What's Up 2 Teacher's Book

Teacher’s Guide

Silvia Carolina Tiberio Ma José Sánchez José Manuel Bueso

Teacher’s Guide

Contents Introduction

4

Planificación anual

6

Student’s Book Contents

12

Teacher’s Notes Welcome to What’s up?_______________________________________________ 14 Unit 1: Free time_ ___________________________________________________ 16 Unit 2: At work______________________________________________________ 25 Unit 3: At home_ ____________________________________________________ 34 Break Time A________________________________________________________ 43 Unit 4: Cinema______________________________________________________ 45 Unit 5: Heroes_______________________________________________________ 54 Unit 6: Delicious!____________________________________________________ 63 Break Time B________________________________________________________ 72

Workbook: Answer key & Audioscript

74

Extra Practice: Answer key

82

3

What’s up? 2 Teacher’s Guide

Introduction Listening and Speaking

What’s Up? is a four-year English course specifically written for teenage students. The material and design is clear, relevant, up-to-date and motivating. The main aim of What’s Up? is to help students learn English in meaningful, communicative contexts and to provide them with a clear understanding of the language.

The Listening and Speaking section is a two-page spread. There are two short listening texts related to the theme of the unit. One might be a monologue, the other a dialogue; one formal, the other informal. The colourful illustration sets the context for the first listening and introduces some key vocabulary. The comprehension exercises develop students’ confidence and ability to understand the speech of native English speakers from different English-speaking regions and countries. Speaking activities lead on naturally from the listening activities. These activities may be done in pairs, groups or as a whole class, depending on the teacher’s preference. The section always includes an A / B pairwork activity which is located at the back of the Student’s Book.

Student’s Book The Student’s Book contains six units based on stimulating, varied topics. They have ten pages organised into the following sections:

Lead-in page

Writing

This page introduces the theme of the unit through colourful photos and questions related to the theme of the unit. The aim is to stimulate interest in the topic, discuss relevant ideas and revise some basic vocabulary. The page also lists the main objectives of the unit, among which is the task that students will be doing at the end of each unit.

An entire page is devoted to developing writing skills right from starter level. Micro skills, such as punctuation, spelling, organisation, linkers, etc. are developed from the start. Writing tasks are carefully guided and cover a wide range of texts, both formal and informal. A model text is always provided. Writing rule boxes give useful guidelines on how to write each type of text.

Final task

Vocabulary and Reading

At the end of each unit students put together all they have learnt in an achievable task. These tasks have numerous advantages:

This two-page section includes the presentation and practice of the key vocabulary and a reading text linked to the topic of the unit. The Vocabulary section introduces one or two sets of words or phrases. Varied exercises and activities allow students to practise the words through meaningful spoken and written activities. The texts are varied and interesting and cover a wide variety of text types including magazine articles, narratives and personal experiences. Different types of comprehension exercises, vocabulary work and discussion activities help students obtain a full understanding of each text.

• They are a goal in themselves - at the beginning of each unit students learn the main goal of the unit so that they can work towards it. • They elicit the language taught in each unit and revise language from previous units. • They provide an opportunity for students to use English in a meaningful context. • They include models that students can use as a guide. • They allow students to work at their own level of linguistic competence.

Grammar This two-page section provides simple grammatical presentations and practice. The grammar points are clearly presented in boxes and cross-referenced to the Grammar Reference (a section in the Extra Practice book where students can find a more detailed explanation of grammar points). The boxes are followed by written and oral exercises designed to help students practise the forms in a guided way which is personally relevant to them. After practising at sentence level, the target structures are frequently contextualised in dialogues and short narratives. The vocabulary used in the grammar activities recycles language from the Vocabulary and Reading sections of the unit and from previous units.

• They give all students the opportunity to finish each unit with a sense of fulfillment - of having achieved a goal.

Self-assessment The last page of each Student’s Book unit offers students the opportunity to demonstrate what they have learnt and reflect on their progress. This section does not have specific notes for each unit. The following are a few general guidelines as to how to approach it: • Tell students that this section will help them evaluate their progress. Go over the six tasks and the examples with the class. Clarify any doubts and give a few more examples if necessary.


4

Introduction Workbook

• Encourage students to write five items for each of the tasks and to use different pronouns, verbs, nouns, etc, to add variety to their answers. Circulate as students write to monitor their work.

The Workbook section has the same structure as the Student’s Book and includes further practice of vocabulary, reading, grammar, listening and writing. As with the Student’s Book, the skills and language points are integrated and personalised. Although all the Workbook activities are suitable for self-study, many of them can be used for extra material in the class. The Workbook units consist of the following pages:

• Have students rate their work according to how well they think they did. Tell them they can write from 1 to 5 ticks on the scale below each task. Circulate to help students rate their work. • Then have students rate their overall work by adding up the total number of ticks they got and writing them on the scale at the bottom of the page.

Page 1 and 2: Vocabulary and Reading Page 3 and 4: Grammar and Listening

• Call on six students to come to the board. Each student writes on the board his/her answers to one of the tasks. Discuss the answers with the class, make any necessary corrections and clarify any doubts.

Page 5: Writing Page 6: Self-check The Workbook section also features a listening comprehension section that gives students a new opportunity to practise their listening skills. All students have their own copy of the Workbook audio CD in their books, so teachers can assign these listening exercises as homework for correction in the classroom. You will find the audioscript and the answer key to these exercises at the back of this Guide (page 74).

• Have students reflect on how much they have learnt. Students who didn’t do as well as expected reflect on how they can improve. Tell them to decide what they need to revise or practise more. Ask them to flick through the Student’s Book, Workbook and Extra Practice book pages to find sections / activities that can help them reinforce the areas they are weaker at. Ask them to write the relevant pages at the bottom of their self-assessment sheet. Circulate and have students show you the pages they have selected. Advise them as necessary.

Extra Practice book This book helps students understand, reinforce and practise the grammar and vocabulary taught in each Student’s Book unit. It presents grammar in clear charts with simple explanations and examples and useful Remember! and Be careful! notes. It provides numerous practice opportunities in a wide variety of controlled exercises that will help students acquire the new structures.

Break Time There are two Break Time sections, each appearing after units 3 and 6. The purpose of these sections is to allow students to enjoy English as they play games and listen to songs. They are an opportunity for further practice and for extension as well. The Break Time section that appears after the first three units features a Puzzle Time page and a song by a well-known band. The Break Time section that appears at the end of the Student’s Book features a Play Get it right! page and another well-known song. The Puzzle Time page includes word games that revise the language from preceding units. The Play Get it right! page features a board game that revises all the language taught in the book. The songs are accompanied by a wide variety of activities aimed at helping students explore the language used in the song and understand its message.

Quick Check The Quick Check features clear grammar charts and examples of the main language covered in the Student’s Book. Students will find it an invaluable tool for permanent reference.

Teacher’s Resource Bank

Pronunciation

This book is an invaluable tool for teachers. It features a test for every unit in What’s Up? and factsheets to accompany the Penguin readers suggested for each level of What’s Up?. It also includes a mid-book revision test and an end-of-book revision test. The material presented in the Teacher’s Resource Bank is photocopiable and ready for classroom use.

Pronunciation activities are integrated into every unit in either the vocabulary or speaking sections. These focus on sounds, stress and intonation.

Pairwork activities What’s Up? units include pairwork activities that provide opportunities for students to engage in interesting speaking activities. Pairs are asked to open their books at different pages of their Student’s Book so that they can exchange the information they find. These activities will enable students to use English in meaningful contexts and revise the language they learnt.

5



6

El alumno y su tiempo libre.

Free time

Unit 1

Unidad temática

• Adverbios y expresiones de frecuencia.

• Like + -ing.

• Concordancia de do, play y go. • Formas fuertes y débiles.

• Entonación de preguntas cerradas y abiertas.

• Pronunciación de la desinencia –es en los verbos conjugados en la tercera persona singular del presente simple.

Fonológicos

• Entrevista a un compañero sobre las actividades que realiza en su tiempo libre.

Tarea final

• Adjetivos calificativos que describen actividades: boring, fun, relaxing, creative, dangerous, easy, difficult, good, expensive, aggressive.

• Preguntas abiertas y cerradas en el tiempo presente simple.

• Tiempo presente simple en sus formas afirmativa, negativa e interrogativa.

• Deportes.

• Actividades de tiempo libre dentro y fuera del hogar.

Gramaticales

Lexicales

Contenidos

Planificación anual • Asociación de los nuevos ítems lexicales con las imágenes que los representan. • Discusión sobre deportes que practican los alumnos. • Discusión sobre el uso que hacen los alumnos de su tiempo libre. • Identificación de la concordancia de do, play y go con las diferentes actividades de tiempo libre. • Descripción de las actividades de tiempo libre por medio de adjetivos calificativos incorporados en la unidad. • Intercambio dialógico guiado sobre actividades de tiempo libre. • Redacción de oraciones para describir las preferencias relativas a actividades de tiempo libre. • Lectura de descripciones de rutinas con el fin de identificar información específica. • Deducción del significado de ítems lexicales a través del contexto. • Práctica de pronunciación de la desinencia /Iz/ por medio de la repetición. • Identificación del verbo correspondiente por medio del completamiento de oraciones. • Redacción de oraciones en el tiempo presente simple. • Ordenamiento de palabras para formar preguntas. • Lectura de un texto sobre rutinas para contestar las preguntas formuladas. • Redacción de un párrafo sobre rutinas personales. • Sistematización del uso de like + -ing por medio de un cuadro. • Intercambio de preguntas y respuestas sobre la frecuencia con la que se realizan las actividades. • Descripción oral de una imagen para crear expectativas que faciliten la audiocomprensión. • Escucha de un texto para identificar información específica. • Escucha de un texto para completar un diálogo. • Lectura de preguntas abiertas para entrevistar a un compañero. • Descripción cooperativa de actividades que pueden realizarse en el club escolar. • Toma de conciencia sobre el estilo de lenguaje de un poster. • Diseño guiado de un poster sobre actividades ofrecidas por un club escolar. • Organización guiada de una entrevista sobre actividades de tiempo libre. • Autoevaluación.

Tareas comunicativas y de aprendizaje

7


El alumno y las ocupaciones que identifica en su comunidad.

At work

Unit 2

Unidad temática

• Conectores de: - adición: and - oposición: but - causa: because

• Would like + verb en sus formas afirmativa, negativa e interrogativa.

• Preguntas abiertas y cerradas en los tiempos presente simple y presente continuo.

• Redacción de un texto sobre proyectos laborales.

Tarea final

• Adjetivos que describen diferentes trabajos: dangerous, boring, easy, difficult, well-paid, badly-paid, interesting, fun.

• Verbos que describen diferentes trabajos: repair, serve, drive, help, sell, treat, build, deliver, fly, play, design.

• Lugares donde se desarrollan las distintas actividades.

• Comparación y contraste en el uso del presente simple y el presente continuo.

• Tiempo presente continuo en sus formas afirmativa, negativa e interrogativa.

• Ocupaciones.

• Actividades relacionadas con las diferentes ocupaciones.

Gramaticales

Lexicales

Contenidos

• Entonación de oraciones compuestas.


• Pronunciación de would.

Fonológicos

• Asociación de los nuevos ítems lexicales con las imágenes que los representan. • Asociación de los nuevos ítems lexicales con conocimientos previos de los alumnos. • Deducción del significado de ítems lexicales que representan ocupaciones. • Completamiento de oraciones con verbos que describen diferentes trabajos. • Descripción oral de las diferentes ocupaciones. • Lectura de un artículo para extraer información específica e identificar el mensaje brindado en cada párrafo. • Deducción del significado de ítems lexicales a través del contexto. • Sistematización del uso de del tiempo presente continuo por medio de un cuadro. • Práctica del uso del presente continuo por medio de la descripción de fotos, la formulación de preguntas y un juego. • Toma de conciencia del contraste en el uso de los tiempos presente simple y presente continuo. • Selección simple entre los tiempos presente simple y presente continuo. • Redacción de oraciones para contrastar rutinas con actividades realizadas en el momento de hablar. • Práctica de la pronunciación de would por medio de la repetición. • Intercambio de preguntas y respuestas orales sobre ambiciones personales. • Descripción oral de una imagen para crear expectativas que faciliten la audiocomprensión. • Escucha de textos para identificar información específica y corregir información. • Lectura de avisos clasificados para identificar el perfil necesario para distintos trabajos. • Discusión oral sobre los perfiles necesarios para realizar diferentes trabajos, especificar sus ventajas y desventajas. • Redacción de un texto que describa el perfil de un trabajo. • Entrevista entre compañeros sobre un trabajo imaginario. • Transformación de oraciones simples en compuestas por medio de conectores. • Lectura de un texto para extraer información específica. • Identificación del uso de los conectores como elementos de cohesión. • Redacción de una nota que describa la rutina de una persona que trabaja y la actividad que está realizando en el momento en el que le sacaron una foto. • Organización guiada para la redacción de un texto sobre sueños y ambiciones y su posterior discusión. • Autoevaluación.



8

Break Time A

El alumno y su conciencia sobre distintas realidades habitacionales.

At home

Unit 3

Unidad temática

Actividades lúdicas de integración.

• Discusión de ideas sobre la vivienda ideal.

Tarea final

• Expresiones para rechazar invitaciones: I’m sorry, I can’t. I don’t think I can.

• Expresiones para aceptar invitaciones: Yes, OK. Yes, good idea. Yes, please.

• Expresiones para invitar: Do you want…? Would you like to…?

• Adjetivos comparativos y superlativos.

• Expresiones que describen tareas del hogar: wash the dishes, iron the clothes, lay /clear the table, hoover /sweep the floor.

• Adjetivos que describen habitaciones: neat, tidy, big, clean, old, dirty, comfortable, small, messy, uncomfortable, modern.

• Electrodomésticos. • Going to + verb en sus formas afirmativa, negativa e interrogativa.

• Grado comparativo y superlativo de los adjetivos regulares e irregulares.

• Diferentes tipos de vivienda.

• Mobiliario de una vivienda.

Gramaticales

Lexicales

Contenidos

• Entonación para invitaciones amables.

• Formas fuertes y débiles.


• Pronunciación de las desinencias –er y –est de los adjetivos en sus grados comparativos y superlativos.

Fonológicos

Planificación anual • Asociación de los nuevos ítems lexicales con las imágenes que los representan. • Identificación de elementos de una vivienda con las habitaciones en las que se encuentran y/o usan. • Discusión oral sobre el tipo de vivienda que habitan los alumnos. • Asociación de adjetivos de significados opuestos. • Práctica del nuevo vocabulario por medio de un juego. • Descripción de rutinas presentes y pasadas en el hogar. • Lectura y resolución de un test de personalidad. • Discusión oral sobre los resultados obtenidos. • Sistematización del uso del grado comparativo y superlativo de los adjetivos por medio de un cuadro. • Discusión para resolver una situación problemática. • Sistematización del uso de going to por medio de un cuadro. • Completamiento de frases para fijar concordancia de verbos relacionados con tareas del hogar. • Escucha de un rap para verificación de expectativas de audiocomprensión. • Escucha de un rap para producción simultánea. • Intercambio de preguntas y respuestas sobre planes personales. • Escucha de descripciones para extraer información específica. • Discusión oral acerca de distintos tipos de vivienda para compartir conocimientos previos. • Escucha de descripciones para corroborar conocimientos compartidos. • Descripción y comparación oral de distintos tipos de vivienda. • Identificación de ítems lexicales dentro de un discurso oral. • Intercambio dialógico para invitar, aceptar y rechazar invitaciones. • Intercambio de preguntas y respuestas para encontrar diferencias entre dos ilustraciones similares. • Toma de conciencia de la importancia del uso de adjetivos en las descripciones. • Lectura de una descripción para extraer información específica. • Identificación de adjetivos en un texto descriptivo. • Redacción de un texto descriptivo. • Resolución de un cuestionario. • Planificación y comparación oral de las características de las viviendas ideales de los alumnos. • Autoevaluación.


9


El alumno y su interés por el cine.

Cinema

Unit 4

Unidad temática

• Tiempo pasado simple de verbos regulares e irregulares en sus formas afirmativa, negativa e interrogativa.

• Personas relacionadas con el cine: character, director, star, audience.

• Expresiones de tiempo pasado: (two days / weeks, etc) ago, yesterday (morning), last (night / year/week / month).

• Discusión grupal y comparación de películas.

Tarea final

where, were.

two, to, too.

there, their, they’re.

its, it’s.

• Palabras homófonas:

• Adjetivos para describir películas: great, surprising, amazing, really good, excellent, interesting, poor, sad, bad, awful, horrible, boring.

• Aspectos de una película: acting, ending, special effects, costumes.

• Preposiciones de tiempo: in, on, at.

• Tiempo pasado simple del verbo to be en sus formas afirmativa, negativa e interrogativa.

• Tipos de películas: thriller, musical, comedy, science fiction film.

• Partes de una sala de proyección de cine: screen, ticket office, front / middle / back row.

Gramaticales

Lexicales

Contenidos

• Pronunciación de palabras homófonas.

• Pronunciación de la desinencia –ed de los verbos regulares pasados.

Fonológicos

• Asociación de los nuevos ítems lexicales con las imágenes que los representan. • Categorización de películas conocidas. • Discusión sobre las preferencias de los alumnos en cuanto al tipo de películas. • Incorporación de nuevos ítems lexicales por medio de la asociación con sus definiciones. • Categorización de adjetivos en positivos y negativos. • Identificación de elementos en un gráfico. • Completamiento de un diálogo escrito. • Lectura de un pasaje de un libro para extraer información específica. • Deducción del significado de ítems lexicales a través del contexto. • Lectura de un pasaje de un libro para identificar el mensaje brindado en cada párrafo. • Discusión oral sobre el argumento del pasaje leído. • Sistematización del uso del pasado de verbos regulares e irregulares por medio de un cuadro. • Práctica del uso de tiempos verbales a través del completamiento de oraciones. • Escucha de verbos regulares en el pasado para categorizarlos de acuerdo al sonido de su desinencia. • Identificación del pasado simple de verbos irregulares. • Corrección escrita de oraciones en el pasado. • Completamiento de frases de un diálogo. • Identificación de elementos en fotos y dibujos. • Escucha de una entrevista para extraer información específica e identificar expresiones. • Redacción de un diálogo en el que se comenta una película. • Juego de roles: elección de una película para ver con un amigo. • Toma de conciencia de la existencia de palabras homófonas. • Corrección de palabras homófonas en un texto. • Lectura de un escrito para identificar el mensaje dado en cada párrafo. • Redacción de un párrafo sobre la película favorita del alumno. • Completamiento de un cuadro con información detallada sobre diferentes aspectos de una película. • Autoevaluación.



10

El alumno y los valores humanos.

Heroes

Unit 5

Unidad temática

• Entonación de frases que expresan sorpresa.

• Correlación temporal entre el uso de los tiempos pasado simple y pasado continuo.

• Narración de lo ocurrido durante un accidente o desastre natural.

Tarea final

• Verbos que representan acciones en caso de accidentes o desastres naturales: destroy, blow, kill, help, rescue, evacuate, save.

• Gente que interviene en caso de accidentes o desastres naturales: police, firefighters, volunteers.

• Desastres naturales: storm, tsunami, earthquake, flood.

• Entonación proclamativa y referencial para crear suspenso y para completar un mensaje.

• Tiempo pasado continuo en sus formas afirmativa, negativa e interrogativa.

• Tipos de accidentes: fire, traffic accident.

Fonológicos

Gramaticales

Lexicales

Contenidos

Planificación anual • Discusión grupal oral sobre el concepto de héroe. • Discusión grupal oral para compartir conocimientos previos sobre personajes presentados en la unidad. • Búsqueda del significado de ítems lexicales en el diccionario. • Reconocimiento del significado de ítems lexicales a través del contexto. • Lectura de un artículo de diario para extraer información específica. • Organización de hechos de acuerdo a la narración del texto. • Sistematización del uso del tiempo pasado continuo por medio de un cuadro. • Toma de conciencia del uso del tiempo pasado simple y pasado continuo en forma combinada. • Completamiento de una narración en el pasado. • Redacción de preguntas y respuestas sobre un dibujo. • Identificación del tiempo verbal correcto en oraciones. • Identificación de los personajes de un diálogo. • Relato oral de un hecho heroico. • Relato de historias presentadas en viñetas. • Escucha de un texto oral para ordenar las viñetas de una historia. • Lectura de una biografía para formular preguntas con el fin de obtener información específica. • Organización de información de acuerdo al orden en el que aparece en el texto. • Toma de conciencia sobre el formato y estilo de una biografía. • Redacción de una biografía en base a información brindada en el libro. • Organización guiada de la producción de un informe oral y escrito sobre un accidente o desastre natural. • Autoevaluación.


11


Break Time B

El alumno y el mundo de los alimentos.

Delicious!

Unit 6

Unidad temática

• Verbos en modo imperativo.

• Oraciones condicionales del primer tipo.

• Will como expresión de ofrecimientos y decisiones espontáneas.

Actividades lúdicas de integración.

• Planificación de una comida rápida.

Tarea final

• Acciones en la preparación de alimentos: chop, add, mix, stir, boil, fry, peel, roast.

• Comidas típicas de diferentes regiones: Pecking duck, sushi, fajitas, couscous.

• Cuantificadores: some, many, a lot of, much.

• Palabras interrogativas: How much, How many.

• Sustantivos contables e incontables.

• Tipos de comidas: fruit, dairy products, vegetables, grains.

• Alimentos utilizados para la preparación de comidas: milk, fish, apples, carrots.

Gramaticales

Lexicales

Contenidos

• Entonación para ofrecimientos amables.

• Entonación para brindar instrucciones.

• Formas fuertes y débiles.


Fonológicos

• Asociación de los nuevos ítems lexicales con las imágenes que los representan. • Discusión oral sobre el origen de diferentes comidas para compartir conocimientos previos de los alumnos. • Encuesta sobre hábitos alimenticios de la comunidad en la que viven los alumnos. • Categorización de alimentos. • Asociación de platos con sus correspondientes ingredientes. • Asociación de recetas con los platos finalizados. • Lectura de un pasaje de un libro para extraer información específica. • Identificación de nuevos ítems lexicales. • Búsqueda de significados en el diccionario. • Identificación del mensaje presentado por el pasaje. • Discriminación de sustantivos en contables e incontables. • Lectura de un texto en voz alta para que un compañero extraiga información específica. • Discusión sobre el concepto de dieta sana. • Toma de conciencia del uso de will para expresar ofrecimientos y decisiones espontáneas. • Sistematización de la estructura de las oraciones condicionales del primer tipo. • Práctica del uso de oraciones condicionales a través de ejercicios de asociación y completamiento de oraciones. • Escucha de un texto para extraer información específica. • Redacción de ofrecimientos espontáneos en base a estímulos escritos. • Escucha de un texto para cotejar los ofrecimientos del audio con los escritos por los alumnos. • Redacción de una conversación de acuerdo a pautas escritas dadas. • Toma de conciencia del formato y estilo de lenguaje de una receta de cocina. • Lectura de una receta para extraer información específica. • Organización de las instrucciones de una receta. • Escucha de la receta para corroborar el orden elegido. • Redacción de una receta a elección del alumno. • Organización guiada y práctica de un diálogo sobre planes para una comida rápida. • Autoevaluación.


Welcome to What’s Up?

POSSIBLE Answers

Student’s Book pages 4, 5 and 6

1

Read Tzu-Lee’s text aloud or have students read it individually. Ask a few comprehension questions, for example: Who says this? Where is she right now? Where was she last week?

2

Ask students to look back at the text to find the twelve items. Point out that there may be more than one correct answer, in which case students are expected to choose one. Check answers as a class.

a. History, PE b. aunt, grandfather c. quiet, unkind d. sheep, tiger e. poisonous, dangerous f. migrate, bite g. Wednesday, Thursday h. DVD shop, supermarket i. have a haircut, have lunch with friends j. walk around, ride horses k. Christmas, Halloween l. take photos, go out with friends

Answers 2. brother or grandparents 3. generous or friendly 4. bear or panda bear 5. aggressive or black and white 6. hibernate 7. Sunday or Saturday or Friday 8. shopping centre 9. look at the shops or see a film 10. swim in the sea or go out with friends 11. birthday 12. give presents

3

Ask students to work in pairs to add two words or phrases to each category. Point out to students that these are all words they learnt the previous year. (Note: If students did not use What’s Up? 1 the previous year, they should still be able to do this activity.) Circulate as students write, helping as needed. To check answers as a class, call on volunteers to say the words they wrote. As you get feedback from students, write lists for each category on the board.


4

Draw students’ attention to the teenagers in the pictures. Point to Tzu-Lee and ask: Who’s this? Then point to the teenage boy and say: This is Jack, TzuLee’s best friend.

Clarify the task: Point out that the text in the speech balloons are questions and answers about Jack. Students have to match them to find out information about him. Read out the example (1 - h).

Have students match the questions and answers individually. To check answers as a class, call on a student to read out question 2 and on another student to read out its answer. Do the same with the other questions. Answers 2. f, 3. b, 4. a, 5. e, 6. d, 7. i, 8. j, 9. g, 10. c

5

Form pairs and have students take turns asking and answering the questions in the previous exercise. Circulate, monitoring students’ work. To finish the activity, call on several students to share with the class a piece of information that they found out about their partner.

6

Ask students to copy the text in their notebook and use the reference box to complete it with information about themselves. Circulate as students write, helping as needed.

To finish the activity, call on several students and have them share information about themselves with the class. Encourage them to speak to the class. Discourage them from reading the text they wrote.

14

Welcome to What’s Up? 7

This is a reading comprehension and vocabulary activity in which students work in pairs. Students ask each other questions to which their partner answers Yes or No. Each question leads on to further questions and answers. Students continue taking turns until they reach the final instructions of the game, which they have to follow in order to finish the Question puzzle.

15


1

Free time

Student’s Book page 7

2

Read out the list of activities and clarify any queries about vocabulary. Have students tick the boxes individually. Then call on students to say how they spend their free time. You may want to take a poll of the class to find out how most students spend their free time. Say each activity, have students raise their hands if they do it and keep a tally on the board.

To finish the activity, have students discuss in small groups whether they have / don’t have enough free time. Call on students to share with the class their opinion of how much free time they have.

Contents Communication Talk about school activities. Talk about free time activities. Say how often you do things. Join a club. Design a poster. Grammar Present simple. Like + -ing. Adverbs of frequency. How often…? / Once / Twice / Every day and other expressions of frequency. Vocabulary Free time activities, games, sports. Adjectives to describe free time activities. Play, do or go + free time activities.

Linked activities

Pronunciation Third person /Iz/ ending. Final task Interview a classmate about free time activities.

Study the unit goals with the students and clarify any doubts. Then read the task that students will be doing at the end of the unit (Final task). Ask students to go to page 15 to have a look at it. Make sure students understand what it is about. Point out that in this unit they will be learning the language they need to carry it out.

1

In pairs, students look at the photo and decide which activities from the list they can see and circle them. Call on students to say which activities they do. Alternatively, you can ask students to say which activities they like. Answers A. bowling B. surfing

C. jet-skiing D. cycling


16

• Vocabulary, Extra Practice book, page 5

Vocabulary Student’s Book page 8

1

Read the activities in the box and have students repeat them chorally. If necessary, ask students to underline the stressed syllable in each word.

gymnastics photography table tennis

Ask students to look at the illustrations and match them to the activities in the box. Check answers as a class.

karate chess skateboarding

athletics pottery

Answers A. photography B. karate C. pottery D. table tennis

4

Read the example with the help of a student. Encourage students to use the activities in Exercise 1. Circulate, monitoring students’ work. To finish, take a poll to find out which activities are popular among the students in the class.

5

Read the example aloud. Point out because in the first example and remind students of the use of because to give reasons. Encourage students to write two sentences about themselves and two sentences about their partner. Circulate, helping as needed.

Linked activities

E. gymnastics F. chess G. skateboarding H. athletics

• Workbook section, Student’s Book, page 76 • Vocabulary, Extra Practice book, page 5

2 a) Have students read the rules in the box. Make sure students understand the rule on how to use the verbs listed in the table: play is used with board games or sports using a ball; go is followed by verbs + –ing; and do is used as a general rule to refer to other activities.

b) Get students to complete the table and check

answers as a class. You may want to ask students to add more activities to the list, using a dictionary if necessary. Here are some examples of other activities for each category: (play) hockey, rugby; (go) diving, trekking; (do) jiu jitsu, tae-kwon-do. Answers Play basketball table tennis chess

3

Go cycling skateboarding skiing

Do pottery photography athletics

Read the sentences aloud and have students work in pairs to classify them. Circulate and provide help with any unknown vocabulary. Check answers as a class. Answers Positive It’s fun. It’s relaxing. It’s creative. It’s easy. It’s good exercise. It’s interesting. It’s good for self-defence.

Negative It’s boring. It’s dangerous. It’s very difficult. It’s very expensive. It’s aggressive.

17

1


1

Reading 4


1

Ask students to read the title of this section (It’s a hard life!) and quickly look at the texts to find out what they are about (how much free time the people have and what they do in their free time).

Answers play: chess. go: riding, bowling, cycling, dancing, swimming. do: drama, gymnastics.

Read the texts aloud or have students read them individually. Encourage students to look back at the texts to find the information they need to decide if the statements are true or false. You may want to ask students to underline in the text the information that supports their decision.

Check answers as a class by calling on students to say an answer each. Have students give reasons for their answers using sentences with because.

Remind students of the title of this section. Ask students for whom life seems to be hard. (Tzu-Lee and Jack’s mum).

Linked activities

Answers 1. F, 2. F, 3. F, 4. T, 5. F, 6. T, 7. T, 8. T

2

Encourage students to answer the questions whose answers they remember and then look back at the texts to find the information they need for the ones whose answers they don’t know. Answers 1. 2. 3. 4. 5. 6. 7.

Tzu-Lee’s neighbours. Tzu-Lee. Jack. Jack and his brother. Tzu-Lee’s neighbours. Tzu-Lee, Jack, Jack’s Mum. Jack’s Mum, Jack and his brother.

3

Follow these steps:

• Ask students to match the words whose meaning they know.

• Ask students to find and underline in the texts the words whose meaning they don’t know. Encourage students to use the context in which the words are used to work out their meaning.

• Have students compare answers with a partner and check answers as a class. Answers 1. d, 2. f, 3. b, 4. e, 5. c, 6. a, 7. g


Ask students to circle the activities they find in the texts. To check answers, call on students to say an answer each.

18

• Workbook section, Student’s Book, page 77 • Fast Finishers Activities, Extra Practice book, page II

Grammar Pronunciation

Student’s Book pages 10 and 11

Present simple

Have students study the sentences in the grammar box and fill in the blanks.

Direct students’ attention to the affirmative sentences. Ask: Which person is different from the rest? (the third person singular: he, she, it). Why is it different? (because there is an s at the end of the verb).

Direct students’ attention to the negative sentences. Ask: How do we form the Present simple negative? (don’t or doesn’t + the main verb). When do we use ‘don’t’? (with I, you, we and they). When do we use ‘doesn’t’? (with he, she, and it). Are ‘don’t’ and ‘doesn’t’ full forms or contracted forms? (contracted forms). What’s the full form of ‘don’t’? (do not). What’s the full form of ‘doesn’t’? (does not).

Point out that when the infinitive ends in /s/, /s/ and /tS/, the ending of the third person singular is pronounced /Iz/, as shown in the examples.

To help clarify, write examples on the board:

work She works. /s/ practise She practises. /s/ /Iz/ wash It washes. /s/ /Iz/ teach He teaches. /tS/ /Iz/ Play CD track 2. Practise these sounds, drilling them chorally and individually.

Do

Note: Other sounds also need /Iz/. Only some of them are taught in this section.

1

Play CD track 3. Have students listen and repeat chorally.

Direct students’ attention to the yes / no questions. Elicit the word order and write it on the board:

+

subject +

1

verb ?

Does

2 a) Before students do the exercise, remind them that

Remind students that in negative sentences and questions in the third person the verb does not have an s. Write on the board:

She doesn’t work. / Does she work? 4

She doesn’t works. / Does she works? 8

Direct students’ attention to the short answers. Point out the subject and the auxiliary (do, does, don’t, doesn’t) after Yes or No. Also point out the contraction in the negative short answer (don’t, doesn’t), which is very often used in spoken English.

To finish, ask When do we use the Present simple? (We use it to talk about activities we do every day or activities we do with a certain degree of frequency. We also use it for facts –things that are true– and likes.). You may want to write an example of each on the board:

I get up at 6.00.

Cats sleep during the day.

I like karate.

Refer students to Grammar Reference 1, Extra Practice book, p. 2.

they can look at the grammar box if they need help. Have students complete the sentences individually and check answers as a class. Answers 2. 3. 4. 5.

don’t go doesn’t have eats do

6. don’t watch 7. chat 8. listens

b) Encourage students to write affirmative and

negative sentences about themselves and the people in their family. Circulate, helping as needed. To check answers, call on students to read out a sentence each.

3 a) Before students write the questions, you may want to remind them of the word order of questions. Have students write the questions individually and check answers as a class. Answers 2. 3. 4. 5. 6. 7.

19

Does she eat cereal for breakfast? Which bus does she catch? When do lessons start? Does she like Spanish? Where does she have lunch? What do they do after school?


1

Grammar b) Have students read the text and answer the

5 a) Ask students to choose an adverb of frequency for

questions individually. To check answers, read out the questions and have students read out their answers.

each of the activities on the list according to how often they do them.

Answers 2. 3. 4. 5. 6. 7.

of the position of adverbs of frequency. Have students write their sentences individually and then share them with a partner. To finish, call on volunteers to read a few sentences aloud.

No, she doesn’t. She has toast for breakfast. She catches bus number twelve. Lessons start at 9 o’clock. Yes, she does. She has lunch in the school canteen. They go to a school club.

How often…? and expressions of frequency

c) Encourage students to use the paragraph in the

Have students study the question with How often and the expressions of frequency. Make sure students understand the meaning of once and twice. Point out that the expressions one time and two times are not used in English. Once and twice are used instead.

To check comprehension, address different students and ask them different questions starting with How often. Students should answer with the expressions in the box. You can ask How often do you go out with your friends? How often do you visit your grandparents? How often do you go out for dinner? How often do you rent a video? How often do you use a computer?


previous exercise as a model. Circulate as students write, helping as needed. You may want to have students read their paragraphs to a partner before they submit them to you for correction.

Like + -ing

Have students study the sentences in the grammar box and fill in the blanks.

Point out that like is followed by a verb ended in –ing (gerund).

Write on the board:

subject + like(s) + ______ing

Say I like reading magazines and call on several students to say activities they like doing. Make sure students use like + the –ing form of a verb.


6 a) Read the example and answer any questions

students may have. Point out the position of the expressions of frequency (at the end of the sentence). Circulate as students write, helping as needed.

4 a) Draw students’ attention to the reference box and

have students complete the chart by drawing a tick in the right columns according to how much they like each of the activities.

b) Read the example with the help of a student. Point

Linked activities

Adverbs of frequency

Have students study the information in the box. Make sure students remember the meaning of each frequency adverb and that they each express different degrees of frequency.


b) Read the example with the help of a student. Point

out that in spoken English questions with How often are answered with a time expression on its own. Also point out it is possible to use about before once / twice / three times / four times a day / week / etc.

out to students that they should explain why they like / don’t like the activities their partner asks them about. Circulate as students practise, helping as needed.

b) Before students write the sentences, remind them

20

• Workbook section, Student’s Book, pages 78 and 79 • Grammar Reference and Grammar Practice, Extra Practice book, pages 2, 3 and 4

Listening and Speaking


1 a) Read the first question. If necessary, write on the board:

A school club is a group of students that:

• spend break time together

• meet and do an activity they like together

• study for tests together

Have students choose the right answer (meet and do an activity they like together).

Read the second question. If there are school clubs at your students’ school, write a list of clubs on the board as students say them.

Read the third question and have different students explain why they are / aren’t members of school clubs.

b) Have students look at the picture and find the

1

b)

Have students copy the chart in their notebooks. Point out that as they listen, they will have to add more rows to the table because Tzu-lee and Jack talk about more than two clubs. Play CD track 5. Students listen to it and fill in the table. If necessary, play the track again. To check answers, have students say complete sentences, for example: The athletics club is on Wednesdays at 5.00. Answers Name of club athletics drama club book club photography club

AUDIOscript

school clubs on the notice board. Point out that an after-school club is the same as a school club. As you check answers, have volunteers explain what students can do in each of the school clubs. For example: At the riding club, students can ride horses.

Day Wednesdays Fridays Mondays Tuesdays

tzu-lee:

jack:

tzu-lee:

answers riding club, drama club, book club, photography club, athletics club

jack:

tzu-lee:

jack:

2 a)

Have students read the questions so that they know what information to listen for. Ask students to focus on main ideas as they listen and to write the answers to the questions in note form. Play CD track 4. If necessary, play the track a second time. Check answers as a class.

tzu-lee:

jack:

tzu-lee:

jack:

tzu-lee:

Answers

jack:

tzu-lee:

1. No, he doesn’t. He prefers to do things on his own. 2. Jack decides to join the photography club and Tzu-Lee the drama club.

CD TRACKS 4 AND 5

Oh, look! There’s the list of after-school clubs for this term. Let’s see what there is. No, I don’t want to. I don’t like clubs, I prefer to do things on my own. Oh, you’re so boring, Jack. Look, you can go riding on Wednesdays at 5 o’clock or do athletics —that’s on Wednesdays, too. I don’t like riding or athletics. Well, how about the drama club on Fridays at 4.30? No, thank you. I don’t want to be an actor. But, what about the book club on Mondays at 4.45? You like reading. I can read on my own. Oh Jack, come on! Look, there’s a photography club. Oh really? What day is it? On Tuesdays at 5 o’clock. OK, I’ll do photography. And what about you? No, not photography! Boring! I want to be an actor. I want to go to the drama club.

21

Time 5.00 4.30 4.45 5.00


1 3

Listening and Speaking 5

Ask students to read the conversation to find out what it is about. Then ask What club do Jack and Jenny talk about? (the pottery club). Who does pottery – Jenny or Jack? (Jenny). Play CD track 6 and have students complete the conversation. To check answers, call on two students to read the conversation aloud.

Answers

Answers 1. Twice 2. club 3. bad

AUDIOscript

First round 1. a: What is the club? b: It’s a pottery club. 2. a: When do you meet? b: On Mondays at 3.30. 3. a: Where do you meet? b: In the Art room. 4. a: What do I bring? b: Only your imagination. 5. a: Who do I contact? b: Mrs Turner, the Art teacher. 6. a: How much is it? b: It’s $2.50 every time you go to the club.

4. relaxing 5. creative

CD TRACK 6

jack:

How often do you do pottery? Twice a week. On Mondays and Wednesdays. jack: Where do you do it? jenny: I do it at the youth club. jack: Who do you do it with? jenny: With Sophie and Anna. jack: Are you good at it? jenny: Not bad. I can make nice bowls. jack: Why do you like it? jenny: Because it’s relaxing and creative. jenny:

4

Explain clearly to the students how this information gap exercise works. Arrange pairs in students A and students B. Each student in the pair has information that their partner lacks and has to find out by asking questions. With the joint information students have to complete two posters.

1. pottery, 2. Monday, 3. 3.30, 4. Art room, 5. imagination, 6. Mrs Turner, 7. $2.50 Second round 1. b: What is the club? a: It’s a drama club. 2. b: When do you meet? a: On Thursdays at 4.15. 3. b: Where do you meet? a: In the school hall. 4. b: What do I bring? a: Old clothes. 5. b: Who do I contact? a: Mr Stage, the Drama teacher. 6. b: How much is it? a: It’s free for students and $4 for teachers.

As students take turns asking and answering the questions, circulate monitoring students’ work. To finish the activity, call on a few students to share with the class what they found out about their partner.

1. drama, 2. Thursday, 3. 4.15, 4. school hall, 5. old clothes, 6. Mr Stage, 7. $4

6

Read the questions and the example aloud. Read the first question again: What is the activity? Students should answer: Juggling. Do the same with the other questions. Have pairs answer each question in note form with their own ideas and then use their notes to write a paragraph. Circulate, helping as needed. To finish the activity, call on several students to share the clubs they created with the class.

Linked activities


22

• Workbook section, Student’s Book, page 79

Writing 3


1

Call on two students to read a poster each. Ask the class which club they would be interested in. Ask students to explain their choices.

Ask students to look at the chart and look back at the posters to find the information they need. Check answers as a class. Answers

1

This is a semi-free practice activity which can be done in pairs or as a group. Students have to follow the model of previous exercises. It is essential that they organise the information clearly and logically. To do so, get them to make a draft copy or do a sketch first and to show it to you to be corrected before they make the final poster. Encourage students to use photographs or illustrations from newspapers, magazines, etc. They can use a dictionary, too, if necessary.

Poster A Poster B

Activity

Girls’ football team

Computer games

Linked activities

Place

School playground

Computer room

Day(s) and time

On Wednesdays On Wednesdays at 5 and Fridays at 4.30 pm. o’clock.

Contact Claire (Year 6 room 11) Bonny (Year 5 room 10) information

Cost

Free

Equipment Football boots and shorts

• Workbook section, Student’s Book, page 80 • Fast Finishers Activities, Extra Practice book, page II

$2 every time Favourite games to play

Writing rule

Read the rule aloud. Point out that posters should follow these rules to be effective. Explain to the students that, above all, posters should be:

a) simple, without too many graphic components or text elements.

b) clear in their informative structure, e.g. their components should be well organised.

c) easy to understand.

2 a) Have students do the exercise individually and check answers as a class. Answers 1. B, 2. A, 3. A, 4. A, 5. B, 6. A, 7. B, 8. A

b) Have the class call out the letter of the poster

that follows the writing rule. Make sure students understand that poster A is more effective than poster B because if follows the rule. Answer Poster A follows the Writing rule.

23


1

Final task Student’s Book page 15

1

Tell students that the final aim of this task is to interview a classmate about free time activities. The different steps in this task will help them get ready for the interview – both to interview a partner and to be interviewed by a partner. Have students choose the activities they like individually. Point out they can choose as many activities as they like. Also point out that they can add another activity of their choice at the end of each list.

Sports activities

Social activities

Personal activities

running

taking dancing lessons

listening to music

• Activities my partner likes. Why he / she does / doesn’t do them.

• Activities my partner doesn’t like. Why he / she doesn’t like them.

Have students write a first paragraph, submit it to you for correction and then write a final draft.

skiing

going out with friends

surfing the Internet

surfing

speaking on the phone

playing video games

doing exercise

visiting friends

playing an instrument

volleyball

inviting friends

painting

karate tae-kwon-do judo

a) and b) Make sure students understand what

they have to do: students should choose the two activities that they like best and the one that they like the least. Students write these activities in the blue boxes and the reasons for liking / not liking them in the red boxes. Encourage students to use the words for describing activities that they learnt in page 8.

c) Make sure students understand what they have

to do: If students do one or more of the activities they like, they should write in their notebooks details about where, when and how often they do it / them and who they do it / them with. If students don’t do one or more of the activities, they should write reasons why they don’t do it / them. Circulate as students write, helping as needed.

2

Linked activities

gymnastics

Individually, students write a paragraph about the activities the partner they interviewed likes / doesn’t like and does / doesn’t do. Encourage students to write the information in logical order. You may want to write these guidelines on the board:

You may want to write some more activities on the board in case students need them to write them in the other blank (other: ______).

table tennis

3

Go over the questions given as a guide in Exercise 1 c). Point out to students that they should use these questions to interview their partners. Students should use the notes in the red boxes to answer their partners’ questions. You may want to have students write notes of their partners’ answers as they interview them. Students will find these notes useful to write the paragraph in the next step. Circulate as students interview each other, monitoring their work.


24

• Vocabulary, Extra Practice book, page 5 • Self-assessment, Student’s Book, page 16 • Self-check, Student’s Book, page 81 • Unit Test, Teacher’s Resource Bank, pages 2 and 3

At work Student’s Book page 17

2

Read out the list of definitions and make sure that all students understand it. Read out each definition (1-6) in turn, and ask students to name the profession that matches. Confirm correct answers, saying Yes, a … is somebody who … .

Answers

Contents Communication Talk about jobs. Describe what people are doing. Express wishes. Write a job profile. Grammar Present continuous in affirmative and negative statements, questions and short answers. Contrasting the Present simple and the Present continuous. Would like + verb (wishes). Use of the conjunctions and, but and because.

1. farmer, market trader 2. factory worker 3. lawyer, teacher

3

Vocabulary Jobs. Verbs to describe jobs. Adjectives to describe jobs. Pronunciation The silent ‘l’ in would. Final task Share your dreams and ambitions.

Linked activities

• Vocabulary, Extra Practice book, page 9

Have students decide which jobs are depicted in the photos individually. To check answers, call out each letter (A-F) and ask students to say the name of the job. Correct pronunciation and have students repeat chorally if necessary. Then have students say other jobs they may know in English. Write a list on the board. Answers A. executive B. teacher C. lawyer

4. teacher 5. market trader 6. factory worker

Ask students to name the jobs that the people around them do. Write a list on the board. Accept answers in Spanish but write their English equivalent on the board. Say the words so that students can repeat them and learn their pronunciation.

Study the unit goals with the students and clarify any doubts. Then read the task that students will be doing at the end of the unit (Final task). Ask students to go to page 25 to have a look at it. Make sure students understand what it is about. Point out that in this unit they will be learning the language they need to carry it out.

1

2

D. farmer E. factory worker F. market trader

25


2

Vocabulary


1 a) Encourage students to do the exercise individually.

Point out that only eight jobs have pictures. Draw their attention to the fact that a lot of words are similar in English and in Spanish. You may want to explain that this is because English was greatly influenced by Latin in the 11th century, after the invasion of the Normans, who spoke French.

As an extension activity you can ask students to play a guessing game in groups. A student describes a job and the group guesses the job. To give an example, say: This person’s job is difficult. It’s well-paid. This person flies planes. What’s the job? The class should call out A pilot! POSSIBLE Answers 2. 3. 4. 5. 6. 7. 8.

Check answers as a class. Answers A. firefighter B. pilot C. architect D. waiter

2

E. factory worker F. executive G. DJ H. web designer

b) Before students do this exercise, remind them

Joke

of the similarity between some English and Spanish terms. Allow students to use a dictionary if necessary. Check the meaning of the words as a class.

Have students do this exercise in pairs. Ask them to use the words they know and the words whose meaning they can guess at because of their similarity with Spanish. Then help students with the meaning of the words they were not able to work out so that they can complete all the sentences.

Answers treat design help repair sell drive

7. build 8. serve 9. fly 10. treat 11. deliver 12. play

3

Go over the list of adjectives and explain any unknown words. Point out that students should look for clues in the picture to choose the adjectives for each job: Does the person look bored? Does the person look interested? Does the person have money?, etc.

After students have matched the adjectives to the jobs, call on students to read their sentences. Accept any reasonable answers.


This is a play on words. Let the students have fun guessing what it is. Accept any comments they make.

Linked activities

Check answers by having students read out a sentence each.

1. 2. 3. 4. 5. 6.

I think a factory worker’s job is boring. I think a DJ’s job is easy. I think an architect’s job is difficult. I think an executive’s job is well-paid. I think a waiter’s job is badly-paid. I think a pilot’s job is interesting. I think a web designer’s job is fun.

26

• Workbook section, Student’s Book, page 82 • Vocabulary, Extra Practice book, page 9

Reading 4


1

This exercise can be used to introduce the topic of the reading. Ask students to read the questions. Check that they understand them. Ask them to look at the photo to answer the questions.

Most of the students will probably have seen these statues. Let them talk about them briefly, drawing on their own experience. POSSIBLE Answers 1. Because they are people who pretend to be statues. 2. Yes, nowadays you see these statues very often.

2

This is an exercise for students to look for specific information in the text. Explain that it isn’t necessary to know all the words in a text in order to be able to understand it: what is important is knowing what information we have to look for. Looking for key words and phrases can help us with this. Help students think about what type of word is required (the words in italics in the exercise). Encourage students to underline in the text information that supports their choices. To check answers, call on students to read the sentences with the correct option and have them support their decisions. Answers 1. 2. 3. 4.

The aim of this exercise is to get students to identify the key ideas in each paragraph. Read the text aloud or have students read it individually. Help them to think about the fact that, for example, in order to match summary d with the appropriate paragraph, they will have to locate a text that contains place names (restaurants, cafés, birthday parties); in the same way, in order to match summary b with the appropriate paragraph, they will have to locate phrases expressing opinion (it is not boring). Check answers as a class.

a living statue difficult goes to different places sometimes

doesn’t talk statue often an actor

• Workbook section, Student’s Book, page 83 • Fast Finishers Activities, Extra Practice book, page III

a. 4, b. 1, c. 1, d. 3, e. 2

Ask students to read the definitions of each word. Discuss with them what type of word is required in each case (for example, in number one, the word needed is a verb). Then ask them to find words with similar meanings in the text. You may want to ask students to do this activity in pairs. Check anwers as a class. Answers 1. earn 2. fit 3. irritating

5. 6. 7. 8.

Linked activities

Answers

3

2

4. customers 5. emperor 6. movie

27


2

Grammar 2


Present continuous

Have students study the sentences in the grammar box. Before students fill in the blanks, tell them that they should use contractions where possible.

Elicit from students or explain that the Present continuous is formed by a form of to be and a verb ended in –ing.

To help clarify, write on the board:

am

is

A form of to be

2. What are the car mechanics repairing? 3. What is the vet treating? 4. What is the postman delivering?

are

Direct students’ attention to the affirmative and negative sentences. Remind students that contractions are very common in spoken English.

Direct students’ attention to the yes / no questions. Point out the word order. Write on the board:

Am

Is

Are

Direct students’ attention to the short answers. Point out the subject and the auxiliary (am, is, are) after Yes or No. Also point out the contraction in negative short answers (‘m not, isn’t, aren’t), which is very often used in spoken English. Contractions are never used in affirmative short answers. Write on the board:

3 a) Have students look at the photos on page 17.

Read the example question and ask the class to answer it orally. Ask students to write four questions to ask their partner in their notebook.

b) Tell students that they will play a memory game in pairs. Follow these steps:

+

subject +

____ing?

Yes, I am. / Yes, he is. / Yes, they are. 4

Yes, I’m. / Yes, he’s. / Yes, they’re. 8

To finish, elicit from students or explain that the Present continuous is used to refer to activities that take place at the time of speaking. You may want to compare its use with that of the Present simple, which is used to talk about everyday or frequent actions.

1

Answers

+ ____ing

Read the example aloud and point out the inversion (to be + subject + -ing). Have students write the questions individually. Circulate as students write and refer them to the grammar chart if necessary. To check answers, call on four students to read out a question each.

- Read the example with the help of a student. Remind students that yes / no questions need rising intonation.


Have students look at the pictures and call out the jobs (dentist, waiter, builder, teacher). Read the example aloud and point out the use of the Present continuous for what the people are doing at the moment. You can ask students to write the sentences in their notebooks. To finish, call on three students to say a sentence each.

- Allow students to look at the photo carefully for one minute. Ask them to pay attention to details.

- Ask students to close their books and take turns asking and answering the questions. Circulate, monitoring their work.

To finish the activity, you may want to tell students to test your memory and ask you some of the questions they wrote!

4

Point out the different expressions of time in the examples (every Monday, now) and try to get students to explain the difference between the use of the Present simple and the Present continuous.

Students should say that we use the Present simple for frequent or everyday activities and the Present continuous for activities that we are doing at the moment of speaking.

Have students complete the sentences individually and check answers as a class.

Refer students to Grammar Reference 2, Extra Practice book, p. 6. Answers

Answers

1. is riding 2. goes

2. The waiter is serving food. 3. The builder is building a house. 4. The teacher is teaching Maths.


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3. plays 4. isn’t playing

Grammar 5

Before students do the exercise, point out that this exercise also practices the difference between the Present simple and the Present continuous.

Read the example aloud. Ask Where does Mark usually have breakfast? (in the kitchen). Where is he having breakfast today? (in bed).

Have students write the sentences individually and check answers as a class.

Would like + verb

Possible Answers Mark usually has lunch in his office, but today he’s having a barbecue at home. Mark usually works in his office, but today he’s resting in his living room.

6

2

Before students do this exercise, point out that some verbs are not normally used in the Present continuous (They are called stative verbs.). List some of them on the board:

Have students study the examples in the grammar box. Ask What is ‘would like’ used for? (to express something that we want now or in the future). Point out that:

- Would like is the same for all persons.

- The short form of would like is ‘d like and the short form of would not like is wouldn’t like.

- Full forms are not commonly used in spoken English.

- Questions need inversion: Would + subject + like …?

You may want to ask students to write an example of each form (affirmative, negative and interrogative).


Pronunciation

Spanish students tend to use the pronunciation /gu:d/. Insist on the correct pronunciation of the semi-vowel sound /w/, as in / wUd/. Students also tend to pronounce the letter ‘l’, which is silent. Point out that since the ‘l’ in would is silent, the pronunciation of would is the same as the word wood: /wud/. Note to the teacher: The weak and most common form of would is /w@d/.

Play CD track 7. Students listen and repeat.

like love want understand

To give examples, you can say, I like chocolate. I love music. I want an ice cream. I don’t understand this exercise.

Point out that even though these sentences refer to what is happening now, the Present simple is used. Students won’t find this difficult because the same happens in Spanish.

7

Play CD track 8. Students listen and repeat chorally.

Have students complete the exercise individually and check answers by calling on a student to read the letter aloud.

8

Read the example aloud. Remind students that yes / no questions need rising intonation. Have students take turns asking and answering the questions in pairs. To finish the activity, have students report to the class some of the things their partners would like / wouldn’t like to do.

Answers

Answers 1. 2. 3. 4.

are having are staying go have

5. 6. 7. 8.

visit take part don’t understand like

2. 3. 4. 5. 6.

Would Would Would Would Would

you you you you you

like like like like like

to to to to to

live in a cold country? go to Mars? do a dangerous job? climb a mountain? have a Saturday job?

Linked activities

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• Workbook section, Student’s Book, pages 84 and 85 • Grammar Reference and Grammar Practice, Extra Practice book, pages 6, 7 and 8


2

Listening and Speaking Student’s Book pages 22 and 23

1

Draw students’ attention to the picture. Say that all the teenagers are working and tell students that they will describe what each teenager is doing.

Read the example and have students identify the teenager that is described in the example in the picture (the teenage girl in the blue T-shirt).

Read the words in the box and call on volunteers to describe what the teenagers are doing.

AUDIOscript

4 a)

Clarify the activity: Students will listen to a description of the picture which has five mistakes. Their task is to identify the mistakes they hear. You may want to give an example of what students are expected to do. Say: If the audioscript says that Jack is babysitting a small boy, you must circle the little girl because he’s not babysitting a boy, but a girl.

There is a teenage girl next to a car. She’s cleaning it / its window. Jack is in the garden / near a car. He’s babysitting a small girl. Tzu-Lee is near a car. She’s walking some / four dogs. There is a paper boy in the street. He’s delivering newspapers.

Have students discuss the questions in small groups. Then ask students from different groups to share with the class their views on the questions.

3

If you think students will need more room, ask them to draw a table with four columns and the four headings in their notebooks. Play CD track 9.

1st listening: Play the CD without pausing. Students try to fill in the table.

2nd listening: Play the track again, this time pausing after each piece of relevant information. Students fill in the table.

CD TRACK 9

In the UK, when you are thirteen, you can work five hours a day on Saturdays and during the school holidays. You can work for a maximum of twenty-five hours a week. When you are fifteen, you can work eight hours a day on Saturdays or in the school holidays. You can work for a maximum of thirty-five hours a week.

POSSIBLE Answers

2

1st listening: Play CD track 10 without pausing. Students circle the mistakes they hear.

2nd listening: Play the track again, this time pausing after each piece of relevant information.

To check answers, walk around the room to check the items that students have circled. Answers

1. Girl cleaning the car. 2. Ball. 3. Four dogs. 4. Bicycle. 5. Horse.

AUDIOscript

3rd listening: Play the CD without pausing, for the students to check their answers. Then correct the exercise with the help of one or more students.

CD TRACKS 10 AND 11

It’s Saturday morning and the teenagers at Greendale are working happily. A teenage girl is driving a red car. Jack is babysitting. He’s playing with a small girl. They’re playing with a teddy bear. Tzu-Lee is walking two dogs. The dogs are small, but strong. A teenage boy is riding a motorbike. He’s delivering newspapers. A teenage girl is brushing a black and white horse. The horse isn’t walking away. It’s standing still. These teenagers are very responsible! They are all working hard!

Answers Age: thirteen Hours a day: five When?: on Saturdays and during the school holidays Maximum hours a week: twenty-five Age: fifteen hours a day: eight When?: on Saturdays or in the school holidays Maximum hours a week: thirty-five


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Listening and Speaking

b)

Tell students that they will listen again and complete negative sentences to correct the descriptions they hear. You may want to give an example of what students are expected to do. Say: If the audioscript says that Jack is babysitting a small boy, you must complete the sentence so that it reads ‘Jack isn’t babysitting a small boy’. Make sure students understand that they are not expected to write the correct version of what the teenagers are doing. They write negative sentences instead.

1st listening: Play CD track 11, pausing after each piece of relevant information.

2nd listening: Play the CD without pausing for students to confirm what they wrote.

Check answers as a class by calling on students to read out a sentence each.

6

Tell students that they are going to do pairwork. Students are going to ask each other questions to find out their partner’s job.

Arrange pairs in Students A and Students B. Each student goes to the relevant page. As students do the activity, walk around the room to monitor their work and provide help as needed. Answers Students A and B 1. When do you usually work? 2. Where are you working now? 3. What are you doing right now? 4. Do you like your job? 5. Why do you like it? 6. What do you do?

Answers 2. 3. 4. 5.

Linked activities

Jack and the small girl aren’t playing with a teddy bear. Tzu-Lee isn’t walking two dogs. The paper boy isn’t riding a motorbike. A teenage girl isn’t brushing a black and white horse.

• Workbook section, Student’s Book, page 85

5 a) Have students read the job advertisements

individually. Ask questions to check comprehension. For each of the advertisements ask: What is the advertisement for? What days of the week does the person have to work? How many hours a day does the person have to work? What is the most important responsibility that the person has? How much is the pay?

b) Allow students time to think about the advantages and disadvantages of each job and decide which one they would like to do. Ask students to write notes about the four questions in their books.

c) Have students use the notes they wrote in their

previous exercise as a guide for their paragraphs. As students write, circulate helping as needed.

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2


2

Writing Student’s Book page 24

2

Note to the teacher: For this activity students will need photos taken from magazines. There should be a person working in the photo because the aim is to get students to describe the person’s job and what the person is doing. You can bring in magazines – or magazine pages – to hand out to students, ask students to bring them or have students choose the photo at home as a homework assignment.

Read the guidelines for the text that students will have to write. Have students look back at the text in Exercise 1 to check how each paragraph in this text contains the information in the guidelines.

Before students start writing, make sure everyone has a photo. If necessary, you can have two students share a photo. Remind students to use the Present continuous and the connectors they learnt in this section. Circulate as students write, helping as needed. Ask students to submit their paragraphs for correction and then write a final draft. You can ask students to write out their corrected compositions in bold, clear writing on a card, paste the photo and then display them on the classroom walls.

Writing rule

Explain briefly that conjunctions are used to link ideas and establish a relationship between them. Elicit from students that and is used to add ideas, but to make a contrast with the previous idea, and because to give reasons about the previous idea.

1 a) Have students read the questions so that they

know what information they have to look for in the text.

Read the text aloud or have students read it individually. Ask students to underline in the text the information that answers each question. To check answers, read the questions and call on students to use the information they underlined to say the answers. Answers 1. 2. 3. 4. 5.

She works at Tasty Burgers. She’s standing at the till and receiving customers. She likes her job because it’s easy and she likes helping people. She also likes it because she doesn’t have to work many hours. She’d like to work in a clothes shop. Because she loves going shopping.

Linked activities

b) The aim is to make students aware of the use of

the conjunctions. Ask one or more students to read out the text, stopping at each conjunction. Ask them to say what type of a link they make with the phrase before. Answers 1. 2. 3. 4. 5. 6.

… she cleans the floor and she sometimes serves food. … is standing at the till and receiving… … likes her job because it’s easy … … it’s easy and she likes helping people. … starts work at 4.30 pm and finishes work… … perfect job for her because she loves going shopping!


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• Workbook section, Student’s Book, page 86 • Fast Finishers Activities, Extra Practice book, page III

Final task 5


1

Clarify the different steps of this task: Tell students that they will read a diary about a person’s dreams and ambitions. Then they will write notes about their own dreams and ambitions to get ready to share them with their partners. Finally, they will write their own diary about them.

Have students look at the photo and ask: What does this girl like doing? (gymnastics). Tell students that they will now learn more about her by reading her diary. Read Vicky’s diary aloud or have students read it individually.

2

Have students use the chart as a guide to write about themselves and their dreams and ambitions. Ask students to write two paragraphs - one for the information in each column. Point out how the questions in each column correlate to the second and third paragraphs in Vicky’s diary. Remind students to use connectors to join ideas. Ask students to submit their paragraphs to you for correction and then write a final draft.

Linked activities

Have students look back at the diary to decide where they can find each piece of information. Ask students to answer the questions in their notebooks and check answers as a class.

• Vocabulary, Extra Practice book, page 9 • Self-assessment, Student’s Book, page 26 • Self-check, Student’s Book, page 87 • Unit Test, Teacher’s Resource Bank, pages 4 and 5

Answers a. Paragraph 2: She’d like to be a gym teacher or a zoo keeper. b. Paragraph 1: She likes gymnastics and animals. c. Paragraph 3: She’d like to live in a quiet place in Argentina. d. Paragraph 1: She’s 14. e. Paragraph 3: Because the weather is nice, the people are friendly and there are a lot of beautiful places. f. Paragraph 2: She doesn’t want to earn a lot of money.

3

Have students complete the chart with notes and circulate, helping as needed.

4

Form groups of four and have students share their dreams and ambitions. Encourage students to show interest in their classmates and ask questions to find out more about what their partners say. Circulate, monitoring students’ work.

2

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