Pearson whats up 1 teachers book 3rd edtition

Talk about schools Talk about timetables Ask and tell the time Ask personal questions and answer them Ask for permission and make requests Write about a friend LISTENING & SPEAKING Ask a

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María Alicia Maldonado

Engage with eye-opening

topics and discover your

potential!

All digital material available at:

www.whatsup.pearsonelt.com.ar

“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!”

María Alicia Maldonado

(Teacher’s Books author as well as responsible for the adaptation and pedagogical

supervision of the What’s Up? 3rd edition series)

Students’ components:

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 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

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TEACHER’S BOOK

3rd edition

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Let’s wrap it up!

Workbook (with Audioscript) Extra Practice

Contents

English book collections http://ngoaingu123.info/forums/104/

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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 refl ective approach to learning, it aims at educating learners This implies to provide opportunities to think critically, refl ect and develop self-awareness and awareness of others.

The guiding principle is to enable students to be able to communicate effi ciently And communicating effi ciently implies, in the fi rst 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 refl ection 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 refl ect 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

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 fi nally

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 do 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

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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, 3 and 5, you will fi nd 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 fi rst 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 do tell you the specifi c 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-refl ection 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 fi rst minute what they are expected to do by the end of the unit As the unit

develops, students will also fi nd 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 refl ect upon values and beliefs, thus helping students (and teachers!) to develop their

social-emotional intelligence skills

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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 profi ciency

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 profi ciency

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’ confi dence 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 do 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 fi nal 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 profi cient 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

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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 fi t 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 fi ndings with the class while

exchanging opinions and points of view

This section includes an assessing worksheet

to evaluate, or self-evaluate, students’

profi ciency 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

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 fi les 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

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 fi nd 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

Each unit of this component includes a “Fast Finishers”

activity for students to solve individually They consist

of extensive reading activities to keep fast fi nishers interested in new challenges, and students who need more time to process their learning to be granted the possibility to do 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

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)

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Interactive Student’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”.

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 offl ine, 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 offl ine 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 3 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 do 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

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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 + 8 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 fi les 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

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Planificación anual

Tópico: El pre-adolescente y su relación con la comunidad educativa y sus actores

Tareas de comunicación y aprendizaje

• Intercambio oral sobre las asignaturas preferidas y los

lugares donde se dictan.

• Descripción de la hora.

• Intercambio oral sobre horarios escolares.

> Página 9

• Identificación del género discursivo.

• Observación de imágenes como estrategia de comprensión

lectora.

• Lectura de un artículo de una revista escolar Identificación

de ideas generales e información específica.

• Discusión oral sobre distintos tipos de escuelas y

preferencias personales.

> Páginas 10-11

• Sistematización de la estructura del presente simple del

verbo to be en un cuadro.

• Deducción de reglas gramaticales.

• Inserción del verbo to be en textos escritos.

• Escucha y reproducción de oraciones atendiendo al ritmo y

a la acentuación correcta.

• Asociación de preguntas y respuestas.

• Intercambio oral de preguntas cerradas y respuestas.

• Identificación de adjetivos en oraciones escritas.

• Inserción de adjetivos en oraciones descriptivas.

• Identificación de las preposiciones de tiempo en oraciones.

• Formulación de preguntas con When? y respuestas con

preposiciones de tiempo.

> Páginas 12-13

• Descripción de una ilustración como estrategia de

comprensión auditiva.

• Escucha de una entrevista e identificación de los

interlocutores y el tema de conversación.

• Escucha de un monólogo de un docente Identificación de

información específica para completar un horario escolar.

• Escucha de una conversación entre alumnos para

identificar ideas generales e información específica.

• Participación en un juego de roles.

• Escucha de intercambios realizando pedidos amables y

solicitando favores.

• Producción contextualizada de pedidos amables y solicitud

de favores.

> Página 14

• Reconocimiento de los componentes de un párrafo escrito.

• Producción de párrafos escritos.

• Reconocimiento y producción de oraciones descriptivas.

• Lectura de un texto informativo e identificación del tipo de

información que provee.

• Redacción paralela de un texto brindando información

personal.

LEXICALES • Vocabulario relacionado con los

espacios y lugares de la escuela.

• Asignaturas escolares y actores del contexto escolar.

• Hora digital y hora analógica.

• Los días de la semana.

• Títulos: Mr, Mrs, Ms.

• Adjetivos calificativos: modern, hard,

easy, typical, special, long, favourite, etc

GRAMATICALES • Presente simple del verbo to be en

todas sus formas.

• Preposiciones de tiempo: in, at, on.

• Posición de los adjetivos.

• Uso de can para realizar pedidos

amables y solicitar permiso.

• Uso de want to + infinitivo para

expresar deseo.

FONOLÓGICOS • Pronunciación de she / he.

• Reconocimiento y producción de los sonidos /h/ y /d /.

• Entonación de preguntas cerradas y abiertas.

• Entonación descendiente-ascendente como signo de corrección.

• Entonación ascendente como signo

de amabilidad.

Tópico: Información personal: el alumno como un actor más

dentro de la comunidad escolar.

Proyecto

• Los alumnos se comunicarán para describir personas de la comunidad escolar y sus tareas.

Contenidos

• Uso del tiempo presente simple del verbo to be.

• Uso de preposiciones de tiempo y de adjetivos.

• Uso de vocabulario para describir la escuela, los trabajadores, las asignaturas, los horarios y los amigos.

• Uso contextualizado de las macro habilidades.

Tareas de preparación

• Preparación de un cuestionario para entrevistar a un empleado escolar.

• Entrevistas a los diferentes empleados de la escuela.

• Organización de la información en una presentación.

• Recolección de imágenes de los espacios escolares.

Expectativas de logro

• Elaboración de una presentación en PowerPoint o de un póster sobre un actor de la comunidad escolar.

Expectativas de aplicación en el contexto social

Campaña “Ahora que sabés, podés”

• Reflexión y valoración de la tarea que realizan personas que

no están en el aula para generar un ambiente de trabajo seguro y adecuado.

• Toma de conciencia sobre el cuidado y la higiene de los lugares, los elementos y los espacios de uso común.

Contenidos

Proyecto final

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Tópico: El pre-adolescente y las tradiciones de su comunidad, familia y el mundo

> Páginas 16-17

• Asociación de léxico referente a festividades con las

imágenes que los representan.

• Categorización de diversas celebraciones.

• Valoración de las tradiciones familiares y culturales.

• Comparación de culturas y sus festividades.

> Página 18

• Descripción oral de rutinas diarias.

• Conexión secuencial de acciones cotidianas en forma oral.

• Descripción oral de las actividades típicas de los eventos

especiales.

> Página 19

• Uso de imágenes para inferir el contenido de un texto.

• Lectura de un texto publicado en un blog Identificación

de ideas generales e información específica sobre una

celebración.

• Descripción de festividades de la cultura propia y ajena.

• Expresión oral sobre gustos y preferencias personales.

> Páginas 20-21

• Sistematización de la estructura del tiempo presente simple

en sus formas afirmativa y negativa por medio de cuadros.

• Deducción de reglas gramaticales sobre forma y uso.

• Identificación de formas gramaticales correctas.

• Inserción del tiempo presente simple en un texto.

• Identificación de las distintas pronunciaciones de la -s

final en la tercera persona singular de verbos en tiempo

presente simple.

• Pronunciación correcta de la -s final de la tercera persona

del singular del tiempo presente simple.

• Producción contextualizada del tiempo presente simple.

• Identificación de adverbios de frecuencia y su significado.

• Inserción de adverbios de frecuencia en oraciones.

• Producción guiada de oraciones con adverbios de

• Escucha de dos entrevistas sobre rutinas Identificación de

ideas generales e información específica.

• Escucha de una entrevista sobre deseos personales para

identificar información específica.

• Intercambio oral para expresar deseos personales

utilizando want to.

> Página 24

• Reconocimiento sobre el uso del sujeto en oraciones y de

conectores secuenciales en textos.

• Ordenamiento de conectores secuenciales.

• Lectura de una descripción sobre una rutina diaria,

selección de los conectores secuenciales apropiados y

ordenamiento de las rutinas descriptas.

• Redacción libre sobre un día típico de la semana.

GRAMATICALES • Presente simple en su forma

afirmativa, negativa e interrogativa para describir hábitos y rutinas.

• Adverbios de frecuencia: never,

sometimes, often, usually, always.

• Uso de want to + infinitivo para

expresar deseo.

• Conectores secuenciales: before,

after, first, then, after that, finally.

FONOLÓGICOS • Pronunciación de la -s en la tercera

persona singular.

• Entonación de preguntas abiertas.

• Patrones de acentuación y ritmo.

• Entonación ascendente como marcador de continuidad.

Tópico: Una celebración especial.

Proyecto

• Los alumnos compartirán una presentación sobre una celebración especial.

Contenidos

• Uso del tiempo presente simple y adverbios de frecuencia.

• Uso de vocabulario para describir actividades que se realizan en eventos especiales.

• Uso de conectores secuenciales.

• Enumeración de eventos y celebraciones especiales.

• Reflexión sobre las actividades de un día especial.

• Selección de imágenes representativas.

• Elaboración de una presentación en Prezi o en un póster para compartir información sobre una celebración elegida.

• Reflexión y valorización de las tradiciones familiares y de nuestra cultura, y respeto por otras culturas.

• Participación activa y voluntaria en la organización de las celebraciones escolares.

Tópico: Día de la Independencia

• Lectura extensiva para fomentar el placer por la misma.

• Valoración sobre el festejo del Día de la Independencia y sobre las tradiciones del país ¡Celebrémoslo!

• Búsqueda de información en internet como estímulo para

un aprendizaje por serendipia.

Contenidos

Proyecto final

CLIL y cultura

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Tópico: El pre-adolescente y su valoración sobre el reino animal

> Páginas 28-29

• Asociación de léxico referente a las clases de animales con

las imágenes que los representan.

• Identificación de características de los animales.

> Página 30

• Uso del diccionario y del contexto para inferir significado.

• Identificación de las partes del cuerpo de los animales.

• Descripción de acciones que realizan diferentes animales.

• Análisis de las connotaciones de algunos adjetivos

descriptivos.

> Página 31

• Identificación de género discursivo como estrategia de

compresión lectora.

• Lectura de un artículo informativo online Identificación de

• Personalización de un tema y discusión sobre lo que ocurre

con algunas especies en el país.

> Páginas 32-33

• Sistematización de la forma interrogativa del tiempo

presente simple en un cuadro.

• Producción guiada de preguntas cerradas y abiertas.

• Identificación de la correcta pronunciación de does y doesn’t

y su posterior producción.

• Intercambio oral de preguntas y respuestas utilizando el

tiempo presente simple.

• Inserción del tiempo presente simple en un diálogo escrito.

• Sistematización del uso de can, must, can’t y mustn’t

para expresar habilidad, obligación y prohibición

respectivamente.

• Inserción de las formas afirmativas y negativas de can y

must en oraciones y textos.

• Selección de can o must a partir del contexto.

• Completamiento y reproducción oral de un texto sobre

obligaciones y posibilidades.

> Páginas 34-35

• Identificación de animales y discusión sobre su peligrosidad

en el propio entorno como estrategia de comprensión

auditiva.

• Escucha de un programa de radio Identificación de ideas

generales e información específica.

• Asociación de descripciones de animales con sus imágenes.

• Escucha de un diálogo entre los participantes de un juego

de adivinanza Identificación de información específica.

• Producción guiada de preguntas para identificar animales.

• Elaboración libre de diálogos breves para participar de un

• Reconocimiento del uso de signos de puntuación como

organizadores de información y marcadores de actitudes.

• Lectura de mensajes e inserción de puntuación y

capitalización en textos escritos.

• Redacción libre de mensajes utilizando la puntuación

correcta.

LEXICALES • Vocabulario relacionado con las

partes del cuerpo de animales.

• Nombres de animales salvajes, de granja y mascotas.

• Verbos que describen las actividades que realizan los

animales: hide, sting, hunt, lay, etc.

• Adjetivos que describen animales:

aggressive, friendly, intelligent, clean, dirty, dangerous, poisonous, slow, etc.

GRAMATICALES • Presente simple en todas sus

formas.

• Preguntas abiertas y cerradas.

• Uso de can para expresar habilidad.

• Uso de must para expresar obligación y mustn’t para expresar

prohibición.

FONOLÓGICOS • Pronunciación de la desinencia -ed de

verbos regulares en el pasado simple.

• Pronunciación de does / doesn’t:

formas fuerte y débil.

• Entonación de preguntas abiertas y cerradas.

• Pronunciación de must / mustn’t /

can / can’t: formas fuerte y débil.

• Grupos tonales como organizadores

• Uso del tiempo presente simple.

• Uso de can para describir habilidad.

• Uso de must y mustn’t para expresar obligación y

prohibición.

• Uso de vocabulario relacionado con los animales.

• Uso de exclamaciones y preguntas para atraer al lector.

• Lectura sobre animales en su hábitat.

• Búsqueda de información online o en otras fuentes.

• Fichaje de información como medio para organizar ideas.

• Aporte individual al trabajo cooperativo de creación de un juego.

• Muestra de anuncios al resto de la comunidad escolar.

• Reflexión sobre la importancia del cuidado del medio ambiente y discusión con compañeros y familiares.

Contenidos

Proyecto final

Trang 13

Tópico: El pre-adolescente y su contexto socio-cultural

> Páginas 38-39

• Asociación de léxico referente a comercios con las

• Asociación de comentarios con lugares.

• Conocimiento sobre la existencia de actividades de tiempo

libre gratuitas.

• Producción guiada de descripciones de hábitos propios.

> Página 40

• Identificación de las actividades que pueden realizarse en

diferentes espacios de la ciudad.

• Juego de memoria en base a un mapa de un área urbana y

descripción de la localización de cada espacio en la ciudad.

• Escucha de hábitos personales para identificar los lugares

donde se realizan.

• Elaboración de un mapa del contexto socio-cultural propio

incluyendo los diversos espacios disponibles.

> Página 41

• Observación como base para la elaboración de inferencias

previas como estrategia de comprensión lectora.

• Lectura de un foro de discusión online Identificación de

• Expresión de opiniones personales sobre visitas a museos.

> Páginas 42-43

• Sistematización de la estructura del tiempo presente

continuo por medio de un cuadro.

• Intercambio oral guiado con elaboración de preguntas

abiertas en el tiempo presente continuo y sus respuestas.

• Inserción del presente continuo en un diálogo.

• Intercambio oral guiado con elaboración de preguntas

cerradas en el tiempo presente continuo y sus respuestas.

• Categorización de sustantivos contables e incontables.

• Deducción del uso de a lot of, some, any, a / an.

• Elección de a lot of, some, any, a / an para completar

oraciones.

• Inserción de some, any, a / an en diálogos escritos.

> Páginas 44-45

• Descripción de la ilustración de una calle comercial como

estrategia de comprensión auditiva.

• Escucha de conversaciones que tienen lugar en comercios.

Identificación de ideas generales e información específica.

• Escucha de intercambios breves donde los participantes

realizan sugerencias y responden a las mismas.

• Elaboración guiada de diálogos breves realizando

sugerencias y respondiendo a las mismas.

> Página 46

• Reconocimiento del uso de los artículos definido e

indefinido.

• Reconocimiento del uso de pronombres subjetivos

conforme a las frases nominales a las que se refieren.

• Lectura y completamiento de la descripción de una foto de

una ciudad.

• Producción libre de la descripción de la imagen de un lugar.

> Página 49

• Autoevaluación guiada.

LEXICALES • Vocabulario relacionado con los

espacios públicos de una población.

• Actividades que se desarrollan

en los distintos espacios de una población.

• Preposiciones de lugar.

GRAMATICALES • Presente continuo en su forma

afirmativa, negativa e interrogativa.

• Sustantivos contables e incontables.

• A lot of / some / any / a(n) / How much?

• Let’s, Why don’t we? What about? y

Shall we? para expresar sugerencias.

• Artículo indefinido (a / an) y artículo definido (the).

• Pronombres sustantivos y sus antecedentes.

FONOLÓGICOS • Diferencias entre la pronunciación

de acento americano y británico.

• Pronunciación de -ing.

• Entonación de preguntas abiertas.

Tópico: Lugares para visitar en la ciudad.

Proyecto

• Los alumnos se comunicarán para construir un juego.

Contenidos

• Uso del tiempo presente continuo.

• Uso de vocabulario sobre actividades de tiempo libre.

• Listado de lugares que pueden visitarse en una ciudad.

• Búsqueda de imágenes representativas de las actividades que pueden realizarse en los lugares listados.

• Descripciones de las situaciones en diferentes lugares del contexto socio-cultural.

• Autogeneración de un espacio lúdico de aprendizaje.

• Descripciones orales de actividades propias y de otros espacios socio-culturales.

• Asociación de las descripciones escuchadas con sus representaciones gráficas.

• Valoración de compartir un grato momento sin recurrir al consumo y al gasto de dinero.

• Descubrimiento y difusión entre pares de lugares interesantes para visitar en el tiempo libre.

Tópico: El Planetario

• El Planetario como sitio de interés científico y cultural.

Contenidos

Proyecto final

CLIL y cultura

Trang 14

Tópico: El pre-adolescente y su relación con las tecnologías de la información y de la comunicación (TIC)

> Páginas 50-51

• Asociación de léxico referente al uso de las TIC con

• Descripción oral de rutinas referidas al uso de las TIC.

> Página 52

• Reconocimiento de léxico referente a los recursos

tecnológicos y la comunicación virtual e inserción del

mismo en textos que describen actividades habituales.

• Reconocimiento de adjetivos descriptivos en un texto.

• Inserción de adjetivos descriptivos en oraciones.

> Página 53

• Discusión oral previa a una lectura sobre hábitos de

comunicación virtual como estrategia de comunicación

lectora.

• Lectura de mensajes de un foro de adolescentes sobre

las TIC Identificación de ideas generales e información

específica.

• Reflexión grupal acerca del uso consciente y seguro de las

redes sociales virtuales.

> Páginas 54-55

• Sistematización de los tiempos presente simple y continuo.

• Clasificación de expresiones de tiempo en relación al

tiempo verbal con que suelen utilizarse.

• Inserción de los tiempos presente simple y presente

continuo en textos breves.

• Descripción de ilustraciones utilizando los tiempos presente

simple y presente continuo.

• Sistematización de los pronombres objetivos y deducción de

reglas sobre su uso.

• Identificación de pronombres subjetivos y objetivos.

• Clasificación de pronombres subjetivos y objetivos.

• Inserción de pronombres objetivos en oraciones.

• Reemplazo de sustantivos por pronombres subjetivos y

objetivos en oraciones.

> Páginas 56-57

• Descripción de una adolescente realizando una presentación

Pecha Kucha sobre el uso de las TIC, como estrategia de

comprensión auditiva.

• Escucha de un monólogo descriptivo de una escena.

Identificación de ideas generales e información específica.

• Escucha de preguntas e identificación del núcleo de tonal.

• Lectura de intercambios breves colocando énfasis en el foco.

• Elaboración libre de intercambios con énfasis en el foco.

• Producción oral de oraciones compuestas utilizando la

entonación como marcador de continuidad y/o complemento

de ideas.

> Página 58

• Reconocimiento del uso de conectores para expresar

adición, oposición y propósito.

• Lectura y análisis de un texto que describe una escena.

• Identificación de las formas verbales utilizadas en una

descripción y el significado de su uso.

• Redacción de una descripción de una escena, guiada por

preguntas organizadoras.

LEXICALES • Vocabulario relacionado con

actividades de la vida diaria.

• Recursos tecnológicos y la comunicación virtual.

• Adjetivos que describen

personalidad: kind, friendly, lazy,

funny, quiet, fun.

GRAMATICALES • Contraste entre el tiempo presente

simple y presente continuo.

• Presente simple y presente continuo en sus formas afirmativa, negativa e interrogativa.

• Uso de pronombres objetivos.

• Conectores de adición y oposición:

Tópico: Los alumnos y el uso de las TIC.

Proyecto

• Los alumnos intercambiarán ideas acerca de la relevancia

de las TIC en la vida cotidiana y generarán un foro de discusión sobre el uso responsable de las TIC.

Contenidos

• Uso del presente simple.

• Uso de vocabulario relacionado con los recursos tecnológicos y la comunicación virtual.

• Descripción de situaciones que guíen a una reflexión sobre

el uso responsable de las TIC.

• Discusión reflexiva sobre las actitudes cotidianas frente al uso de las TIC.

• Comprensión y difusión entre pares de la relevancia del uso

de las TIC y de la repercusión que ese uso tiene en la vida personal.

• Generación de un foro de discusión sobre el uso responsable de las TIC.

Contenidos

Proyecto final

Trang 15

Unidad temática 6: Time to travel

Tópico: El pre-adolescente, sus experiencias y sus viajes en el pasado

> Páginas 60-61

• Asociación de léxico referente a modos de viajar con las

• Discusión oral sobre los lugares de vacaciones más

frecuentados.

• Expresión de preferencias personales sobre lugares para

visitar.

> Página 62

• Asociación de léxico referente a medios de transporte con

las imágenes que los representan.

• Intercambio oral sobre los medios de transporte utilizados

por los alumnos.

• Asociación de íconos con actividades típicas de vacaciones.

• Narración oral de hábitos vacacionales.

> Página 63

• Identificación de las características discursivas de un libro

de viaje como estrategia de comprensión lectora.

• Lectura de un libro de viaje Identificación de ideas

• Organización de las ideas expresadas en el libro de viaje.

• Expresión de opiniones personales acerca de actividades

vacacionales.

> Páginas 64-65

• Sistematización de la estructura del tiempo pasado simple

del verbo to be en un cuadro.

• Inserción de las diferentes formas del tiempo pasado

simple del verbo to be en oraciones y en un diálogo escrito.

• Ubicación de expresiones de tiempo pasado simple en

orden cronológico.

• Intercambio oral utilizando el pasado simple del verbo to be.

• Sistematización de la estructura del pasado simple de

verbos regulares e irregulares en un cuadro.

• Inserción de verbos regulares e irregulares en el tiempo

pasado simple en oraciones o textos breves.

• Escucha de verbos regulares en pasado simple para

identificar las pronunciaciones de la terminación -ed y su

posterior producción.

> Páginas 66-67

• Descripción oral de una situación en la que amigos

planifican un viaje como estrategia de comprensión auditiva.

• Escucha de un diálogo sobre un viaje Identificación de ideas

• Escucha de un diálogo en una boletería e identificación de

información específica.

• Elaboración guiada de un diálogo en una boletería.

LEXICALES • Vocabulario relacionado con zonas

geográficas y de interés turístico.

• Medios de transporte y actividades

de vacaciones.

• Vocabulario relacionado con la compra y venta de pasajes.

GRAMATICALES • El verbo to be en tiempo pasado en

todas sus formas.

• Pasado simple de verbos regulares e irregulares en su forma afirmativa y negativa.

• Expresiones de tiempo pasado:

yesterday (morning), last (week), etc.

• Palabras interrogativas: how much,

• Formas fuertes y débiles del pasado

del verbo to be.

Tópico: Talentos y habilidades.

Proyecto

• Los alumnos describirán y compartirán la mejor o la peor experiencia de sus vidas.

Contenidos

• Uso del tiempo pasado simple y de expresiones de tiempo.

• Uso de vocabulario para indicar y describir tiempo y lugar.

• Uso de vocabulario relacionado con actividades realizadas.

• Elección de una experiencia y una imagen representativa.

• Tormenta de ideas para conformar un campo semántico en relación a experiencias vividas (positivas y negativas).

• Selección de música que refleje el estado de ánimo del narrador frente a la experiencia descripta.

• Redacción de un borrador para su posterior edición.

• Grabación de una historia con fondo musical e imagen.

• Narración de una historia frente a la clase.

• Revalorización de los espacios turísticos del país.

• Valoración sobre la importancia de compartir experiencias como espacio de aprendizaje.

Tópico: Lugares para visitar en Buenos Aires.

• Lectura sobre lugares turísticos de Buenos Aires.

Contenidos

Proyecto final

CLIL y cultura

Trang 16

Vocabulary Reading Grammar Listening & Speaking Writing Project

• Ask and answer personal questions

• Ask for permission and make requests Write about a friend:• Paragraphs

Blog: Are all celebrations fixed in the calendar?

• Present simple - affi rmative andnegative

• Adverbs of frequency

• Describe a special day

• Talk about what you want to do on your next birthday

Write a description of a typical day:

Online article:

Animals sometimes become celebrities

• Present simple - yes / no questions,

short answers and

Write signs for a natural reserve:

• Punctuation: full stop, comma, exclamation mark, question mark

Game: Guess the animal

4 What’s your

choice?

page 38

• Places and activities

in town Website article: Do you like hanging out

with friends? Have you got two hours to spare? The Science Interactive Museum

is a wonderful option

• Present continuous - affi rmative,negative and interrogative

• Countable and uncountable nouns

• a lot of / some / any / a(n)

• Shop for different items

• Make suggestions Write a description of a scene:• Articles: indefinite (a / an)

and definite

• Pronoun reference

Game: Guess the place in town

CLIL & Culture: The Planetarium page 48 Let’s wrap it up! Self-assessment activities - Units 3 & 4 page 49

5 ICT in our lives

page 50

• Uses of computersand smartphones

• Adjectives ofpersonality

Online forum: Is ICT* good or bad?

Share your opinion

What do you use it for?

• Present simple and present continuous

• Object pronouns • Compare what people are doing with what they usually do

• Ask about a person

Write a description of a picture:

• Conjunctions: and, but, because, so Pecha Kucha presentation

• Past simple ofto be - affi rmative,negative and interrogative

• Expressions of past time

• Past simple of regular and irregularverbs - affi rmative and negative

CLIL & Culture: Places to visit near Buenos Aires page 70 Let’s wrap it up! Self-assessment activities - Units 5 & 6 page 71

Trang 17

Vocabulary Reading Grammar Listening & Speaking Writing Project

Let’s warm up! page 4

• Ask and answer personal questions

• Ask for permission and make requests Write about a friend:• Paragraphs

Things we do on special days

Blog: Are all celebrations fixed in the

calendar?

• Present simple - affi rmative and negative

• Adverbs of frequency

• Describe a special day

• Talk about what you want to do on your next birthday

Write a description of a typical day:

Online article:

Animals sometimes become celebrities

• Present simple - yes / no questions,

short answers and

Write signs for a natural reserve:

• Punctuation: full stop, comma, exclamation mark, question mark

4 What’s your

choice?

page 38

• Places and activities

in town Website article: Do you like hanging out

with friends? Have you got two hours to

spare? The Science Interactive Museum

is a wonderful option

• Present continuous - affi rmative, negative and interrogative

• Countable and uncountable nouns

• a lot of / some / any / a(n)

• Shop for different items

• Make suggestions Write a description of a scene:• Articles: indefi nite (a / an)

and defi nite

• Pronoun reference

Game: Guess the place in town

CLIL & Culture: The Planetarium page 48 Let’s wrap it up! Self-assessment activities - Units 3 & 4 page 49

5 ICT in our lives

page 50

• Uses of computers and smartphones

• Adjectives of personality

Online forum: Is ICT* good or bad?

Share your opinion

What do you use it for?

• Present simple and present continuous

• Object pronouns • Compare what people are doing with what they usually do

• Ask about a person

Write a description of a picture:

• Conjunctions: and, but, because, so Pecha Kucha presentation

• Past simple ofto be - affi rmative, negative and interrogative

• Expressions of past time

• Past simple of regular and irregular verbs - affi rmative and negative

CLIL & Culture: Places to visit near Buenos Aires page 70 Let’s wrap it up! Self-assessment activities - Units 5 & 6 page 71

Pairwork activities page 72

Pronunciation tip*

Trang 18

> Student’s Book pp 4 & 5

This introductory unit aims at revising students’

previous linguistic knowledge Language is presented

in meaningful contexts so that students can become

aware of how much they can do with what they have

already learnt In this way, they will also feel they

are learning not only about language but also about

language in use

> Before you start

Ask students to observe the pictures and to identify the

discourse genre (it’s a blog)

Ask students what information they can fi nd on a

blogger’s profi le Elicit as many ideas as possible

Have students complete the sentences They will revise how to exchange personal information and the tenses used to do so

1 Vivian 2 15 3 London 4 Brighton School 5 150

Answers

In pairs, students take turns to ask and answer in

order to exchange personal information

Using the information on the profi le, ask students

about Vivian’s activities Try to elicit the word

“festival” and read the instructions aloud for

students to complete the dialogue

To check the answers, ask two students to read the dialogue meaningfully

4 Encourage students to answer these questions

aloud so that they can share their opinions with their classmates Make sure most students participate

5 Draw students’ attention to the photograph of the

dog Ask them to describe it Then tell students

to read the paragraph they are to complete

Ask them to complete the text individually and then swap books with their classmate for peer correction Walk about the classroom to check that all students are doing well

1 has 2 big 3 is 4 brown 5 long 6 plays 7 cannot

Answers

6 This brainstorming activity will activate students’

knowledge about animals, how to spell their names and the categories of animals they know

It is a good idea to go over the lists with the whole class so that students can also work on pronunciation and everybody has the complete list correct

Have students do the exercise If needed, explain

to them that they will have to write the correct version of the sentences that are false

Pandora box

This is an excellent opportunity to ask students which statements they can undoubtedly correct Help students to notice that the second and the third statements are facts By observing, they will be able to describe what they actually see On the other hand, statements

1 and 4 will need of their inferences

or assumptions That is why they will probably give different answers and all of them can be right

8 Have students work in pairs to answer the questions

In this book you will fi nd the following features:

Go through the list of icons with the whole class Give students a short explanation of what each icon means and what they are expected to do Alternatively, ask students

at random to explain in their own words what each icon represents Listen attentively while they put forward their ideas Allow the rest of the class to make comments and

to complete ideas if needed.

The group is fi nally ready to start a whole year of fruitful work!

Trang 19

Have students observe the pictures and ask them

what they represent Then ask: Is any of these situations familiar? Why?

Pandora box

Provide the English terms for what students say in Spanish as an input It will

be useful for the following activities

Have students do the matching individually To check the answers, ask students to point to the pictures and name what they show Encourage them to justify their choices as a way to revise vocabulary

Encourage students to observe and draw conclusions so as to help them to develop critical thinking

Ask students to name the people who work at school and how frequently they meet them

Elicit the different jobs and write them on the

board (librarian, janitor, etc.).

Go over the Project preview with the whole class Ask students if they know how to prepare

a PowerPoint presentation If students don’t have access to ICT, tell them they are going to prepare a poster presentation and ask them if they know how to do it

Tell students they will learn what they need while moving forward along the unit

Talk about schools

Talk about timetables

Ask and tell the time

Ask personal questions and answer them

Ask for permission and make requests

Write about a friend

LISTENING & SPEAKING

Ask and answer personal questions

Ask for permission and make requests

If students have access to ICT:

> Have an interview with a person at school to

get her/his personal information, duties and

timetable.

> Take a photograph and prepare a PowerPoint

presentation.

> Organise all the information in slides Save the

PPT on a mobile device and present it to the

class.

If students do not have access to ICT:

> Have an interview with a person at school to

get her/his personal information, duties and

timetable.

> Take a photograph and prepare a presentation.

> Organise all the information in a poster and

present it to the class.

WE are the school

Trang 20

> Student’s Book p 8

School subjects

a Ask students to identify the lexical group

(“school subjects”) and do the exercise Encourage

them to risk the answers in spite of not knowing every single word Once they have fi nished, allow them to look up the words they don’t know

If they have access to ICT, they can use online dictionaries.If not, they can borrow dictionaries from the library

1 PE 2 Geography 3 Science 4 French 5 ICT

Answers

Students may fi nd it diffi cult to produce the sound

/ d / in “Geography” and “subject” If so, invite them

to produce the sound in Spanish in a phrase, such

as: “yo ya llego” Students will surely have fun and

will be willing to repeat it until they get the accurate

pronunciation

Pronunciation

b In this exercise, students will reinforce their knowledge of school subjects by establishing connections with their everyday life

Time

2 Tell students to do the exercise in pairs If needed,

draw a clock and divide it into quarters to show

students the meaning of “half” and “quarter past / to” To check the answers, draw some blank

clocks on the board In turns, have students come

to the board, say the time and draw the two hands

so as to indicate the corresponding time

1 c 2 b 3 a 4 e 5 f 6 d

Answers

3 Ask students to work in pairs asking and answering the questions orally Walk about and check their production

1 at eleven o’clock 2 at two pm 3 at quarter to twelve

4 at half past ten

Pandora box

Games are excellent to keep students working withouth getting bored They practise grammar, lexis and phonology without even noticing it

Ask students to prepare 5 cardboard cards

of approximately 10cm x 6cm, and to draw

an object symbolizing a school subject

on each of them School subjects can

be repeated, but not the object (eg: the picture of a map on one card and a globe

on another, both symbolizing “Geography”)

Have students use the set of cards to play a guessing game in pairs Tell students to put the cards upside down in a pile on the desk

In turns, students will pick a card and guess the subject it symbolizes If they guess, they keep the card If not, they put it back at the bottom of the pile The winner is the student who collects the largest number of cards

Workbook p 76 / Self-check p 81 /

Extra Practice p 5

LINKED ACTIVITIES

1

4 · 5

Trang 21

Guide students to observe the text Help them to

identify the discourse genre and justify their inference

Elicit the name of the author, the readers the article

might be directed to (teachers, students, etc.) Ask:

Does the article belong to a section of the magazine?

Encourage students to risk what the article is about

Pandora

box

When students make inferences and justify them, they are developing their critical thinking They also become aware

of the relevance of supporting ideas with factual information

1 This observation task places students in the

centre of attention They are comparing their own

reality with the school described in the text Invite

them to describe what they see in the pictures

2 Ask students to scan the text and number the

pictures according to the order in which the

activities are described in the article They will

fi nd some help in the captions under each picture

Let students work with their classmates to work

out meanings

1 b 2 a 3 c 4 d

Answers

3 Ask students to go over the article once again and

answer the questions Ask students at random

to read the answers aloud Pay attention to their

pronunciation and use gentle correction if needed

1 Juan Mantovani Art School 2 The school day starts at 7 and

ends at 4.30 3 They do extracurricular activities like visiting

children or elderly people in hospitals and nursing homes

4 Local artists are the teachers in the clubs 5 Mr Forni, the

caretaker, is important for Marina because they leave the

classroom untidy and he never complains.

Answers

4 Ask students to correct the statements Make sure they understand they will have to write a negative sentence fi rst and then the corrected answer When checking the answers, ask the same student to provide both sentences

1 Marina is 13 2 Juan Mantovani is an Art School 3 Marina wants to go to the Tiles club 4 Students help the caretaker

Mr Forni with the cleaning 5 Students at Juan Mantovani School do solidarity activities in the afternoon.

Answers

Students are expected to accent the words they consider wrong, using fall-rise intonation and to accent the correct word in the second sentence, using high-fall intonation

Pronunciation

This section is very important for motivation and refl ection Students will compare their

school with the Mantovani School Write the names

of the two schools on the board and encourage students to list different pieces of information below each name They can start by enumerating the information about the school described in the article and then, add the similarities / differences

in the column corresponding to their school

Encourage students to participate by providing meaningful utterances instead of isolated words

Workbook p 77 / Fast Finishers p II

READING

5 · 6

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Verb to be

Ask students to observe the Grammar table and

identify the full and the contracted forms of the verb

to be Ask three volunteers to write them on the board

Remind students that contracted forms are used when

we speak or in informal writing, but that they are not

appropriate in formal letters or essays Go over each

column with the whole class

Draw students’ attention to the negative form column

Remind them that there are two possible forms for all

pronouns, except for “I” which is not fully contracted in

the negative form, eg: He’s not old / He isn’t old We’re

not at school / We aren’t at school I’m not English

Finally draw their attention to the questions Make

sure they all notice that the verb to be goes before the

pronoun in questions Ask them to go over the short

answers column on their own

Negative: isn’t, aren’t, aren’t Questions: a student? Are you

my classmate? our PE teacher? in grade 6? Is it break time?

in year 9? in the lab? Short answers: are, isn’t, is, are, aren’t

Answers

If needed, write the following chart on the board and

ask students to complete the corresponding form of

the verb to be Use the examples in the chart to elicit

the meaning of to be in Spanish (“Yo soy argentina/o.”

“Yo estoy en el aula.”).

I

Argentinian

She

HeIt

1 a & b Tell students to complete the exercises

and only refer to the Grammar table if they need

it Ask a student to explain what they have to do

1 is 2 ’m 3 is 4 ’s 5 is 6 ’s 7 ’re

1 is 2 isn’t 3 is 4 isn’t 5 is 6 is 7 is 8 are 9 isn’t

Answers

Have students listen to the audio and pay attention to the

pronunciation of the contracted form “She’s” and “He’s”

Draw their attention to the pronunciation of /h/ in English

as different from /x/ in Spanish Use the pronunciation of

Venezuelan actors when they say, eg: “Jamás te dejaré”

to model the correct pronunciation of /h/

1 b 2 e 3 a 4 d 5 c 6 f

Answers

Show students that yes / no questions take rising

intonation and that the answers take falling intonation

Draw arrows upwards and downwards correspondingly

or just make a gesture with your hands to demonstrate

Pronunciation

Adjectives

Ask students to observe the Grammar box and to explain what they understand Elicit the verbs that are used

4 Have students complete the sentences When you check, ask them to compare the sentences in the exercise with the examples in the box

1 typical 2 favourite 3 best 4 hard 5 long 6 special 7 easy

Answers

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Prepositions of time

Invite students to study the Grammar box and elicit

their assumptions about the use of prepositions

Write this on the board and ask students to fi ll in the

blanks using the Grammar box as a reference:

eg: Leaves fall down in autumn They will be

activating their previous knowledge and practising language in a meaningful context

5 a Tell students to complete the message To help

students analyse discourse genre, ask: Who writes

the message? Who is the message for? Where can

you find this kind of message?

1 in 2 at 3 in 4 on 5 at

Answers

b Ask students to answer the questions orally

Give them the written work as an assignment

1 They are in the gym 2 They are at 2 3 It’s at 9.30

Answers

6 Have students write the missing prepositions

To check the answers, ask two students at a time

to read the exchanges aloud

1 on 2 at 3 on 4 in

Answers

7 First ask students to write the answers individually Then have them ask and answer in pairs Explain that dates are written and said

differently, eg: we write “10th June” but we say

“on the tenth of June” To check students produce

the dates correctly, invite different pairs to exchange information at the front

Ask students to work orally in pairs Give the written work as an assignment

Suggested answers: 1 A: Is your school big? B: Yes, it is

2 A: Is your best friend clever? B: Yes, he is 3 A: Is your English teacher a man? B: No, she isn’t 4 A: Are your PE classes in the gym? B: Yes, they are 5 A: Is Maths in the science lab? B: No, it isn’t.

Answers

Remind students that yes / no questions are usually

produced with rising intonation The answers usually take falling intonation

Pronunciation

Workbook pp 78 & 79 / Self-check p 81 /

Extra Practice pp 3 & 4

Go over the tips with the whole class Encourage students to think about all the people who work

at school and help them to be comfortable and

to solve any problem they might have If students say the jobs in Spanish, write the English equivalent on the board Then they can think about why these people are important to them

Suggest students using their smartphones or digital cameras to take photos of these people

in their “working places” and while they are working

PROJECT

8

GRAMMAR

Trang 24

LISTENING AND SPEAKING

Ask and answer personal

questions

1 Encourage students to observe the picture and

describe what they see Ask: Where are these people? Are they all students? Ask them if they

notice anything peculiar in the picture (the man is

carrying a “mate”).

2 Ask students to listen to the dialogue and to

identify the characters who are talking They can point to the different people in the picture and name them in order to check

The characters are: Jeremy, a Uruguayan reporter and Silvana,

an Argentinian student.

Answers

3 Tell students to read the sentences Then, play

the audio for a second time and have students circle the correct answer Ask students to read the correct answers aloud to check

1 Silvana 2 excited 3 is 4 Argentina 5 PE

Answers

Invite students to risk answering the questions and then have them listen to the audio so as to check the answers

1 He’s from Uruguay 2 Jeremy 3 He takes his “mate”

everywhere 4 She’s in year 7 5 Yes, she is.

Answers

Reporter: WOW this is amazing, I am from Uruguay! Look, I go everywhere with my “mate”, see?

Girl: Nice!

Reporter: And you are about to start

Girl: Year 7 This school looks fantastic I love it!

Reporter: So tell me: What’s your favourite subject?

Girl: It’s PE From that window, you can see the school gym

It is enormous and very modern.

Reporter: Do you have a favourite corner at the school?

Girl: Of course, it is the same for everyone, no matter where you go: the playground.

Reporter: OK Thanks for your time and have a good start.

Girl: Thanks!

Tell students to observe the table and have them predict what they might have to write in the blanks Tell students they are going to listen to the audio to get the necessary information from it Play it once and give students some minutes to complete the table If needed, play the audio for a second time

Then ask the class who speaks to whom

Work with the whole class Encourage students

to ask questions to check what their classmates

have written in the blanks, eg: Where is Maths?

What time is PE? What subject is at 11:30?

1 Maths 2 classroom 3 10.30 4 gym 5 11.00 6 Science

7 science lab 8 12.30 9 1.15 10 ICT 11 library

Answers

6 a Tell students to read the questions silently and make sure they all understand Ask one of the students to explain what they are expected

to do In this way, you will be able to check understanding Play the audio and have students tick the correct items

In order to check the answers, ask individual students to read the correct questions It is a great opportunity to check intonation of questions

2 What’s your favourite subject? 3 Where are you from?

4 Do you like the school?

Reporter: Hi everyone This is Jeremy at Brighton School on

the first day back to school There are lots of children coming

in… some others are waiting for their friends to arrive! Let’s

see if we can talk to one of the students over there Excuse

me, I’m Jeremy from BFF Radio Do you have a minute?

Girl: Of course, no problem!

Reporter: What’s your name?

Girl: I’m Silvana.

Reporter: How are you doing?

Girl: Fine, thanks I am really excited, actually!

Reporter: Oh, is there anything special going on today?

Girl: Well, today is my first day at this school! I am not British,

you see, I am from Argentina I am on a Student Exchange

Program.

5

Trang 25

b Tell students to read the sentences and risk

deciding whether they are true or false Tell them

they will have to justify their choices Play the

audio once again and give students time to do

the task and write notes on useful information to

justify their choices

1 T 2 F (Pakistan) 3 T 4 T 5 T 6 F (English and PE)

Jenny: Hi, my name’s Jenny Are you a new student?

Imran: Yes, I am.

Jenny: Me too What’s your name?

Imran: Imran.

Jenny: Where are you from?

Imran: I’m from Manchester but my parents are from Pakistan

And you?

Jenny: I’m from Australia.

Imran: Australia! Wow! Do you like the school?

Jenny: Yes, it’s great The people are really friendly I like the

gym It’s fantastic! What about you?

Imran: I like the school too, especially the computer room.

Jenny: So ICT is your favourite subject?

Imran: Yes, it is What’s your favourite subject?

Jenny: I like English and PE Hey, it’s nine o’clock! Time for

Geography class Come on Let’s go.

Ask for permission and make

requests

7 a Go over the questions with the whole class

Remind students of the importance of intonation

to convey meaning Then ask students to do the

Pronunciation

b Play the audio once again and pause it after each exchange for students to check the answers

1 Questions 1, 3, 4 and 5 are used to ask for permission

2 Questions 2 and 6 are requests.

Answers

c Students will have to decide which questions are intended to ask for permission and which ones are for requests Remind them to pay attention to the intonation and the answers given

8 Brainstorm all the classroom expressions students can remember

Pandora box

Ask students to make notices with the expressions and hang them on the walls to

be used as peripherals

9 a Ask students to work in pairs Tell them to cover the answers so as to practise requests and asking for permission They can exchange roles so that each member of the pair asks three questions

b Encourage students to work on roleplay Tell them they can prepare the questions in advance with the help of the examples that have been introduced all along the lesson

ACTIVITIES

Indicate Student A to go to page 72 and Student B to go to page

74 They will have to ask questions to complete the table with personal information provided by their classmate When they answer, they will have to provide a complete sentence.

Workbook p 79 / Self-check p 81

Trang 26

Write about a friend

Go over the Writing rule box with the whole class

Ask: What is a paragraph, a group of words or a group of

sentences? (a group of sentences)

Pandora

box

Activate students’ encyclopedic knowledge and enable them to make associations which will help to make learning more

memorable Ask: What is the name of a group of words? (sentence)

If needed, explain to students that the sentences in a

paragraph contain related information Tell them that,

sometimes, the fi rst line can be indented Write an

example on the board to exemplify, eg: María is my best

friend I like her because she is nice She isn’t in my class,

but we spend break times together.

a Ask students to do this activity individually

Check the answers as a class on the board

While checking, have students practise the position

of adjectives Ask them to transform the sentences,

eg: 1 Henry is a nice friend / My friend Henry is nice

2 Maths is a hard subject / Maths is hard.

1 b 2 c 3 a 4 d

Answers

b Ask students to do the exercise Then have them read the answers aloud to check with the whole class

1 friendly 2 hard 3 comfortable 4 old 5 modern

Answers

Go over the Writing rule box about descriptive

adjectives with the whole class Elicit adjectives and

make a list on the board

Ask students to read the ID card and the text

about Jenny individually Ask them to identify the paragraphs, enclose each one with square brackets

and give them numbers Then ask: How many paragraphs are there? What information does each paragraph give? (1 Jenny 2 her school 3 her best

friend) Ask students to underline the adjectives

they can fi nd in the text (Australian, new, modern, favourite, big, comfortable, nice and friendly).

Ask one student to read one adjective and another

to say what it describes

1 Jenny 2 Favourite school area 3 Best friend

Answers

Pandora box

Help students to become aware of how adjectives enrich the text Tell them that you can imagine the people, the objects or the places better if they are described by means of adjectives

c Invite students to put themselves in Jenny’s shoes and to describe their school timetable Tell them they can use the text on page 9 as a support Remind them that they are expected to use adjectives to enrich their descriptions They will have to divide their description into paragraphs, one paragraph for each idea or topic to be developed

In order to check, ask individual students to read their descriptions aloud

Suggested answer: School days start at 8 On Mondays our subjects are Maths, History and ICT They are OK Tuesdays are

my favourite days We have English and PE On Wednesdays

we have Science I like working in the lab Thursdays are a bit boring I don’t like History or Geography On Fridays we have Italian, an interesting subject We usually fi nish classes at 15.00.

Answers

a Ask students to complete the ID card

Optionally, students can work in pairs to ask each other the necessary questions to complete the information in the ID card In this way, they would

be reinforcing their questioning skills

b Tell students to write about their classmates using the information in the ID card Remind them they have to use adjectives to add details and to enrich the text They are expected to divide their writing into paragraphs, each one about a different topic Invite two or three students to read their descriptions aloud

Workbook p 80

1

2

3

Trang 27

PowerPoint presentation about

special people at school

This project has been designed for students to identify

and value all the people at school who work for them to

be able to learn in a safe and supportive environment,

and to follow an enriching curriculum Teachers are to

be valued, as well as janitors, caretakers, librarians or

canteen assistants They are all the people who make

it possible to keep the school working They are like

clock-work Each one does her/his share

If students have access to ICT, tell them to compile

all the information the members of the group have

gathered about the person they have chosen for their

PPT Advise them to organise the information in no

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