out in pairs, have been included at the end of each Speaking section to systematise the practice of speaking skills They can be used as rounding-off activities or as extra practice to reinforce students’ confidence in speaking Writing Our view of writing is not constrained to teaching how to write end products We consider writing as a means to learning and this perspective is present throughout all the sections in the book Nevertheless, notice that in every Writing section, a Writing rule box has been included to provide students with useful tips to approach or achieve accurate writing A model text is always provided for students to start by trying parallel writing Formal and informal pieces of discourse are presented and analysed And the communicative purpose is never left behind Students are expected to write for real communication Final Project As mentioned before, the Final Project is presented at the Opener and Pre-reading section for students to anticipate what they are expected to by the end of the unit In this way, students will become aware of how the linguistic content of the unit will help them to achieve their final aim: Make authentic use of language, recycling previous knowledge and integrating it with the content of the unit by means of oral presentations, writing creations and games, among others Every Final Project will pose a challenge to students, so as to focus on real communication rather than on accuracy Students will be learning linguistic content while trying to succeed at communicating actual information All projects are meant to be done by using ICT (Information and Communication Technology) However, a second option is also offered in case there is no access to internet connections It is important to foster the use of ICT since it is evident that citizens of the 21st century will need to be proficient at using ICT to get any kind of work position Nevertheless, we are aware of the limitations that some teaching and learning contexts put on teachers and students Whenever these icons are presented, it means that: the activity is to be carried out using computers, notebooks, tablets, smartphones or other types of technological devices the activity is to be carried out using more traditional methods, such as: posters, cards, paper dictionaries, and so on frenglish.ru WUP_TB03_0409_INTRO.indd 09/09/16 08:59 Introduction AND CULTURE Every two units, a CLIL and Culture section has been integrated to offer the opportunity to work on extensive reading Topics have been carefully selected to fit students’ interests They are updated and appealing to promote reading for pleasure while reinforcing reading comprehension skills Once the article has been read, students will be encouraged to go deeper by doing further research work on the web, or in encyclopedias, magazines or newspapers Then they will be able to share their findings with the class while exchanging opinions and points of view Extra Practice Book The organisation of the Extra Practice Book follows the same structure as the Student’s Book and the Workbook, so students will be able to easily find their way through it This book provides extra opportunities to manipulate grammar structures and to reinforce the knowledge of lexical and grammatical categories while creating meaning in context Grammar rules are included in all units to be used as a reference when needed Most of the exercises are contextualised so as to reinforce the linguistic contents knowledge while making authentic use of language Fast Finishers Activities This section includes an assessing worksheet to evaluate, or self-evaluate, students’ proficiency in the use of language as meaningful communication in context Students will recycle their language and, since the topics presented are not exactly the same as the ones introduced in the two previous units, students will also be able to approach the language from an experiential stance They will feel they can use language in context to express what they actually want to say Each unit of this component includes a “Fast Finishers” activity for students to solve individually They consist of extensive reading activities to keep fast finishers interested in new challenges, and students who need more time to process their learning to be granted the possibility to so SEL is the process through which children and adults: > acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions > set and achieve positive goals, feel and show empathy for others > establish and maintain positive relationships, while making responsible decisions Workbook The integrated Workbook at the end of the Student’s Book will provide further intensive and discrete point practice to help students to reinforce and expand the linguistic content presented in each unit Although all the activities are suitable for self-study, they are also likely to be used in class This component follows the same organisation as the Student’s Book, so the activities can be intermingled through the teaching process of each unit The listening-comprehension section can be given as homework because students can access the audio files at: http://whatsup.pearsonelt.com.ar/workbookaudio In this way, each student will have the possibility of working at her/his own pace The correction of the exercises can be used as a rounding-off activity in class It’s time to engage our students with Social and Emotional Learning … because to educate their minds is as important as nurturing their hearts (See special SEL section and corresponding class activities, pages 79-82) frenglish.ru WUP_TB03_0409_INTRO.indd 09/09/16 08:59 Interactive Student’s Book REGISTRATION Our Sales’ person will provide you with your access code Once you have it, proceed as your students: enter www.whatsup.pearsonelt.com.ar, go to TEACHERS and create your account For instructions on how to register, tell the students to go to the inside cover of the Student’s Book IMPORTANT! Although both you and your students can work online and offline, you need to be online in order to register Once you’ve created your class, you’ll be able to see your students’ activity and results The tasks they complete offline will synchronise automatically once they go online again NEED HELP? Please contact us at: soporte@pearson.com What can the students do? > Answer all exercises, even those that imply writing production Note: Students are given attempts Once they have completed the exercise, the right answer is given automatically In the case of writing production, you, as a teacher, will receive the answers directly and will be able to correct them and send them back over to each student personally with notes and marks if you wish to so > Write notes to their teachers (or simple reminders for themselves) > Highlight part of the text they wish to highlight > Listen to the Student’s Book tracks as many times as they wish to > Access the Extra Practice Grammar Reference whenever it is mentioned Interactive Teacher’s Book REGISTRATION Our Sales’ person will provide you with your access code Once you have it, proceed as the students: enter www.whatsup.pearsonelt.com.ar, go to TEACHERS and create your account What can you do? > Create a class Go to “MY STUDENTS” tab and click on “New classroom” frenglish.ru WUP_TB03_0409_INTRO.indd 09/09/16 08:59 Interactive Teacher’s Book Then, click on “Generate code” to obtain a class code that you can then pass on to your students so they can sign up to the class This code is always made up of the initials CL + digits Then, select a category and course for your class and click on “Accept” Next select “Assign” and choose the content you want your class to have access to Keep in mind that you can only assign content which you have available on the My books section in the CONTENT tab If you attend more than one class at the same time, create a new class: click on “New classroom” > Manage your class Go to: https://www.WUP_INTERACTIVETB_Editing_classroom > Follow the activity of each student separately and/or of the entire class > Send homework to each student separately and/or to the entire class Go to: https://www.WUP_INTERACTIVETB_Assigning_homework > Send messages to each student separately and/or to the entire class > Attach files to the messages Go to: https://www.WUP_INTERACTIVETB_Sending_messages > See Gradebook, divide it by competences and/or by marks Go to: https://www.WUP_INTERACTIVETB_Grades_section_explained > Change the unit’s learning sequence > Hide and/or show certain part of the Student’s Book at your convenience (which enables you to pace your teaching in accordance to the level of the class) Go to: https://www.WUP_INTERACTIVETB_How_to_edit > Create and upload new units / your own material Go to: https://www.WUP_INTERACTIVETB_How_to_upload > Create new activities and tests thanks to the Interactive Book exercises templates Go to: https://www.WUP_INTERACTIVETB_How_to_create_activities frenglish.ru WUP_TB03_0409_INTRO.indd 09/09/16 08:59 Planificación anual Unidad temática 1: English, the universal communication bridge Tópico: El adolescente y las funciones del lenguaje Tareas de comunicación y aprendizaje > Páginas 6-7 • Descripción de fotografías y asociación el tema del título • Identificación de acciones para mejorar el uso del idioma inglés > Páginas 8-9 • Lectura y comprensión de una entrevista publicada en un diario e identificación de ideas generales e información específica • Identificación del punto de vista de la entrevistada y reflexión acerca del mismo • Identificación de las diversas clasificaciones del inglés de acuerdo a su uso • Participación en una discusión oral grupal acerca de la vigencia del inglés como idioma internacional • Valoración de la lengua como resguardo de la identidad de los pueblos • Reconocimiento de adjetivos calificativos • Identificación de la concordancia entre verbos y sustantivos o frases nominales en expresiones que describen motivos para aprender un idioma • Producción guiada de los ítems lexicales presentados • Expresión libre sobre los motivos por las cuales los alumnos desean aprender inglés > • • • • • Páginas 10-11 Análisis de los usos y la estructura del presente simple Análisis de los usos y la estructura del presente continuo Comparación del presente simple y el presente continuo Reconocimiento de la estructura like + -ing Reconocimiento del uso de can y could para expresar habilidad • Deducción de reglas gramaticales sobre forma y uso • Producción contextualizada, guiada y libre (oral y escrita) de los contenidos gramaticales presentados • Identificación de las funciones del lenguaje que las estructuras gramaticales introducidas representan > Páginas 12-13 • Uso del conocimiento previo y descripción de una ilustración como estrategias de comprensión auditiva • Escucha y comprensión de un anuncio en un aeropuerto e inserción de información en un cuadro • Escucha y comprensión de una conversación entre un pasajero y quien lo recibe en el aeropuerto Identificación de ideas generales e información específica • Reconocimiento y producción de entonación descendente en preguntas abiertas • Elaboración guiada de una conversación entre un pasajero y quien le da la bienvenida • Participación en un juego de roles > Página 14 • Análisis de un perfil que aparece en un sitio de redes sociales • Lectura de un perfil escrito por una adolescente • Identificación de párrafos, mayúsculas, signos de puntuación y conectores en el texto • Elaboración guiada de un perfil propio Contenidos LEXICALES • Adjetivos que describen idiomas • Concordancia entre verbo y sustantivos • Vocabulario relacionado un viaje en avión GRAMATICALES • Presente simple y continuo en todas sus formas • Contraste entre el tiempo presente simple y el tiempo presente continuo • Like / love / dislike / hate / don’t mind + -ing • Uso de can / can’t / could / couldn’t para expresar habilidad FONOLĨGICOS • Entonación descendente en preguntas abiertas y ascendente en preguntas cerradas • Entonación correctiva • Entonación descendente en afirmaciones • Pronunciación de la forma débil can y la forma fuerte can’t • Pronunciación de ítems lexicales Proyecto final Tópico: El alumno y el aprendizaje de la lengua (materna e inglés) Proyecto • Los alumnos diseñarán un plan estrategias de aprendizaje para mejorar su adquisición de la lengua Contenidos • Uso de los tiempos presente simple y continuo • Uso de can y could para expresar habilidad • Uso de vocabulario para expresar motivos para aprender un idioma • Uso contextualizado de las macro habilidades • Uso pautado de las TIC • Reflexión sobre el valor de las lenguas Tareas de preparación • Relevamiento de estrategias de aprendizaje utilizadas por los alumnos • Diso de un cuadro descriptivo e íconos para las estrategias utilizadas Expectativas de logro • Elaboración de un plan de estudio aplicación sistemática de estrategias de aprendizaje Expectativas de aplicación en el contexto social Campa “Ahora que sabés, podés” • Reflexión grupal sobre las razones por las cuales se elige estudiar un idioma • Relevamiento de las lenguas originales que se hablan en el contexto de los alumnos • Organización de una campa para despertar conciencia sobre el valor de la lengua como medio para resguardar la identidad de los pueblos 10 What’s Up? 3rd edition - Teacher’s Book © Pearson frenglish.ru WUP_TB03_1015_PLAN.indd 10 09/09/16 09:00 LISTENING AND SPEAKING Encourage students to discuss possible answers to the questions in pairs Play the audio Pause it for them to complete the answers as a whole class Answers In Kenya Their pyjamas Office equipment Second-hand textbooks Over £20,000 Audioscript Audioscript Tracks 36 & 37 Julia: Hey Patrick, can you me a favour? Patrick: Sure How can I help? Julia: Could you make some more posters? Patrick: Of course How many you need? Julia: About ten Patrick: I’ll it now Julia: Thanks Patrick: You’re welcome Tracks 34 & 35 Patrick: So, tell me about the school solidarity project, Julia What’s it about? Julia: Well, our school has adopted a school in Kenya Patrick: In Kenya? That’s interesting What you do? Julia: We raise money to support the school Patrick: How you that? Julia: We ask people to sponsor us For example, last year we all wore our pyjamas to school for a day Even the teachers wore them! Patrick: What else you do? Julia: We ask local businesses to give us office equipment like pens, paper and computers and we collect second-hand textbooks Patrick: How long have you done this project? Julia: For four years We started four years ago Patrick: How much money have you raised? Julia: We’ve raised over £20,000 Patrick: Wow! That’s a lot of money! Have you ever met any of the students? Julia: No, but a group of students is coming here in June Pandora box As a follow up activity, play the audio and pause it for students to imitate the speakers Draw their attention to the intonation they are supposed to use Resort to a good strategy: ask students to exaggerate their imitations They will use the intonation patterns incredibly well! Pronunciation Have students listen to the audio to focus on the high fall intonation in requests Tell students to work in pairs to practise the exchanges suggested Walk about the classroom and monitor their performance ACTIVITIES Ask for a favour Tell students to read the questions and get ready to listen Play the audio Have two volunteers to read an answer each so as to check with the whole class PROJECT Invite students to keep on working for their Final Project Tell them to go over the tips and remind them they have to plan their project tasks so that they can be ready for the presentation on time Suggest they could ask for help from their parents and teachers Answers Julia She needs to make some more posters Have students work in pairs to solve the information-gap activity Ask Student A to go to page 73 and Student B to go to page 75 In turns, they will ask and answer questions to complete a paragraph on a solidarity project Encourage students to risk completing the dialogue Play the audio and pause it for students to confirm or correct their answers Answers can help Could Of course welcome 75 frenglish.ru WUP_TB03_6978_U06.indd 75 09/09/16 09:03 WRITING > Student’s Book p 68 Design a brochure for an action group > Before you start Ask students if brochures can help to get more help for solidarity campaigns As usual, have them justify their answers Elicit examples of campaigns they know about, which use brochures Ask them what they remember from those brochures, eg: colours, information, logos, etc Encourage students to participate actively in this task Go over the Writing rule box with the whole class Remind students that brochures have to include as much relevant information as possible, (you can resort to the information they could recall in the previous task) but that texts should not be long Ideas have to be concisely and clearly stated If possible, bring in some brochures to share with students and have them analyse them in small groups Answers a b c d e Pandora box When students memorise chunks to repeat them meaningfully, they tend to store them in the long-term memory faster This enhances fluency because they can retrieve the chunks more easily Have students work in groups to brainstorm ideas Then encourage them to negotiate their options so that they come up with an interesting, useful and achievable project Help them to become aware that they will be able to use these ideas for their Final Project Have students work in groups to design their brochure Remind them to follow the rules stated in the box Invite the groups to share their ideas Encourage them not to repeat projects by telling them that they will get a bonus if they are creative and generate an innovative project a Invite students to work in pairs to spot the topic sentence in the brochure Have volunteers describe the project to the class Let anyone complete the information, if needed Check the answers with the whole class Ask students if they know of any organisation in Argentina which carries out similar activities or projects If they do, ask them how they work If they not, ask them how it could be implemented and if they feel they could something similar Have students work individually to analyse the content of the brochure Call on volunteers to say the ideas in order and without reading The other classmates will have to decide if they have missed something or if they have put something in the wrong order A big round of clapping if everything is OK! Answers Partner Schools is a programme that gives you the opportunity to help build schools and libraries throughout the world b Have students work individually to read the brochure and tick the corresponding questions Ask them to underline the part of the brochure which answers the questions ticked In order to correct, ask some students to read the questions and others to read the information from the brochure that answers them Answers Questions 1, and oCheat sheet (Student’s Book p 63) The United Nations (UN) Organisation was founded in 1942, during the Second World War The key issues stated as their aims are Economic Growth and Sustainable Development, International Peace and Security, Development of Africa, Human Rights, Humanitarian Assistance, Justice and International Law, Nuclear, Chemical and Conventional Weapons Disarmament and Drug Control, Crime Prevention and Counter-terrorism Source: http://www.un.org/en/index.html 76 frenglish.ru WUP_TB03_6978_U06.indd 76 09/09/16 09:03 END OF PROJECT > Student’s Book p 69 Solidarity project I can It is time for students to organise the project they have been planning along the unit They must have already decided on a project and should have already prepared a brochure Make sure they all have thought of and include an attractive and catchy slogan as well as colourful pictures They should have a date and venue for their event and a clear objective as well as a plan of activities to be carried out, eg: visiting a place, preparing gifts, or collecting clothes, toys or money from others If students have access to ICT, they can post their projects on social networks and create a chat group to get support If they not have access to ICT, they can prepare copies of their brochures and hand them out in their school and neighbourhood to obtain support from the community Tell them to practise what they are going to say about their projects so that they can persuade people (although the cause in itself should be persuasive enough so as to get the whole community into action) Let’s have fingers crossed so that the projects are successful and many other people engage in new ones! Student’s Book p 70 Solidarity in Argentina Remember that this section aims at helping students to find pleasure in reading Encourage them to read on their own Invite them to use dictionaries, but also remind them to infer meanings from the context Pandora box Remember this section has been designed to help students to reflect upon all the lexical, grammatical and conceptual contents they have been working throughout the unit Alternatively, values, which have been previously presented in class, have also been included Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not Allow them to ask about concepts that might not be clear enough, yet If there is a need to confirm that they can actually produce the language functions, read them one by one aloud and have students give examples If they still have difficulties, invite them to go through the unit and revise whatever they need to Help students to become aware that now they have a repertoire of strategies that they can implement systematically in their daily practice It would also be profitable to lead students to reflect upon how class discussions have influenced their points of view and opinions might be about They can also self-asses as regards how much they know about disasters in Argentina Suggest they should list the disasters they can think of and then read the text to check how many they have correct AND CULTURE > It is important to empower students by enabling them to use their Spanish encyclopedic concepts to speculate and/or infer the meanings of English words Help them by pointing out that similar problems are tackled more or less in similar ways all over the world They can anticipate some of the ideas and confirm or correct them by rereading the context Explain to students that they might enjoy reading the text a bit more if they anticipate what it Invite students to complete the mind map with information from the text Ask them how they would organise the characteristics and why It is a good way of helping them to reflect on hierarchies of characteristics in terms of solidarity: How relevant it is to behave, to have or to believe Answers Suggested answers: solidarity, active in social causes, helpful, feeling of belonging, responsible for each other Send students to surf the net in search of Argentinian NGOs (Non-Governmental Organisations) This serendipitous learning might give them ideas of which NGO from their own context they could support 77 frenglish.ru WUP_TB03_6978_U06.indd 77 09/09/16 09:03 EXTRA READING The Simplest Answer for the Hardest Question Pablo was cold and confused He was lying on the ground of a dark cave ‘What am I doing here?’ ‘How did I get to this cave?’ he was asking himself when he saw a group of dark figures approaching him He didn’t know why, but these ‘figures’ frightened him although they didn’t look dangerous Some of them reminded Pablo of people he knew, but he couldn’t say who ‘I shouldn’t be afraid,’ Pablo thought ‘That’s right,’ the tallest figure said ‘You shouldn’t be afraid.’ ‘They can read my mind! This is crazy…’ Pablo thought and then he asked, ‘Why did you bring me to this cave?’ ‘We didn’t bring you here,’ another figure said, ‘YOU came to us’ ‘How long have I been here?’ Pablo insisted ‘Longer than you think,’ the tallest figure answered ‘We have been here since you were born But you haven’t visited us for a long time’ That answer confused Pablo much more He wanted to get up but he couldn’t – not because he was tied or anything, but because he was extremely relaxed ‘We don’t have much time,’ the same figure said ‘If you answer some questions truthfully, you will leave very quickly’ Pablo wanted to go back home ‘Ask me anything you want!’ he exclaimed ‘Ok What was the hardest thing you did last week?’ ‘W-w-whaat?’ Pablo was surprised by such a silly question ‘Answer!’ the figure commanded ‘Eerr… well, I took part in a charity marathon I was exhausted when I arrived at the finish line’ Silence filled the cave for a minute ‘And what was the easiest thing you did?’ the same figure asked ‘I helped a friend to study Maths I’m good at Maths, so it was a piece of cake’ Silence again ‘And what have you improved in the last year?’ Pablo didn’t know, so he said, ‘Nothing’ There was a loud murmur among the figures and they looked angry now ‘Can you us and yourself a favour? THINK! What have YOU improved in the last year?” the tallest figure commanded Pablo thought and thought but nothing came to his mind He was terrified Then he thought, ‘Hey, I’ve been speaking English to them all the time…’ and shouted, ‘English! Last year it was very difficult for me to speak English Now, I can it! I’ve finally got better!’ Suddenly, Pablo felt a warm hand on his shoulder and sat up immediately to find out he was in his bed ‘Pablo, did you have a nightmare?’ his dad asked him kindly ‘Get up or you’ll be late for your English test! Remember?’ ‘Hell of a way to find out I’m ready for that test!’ Pablo thought while jumping out of bed and heading for the bathroom This reading will help you to … > > > > Language included: talk about when things happened talk about things that have happened for some time compare actions make requests 78 Photocopiable WUP_TB03_6978_U06.indd 78 > > > > Past simple Present perfect simple Comparative and superlative adverbs Can you do… a favour? frenglish.ru © Pearson 09/09/16 09:03 Social and Emotional Learning Especially designed to develop the self-awareness pillar of Social and Emotional Learning Welcome to our SEL Section of What’s Up? 3rd edition! In accordance with this new edition’s philosophy and pedagogy, “Knowledge is power: teaching goes beyond the classroom”, we’ve elaborated this very special SEL section for YOU, teachers of the XXIst century who carry one of the heaviest responsibilities that a profession may entail: to educate the future citizens of our world In order to so, we’d like to start with one very important question: What are our objectives as educators? How are we equipping our students for a world in which positive social interactions and emotional intelligence play a key role in the professional and life-long development? In general, most of us have an “interventional” approach towards that We just deal with day-to-day classroom situations while trying our best to develop the necessary skills to prepare and to awake our students’ curiosity to the subject we teach However haven’t you ever sensed an underlying feeling of failure? Time constraints, poor institutional support and/or lack of adherence by parents are all good and valid reasons, fair enough, but most of us also acknowledge the impact of emotions in the learning process The truth is that we are hardly provided with the tools and/or resources to consistently and systematically create a reflection space for our students How are we equipping our students for a world in which positive social interactions and emotional intelligence play a key role in the professional and life-long development? Haven’t you ever found yourself thinking or even saying, “Oh well, ‘somebody’ will guide them into becoming emotionally intelligent beings.” or “‘Someday’, our wholeness will be acknowledged in education.”? Well, the news is that THAT ‘somebody’ is you and THIS ‘someday’ is NOW Yes, THIS is the time and HERE are the resources! Social and Emotional Learning (SEL) is part of a student-centered approach that emphasises building on students’ strengths; developing skills through hands-on, experiential learning; giving young people voice in the learning process; and supporting youth through positive relationships with adults over an extended period of time It is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, while making responsible decisions This new What’s Up? 3rd edition includes fun, engaging and easy-to-use activities for students and teachers to expand the “tips” students are provided with in the Student’s Book via QR codes How does it work? Students scan the QR code in each SEL logo with their Smartphones Students read the SEL tip and share their thoughts Teachers direct to the corresponding SEL class activity suggested in this section, where the Social and Emotional Learning tip will be expanded and lived through the teaching and learning process It’s time to engage our students with Social and Emotional learning because to educate their minds is as important as nurturing their hearts Core competencies to be developed: Self-awareness Responsible decision-making Relationship skills Self-management Social awareness Note: for more detailed information on SEL, go to Starter TB or/and to What’s Up? 3rd edition website: SEL Section See SEL class activities: Unit 1, p 80 Unit 2, pp 80 & 81 Unit 3, p 81 Unit 4, p 82 Unit 6, p 82 79 frenglish.ru WUP_TB03_7982_SEL.indd 79 09/09/16 09:04 Especially designed to develop the self-awareness pillar of Social and Emotional Learning Unit ENGLISH: your bridge to the world! Social-awareness is the ability to understand and respond to the needs of others When you respond to the needs and feelings of other people, you gain their trust Others will be labelled uncaring and insensitive, but you are trusted when you’re able to understand and respond to the needs and values of individuals, and of the group Developing social awareness will help our students to become more open to differences by valuing and nurturing them as something worthy, as opposed to the belief that differences separate Extension activity: Global Bridges “Skype in the Classroom” will let you connect with classrooms around the world for free There are tons of experts in a variety of fields who are willing to spend time talking to students Get in touch! Unit There are different uses for “Skype in the Classroom”: > Talk with a guest speaker: Connect with educators and guest speakers from around the world to inspire your classroom > Play “Mystery Skype” with another classroom from around the globe (or right next door!) > Take a virtual field trip: Invite students on an adventure in their own classroom Some tips to use “Skype in the Classroom”: > Make sure the screen is large enough for students to see what’s going on > Get started by downloading Skype in advance > When students ask questions, it’s fun to actually have them stand up and walk in front of the camera > It’s important to a test Skype call in advance to make sure everything’s working well Invite colleagues / administrators in to see how this advanced technology in the classroom works > Be careful about your privacy settings > Only allow students supervised access to Skype > Try Skype’s built-in recording option to rebroadcast your conversations later! > Whether you’re conferencing with an author or another class, have students prepare test questions to make the most of your chat > The whiteboard feature also allows you all the freedom of being in the classroom and writing notes on the board For further details, visit: https://education.microsoft.com/SkypeInTheClassroom WE ARE BORN HEROES! Relationship skills and anti-bullying techniques: Relationship skills are related to the ability to communicate and connect with a range of people in a healthy way and to promote positive communication skills Bullying is defined as “unwanted, aggressive behaviour among school-aged children or teenagers that involves a real or perceived power imbalance” The behaviour is repeated, or has the potential to be repeated, over time The ones who are bullied and the ones who bully others may have serious, lasting problems One of the most important aspects we should consistently develop in our classrooms to prevent this kind of behaviour is, first of all, acknowledging and talking openly and respectfully about bullying situations Create a safe environment where students can share their experiences 80 frenglish.ru WUP_TB03_7982_SEL.indd 80 09/09/16 09:04 Objectives: > To increase the understanding of how behaviours and attitudes impact on others > To highlight the similarities between students > To recognise some of the factors which may influence feeling safe at school > To encourage student-led changes in school culture > To recognise students’ own gifts and value them Ask students to stand in a circle and read, eg, the suggested statements Instruct students that if they think a statement is true, they have to step forward into the circle If it is not true, remain standing still Step into the circle if you… > like eating sushi > play a sport > like learning new things > have ever heard homophobic or racial comments in the school Place in others’ shoes! > have ever felt judged by someone at school > have ever judged someone else > have ever changed yourself to please another person > have ever experienced or witnessed bullying > have ever stood up in a bullying situation Ask: What can we to make changes in our classrooms and throughout the school so that we can all say that we feel safe, valued and respected? Then in pairs, ask students to think about how they felt and if anything surprised them Ask if there was a difference in the feeling of safety in the room before and after the activity? Unit Especially designed to develop the self-awareness pillar of Social and Emotional Learning Extension activity: Step into the “no-bullying” circle FUEL UP! Self-awareness and positive emotions: Self-awareness is the ability to accurately recognise one’s emotions and thoughts and their influence on behaviour This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism Positive emotions are good for our mind and body Making sure we have daily help of positive emotions is just as important as getting those daily help of nutritious vegetables and fruit It’s easy to give ourselves experiences that boost our positive emotions Positivity is fun to practise It’s also a great way to learn more about ourselves and what makes us tick This task will help students to notice, track and explore common positive emotions Remember, positive emotions are natural boosters for good humour and energy Your teenage students will surely make use of them! Extension activity: Three good things Here are word groups that describe positive emotions Ask students to think of an activity or situation that helps them feel one of the emotions in each group It’s important that they give detailed descriptions of each activity or situation Then ask students to put a star next to one or two positive emotions that they want to practise this week The idea is that they commit to doing something that will increase that positive emotion every day for a week You may get started by giving some examples first: JOYFUL (happy, glad, light-hearted, pleased): “When I get home from school my dog is so glad to see me and I feel glad to see him, too I will make time to play with my dog every day.” GRATEFUL (thankful, appreciative): “When I take time to notice all my mum does to take care of us, I really appreciate her To feel more gratitude this week, I can list the things I admire about my mum and why I’m lucky she’s my mum.” PEACEFUL (relaxed, serene, at ease) INTERESTED (engaged, attentive) HOPEFUL (wishful, expecting good things) 81 frenglish.ru WUP_TB03_7982_SEL.indd 81 09/09/16 09:04 Especially designed to develop the self-awareness pillar of Social and Emotional Learning Unit EMOTIONS: let them out! Self-management in Social and Emotional Learning is very much related to “regulating” our emotions The SEL tip in this unit aims at exploiting the possibilities of “letting emotions out” It is scientifically proven that when young people find the way to express their emotions, they can start regulating them, reflecting upon the impact of impulsive behaviour on their lives, and may even reduce the possibilities of abusing external substances to compensate their pain or loneliness Teenagers are emotional beings It is a great opportunity to create spaces where students can safely share how they really feel about things Extension activity: Circle sharing Daily Circle Check-in: Start every day with a circle where students take turns to respond to a question and to share a gauge on their feelings and mood Consider beginning by asking students to describe their mood on a scale from to 10 is a low mood, 10 is a very positive mood Create a positive and safe atmosphere for students to tackle these emotions Name one student each class to present the circle, always under your monitoring If you consider there are points that should be addressed in more depth or ideas that may trigger some interesting discussions, take down notes but not interrupt the dynamics of the circle Here are some questions to use in circle check-ins: > What kind of day have you had so far today? Unit > What’s one thing about school that you’re proud of and you’d like to share with the group? > What task or concern would you like to set aside so that you can be fully present with the class today? Debriefing Circles: A circle can also be a powerful strategy to debrief a lesson Teachers can facilitate a circle question at the end of an event to encourage students to reflect back on their experiences You could use quotes to stimulate discussion, eg: “Look deep into nature then you will understand everything better.” Albert Einstein > What is something that you understand better about yourself from spending time in nature? HELPING IS TRENDY! Social awareness is defined as the ability to take the perspective of and to empathise with others from diverse backgrounds and cultures, to understand social and ethical norms of behaviour, and to recognise family, school, and community resources and supports Teens are sometimes stereotyped as being self-centred or unmotivated Regardless of whether the cliché applies to your students or not, learning about social responsibility can have an empowering effect Teenagers are social creatures, and students might welcome additional opportunities to engage with others in activities related to social responsibility For teens who struggle to connect in their communities, social responsibility provides an authentic backdrop for learning about the needs of others Extension activity: Community service project In order to carry out the project at the end of the unit, students will need to develop a sense of belonging, of unity and of caring for others Write the word “philanthropy” in large letters on the board Ask students to tell the meaning of this big word After listening to their responses, clarify the definition as “giving off one’s time, talent or treasure and taking action for the sake of another, or for the common good.” Then divide the class into groups Have students choose one giving project per group Ask them to explain the project, eg: “The park around the corner needs newer playground games” or “There is a school in Salta that needs all sorts of help” Have students vote on the project they liked the best Then ask the following reflection questions: What is the project topic? What resources you need? How will you organise the tasks and responsibilities? Discuss logistics of the service project: Ask students to write down an action plan on the project Help them to identify a responsible person for each action, and set a deadline for it You can document the development of the project and then create a short video to present in the school This activity is, in fact, a project that can be carried out during the whole school year, giving you, as a teacher, uncountable possibilities to tackle on the importance of social responsibility and accountability: we are all part of our community 82 frenglish.ru WUP_TB03_7982_SEL.indd 82 09/09/16 09:04 Answer Keys Let’s wrap it up! Unit 1) don’t usually was born were first language started didn’t speak helped could speak was attending 10 studied 11 because 12 discovered 13 is working 14 plurilingual 15 communicates 2) The writer doesn’t admire a lot of people Arami is from Argentina Guarani was her first language Arami loves languages She was attending secondary school when she studied English 3) Why does the writer admire Arami? Because she can speak five languages Where was Arami born? She was born in Misiones Why did Arami speak Guarani? Because her parents were Paraguayan Why did Arami study English? Because it was compulsory at secondary school How many languages does Arami speak? She speaks five languages 4) teacher her started to panic cry stayed quickly was calling invited 10 and 11 When 12 were singing 13 happily 14 while 15 kids’ songs Unit 1) have ever has done started has never stopped was were celebrating went on the beach countries 10 receptionist 2) Jeff Carter is an interesting person He has never stopped travelling His first experience was a job in Disneyland as tour guide If he doesn’t have any money he gets a job The writer would like to be like him 3) Who is Jeff Carter? What has he done to earn his living? Where was his first experience? What did he in Brazil? Which countries has he visited? 4) has to Don’t have to mustn’t should don’t have to 5) has to mustn’t don’t have to should has to Unit 1) go fortune tellers crosses you will have because 2) are going to be crosses your path break will have seven years of something bad might happen 3) ’ve been don’t want raising flooding since against for are planning would like 10 have never 4) Maggie and her friends have been at this corner for four hours They are raising funds for some families They have been in the volunteering team since they started secondary school They would like to visit elderly people in their next campaign They love helping others 5) How long has Maggie been at the corner? What are Maggie and her friends doing now? What has happened to the families? When did they join the volunteering team? How long have they collected food for the Wichi community? Workbook Unit READING AND VOCABULARY 1) 2) T F F T T 3a) A N N V V N N 3b) Linguists dead receive speaker Death die soul 4a) useful easy difficult cool fun interesting boring hard 5) chat does Do / have get understand 6) improve listens watches goes chats reads writes travel 10 communicate 11 get GRAMMAR 1) starts takes travel speaks speak 2a) does Kim does she get up she walk to does she catch does the bus come 2b) Kim’s waiting for the bus She is carrying a heavy bag She is wearing a school uniform Kim isn’t listening to music 3) is thinking isn’t listening wants doesn’t like go out is you want 4) can speak like practising can read can’t write could say likes talking hate speaking don’t mind speaking love listening 5) Kids can learn languages easily Some people can speak or languages Last year, I could visit Sidney but I couldn’t study English Spanish speakers can understand some Portuguese Last year, he couldn’t tell a joke in English I couldn’t pass my last Japanese test 6) can you I can Can you I can’t I can My dad can he can’t LISTENING 1) b 2) 1, 3, 4, 3) a a b b a b a AUDIOSCRIPT (Tracks 02-04) Tom: Hi Emma It’s Tom here How are you? Are you enjoying Spain? Emma: Yes, I’m having a fantastic time Tom: Is the family nice? Emma: Yes, they are really friendly They’re helping me learn a lot of Spanish but I can’t always understand what they say What about you? Tom: Yes, my family are very nice too They’ve got three children; the boy is my age We go out together all the time with his friends Emma: Girls or boys? Tom: Girls and boys! Emma: Great! Well I’m writing down all the new words in a little book and I take it with me everywhere There are a hundred and fifty new words in it! Tom: Oh Emma, you’re incredible! I don’t write anything down but I’m talking to people and I can understand a lot I love speaking I don’t mind saying things wrong and people don’t laugh at me very much! Emma: I don’t like making mistakes I feel silly I think it’s a good idea to write things down and then study them Tom: Yes And I think it’s a good idea to relax and have a good time! Emma: Yes - I suppose you’re right! And what are you doing at the weekend …? WRITING 1) chatting / going / travelling / play / dance 2) She’s from Canada She’s 15 years old She can speak two languages She wants to visit South America No, she doesn’t She likes playing computer games and chatting online It’s cathypitt@net.com SELF-CHECK 2) speaks surf chat 3) d b c e a 4) visit don’t like waiting is boarding can speak couldn’t understand hates travelling are asking 5) Can she understand English songs? Do they like travelling? Is he carrying a suitcase? Could you swim when you were 4? Does she community work? Do they help at home? Do you hang around with friends? Does he read in bed? Unit READING AND VOCABULARY 1) b 2) T F T T T F F T 3) intelligent opportunity ordinary perhaps / maybe reason depressed 4) crash into a post get trapped in a lift trip and fall catch fire 83 frenglish.ru WUP_TB03_8388_KEYS.indd 83 09/09/16 09:04 Answer Keys 5) b a f d c e 6) started shouted cry stayed rescued saved GRAMMAR 1) was extinguishing were helping was helping was examining was cleaning 2) Rose wasn’t climbing a tree She was extinguishing the fire The police officers weren’t driving their police car They were walking Mary wasn’t running She was helping Mrs McCarty Dr Jones wasn’t doing exercises He was working Jeremy wasn’t taking a nap He was cleaning 3) was sleeping / started was swimming / were playing were sitting / heard was speaking / was watching were eating / saw 4a) happened was driving saw stopped took was watching saw was paying found 10 phoned 11 didn’t accept 12 appeared 4b) What did your neighbour see? When did she see the dog? Was the dog whining? What did she do? Who did she phone? What was Mr Rockyfellow paying? Where did she appear the following morning? LISTENING 1) Picture 2) 1, 3, 5, 3) On television She was fishing He heard a lot of noise The weather was bad He’s eighty-five years old 6) c d f a b e 7) frightening stressful exciting boring relaxing 8) amazing tiring peaceful cool awful GRAMMAR 1) has travelled has lived have won hasn’t bought haven’t been 2) Have you ever seen have you seen was saw was Have you ever been went Did you have was 10 did you 11 rode 12 did 13 have just booked 14 have you booked 15 Have you ever been 16 travelled 3) Has Nat ever played rugby? Yes, he has Have you sent a letter? No, I haven’t Have they ever ridden a horse? No, they haven’t Have we bought enough food? No, we haven’t Has Sandra ever climbed a mountain? Yes, she has 4a) He’s just run the marathon I’ve just left to Patagonia You’ve just come back from holiday We’ve just won a free holiday Melissa has just completed the tour 4b) a b c d e 5b) Would you like to go to the cinema? Would you like to come with us? LISTENING 1) (from left to right) 2, 1, 4, 2) a a b a a a b a 3) a b c d e AUDIOSCRIPT (Tracks 05-07) Will: Did you hear about that hero in Wales? Dai Efans, I think his name is Sheryl: No Will: Well, I was watching the television the other day when this man came on Sheryl: Why is he a hero? Will: Because he saved a woman in the sea the other day She was fishing, I think, and she fell off a rock Sheryl: And what happened? Will: Yeah – well, Dai was walking slowly along the beach and he heard a lot of noise He looked up at the rocks and he saw a small group of people shouting The woman in the sea couldn’t swim and her friends didn’t know what to Sheryl: So what did Dai do? Will: Well, he took his jacket off and dived into the water The weather was bad and the waves were very high, but he saved her! Her friends called an ambulance and the woman went to hospital Sheryl: That was brave! Will: But the most incredible thing is that Dai is eighty-five years old! AUDIOSCRIPT (Tracks 08-10) 1: Well - I live in London and I wouldn’t like to live anywhere else I like going to places - shops, cinemas, restaurants, clubs - and seeing different things and people That’s what I like I’ve never liked the country much I once went to stay with my cousin - she lives in a little village Well, I couldn’t sleep - it was too quiet! 2: I like the simple life, I like being outside and I love horses and riding so of course the best place for me to live is on a farm, and that’s exactly where I live! I don’t like going out to discos or anything like that - I always get bored and the music’s too loud I prefer to go for a ride on Tiny - that’s my pony 3: My dad is a lighthouse keeper so you could say I live in the sea! The lighthouse is on very solid rock on the west coast of Wales and near the town of Porth People think it’s very romantic but it’s not really But I’ve always loved the sea and I love going to sleep to the sound of the waves 4: My family has a hotel in the country It’s in the north of Scotland, in the Scottish Highlands It’s quite small but very beautiful People go there to be quiet, to relax - to get away from noise of the city, the traffic and their stressful lives WRITING 1) c b f a e d 2) A The baby was okay B My hero’s name is Rex and he is a dog C Incredible, but true! D The baby was upstairs sleeping when the fire started E He saved a baby from a burning house F Rex ran into the house and went upstairs to the baby’s bedroom Then he threw him out of the bedroom window into his mother’s arms SELF-CHECK 1) broke lost crashed caught rescued saved 2) burnt / cry panic / calm arrived / saved rescued 3) a b c b c 4) were watching / started were having / saw were / doing were watching / was cooking WRITING 1) Present simple Present perfect Present perfect + just 2) He lives in a small farmhouse near a village in Yorkshire, England He likes history, gardening and rock music He also loves country life and has just bought the farmhouse He has worked on a lot of excavations He has appeared on TV a few times They have just had a baby SELF-CHECK 1) b a b c c a c b 2) tiring boring awful hard exciting 3) found been bought eaten seen gone 4) Have Jack and Jilly got married? Bob has never visited Rome Have you ever spoken to her? I have just finished the marathon Would you like to come to the trip? I wouldn’t like to a bungee jump 5) Have you ever eaten Did you like have finished did you get Unit READING AND VOCABULARY 1) b 2) nature more Big don’t need outside busy travel 3) nature Life on the water heating system crime pollution 4) cities villages country town beach mountains 5) ride run go drive swim Unit READING AND VOCABULARY 1) a 2) b 84 frenglish.ru WUP_TB03_8388_KEYS.indd 84 09/09/16 09:04 Answer Keys 3) T T F F T F T 4) overweight nutritionist on my own interactive vitality recipes 5) He’s got a toothache She’s got a temperature He’s got a cough She’s got a sprained ankle He’s got a cold He’s got a rash 6a) upset sleepy stressed worried angry relaxed AUDIOSCRIPT (Track 11) A: What’s the matter? B: I’m upset because my girlfriend hasn’t phoned me A: I woke up in the middle of the night and now I feel really sleepy B: Why don’t you go to bed? A: I feel very stressed I think I’m doing too much B: You should try to take it easy A: You look worried Is anything wrong? B: Well, yes I have a problem with a friend A: Why are you so angry with Sandy? B: Because she’s lied to me! A: Have you passed all your exams? B: Yes I’m on holiday I feel so relaxed! GRAMMAR 1) b e a f c d 2) a) You should have a good breakfast b) You shouldn’t have only a glass of milk in the morning a) You should ask the teacher b) You shouldn’t copy the answer from a friend a) You should talk to someone b) You shouldn’t worry so much a) You should find someone new b) You shouldn’t think about her 3) The doctor said I shouldn’t smoke You have a cold You shouldn’t go running You must eat fresh vegetables at least once a week You mustn’t eat chocolate and biscuits every day You don’t have to be very thin to be healthy You look really tired You shouldn’t go to bed late You should try to understand teenagers You have to help me I can’t it on my own 4) eats / gets / / have feels / doesn’t get have / don’t drink has / feels tell / does 5) If she has got a toothache she goes to the dentist I get angry if my parents don’t listen to me If he doesn’t go out at weekends, he feels down If I go to bed late, I sleep later in the morning His father gets angry if he doesn’t get good grades If it rains, we stay at home If you don’t clean your bedroom, your mum is angry LISTENING 1) c Body image 2) bad fatter doesn’t care not OK like thin 3a) should should should have to must / have to mustn’t AUDIOSCRIPT (Tracks 12-14) Albert: You don’t have to look like a supermodel to be attractive I think supermodels give the wrong impression to young people They shouldn’t be so tall and thin They should be more normal Uta: I was fatter when I was younger and I was always dieting But now I don’t really worry about what people think Your friends should like you just the way you are Neil: I don’t care what I look like If I’m fat, I’m fat, and if I’m thin, I’m thin I’m not going to change for anyone or anything If they don’t like it then it’s their problem, not mine Clare: I think body image is very important today If you want a good job you have to look good So if you have a few extra kilos you should get more exercise and eat less It’s as simple as that I feel much more confident if I look good Sara: You must learn to like your body because you have to live with it and it’s the only one you’ve got So be happy with it Tim: You mustn’t get obsessed with being thin It’s mad A girl in my class thought she was fat and she only weighed 50 kilos She went on a diet and now she’s got anorexia WRITING 1) 75% 25% 66% 50% 40% 80% 2) everyone about three quarters less than half more than half around a fifth a few nobody the majority 3) 16 20 16 14 10 4) Suggested answers: We asked twenty teenagers about their sleeping habits These are the results: The majority sleep in the afternoon Everyone gets up before 7.30 am The majority go to bed after midnight More than half find it difficult to go to sleep Just a few wake up in the middle of the night Exactly 50% feel tired in the morning SELF-CHECK 1) d e f a c b 2) toothache ankle cold sore throat rash headache 3) b c b b a 4) If he gets angry, he doesn’t speak to me What you if you fail a test? I don’t go out at weekends if I am very tired What does she if she forgets her mobile? If I don’t have breakfast, I feel hungry Unit READING AND VOCABULARY 1a) A rabbit’s foot B four-leaf clover C lucky elephant D horseshoes 1b) B C A D 2) the horseshoe the lucky elephant and the rabbit’s foot the rabbit’s foot the four-leaf clover the four-leaf clover and horseshoes horseshoes the four-leaf clover the rabbit’s foot 3) ancient rare trunk crescent luck 4) fortune cookie jackpot astrology palm reading crystal ball 5) Suggested answers: a good health lucky a girlfriend in the country married the lottery 6) jobs / successful married / had lucky / divorced won / have good / long happy / surprise abroad / life girlfriends / alone 7) get go become work run find be GRAMMAR 1) will / won’t will / will will / won’t will / won’t 2) I might go to the cinema tomorrow I might watch a movie on Saturday Nick might not come to school tomorrow They might visit us in September My sister might get married in the summer Malika might not get here on time 3) will might will might not won’t will 4) What is Luke going to be? He’s going to be a doctor What are Fiona and Elsa going to play? They are going to play tennis What’s Rachel going to do? She’s going to phone her sister What are you going to buy? I’m going to buy a new dress Where is Barnaby going to swim? He’s going to swim in the river 5) He’s going to study more He’s going to be tidier He’s going to watch less TV He’s going to eat more fruit 6) b c e d a 7) If I don’t study more, I’ll fail my exams If Donna passes her driving test, she’ll buy a car If they don’t listen, they won’t understand the instructions If we’re lucky, we’ll win the lottery LISTENING 1) 2, 3, 2) Ireland numerology India numerology from home dreams many years 3) a b c d e 85 frenglish.ru WUP_TB03_8388_KEYS.indd 85 09/09/16 09:04 Answer Keys AUDIOSCRIPT (Tracks 15-17) Interviewer: Today we’re talking to Tricia Morgan from Ireland She’s a futurologist and she’s come to tell us about her work So what you use to predict people’s future, Tricia? Tricia: Well, my favourite method is numerology But I also like palm reading, or palmistry Interviewer: Where does palmistry come from? Tricia: Well, we think it comes from India originally but it has existed in China, and in other countries But I prefer numerology – I think it’s more exact Interviewer: Oh really! Why? Tricia: Well, you see, Pythagoras, the Greek mathematician, believed that numbers could explain everything Every letter of a person’s name has a number and there’s also a person’s age and date of birth – all this gives us information about a person’s character and their future Interviewer: That’s interesting And where you work, Tricia? Tricia: I work from home People phone me and they come to my house But I travel to different countries – I’ve been to the USA, Argentina, all over Europe Interviewer: And how did you learn about these things? Tricia: I learnt from my mother She was also a futurologist but she used dreams Interviewer: Wow! Tricia: So that’s why I got interested Then I decided to study numerology It takes many years to become a good numerologist or a good palm reader Interviewer: Well, thank you Tricia If anyone wants to go and see Tricia, call 02476 69307 That’s all from us … WRITING 1) like Buenos Aires, Córdoba or Rosario I’ll probably have a job in the centre of town but I don’t think I’ll have any children I might have a lot of money I’ll have a lot of friends 2) b a b SELF-CHECK 1) a b c b b b b 2) get run fly find go 3) am having got won am 4) will is going to might might will 5) makes / will buy gets married / won’t live win / will travel will spend / buy don’t study / won’t pass Unit READING AND VOCABULARY 1b) pink black and white yellow blue white red 2) cause slogan campaign illness in a row bullying 3) To show that they support a cause and that they feel strongly about it Black and white bands with the slogan Stand up Speak up American cyclist Lance Armstrong did Beat Bullying Countries suffering from poverty They support people who have illnesses 4) loneliness war famine poverty disease racism bullying illiteracy 5) donate raise sponsor collect adopt organise support 6) tolerant / respect gets / silly bullying / campaign discriminating / kind GRAMMAR 1) for since since for since for 2) We haven’t visited the children’s home since April They have campaigned against bullying for two years They have sponsored us since the beginning of this term She has worked at Kind Hearts for three weeks They have had a school solidarity project since the winter holidays The village school hasn’t received any books for a year 3a) How long have you been an actress? I’ve been an actress since 1985 How long have you campaigned against racism? I’ve campaigned against racism for three years How long have you supported ‘Aid Africa’? I’ve supported ‘Aid Africa’ since 2004 How long have you lived in London? I’ve lived in London for five years 3b) Where did you live before? I lived in New York When did you start your anti-racism campaign? I started in June 2005 When did you first hear about ‘Aid Africa’? I first heard about ‘Aid Africa’ in 2003 When did you visit Africa? I visited Africa a month ago 4) in 1991 for Last month ago since for a week 5) have lived Have you thought visited Did you organise has been 6) better than the best more slowly than faster than the fastest LISTENING 1) 2, 4, 2) About two years It talks to old people / It accompanies old people They like talking They talk about their lives and past experiences They call social services and they don’t visit them until they are better Yes, he does 3) they talk have had ’ve done ’ve lived ’ve had AUDIOSCRIPT (Tracks 18-20) Interviewer: So how long have you been in your action group Jed? Jed: Oh, about two years now Interviewer: And exactly what you do? Jed: Well, we visit old people Interviewer: Oh! Jed: Often they live alone and sometimes it’s difficult for them to get out, especially if the weather’s bad We don’t prepare meals or look after them - we just go and keep them company And we talk to them, or they talk to us actually! Interviewer: Do they talk a lot? Jed: Yes, they actually It’s what they like doing the most! Interviewer: What they talk about? Jed: Everything! Most of them have had really interesting lives and they’ve done things we’ve never done They’ve lived in war time – some of them have fought in a war They’ve had lots of difficulties and it’s really interesting to listen to them Interviewer: What else you for them? Jed: We sometimes go for walks with them, or their shopping Interviewer: What happens if they’re ill? Jed: If we think they’re ill, we call social services - the doctor comes, you know In fact, when they’re ill, we don’t visit until they’re better Interviewer: Do you enjoy talking to them? Jed: Yes - it’s great - I’ve heard some interesting stories And they sometimes help me with my problems They’ve had a lot of experience I think old people are like young people - not many people really understand them! WRITING 1b) a b c d e f 2) f d a b e c SELF-CHECK 1) b b b b b c a 2) How long has Marjorie taught English in Africa? How long has their country been at war? How long has Red Nose Day existed to help people in need? How long have they organized festivals to help poor countries? How long has FTC campaigned against child labour? How long has their village had a school for young children? 3) famine illiteracy racism bullying 4) We have done voluntary work for years They have collected second-hand clothes for days They haven’t had any food since last Saturday They’ve been at war for years He has supported 86 frenglish.ru WUP_TB03_8388_KEYS.indd 86 09/09/16 09:04 Answer Keys the anti-bullying campaign since 1993 5) better than harder than the earliest more actively than Extra Practice Unit GRAMMAR PRACTICE 1) What’s your name? Where you come from? Where you live? How old are you? What kind of music you like? What languages you speak? Have you got any brothers or sisters? How old is he? 2) I’m live is speaks works speaks doesn’t doesn’t have got 10 is 11 go 12 have got 13 speak 14 study 3) Is Ayelén Toba? No, she isn’t She is Mapuche Do Ayelén and her family live in Misiones? No, they don’t They live in Neuquén Is her father the cook of the Quinchao group? No, he isn’t He is the chief of the Quinchao group Does he speak Italian and French? No, he doesn’t He speaks Mapuche and Spanish Does Ayelén’s mother love Spanish? No, she doesn’t like Spanish Has Ayelén got a sister? No, she hasn’t She has got a brother Are Ayelén and her friends teachers? No, they aren’t They are students 4) are / doing am doing are these are taking / are having am driving is running 5) go to work at 7.30 every day they are not going to work makes every day today he is driving to the airport practises every but she is going to the supermarket 10 lives 11 is coming to visit 6) Juan likes going to the cinema and surfing the net, but he doesn’t like studying German or reading old books He doesn’t mind playing video games likes listening to music and watching videos, but she doesn’t like doing research or speaking Italian She doesn’t mind helping in the house like doing research and surfing the net, but they don’t like practising sports or dancing pop music They don’t mind going to work early 7) could run 10 km every day He couldn’t sleep after lunch He could climb mountains can’t run 10 km every day He can sleep after lunch He can’t climb mountains 8) b d a c VOCABULARY 1) f a d i j g e c h 10 b 2) surf read watch listen travel communicate 3) backpack plane ticket arrival suitcase departure flight gate 4) fun, easy, cool, useful, hard, difficult, boring, interesting Positive adjectives: fun, easy, cool, useful, interesting Negative adjectives: hard, difficult, boring 5) at school practising playing play speak can’t helps to study would like READING AND WRITING 1) 2, 2) He looks it up in online dictionaries To prepare lectures for international conferences She loves reading books, listening to famous speakers and watching films in English She wants to go on a Work & Travel exchange programme to the USA, Great Britain or Australia and learn how to speak English more fluently 3) but because and Unit GRAMMAR PRACTICE 1) Who was sleeping? The baby was sleeping What was the cat doing? It was eating What were Lucy and grandad doing? They were playing chess Why were Mr and Mrs Palmer running? Because they were late for work Who were cleaning the house? Meg and Chuck were 2) had was skating answered didn’t see pressed saw didn’t stop fell walked 10 cried 3) What happened last week? Anna had an accident Why did Anna have an accident? Because she was skating across the street while she answered a message on her smartphone Who was driving the car? A man was Did the car stop? Yes, it did What did Anna in panic? She cried in panic 4) c d f b e a 5) went studied finished went worked was travelling stopped got off was leaving 10 asked 11 lived 12 treated 13 taught 14 founded 15 spoke 16 lived 17 was 18 was helping 19 called 20 died 6) Was Dr Maradona an architect? No, he wasn’t He was a medical doctor Did he study Medicine in Rosario? No, he didn’t He studied Medicine in Buenos Aires Was he driving his car in the north of Argentina in the early 1930’s? No, he wasn’t He was travelling by train in the north of Argentina Were there three doctors in Guaycurú? No, there weren’t There wasn’t a doctor in Guaycurú Did he treat rich people in Guaycurú? No, he didn’t He treated poor people Was he living in a mansion there? No, he wasn’t He was living in very poor conditions 7) Suggested answers: Because the people asked him to stay He taught them their rights, how to build brick houses and how to read and write Because he helped people in need His nickname was Piognak He died in Rosario Yes, he is Because he stayed with the poor and helped them VOCABULARY 2) Wrong instructions: Take the lift Run down the stairs Try to get back into the building 3) arm lift horse fell crashed READING AND WRITING 1) breathing shelter rescue crack 2) Damián Benegas and Matías Erroz The Spanish mountaineers / Isabel García, Roberto Rodrigo and Carlos Pauner Damián Benegas and Matías Erroz Manuel / Lolo Gonzalez Lolo’s / Manuel González’s rescue 3) Damián Benegas and Matías Erroz They were resting in a shelter They decided to rescue Manuel González, a Spanish mountaneer Lolo’s / Manuel González’s rescue They say they did what they had to Unit GRAMMAR PRACTICE 1) be; was / were; been have; had see; seen wrote; written ride; ridden flew; flown win; won sent; sent run; ran 10 swim; swum 11 eat; ate 12 drove; driven 13 meet; met 14 took; taken 2) I’ve sent the invitations Alex has bought the drinks Have Francis and Albert ornamented the stage? Patsy hasn’t cleaned the yard We haven’t blown 50 balloons 3) You: What did you do? Mrs Garland: I sent the invitations You: What did Francis and Albert buy? Mrs Garland: They bought ornaments You: Who ornamented the stage? Mrs Garland: Francis and Albert did You: Where did Patsy work? Mrs Garland: She worked in the yard You: How many balloons did you blow? Mrs Garland: We blew 50 balloons 4) Suggested answers: I have just / never ridden a zebra I have just / never written a story I have just / never slept on the beach I have just / never swum in the river I have just read this question I have just answered question 5) A: Have you ever driven a car? B: I’ve never driven a car, but I’ve driven a motorbike A: Have Theresa and John ever played hockey? B: They’ve never played hockey, but they’ve played golf A: Have you ever lost your passport? B: I’ve never lost my passport, but I’ve lost my ID card A: Has Julia ever eaten Japanese food? B: She has never eaten Japanese food, but she has eaten Chinese food 6) Have you ever ridden a camel? haven’t have ridden was went have seen haven’t found Have you ever met I met 87 frenglish.ru WUP_TB03_8388_KEYS.indd 87 09/09/16 09:04 Answer Keys 7) is works has had saved doesn’t care loves has received gave VOCABULARY 1) smart peaceful boring awful relaxing terrible cool 2) boring smart terrible relaxing awful 3) clown tight rope caravan acrobat juggler 4) visit, see, do, win, swim, live, drive, go, ride, travel 5) swim ride drive see travel win live go 10 visit READING AND WRITING 1) F F T T T 2) He’s travelling around South America In Narganá, Panama He has just arrived He’s visited three countries (Colombia, Peru and Bolivia) He’s travelling on his motorbike He had an accident and his motorbike broke down He follows all travel offices instructions and he never travels at night He would like to visit Bariloche and Ushuaia Unit GRAMMAR PRACTICE 1) don’t sleep; feel skip; feel misbehave; are get; arrives study; congratulates 2a) If you are a teenager, you go to school If you go to school, you study If you study, you get a certificate If you don’t study, you get bad grades If you get bad grades, your parents are worried If your parents are worried, they hire a private teacher If you don’t go to school, you work If you work, you earn money If you earn money, you help your parents If you don’t go to school or study, you get bored If you get bored, you are depressed If you are depressed, you don’t enjoy life If you are in a school team, you practise a sport If you practise a sport, you have a healthy life If you have a healthy life, you don’t drink alcohol or smoke 3) must have to mustn’t have to doesn’t have to 4a) We mustn’t speak We mustn’t see We mustn’t hear 5) She shouldn’t smoke You should put on a sweater He should relax You shouldn’t eat many sweets They should visit the optician 6) shouldn’t We should We shouldn’t We shouldn’t 7) all of them, most of them, some, a few, nobody the majority, three quarters, less than a half, a fifth, none VOCABULARY 1) depressed tired stressed sleepy nervous 2) Suggested answers: stressed / nervous depressed stressed / depressed sleepy tired 3) rash toothache temperature broken leg cough 4a) D D P P P P D D P 10 D 4b) 1, 4, 10, 3, 8, 6, 2, 9, 7, READING AND WRITING 1) Suggested answers: a c c a 2) have to must have to Unit GRAMMAR AND PRACTICE 1) is going to go to the cinema going to going to meet some friends Lucas is going to play rugby is Lucas going to going to go to the park Lucas is going to have a party Lucas is going to go to the mountain 2) Suggested answers: ’m going to go shopping are going to come are going to play is going to pay 3) are you going to are going to come are / going to play tennis is your Mum going to go 4) When she finishes university, she’ll get a good job When I grow up, I’ll live in Germany When she gets a motorbike, she’ll travel a lot When he goes to the beach, he’ll have fun When holidays start, I’ll be happy 5) might might not might might not might 6) b d a c 8) going to rain going to fall going to win going to kiss going to cry going to fail 9) I don’t think they’ll arrive on time I think the bus will leave before they arrive I think they’ll have to take a taxi I think they’ll arrive before the match starts I don’t think they’ll get the best seats 10) is going to will don’t think might might not hope VOCABULARY 1) live, have, win, be, get 2) win be live get have 3) palm reading astrology fortune cookies coffee cup numerology tea leaves 4) coffee cup, tea leaves fortune cookies palm reading Numerology Astrology 5) palm reading crystal ball reading fortune cookies jackpot astrology 6) line of life line of success line of head line of heart 7) line of head line of success line of head line of heart line of life READING AND WRITING 1) Axl Rose Missy Elliot Chris Martin, Serena Williams Michael Jordan, Tiger Woods Cameron Díaz 2) 13 No People from all walks of life Good luck She knocks on wood five times A carved ivory statue his father gave him Unit GRAMMAR PRACTICE 2) How long have you had your pet? How many books have you read? Who has given you your mobile phone? How long has your mother worked? Where has she bought her first watch? 4) How long has Anna worked for this airline? How long have Joseph and Barbara been married? How long has Milagros lived in New York? How long has Antonio studied English? How long have you known Margarita? 5) a b c d e 6) started opened saved bought cleaned painted planted changed 7) They have started a solidarity programme They have opened a breakfast pub They have saved money They have bought paint, brooms and detergent They have cleaned and painted the classrooms They have planted flower plants in the yard They have changed the school appearance completely 8) have been met were have studied have thought found saw decided have organised 10 invited 9) How long have they been friends? When did they meet? What have they studied for years? What did they find last week? What have they organised? How many people did they invite? 10) harder / the hardest better more calmly / faster the friendliest / more easily VOCABULARY 1) poverty famine loneliness disease war illiteracy discrimination racism bullying 10 destruction 2) disease poverty war racism illiteracy 3) 2, 3, 5, 6, 9, 10 4) Nouns: respect, famine, racism, literacy, disease, war, bully Verbs: sponsor, respect, bully, collect, discriminate 5) donate, respect, do, adopt, collect, raise, organise 6) organise adopt donate; collect sponsor organise; sponsor raise respect 7) a b c d e READING AND WRITING 1) coping join elders hum 2) F F T 3) Jorge Strada Mar del Plata, 1989 (Questions and were looked up on the internet) Elders working with paper To give people a good time and make their own lives more enjoyable Their slogan is ‘Life is what you make of it’ They give concerts and they visit orphanages, hospitals and nursing homes 88 frenglish.ru WUP_TB03_8388_KEYS.indd 88 09/09/16 09:04 Datos de catalogación bibliográfica Maldonado, María Alicia What’s Up? : Teacher’s Book / María Alicia Maldonado - 3ra ed - Ciudad Autónoma de Buenos Aires : Pearson Education, S A., 2016 88 p ; 30 x 21 cm ISBN 978-987-615-435-2 Guía del Docente I Título CDD 371.1 Pearson Education S.A Av Belgrano 615 piso 11º C1092AAG Ciudad Autónoma de Buenos Aires, Argentina www.pearsonelt.com.ar © Pearson Education S.A 2016 All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers Queda hecho el depósito que dispone la ley 11.723 Printed in Argentina by ISBN: 978-987-615-435-2 Teacher’s Book This edition published by Pearson Education S A., 2016 The Publisher would like to acknowledge María Alicia Maldonado for her adaptation and pedagogical supervision of the What’s Up? 3rd edition series as well as Mónica Rodriguez Salvo for her collaboration on developing the Social and Emotional Learning (SEL) content and activities We would also like to thank Dra María de las Mercedes Luciani for her insightful comments on the introduction of this Teacher’s Book as well as Lic Adriana E María Díaz for the extra readings The publisher would like to thank the following for their kind permission to reproduce their photographs: Fotolia: U1-P28 Cybrain, Argus, Julien Eichinger, U2P38 sylv1rob1, Alephcomo1, majorosl66, arthurhidden, Nomad_Soul, U3-P48 TMAX, photo KSK, airmaria, U4-P58 alialanda, U5-P68 cutimage, U6-P78 teracreonte, SEL-P80 contrastwerkstatt, P81 godfer Publisher Anne-Sophie Vignolles Editor Paula Czajka All other images © Pearson Education Design El Ojo del Huracán® Cover design El Ojo del Huracán® Production Damián Marrapodi Manuel López 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 Facebook, Twitter, PowerPoint, YouTube, Pecha Kucha, Pinterest, Google, Skype, Audacity, SurveyMonkey, Floorplanner and SketchUp are registered trademarks Este logo alerta al lector sobre la amenaza que fotocopiar libros representa para el futuro de la escritura En efecto, la fotocopia de libros provoca una disminución tan importante de la venta de libros, que atenta contra la posibilidad de los autores de crear nuevas obras y de las editoriales de publicarlas frenglish.ru WUP-03-TB-tapas.indd 09/09/16 14:28