Sign Up to Eng h lis Contents Introduction Starter unit - A new start Unit - Living online Unit - Eating well, living well 16 Unit - Different strokes for different folks 24 Unit - Explore the world 32 Unit - Risky Sports 40 Unit - Lifestyles and trends 48 Unit - The best and only one 56 Unit - The future in our hands 64 Tests to 72 Tests - Answer key 81 Grammar reference - Answer key 83 Project work activities 84 Audio CD - Track list 87 Teacher’s Book Introduction Introduction General Characteristics of the Series Sign Up to English is a three-level series specially designed for teenagers studying English as a foreign language The series provides real-life situations, interesting topics and engaging activities in the Course Book to foster the use of the target language in class in meaningful contexts The activities aim to provide learners with opportunities to practise the language in a consistent and productive way Personalisation is a strong feature in Sign Up to English Students are given various opportunities throughout the units of the Course Book to relate what is being learned in class to their own experience Themes involving ethics, environmental issues, health, cultural plurality, education, work and citizenship permeate most of the activities and are used in interesting reading texts, exciting projects and thought-provoking discussions The technological element in the Course Book (through the Project Work activities and interactive games on the Student’s Interactive CD-ROM) responds to the interests of teenagers and provides extra opportunities for learners to use the language in real-life situations Components of Sign Up to English For each level the series provides a Course Book (with a builtin Workbook, a Grammar Reference section and a Student’s Interactive CD-ROM) and a Teacher’s Book (with an Audio CD) A stand-alone component is the Teacher’s Resource CDROM which features photocopiable activities for extension and consolidation, and extra photocopiable tests Course Book The Course Book contains: • A Scope & Sequence section • A Starter Unit • Units of four lessons each • Review sections (one per unit) • World Issues sections (one per unit) • A Workbook section • A Grammar Reference section • A List of Irregular Verbs (for levels and 3) • A Student’s Interactive CD-ROM The Scope & Sequence section consists of two pages with detailed information on syllabus distribution, including functions, grammar, lexis and recycling for every unit The Starter Unit is a two-lesson introductory unit with varied activities that allow for the recycling or effective teaching of the minimum language requirements needed to start the course For teachers, the Starter Unit is also a useful tool for conducting an initial diagnosis of new students’ background knowledge of English The following eight Units contain four lessons each, and are followed by a Review lesson and a World Issues section Each lesson consists of a double-spread section; consequently, each unit contains 12 pages (except for the Starter Unit which has two doublespread sections covering pages) The lessons are theme-based and contain a wide array of reading text types to contextualise and present the target language The four macro skills (reading, listening, speaking and writing) are well balanced and addressed in all the lessons of the units The Review section appears after lesson in all the Units in the Course Book and it is a very useful tool for students to revise the contents they have learned World Issues is a section that accompanies the Course Book with exciting articles and activities spread over 16 colourful pages There is a double-spread World Issues section per unit World Issues texts focus on the development of reading skills and enhance students´ ability to express points of view and discuss topics of interest The World Issues section contains a link to a Project Work activity every two units (See Student’s Interactive CD-ROM.) The Workbook section appears at the end of the Course Book and consists of 32 pages (4 pages per unit) The Workbook provides a series of activities for practice and consolidation of the structures and vocabulary learned in each lesson of the Course Book and is meant to be done by students at home The Grammar Reference is a user-friendly section with grammar boxes and exercises for extra grammar practice Throughout the units of the Course Book, students will find Sign Up to Grammar boxes that direct them to the Grammar Reference section for further examples Student’s Interactive CD-ROM Each Course Book is accompanied by a Student’s Interactive CD-ROM with two interactive games that can be played at the students’ convenience These games help students revise key vocabulary and core grammar points learnt in the Course Book In addition, the CDROM contains a key feature of the Course Book: the Project Work activities which function as input for the development of projects where English can be used in real-life situations They involve gathering information on the Internet, analysing and responding to it, and encouraging students to develop their presentation skills For both teachers and learners, the Project Work activities are rich optional resources as they provide engaging activities and opportunities for collaborative learning These activities are explained in this Teacher’s Book on pages 84, 85 and 86 Teacher’s Book The Teacher’s Book contains: • This Introduction • Lesson-by-lesson exploitation of the Units • Audio Scripts • Answer Key to the Course Book and Workbook • photocopiable Tests with Answer Key • An Audio CD The Teacher’s Book is the gateway for a sound and thorough use of the Course Book and the Student’s Interactive CD-ROM It provides a handful of ideas and suggestions to give support to teachers in different areas It contains detailed lesson-by-lesson planning notes, Audio Scripts and Answer Key sections to the activities in the Course Book Cultural notes, reference sections, suggestions of interdisciplinary projects and extra activities can also be found Three photocopiable tests are provided in this Teacher’s Book to assess the main skills developed and language, grammar and vocabulary items acquired throughout the units Test covers Units to 3, Test covers Units to and Test covers Units and In this way, students are provided with one test per trimester The Answer Key to the photocopiable tests is at the back of this Teacher’s Book Audio CD The Teacher’s Book in the Sign Up to English series is accompanied by an Audio CD It includes the listening input required for class work A system of icons and track numbers on the Student´s Book pages is used to link the listening activities with the audio CD tracks Outstanding Features within the Lessons Sign Up to Grammar box This section brings the lesson’s target language into focus so that learners have a clear reference for study The Sign Up to Grammar box is placed in a box on the top right-hand side of the second page of each doublespread section The fixed position of the box is a userfriendly resource as it allows students to find the main language items in the lesson quickly and easily Useful Tip Boxes Some lessons have Useful Tips boxes These boxes provide tips on a variety of topics; including grammar, spelling, pronunciation and culture Reference to Icons on the Course Book pages Speaking activity Reading activity Listening activity Writing activity Introduction Some comments in the Teacher’s Book may sound obvious to some teachers while not detailed enough to others Teachers will be able to adapt the lesson plans to suit their needs, depending on their own classroom situation Teacher’s Book and practice The Grammar Reference also provides opportunities for self-evaluation: for each Grammar Reference topic, students may circle one out of three emoticons (happy, neutral or sad faces) that appear next to each grammar topic to show whether they understand the topic very well, well or not very well This may help develop the students’ sense of progress and awareness of their learning processes At the end of the Course Book, students will find a List of Irregular Verbs (for levels and 3) Introduction GR Grammar Reference* WB Workbook* *These special icons show links to something that is not part of the page where the icons appear Through these icons, learners are usually asked to go to another section in the book Some Other Features of the Series Teacher’s Book Project Work Activities They are available to teachers and learners on the Student’s Interactive CD-ROM that accompanies all the levels of Sign Up to English There are four Project Work activities per book connected with Units & 2; & 4; & and & They can be found in the World Issues sections These activities involve the use of the Internet to collect information They require the critical analysis of this information and provide opportunities for the development of presentation skills through exciting and motivating projects These projects are thoroughly explained in the last pages of this Teacher’s Book Annual Plan The chart on this page shows a suggested distribution of all the contents in Sign Up to English into three terms The items mentioned in this Annual Plan chart refer to the Course Book (Units to and the Review and World Issues sections); the Student’s Interactive CD-ROM (Project Work activities to 4) and this Teacher’s Book (Tests to and the instructions for the Project Work activities) Annual Plan: Suggested Distribution into Three Terms 1st term Starter Unit CB pp 4-7 Unit CB pp 8-15 Review - Unit CB pp 16-17 World Issues CB pp 18-19 Unit CB pp 20-27 Review - Unit CB pp 28-29 World Issues (Optional Project Work 1) CB pp 30-31 Unit CB pp 32-39 Review - Unit CB pp 40-41 World Issues CB pp 42-43 Test TB pp 72-74 2nd term Unit CB pp 44-51 Review - Unit CB pp 52-53 World Issues (Optional Project Work 2) CB pp 54-55 Unit CB pp 56-63 Review - Unit CB pp 64-65 World Issues CB pp 66-67 Unit CB pp 68-75 Review - Unit (Optional Project Work 3) CB pp 76-77 World Issues CB pp 78-79 Test TB pp 75-77 3rd term Unit CB pp 80-87 Review - Unit CB pp 88-89 World Issues CB pp 90-91 Unit CB pp 92-99 Review - Unit CB pp 100-101 World Issues (Optional Project Work 4) CB pp 102-103 Test TB pp 78-80 Starter unit - A new start COMMUNICATIVE AND LEARNING TASKS LEXIS GRAMMAR PHONOLOGY L1 Revision of basic word groups: family members, school facilities, parts of the body, etc Revision of: The Simple Present Frequency adverbs Prepositions of time and place Can / can’t Pronunciation of the letters of the alphabet and numbers to 31 L2 Places in a town: a hospital, a library, bus stops, a gym, a bank, a shopping centre, etc Revision of: There is / there are Prepositions of place Simple Present vs Present Continuous Pronunciation of demonstrative pronouns and some classroom objects Lesson-by-lesson plans CONTENTS Writing a blog entry Talking about what people can or can’t Writing about people’s routine Talking about people’s routine Talking about what people are doing at this moment / now Teacher’s Book Starter unit Extras: Suggested optional games and activities for consolidation Lesson (CB p 4) Draw students’ attention to the words and the boxes on page Ask them to repeat the words after you and explain the meaning of the ones they not remember Ask them to write three words from the list in each word group Remind them to add one more word to each category Give students some minutes to the activity Check the activity by asking some volunteers to write their answers on the classroom board Answer key: Family Members: students’ own answer; School Facilities: schoolyard, computer lab, cafeteria, students’ own answer; Parts of the Body: hand, mouth, nose, students’ own answer; Other Adjectives: weird, interesting, funny, students’ own answer; School Subjects: PE, Science, History, students’ own answer; Sports: swimming, skateboarding, football, students’ own answer; Places in a Town: cybercafé, cinema, hospital, students’ own answer; Hair colour: blonde, grey, red, students’ own answer; Days of the Week: Friday, Tuesday, Sunday, students’ own answer Choose a student and ask him / her to read out the rubrics and the example Ask a volunteer to make up another sentence as an example Write this sentence on the board Give students some minutes to the exercise Students use some of the words in activity and write five sentences in their notebooks You may choose to have students this activity in class or you may assign it as homework Check students’ answers by asking some volunteers to write their sentences on the board Answer key: Students’ own answers Students complete the sentences with the prepositions in, at or on Check this activity by eliciting the answers from different students and write them on the board Answer key: at; at; in; on; in; at; on Lesson (CB p 5) Set the context by explaining that Pablo is studying English and, for homework, he was asked to write his profile on his blog Explain that he has made a few mistakes Make sure students understand that they have to read Pablo’s blog and correct the underlined mistakes Give students a few minutes to this task Do not check students’ answers yet NOTE: Explain to students that American and British English are different varieties of the English language and, therefore, there are some differences in grammar, vocabulary, spelling and pronunciation Lesson-by-lesson plans Teacher’s Book Explain that in the UK (United Kingdom) people use have got and in the USA (United States of America) people use have For example, in the UK people say: I have got two brothers / Have you got any brothers? / I haven’t got any brothers In contrast, in the US people say: I have two brothers / Do you have any brothers? / I don’t have any brothers Ask students to tell you if the blog in activity is written in American or British English (The answer is: In American English However, things are changing and the use of have is also very common in the UK at present) Students listen to the audio CD and check their answers You may play the audio CD again, this time making pauses and asking students to repeat the answers after the audio CD Answer key: from; is; live; 5.books; doesn’t; go; our; have Answer key: Pablo always reads his emails after dinner Javier usually writes on Pablo’s blog Pablo is sometimes tired in the evening Pablo’s sisters can’t swim Javier can play the guitar too OPTIONAL ACTIVITY: Students work in pairs and play a guessing game Each student writes in his / her notebook three sentences about himself / herself but leaves a blank where the frequency adverb is supposed to be used They then swap notebooks with their partners and try to guess each other’s missing adverb In their notebooks, students write sentences about the things they can or can’t You may assign this task as homework Answer key: Students’ own answers Audio script Pablo: My name’s Pablo and I am 11 years old I’m from Buenos Aires, Argentina I have two sisters: Ana is 15 and Patricia is 13 We live in a big house in a beautiful neighbourhood My sisters share the same room, but I have one only for me In my room, I always read books, use my computer and play the guitar I collect rock and roll magazines and posters Ana collects perfume bottles but Patricia doesn’t collect anything In our free time, we go to the shopping centre with our friends or play tennis at the club Oh, and we have a pet cat called Tania Explain to students that Pablo has got a friend called Javier Refer students to Javier’s comment on Pablo’s blog Focus on the example and give students a chance to say what they are supposed to Give them some minutes to fill in the gaps with the words and phrases in the box Check the activity by asking some students to read aloud the answers Answer key: to the cinema; video games; Matchbox cars; the guitar; dinner; emails Ask a volunteer to read aloud the rubrics Take this opportunity to revise the position of adverbs of frequency by drawing students’ attention to sentences and and elicit the grammar rule from the class (frequency adverbs are used before verbs and exceptionally after the verb to be) Give students some minutes to the exercise Check the activity by asking some volunteers to read aloud their sentences In their notebooks, students write a text that is meant to be a blog entry on Pablo’s blog Ask students to write about their daily routine using adverbs of frequency You may ask different students to read aloud their blog entries to check this activity in class Answer key: Students’ own answers Lesson (CB p 6) Ask students to answer the questions about their own neighbourhoods Check the activity by asking some volunteers to read aloud their answers Answer key: Students’ own answers Make sure students understand that they are going to create a virtual town They choose some places from the box and complete the map Answer key: Students’ own answers Have students write five sentences that describe the virtual town they created in activity using prepositions of place Refer students to the example given and ask them to use it as a model Monitor students’ work as you walk around the classroom Students listen to the audio CD and complete the dialogue between Javier and Pablo You may play the audio CD twice and make some pauses in between so that students have more time to fill in the blanks Check students’ answers by asking two volunteers to read aloud the dialogue Audio script Javier: Pablo, you like your neighbourhood? Pablo: Yes, I I think it’s beautiful and quiet There’s a square near my house Javier: Is there a university? Pablo: No, there isn’t But there is a school next to the bakery Javier: Are there any banks? Pablo: Yes, there is one next to my school But there aren’t any shopping centres Javier: Is there a café? Pablo: Oh, yes! That’s my favourite place And there’s a supermarket too Answer key: square; university; school; bakery; banks; school; shopping centres; café; supermarket In their notebooks, students write an email to a friend telling her / him about their town You may assign this task as homework Answer key: Students’ own answers Lesson-by-lesson plans Answer key: She works at the London Regional Hospital No, she isn’t She’s listening to music Because it’s Sunday and she isn’t working Ask students to use the cues given to write about Jackie’s daily routine Encourage students to include sequence markers (then, next, after that and finally) You may check students’ answers by asking different students to write their sentences on the board Answer key: (Answers may vary) Possible answers: …has a shower Next, she has breakfast After that, she takes the bus at 7:45 a.m and goes to the hospital She finishes work at p.m and she goes back home Finally, she answers her emails and chats online with friends Teacher’s Book Answer key: Students’ own answers Explain to students that Jackie’s friends are on holiday now Have students look at the chart and write sentences about what Jackie’s friends are / aren’t doing Draw student’s attention to the example given and ask them to use it as a model Answer key: Janice isn’t doing her homework She’s playing handball Sean isn’t speaking on the phone He’s visiting a museum Peter isn’t travelling by bus He’s travelling by plane 10 Students work in pairs They take turns to ask and answer the questions given Encourage students to add a new question Monitor students’ work as you walk around the classroom Answer key: Students’ own answers Lesson (CB p 7) Have students this matching exercise and encourage them to discuss in class what these two sentences refer to Answer key: ‘Jackie checks her emails every day’ refers to ‘a habitual action’ (in the present) ‘Jackie is checking her emails now’ refers to ‘an action happening now’ Refer students to the pictures of Jackie Ask them to read the text about Jackie’s routine and to answer the questions below Check this activity by asking some volunteers to read aloud their answers OPTIONAL ACTIVITY: You may take this opportunity to revise question words: What, Where, Who, etc You may ask some volunteers to write on the board all the question words they remember Then, you may write a couple of sentences in the Simple Present on the board too and underline some words or phrases in these sentences Finally, ask some other students to write on the board the corresponding questions that refer to the words or phrases underlined For example: Teacher: He goes to work by bus Student: How does he go to work? Teacher: He gets up at a.m Student: What time does he get up? Unit Teacher’s Book Lesson-by-lesson plans Unit - Living online COMMUNICATIVE AND LEARNING TASKS CONTENTS LEXIS GRAMMAR PHONOLOGY L1 Internet-related terms: emoticon, email address, password, nickname, computer virus, etc Imperatives with always and never Pronunciation of different Internet-related terms L2 Sequence markers: First, then, next, after that and finally Web page-related terms: home, contact us, glossary, FAQs, links, etc Imperatives (revision) Pronunciation of some sequence markers Giving instructions L3 Frequency adverbs: always, usually, sometimes, often, rarely / hardly ever, never Simple Present (revision) Position of frequency adverbs Pronunciation of frequency adverbs Talking about daily routine Carrying out a survey L4 Means of transport: car, bus, plane, taxi, train, ferry, etc Love / like, enjoy / hate + -ing Would like (love) to + verb Pronunciation of would Pronunciation of verbs ending in -ing Booking holidays online Talking about what we would like to when travelling WI Frequency adverbs Technology-related terms Recycling of some L1-L4 grammar topics and lexis Giving safety tips Interviewing someone Integrating acquired knowledge with a real life issue: in this case, analysing our computer habits Extras: Suggested optional games and activities for consolidation Lesson (CB p 8) Students discuss the warm-up questions in class You may act as a moderator and write students’ answers on the board as you elicit them Explain the meaning of popular if necessary (popular: liked, enjoyed or supported by many people) Answer key: Students’ own answers Students complete the sentences using the words and phrases in the box Give students some minutes to the task and then check this activity by asking some volunteers to read aloud their answers Work on the correct pronunciation and stress of the Internet-related terms that are mentioned in this activity Answer key: emoticon; email address; password; nickname or nick; computer virus USEFUL TIP: Vocabulary: Direct students’ attention to the Useful Tip box Discuss the vocabulary on punctuation marks Explain to students that emoticons are used in email writing and when chatting online to express a particular emotion using punctuation marks and other keyboard symbols OPTIONAL ACTIVITY: You may write the main punctuation marks on the board and write their names Then, you might ask students to draw, in their notebooks, different emoticons they know using punctuation marks and other keyboard symbols Finally, ask some students to draw their emoticons on the Some punctuation marks: UK stop / full stop , comma ; semicolon : colon - hyphen _ dash … / ellipsis / trailing dots round opening / closing brackets square opening / closing brackets slash / stroke ? question mark ! exclamation mark quotation or double speech marks / inverted commas quotation or single speech marks / inverted commas apostrophe asterisk / star hash (key) () [] ““ ‘‘ ´ * # US period Audio script ellipsis round opening / closing parenthesis square opening / closing parenthesis exclamation point (double) quotation marks single quotation marks appeared on the typewriter and was used to underline words At present, this character is sometimes used to create a visual space between characters, for example in computer file names, email addresses, and in URLs The underscore is not the same character as the dash A series of underscores ([ _ ]) can be used to create a blank to be filled in on a form Example: sign_up_to_grammar_2.doc Suggested emoticons: :) =) : - ) :D :-D : ( :-( :…( :o : - O :-l :-P MEANING Smiley Big smile Sad Crying Surprised / Yawning Undecided Sticking the tongue out Ms Gann: Your dad and I have to go out now Be good! Kim: Yes, Mum Can I play on my computer? Ms Gann: Okay But you know the rules Don’t talk to strangers! Always use a nickname! And never give your email address to strangers! Kim: I never that I’m not stupid, Mum! How many times I have to tell you that? Ms Gann: And have your dinner first It’s in the microwave And don’t forget to eat some fruit! Kim: I know! I always eat fruit in the evening, Mum Ms Gann: And go to bed at 10 o’clock You have school in the morning Kim: Ok, Mum! Ms Gann: Brush your teeth before you go to bed Kim: Mum, I that every day You don’t have to tell me that over and over again! You can go now Ms Gann: Ok, then Take care! Goodbye! Kim: Don’t be late! Ms Gann: Very funny! number (key) / pound (key) NOTE: The underscore [ _ ] is a character that originally ICON Ask a volunteer to read out the rubrics Students listen to a dialogue between Kim and her mum (Ms Gann) and fill in the blanks with only one word Play the audio CD twice If students find this exercise difficult, you may pause the recording after each answer in order to give them more time to fill in the blanks Check this activity by asking some volunteers to read aloud their answers Teacher’s Book Symbol Lesson-by-lesson plans board and ask the rest of the class to guess what they mean and which keyboard symbols / punctuation marks they contain Answer key: good; nickname; never; forget; go; Brush; tell; Don’t Lesson (CB p 9) Refer students to the Sign Up to Grammar box on the top-right corner of the page Explain that this box summarises the main grammar topics taught in the lesson – in this case the use of imperatives - and that this box should be used as a reference for study Then, ask students to underline all the examples of imperative sentences in activity Check answers by asking different students to read aloud their answers Draw students’ attention to the Grammar Reference section, where they will find further examples and practice GR1 Answer key: Be good!; Don’t talk to strangers!; Always use a nickname!; don’t forget to eat some fruit!; go to bed at 10 o’clock.; Brush your teeth before you go to bed.; Don’t be late! Test Test (Units 4, & 6) Date: Student’s name: Final score: /100 Part 1: Reading Task 1: Read the following extract from Kelly’s diary Then circle the correct option in the sentences below (10 marks) Dear diary It was a really I came back from my holiday last night , I didn’t know what amazing one Until 10 Decemb er last year Colombian friend, to or where to go on holiday but my New Year with him Danny, invited me to spend Christmas and So I went to Colombia! Caribbean coast, on I arrived in Santa Marta, a city on the suitcase, Danny and the 20 Decemb er After I unpacked my e blocks away from I cycled to the beach which is only thre on our wetsuits and my friend’s summer house First, we put some delicious fruit went skiing Then, we sunbathed and had joined a group of juice The day before Christmas Eve, we It was a bit scary but Danny’s friends and we all went rafting ! In the evening, all wonderful! We had a lot of fun together Kelly had a boring / spectacular holiday in Colombia At the beginning of December, Kelly knew / didn’t know where to go on holiday Kelly and Danny went to the beach by bicycle / on foot Photocopiable © Ediciones Santillana S.A / Richmond 2012 January, 2012 pping I the shops were open so I did some sho ny and bought some Christmas presents for Dan didn’t my new group of friends Fortunately, I some spend much money because there were special offers all got On Christmas and New Year’s days, we es together at Danny’s and enjoyed ourselv as a lot We had dinner and sang Christm carols and old pop songs too We danced and celebrated until around a.m on both occasions! When the celebrations finished, we all planned some activities to together every day It didn’t rain at all so we played beach volleyball, went on a boat trip and did tai chi on the beach One day, I went skydiving and I enjoyed myself very much! On the day of my departure, everybody was sad I cried because I didn’t want to leave my friends But they promised to visit me soon! To tell you the truth, I’d like to fly to Colombia right now to see them again! I miss them so much Kelly met / didn’t meet Danny’s family during her holiday in Colombia Kelly wants / doesn’t want to go to Colombia again 75 Task 2: If necessary, read Kelly’s diary entry again and answer the following questions (10 marks) Where in Colombia did Kelly spend her holiday? Was Danny’s summer house far away from the beach? What did Kelly and Danny on the beach on the first day? Who did Kelly meet the day before Christmas Eve? Did Kelly enjoy rafting? Photocopiable © Ediciones Santillana S.A / Richmond 2012 What did Kelly buy at the shops in the evening? How did Kelly and her friends spend Christmas and New Year’s evenings? What was the weather like after the celebrations finished? What activities did they all on the beach after Christmas and New Year? 10 What would Kelly like to right now? Why? Part 2: Grammar, vocabulary and writing Task 1: Complete the questions for the underlined phrases in the sentences below (10 marks) a good relaxation technique? Meditating can be a good relaxation technique your holiday? We’d like to spend our holiday in the mountains snorkelling? Yes, I did I enjoyed it a lot! Tom camp? Tom met Susan at the summer camp 76 Italy? Sheila came back from Italy yesterday Task 2: Complete these sentences using the comparative form of the adjectives in brackets (10 marks) (dangerous) Parasailing is a activity than cycling Practising yoga can be (relaxing) than doing aerobics (far) from Buenos Ushuaia is Aires than from Mar del Plata (bad) Poor people live in conditions than rich ones (heavy) Traffic in big cities is than in small towns (big) than Rosario Buenos Aires is I didn’t like my old mobile phone so I bought a (modern) one yesterday (good) for your Cycling is health than driving She’d like to practise a (exciting) sport 10 Eating fresh fruit and vegetables is (healthy) than eating tinned food Task 3: Complete the sentences below with the words and phrases in the box (10 marks) took getting up themselves during his road trip to fly sailing got back smoking give up herself I really love I like boats very much! Helen couldn’t sleep last night so she a sleeping pill a lot can kill you first-class to Spain one She’d like of these days early every day We didn’t like during our last holiday when she went Sheila hurt kayaking Task 4: 4.1 Complete these phrases using: go, stay, do, get or play (5 marks) at a four-star hotel to the city centre by taxi trekking aerobics golf 4.2 Write five sentences about you, your family or friends using the phrases in task 4.1 above Use the Simple Past in the affirmative or negative forms (5 marks) Last Saturday, lose eat write 6.2 Complete these sentences using the verbs in task 6.1 above (5 marks) from a high rock and hurt her head Katie a big sandwich for lunch and now I’m full I our next holidays some months ago We Now we know where to go, how, when and everything! his car keys this morning He Freddy doesn’t know where they could be a long email to my mum Yesterday, I telling her everything about the summer camp where I’m staying Writing: Task 7: Imagine you came back from your five-day holiday yesterday Write an email to a friend telling him / her where you spent your holiday and what you did every day (20 marks) yesterday When I was on holiday, last week two days ago From: To: Subject: Task 5: Write two different things (they can be items of sports equipment or protective gear) that you need to the following activities (10 marks) Scuba diving: Sandboarding: Going camping: BMX riding: Snowboarding: Task 6: 6.1 Write the Simple Past form of the verbs listed below (5 marks) plan fall 77 Photocopiable © Ediciones Santillana S.A / Richmond 2012 They from their holiday trip last Sunday Now they’re home again badly when Tom and Sally cut they went surfing last month, but they continue ! practising today They didn’t , Bill stopped at some historic towns and went sightseeing Test Test (Units & 8) Student’s name: Date: Final score: /100 Part 1: Reading Task 1: Read this article about a special centre that takes care of felines Then, correct the information in the sentences below by rewriting them (10 marks) Wildlife Today n California Photocopiable © Ediciones Santillana S.A / Richmond 2012 Cat e Hous FCC, also known as The Cat House, is organising a special event called Summer Tour It will be open for everyone, but especially for groups about endangered species and how to help to preserve them and a delicious lunch in the open air very close to the felines’ area The Summer Tour opens of students from any school who would like to know about wildlife conservation and for everyone who gave money or donated something to this organisation This event will include a tour around the site, a talk next 22 June, so if you want to meet Molly, Sam and their wild friends, you can make a reservation now by sending an email at: fcc@gnet.org or calling 661 2536868 A t the Feline Conservation Centre (FCC) in Rosamond, California, there is a special project called Mission Big Cats The idea is to preserve tigers, pumas and lions and save them from hunters and traders in different parts of the world This centre does not get any financial help from the government but from people interested in wildlife Last week, two injured tigers arrived at the centre The felines were rescued from an illegal animal trading organisation and now the centre’s vets are taking care of them These tigers’ names are Molly and Sam Those are the names the FCC staff chose for them as soon as the big cats got to the centre Molly and Sam now have their own space with a pool and lots of trees and green grass The vets say the tigers will get well soon Molly and Sam are pumas Adapted from: www.cathouse-fcc.org Molly and Sam live in a cage Molly and Sam are tigers The special project at FCC protects only tigers The Summer Tour is a special event for students Only the vets chose the tigers’ names You don’t need to make a reservation for the Summer Tour 78 answer these questions (10 marks) What does FCC do? When did the injured tigers arrive at the centre? Who did FCC rescue the tigers from? Will the tigers be all right? Who helps FCC? How? Part 2: Grammar, vocabulary and writing Task 1: Complete these sentences with the superlative form of the adjectives in brackets (10 marks) (luxurious) The Taj Mahal is one of buildings in the world (good) friend’s name is Rose My We’re very close (high) building in this town has fifteen floors (hot) day last summer was on 14 January Sarah is ten and she’s quite pretty But when she (beautiful) grows up, she might be lady in this neighbourhood (dry) places on Earth Deserts are Last year, I had an accident It was (bad) moment of my life I think my sister will become (intelligent) person in my family (large) room in Helen’s flat is her living room 10 Boca Juniors Stadium is one of (popular) football places in Argentina Task 2: Fill in the gaps with the correct tense of the verbs in brackets Use the Simple Future, you (come) to the A: party tomorrow? We have to be there at p.m Do you remember? / B: Yes, I But I still don’t know Tim’s planning his birthday party He (invite) his closest friends for dinner on Saturday (happen) with technology in A: What 20 years’ time? What you think? B: Well, it’s difficult to say Technology advances at such a fast pace! (be) very The weather forecast says it cold tonight A: Look at that strange looking man near the bank! (rob) the bank B: Mm I think he Let’s call the police! A famous fortune teller says that the local economy (not be) that bad next year (not let) her study Pat thinks her parents abroad when she finishes secondary school next year (visit) the dentist this afternoon Tom at 4.15 It’s written in his diary Lily has a wonderful plan for next summer She (travel) all around South America and visit the most important cities in each country 10 A: Look! This is Julian’s plane ticket (fly) back to B: Let me see! Oh, no! He London tomorrow at a.m We’re going to miss him a lot Task 3: Match the words and phrases in boxes A and B to make compounds or expressions (10 marks) man-made holiday endangered promote (verb) loyal good-hearted delicious tourism dessert destination sites feed species world die (verb) wonders of starvation friend historic pet your dog records world records 79 Photocopiable © Ediciones Santillana S.A / Richmond 2012 going to (for future plans or intentions) or the Present Continuous (for arrangements) (10 marks) Task 2: If necessary, read the article again and In England, drivers park on streets with a double-yellow line It’s forbidden climb the Eiffel Tower It’s strongly You prohibited 10 Task 6: Complete these descriptions with different adjectives from the box below Do not use the same adjectives more than once (10 marks) deadly Task 4: Choose five compounds or expressions from Photocopiable © Ediciones Santillana S.A / Richmond 2012 task above and write five sentences about you, your family or friends using the words in brackets (10 marks) (might) (may not) (won’t) (is going to) (will) Task 5: Complete these sentences with mustn’t, can’t, should (not), may (not) and might (not) (10 marks) wear shoes in some temples It’s You strongly prohibited! come to school today because Janet she was ill yesterday evening There’s a 50 per cent chance that she’ll stay at home take photos in this museum You I think it’s prohibited go out If Sheila doesn’t feel well, she tonight It’s my suggestion This experiment is very dangerous! Everything get out of control and some people die It’s really probable that this will happen Tom is always hungry in the morning I think he eat a bigger breakfast before leaving home go to Pat’s birthday party today I because I have to study for a very difficult test and I don’t want to fail it 80 spectacular symmetrical strict naughty loyal impressive dangerous famous sweet A natural wonder may be and A shark is A human-made monument may be and A dog may be and A mother may be and and Writing: Task 7: Imagine you work at a travel agency and you want to promote a place you know very well (a city, town or neighbourhood in your area) Write a short description for a leaflet including the main characteristics of this place, why tourists should visit it and what they can there (20 marks) V ! T ISI Part 1: Reading Task 1 T; F; T; F: F Task Some possible answers: El Mar, its menu has a lot of vegetable dishes Sarakawa, it’s a very expensive restaurant The Ugly Duckling, it’s in an old pub in an ancient village El Mar, it has wonderful views of the sea Sarakawa, it’s famous for its delicious meat dishes Part 2: Grammar, vocabulary and writing Task 1 much, some; Could I have; enjoy; Click on; Would you like; Never give; ‘d love; it, bedside table Task carrots; fridge; bedspread; nickname; rice Task 3.1 (from top to bottom) 3, 5, 2, 1, 3.2 Students’ own answers Task My mum makes me clean my room They don’t let Pat go out in the evenings You should talk to your parents I have to arrive home before midnight He is never tired at the weekend How often does Tom surf the Internet? What would you like to tomorrow? She wants to have lenient parents We usually go dancing on Saturday evenings 10 Do you sometimes the housework? Task a little; any; makes; Would; me, him; some, a few; her, lets Task My parents think I’m too young for to have a boyfriend Always Never open emails from strangers I quite enjoy eat eating out at expensive restaurants Would Could I have a cheeseburger, please? A: I’d like a Coke and she likes ’d like some mineral water, please / B: Certainly Tom always has a bottle bowl of cereal for breakfast My friend Sarah loves my Task 7: Writing Model answer: Dear Penny I think that you shouldn’t worry about all these problems with your parents You should show them that you are a responsible girl and that you can take care of a pet You should talk to your parents about staying out after midnight when you go dancing with your friends at weekends Finally, I can see that your mum doesn’t let you play computer games very often I think that you should help her with the housework more often and you should try to be a good student too These things usually make mothers feel very happy I hope you can find a solution to all these problems very soon! Take care, Louise TEST Part 1: Reading Task 1 spectacular; didn’t know; by bicycle; didn’t meet; wants Task She spent her holiday in Santa Marta No, it wasn’t They went skiing, sunbathed and had some fruit juice She met Danny’s friends Yes, she did She bought some Christmas presents They got together at Danny’s, had dinner, sang songs and danced It was sunny / It didn’t rain They played beach volleyball, went on a boat trip and did tai chi 10 She’d like to go to Colombia again because she misses her friends Part 2: Grammar, vocabulary and writing Task 1 What can be; Where would you like to spend; Did you enjoy; Who did, meet at the summer; When did Sheila come back from Task more dangerous; more relaxing; further; 4.worse; heavier; bigger; more modern; better; more exciting; 10 healthier 81 Answer Key to Tests TEST room I often invite she her to play video games with me She’s got a blue dress blue on She looks nice in it! A: Who Whose are these trainers? / B: I think they’re Alice’s 10 This tracksuit belongs to Tom It’s him his Teacher’s Book Answer Key (Tests to 3) Task Answer Key to Tests sailing; took; Smoking; to fly; getting up; herself; got back; themselves, give up; During his road trip Task 4.1 stay; get; go; do; play 4.2 Students’ own answers Task Some possible answers: flippers, wetsuit; goggles, elbow pads; water bottle, sleeping bag; knee pads, gloves; helmet, elbow pads Task Teacher’s Book 6.1 planned; fell; lost; ate; wrote 6.2 fell; ate; planned; lost; wrote Task 7: Writing Model answer: Hi, Lucy I came back from the mountains yesterday I really enjoyed myself a lot because I did some risky sports and met new people I arrived in Mendoza last Wednesday at noon I had a quick lunch at the hotel and swam in the hotel swimming pool At night, I went to a pub near the hotel The following day, I went rafting and I met two very cool boys, Timothy and Greg We spent many hours together by the river We had a picnic and talked a lot The rest of the days, we did a lot of activities together like trekking and parachuting in the mountains We went on a city tour and had lunch or dinner at some nice pubs and restaurants in the city centre We had a lot of fun together and now I have two new friends! Write back soon and tell me about your holiday! Did you enjoy it? What did you do? Tell me everything! Love, Tommy TEST Part 1: Reading Task 1 The special project at FCC protects lions, pumas and tigers The FCC staff chose the tigers’ names Molly and Sam live in their own space with a swimming pool and lots of trees and green grass The Summer Tour is a special event for everybody You need to make a reservation for the Summer Tour 82 Task It / FCC preserves felines They arrived last week FCC rescued the tigers from an illegal trading organisation Yes, they will People interested in wildlife They give FCC some money or donate things Part 2: Grammar, vocabulary and writing Task 1 the most luxurious; best; The highest; The hottest; the most beautiful; the driest; the worst; the most intelligent; The largest; 10 the most popular Task Are, coming; is going to invite; will happen; 4.will be; is going to rob; will not (won’t) be; will not (won’t) let; is visiting; is going to travel; 10 is flying Task man-made wonders; holiday destination; endangered species; historic sites; promote tourism; loyal pet; feed your dog; delicious dessert; good-hearted friend; 10 die of starvation Task Students’ own answers Task mustn’t; may not; can’t; 4.shouldn’t; may, may; should; might not; can’t; mustn’t Task impressive, spectacular / famous; dangerous, deadly; famous / impressive, symmetrical; loyal, naughty / sweet; sweet, strict Task 7: Writing Model answer: VISIT PUERTO MADERO! One of the best neighbourhoods in Buenos Aires is Puerto Madero It is a beautiful area by the river with modern and tall buildings There are many parks too where you can have a picnic, go for a walk or go roller skating There is a canal with lots of good restaurants and pubs on one of the banks You can have a delicious meal in one of these places and enjoy the spectacular river views If you like art, you can visit the Fortabat Art Collection in one of the modern buildings in this area As you can see, you can lots of activities in Puerto Madero You should definitely visit it! Grammar Reference – Answer Key GR 1 disconnect; Don’t give; turn off; Get; Don’t buy; Update please; Please GR Do they often chat online with friends? We are never on time for our French classes Sue and Joe don’t usually go to the cinema GR 1 U; B; B; U; C; C few; little; a lot of; a few, a little; any GR Can I have some orange juice, please? I’d like an ice cream, please Would you like a piece of cake? How about some crisps? Grammar Reference - Answer Key ANSWER KEY Sharon didn’t want to travel to Egypt last year We didn’t study hard this morning at school Students’ own answers GR did, do; took; met; didn’t invite; told; were; was; said; didn’t want; 10 hated; 11 were; 12 called; 13 talked; 14 was; 15 wrote GR 10 yourself; themselves; ourselves; herself; myself GR 11 Students’ own answers GR 12 Students’ own answers GR 13 I won’t work at my father’s company Will Caroline fall in love with Colin? / Will Colin fall in love with Caroline? What will Tyler about his future? I will graduate from university at the end of this year GR 14 a new T-shirt He’s going to call Aaron to ask about the football game Next Saturday, Jim is going to the cinema with Leah at 8p.m Next Sunday, he’s going to play football in the evening with his friends Next week, he’s going to study for the Geography test are meeting; is going to study; ‘m not doing, I’m leaving; ‘m going to have GR us; them; it; him; her GR yours; hers; his; ours; theirs GR 1 You should stop fighting and you should talk You should study hard and pay attention in class Some possible answers: let / don’t let; makes; let / don’t let; make / don’t make GR 1 Did they really like the food at Burger King yesterday? Did Pam and Joe enjoy their holiday in Bermuda last summer? 83 Teacher’s Book Remind students that the Grammar Reference section also provides opportunities for self-evaluation: for each Grammar Reference topic, students may circle one out of three emoticons (happy, neutral or sad faces) that appear next to each grammar chart to show whether they understand the grammar topic very well, well or not very well Self-evaluation may contribute to developing students’ sense of progress and awareness of their learning process Teacher’s Book Project Work Activities Project Work Activities PROJECT WORK (UNITS & 2) Title: Our Online Takeaway Shop Task: (As it appears on the Student’s Interactive CD- ROM) Work in groups Design a leaflet with a menu (or several alternative menus) for your online takeaway shop Don’t forget to include prices and some big pictures of the food you offer! Think of a name for your shop and include a set of instructions on how to order a meal online You can also think of some special deals on your meals for your customers Exchange menus with another group and decide within your group what meals you are going to order from your classmates’ shop Procedure: (As it appears on the Student’s Interactive CD-ROM) Make a group oral presentation of your online takeaway shop Talk about your shop, the meals you offer, the special deals you have and how to order online It may be a good idea to make a big poster of your leaflet for all the students in your class to look at as you present Then, give your leaflet to another group who must decide what meals to order from your shop Assessment: Groups take turns to make an oral presentation of their online takeaway shops There may be some possible variations in the presentation techniques used by students (from cardboard posters to PDF documents that can be printed) As the students present, the teacher makes notes and provides some feedback at the end Once the presentation is finished, students must exchange their leaflet with another group who have already made their presentation After the last presentation, all groups can start deciding what meals they are going to order from the leaflets they received Circulate around the class and monitor students’ oral work as they this last activity Variation: You might also decide to have the class ask the presenters some questions: What’s the name of your online takeaway shop?; What kind of food you offer? ; How can we order food online?; Do you have any special deals this month?; etc This is recommended in those cases when you notice the students feel a bit embarrassed to talk in public 84 Sources: colourful magazines, newspaper ads, etc • Some online takeaway shop menus: www.5pm.co.uk/ takeaway & www.pizzamilanoleeds.com/Milano-menu.pdf • Glogster to make posters: www.glogster.com • PDF creator (to design the leaflet) • Image search: http://images.google.com Useful language: (For the oral presentation) Our online food shop is called… / We have many different kinds of menus For example, we offer… and… / This month, we also have some special deals on our meals These include… and… / To place an order online, you must follow these steps First,… (For deciding what food to order) Well, let’s have a look at this menu What would you like to eat, (Juan)? / I’d like… / What about you (Pat)? / Would you like some…? / How about some…? And anything to drink? Let’s make a list of our meals to order then! PROJECT WORK (UNITS & 4) Title: Our Top Eco-tourism Hotspots Task: (As it appears on the Student’s Interactive CD-ROM) Work in groups Search the Web for some information on three different eco-tourism destinations in your country or in some other area of the world Make a group oral presentation of these three places using pictures, a big poster or a PowerPoint presentation Talk about where these places are, how you can get there, the activities you can and the clothes you should pack before leaving Procedure: (As it appears on the Student’s Interactive CD-ROM) Within your group decide how you are going to present your three eco-tourism hotspots (using a big poster, colourful pictures, a PowerPoint presentation, etc.) Decide how many of you are going to talk about the first place, how many about the second and how many about the third Make sure all of you have something to say when you make your oral presentation It is a good idea to plan in advance what you are going to say about these three places and how you are going to say it You can ask your teacher to help you If you decide to prepare a PowerPoint three eco-tourism hotspots Encourage all the students in the groups to contribute to their oral presentations by offering help (asking questions, providing useful words and expressions, etc.) especially to those students who not seem to be saying much As the students present, the teacher makes notes and provides some feedback at the end It is probably a good idea to assign the last minutes of different classes for this oral presentation activity Variation: You might also decide to have the class ask the presenters some questions: What’s the name of your first eco-tourism hotspot?; Where is it? ; How can you get there?; What activities can you there?; What clothes should we take with us?; etc This is recommended in those cases when you notice the students feel a bit embarrassed to talk in public Sources: pictures, encyclopaedias, maps, colourful magazines • The International Eco-tourism Society: www.ecotourism.org • Eco-tourism in Argentina: www.argentinacontact.com/ en/informacion/ecoturismo.php • Glogster to make posters: www.glogster.com • Google Earth: www.earth.google.com • Google Maps: www.maps.google.com • Image search: www.images.google.com Useful language: Our first eco-tourism hotspot is… / It is located in… / You can get there by… / There are many kinds of activities you can there For example,… / When you visit this place, you should take with you… and… / Our second eco-tourism destination is… PROJECT WORK (UNITS & 6) Title: Our Extreme Sports Competition Proposal Task: (As it appears on the Student’s Interactive CD- ROM) Work in groups You must prepare a proposal for the organisation of an extreme sports competition and think of two alternative cities in your country where this event could take place Make a selection of the extreme sports to be included and compare the possibilities the two cities can offer sportspeople and tourists (number of Procedure: (As it appears on the Student’s Interactive CD-ROM) Design a schedule of activities for a twoday extreme sports competition that must also include some social activities for the sportspeople who are going to participate This schedule can be a leaflet or a poster including the dates and the name of your event Also, think of two cities in your country where this sports event could be organised and compare the possibilities both cities offer Decide what city is the best Make a chart where you can show the advantages and disadvantages of both places You can use colourful pictures for your chart Finally, make a group oral presentation of your proposal for a two-day extreme sports competition including the schedule of activities, the two places you selected for this event and your final decision about the best location Make sure all of you in your group have something to say when you present It is a good idea to plan in advance what you are going to say about your proposal and how you are going to say it You can ask your teacher to help you Assessment: Groups take turns to make their oral presentations of their proposals for an extreme sports competition Encourage all the students in the groups to contribute to their oral presentations by offering help (asking questions, providing useful words and expressions, etc.) especially to those students who not seem to be saying much As the students present, the teacher makes notes and provides some feedback at the end Once the presentation is finished, students may display their charts and schedules on the classroom walls It is probably a good idea to assign the last minutes of different classes for this oral activity On the last day, groups can remind the whole class of their proposals and students can vote for the best extreme sports competition Variation: You might also decide to ask the groups to present their proposals in writing after they have made their oral presentations Sources: photographs, colourful magazines • Some extreme sports events around the world: www.teamextreme.co.uk & www.expix.co.uk/exzine/ competitions 85 Project Work Activities Assessment: Groups take turns to talk about their hotels, safety, nightlife, eating places, tourist attractions, shops, etc.) Make a group oral presentation of your proposal so that the whole class can vote for the best extreme sports competition Teacher’s Book presentation, you can show it to your classmates using a notebook / netbook and a data projector Project Work Activities • Flowchart: www.flowchart.com • PDF creator (to design the leaflet) • Schedule generator: www.sealandserpent.org/ schedgen/schedulegenerator.php • Glogster to make posters: www.glogster.com • Image search: www.images.google.com Useful language: Our proposal for an extreme sports competition is called… / This event is going to be on (dates)… and there are two possible places for this event: (A) and (B) / We think (A) is a better place because… and… / This is the schedule of activities On the first day at (9 a.m.)… Then, at… / There are some social activities programmed too For example,… Teacher’s Book PROJECT WORK (UNITS & 8) Title: Our Predictions Blog Task: (As it appears on the Student’s Interactive CD- ROM) Work in groups Within your group discuss what you imagine life in your country will be like in twenty years’ time Jot down some ideas connected with different issues: work, TV and films, gadgets, political leaders, transportation, money problems, family, celebrities, houses, sports, etc Select four or five of these issues (the ones you have more to say about) and make a big poster (or design a blog or a PowerPoint presentation) including pictures and some comments to illustrate the predictions you made You can make several predictions for each of the categories you selected Share your predictions with the rest of the class by making a group oral presentation Procedure: (As it appears on the Student’s Interactive CD-ROM) Make a big poster (or design a blog or a PowerPoint presentation) containing different sections for the issues on which you will make your predictions Give each section a name and illustrate them with pictures, drawings, etc Use bullet points to write some comments for your predictions These comments will help you with your oral presentation Make sure all of you in your group have something to say when you present It is a good idea to plan in advance what you are going to say about your predictions and how you are going to say it You can ask your teacher to help you If you decide to design a blog or a PowerPoint presentation, you can show it to your classmates using a notebook / netbook and a data projector 86 Assessment: Groups take turns to make their oral presentations of their predictions blogs Encourage all the students in the groups to contribute to their oral presentations by offering help (asking questions, providing useful words and expressions, etc.) especially to those students who not seem to be saying much As the students present, the teacher makes notes and provides some feedback at the end It is probably a good idea to assign the last minutes of different classes for this oral activity On the last day of the presentations, groups can remind their classmates about some of their predictions and the class can vote for the most unusual one, the most original one, the least probable one, etc Sources: magazines, newspapers, photos • Blogger: www.blogger.com • Slideshare to upload a PPT to a blog: www.slideshare.com • Glogster to make posters: www.glogster.com • Image search: www.images.google.com Useful language: Our predictions blog is called… / We think life in our country will be… in twenty years’ time / For example, talking about families, we think parents will… and children won’t… / Another prediction about families is that… / And now, moving on to TV We think… Audio CD – Track List Track Starter unit Lesson – activity page Track Starter unit Lesson – activity page Track Unit Lesson – activity page Track Unit Lesson – activity page 11 Track Unit Lesson – activity page 12 Track Unit Lesson – activity page 12 Track Unit Lesson – activity page 21 Track Unit Lesson – activity page 22 Track 10 Unit Lesson – activity page 25 Track 11 Unit Lesson – activity page 27 Track 12 Unit Lesson – activity page 32 Track 13 Unit Lesson – activities & pages 34 & 35 Track 14 Unit Lesson – activity page 37 Track 15 Unit Lesson – activity page 44 Track 16 Unit Lesson – activity page 47 Track 17 Unit Lesson – activity page 49 Track 18 Unit Lesson – activity page 50 Track 19 Unit Lesson – activities & pages 56 & 57 Track 20 Unit Lesson – activity page 58 Track 21 Unit Lesson – activity page 61 Track 22 Unit Lesson – activity page 63 Track 23 Unit Lesson – activity page 70 Track 24 Unit Lesson – activities & page 70 Track 25 Unit Lesson – activity page 74 Track 26 Unit Lesson – activity page 81 Track 27 Unit Lesson – activities & page 82 Track 28 Unit Lesson – activity page 85 Track 29 Unit Lesson – activity page 87 Track 30 Unit Lesson – activity page 92 Track 31 Unit Lesson – activity page 97 Track 32 Unit Lesson – activities & page 98 87 58 St Aldates Oxford OX1 1ST United Kingdom © 2012 Ediciones Santillana, S A Leandro N Alem 720 C1001AAP Buenos Aires, Argentina First published by © Richmond Publishing, Editora Moderna, 2010 Ferreira da Veiga, Isadora Sign Up to English Teacher’s Book / Isadora Ferreira da Veiga y Laureana Perez Piragine - 1a ed - Buenos Aires : Santillana, 2012 88 p + CD-ROM : il ; 28x22 cm ISBN 978-950-46-2991-7 Enseñanza de Inglés Guía Docente I Perez Piragine, Laureana II Título CDD 420.7 ISBN: 978-950-46-2991-7 Publisher: Mabel Manzano Development Editor: Ana Rita de S Corrêa Design and Art Editor: Christiane Borin Cover Design and Layout: Raquel Buim, Ana Lucía Garibotti Cover Illustration: Estúdio Romeu e Julieta Development Team: Learning Factory Series Editor: Carla Chaves Assistant Editor: Tatiana Boynard Photo Research: Paula Fulía Proofreaders: Susan Marie Banman Sileci, Adriana Méndez Contents: Isadora Ferreira da Veiga, Laureana Perez Piragine Editors: Carla Chaves, Ricardo Sili, Tereza Trica, Valéria Siniscalchi, Patricia Guaráz, Gabriel Mohr, Mónica Tosi Copy Editors: Maiza Prande Bernardello Layout: Signorini Produção Gráfica, María Florencia Visconti Special Design: Raquel Buim; Hulda Melo; Gláucia Koller; Daniel S Fantini; Signorini Produção Gráfica; Labareda Design, Christiane Borin Illustrations: Attilio; Cris Eich; Cristiano Siqueira; Dalcio Machado; Marcelo Castro; Mauro Souza; Moa; Stefan; Labareda Design; Conrado Giusti Audio Recording: Estúdio Spectrum, Javier Lupiañez Photographs: p.75 © Edyta Pawlowska / Shutterstock; ARCHIVO SANTILLANA This Teacher’s Book includes an Audio CD Queda hecho el depósito legal que marca la ley 11.723 Impreso en Argentina Printed in Argentina First Edition Published 2012 Websites given in this publication are all in the public domain and quoted for information purposes only Richmond has no control over the content of these sites and urges care when using them 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 prior permission in writing from the Publisher The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity Este libro se terminó de imprimir en el mes de octubre de 2012, en Grafisur S.A., Cortejarena 2943, Ciudad Autónoma de Buenos Aires, República Argentina