whats up 3 teachers book

Answers Remind students that open questions and answers usually take falling intonation but close questions take Ask students to read the email addresses of sender and receiver.. Have

Trang 1

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

Trang 2

TEACHER’S BOOK

3rd edition

Trang 3

Let’s wrap it up!

Workbook (with Audioscript) Extra Practice

Contents

Trang 4

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

Trang 5

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

Trang 6

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

Trang 7

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 BookThe 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)

Trang 8

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

Trang 9

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

Trang 10

Planificación anual

Unidad temática 1: English, the universal communication bridge

Tópico: El adolescente y las funciones del lenguaje

Tareas de comunicación y aprendizaje

• Lectura y comprensión de una entrevista publicada en un

diario e identificación de ideas generales e información

específica.

• Identificación del punto de vista de la entrevistada y

reflexión acerca del mismo.

• Identificación de las diversas clasificaciones del inglés de

acuerdo a su uso.

• Participación en una discusión oral grupal acerca de la

vigencia del inglés como idioma internacional.

• Valoración de la lengua como resguardo de la identidad de

los pueblos.

• Reconocimiento de adjetivos calificativos.

• Identificación de la concordancia entre verbos y sustantivos

o frases nominales en expresiones que describen motivos

para aprender un idioma.

• Producción guiada de los ítems lexicales presentados.

• Expresión libre sobre los motivos por las cuales los

alumnos desean aprender inglés.

> Páginas 10-11

• Análisis de los usos y la estructura del presente simple.

• Análisis de los usos y la estructura del presente continuo.

• Comparación del presente simple y el presente continuo.

• Reconocimiento de la estructura like + -ing.

• Reconocimiento del uso de can y could para expresar

habilidad.

• Deducción de reglas gramaticales sobre forma y uso.

• Producción contextualizada, guiada y libre (oral y escrita) de

los contenidos gramaticales presentados.

• Identificación de las funciones del lenguaje que las

estructuras gramaticales introducidas representan.

> Páginas 12-13

• Uso del conocimiento previo y descripción de una

ilustración como estrategias de comprensión auditiva.

• Escucha y comprensión de un anuncio en un aeropuerto e

inserción de información en un cuadro.

• Escucha y comprensión de una conversación entre un

pasajero y quien lo recibe en el aeropuerto Identificación

de ideas generales e información específica.

• Reconocimiento y producción de entonación descendente

• Lectura de un perfil escrito por una adolescente.

• Identificación de párrafos, mayúsculas, signos de

puntuación y conectores en el texto.

• Elaboración guiada de un perfil propio.

LEXICALES • Adjetivos que describen idiomas.

• Concordancia entre verbo y sustantivos.

• Vocabulario relacionado con un viaje en avión.

GRAMATICALES • Presente simple y continuo en

todas sus formas.

• Contraste entre el tiempo presente simple y el tiempo presente continuo.

• Like / love / dislike / hate / don’t mind + -ing.

• Uso de can / can’t / could / couldn’t

para expresar habilidad.

FONOLÓGICOS • Entonación descendente en

preguntas abiertas y ascendente en preguntas cerradas.

• Entonación correctiva.

• Entonación descendente en afirmaciones.

• Pronunciación de la forma débil can

y la forma fuerte can’t.

• Pronunciación de ítems lexicales.

Tópico: El alumno y el aprendizaje de la lengua (materna e

• Uso de los tiempos presente simple y continuo.

• Uso de can y could para expresar habilidad.

• Uso de vocabulario para expresar motivos para aprender un idioma.

• Uso contextualizado de las macro habilidades.

• Uso pautado de las TIC.

• Reflexión sobre el valor de las lenguas.

Expectativas de aplicación en el contexto social

Campaña “Ahora que sabés, podés”

• Reflexión grupal sobre las razones por las cuales se elige estudiar un idioma.

• Relevamiento de las lenguas originales que se hablan en el contexto de los alumnos.

• Organización de una campaña para despertar conciencia sobre el valor de la lengua como medio para resguardar la identidad de los pueblos.

Contenidos

Proyecto final

Trang 11

Unidad temática 2: Inspiring lives

Tópico: El adolescente y su interpretación sobre las acciones inspiradoras y los actos heroicos

• Asociación de personas con sus acciones inspiradoras.

• Discusión oral sobre las características que conforman a

una persona inspiradora.

> Páginas 18-19

• Identificación del género discursivo de un texto.

• Lectura y comprensión de una historia de la vida real

Identificación de ideas generales e información específica.

• Organización de eventos de acuerdo a una historia relatada.

• Participación en una discusión oral grupal acerca del

“bullying” en la escuela y sus posibles causas

• Reflexión sobre “bullying” y liderazgo positivo y negativo.

• Descripción de diversos tipos de reacciones.

• Narración guiada y libre de anécdotas personales.

> Páginas 20-21

• Análisis de los usos y la estructura del pasado continuo.

• Comparación del pasado simple y el pasado continuo.

• Identificación de los aspectos habitual o progresivo de una

acción.

• Producción contextualizada, guiada y libre (oral y escrita) de

los contenidos gramaticales presentados.

• Identificación de las funciones del lenguaje que las

estructuras gramaticales introducidas representan.

> Páginas 22-23

• Escucha y comprensión de un diálogo y ordenamiento de

los eventos descriptos.

• Completamiento de oraciones con información provista en

un audio.

• Escucha de una conversación sobre un accidente y

ordenamiento de la descripción de los hechos.

• Reconocimiento y producción de entonación representativa

de diferentes tipos de reacciones.

• Elaboración guiada de una conversación sobre una

anécdota personal.

• Participación en un juego de roles.

> Página 24

• Análisis de una biografía.

• Completamiento de una línea de tiempo.

• Toma de notas sobre hechos de vida para construir una

• Expresiones útiles para relatar.

GRAMATICALES • Pasado continuo en todas sus

• Uso de when y while.

FONOLÓGICOS • Entonación ascendente baja para

Tópico: Personas merecedoras de un reconocimiento especial.

Proyecto

• Los alumnos realizarán presentaciones sobre personas famosas y/o de su propio entorno que merezcan reconocimiento por sus acciones.

Contenidos

• Uso de los tiempos pasado simple y continuo.

• Uso de vocabulario para describir hechos y logros.

• Uso de vocabulario para reaccionar positiva y negativamente.

• Reflexión sobre el valor del liderazgo positivo y negativo.

Tareas de preparación

• Lista de características de una persona inspiradora.

• Búsqueda de información sobre la vida de la persona elegida.

• Asociación de música con la persona elegida.

Expectativas de logro

• Presentación grupal sobre personas inspiradoras.

• Reflexión grupal sobre causas y consecuencias del

‘bullying’ y la importancia del liderazgo positivo.

• Organización de una campaña.

Tópico: El español en el mundo: ¿La nueva lengua franca?

• Lectura extensiva para despertar el placer por la misma.

• Valoración del español como idioma internacional.

• Búsqueda de información en internet como estímulo para

un aprendizaje por serendipia.

Contenidos

Proyecto final

CLIL y cultura

Trang 12

Unidad temática 3: Special lifestyles

Tópico: El adolescente y su valoración sobre los estilos de vida y las experiencias personales

> Páginas 28-29

• Descripción de imágenes que representan distintos lugares

y estilos de vida.

• Asociación de lugares con opiniones descriptivas.

• Expresión de preferencias personales acerca de lugares y

estilos de vida.

> Páginas 30-31

• Lectura y comprensión de un artículo de una revista papel

sobre un viajero internacional Identificación de ideas

generales e información específica.

• Identificación de ítems lexicales en contexto.

• Participación en una discusión oral grupal sobre

experiencias de viaje.

o frases nominales en expresiones que describen

experiencias.

• Categorización de adjetivos para describir experiencias

según su connotación positiva o negativa.

• Producción guiada y libre de los ítems lexicales

• Análisis del uso del presente perfecto con just, ever y never.

• Identificación del uso de would like para expresar deseo y

formular invitaciones.

> Páginas 34-35

• Expresión personal sobre experiencias deseadas.

• Escucha y comprensión de dos conversaciones entre

adolescentes sobre experiencias vividas Identificación de

ideas generales e información específica.

• Escucha de una conversación sobre experiencias

personales que se utilizará como modelo para el

intercambio oral.

• Intercambio oral de a pares.

> Página 36

• Identificación de los temas a incluir en una descripción del

estilo de vida de una persona.

• Análisis de los tiempos verbales a utilizar en este tipo de

descripciones.

• Lectura y comprensión de una descripción de un estilo de

vida.

• Elaboración guiada y libre de una descripción.

LEXICALES • Experiencias personales y estilos de

vida.

• Concordancia entre verbos y sustantivos o frases nominales.

• Adjetivos que describen experiencias.

GRAMATICALES • Presente perfecto en todas sus

• Expresiones del pasado simple.

• Uso de would like para expresar

deseos y formular invitaciones.

FONOLÓGICOS • Pronunciación de participios

regulares e irregulares.

• Pronunciación de /i/, /I/, / / y / d /.

• Entonación ascendente baja para anunciar continuidad.

• Entonación descendente alta para demostrar involucramiento.

• Entonación descendente baja como signo de finalización del relato.

Tópico: Personas que se destacan por sus experiencias.

Proyecto

• Los alumnos realizarán presentaciones sobre personas famosas y/o de su propio entorno que se destaquen por sus experiencias.

Contenidos

• Uso del presente perfecto y del pasado simple.

• Uso de vocabulario relacionado con las experiencias.

• Reflexión sobre el valor del compromiso con las tareas realizadas.

• Listado de experiencias destacables de personas conocidas

en el contexto de los alumnos.

• Redacción de experiencias de las personas elegidas.

• Ensayo de la presentación.

• Presentación Pecha Kucha grupal sobre experiencias especiales.

• Reflexión grupal sobre el valor del compromiso con lo que

Trang 13

Tópico: El adolescente, sus emociones y la salud

> Páginas 38-39

• Descripción de imágenes que representan emociones y

formas de expresarlas.

• Identificación de diversos tipos de poesía.

• Discusión sobre situaciones que generan diferentes

emociones.

> Páginas 40-41

• Lectura y comprensión de un artículos de una revista

online sobre las emociones y su relación con la salud

• Identificación de referencias anafóricas y catafóricas.

• Identificación de ítems lexicales en contexto.

• Participación en una discusión oral grupal sobre el manejo

de las emociones.

• Asociación de cláusulas para expresar costumbres, reglas

o relaciones causa-consecuencia.

• Categorización de emociones.

• Descripción de problemas de salud.

• Producción guiada y libre de los ítems lexicales

presentados.

> Páginas 42-43

• Reconocimiento del uso de have to / don’t have to para

expresar obligación y falta de obligación.

• Reconocimiento del uso de must / mustn’t para expresar

obligación y prohibición.

• Reconocimiento del uso de should para expresar y pedir

consejos.

• Reconocimiento del uso del condicional real.

• Producción guiada y libre (oral y escrita) de los contenidos

gramaticales presentados.

> Páginas 44-45

• Escucha de una entrevista a una doctora Identificación de

• Escucha y comprensión de diálogos en consultorios

médicos que se utilizarán como modelos.

• Producción libre de un diálogo.

> Página 46

• Identificación de vocabulario para expresar estadísticas.

• Análisis de la información contenida en un gráfico de

barras.

• Lectura y comprensión de un informe descriptivo de un

gráfico de barras.

• Respuesta a preguntas sobre la información proporcionada

por un gráfico como tarea de preparación para la escritura.

• Redacción guiada de un informe que describe un gráfico de

GRAMATICALES • Have to / don’t have to para expresar

obligación y falta de obligación.

• Must / mustn’t para expresar

obligación y prohibición.

• Should / shouldn’t para consejos.

• Condicional real (zero conditional).

FONOLÓGICOS • Identificación de palabras de una y

dos sílabas.

• Acentuación de palabras de dos sílabas.

• Acentuación de la partícula negativa.

• Pronunciación de los ítems lexicales presentados.

• Entonación de preguntas abiertas y cerradas.

Tópico: Los alumnos y el manejo de sus emociones.

• Uso del condicional real.

• Uso de vocabulario relacionado con problemas y estados de ánimo.

• Reflexión sobre el valor de controlar nuestras emociones.

• Identificación de distintos tipos de expresiones poéticas.

• Listado de emociones y consejos para manejarlas.

• Búsqueda de rimas y redacción de poemas, raps o canciones Ensayo de la presentación.

• Presentación individual de las producciones poéticas.

• Compilación de las producciones.

• Reflexión grupal sobre el valor de manejar nuestras emociones.

• Reconocimiento del efecto de las emociones en la salud.

Tópico: Las emociones y la cultura.

• Reflexión sobre las emociones en diversas culturas.

Contenidos

Proyecto final

CLIL y cultura

Trang 14

Unidad temática 5: Be lucky

Tópico: El adolescente, las predicciones a futuro y el valor de las creencias en diversas culturas

• Identificación del género discursivo de un texto

• Lectura y comprensión de un artículo sobre las

supersticiones en diversas culturas Identificación de ideas

generales e información específica.

• Participación en una discusión grupal para compartir

experiencias y creencias personales.

o frases nominales en expresiones que describen eventos

importantes en la vida personal y en el mundo.

• Producción contextualizada, guiada y libre de los ítems

lexicales presentados.

> Páginas 54-55

• Reconocimiento del uso de will para efectuar predicciones.

• Reconocimiento del uso de might para expresar posibilidad

en el futuro.

• Reconocimiento del uso de going to para expresar planes y

predicciones en base a hechos concretos.

• Reconocimiento del condicional de primer tipo.

• Expresión de opiniones personales acerca del futuro.

> Páginas 56-57

• Escucha y comprensión de una entrevista sobre la lectura

de la palma de la mano Identificación de ideas generales e

información específica.

• Identificación de las palabras claves que se acentúan en

una oración.

• Intercambio oral de a pares y elaboración de predicciones

en base a la lectura de la palma de la mano.

> Página 58

• Toma de conciencia sobre el uso de conectores y

estructuras diversas para evitar la repetición.

• Lectura y comprensión de un texto en que se describe el

futuro.

• Análisis de los tópicos incluidos.

• Categorización de predicciones en ciertas e inciertas en

base a la gramática elegida para expresarlas.

• Producción libre de un texto descriptivo del futuro del

alumno.

LEXICALES • Eventos importantes en la vida

personal.

• Eventos de trascendencia mundial.

GRAMATICALES • Presente simple en todas sus formas.

• Will para expresar predicciones.

• Might para expresar posibilidad en

el futuro.

• Going to para expresar planes

futuros o predicciones basadas en elementos concretos.

• Contraste entre will y going to.

• I (don’t) think / hope that para opinar.

• Condicional de primer tipo.

FONOLÓGICOS • Acentuación de palabras claves.

• Entonación de preguntas abiertas y cerradas.

• Entonación ascendente baja como marca de continuidad y entonación descendente baja como marca de finalización.

Tópico: Buenos deseos y consejos para el año 2050.

Proyecto

• Los alumnos realizarán presentaciones creativas de amuletos y acciones que atraerán a la buena suerte en el año 2050.

Contenidos

• Uso de will, might y going to.

• Uso del condicional de primer tipo.

• Uso de vocabulario referente a eventos importantes en la vida personal y en el mundo.

• Reflexión sobre el valor de los amuletos para bajar la ansiedad debilitativa.

• Selección de objetos que puedan dar buena suerte en el año 2050.

• Creación de supersticiones positivas para el año 2050.

• Organización y ensayo de la presentación.

• Presentación grupal de diapositivas ofreciendo consejos sobre amuletos para alumnos en el 2050 Compilación de las producciones.

• Reflexión grupal sobre cómo nuestra mente puede manejar nuestros sentimientos para hacernos sentir más seguros o más débiles.

• Compilación de las ideas de buena onda.

• Campaña de buena onda incluyendo la creación de talismanes y supersticiones positivas para el año 2050.

Contenidos

Proyecto final

Trang 15

Unidad temática 6: How can I help?

Tópico: El adolescente, los problemas sociales y las acciones solidarias

> Páginas 60-61

• Descripción de fotografías asociadas con la vida en

sociedad y la solidaridad.

• Identificación de acciones solidarias.

• Discusión oral sobre acciones solidarias y sus posibles

beneficiados.

> Páginas 62-63

• Lectura y comprensión de un artículo sobre acciones

solidarias de un grupo de universitarios Identificación de

• Participación en una discusión grupal para compartir

experiencias personales en acciones solidarias.

• Reconocimiento de palabras que describen problemas que

afectan a la población mundial.

o frases nominales en expresiones que describen acciones

solidarias.

• Producción contextualizada, guiada y libre de los ítems

lexicales presentados.

> Páginas 64-65

• Análisis del uso del presente perfecto con for y since.

• Reconocimiento de preguntas abiertas con How long?

• Comparación del pasado simple y el presente perfecto.

• Categorización de expresiones de tiempo utilizadas con el

pasado simple y el presente perfecto.

• Reconocimiento de las formas comparativa y superlativa de

adverbios.

> Páginas 66-67

• Escucha y comprensión de conversaciones acerca de

proyectos solidario Identificación de ideas generales e

información específica.

• Escucha de un diálogo en que una persona solicita un favor

• Identificación de patrones de entonación en preguntas que

• Identificación de la oración que presenta el tópico de un

texto y de las oraciones que proporcionan detalles.

• Lectura de un folleto y análisis de la información brindada.

• Elaboración libre de un folleto.

GRAMATICALES • Uso de for / since.

• Preguntas abiertas con How long?

• Contraste entre el presente perfecto y el pasado simple.

• Identificación de expresiones del presente perfecto y pasado simple.

• Adverbios en sus formas comparativa y superlativa.

FONOLÓGICOS • Acentuación de palabras claves.

• Entonación de preguntas que expresan pedidos.

• Entonación ascendente baja como marca de continuidad y entonación descendente baja como marca de finalización.

Tópico: Problemas sociales y posibles acciones solidarias.

• Uso de vocabulario relacionado con los problemas sociales

y las acciones solidarias.

• Valoración sobre el compromiso social.

• Investigación sobre instituciones que necesiten ayuda.

• Discusión sobre posibles acciones solidarias.

• Preparación de un folleto explicativo y creación de un slogan.

• Organización y ensayo de la presentación.

• Presentación y difusión de un proyecto de acción solidaria.

• Reflexión grupal sobre cómo podemos ayudar en nuestro contexto a personas y/o instituciones.

• Difusión de las acciones solidarias propuestas.

Tópico: Solidaridad en Argentina.

• Valoración de las actitudes solidarias locales.

Contenidos

Proyecto final

CLIL y cultura

Trang 16

Reading Vocabulary Grammar Listening & Speaking Writing Project

Let’s warm up! page 4

universal communication bridge

• Reasons for learning English - collocations • Present simple – affi rmative, negative and interrogative

• Present continuous – affi rmative, negative and interrogative

• Present simple and present continuous

• Like / love / dislike / hate /

don’t mind + -ing

• Can / can’t / could / couldn’t

• Check in at the airport

• Understand airport announcements

• Conjunctions: and, but, because, so

A plan to improve your English

page 16

A true story: The

School Hero • Accidents• Reactions • Past continuous – affi rmative, negative and interrogative

• Past simple and past continuous

• Listen to a story

• Tell a story Write a biography:• Type of information

• Chronological order

Prezi presentation of a hero

CLIL & CULTURE: Spanish around the world: The new lingua franca? page 26 Let’s wrap it up! Self-assessment activities - Units 1 & 2 page 27

• Experiences • Present perfect simple – affi rmative,

negative and interrogative

• Present perfect and past simple

• Just / ever / never + present perfect

• Would like

• Talk about exciting experiences

• Ask and answer about your own experiences

Describe a lifestyle:

• Type of information

• Appropriate verb forms

Presentation about special people

Emotions and Health

• Feelings

• Common health problems

• Must / mustn’t

• Have to / don’t have to

• Should / shouldn’t

• Zero conditional

• Listen to an interview with a doctor

• Visit the doctor Write a report:• Statistics

• Will / won’t – predictions

• Might / might not – possibility

• I (don’t) think / hope that

• Going to

• First conditional

• Listen to a radio programme

• Predict the future Imagine and describe your future:• Ways to avoid repetition Good luck charms for students

page 60

Article on a

university blog: No

act of kindness, no matter how small, is ever wasted

- Aesop

• World problems

• Taking action • Present perfect simple + for / since • How long ?

• Comparative and superlative adverbs

• Describe a school solidarity project

• Ask for a favour Design a brochure for an actiongroup:

• Topic sentence

• Relevant information

Solidarity project

CLIL & CULTURE: Solidarity in Argentina page 70 Let’s wrap it up! Self-assessment activities - Units 5 & 6 page 71

Pairwork activities page 72

Trang 17

Reading Vocabulary Grammar Listening & Speaking Writing Project

Let’s warm up! page 4

• Reasons for learning English - collocations • Present simple – affi rmative, negative and interrogative

• Present continuous – affi rmative, negative and interrogative

• Present simple and present continuous

• Like / love / dislike / hate /

don’t mind + -ing

• Can / can’t / could / couldn’t

• Check in at the airport

• Understand airport announcements

• Conjunctions: and, but, because, so

page 16

A true story: The

School Hero • Accidents• Reactions • Past continuous – affi rmative, negative and interrogative

• Past simple and past continuous

• Listen to a story

• Tell a story Write a biography:• Type of information

• Chronological order

CLIL & CULTURE: Spanish around the world: The new lingua franca? page 26 Let’s wrap it up! Self-assessment activities - Units 1 & 2 page 27

• Experiences • Present perfect simple – affi rmative,

negative and interrogative

• Just / ever / never + present perfect

• Would like

• Talk about exciting experiences

• Ask and answer about your own experiences

Describe a lifestyle:

• Type of information

• Appropriate verb forms

Presentation about special people

article:

Emotions and Health

• Feelings

• Common health problems

• Must / mustn’t

• Have to / don’t have to

• Should / shouldn’t

• Zero conditional

• Listen to an interview with a doctor

• Visit the doctor Write a report:• Statistics

• Will / won’t – predictions

• Might / might not – possibility

• I (don’t) think / hope that

• Going to

• First conditional

• Listen to a radio programme

• Predict the future Imagine and describe your future:• Ways to avoid repetition Good luck charms for students

page 60

Article on a

university blog: No

act of kindness, no matter how small, is

ever wasted

- Aesop

• World problems

• Taking action • Present perfect simple + for / since • How long ?

• Comparative and superlative adverbs

• Describe a school solidarity project

• Ask for a favour Design a brochure for an actiongroup:

• Topic sentence

• Relevant information

Solidarity project

CLIL & CULTURE: Solidarity in Argentina 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

> Before you start

Have students observe the picture and describe what

they see Ask students what the boy is doing, what he

has in his hand, what they see on the left and what

there is on the screen so as to guide their description

Lead students to identify the sender and the receiver of

the email Ask: Why is Julia writing to Patrick?

Draw students’ attention to the box on the right

of the screen and elicit that it displays Patrick’s personal information Tell students to join three classmates and use it to answer the questions Call volunteers to read the questions and answer them

1 He’s from Canada 2 His favourite type of food is salad

or fruit 3 No, he doesn’t 4 No, he doesn’t 5 His favourite

sports are baseball and basketball 6 He likes listening to

music or chatting online 7 He is going to live on a farm and

grow organic fruit and vegetables 8 He is good at drawing

9 He discovered he is good at drawing cartoons 10 No, he

didn’t His best friend gave him some tips.

Answers

Remind students that open questions and answers

usually take falling intonation but close questions take

Ask students to read the email addresses of

sender and receiver Then draw their attention to the subject and ask them why Julia is writing this email Have students work individually to choose the correct option Tell them to swap books to work on peer correction Call a volunteer to read aloud to check with the whole class

1 visit 2 go 3 should 4 offer 5 are 6 going

Answers

3 If students have access to ICT, tell them to connect and fi nd information If they don’t have internet connection, tell them to look for tourist brochures or to collect information among members of their families Have students write

a draft of the email Tell them to swap drafts to work on peer correction Finally, call students to collaborate in the writing of a sample on the board

a & b Have students complete the form

individually Optionally, they can invent a new identity Then have them exchange the information in pairs

Have students fi nd out information about a city different from theirs in Argentina and a city in Great Britain They will fi ll in a form and keep it handy to play the roles of an English host and an Argentinian exchange student Walk about the classroom to check students’ work and to provide them with the necessary feedback

Have students complete the information as a way of categorising the different options their city offers

Pandora box

While students fi nd out what their city has

to offer newcomers, they will become aware

of many options they might not be acquainted with and will value their hometown and its different interesting corners

In this book you will fi nd the following features:

Go through the list of icons with the whole class Then 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

Read the title with the students and ask them why it says “the communication bridge” What the metaphor means to them Ask them if they consider English as such and why Encourage them to give examples of instances in which English functions as

“a communication bridge” List their ideas on the board

Invite students to discuss the question in groups

of four Ask them if the pictures are somehow named in the list on the board (see above) Then ask a representative of each group to speak about

a different picture The students who agree with the connection will put up their hands If they disagree, they will state their point aloud to share with the class

Pandora box

Remind students that each of them has the right to express their opinion Be consistent and have students listen to each other respectfully This ‘exercise’

will help students develop empathy and tolerance of differences

Ask students to do the task individually Check the answers with the whole class

Pandora box

In order to check the answers, carry out

a poll among the students Then results could be displayed in a bar chart for everybody to share Students will have an overall view of their classmates’ opinions

It will also serve you, as a teacher, to know about students’ preferences You can use this information to plan some of your future lessons

Go over the Final Project with the whole class

Make sure students know what they will have to

do by the end of the unit This task will also help them to become better aware of the strategies they use (or can use) to learn English

Talk about the role of English in the world

Talk about what we can do to improve our English

Talk about routines

Talk about actions happening now

Talk about likes and dislikes

Talk about present and past abilities

Understand airport announcements

Present simple (all forms)

Present continuous (all forms)

Like / love / dislike / hate / don’t mind + -ing

Can / can’t / could / couldn’t

LISTENING & SPEAKING

Check in at the airport

Understand airport announcements

Organise a plan to improve your English.

If students have access to ICT:

> Use a program to make a table and share the

results of your survey.

> Have a class discussion and draw an action plan

to improve your English.

> Take a photo of your plan and save it on your

mobile device Go over it every week.

If students do not have access to ICT:

> Make a table to share the results of your survey

Ask your Maths teacher.

> Have a class discussion and draw an action plan

to improve your English.

> Go over your plan every week.

English, the universal communication bridge

Trang 20

> Student’s Book p 8

Guide students to identify the discourse genre Remind

them to justify their guesses Draw their attention

to the word “News” and the place where the date is

located Ask them if they know who the person in the

photo is Let them go over the text and ask them what

they know about Lindsay

Pandora

box

Ask students if they read newspapers If they do, ask them which sections Do they

ever read Education news? This discussion

will help them to become aware of how important it is to be updated with the news

of their own city or country, as well as how useful it might be to be well-informed about the world news

Have students discuss this question as a whole

class It will probably bring about a brainstorming

of sources, which might be useful for students

to share, eg: English institutes advertisements, University brochures, online magazines, school magazines, and so on

2 Tell students to read the interview in pairs Allow

them to use their online or paper dictionaries

to look up words they do not know But remind

students it is useful for them to try to infer meaning from the context You can highlight that this is one of the learning strategies they can use

to remember newly learnt material better

Ask students to discuss the question in buzz groups (See Cheat sheet for teachers, page 26) and to nominate a ‘spokesperson’ to share their conclusions with the whole class Remind students they have to justify their opinions

Pandora

box

Having students justify their opinions helps them to develop critical thinking and demands that they take responsibility for their choices, which implies greater commitment in the group discussion On the other hand, having ideas supporting their options will help students to be more assertive

Discussion and sharing helps students to develop mutual respect and tolerance of different opinions

Draw students’ attention to the CLIL GEO logo and elicit

that English is international and it can be used to travel

and/or to communicate with people from different

countries in the world

3 Tell students to do the task individually Remind them that they have to justify their answers by reading the lines in the interview

1 F 2 DK 3 F 4 T

Answers

When students correct false statements, remind them

to use the corrective fall-rise tone on the item which

is to be changed, and a falling tone on the new correct piece of information

Pronunciation

4 Have students answer the questions individually

Call volunteers to read the questions and answer them Use this instance to check pronunciation, but do not interrupt unless the mistakes make students’ speech unintelligible Use gentle correction

1 English is the first language in the UK, the USA and Australia 2 Yes, they do 3 English influenced by non-native speakers’ languages is ELF (English as a Lingua Franca)

4 Standard English is relevant in some contexts like diplomacy, science, technology, business and education because in these contexts you need accuracy.

Answers

5 a Encourage students to state their opinion As usual, remind them that they have to give reasons for their answers

b & c Go over the sentences with the students Explain that they are going to listen to the three people in the pictures and that they will have

to identify who says each statement Ask them

to get ready and play the audio for them to do the matching task Call volunteers to read the answers aloud to check with the whole class

Finally, invite students to state their points of view

as regards the opinions given in the audio

1 C 2 A 3 B

Answers 1

Trang 21

A ‘You must speak English if you want a good job especially if

you want to work with computers.’ (Arik)

B ‘It’s interesting and cool I can understand fi lms and songs.’

(Albert)

C ‘You need English to travel around the world and meet

people It’s a language most people understand so you can

communicate with people from different cultures.’ (Arantxa)

6 Remind students that some verbs collocate (are

generally used) with certain nouns or noun

phrases

Ask students to do the task individually Allow

them to use online or paper dictionaries to look

up the collocations they don’t know Always

encourage students to follow their instinct to

complete and then check with the dictionary

Explain to students that following instincts is

another learning strategy which might be useful

to them Call volunteers to read the answers

aloud to check with the whole class

1 get 2 chat 3 surf 4 have 5 understand 6 do 7 travel

8 watch 9 fi nd

Answers

7 Have students work in pairs Ask them toexpress

the reasons why they want to learn English

Tell them they can use some expressions from

Exercise 6 They will practise the use of “want

to” and infi nitive of purpose Walk about the

classroom to check how students work and

to provide the items they need to explain their

learning intentions

Go to CLIL AND CULTURE, page 57.

Draw students’ attention to the CLIL logo and suggest

them reading the text at the end of Unit 4

8 These questions are meant to personalise the topic and to have students think critically

Have students go about the interview on page 8 to get some help for participating in the discussion

Ask them to discuss in groups of four or fi ve students Call a student from each group to report their conclusions

Pandora box

If needed, get feedback from students’

opinions in a more guided way: write statements on stripes of paper and put them in a box or in an envelope Have different students pick a stripe at random, read the statement aloud and ask the whole class to vote for or against As students vote, write the statements in two

columns (“for” and “against”) on the board

This activity will end with the conclusions from the whole class written on the board

Whichever the result, all opinions will have been considered and the fi nal answer will

be supported by all the statements from the students

9 Have students form buzz groups to list their ideas (See Cheat sheet for teachers, page 26) Then the whole class will share their ideas and complete

a list with all the options Tell students to keep the list because it will be useful for their Final Project

Pandora box

This unit deals with the functions of language It gives the opportunity to help students to become aware of how language helps people to keep their identity Our ancestors’ cultures and traditions are transmitted from generation

to generation through language Many of the original inhabitants of our territory keep their identity by using their language

However, many languages are in danger

of becoming extinct because they are not recorded in the written form

Use Exercises 2 and 3 on page 3 of the Extra Practice Book as a springboard for this discussion Encourage students to fi nd

out which languages, besides Mapuche and Toba, are spoken by the original

inhabitants of our country

(See Cheat sheet for teachers, page 26)

Workbook p 77 / Self-check p 81 /

Extra Practice p 5

LINKED ACTIVITIES

VOCABULARY

Trang 22

Present simple

Go over the Grammar box with the students Ask them

which auxiliaries are used with the Present simple

Write a chart on one side of the board to show them

how the affirmative, the negative and the interrogative

forms are structured Highlight the form of the third

person singular Ask students where we insert the

frequency adverbs Make sure they remember the

difference in use with the verb to be Ask students what

we use the Present simple for

1 a Have students work individually Ask them

to swap books to work on peer correction Call volunteers to read the different sentences to check the answers with the whole class

1 live 2 speak 3 speaks 4 doesn’t speak 5 works 6 doesn’t

work 7 study 8 are 9 design 10 help 11 love 12 don’t like

1 Where does Vinod live? He lives in India 2 What language does

he speak? He speaks Hindi at home and English at school

3 Where does his father work? His father works in a bank

4 What subjects does he study? He studies English and

Technology 5 What does he do at the weekend? He designs

simple computer games 6 What do his sisters do? They help him.

Answers

Present continuous

Go over the Grammar box with the students Ask them

to describe how the Present continuous is formed

Draw a chart next to the chart with the Present simple

forms so as to help students to compare them Then

ask them about the use of the Present continuous,

and about the expressions that accompany each of

the tenses Write each expression at the bottom of the

corresponding chart

Pandora box

Remember that the main difference between Present simple and Present continuous is not tense but aspect

Emphasise the difference for students to understand Both refer to present time,but Present continuous refers to an action

in progress and Present simple, to an action that repeats Aspect refers to the way a speaker wants us to understand the situation he is talking about

2 a Ask students to describe the places in the picture Help them to notice that they are going to describe actions in progress in the pictures

Suggested answers: A In a hotel / post office B In a café

C In a park D In the street / In a historical place / Near a church E In a restaurant

Answers

b Have students say the sentences aloud to share with the class Then ask them to write the sentences and work in peer correction If there is any doubt, they can ask you for help Walk about the classroom and monitor their work

A They are writing postcards B They are not drinking juice

C He’s reading a guidebook D She is taking a photo of a friend E I am not talking to the chef.

Answers

c Have students work in pairs to ask and answer

questions about the pictures, eg: Are they writing

emails? Are they drinking coffee?

3 Ask students to work individually to choose the correct options Remind them to identify the time expressions to confirm the form to choose Call volunteers to read the texts aloud to check the answers with the whole class

1 is doing 2 reads 3 is reading 4 is travelling 5 travels

6 take 7 is visiting

Answers

Trang 23

Pandora

box

Check in a more engaging way Name

a word or a phrase from the texts (eg:

“magazines” or “monuments and buildings”)

and have students fi nd the sentences where the mentioned words appear and read the correct version It is a way of keeping students attentive and more enthusiastic about a routinary task

Like / love / dislike / hate / don’t

mind + -ing

Read the Grammar box with the students and draw

their attention to the words in red Ask them what they

represent Try to elicit that they express preferences

Then ask students to write one example with each

expression about their school life Have them share

their ideas and rank their preferences

Pandora

box

Teenagers love expressing their emotions,

so they will surely participate actively

in this task Besides, their answers will provide plenty of ideas about their feelings towards school life and that will allow you

to know them better

4 a Ask students to identify the words that

correspond to the symbols (See Cheat sheet for

teachers, page 26) You will check understanding

and at the same time you will organise students

to do the task individually Give them some time

to write the sentences Call volunteers to read

the answers aloud to check with the whole class

Take advantage of this instance to help students

to improve their reading pace

1 She doesn’t like doing dictations 2 She loves speaking

English 3 She doesn’t mind acting in sketches 4 She hates

doing grammar exercises 5 She likes reading stories.

Answers

b Have students work in pairs to ask and answer

questions about their preferences as regards

using English Emphasise that they can speak

about things they do in class, but they can also

include things they do out of the classroom It is

a way to show them that what they learn in the

classroom is to be used in other contexts as well

Can / can’t / could / couldn’t

Ask students to observe the Grammar box and to pay attention to the words in red Elicit when these words are used and which functions are expressed with them

Have students work as a whole class to ask and answer about Victor Ask students from different extremes in the classroom to participate so that you keep all students busy doing the task

1 Victor can talk about hobbies Last year he couldn’t talk about hobbies 2 Victor can tell a joke Last year he couldn’t tell a joke 3 Victor can ask questions Last year he couldn’t ask questions 4 Victor can’t read a magazine Last year he couldn’t read a magazine 5 Victor can write a story Last year

he could write a story.

Answers

Remind students that the weak form for “can” is used

in the affi rmative and in the interrogative forms, but the strong form / kɑnt/ is used in the negative

SurveyMonkey®) to do the survey interactive.

Remind students to get things ready on time since they have a deadline for their presentations

PROJECT

Extra Practice pp 2-4

5

6

GRAMMAR

Trang 24

LISTENING AND SPEAKING

Check in at the airport

Ask students to describe what they see in the picture

Have them notice the different appearances people

have due to their ethnicity

1 Have students discuss these questions as a

whole class so that they contextualise the topic

Let them use Spanish to express ideas they cannot produce in English, give them the English equivalent and write it on the board for everybody

to record the expressions in their notebooks or folders

2 Have students do the task individually In order to

check the answers, ask them to describe where

in the picture the things they have identified are

In this way, you will revise expressions seen in the

previous level of this series (What’s Up? Level 2,

Unit 6) Besides, it is a good way to direct other students’ attention to the items mentioned

1 F 2 C 3 D 4 E 5 B 6 A

Answers

3 Read the questions and answers with the whole

class Encourage them to do the matching before listening to the audio Play the audio for students

to check their guesses Pause it for everybody to

be able to complete the task

4 Tell students to read the box and to get ready for

a different listening task Play the complete audio once and give students time to complete the chart with the required information Play the audio a second time Pause it for students to be able to confirm or correct their answers

City of destination: Mumbai Reason of trip: family visit Seat preference: window seat

Answers

Check-in agent: Good morning, sir Welcome to India Airlines

Where are you travelling today?

Santosh Nadeem: Good morning I have a flight to Mumbai.

Check-in agent: OK Can I have your passport, please?

Santosh Nadeem: Of course Here you are.

Check-in agent: Are you traveling for business, Mr Nadeem?

Santosh Nadeem: No, Madam I’m travelling to visit my family

I travel to Mumbai almost every month.

Check-in agent: Wonderful! Have you got any luggage, Mr

Nadeem?

Santosh Nadeem: Yes I’ve got one suitcase and one piece of hand luggage.

Check-in agent: Great Would you prefer window or aisle?

Santosh Nadeem: I’d prefer a window seat, please.

Check-in agent: Lovely Mr Nadeem, remember that you have

Santosh Nadeem: Excellent.

Check-in agent: Here you are: this is your passport and your boarding pass, Sir.

Santosh Nadeem: Thank you Can you tell me the gate number, please?

Check-in agent: Of course Your boarding gate is number 9.

Santosh Nadeem: Thanks Can I board right now?

Check-in agent: Not yet, Sir The gate opens in one hour.

Santosh Nadeem: Ok, no problem I don’t mind I love visiting the duty free shop.

Check-in agent: Good idea, Sir Is anything else I can help you with?

Santosh Nadeem: No, Madam Thank you very much.

Check-in agent: You’re welcome, Sir Have a nice flight and thank you for flying with us.

Santosh Nadeem: Bye now.

Audioscript Tracks 03 & 04

Pandora box

It is important to play the complete audio

to help students to train their ears for real communication However, take into account that some students may need more time to develop their listening skills,

so it is important not to leave anyone aside Pausing the audio will enable slower students to understand better and

to develop their skills without feeling threatened in front of their peers

Trang 25

face-LISTENING AND SPEAKING

Understand airport

announcements

5 a Go over the task with the students Let them

have a try at explaining meanings before you give

them the correct answer

fl ight: a journey in an aircraft delayed: happening at a later

time than expected boarding: the act of getting on a plane

Answers

b Go over the fl ight information screen with

the whole class so that students get used to the

pronunciation of the names of cities Play the

audio once for students to complete the missing

information Play the audio again and pause it

for students to confi rm or correct their answers

Draw the information screen on the board and

call volunteers to write the answers while other

volunteers say them aloud

1 Barcelona, gate 12 2 BA 594, gate 23 3 SA 465 4 Paris, AF

365, gate 11 5 SA 465, gate 19

Answers

1 Passengers fl ying to Barcelona on fl ight IB 216, please go

directly to gate 12

2 This is the last call for passengers on fl ight BA 594 to

Quebec, please go immediately to gate 23

3 We are sorry to announce that fl ight SA 465 to Stockholm is

delayed due to bad weather

4 Will passenger Enrique Iglesias on fl ight AF 365 to Paris,

please go to gate 11

5 We are pleased to announce that fl ight SA 465 to Stockholm

is now boarding at gate 19.

Audioscript Track 05

Welcome a visitor

6 a Play the audio and have students identify the

people in the picture Play the audio a second time

and pause it for students to complete the answers

Call volunteers to read the answers aloud

Suggested answers: 1 He’s the boy in a white T-shirt / He’s

the boy with a backpack and two suitcases 2 He’s from

Quebec, Canada 3 He’s in England 4 It was 10 hours

5 Because they are full of winter clothes.

Answers

b Play the audio for students to identify who asks each question Play it once again and pause it for students to check the answers as a whole class

1 MS 2 P 3 MS 4 NS

Answers

Have students listen and repeat the wh- questions so

that they improve their pronunciation

Pronunciation

Mrs Sinclair: Excuse me, are you Patrick?

Patrick: Yes, I am

Mrs Sinclair: I’m Mary Sinclair and this is my husband, Nick.

Patrick: How do you do, Mrs Sinclair?

Mrs Sinclair: Call me Mary, please

Mr Sinclair: How do you do, Patrick? Welcome to England!

Patrick: Thanks a lot

Mrs Sinclair: How was the journey from Canada?

Patrick: It was OK, but very long It took ten hours from Quebec

Mrs Sinclair: Is this your fi rst time in England?

Patrick: Yes, it is

Mr Sinclair: I like your Canadian accent!

Patrick: Oh, thanks I like yours too!

Mr Sinclair: Here Patrick I’ll take your suitcases Hey! What have you got in here? They’re very heavy

Patrick: They’re full of winter clothes My mum says winters in England are very cold

Mr Sinclair: Don’t worry Well, let’s go Our daughter Julia is waiting for us in the car park She really wants to meet you.

7 Have students work in pairs to role play a conversation similar to the one in Exercise 6 They are supposed to welcome a visitor to Buenos Aires (or their home town) Walk about the classroom to check students’ work

ACTIVITIES

Tell students that they will work in pairs to complete an information-gap activity Indicate Student A to go to page 72 and Student B to go to page 74 In turns, students will have

to ask each other questions to complete a fi le with personal information provided by their classmate Ask them to provide a complete sentence when they answer.

Workbook p 79

Trang 26

Write your proﬁ le

Have students read Mandy’s profi le on the

networking site individually Then call volunteers

to give information about her according to the information they could obtain from the profi le

Instruct them to give only one sentence each

If someone repeats the information, her/his classmates clap once highlighting the mistake

She is Mandy Dent She lives in Madrid She was born in UK

She loves dancing.

Answers

Tell students to read Mandy’s writing assignment

and to compare it with the information given in the profi le Have students circle the information that has already been mentioned in the profi le and underline the new information Call students to read the underlined information

She can speak three languages She’s taking dancing lessons

She likes pop music and going out with friends She doesn’t

like playing sports after school.

Answers

Pandora

box

Challenge students to ask questions

to fi nd out the information they have

underlined, eg: How many languages can

Mandy speak? or What type of music does she like listening? Have other classmates

answer the questions In this way, you will be changing the way of checking and students will be surprised by a new kind

of task Sometimes, surprise is highly motivating

3 Have students go over the Writing rule box

Encourage them to work in groups of four to identify the paragraphs in Mandy’s writing assignment in Exercise 2 Have them describe the information each paragraph gives Ask them to spot the conjunctions and to check the ideas they join Have

a class discussion to share students’ fi ndings

4 Instruct students to use the questions as an

outline to write their own profi les They will hand

in their work for correction

Pandora box

When correcting writing tasks, try not to write the correct version but use a correction code, eg:

(G) grammar mistake (S) spelling

(WO) word order (P) punctuation

Give students the opportunity to correct themselves They learn better from their own corrections.

Workbook p 80

o Cheat sheet (Student’s Book pp 9 & 12)

Buzz groups: consist of small groups where students discuss topics quickly.

Original inhabitants: some of the languages used by the original

inhabitants of our country are quechua, toba, mocoví, guaraní, chiriguano,

wichi, mapuche, among others

Obtain further information at:

indigenas-de-argentina/

http://cuadernos.inadi.gob.ar/numero-04/ana-carolina-hecht-lenguas-(+)(+) love (+) like (=) don’t mind (-) dislike (-)(-) hate

1

2

Trang 27

It is time for students to organise a plan to improve

their English Tell students to gather the results from

their online or paper surveys and prepare a table to

show them Remind students they can ask their Maths

teacher for help if needed Encourage them to be

creative and use different kinds of charts (bar, pie, etc.)

Have them study the results to see what it is that they

are not yet doing Then invite them to list the things they

do and work, and what they could add to their strategies

Ask students to draw an action plan with clear and

simple steps They could even design icons to represent

the strategies They should have the plan handy, either

on their mobile devices or in paper, to go over it weekly

and check if they are actually following it

Pandora

box

The more appealing the plan, the better students will remember it And, if they have fun looking at the icons, the strategies they represent will be more memorable Remember learning and fun

go hand in hand!

I can This section has been designed to help students to reflect upon all the lexical, grammatical and

conceptual contents they have been working throughout the unit Alternatively, values, which have been previously presented in class, have also been included

Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not Allow them to ask about concepts that might not be clear enough, yet

If there is a need to confirm that they can actually produce the language functions, read them one by one aloud and have students give examples If they still have difficulties, invite them to go through the unit and revise whatever they need to Help students to become aware that now they have a repertoire

of strategies that they can implement systematically in their daily practice It would also be profitable to lead students to reflect upon how class discussions have influenced their points of view and opinions

END OF PROJECT

ENGLISH: your bridge to the world!

Remember that languages are like bridges that connect different cultures and experiences English is considered as THE language for international communication If you speak English, you will experience other music, meet other people, know other cultures… You will feel other ways of living Speaking English is YOUR bridge or the boarding ticket to discover and embrace a new world of cultures and beliefs.

(See special SEL section, pages 79-82)

My students …

• engage in classroom activities

• observe pictures to draw conclusions

• try to work out meanings on their own

• risk answers after having thought critically

• participate in class discussions

• use English to communicate in class

• reflect upon their responsibility in the teaching /

learning process

• implement the use of learning strategies explicitly

better the same worse

Trang 28

EXTRA READING

Increase Your Brain Power

We all know that speaking a foreign language is very useful for travelling, chatting with people from all around the world and getting a good job But there are many other benefi ts that you need to remember every time you think “English is too diffi cult!” – learning a foreign language helps to increase your brain’s natural abilities.

Learning a new language means your brain must deal with new grammar rules and structures, new words, and sounds Since this is a very complex process,

your brain works hard while you are discovering meanings

and trying to communicate by means of the new language

In this way, you develop a different way of thinking (critical

thinking) and you become better at problem-solving.

Your memory will also get better because you need to

remember the right language elements at the right time and use

them to communicate effectively Your brain doesn’t mind doing this

memory workout – it loves it! In time, you will see that you can remember other things like

names, facts and fi gures more easily than what you could do before

Scientists say bilingual people have better focus, concentration and attention because of the way the brain functions when learning a new language, so they become good observers, too – they can differentiate between relevant and irrelevant information very quickly, for example.

The benefi ts of learning a foreign language (or more languages!) do not stop there Bilingual and multi-lingual people have greater ability to make decisions, to fi nd multi- tasking easy, and they are very analytical and are more conscious thinkers and listeners.

Right this minute, there are millions of people around the world doing online brain training to keep mentally agile Isn’t learning a second language a more practical, useful and entertaining way of doing that?

This reading will help you to … Language included:

> talk about things that are usually

true.

> express feelings about doing things.

> talk about present and past abilities.

> talk about actions happening now.

Right this minute, there are millions of people around the world doing online brain training to keep mentally agile Isn’t learning a

LEARN A

Trang 29

Ask students what they understand by “an inspiring life”,

and if they know someone whose life can be inspiring

Then ask them about the people in the pictures (See Cheat sheet for teachers, page 36)

Ask students to do the matching in groups of four

Encourage them to start by the ones they are sure about Have them justify their answers to check with the whole class

1 B 2 C 3 D 4 E 5 A

Answers

Pandora box

Having students draw conclusions on their own to fulfi ll problem-solving situations will help them to develop their observation and critical thinking skills, both essential 21st century skills

Students can now infer why the authors are famous Have them work individually and then share their answers with the whole class

1 A 2 D 3 C 4 E 5 B

Answers

Ask students to make their choices Carry out a poll

to put the characteristics of a hero into a hierarchy

of relevance Let students state their reasons

Discuss this question with the whole class as a follow-up of question 3

Have students notice the CLIL SOC SCI icon If the school adheres to cross-curricular activities, this theme will give ground to collaborative work

Go over the Final Project with the class Ask students about Prezi presentations If they are not acquainted with them, have them ask their ICT teacher or share one with them Have students choose a real-life hero

PROJECT

1

2

3 4

UNIT GOALS

Talk about heroes

Talk about accidents

Past continuous (all forms)

Past simple and past continuous

Prepare a Prezi presentation of a hero.

> Surf the net and choose a real-life hero.

> Select images and music to represent her/him.

> Write about her/his life and prepare the Prezi

presentation.

> Think of a real-life hero Look for ideas in

magazines.

> Look for images and music to represent her/him.

> Write about her/his life and prepare a poster

presentation.

Spanish around the (See Answer keys, page 83)

world: The new lingua

franca?

Inspiring lives

Trang 30

Ask students if they know any ‘school hero’ Use this

opportunity to reinforce the concept of what makes

a person a ‘hero’ Make them aware of the number

of ‘heroes’ they meet every day at school, ie all the

people who make school life possible by doing their job

correctly: Who opens the door for them to get in? Who

cleans the school for them to be comfortable? Who

replaces the bulbs when they are worn out? Aren’t they

everyday heroes? Then ask students if they know of any

student who is a hero

Pandora

box

This topic will give ground to discuss positive and negative leadership You could help students to refl ect on who really benefi ts from negative leaders, and what positive leaders can do for their friends at school and in their neighbourhood

Ask volunteers to read one paragraph each aloud

Ask the class to underline the adjectives they see

Once they have fi nished reading, ask them to read the adjectives again and answer the questions

Call volunteers to state their points of view Elicit

that adjectives such as “shy”, “skinny”, “invisible”,

“silly” describe the child who is a victim of bullying On the other hand, “happy” and “faster”

describe the child who is accepted and valued by his peers

shy, invisible, special, silly, happy, faster

Answers

2 Have students do this exercise individually Tell

them to swap books to work on peer correction

Finally, work with the whole class to check the answers Ask volunteers to read the correct statements and the correct version of the wrong ones aloud to check the answers with the whole class Use this instance to help students to improve their pronunciation

1 e 2 b 3 a 4 f 5 h 6 d 7 c 8 g

Answers

3 Invite students to work individually Tell them to

underline the information they fi nd in the text because they will have to use it to justify their answers

Call volunteers to read the questions and answers aloud to check with the whole class

Suggested answers: 1 Because he was shy 2 They called him a nerd 3 His teacher didn’t have enough time to talk about it 4 He was playing video games all day 5 Marcos couldn’t cycle long distances because he smoked 6 Because

he didn’t like swimming 7 Because they trusted him 8 They shouted his name and cheered him on 9 Because he had

a long skinny body 10 Because he proved that everyone is valuable in her/his own way.

Answers

Pandora box

Help students to notice that some habits can be unhealthy Alfred was not fi t because

he was all day playing video games;

and Marcos couldn’t participate in the competition because he was not fi t enough due to his smoking habit Highlight that everybody is good at something, which is made evident in the answer to question 10

4 Discuss this question with the whole class Allow students to state their point Try to highlight the negative consequences that bullying might bring about Also, point out that there is always

a possibility to change attitudes and that we are responsible of our deeds

Pandora box

Remember to demand justifi cation of students’ opinions to help them to refl ect

on their decisions before putting their ideas forward

5 Remember the questions suggested in the “What

about you?” section aim at personalising the topic

and helping students to refl ect on their attitudes Use this exercise to bring into discussion the fact that nobody deserves to be bullied And that we all have the chance to show how much we value if we don’t hide away in scare Sometimes, our fearful attitude enhances our classmates’ bad will Tell students they should ask for help from an adult if they are systematically bullied

Workbook p 82 / Fast Finishers p II

1

Trang 31

Accidents

Ask students to work individually to complete

the sentences While correcting, draw students’

attention to the regular and irregular forms of

the verbs in the past tense Help students to

become aware that this is an enumeration of all

the activities Anthony did as a volunteer (they are

complete actions in the past)

1 read 2 pushed 3 helped 4 went

Answers

Ask students to work in pairs to do this cloze

activity (a paragraph with blanks which have

been chosen at random It aims to help students

to develop grammatical, lexical and discourse

awareness) Call volunteers to read one sentence

at a time aloud to check the answers with the

Reactions

a Ask students to work individually to categorise

the reactions stated in the list They will have

to use their previous knowledge and make

associations They will develop critical thinking

skills Call volunteers to read the sentences they

have ticked aloud to check the answers with the

a She broke her leg.

b A man helped her.

c The ambulance took

her to hospital.

a She shouted for help / She

started to panic / to cry.

b She reacted quickly / She

stayed calm.

c She was very brave.

Encourage students to keep on talking about the event Write the following beginnings on the board for students to complete them, eg:

A man called 999… and an ambulance came.

The ambulance arrived… and took her to the hospital.

Mrs Thatcher was better… and thanked the doctor, Anthony and the man from the park.

Pandora box

This exercise will help students to become aware of the function that the past continuous tense plays in the narration

of stories It will help them to enumerate complete actions in the past This is aspect, a feature of verbs that is even more important than tense It will play an important part in this unit, which deals with the comparison between past simple and past continuous

Extra Practice p 9

6

7

8

VOCABULARY

Trang 32

Past continuous

Go over the Grammar box with the whole class Draw

students’ attention to the red words Ask them to

describe how sentences are formed Elicit was / were +

verb -ing.

Ask students which pronouns are followed by “was”

and which ones, by “were” Help students to notice that

these same forms are used with the past simple of the

verb “to be” That means that “I”, “she”, “he” and “it”

take “was”, whereas “we”, “you” and “they” take “were”.

Ask students to find examples in the passage in Exercise

7 Point out that the past continuous describes actions

in progress (aspect) in the past (tense) Help students

to see how ideas are organized for the recipients to

understand that an action in progress was interrupted

by an action at a specific point of time

1 Have students work individually to complete the

text Tell them to look for help in the Grammar box, if necessary Call volunteers to read one sentence at a time to check the answers with the whole class

Note: Highlight that the last sentence (“Their

confidence was inspiring to us all”) is not in the past

continuous Explain to them that the difference is

marked by the preposition “to” which, in this case, indicates that the word “inspiring” functions as an

adjective Without the preposition, the sentence

(“Their confidence was inspiring us all”) would have

been an example of the past continuous Notice the changes a preposition can make!

1 were watching 2 was watching 3 was cooking 4 was

painting 5 were playing

2 Have students ask the questions for the given

answers orally Have volunteers say them aloud for the whole class to check Then have them do the exercise as a written assignment for homework

1 Who were watching the match at home? 2 Where was Luciano watching the match? 3 What was Pablo’s dad cooking? 4 Who was painting her face with the colours of the Argentinian flag? 5 Who were playing very well that day?

Answers

Pandora box

If students practise in class and then go home to do the written activity, they will have the opportunity to self-assess If they cannot do the exercise on their own, they should ask the teacher to explain the structure again

Past simple and past continuous

Tell students to study the Grammar box and to identify

the connectors (“when” and “while”) and the tenses

they connect They will become aware of how aspect changes the meaning of statements

Draw a time line on the board to show progression and a point on the line to show when the action is interrupted

I was riding my bike

I fell

3 Have students work individually to fill in the blanks Call volunteers to read the sentences aloud to check the answers with the whole class Ask students to explain which actions were in progress and which ones were complete They will practise identifying aspect Tell them that the combination of these two tenses (past simple and past continuous) is used to tell stories and anecdotes

1 invited 2 were collecting 3 were looking 4 were giving

Trang 33

1 fl ew 2 went 3 were playing 4 looked 5 saw 6 understood

7 was happening 8 told 9 shouted 10 ran

a member of Tilly’s family They could use the questions they have previously prepared and answer with the information they remember

Alternatively, divide the class in two groups and have members from one group ask one of their questions If a member of the other group answers correctly, she/

he can ask the following question If she/

he answers incorrectly, the fi rst group keeps on asking questions The winner will be the group that has asked the most questions

5 Have students work individually to complete the

task Then tell them to join two other students

to exchange the answers and work on peer

correction Have some volunteers to read the

sentences aloud so as to check the answers with

the whole class

1 was sitting; fell 2 was trying; slipped 3 heard; were cycling

4 was calling; tried 5 called; was helping 6 arrived; were sitting

Answers

Pandora

box

As a follow-up activity, ask a student

to read the sentences, making three mistakes on purpose The student who identifi es the mistakes has to correct them Alternatively, have students work in groups of four to prepare a set of questions about the story Tell them to ask as many questions as they can imagine Once they have fi nished writing the questions, ask them which

of them they can answer with certainty

This activity will help students to become aware of the times we answer with our own inferences instead of answering with true facts They will understand the difference between facts and assumptions

When students correct their peers, they will have to use corrective fall-rise intonation And they will change focus when they provide the correct answer Remind students that negative particles are always stressed.

Pronunciation

Go over the tips with the whole class Remind students they have a deadline to present their project Tell them to collect the images and all the information needed about their chosen hero They will also have to choose a song that might represent what she/he does Encourage students to prepare notes to describe what their hero was doing when the photos were taken

PROJECT

Workbook pp 84 & 85 / Self-check p 87 /

Extra Practice pp 7 & 8

GRAMMAR

Trang 34

Listen to a story

Get students involved in observing the picture Invite

them to describe what they see Tell them to identify

the interactants and where they are

Ask students to discuss the question in buzz

groups (See Cheat sheet for teachers, page 26)

Draw their attention to the different pictures

Ask them to describe what they see Then they will have to choose a spokesperson to inform the conclusions they arrived at

Pandora

box

This discussion gives the opportunity to help students to reflect on the difference between facts and inferences or

assumptions Let everybody participate

Every now and then, ask students if they are absolutely sure of what they are saying, or if that is just their inference

In this way, they will develop respect for others’ inferences and will understand that reality sometimes depends on the eye

of the beholder

Play the audio once and ask students what the

conversation is about Remind students that intonation shows the speakers’ attitude Ask

about that, eg: Are the people friendly, surprised

or annoyed?

Ask students to try to put the pictures in order according to the events in the conversation Give them time to do it and allow them to compare their choices with a classmate Play the audio a second time Pause it for students to check their answers You can nominate a student to describe the pictures in order aloud to check the answers with the whole class

1 father teaching his son how to ride a bike 2 man rescuing

wounded bird 3 boy grabbing dog to safety

Answers

3 Challenge students to complete the sentences

using what they can recall from the previous listening Let them share their answers in small groups Play the audio once again and pause it for students to complete the sentences correctly

1 was 2 wanted 3 was teaching 4 found

Answers

Melanie: Hello, Teresa.

Teresa: Hello, Melanie!

Melanie: How was the photography club field trip yesterday?

Teresa: Amazing! It was an unforgettable day Look at all the photos I took! I wanted to portray everyday heroes.

Melanie: That’s a fantastic idea!

Teresa: Look! I got this photo of a father who was teaching his son how to ride a bike.

Melanie: What a teacher!

Teresa: Yes! I also have this photo of a man who rescued a wounded bird.

Melanie: Oh! That’s a hero!

Teresa: the road in the middle of the cars! But this boy ran over just in time, grabbed it and safely returned it to the lady

He saved the dog!

Melanie: Really!? You definitely found a lot of everyday life heroes!

Teresa: Yes, I did But the real hero of the evening was Jack!

And I’ll tell you why!

4 Read the statements with the students to make sure they understand all the words Tell them to get ready and play the audio once Students will have to decide whether the statements are true

or false Give them time to complete the task

Encourage them to share the answers with their classmates

1 F 2 T 3 F 4 T 5 T 6 T 7 F 8 F

Answers

Pandora box

When students share their answers to correct their own production, they learn

to work cooperatively Everybody profits from this practice and, at the same time, helps the others Students will also get ready for their future working life since knowing how to share responsibilities at work is one of the most demanded skills

by enterprises

5 Tell students they are going to listen to the audio once again They will have to write down notes to correct the false statements Play the audio and pause it for students to spot the differences Call volunteers to read the answers aloud to check with the whole class

1

2

Trang 35

1 The photography club went to the park 3 Teresa started to

panic 7 Jack was standing on a branch 8 Jack fell and broke

his ankle.

Answers

6 Ask students to read the different reactions and

to identify the sort of expressions they use, eg:

expressions of happiness, of relief, of fear, etc

Tell students to get ready and play the audio for

them to identify who says each of the expressions

Call volunteers to read the statements, one at a

time, and give the name of the speaker

1 Tzu-Lee 2 Tzu-Lee 3 Tzu-Lee 4 Jack 5 Tzu-Lee 6 Jack

7 Jack (or Teresa) 8 Tzu-Lee

Answers

While students are checking the answers in Exercise 6,

encourage them to produce the statements trying to

imitate the intonation in the audio This will help them

to internalise how different intonations convey different

reactions

Pronunciation

Tzu-Lee: Jack! What happened to you?

Jack: I think the photography club was a bad idea!

Tzu-Lee: You were taking photographs! I don’t believe it!

Jack: No, no I was trying to rescue Teresa from a tree She was

taking photographs

Tzu-Lee: You’re kidding!

Jack: No honestly, it’s true Yesterday afternoon we went to the

park with the photography club and Teresa decided to climb a tree

Tzu-Lee: But she hates climbing!

Jack: Yes, I know Well, she climbed the tree and then she

started to panic and was shouting ‘Help, help! I’m going to fall!’

Tzu-Lee: So you saved her?

Jack: Yes I climbed up the tree and tried to calm her down Then

we started to climb down She went fi rst and I was behind her

I was standing on a branch when suddenly it broke and I fell to

the ground Boom!

Tzu-Lee: And you broke your ankle?

Jack: Yes, I did

Tzu-Lee: What a hero you are, Jack!

Jack: Oh, thanks Tzu-Lee, that makes me feel better!

Audioscript Tracks 11-13

7 Encourage students to work as authentically as

possible Tell them to collaborate in the oral

re-construction of the story Guide them to use the

prompts given Call different students to organise

the events and check their production

Tell a story

8 a Have two students dramatise the dialogue

Encourage them to exaggerate the intonation to show attitudes

b Tell students to work in pairs to dramatise the different situations presented Walk about the classroom and monitor students’ work Provide the necessary feedback

9 a Encourage students to recall or invent an anecdote in which they did something brave Tell them to organise their story with the help of the questions given, write it down, rehearse it and tell it to their classmate without reading their notes Simultaneously, their classmate will write down notes to remember important information

as accurately as possible (they will have to retell their classmates’ anecdote in Exercise 9b.)

Remark the use of rising intonation to invite the listener to keep on listening, high fall intonation to show engagement and low fall to indicate the end of the conversation

Pronunciation

b Tell students to use their notes to report what their classmates did

Pandora box

Reporting someone else’s anecdotes can help students to see reality from a different perspective This practice helps them to develop empathy

ACTIVITIES

Tell students that they will work in pairs to complete an information-gap activity Indicate Student A to go to page 72 and Student B to go to page 74 In turns, they will use prompts

to tell a story for their classmate to arrange some pictures according to the order of the events in the story They will then exchange roles.

Workbook p 85

Trang 36

Write a biography

Tell students to read the Jessica Watson’s

biography in pairs and to draw a timeline with the most important facts in her life Allow students to

use online or paper dictionaries only if they cannot infer meaning from context

Pandora

box

There will surely be different timelines according to the relevance each student gives to events in Jessica’s life story

Accept all of them, as far as they include true information

Have students answer the questions orally

Encourage students’ participation in the discussion This will help them to develop tolerance of differences and it will enhance expansion of known categories

1 Jessica sailed solo around the world.

Answers

3 Have students complete the chart Help them to

notice that they are supposed to write the events

in chronological order

Full name: Jessica Watson Her achievement: She’s the

youngest person to sail solo around the world Where/When

she was born: Queensland, Australia May 18 th 1993 Her life

before her achievement: She started sailing when she was 8.

She lived on a cruiser for 5 years with her family Details of

her achievement: On October 18 th 2009 she set sail on the

Ella’s Pink Lady After 7 minutes she returned to Sydney She

encountered bad weather and severe storms Her life after her

achievement: She wrote a book about the experience She was

named Young Australian of the Year A quote: “You don’t have to

be someone special to achieve something amazing”.

Answers

Go over the Writing rule box with the whole class and

encourage students to fi nd examples in the biography

4 Tell students it is their turn to write a biography

and hand it in for correction Remember to use

the correction code (see Pandora box, Teacher’s

Book page 26)

First invite students to choose a person they admire and have them look for information about her/his life in order to complete the chart in Exercise 3 Finally, have them use their notes to write a short biography

Extra Practice p 8

o Cheat sheet (Student’s Book pp 16 & 17)

A Malala Yousafzai

(1997 -) Defi ed the Taliban in Pakistan and demanded that girls be allowed to receive

an education She was shot in the head by

a Taliban gunman in 2012, but survived and went on to receive the Nobel Peace Prize.

B Tim Berners Lee

(1955 -) British computer scientist who invented the World Wide Web (www) and enabled

the hypertext documents, which facilitate serendipitous learning He has also been concerned with freedom of information and censorship on the internet.

C Jamie Olivier

(1975 -) British chef, famous for his TV programme The Naked Chef, who wrote multiple

cookbooks He championed healthier eating for school children in the USA and

in the UK He was honored as a Member

of the Order of the British Empire He

conceived and established the Fifteen

charity restaurant, where he trained disadvantaged young people to work in the hospitality industry

D Nelson Mandela

(1918 - 2013) South African civil rights leader who fought against apartheid He was imprisoned

for 27 years because of his peaceful protests He was released in 1990 through international pressure His continued campaign paid off and all races were allowed to vote in 1994 He was awarded the Nobel Peace Prize in 1993 and became president of South Africa (1994-1999) His peaceful attitude helped to keep the calm and to prevent a major civil war in South Africa.

E Daniel Barenboim

(1942 -) Famous pianist and conductor, citizen of Argentina, Israel, Palestine and Spain

He is general music director of the Berlin State Opera, and the Staatskapelle Berlin

His Music and Education projects in the Middle East have increased contacts between Israelis and Palestinians One

of the fi rst events he organised was the “Concert for Two Peoples” held in Jerusalem on 28 March, 2008 in which

he appeared as a conductor and soloist with an orchestra of young Israelis and Palestinians.

1

2

Trang 37

Tell students to gather the information about the

members of the group’s heroes Insist on the

importance of being creative to make the presentation

appealing Encourage them to use attractive arrows,

colours and fonts to keep their audience interested

in the presentation Students will also include a song

that represents their heroes They can encrypt it in the

presentation Remind students they should plan their

speeches so as to be fl uent, and to take even time to

speak

Pandora

box

Speaking in front of an audience might

be face-threating Help students to understand that the better prepared they are, the calmer they will be Insist on their planning their presentation carefully

WE ARE BORN HEROES!

Attitudes and actions can make YOU a hero But remember that we are already born as heroes

It depends on you to let that “inner hero light”

shine You don’t need to have a SUPER power

The best super power is doing your best with your gifts and sparks You can become a hero exactly

at the moment that you start valuing yourself

You are unique, in your own personal way The key is to believe in yourself and to respect others

Become a superhero… TODAY!

(See special SEL section, pages 79-82)

This section aims at encouraging students to read

extensively for pleasure At the same time, all topics

have been especially selected to raise awareness of

different issues In this case, students will refl ect on

the relevance of Spanish as a world language

Students are encouraged to surf the net for

information so as to enhance their learning by

serendipity (the faculty of making fortunate discoveries

by accident) while clicking on hyperlinks

Have students discuss the answers in small

groups

1 Suggested answers: Because it’s the most widely taught language in British secondary schools 2 Spanish is the offi cial language in 21 countries 3 Spanish is considered a lingua franca because it is the second most popular language after English and the second by number of speakers after Mandarin.

2

I can

Remember this section has been designed

to help students to refl ect upon all the lexical, grammatical and conceptual contents they have been working throughout the unit Alternatively, values, which have been previously presented in class, have also been included.

Encourage students to go over the listed items and self-evaluate whether they have been able to achieve them or not Allow them to ask about concepts that might not

be clear enough, yet.

If there is a need to confi rm that they can actually produce the language functions, read them one by one aloud and have students give examples If they still have diffi culties, invite them to go through the unit and revise whatever they need to

Help students to become aware that now they have a repertoire of strategies that they can implement systematically in their daily practice It would also be profi table

to lead students to refl ect upon how class discussions have infl uenced their points of view and opinions.

Trang 38

EXTRA READING

Heroes or Common Kids?

Today, Josh and Andy tell the story of an

unforgettable day The day they will remember

for the rest of their lives.

It was Saturday, June 22nd in 2013, exactly three years ago Josh and I were

12 years old at that time We were hanging out together early in the afternoon as usual when we heard the news about an

abducted fi ve-year-old girl in our neighbourhood.

We didn’t know the little girl or her family, but

we immediately took our bikes and, together with other friends, joined the search for the missing girl There were about 100 people searching around the town on foot, while police offi cers and their dogs were searching the nearby forest and parks

We were riding along a very narrow street when we noticed a maroon car going very slowly – the driver was obviously not familiar with the area that was full of small streets and cul-de-sacs Josh approached the car and could see the girl in the back

seat She was crying and we didn’t know what to do When the driver, an elderly

man, saw us, he accelerated and quickly turned round a corner He kept driving fast,

turning into and out of side streets We followed him madly with our bikes for about 10

minutes Suddenly, the car slowed down and stopped, and the man pushed the girl out of the

car and drove off

The little girl ran to my arms and said, ‘I want to see mummy’.

We were shocked I placed the girl on my shoulders and we started to ride

back to our neighbourhood Josh told me it was dangerous for the girl

to be on my shoulders so, I carried her in my arms, while Josh pedalled

along, guiding my bike That was good team work!

We were near the neighbourhood when a police offi cer recognised the

girl and ran to help us The little girl was terrifi ed and didn’t want to leave

my arms I told her ‘Don’t worry It’s OK now’ several times before she

fi nally went with the police offi cer We will never forget the moment she met

her mother again

Many people say we are heroes because we took the risk of chasing the man, but we

think we are just common kids

This reading will help you to … Language included:

> refl ect upon what makes a

person become a hero.

> describe what was happening

at a moment in the past.

> describe how an action was

interrupted in the past.

Trang 39

Ask students if they ever do special things like, eg:

going fi shing, helping at home Brainstorm unusual activities and write them on the board Discuss if people around the world live in the same way

Have students do the matching Ask volunteers

to name the places to check the answers with the whole class

a beach E a busy city B the mountains D the countryside F

a luxury hotel C the Antarctic A

Answers

Guide a class discussion about the potential activities to be developed in each place Help students notice the difference between living and working in those places, and visiting the places as tourists

Ask students to discuss in groups of four or fi ve the places they associate with the listed adjectives

Pandora box

Play a game: In groups, have students make a sentence describing each place Their classmates will infer the adjective they are thinking about and the

photograph they have chosen, eg: You

cannot find your way home among so many people during rush hour = stressful (B)).

Engage students in a whole class discussion

Pandora box

Make sure everybody participates by telling students that they have only one chance to speak The ones who have spoken have to cross their arms on their desks Only after all students have crossed their arms, if the discussion goes on, they will have a second chance

Go over the Final project with the class Tell students to think of people who are special for

a reason, but who are not celebrities They will have to prepare a Pecha Kucha presentation to introduce them to the class

Talk about lifestyles

Describe different kinds of experiences

Talk about experiences and feelings

Ask and answer about your own life experiences

Present perfect simple (all forms)

Present perfect and past simple

Just / ever / never + present perfect

Would like

Talk about exciting experiences

Ask and answer about your own experiences

WRITING

Describe a lifestyle (type of information and verb forms)

END OF PROJECT

Create a presentation about special people in your area.

> In groups, list the relevant positive or negative

aspects of people around your area (school,

family, city / town, etc.)

> Take pics and prepare a Pecha Kucha or a

PowerPoint presentation.

> In groups, list the relevant positive or negative

aspects of people around your area (school,

family, city / town, etc.)

> Draw pictures and prepare a poster presentation.

Special lifestyles

Trang 40

Tell students to observe the format and decide which

discourse genre they are going to read (a newspaper

article) Direct their attention to the issue date, the

headline and the section (international news) Ask

about “The Traveller” in the top-left corner: What does it

refer to? (It’s the newspaper name).

Pandora

box

Some of the answers will have to be inferred because they are not explicitly stated anywhere This will enhance students’ creativity and critical thinking

They need to make connections between their previous knowledge and the information they have in front of them

They will develop their skill for “reading between the lines”, to go beyond the text

1 Tell students to read the text individually and to

underline the answers in the text

1 Because he finds them boring 2 Yes, he has He has slept

under a bridge and at train stations He has spent a week

eating biscuits and he has stowed away on trains 3 He’s been

in prison in Lybia 4 He has made over 1,000 trips so far.

Besides, by reading the text they will receive input of perfective aspect use

2 Have students work individually to decide whether

the answers are true or false As they usually do, they will have to correct the false answers and read the part of the text that justifies the true sentences

1 T 2 F 3 T 4 F 5 F 6 F 7 T 8 T

Answers

Note: Remember that the questions suggested in the

“What about you?” section aim at personalising the

topic Have students take turns to participate in a class discussion Remind them they have to support their opinions with some ideas of their own This will help students to develop critical thinking skills They will also use creativity as a problem-solving tool

3 Ask students to work in groups listing the facts

that justify their answer, eg: He has an adventurous

life because he has set foot in each of the world’s

195 countries He experienced extreme living conditions in Antarctica.

Pandora box

• Students will start using the present perfect when they copy the phrases from the text In this way, they will start experiencing the use of perfective aspect but only concentrating on meaning

• Collaborative work is an excellent way

of developing critical thinking Students will share varied points of views with regard to the same information

Moreover, students will develop tolerance

of different opinions and will have to negotiate perspectives in order to answer the question All these are part of what is called “21st century skills”

4 Ask students to enumerate the facts using the past simple In this way, they will be able to see that enumeration of facts in the past are expressed with this tense Have them share their lists with their classmates Walk about the classroom while they are working

Check the answers by listing the facts on the board Then write, eg:

Pedro has swum in the river.

Martina and Florencia have gone camping.

I have ridden a horse.

Read the examples aloud as you write them and tell students they are all life experiences, similar to Biza’s

Draw students’ attention to the CLIL GEO icon (see underneath the newspaper article) Help students to notice that they are speaking about Geography in the English class If the school adheres to cross-curricular work, contact the Geography teacher to work on a project together

Định dạng
Số trang	89
Dung lượng	5,97 MB