CONTENTS prev -Po RES S ’ R HE T E AC Y M OU BOO E C R K E F LI Andrea Dumas Pupi Rabinovich io rtfol Introduction Pronunciation Teaching Notes Planificación anual 12 Going Digital 16 Planificación de proyectos digitales 21 Student’s Book Contents 22 next Class & WB Audio Answer Key Lesson Notes Get Ready 24 Unit 1: Fun 28 Unit 2: Stories 36 Time Out A 44 Unit 3: City life? 46 Unit 4: Styles 54 Time Out B 62 Unit 5: Out and about 64 Unit 6: Techno life 72 Time Out C 80 Tests A 82 Tests A: Answer key & Audioscript 93 Background Information Digital Connections INTRODUCTION prev A magazine-style consolidation section, consisting of a doublespread every two units, is presented at the end of the SB These spreads are meant to integrate and consolidate the lexical areas and grammar structures of the preceding two units, the last one being an integration of all the six COURSE PRINCIPLES COURSE COMPONENTS Learning is not a linear but a spiral process that involves the gradual development of broader and deeper stages of learning Learners construct their own knowledge based on the known and the given ‘The old’ is revisited with different levels of complexity until ‘the new’ eventually becomes ‘old.’ As the learning process takes place, the spiral grows bigger and bigger In this course, Ss explore Student’s Book MY LIFE is based on a student-centred approach It focuses on the Ss’ needs, abilities and interests, with attractive topics that will arouse their curiosity The learners are at the centre of the learning experience, which helps them play an active role in the construction and appropriation of knowledge MY LIFE intends to help Ts promote Ss’ autonomy, support the development of cognitive skills and learning strategies while encouraging the use of the 21st Century skills In MY LIFE, language is used as and for communication The value and purpose of language is to convey meaning and what gives meaning to language is the context in which it is used MY LIFE presents all language in real-life situations which give value to it It is not language vs real-life situations; it is language for real-life situations The Student’s Book includes: Student’s Book, Workbook, a Quick Check and a Picture Dictionary The Student’s Book contains: Six main units, each one consisting of lessons plus a special section for integration, extension and project work (EDB: see below) Each lesson contains work for approximately teaching periods, while the EDB section may also take periods • Check Your Progress activities for every unit • Revision activities every three units Quick Check For ease of use, the Quick Check My Time Out After working on the Time Out Mag motivated and prepared, Ss will have the opportunity to work on their own personal ‘Mag’ and use their own ideas, their own ability to research and make choices in order to create a new product - the spiral process Class & WB Audio book) covers the main language points of both the SB and the WB Mini Dictionary The Mini Dictionary beginning of the book) includes some of the words presented in the SB It aims at providing learners with an opportunity to interact with the vocabulary learnt, thus making the process more memorable a new outcome, richer and more complex Answer Key level The content and approach of this course are intended not only to facilitate the teaching and learning of the language but also to broaden the students’ knowledge of the world, encourage their curiosity and develop their strategies for self-directed learning and learner independence while developing language skills and the ability to transfer this knowledge to new situations In this process, Ss are expected to further develop critical thinking and the ability to ‘learn how to learn.’ The Workbook, at the end of the Student’s Book, contains: • Language and skills practice for each lesson Time Out Mag Weekly MY LIFE Objectives is a four-level course designed for ??? learners of English between the ages of 12 and ??? 15, taking them from beginner to pre-intermediate periods ??? next Background Information What is EDB? EDB stands for Explore, Develop and Build, and is meant to provide Ss with the possibility of exploring and developing different kinds of texts, which will or group production First, Ss are presented with an authentic linguistic and thematic topics worked in the unit Then, a second text and an extra listening activity are presented, so that Ss can see how this preparatory activities pave the way for to the Build section, where Ss work on their own language production as a natural ‘outcome’ of the processes of exploring and developing It is important to work on paper or in a digital version, making use of the variety of resources at their reach Student’s -kit www.pearsonelt.com.ar/mylife The use of computers and the Internet is an integral part of Ss’ lives My Life gives Ss the opportunity to practise at their own pace, to use their knowledge and to show their peers what they can The -kit includes: • Online activities and language games with instant feedback • Grammar and vocabulary pop-up notes as a self-learning resource • Self-assessment section to help them monitor their progress and make necessary adjustments Learn more on page 16 Teacher’s Resource Book The Teacher’s Resource Book aims at enhancing the Teacher’s role as facilitator by providing suggestions and guidelines to exploit the Student’s Book material The Teacher’s Resource Book contains: • Introduction notes • Pronunciation notes • Planificación anual • Going Digital • Lesson notes with SB and WB Answer keys and Audioscript • Diagnostic Test • Unit tests • Mid-year and End-of-year Tests • Tests Answer key and Audioscript Each lesson in the Teacher’s Resource Book includes: • Topic, grammar and vocabulary objectives • A guided lesson plan with notes and suggestions on how to deal with every teaching point • Extra practice activities • Digital connection proposals • Opportunities for CLIL development • Strategies to develop Ss’ awareness and learning skills • Audioscripts and answer keys Digital Connections INTRODUCTION prev Weekly Objectives LESSON NOTES ??? following procedures are general guidelines The to exploit the material in MY LIFE ??? suggestions for each activity are included in the ??? detailed lesson notes Dialogues Dialogues introduce the topic(s) and present the linguistic components of the lesson in an appropriate context Key grammar and vocabulary • Ask Ss to tell you which of the words from the lexical set they already know, that is known words and transparent ones • Refer Ss to the pictures and ask them to try and guess which word corresponds to each photo or picture • After having gone through the guessing activity, you may want to have Ss look up the new vocabulary in a dictionary • It is well known, and expected, that many words advisable that Ts should intervene only once If they are wrong, provide the correct pronunciation and write the phonetics on the bb Ask Ss to repeat it in chorus or individually, paying attention to both sounds and stress • Ss the vocabulary exercise(s) in the book • Ss make sentences using the new vocabulary • Encourage Ss to keep in their folders or in their • Ask Ss to revise the vocabulary of the lesson as part of their homework by creating crossword puzzles, a hangman game or a word search activity Exercises Grammar Grammar boxes present the grammar structures in context They are interactive in order to encourage Ss to participate in the discovery and reconstruction of the rules • Ss read the text(s) in the box and check the meaning of the structure: position, possession, etc • Ask Ss to complete the Grammar boxes • Encourage Ss to work out rules for themselves • Ss may look for other examples in the Dialogue Note! Note! boxes present aspects of the language that not involve the inference of a rule but require special attention • Ss look at the text and infer its meaning • Ss may provide new examples considering both meaning and form Vocabulary Vocabulary is usually presented in lexical sets and practised through exercises linked to the grammatical points in the lesson Illustrations and photos are generally introduced to teach the meaning of new words Exercises have been conceived to practise and consolidate both structures and vocabulary They lead Ss from recognition to guided practice and production, from controlled language activities to freer activities • Ask Ss to read the rubrics and make sure they understand what they have to • Work together on one or two examples • Ss can then work individually, in pairs or small groups • Encourage Ss to use the Grammar and Note! boxes in the Student’s Book as a reference • Before checking the work with all the class, Ss may check their result in pairs or small groups • The exercises both in the Student’s Book and the Workbook can be set as homework They may then be corrected by the teacher or checked in class Listening • Ss look at the pictures and / or title and predict the topic of the recording • Ss listen to the recording and check their predictions • Ask Ss to read the rubric and check if they understand what they have to Speaking • Ask Ss to read the rubric and make sure they understand what they have to • You may want to brainstorm vocabulary from previous lessons that Ss may think necessary for the task, and write the words on the bb Alternatively, you could also provide situations that will require Ss to recycle both vocabulary and structures • Ss can report individually, in pairs or in small groups • Monitor Ss’ performance but try not to interrupt consolidate that area of communication Once Ss are done with the speaking activity, encourage self-correction by pointing out the mistakes either in the choice of words and pronunciation, or in the use of language Teacher’s Reading • Ss look at the pictures, text format and / or the title to interpret and predict what it is about • Ss read the text to check predictions • Ask Ss to read the rubric and check if they understand the activity they have to • Ss work individually, in pairs or small groups • Once Ss have done the activity, check with the class Ss may refer to where in the text they have found the answers • Ask Ss to re-read the text to get a global view of the topic after they have analysed the text in detail Class & WB Audio Writing • Ask Ss to read the rubrics carefully and make sure they understand what they have to • Remind Ss to use the model text as help • Elicit the language and words they may need and write them on the bb • Depending on the complexity of the activity, Answer Key be set as homework Next, they can swap their pieces with a peer in class for comments and • Ask Ss to look at the picture and make predictions • Ss listen to the recording and / or read the dialogue • Check their predictions and help them understand the dialogue • Ss read the rubric for the task (make sure they understand what they have to do) • Ss work on the exercises individually or in pairs • Ss may check their answers in pairs or small groups before the class check • Ss may be asked to account for their answers by referring back to the information in the dialogue • Ss re-read the dialogue and may act it out in pairs • Play the recording a second time for Ss to the exercise • Ss work on the exercise individually or in pairs • Ss may check their answers in pairs or small groups before checking with the whole class • information, as well as meaning, emotions and intentions expressed by stress and intonation next Background Information -Portfolio www.pearsonelt.com.ar/mylife This course provides Ts with the opportunity to enrich their lessons, while facilitating and enhancing the learning process itself through online tasks with the endless possibilities that ICT can bring to the classroom The Guía de proyectos digitales includes: Digital projects for every unit Step-by-step task development Printable worksheets • e-Teacher’s Resource Book Digital Connections • e-Teacher’s Reading Corner • Editable Resources: Planificación anual Planificación de proyectos digitales Tests Learn more on page 18 INTRODUCTION PRONUNCIATION TEACHING NOTES prev ASSESSMENT Instruments and guidelines Assessment is extremely important for both Ts and In order to facilitate the task of assessing, MY LIFE provides the following instruments teaching and the learning process As it meets different objectives, assessment requires appropriate means to achieve these objectives • Assessment OF learning as a way to check and register a result, that is what Ss have learnt at the end of a lesson, unit, project and / or end of a certain period in time • Assessment FOR learning as a way to look into the learning process and provide both Ss and Ts with an evidence of their situation at a certain period in time, as well as offering possible • Assessment AS learning as a way to enable Ss In the WB: • Check Your Progress, one at the end of every unit • Revisions, after Unit and Unit Phonology plays a central role in oral communication as it helps to build understanding and express meaning Ss’ awareness and practice of the English sounds, stress, rhythm and intonation contribute to better understanding and more effective communication Systematic practice from day one will When working with phonology, remember there is a sequence that goes from recognition through imitation to production WHAT Ss should become aware of In the Student’s -kit : • Self Assessment, one for each unit in the Student's Book, with instant feedback -Portfolio: In the Teacher’s • Digital projects: very much like the EDBs, they help assess Ss’ ability to handle the language learnt in new situations • Diagnostic Test, which will give the T an idea of the class general knowledge of English at the beginning of the course • Unit Tests, which mainly focus on the vocabulary and grammar in the units, one test at the end of each unit • Term Tests (Mid-year and End-of-year) meant to assess the language and skills learnt and developed during the period covered In all these sections, Ss put the vocabulary and grammar of the units into practice and become aware of their strengths and weaknesses Their mistakes may be confronted to the examples and explanations in the Grammar boxes, or in the Grammar and Vocabulary pop-ups in the online practice suggestions on how to deal with Ss’ performance, and on how to provide them with feedback Class & WB Audio Word stress Every word is made from stressed and weak syllables The focus of attention will always be on the stressed syllables It is important to make Ss aware of the number of syllables in a word and which one is to be stressed E.g real = one syllable / realistic = syllables (stress on the second syllable) Note: Transparent words are often stressed differently in Spanish and in English E.g computadora / computer; doctor / doctor; famoso / famous Sentence stress Many words change their sound shape when they occur in an utterance or sentence For example, auxiliaries, prepositions and pronouns are usually weakened in order to make content words (nouns, verbs, adjectives, adverbs) more prominent and facilitate the understanding of the important information being conveyed That is the reason why there is no need to understand every single word in an utterance or sentence since the important information will be conveniently stressed E.g They go to Paris in the summer / There’s a cooker in the kitchen Intonation There are basically two intonation patterns in English: falling and rising As a rule, statements take a falling intonation, E.g My name is Tom questions may take a falling or a rising intonation In general, a Wh- questions take a falling intonation, Answer Key What’s your name? b Yes / no questions take a rising intonation, Are you from India? Sounds and letters correspondence There is not a one-to-one correspondence between letters and sounds in English The number of letters in both English and Spanish is the same but there are more sounds than letters in English E.g the letter o is pronounced /ɒ/ in got, /ʌ/ in come, /ɔ:/ in sports, /uː/ in who, /əʊ/ in hello Voiced and voiceless sounds Voiced sounds produce vibration in the vocal cords when they are pronounced Ss can feel the vibration of their vocal chords when touching their throats softly while producing a sound All vowel sounds are voiced while consonant sounds may be voiced or voiceless E.g /v/, /m/ and /r/ are voiced, /b/, /t/ and /f/ are voiceless so that they can monitor their understanding, account for their achievements and failures, and make the necessary adjustments In the SB: • EDBs, (one at the end of each unit), in order to double check how well Ss are handling the content of the units in new situations next Background Information Digital Connections PRONUNCIATION TEACHING NOTES ENGLISH PHONEMES prev Intonation • Make Ss listen to intonation patterns in the recording and mark them, moving their hands up or down • To practise questions, write a yes / no and a Wh- question on the bb E.g Where are you from? Do you like soup? Student A “hums” the question and Student B answers • Make Ss repeat dialogues after the recordings several times, in chorus, pairs or individually Note: You may use the recordings in the Use your English section to work on stress and intonation words and to develop self-access skills • Give Ss a list of words for them to sort out according to their sounds E.g words starting with the sound /θ/ • Have Ss predict the pronunciation of a written word before listening to a recording • Provide Ss with “tongue-twisters” for them to practise the different sounds E.g Peter, put the pens, pencils and paper in that plastic bag / The doctor’s daughter talks a lot / Vivian and Vicky live in Vivendi • Play games, such as Bingo or Tic-tac-toe, with sounds In this way, Ss will not only practise sounds but also refresh vocabulary E.g Name words with /ɑː/ 10 b t d tS dZ k g f v T D s z S Z m /mœn/ man n /naIs/ nice N /TIN/ thing h / "hœpi/ happy l r w j /pen/ pen /tSe´/ chair Sounds and letters correspondence Voiced and voiceless sounds • Make Ss listen to the recording and pay attention to the way words are pronounced Elicit which sound(s) is (are) most frequently repeated • After working with a vocabulary activity, ask Ss to imitate the pronunciation after the recording • Describe the position of the vocal organs when pronouncing each sound E.g Open your jaw Touch your lower lip with your upper teeth In this way, pronunciation some suggestions in the TB lesson notes • Guide Ss to notice the difference between Spanish and English sounds E.g /b/ bote vs boat - /d/ dado vs don’t • Lead Ss to discover the difference between voiced and voiceless sounds by feeling the vibration of the vocal cords on their throat as they pronounce the different sounds E.g /z/ - /s/, /v/ - /f/, /t/ - /d/ • Present the phonetic symbols gradually When you work on vocabulary, you may want to write the phonetic script so that Ss get used to the symbols Phonetic symbols are also useful p /fO…/ four /sIks/ six /lUk/ look Vowels i… /si…/ see / "dZ‰…m´n/ German /"veri/ very /zu…/ zoo /red/ red I /hIz/ his /ti…/ tea /kœt/ cat /TINk/ think /Si…/ she /wÅnt/ want U /lUk/ look /deI/ day /gUd/ good /Dæt/ that / "telI "vIZn/ television /ju…/ you ‰… O… œ A… Å /bæd/ bad /bʌt/ but /h‰…/ her /kA…/ car I´ eI U´ OI ´U e´ aI aU /hI´/ hear /"tU´rIst/ tourist /we´/ where /neIm/ name /bOI/ boy /maI/ my /n´U/ no /haU/ how Answer Key u… ´ /´"baUt/ about Class & WB Audio /jes/ yes e /ten/ ten Diphthongs /bUk/ book 11 Word stress • Make Ss listen to the recordings in MY LIFE and focus on rhythm Help them notice there are different beats produced by a combination of stressed / unstressed syllables It would be a good idea to ask them to mark the beats on their desks • Make Ss repeat words / sentences after the recordings several times, paying special attention to the stresses • Ask Ss to listen to the recording and underline the strongest syllable in a word or the strongest words in a sentence • As Ss become familiar with sentence stress, have them predict which words will be stressed before listening • Contrastive stress: When correcting exercises, help Ss notice that words which are not generally stressed may be emphasised for contrast, E.g It’s not my book, it’s her book Consonants v HOW TO help them with next Background Information / "mO…nIN/ morning /hÅt/ hot Digital Connections PLANIFICACIÓN ANUAL Tiempo / Unidad Unidad Preparatoria | Get Ready Comprensión y producción relacionadas los temas desarrollados para la revisión horas 12 horas Comprensión de un blog sobre viajes Comprensión de un artículo periodístico acerca de eventos artísticos Diálogos de intercambio que responden a sugerencias Comprensión de un diálogo entre un músico y su agente Comparación de lugares Elaboración de un folleto sobre eventos artísticos en la ciudad Redacción de un email Entrevista a pares para responder una encuesta Actividades de integración CLIL: Eventos artísticos en la ciudad C O Class & WB Audio Estrategias Vocabulario Gramática Fonología Instrucciones áulicas Identificación personal La familia Actividades de tiempo libre Países y nacionalidades Objetos de uso diario Presente continuo: acciones que se están realizando Presente simple: rutinas Posesión y relación: Have / has got Adjetivos y pronombres posesivos Posesivo ’s Gustos: like Reglas y normas: Must / mustn’t Conectores: and / but / or / because / so Entonación de preguntas abiertas y cerradas Pronunciación de s en el caso genitivo: /s/, /z/ y /Iz/ Inferencia de reglas gramaticales Intenciones y planes futuros: Going to Comparativos y superlativos Comparaciones de igualdad e inferioridad: As … as / less … than Sustantivos contables e incontables Cantidad: Much / many / a lot (of) Palabra interrogativa How + adjectivo Sugerencias Pronunciación de /‰…/ Pronunciación de going to Formas fuertes y débiles Entonación de preguntas abiertas y cerradas Sentimientos y estados de ánimo Cifras grandes: hundred and thousand Sustantivos incontables Answer Key Organización de la forma diaria y semanal de trabajo Reflexión sobre la organización y modo de uso del libro Desarrollo de la atención selectiva en clase 12 | Fun Dimensión textual Dimensión contextual (Temas, situaciones comunicativas y macrohabilidades) PD Dado que el aprendizaje de una lengua extranjera no es lineal sino espiralado, de niveles cada vez más amplios y profundos, los contenidos, habilidades y estrategias incluidas en cada unidad se reutilizarán e integrarán en las demás unidades Aún cuando las estrategias se mencionan una sola vez y no vuelven a repetirse en cada unidad, su aprendizaje se hará en forma integral desde la primera lección, profundizándolas a lo largo del año next D F prev Background Information Recuperación de conocimientos previos Iniciación del trabajo participativo, responsable y cooperativo Digital Connections Aprendizaje de la planificación de tareas: naturaleza de la tarea, recursos, etc Iniciación en estrategias para la comprensión de textos orales y escritos Iniciación en actividades para inferencia de reglas gramaticales Iniciación en la reflexión metalingüística Desarrollo de estrategias sociales (compromiso, cooperación y empatía otros) Desarrollo de la conciencia cultural y su diversidad PLANIFICACIÓN ANUAL Unidad | Stories 12 horas (Temas, situaciones comunicativas y macrohabilidades) Vocabulario Acciones Excusas Gramática Fonología Inferencia de reglas gramaticales Pasado simple en sus formas afirmativa, negativa e interrogativa Pasado continuo: acciones en progreso en el pasado Pasado continuo vs Pasado simple While / when Preposiciones de movimiento: over, through, along, up, down, into, out of Pronunciación de /Å/ y /O…/ Pronunciación de la terminación de verbos regulares en el pasado /d/, /t/, /Id/ Pronunciación de /w/ Formas fuertes y débiles Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo Time Out A horas Comprensión y producción de textos orales y escritos que permitan el desarrollo de la capacidad de transferir los conocimientos adquiridos en las Unidades y a un nuevo contexto: memorias de la infancia CLIL: Investigación sobre la memoria C Lectura y comprensión auditiva: Activación de los conocimientos previos para la interpretación de los textos Reconocimiento del tipo textual y sus características Localización en tiempo y espacio del discurso oral y / o escrito Utilización del paratexto para la elaboración de hipótesis de lectura / escucha Revisión y consolidación de estructuras y funciones gramaticales Answer Key Comprensión de la idea global del texto Comprensión detallada del texto Análisis de la intencionalidad del mensaje oral y / o escrito Transferencia de la información del texto relevada a nuevos contextos Revisión y consolidación de vocabulario Class & WB Audio Background Information Interpretación de sentimientos, actitudes u opiniones expresadas en el texto a través de la estructura, el énfasis y la entonación CLIL: El relato fantástico Consolidación O Estrategias 13 Comprensión de diálogos sobre excusas Comprensión de un chiste Lectura de una historia insólita Comprensión de un historia relatada por un adolescente Diálogos de intercambio para ofrecer y responder disculpas Elaboración de finales alternativos para una historia Comprensión de relatos fantásticos Narración de una anécdota del Día de los Inocentes Elaboración de un relato fantástico Actividades de integración next D Dimensión textual Dimensión contextual PD Tiempo / F prev Expresión en forma inteligible Consolidación: Transferencia de nociones lingüísticas a nuevas situaciones comunicacionales Integración de saberes en nuevos contextos Iniciación al uso del diccionario monolingüe Digital Connections PLANIFICACIÓN ANUAL Proyecto | City life? 12 horas 12 horas Consolidación Time Out B horas Vocabulario Gramática Comprensión y producción de materiales orales y escritos sobre situaciones de viajes Elaboración de diálogos y presentaciones breves referidos a instrucciones para localizar lugares en la ciudad Discusión acerca de problemas en la ciudad Comprensión de opiniones acerca de lugares donde vivir Comprensión de un blog de viajes Elaboración de un documental sobre megaciudades Actividades de integración CLIL: Las megaciudades Lugares en la ciudad Adjetivos descriptivos Viajes Inferencia de reglas gramaticales Preposiciones de lugar: next to, between, in front of, on the corner of, opposite Too + adjective (+ to infinitive) El Presente continuo para expresar arreglos en el futuro Palabra interrogativa How long? Comprensión de una conversación en la red social Comprensión de una entrevista a una actriz y a un grupo de jugadoras de hockey Discusión sobre personas importantes y personajes ficcionales Intercambios dialógicos sobre la selección de ropa Elaboración de una descripción personal Redacción de una entrevista a un deportista o un entrenador Actividades de integración CLIL: Los grandes del deporte Adjetivos de personalidad Descripción de la ropa La apariencia personal Comprensión y producción de textos orales y escritos que permitan el desarrollo de la capacidad de transferir los conocimientos adquiridos en las Unidades y a un nuevo contexto: las bacterias CLIL: Investigación sobre las bacterias y sus usos Revisión y consolidación de vocabulario C F Estrategias O (Temas, situaciones comunicativas y macrohabilidades) Fonología Formas fuertes y débiles Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo Oralidad: Utilización de elementos lingüísticos conocidos en nuevos contextos comunicativos Class & WB Audio Gramática: Inferencia de reglas gramaticales a partir del análisis de oraciones Uso de técnica de subrayado para resaltar la forma de la estructura Answer Key Comprensión de la forma, el significado y la función del punto gramatical Representación kinética para el aprendizaje de una estructura gramatical Deducción y aplicación de reglas gramaticales Análisis contrastivo (Español / Inglés) Inferencia de reglas gramaticales Obligaciones: Have to Be like and look like Adverbios: a bit / quite / very / really + adjectives Pronombres indefinidos every-, some-, any-, noLook + adjectives Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo Revisión y consolidación de estructuras y funciones gramaticales Expresión en forma inteligible Escritura: Búsqueda de información para la redacción de un texto Elaboración de esquemas para la organización de ideas previo a la producción Desarrollo de la escritura procesual Autocorrección Cooperación de pares en la redacción de textos Consolidación: Transferencia de nociones lingüísticas a nuevas situaciones comunicacionales Integración de saberes en nuevos contextos Iniciación al uso del diccionario monolingüe 14 | Styles Dimensión textual Dimensión Contextual PD Unidad / next D prev Background Information Digital Connections PLANIFICACIÓN ANUAL Proyecto | Out and about 12 horas (Temas, situaciones comunicativas y macrohabilidades) Lectura de publicidades turísticas Lectura e interpretación de blogs de viajes Comprensión de un diálogo sobre problemas para acampar Intercambios dialógicos sobre experiencias personales Redacción de un blog de viajes Actividades de integración Estrategias Vocabulario Actividades vacacionales Camping Turismo Gramática Experiencias: Presente perfecto ever y never Presente perfecto just, already y yet Pasado simple vs Presente perfecto C O F Dimensión textual Dimensión Contextual PD Unidad / next D prev Fonología Formas fuertes y débiles Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo Vocabulario: Class & WB Audio Desarrollo de estrategias para la comprensión de vocabulario: inferencia de significado por contexto, uso del diccionario Utilización de técnicas para la recuperación del léxico: agrupamiento, asociación, uso de imágenes visuales y sonoras, clasificación, organización y mapas semánticos Answer Key CLIL: Turismo 12 horas Computación Fallas Acrónimos tecnológicos Inferencia de reglas gramaticales Will para promesas y predicciones Oraciones condicionales (Tipo 1) Will vs Going to Pronunciación de will / won’t Pronunciación de los diptongos /aU/ y /´U/ Formas fuertes y débiles Entonación de preguntas abiertas y cerradas Patrones de acentuación y ritmo 15 | Techno life Comprensión de un artículo periodístico sobre planes espaciales Comprensión y análisis de un cómic Comprensión de una conversación en un negocio Redacción de un cómic sobre predicciones para el futuro Comprensión de predicciones de un adolescente Intercambio dialógico sobre problemas y fallas en los objetos Actividades de integración Autoevaluación: Monitoreo de la propia producción Autocorrección Autoevaluación de actitudes, habilidades y logros Toma de conciencia del propio progreso Formulación de objetivos CLIL: Colonia espacial en Marte Consolidación Time Out C horas Comprensión y producción de textos orales y escritos que permitan el desarrollo de la capacidad de transferir los conocimientos adquiridos en las Unidades y a un nuevo contexto: predicciones en el presente y el pasado CLIL: Los antiguos griegos y las predicciones Evaluación: ver detalle de herramientas disponibles en p Revisión y consolidación de vocabulario Revisión y consolidación de estructuras y funciones gramaticales Expresión en forma inteligible Background Information Consolidación: Transferencia de nociones lingüísticas a nuevas situaciones comunicacionales Integración de saberes en nuevos contextos Iniciación al uso del diccionario monolingüe Digital Connections For your students GOING DIGITAL prev next For your students Online activities and language games Workbook Audio MP3 Grammar and vocabulary pop-up notes for contextualised revision www.pearsonelt.com.ar/mylife Class & WB Audio Instant feedback to sustain motivation and autonomy Answer Key 16 17 Listen and repeat activity for comprehension and intonation practice Voice recording tool to help enhance Digital Connections www.pearsonelt.com.ar/mylife Bonus Practice and Self Assessment activities to help students practice and monitor their own progress Background Information 5.3 I went on a tour last week Weekly Objectives Topic Life experiences Grammar Past simple vs Present perfect Vocabulary Sightseeing words and expressions 35 periods Warmer Brainstorm places Ss would like to visit in South America What are they like? Which are the main attractions? Has anybody travelled to those places? What was the experience like? When doing listening activities, take into account that even if some Ss get the right answer, it is difficult for the whole class to achieve the same level of understanding So it is always a good idea to listen to oral text at least twice Even if they know the answer, weak Ss will get the chance to hear what they have missed when they listen to the text again Read and choose the best answer These blogs are about … Ask Ss what types of text these ones are (blogs) and what they talk about (travelling) What information they expect to find in the blogs? Ss read the sentence before reading the text Answer Yes, he has He mentions Plaza de Armas as one of the historic sites he has seen Because he’s been very busy, travelling in Argentina Answers have you been ’ve just been did you see ’s just arrived Did she go went ’ve never been had Did she take 10 haven’t seen Note! Help Ss notice we use the verb to go in these expressions 35 Complete with one of the words in the box Then listen and check Have Ss read the words in the box They most probably know all of them but they may need special help with their pronunciation You may read them aloud and ask them to repeat after you: guided tour /"gaɪdɪd tU´/, sightseeing /"saɪtsi…ɪN/, site /saɪt/, view /vju…/ Ask Ss to read the whole text before choosing the options Ss work in pairs and then check their answers with Track 35 Answers tour guided tour sites attraction sightseeing views tourist Write two sentences using the Past simple and the Present perfect Ask them to identify the definite time marker in each sentence Answers a) I bought the train tickets yesterday b) I haven’t bought the train tickets yet a) Have you ever taken the Tren de las nubes in Salta? b) Did you take the Tren de las nubes in Salta yesterday? a) We have already had lunch on the train b) We had lunch on the train an hour ago a) My brother has just visited the North of Argentina b) My brother visited the North of Argentina in 2011 Extra practice Talk with a friend about your experiences Ask two Ss to read the example dialogue Make sure they notice the first question refers to their life experience and should be in the Present perfect tense while the other questions refer to specific instances in the past and should take the Past simple tense You may want some pairs to role-play the conversations for the whole class Sample answers You: Have you ever been on an excursion to the mountains? Your friend: Yes, I have You: When did you go? Your friend: I went last year You: What did you do? Your friend: We went horse-riding You: Have you ever made a school trip? Your friend: Yes, I have You: Where did you go / Where to? Your friend: Mendoza You: When did you go? Your friend: Three years ago You: Who did you go with? Your friend: All my classmates You: Have you ever read a travel blog? Your friend: Yes, I have You: Which one did you read? Your friend: (Adventures) You: Whose was the blog? Your friend: A friend of mine You: What did you discover? / What did you find out? Your friend: A lot of new interesting places to visit You: Have you ever seen photos of Machu Picchu? Your friend: Yes, I have You: When? / When did you see them? Your friend: Not long ago You: Whose pictures were they? Your friend: My brother’s You: Where did you see them? Your friend: At his flat Extra practice Digital connection Ss look for photos that illustrate experiences that they find special, unusual or amazing and share them with their classmates E.g This man has built a house with plastic bottles He started the house in 2009 and finished it in 2012 He built it on the top of an island prev next Extra practice Ss create two extra sentences to complete the exercise and share them with the group Extra practice Which one is False? In groups of four S1: tells his / her classmates two true and one false experience E.g I’ve seen a UFO once / My father has eaten ants / My mum has flown a plane The other Ss ask questions and try to discover which the false experience is E.g Where did you see the UFO? What was it like? S1 may lie to conceal the false experience Class & WB Audio Answer Key Workbook Answers 1 Have been arrived have made went visited had haven’t seen have learnt He went out two minutes ago Carol has not finished her homework yet I have already read that book John has never been to London I went to the USA last month I have just bought this guitar 1e 2a 3b 4c 5d 3a Audioscript Mike: Hi! Is Garret in? Assistant: Sorry He’s just left He’s coming back in an hour Mike: Oh! My name is Mike Truck Is my guitar ready? I brought it a week ago Assistant: A week ago? Mmm … I haven’t seen your guitar but let me check Mike Truck Mike Truck Yes, here it is No Garret hasn’t repaired it yet Mike: Are you sure? He phoned me yesterday afternoon and he said it was ready Assistant: Weird … It was probably a mistake because he’s never worked on your guitar Mike: Oh, no! What a nightmare! I’ve already made plans for this evening! I need it! Badly! Assistant: Don’t worry I’m going to work on it today I promise to take it to your house at p.m Is that OK? Mike: That’s fantastic! Thanks! b … he has just left … hasn’t repaired it yet … brought it a week … phoned him / Mike … he has made plans … Tom: Have you ever been to a rock concert? Matt: Yes, I have Tom: When did you go? Matt: I went in 2007 Sara: Have you ever played in a concert Mel: Yes, I have Sara: What instrument did you play? Mel: I played the piano Sara: Did you make any mistakes? Mel: No I didn’t 69 Answer the questions In pairs, Ss read the text again and answer the questions You may ask Ss to underline the information that supports their answers Check the answers by asking some Ss to read their sentences aloud Complete the dialogue with the Past simple or Present perfect Ask Ss to read the dialogue before completing the exercise Elicit from them the difference between the Past simple (definite time in the past) and the Present perfect (indefinite time) Ss work in pairs and then check their answers with other pairs 68 Audioscript Hello everybody! Have you ever been on a tour of the interior of Argentina? Is this your first time in Argentina? OK Hello again! This is a guided tour and I’m your guide We are in the Province of Misiones, and you are going to enjoy its impressive historic sites, and the wonderful views of the Iguazú Falls, with its magnificent tourist attraction: Garganta del Diablo First, we’re going to visit Ruinas de San Ignacio, Horacio Quiroga’s House and other places And while we go sightseeing, I’m going to give you all the information and tell you interesting and curious anecdotes Answer a 5.3 Background Information Digital Connections EDB EDB55 Weekly Objectives Consolidate new notions Develop reading, listening, speaking and writing Integrate skills EDB b periods EXPLORE & DEVELOP At a travel agency Read the cartoon and choose the correct option(s) Have Ss say what type of text this one is (cartoon) and what they expect to find in it (something funny) Ask Ss to look at John Dow’s drawings, describe his physical appearance and say what they think his personality is like Answer true (T) or false (F) Have Ss underline the information in the text and correct the false statements (2 I’ve been to Africa three times I’ve seen elephants and lions face-toface I’ve already climbed the seven summits.) 4T 5T Up in the Air 3a Read José’s comments about his trip and underline the words or phrases that express opinion Ask Ss to look at the photo and predict what kind of trip José is making (a trip by train in a mountainous region) Ss read the text and underline the words that express José’s opinion Answers awesome, exhausting, uncomfortable, spectacular, terrific, Wow! You may want to elicit other adjectives or interjections that help us express our opinion (Yay! Yuck! Brrr! – awful, cool, wonderful, fantastic, etc.) Check if Ss understand the meaning of all words If not, have them try and deduce their meaning in the context of the text and then check with the Mini Dictionary Tren de las Nubes Encourage Ss to talk about José’s trip Where is he? Where is he going? What does he like about the trip? Etc Ss use their friends’ comments to make the necessary changes in their texts Step Present Ss share their final version on the class blog Remind them to add photos and videos to their comment Encourage Ss to read their friends’ posts and vote for their favourite ones on the class blog They may also upload comments to the different texts Find José’s words or phrases that express a positive opinion List them In pairs, Ss list the phrases that express positive opinion Awesome Spectacular 36 Listen to Rocco describing his holidays and circle the correct word Ask Ss to predict what Rocco may say about his holidays Encourage them to describe both a frustrating and a fascinating holiday Read the sentence to Ss before they listen to Track 36 for the first time Answer fascinating Listen again and answer Ask Ss to read the questions and answer them Then, play Track 36 again for them to check Check as a class by asking several Ss to read their sentences Terrific Class & WB Audio Answers Yes, he is He’s not feeling well because he ate too much the previous night He’s going to stay in his room and watch TV No, they aren’t They are on the beach The place, the people and the music No, he doesn’t He’s just learnt some words BUILD Answer Key Write a comment on a real or imaginary holiday for a travel blog Step 36 Plan Step Draft Ask Ss how they will organise the information in the text Remind them they are in the place, which implies they should use the Present perfect tense Refer Ss to the Writing notes to be aware of the kind of adjectives they should use in their draft copies Step Edit Ask Ss to read their comments carefully and correct any mistakes they see Ask them to give their draft to a friend for him / her to read it and make suggestions It would be a good idea to encourage them to swap their work with different Ss Audioscript Hi! Here I am, at the sandy beaches of Brazil Copacabana Beach: cool place! I’ve been here for five days and I don’t want to leave, ever! Things are really exciting here: lots of fun I’ve tried everything here! I have swum in the sea, played volleyball with my friends, danced in the evenings … Can’t be better Usually we go to the beach after a big and delicious breakfast and stay there for hours Then, we come back to the hotel for lunch and we go back to the beach, after 4, and with a lot of sunscreen on Last night, I ate too much and I’m not feeling well Today, I’m going to stay in my room and watch some TV My friends have already left for the beach and I’m going to take it easy, so I can go out in the evening Have you ever been to Rio de Janeiro? Amazing place! Brazilian people are fun and their music is incredible I’ve already learnt to dance the ‘samba’ and also some words in Portuguese: Tudo bem? (everything OK?), obrigado (thank you), Voce e muito bonita Ha ha! Encourage Ss to choose a holiday place to describe Brainstorm possible places and ask them to find information about them on the Internet Tell Ss to use the guiding questions and José’s blog to write the first draft of their texts At this point, it is a good idea to read the Writing notes and elicit more adjectives from Ss CHECK YOUR PROGRESS 1 been gone been gone I’ve already emailed my friends I haven’t got a tent yet I haven’t bought my train ticket yet I have already washed my clothes I haven’t gone to the doctor yet … ’ve just arrived … ’ve already seen this has just arrived ’ve already read Have you ever been to Chile? I’ve never been there Have you? / Have you ever been there? I’ve been there once But I’ve never been to Uruguay I’ve been to Montevideo twice ’ve written / wrote did / haven’t done had / have never had That’s incredible! What a shame! next EDB Listening task (See SB page 56) 71 70 Answers station train Answers Can you believe it? Wow! Answers a c Answers 1T 2F 3F Complete the text with the words or phrases There is an extra word / phrase Encourage them to use the context to decide where they should place each word E.g We start a train trip at a station, the train makes stops, etc prev Background Information Digital Connections 6.1 They will be very different Weekly Objectives Topic Technological future Grammar Will for predictions Vocabulary Tech acronyms periods Warmer Ask Ss which they consider the most useful technological inventions Encourage them to explain why What they know about them? Who invented them? When? Were they always a success? Etc Read and choose the correct option The statements below are about … Have Ss look at the statements quickly and ask them to say when they were made Ss read the statements and say if they refer to the present or the future Answer b How many predictions were right? Check with the class In pairs, Ss read the predictions again and say if they turned out to be right or wrong They compare their answers with other pairs before checking with the class Answers : 1, 2, 3, 4, 5, 6, Answers Questions: Will Short answers: will We use will to talk about the future and about possible events or predictions Complete the website with will or won’t Encourage them to use the contracted forms when possible Answers will cook won’t Answers Wi-Fi = wireless fidelity LED = light-emitting diode RW = rewritable USB = universal serial bus LCD = liquid crystal display HD = high definition Extra practice will we ’ll get Rocketship Three is a new spaceplane which will carry tourists into space Look at the factfile below Ask and answer Ss work in pairs asking and answering questions Answers A: When will the first (Rocketship Three) flight be? B: It will be in 2020 A: How many people will it carry? B: It will carry passengers A: How long will the trip take? B: It will take and a half hours A: How fast will the spaceplane fly? B: It will fly at 4,200 kph A: How much will the ticket cost? B: It will cost £150,000 A: Will people have a meal in it? B: No, they won’t Digital connection Ss look for information about transportation in the future on the Internet and report their findings to their friends Encourage them to take down notes and prepare a brief speech that lasts minutes E.g The Straddling Bus: the Chinese will have a cheaper, greener and faster bus in 2020 The bus will be very tall and cars will go under it It will use solar energy and it will only run along highways : 7, 9, 10 Tech acronyms Match Ask Ss to look at the box and explain what acronyms are (= a word formed from the first letters of the words that make up the name of something E.g ‘NBA’ is an acronym for ‘national basketball association’) In pairs, Ss match the acronyms and the phrases will 37 Listen and repeat Ask Ss to read the words to themselves and think how they are pronounced Play Track 37 and ask Ss if their guesses were right Help them notice that in English, the second element in the diphthongs is hardly pronounced 37 Audioscript See SB page 49 Grammar | Will Check they understand we use will to make predictions about possible events in the future Tell them the contracted form of the affirmative is ’ll and it is used with pronouns, e.g She’ll travel soon Also make a point of the contracted form of the negative: won’t /w´Unt/ and help them with its pronunciation Answers computers 38 teachers Audioscript Presenter: Hello and welcome to Futures, the programme about tomorrow’s world Today, we’ve invited Matt from Birmingham to tell us what he thinks about technology in schools of the future Hi, Matt So what you think will happen in schools of the future? Do you think they will change? Matt: Yes, I think they will I think there’ll be a lot more computers in our schools Presenter: Right, and what about in twenty or thirty years? Matt: I think we’ll read all our books on computers too Presenter: So you think we won’t have books, or paper Matt: That’s right I think we won’t have paper because there won’t be enough trees Presenter: But what about teachers? Will there be teachers? Matt: I’m not sure Maybe we won’t have schools! Maybe we’ll study at home and just talk to teachers on the Internet with a video phone Presenter: Mmm … Interesting! Thanks for talking to us today, Matt Well, listeners, if you have any different ideas about the future of schools, email us on futures@school.org b Answer true (T) or false (F) Have Ss read the statements and answer T or F before listening to Track 38 again Ask Ss to correct the false statements with the information from the interview (2 “I think we’ll read all our books on computers too … I think there’ll be a lot more computers in our schools.” “Maybe we’ll study at home and just talk to teachers on the Internet with a video phone.”) Answers 1T 2F 3T You may want to teach some acronyms usually used in emails or text messages Present the acronyms to Ss and challenge them to say what they think they mean Then Ss may write text messages for their classmates to decode, using the new acronyms E.g CU = See you / CUL8R = See you later / 2moro = tomorrow / 2nite = Tonight / BRB = Be Right Back / B4N = Bye For Now / BFF = Best Friends Forever / GR8 = Great / ILY = I Love You / J/K = Just Kidding / LOL = Laughing Out Loud / NP = No Problem / OIC = Oh, I See / THX = Thanks / TTYL = Talk To You Later / XOXO = Hugs and Kisses Listen to Matt and put a tick (✓) next to the subjects he talks about Ask Ss to read the different subjects aloud and to make two predictions about each one (one in the affirmative and one in the negative) Ss listen to Matt and tick the subjects 38 next Ss prepare a quiz with predictions about the future, especially connected with their everyday life, and then hold a poll among their classmates to check which the most widely-accepted are Guessing game: Ss think of a gadget and write down or predictions about it Then they read their predictions to the class for them to guess the gadget E.g S1: This gadget will be very big in the future It won’t use a remote control, it will understand my words It will show excellent images in 3D S2: You’re talking about the TV set In pairs, make predictions about the future (school, transport, entertainment, robots, etc.) Brainstorm possible predictions about each subject Ss work in pairs, taking turns to ask and answer questions Answers Extra practice Background Information Digital Connections Note! Make sure Ss understand we use this question to ask for a description / opinion Extra practice Answer Key Extra practice 4F Answers Ss’ own answers Class & WB Audio Extra practice Workbook 6a prev Extra practice books 73 72 6.1 11b 2e 3f 4c 5a 6d will be will talk will have won’t go will tell will know will talk will arrive will it come 10 won’t be 11 will cycle Rock ’n’ roll will be Democracy will be won’t fly … 50 will be … 15 minutes 6.2 Are you listening? Weekly Objectives Topic Information technology Grammar Conditional sentences (type 1) Vocabulary Computing 6.2 c periods Warmer Talk with Ss about computer skills Do they teach computer skills to their family? Who to? What? How they learn to operate computers and programmes? Listen and answer Ask Ss to describe the situation in the photo and predict what the characters are talking about Ss listen to Track 39, check their predictions and answer the questions 39 Which objects can you find in the photo on the left? Ss look at Josh’s photo and identify the objects they see You may want Ss to locate the objects in the photo E.g The scanner is on a small table, next to Auntie Jean Answers Screen, keyboard, printer, mouse, pen drive, software, scanner Complete with the words and phrases in the box Have Ss read the words in the box and make sure they know the meaning of all of them In pairs, Ss read the dialogue entirely and then complete it using the words in the box Match a prompt from box A with a prompt from box B and write first conditional sentences Ss work individually and then check in pairs before the class check Help them notice the matching is connected with meaning and not with form Answers – b) If the bus is late, we’ll miss the start of the film – d) Will you help me if I have problems with my homework? – a) If she doesn’t call you, will you call her? – e) You won’t get a virus if you don’t open emails from strangers – c) Will your mum be angry if we get home late? – f) If you buy those trainers, you won’t have any money for a jacket Extra practice Digital connection Answers upload remove posted comment attach download online files Answer Josh’s father 39 Audioscript Answer the questions In pairs, Ss answer the questions before listening to Track 39 again Answers Auntie Jean 3a Josh Answers 1a 2b 3b Auntie Jean Listen and repeat Have Ss read the vocabulary and identify the words they know Ss look up the meaning of unknown words in the Mini Dictionary Then, they listen to Track 40 and repeat the words First, in small groups and then individually 40 40 Audioscript See SB page 50 b Match the photos to seven nouns in the box Then listen and check In pairs, Ss match the photos to the nouns Then they listen to Track 41 and check their answers 41 Answers screen keyboard printer software scanner 41 Audioscript mouse Grammar | Conditional sentences (type 1) Make sure Ss understand the if part expresses a condition and it uses the Present simple, while the consequence part uses will / won’t Elicit from them we use a comma when we place the condition before the consequence pen drive 4a 5b Some students are in the computer room Write sentences using the first conditional Ss work in pairs, making conditional sentences Refer them back to the Grammar box if they need help Answers If the computer crashes, I’ll lose my files If this file is too big, I won’t download it If the laptop is too expensive, my dad won’t buy it for me If I don’t know the answer, I’ll search for it on the Net Pronunciation Remind Ss final consonants are clearly heard in English so it is very important to pronounce them, especially with plurals, the Present simple of 3rd person -s, and the /d/ and /t/ endings in the regular verbs in the past Encourage Ss to say these words paying attention to the final consonants: /s/ books, shops, /z/ opens, boys, /t/ worked, finished, /d/ arrived, answered See Answers box above Extra practice next Extra practice Chain game: In this game, you start a story with a conditional sentence, e.g If the weather is fine, I’ll go camping tomorrow and a S continues the story making a new conditional sentence that starts with the consequence of your sentence, e.g S1: If I go camping tomorrow, I’ll invite my sister S2: If I invite my sister, To make it more challenging, call Ss in a random order Extra practice Choosing partners: Ss should choose the most appropriate partner for a trip / outing / etc They will work with different friends, asking and answering questions to determine who their best partner will be E.g If I travel with you, will you carry my bag? Then, they may tell the class who their partner will be and why Class & WB Audio Answer Key 75 74 See SB page 50 Ss look for a short video that shows a character who has to make a decision They show the sequence to their classmates for them to discuss the possible consequences of the decision, e.g If she gives him the ring back, he won’t accept it Then, they watch the sequence and check what happened in the video send prev Listen to Sue and Liz, and complete these sentences Ss read the rubric and say what they will listen to (a conversation between Sue and Liz) Play Track 42 for Ss to check their predictions and complete the sentences Background Information 42 Digital Connections Answers … she won’t have money to go out … if she cleans her bedroom helps her … if her room is clean? 42 Audioscript Liz: Hey Sue! What’s the matter? Sue: Aargh I’m really angry, Liz I need money for our weekend plans, but my parents won’t give me any if I don’t stay home and clean my bedroom But if I clean my bedroom, it will take all the weekend I will have the money but I won’t have time to go out Liz: You are right! You won’t have time to go out Listen, Sue, will your parents give you the money if I help you? Sue: On Saturday? Liz: No FRIDAY! Will it be OK if you clean your room on Friday? Will it be OK for your parents? Sue: Sure, Liz They will feel VERY happy if my room is clean If you help me, I will finish on Friday and we’ll go out and have fun at the weekend Yay! Liz: Cool Workbook Answers 1 printer website pen drive keyboard opened attachment open virus delete downloaded upload crashed eats / will break breaks / will fall falls / will play plays / will wake up wakes up / will start starts / will hear hears / will jump / will see sees / will jump / will catch doesn’t sing / won’t wake up 10 isn’t / won’t work What will happen if a mouse eats A? Where will C fall if B breaks? Will E wake up if the music starts? Will G catch the mouse if E doesn’t start to sing? 6.3 I’ll be more careful Weekly Objectives Topic Problems with objects Grammar Will for promises and predictions Vocabulary Faulty objects 6.3 periods Answers Affirmative: will / will Negative: won’t / be We use will to express promises and predictions 44 Remember to create some cognitive conflicts to challenge Ss to think and question what they think, e.g Can we use will to talk about plans? Encourage them to work in pairs and then, hold mini-discussions In this way, all the Ss will have to come up with an answer and participate in the activity Warmer Talk with Ss about computers and their uses What they usually with their computers? What programmes / software they usually use? Have you ever had a problem with your computer? Encourage Ss to talk about the most common problems they have with their computers Write the vocabulary on the bb and ask them to copy it in their folders E.g The computer caught a virus It slowed down It didn’t start It stopped working It made funny noises It was hijacked It didn’t connect to the Internet Etc Answers Ss’ own answers Listen and answer true (T) or false (F) Ask Ss to look at the photo and describe the situation What they think Josh is saying? Read the pre-listening sentence to Ss before playing Track 43 Ss listen to the recording, check their predictions and say if the sentence is T or F 43 Answer F 43 Audioscript See SB page 52 Answer the questions In pairs, Ss answer the questions and then check with Track 43 When correcting with the whole class, encourage Ss to make full sentences Answers Because the keyboard of his computer doesn’t work It fell down when he was taking it to school It will be ready in a week Grammar | Will Ask Ss to read the dialogue again and complete the sentences in the table Point out we also use will to make promises Make promises Use the verbs in the box Ask Ss to read the sentences before starting to write the answers Have them invent other possible promises for each of the situations is broken The screen is dirty 45 Listen and repeat Then practise the conversation in pairs Ask Ss to listen to the conversation and identify the problem (the mobile doesn’t work) and the promise to solve it (the dad will take it back to the shop) Ask Ss to pay special attention to the rhythm, stress and intonation Ss read the expressions in the table Check they understand the meaning of all words 45 Sample answers I will it tomorrow I will clean it this afternoon I will fix it I will buy you a new one Grammar | Will vs Going to Draw Ss’ attention to the use of will to express promises and predictions while going to expresses plans, intentions or decisions A promise or a prediction? In pairs, Ss classify the sentences according to their function Then have a class check Encourage Ss to create their own promises and predictions and challenge their friends to identify them Answers Promise Promise Prediction Prediction Promise Match the objects (1–4) with the adjectives (a–d) and make sentences Then listen and check Have Ss read the vocabulary and make sure they understand the meaning of each word They may look up the meaning of unknown words in the Mini Dictionary Ss work individually and check with Track 44 You may want to ask them what other objects can be stained (clothes, cloth, paper, etc.), missing (buttons, laces, handle, etc.), dirty (clothes, bike, car, floor, etc.) or broken (bike, car, gadget, etc.) 44 Audioscript Some keys are missing The manual is stained The mouse next Extra practice Teen online behaviour: Ask Ss to make a survey on what communication devices their friends usually use, and how they use them E.g Have you got a mobile phone? How often you use it? Have you got a Facebook account? Then, they present the results to the class You may copy the following table below as a starting point to the survey Devices Communication tools Mobile phone Laptop Desktop Smartphone MP3 player e-book reader Tablet computer Text Talk on mobile phone Talk in person, outside school Social network services Instant messages Talk on landline telephone Email Class & WB Audio Audioscript See SB page 53 Answer Key Practise similar conversations in these situations Ss work in pairs, taking turns to ask and answer questions Encourage them to use as many expressions from the box as possible You may also challenge them to add extra information, e.g more than one problem, a short description of the gadget, a brief narration of how it got broken, etc Circulate around to collect information about the groups’ progress and help them if they have doubts but try to avoid interrupting this fluency activity Give Ss some minutes to rehearse their lines and ask them to record their performances on their notebooks or to role-play in front of the class Answers Ss’ own answers Extra practice 77 76 Answers – d Some keys are missing – a The manual is stained – c The mouse is broken – b The screen is dirty prev Workbook Answers 1 dirty stained broken missing 21e 2c 3d 4b 5a I will study more! I’ll buy you one now! I’ll help you I’ll go with you I’ll wash it problem matter work Shall I would matter broken repair like 10 kind 10 M K K M M 10 Audioscript Mum: This old computer is awful It crashes all the time and I lose my work! But if I buy a new one, what will I with all my files? Katie: Mum, it isn’t so difficult! Don’t worry, I’ll help you with your files Mum: Promise? Katie: Yes I’ve told you Mum: OK If you help me with that, I’ll buy a new one Katie: Cool, mum Will you let me use it? Mum: If you really help me … Katie: I told you! Don’t you believe me? Mum: Mmm … It’s difficult sometimes Katie: Mum! If you don’t stop with that, I won’t help you at all! Background Information Digital Connections EDB EDB 66 Weekly Objectives Consolidate new notions Develop reading, listening, speaking and writing Integrate skills EDB Look at the cartoon and answer Ss look at the cartoon and answer the question periods EXPLORE AND DEVELOP Warmer Life on another planet: Do they think it’s possible or / and feasible? Would they like to go to Mars? What is humanity looking for by going in search of another planet to live on? Reality or Fantasy? Human colony on Mars in 2023 Choose an option Then read the article and check Have Ss look at the text and say what type it is (a news article) Ss read the text and choose the correct option Complete the file Ask Ss to read the article again and complete the file in pairs Then, check the answers with the whole group, by asking several Ss to read their answers Answers Number of people on Mars in 2025: People’s principal activities there: colonization exploring the planet and building new homes Mr Romer’s role in the project: help with the reality show on TV Purpose of the show: finance the mission and attract people’s interest What / Who these words refer to in the article? Elicit from Ss that referents are usually mentioned before the pronouns, possessive adjectives or Whwords and that they may be in the same paragraph or in different ones Tell them we use them to avoid repetition and give unity to the text Answers it: a Human Colony on Mars they: the 20 inhabitants its: (the Dutch company) Mars One It: the TV programme where: the reality show They: viewers from all over the world their: the first inhabitants / participants their: the new emigrants Read the cartoon again and answer true (T), false (F) or not in the cartoon (NC) Ss read the cartoon and work on the exercise in pairs Ask them to correct the false statement (2 “Our team space programme for school is more important …”) Answers T F NC BUILD Create your own dream about the future What will happen? Refer Ss to Alex’s story and ask them to create their own dream about the future They will write their version of the future in the form of an essay, composition (fictional or real), a letter to a friend or a documentary with their reflections and doubts about the future Step Plan Encourage Ss to look for information about future projects or technological expectations on the Internet Ask them to take down notes about the topics and also write down useful vocabulary and expressions they may find on the Net Step Draft Ss write their first draft Remind them to use pronouns and reference words (where, there, it, they, their, etc.) so as not to repeat words, phrases or sentences, and to make the information clearer Refer Ss to the Writing notes to use different reference words and pronouns in their draft copies Step Check Elicit from Ss which procedure they should follow to check their own texts and to correct their friends’ texts Step Present Ss present their work to the class CHECK YOUR PROGRESS ACROSS burn download crash open DOWN upload delete attach print save 2a broken stained dirty missing work b Ss’ own answer will be cities on the moon won’t be any cars will all speak the same language will control the weather If he loses all his important files, he will lose his school project If he loses his school project, he will be in trouble with this teacher If he is / he’s in trouble with this teacher, his parents will not / won’t buy him a new pair of trainers If his parents not / don’t buy him a new pair of trainers, he will not / won’t look cool If he does not / doesn’t look cool, Nadia will not / won’t go to the school disco with him If Nadia does not / doesn’t go to the school disco with him, Darren will not / won’t go to the disco If Darren doesn’t go to the disco, (Ss’ own answers) Mum, I’ve got a problem with these jeans What’s the matter with them? The zip’s broken Shall I try and repair it for you? Yes, please Here they are Oh, no It’s no good I’ll put a new zip in for you Oh, thanks, Mum That would be great REVISION Pattern: plain, checked, spotted, striped Personality: honest, annoying, helpful, funny Style: baggy, tight, casual Camping: torch, rucksack, sunscreen, tent look like / bit look / suits / sure / Which like / quite / look like something nobody Everybody anything somebody work stained broken dirty missing Does … have to go have to take doesn’t have to had to train Do … have to write did … have to go Leah went to a museum Jake went skiing Lucy went sightseeing Uma went windsurfing Have … cycled Have … seen Have … taken Have … visited have … had haven’t seen / yet I’ve just bought has already started haven’t spoken … yet has already won arrived have already spent went bought ’ve never had has just come had Has … been haven’t had 10 I will wash it tomorrow Sample answers: I will finish them soon I’ll tidy it right now! 11 is / I’ll I will buy / are not (aren’t) leave / will not (won’t) be Will … send / give will not (won’t) hear / speak 12 problem with broken Shall look at please would I’ll call free 10 Thanks 11 kind 13 What shall I wear? with it you prefer too tight How does it look? It suits you next EDB Listening task (See SB page 56) 46 Listen to Sid talking about his new project with this friend Lucy and choose the correct options Ask Ss to read the options and make predictions about Sid’s new project Play Track 46 for Ss to check their predictions and work on the exercise Answers 1c 2a Answer the questions In pairs, Ss answer the questions before listening to Track 46 again Then, ask several Ss to read their answers to check the responses with the class Class & WB Audio Answers For one year Food bars No, she doesn’t She thinks he won’t stand the training, because Sid “can’t stay in one place for more than hours.” 46 Sid: Lucy: Sid: Lucy: Sid: Lucy: Sid: Lucy: Sid: Lucy: Sid: Lucy: Sid: Lucy: Sid: Lucy: Answer Key Audioscript Hey! I’ve signed up! What for? For the TV reality show The Mars trip? That’s correct And they’ve accepted me I will go to Mars, Lucy! You’re definitely crazy How long will you have to participate? In the show? If they don’t eliminate me, for a year They’ll eliminate you You can’t stay in one place for more than hours! Ha ha… This is different What’s the plan? They will train us for a year We’ll have to live in the same conditions as in the spatial vehicle And we’ll have the same diet: calories, fat, vitamins and minerals How will you eat that? I suppose they won’t give you a hamburger Ha, ha! It’s all bars, or food similar to dog food Well, I see you’ve made your decision Wish you luck with the training programme! And what about my life on Mars? We’ll see when you get there 79 78 Answer a Answer The second one It may be useful to conduct some error analysis sessions based on errors collected from Ss’ creative writing You may select some sentences containing errors you feel Ss can self-correct and copy them on the bb Ss may work in pairs, analysing and correcting the sentences and then explain why they are wrong prev Background Information Digital Connections TIME OUT C Weekly Objectives Integrate skills Transfer knowledge to new situations Develop comprehension strategies TIME OUT C periods JUST PREDICTIONS? Warmer Talk with Ss about predictions in our world Who makes them? (scientists, fortune tellers, palm readers, horoscope makers, weather experts, etc.) What are they generally about? (people’s personal lives, life on Earth in the future) How are these predictions transmitted? (On TV, in the newspaper, in books, in fortune cookies, etc.) Are Ss interested in them? Do they believe in people who talk about the future? recommendations Delphi lost its power when Christianity became an important religion In Greek mythology, the Greek fought against the Trojans and destroyed their civilization They fought to recover their queen, Helen, who had left Greece with a Trojan prince After fighting for many days, the Greek left a wooden horse, with soldiers hidden inside, outside the Trojan walls The Trojans thought it was a symbol of their defeat so they took the horse into their fortress That night, the soldiers came out, opened the fortress doors and crushed the Trojans You may ask the Ss to read the text and complete the following sentences Write the sentences on the bb and ask the Ss to copy them and complete them, using the information in the text My predictions for the future Brainstorm different topics Ss may write predictions about and write them on the bb: the universe, modern life, technology, education, transport, etc Ss may look for ideas on the Internet Encourage them to make a poster with their predictions They may be grouped by topics and there must be both positive and negative ones Class & WB Audio Answer Key The Greek only believed in They consulted the oracle to 81 80 next MY TIME OUT Complete the following sentences People have always been interested in predictions because What does your fortune cookie say? Background information Fortune cookies are very popular in American Chinese restaurants The fortune is the small piece of paper with the prediction or prophecy It can also be a list of lucky numbers, which you can use for the lottery prev Background Information Delphi was Comic strip Ask Ss what this comic strip reflects about fortune tellers Do they predict the future? Ss may role-play a fortune teller or palm reader session Elicit from Ss the possible topics the fortune teller and his / her client may talk about: family, work, travelling, love, money, friends, etc Ask Ss to write at least one positive and one negative prediction per topic In pairs, Ss pretend to be a fortune teller and his / her client and role-play the situation in front of the class You may give them some minutes to practise the conversation before acting it out The Greeks and the Oracles Background knowledge The oracles /"År´klz/ were both the gods’ predictions and the places where people went to ask the gods for advice or information about the future The Oracle of Delphi dates back to 1400 BC People from all over Greece travelled to the city of Delphi to ask the gods for Everybody could consult the oracle but only Answers they are like magic / are very attractive their gods’ predictions make decisions the most famous oracle in Ancient Greece once a month Digital Connections UNIT TEST A Is Richard a busy boy? Richard, my British friend, loves sports He goes to school every morning and in the afternoon he does different activities He is a very busy boy On Monday, Wednesday and Friday he and his friends go to the club and practise tennis They play an important tennis match every Saturday morning On Tuesday and Thursday, Richard doesn’t have lunch at home because he trains with his football team from 13:00 to 15:00 They play football matches on Sunday morning 13 This text is from Jenny’s blog Write ONE word in each blank very busy Hi, there! How are things? this week :@ got three tests: Geography tomorrow, Thursday and Maths Science favourite subjects Friday These aren’t you like these subjects or ? you hate Look at the text again and answer Look at Jenny’s typical Thursday Write sentences about her activities What sports does Richard do? He How often he and his friends have tennis training sessions? They When does Richard play football matches? He © Pearson a The red car b No, it’s not mine It’s hers c No, his are red and black d Debbie is e Yes, it is his f Sorry I’m washing my hair Write these numbers 7:30 Get up 8:00 Leave for school 9:15 Maths 13:00 Have lunch with mum 1,350 264 791 3,640 429 15:00 Go to the club 15:30 / 17:00 Handball practice Every Thursday, Jenny at 7:30 She eats at 8:00 At 9:15, she breakfast and Then, she always with her and mother After that, she 6 Write about you and your family (names, ages, professions / occupations, nationalities, likes, abilities, habits) How old is the palace? How far is it from the city? How big are the gardens? How heavy is the statue? How far is the station from the palace? a b c d e f About tons The biggest in the area 500 years 200 metres km from the centre 467 Circle the correct words Answer Key Put the words in order pizza / salad / healthy (+) fast food / a meal at a restaurant / expensive (-) motorbikes / some cars / fast (=) Bariloche / San Martín de los Andes / cold (=) Digital Connections 10 Write the dialogue A: Ask for a suggestion (What to next Friday) B: Make a suggestion (Watch a film at your place) A: Respond (Refuse suggestion) B: Make a new suggestion (Go to the theatre) A: Respond (Accept suggestion) A: B: A: B: A: 10 TOTAL 50 Background Information Tucumán Province / Buenos Aires Province / small (+) Peter hasn’t got many / much homework for tomorrow He’s got a lot of / many free time this afternoon His friends aren’t going to give him many / much presents for his birthday because they haven’t got many / much money They really want to have many / a lot of fun together There are a lot of / much bags in the car 10 Class & WB Audio 10 Match the questions with their answers There is an extra answer week / are / to / play / the / you / tomorrow / next / match / going / or ? museum / is / Helen / this / to / afternoon / going / visit / the isn’t / work / James / here / going / year /to / next her / is / going / tickets / the / to / brother / buy ? My Life Richard has got / have got two sisters Their / Her names are Jenny and Debbie Jennie loves sports but Debbie 3don’t / doesn’t Debbie 4love / loves music She plays 5third / three musical instruments: the guitar, the trumpet and the piano She is 6in / on her bedroom now She 7plays / is playing the trumpet because / why she has got 9a / an music test tomorrow 10On / In Fridays she 11take / takes music W E D N E S D A Y Circle the correct words 5 are / fly / and / his / John / next / family / the / going / to /UK / to / month © Pearson PHOTOCOPIABLE Is this your bag? Are those Sam’s new football boots? Which is faster? Who is playing the trumpet? Can you come now, please? school exercises at home bags, suitcases CDs, pop, rock minutes, years, months chairs, tables next Put the words in order PHOTOCOPIABLE My Life Match these questions (1-5) with the answers (a-f) Write the letter in the box There is an extra answer 5 Find the word prev 83 82 b Date: C lessons with a private teacher, Miss Palmer 12They / She is 13a / an excellent and very strict teacher Class: O Read this text about Richard and answer Name: D Date: F 1a Class: PD Name: Diagnostic Test TOTAL 50 Use these prompts and write excuses not return the book to the library / leave it at home I not wear the uniform yesterday / my trousers wet I not eat much last night / not hungry I T V 84 Complete with the correct form of the verb to be LI TH P is / zoo / too / walk / to / the / far RY RE long / staying / how / you / are / Montevideo / in ? K dirty / shoes / these / are / too / to / wear Write a joke for April Fool’s Day Remember to say: ? tonight / is / too / it / go / cold / to / out Write sentences Too or very? her / does / how / take / trip / long Julian’s parents want to move houses Yesterday they visited a house near the park What did they think of that house? ? 10 Look at Pedro’s arrangements for today and complete the sentences garden / big (+) T O D A Y paint / old (-) garage / dirty (-) Complete the dialogue Where were you? What were you doing? Who did you see? What was he / she doing / wearing? What happened? Train for the football match 10:00 Type report 12:15 Meet Santi Buy tickets for tonight’s concert 14:00 Back to office 20:30 Dinner with Santi & his girlfriend Pedro hasn’t got much free time today At 8:30, he At 10:00 he and at They 12:15 he Tonight, before the At 14:00, he concert, he car park petrol station post office 12 travel agency Write about the problems in big cities these days Think about noise, people, rubbish, crime, etc HIGH STREET music shop newsagent These days big cities have some problems They are chemist Is there a petrol station in this town? the music shop Yes, it’s What about the newsagent and a post office? the music The newsagent is shop and the chemist A post office? There is one the petrol station A: Great, thank you Last Sunday morning, I was going 1out of / across a shop when I saw Jenny She was standing 2through / under a ladder Then, I saw John He was walking along / through the bridge 4in / over the road Mrs Thomas was walking 5across / through the road and 10 her husband was coming into / across the shop TOTAL 50 My Life A: B: A: B: Choose the correct option © Pearson 12 12 TOTAL 50 Background Information Digital Connections PHOTOCOPIABLE park Answer Key 8:30 with my friend Amy We (not have) coffee because Amy says if she drinks coffee in the afternoon, then she can’t a very funny person! sleep at night Amy a great singer too She told me she She at Gwen Stefani’s concert last week We fans We just love her! Class & WB Audio kitchen / small (-) My Life EN Last night I © Pearson A 85 PHOTOCOPIABLE L Put the words in order O 12 3 Write the places in town next C (not call) me Jimmy: Hi, Rick! You yesterday! I3 Rick: Yes, I (arrive) home from school at and I (give) you a call right away (be) but nobody answered … you at home? (be) in I think we have Jimmy: Yes, we a problem with our phone It (not ring) Rick: Strange (be) Jimmy: Yes … At my mum and dad (check) in the living room She (read) the her mails and he 10 paper Rick: What about your brother and sister? (play) console Jimmy: Frank and I 11 (do) her games and Sheila 12 homework We definitely have a problem with our phone! prev O My friend Molly isn’t coming to my party I’m s Her parents are going to buy her a new computer She’s p The class started at 11:30, but Mike isn’t here He’s a When Greg didn’t arrive on time, Lin got w d Complete the dialogue Date: D How you feel? Complete the adjectives Class: F Date: Name: PD Class: PARK ROAD UNIT TEST A UNIT TEST A Name: a) Sports & Entertainment b) Travel & Entertainment c) Entertainment AMUSEMENT PARKS IN SOUTH AFRICA* 86 My Life Sun City (North West province) is a holiday resort and an amusement park that has something for the whole family It is a fantasy fun land with spectacular rain forest, water wonderland and amazing architecture There are a lot of activities for children, from the games arcade to the Valley of the Waves theme park, horseriding and Monkey Spring Plaza Gold Reef City (Johannesburg) is an internationally recognized theme park created around an authentic 19th century gold mine Its museum, underground mine tour as well as the gold pouring demonstration bring the past world before the eyes of the visitors uShaka Marine World (Durban) has got the world’s fifth largest aquarium measured by water volume This is the home of sea mammals, sharks and other fish, birds and great beaches uShaka Marine World offers beach, water and action activities There is also a freshwater entertainment facility called Wet’n Wild * Adapted from www.southafricaweb.co.za/page/amusementparks-south-africa Thursday Stay at hotel / Pack suitcases Friday 22:15 Catch plane home 7a Listen to Katie and her friend Maggie and choose the correct option 47 Which animal below is NOT an Africa’s Big Five? Hi Mum & Dad, Our last days here! Tomorrow we Johannesburg They say it is a great city On Thursday, at the hotel Jane we our suitcases! I don’t know how she is going to it A lot of clothes and souvenirs! But she is a genius our On Friday, our last day L , we plane home at 10:15 Hope you are OK CU Peter a) Hippo b) Rhino c) Leopard b 48 was in prison on Robben Island Table mountain was high to climb The water on the Atlantic coast is warm than the Pacific coast They went on a in the Kruger National Park Katie took pictures of the animals 10 Look at the map near Katie’s hotel in Cape Town and write sentences with the following prompts Write about your last summer / winter holiday, or a day out with friends or family (where, who with, when, different activities, etc.) post office / North Street & East Street 10 16 computer shop / internet café & music shop Answer Key Chinese restaurant / park Background Information Writing Circle the correct words At the airport, Peter’s family had too 1much / many luggage Katie’s brother is 2very / too young to carry his heavy suitcase It was at least 3as heavy as / more heavy as Katie’s! On the plane, there were 4many / much passengers The plane was full 5How far / How long was the flight home? About 12 hours Class & WB Audio Listen again and complete the sentences 26 C Listening Digital Connections My Life You can’t learn about South Africa in these theme parks Old and young family members can have fun at Sun City Only adults can enjoy the water rides at uShaka Marine World Children can’t go horse riding at Sun City Hi, guys! My third day in South Africa Time flies!!! (go) to uShaka Marine Yesterday we (travel) some hours World in Durban We by car from the hotel but I don’t mind that This (be) amazing!! First we place (be) there many (visit) the aquarium (be) fish? Of course and sharks too! There a lot of different birds in the park too, but that was (watch) the different not all … After we (learn) about their lives, we animals and (walk) to the beach My brother and 10 (swim) in the sea while mum and dad I 11 (have) a rest on the sand In the afternoon, (come) into one of the buildings and we 12 13 (ride) Wet ’n Wild Cool and fun! Visit Johannesburg © Pearson Answer true (T), false (F) or not in the text (NT) Read Katie’s blog and complete with the correct form of the words in brackets L I S T Wednesday next bank / supermarket PHOTOCOPIABLE © Pearson The thief entered the window Six chairs, tables, sofas … God, why you have so much for! You go there when you want to take a train: the Write in letters 3,589: three five hundred and eighty nine A glass of cold water, please I’m D O prev 87 PHOTOCOPIABLE T O 10 The majority of South African amusement parks combine entertainment and education for the whole family Some of the best known amusement and theme parks in South Africa are: b Complete the sentences Date: O In which section of a website is it most possible to find this information? Class: These are some activities Katie and her family have for the next days Complete her father’s mail to Katie’s grandparents Vocabulary, Grammar and Communication Read this text and answer Name: D Reading 1a Mid-year Test A Date: F Class: PD Mid-year Test A Name: TOTAL 100 jealous boring high-waisted big-headed plain mature lazy funny striped hard-working checked modest Match the questions with the answers There is an extra answer What does your new history teacher look like? What is he like? Is he like your old history teacher? What about your coach? Is she nice? What is she like? Yes ? No play volleyball ? ? Yes No ? Yes Sam and his friends are at the Iguazú Falls They have just arrived / just have arrived They think the place is really amazing These aren’t the first falls for Sam He has already 2been to / gone to some other falls in the world In 2012, he 3has visited / visited the Niagara Falls His friends are preparing their campsite now Have they put up the tents 4already / yet? No, but they 5have already made / haven’t made a fire They want to have a barbecue Everybody is happy but Sam looks scared; he 6saw / has seen an enormous spider when he got out of the bus All his friends 7have laughed / laughed because the spider wasn’t / isn’t THAT big 88 My Life I can’t see anything / nobody Can you turn on the lights, please? Can you see Helen here? There isn’t nobody / anybody like her in this room The children brought anybody / something really mysterious yesterday What was it? Somebody / Anybody is knocking on the door Can you open it, please? There’s nothing / anything on the table Where did you put my MP3? Nobody / Anybody can enter now The restaurant is closed Meg’s got something / nothing in her bag It’s empty She Write the questions for this questionnaire on travel experiences your best friend you / sleep by a lake ? you / eat sushi Write the dialogue A: Ask for advice (Wear to the party next Saturday) B: Make suggestions (jeans) and ask about preference (baggy or tight ones) A: State preference and ask for personal opinions B: Make a positive comment ? your brother and sister / see any penguins ? b Write Ana’s answers to the questions in Exercise 3a A: B: A: B: A: Answer Key 3a the housework? She Saturday? Write the dialogue using the prompts Oscar: ever / to Peru / ? Meg: Never What about you / ? Oscar: I / there / once / I / spend a week / Lima / three years ago / Meg: What / you / / ? Oscar: I / visit / some museums / and / go surfing / It / be / great / ! Oscar: Meg: Never What about you? Oscar: Meg: I (once) Oscar: My brother and sister (a lot of penguins / in Puerto Madryn last summer) 14 TOTAL 50 TOTAL 50 Background Information Digital Connections My Life I (never) 16 Class & WB Audio © Pearson your sister and her friends a volleyball match next Janet PHOTOCOPIABLE © Pearson your best friend Circle the correct word 89 PHOTOCOPIABLE next Saturday the housework but my Look at the table again and ask questions pack suitcase ✓ phone Mum ✗ ’s house ✓ take dog to Meg k early yesterday? Circle the correct words b wake up early g Me the housework b sl p t ch p l r ks My best friend next Read Janet’s holiday list and write sentences with already and yet Write the camping words My sister and her friends My sister and her friends yesterday but I I I sister and her friends a He is very hardworking and clever b A bit c Yes, she is d No, he doesn’t e Quite big-headed f He’s very tall and quite slim prev C spotted clever low-cut striped 4a Look at the table and complete sentences using the correct form of have to Date: O Circle the word that is different Class: D UNIT TEST A Date: F Class: Name: PD UNIT TEST A Name: 12 Write your predictions for the future In 2060 … people (live) 10 computer (weigh) cars (not use) I (married / not married) 12 © Pearson Skateboarding began in 1940 The first manufactures made surfboards too Skateboarding was very good business in 1966 The only international skateboarding championship was in 1965 The use of new material helped skateboarding to be popular again What does the writer want to with this text? a) to entertain the reader b) to inform the reader c) persuade the reader to skateboarding A: State a problem (my printer) B: Ask about the problem A: Describe the problem (not work) B: Promise a solution (take it / shop) A: Say thank you SKATEBOARDING IN THE SIXTIES AND SEVENTIES* In the sixties, skateboarding began to really take off There were a few top surfing manufacturers whose early products looked like the surfboards of the time Skateboarding became very popular and a magazine dedicated to this activity was produced regularly In 1965 there was an international skateboarding championship that was broadcasted on national television In 1966 though, the skateboard fashion finished A: A: B: A: 10 In the seventies, a second generation of skateboarders started when Frank Nasworthy invented a skateboard wheel made out of polyurethane, which gave skateboarders better traction and performance The new product was a big hit and skateboarding became in vogue among children, teens and a lot of young adults too! There was a lot of experimentation in skateboards at the time, including the use of aluminum and fiberglass to replace the standard material for skateboards * Adapted from www.extremesportnews.com/news.php?id=98 TOTAL 50 Class & WB Audio Write the missing letter of these adjectives and their opposites in l m st y/ t e/ / ≠ ≠ ≠ Answer Key Circle the correct option Tony is an excellent skateboarder He wants to be the best in town That isn’t easy He 1have to / has to practise every day Diet and exercising are very important for skateboarders They 2have to / has to have a healthy diet and a lot of exercise Last week he 3has to / had to train harder than usual because he 4has to / had to participate in a skateboarding competition on Sunday Did he 5have to / had to practise with his skateboard only? No way He 6have to / had to go to the gym, too There he 7has to / had to make his muscle stronger for his special trick All the competitors 8have to / had to show the judges their extraordinary tricks if they wanted to win that competition Background Information Digital Connections My Life 10 Vocabulary, Grammar and Communication Skateboarding has been one of the biggest passions that hit children and teenagers of our generation But how many of you know that it really started as early as the 1950s and its popularity coincided with the surfing mania in California at that time? In those early days, its best practitioners were guys who simply imitated the styles and moves of the top surfers of the time B: A: I’m cold That window is open B: I (close) it A: Your hair is really dirty B: I (wash) it today A: You haven’t done your work yet It must be ready before Tom arrives B: I know I (finish) it before Tom’s here, don’t worry © Pearson PHOTOCOPIABLE Complete these dialogues with decisions or promises Read the article and answer PHOTOCOPIABLE My Life 3 b Read the text again and write T (true), F (false) or NT (not in the text) 91 90 Write the dialogue 1a next C If Stephie (not go) to her next training session, she (not be) ready for the match on Sunday If she (not play) that match, she (lose) points If she (lose) points, her position on the ranking (be) lower If it (be) lower, she (feel) sad If she (feel) sad, she (not want) to play again dkorbaey rrntiep nnscera encers ttchaanmet daolpu prev Reading Make sentences about Stephie Date: O Class: D Rearrange the letters and find the computing words End-of-year Test A Date: F Class: Name: PD UNIT TEST A Name: Write sentences about Tony and Jackie If Jackie (not receive) a message from Tony, she (get) angry If she (be) angry, Tony (be) in trouble If Tony (be) in trouble, he (not train) well If he (not train) well, he (not win) the competition Write the question for a survey on sports experiences see a skateboarding competition 16 ? How does Jackie feel at the end of the conversation? a) furious b) happy c) sorry Write Jackie’s answers to the first three questions of the above survey Who invited them to the party? I (never) skateboarding Yes, Tony in a competition last Sunday No, I What does Tony have to tomorrow morning? When is the competition? PHOTOCOPIABLE © Pearson My Life c Write YOUR own answers to the same questions Writing I I I 9 Describe somebody you like a lot and somebody you don’t like much Write about their character, looks and the clothes they usually wear Match the questions with their answers There’s an extra answer What is Tony like? What does he like? What does he look like? How was the competition? What will he if he wins the next competition? a b c d e f Travel to California Slim and tall Sports and reading Funny and friendly Warm and windy Really difficult on my Do 100 worried I didn’t return the book to the library because I left it at home I didn’t wear the uniform yesterday because my trousers were wet I didn’t eat much last night because I wasn’t hungry was are were not having out of into under is along is over was across didn’t call did arrived gave Were were didn’t ring were was checking 10 was reading 11 were playing 12 was doing Class & WB Audio Ss’ own answers Unit Test A 1 TRAVEL AGENCY ZOO THEATRE PARK luggage music time one thousand three hundred and fifty two hundred and sixty four seven hundred and ninety one three thousand six hundred and forty four hundred and twenty nine 1c 2e 3b 4a much a lot of a lot of 5d many / much a lot of John and his family are going to fly to the UK next month Are you going to play the match tomorrow or next week Helen is going to visit the museum this afternoon James isn’t going to work here next year Is her brother going to buy the tickets Pizza is more healthy than salad Fast food is less expensive than a meal at a restaurant Motorbikes are as fast as some cars Tucumán Province is smaller than Buenos Aires Province Bariloche is as cold as San Martín de los Andes LIBRARY Answer Key The kitchen was / is too small The garden was / is very big The paint was / is too old The garage was / is too dirty opposite between next to The zoo is too far to walk How long are you staying in Montevideo Are these shoes too dirty to wear It is too cold to go out tonight How long does her trip take is training for the football match has to type a report is meeting Santi are going to buy / are buying the tickets for the concert is coming back to the office has dinner with Santi and his girlfriend Student’s own answers Mid-year Test A 1a b b1F 2T NT NT through furniture thousand thirsty (train) station went travelled is visited Were were watched learnt walked 10 swam 11 were having 12 came 13 rode much long TOTAL late Ss’ own answers Sample answers A: What shall we next Friday? B: What about watching a film at my place? A: No, thanks B: Why don’t we go to the theatre? A: Cool! 18 5f happy too are visiting catching as heavy as are staying many is packing How are 93 b 4d I’m I’ve on them 1 homework furniture Listen again and answer Does Tony remember about the party? 92 50 3a Unit Test A b 2c gets up leaves for school has Maths has / eats lunch goes to the club practices handball ? win a prize 1 sad has got Their doesn’t loves three in is playing because a 10 On 11 takes 12 She 13 an 49 Listen to Jackie and Tony on the phone, and answer the question ? 1a Yes, he is 1b 8a skateboarding Unit Test A b He plays tennis and football They have tennis lessons three times a week, on Monday, Wednesday and Friday He plays football matches on Sunday morning Listening 5a Diagnostic Test next C Today has been busy but I have finished a lot of the things on my To Do list returned from the gym and I have I’m going to have a shower now It’s late but I have to phone Jackie, my girlfriend I haven’t called her today I have received three text messages from her today but She is going to be I haven’t replied really angry! prev O Complete Tony’s post with just, already or yet Unit Tests A: Answer key & Audioscript Date: Date: D Class: Class: F Name: Name: PD End-of-year Test A Background Information Digital Connections b Mandela a lot of too 48 47 and 48 less safari Audioscript Maggie: Come on, Katie Tell me about your holiday in South Africa Katie: It was great We did a lot of things First we … Maggie: Did you see any lions? Did you eat exotic food? Did you meet any interesting boy? Katie: Easy Maggie When we arrived, we stayed in Cape Town, on the coast It was one of the most beautiful cities we visited Maggie: Did you see Table Mountain? Katie: Yes, we took a cable car to the top and saw Robben Island Mandela spent 18 years in prison there Maggie: Why a cable car? Too high to climb? How long does it take to get to the top? Katie: About hours Maggie: What about the beaches? I hear they are as good as the ones in Brazil Kate: Don’t know We spent some time at Fish Hoek, one of the beaches near Cape Town Maggie: Was the water warm or cold? Katie: At this beach the water is warmer than on the Atlantic coast We swam a lot there Maggie: Did you go on a safari? Kate: Yes, we stayed at a hotel in the Kruger National Park Maggie: Cool! Did you take many pictures? Katie: A lot Here is the home of Africa’s Big Five: Elephant, Lion, Rhino, Leopard and Buffalo Maggie: Why don’t we have a look at your pictures? Katie: Let’s go to my bedroom My camera is there 1f 2a 3b 4c torch pole rucksack have just arrived been to visited yet have already made saw laughed wasn’t 3a Have you ever slept by a lake? Have you ever eaten sushi? Have your brother and sister ever seen any penguins? b I’ve never slept by a lake I’ve eaten sushi once My brother and sister saw a lot of penguins in Puerto Madryn last summer Janet has already packed her suitcase She hasn’t phoned her Mum yet She has already taken her dog to Meg’s house Pedro and his family have travelled to Europe twice They stayed at a hotel in Madrid three years ago They went camping in Salamanca last summer Oscar: Have you ever been to Peru? Meg: Never What about you? Oscar: I have been there once I spent a week in Lima three years ago Meg: What did you do? Oscar: I visited some museums and I went surfing It was great! Unit Test A 1 keyboard printer scanner attachment upload ’ll close Unit Test A boring 1 sleeping bag screen Student’s own answers Ss’ own answers 1 jealous Unit Test A lazy striped 5e anything anybody something Somebody nothing Nobody nothing ’ll wash ’ll finish doesn’t go / won’t be doesn’t play / will lose loses / will be is / will feel feels / won’t want Sample answers A: I’ve got a problem with my printer B: What’s the matter with it? A: It doesn’t work B: I’ll take it back to the shop A: That would be great Thanks 2T 3F NT 5T interesting ≠ boring mature ≠ immature lazy ≠ hard-working has to have to had to had to to had to had to had to already just yet already have yet 5a Have you ever done skateboarding? Have you ever seen a skateboarding competition? Have you ever won a prize? b ’ve / have never done haven’t Ss’ own answers I have / I saw Class & WB Audio c Ss’ own answers 1d 2c 3b 4f 5a doesn’t receive / will get is / will be won’t train doesn’t train / won’t win 8a b 49 is / Answer Key 1c No, he doesn’t Jane (did) He has to train (tomorrow morning) In two days 50 49 and 50 Audioscript Jackie: Hello? Tony: Hi, love Jackie: Well Where have you been? I’ve texted you several times but … Tony: Yeah, I know … Sorry … it’s been a busy day today, you know Jackie: Have you finished yet? Or is there anything to yet? Tony: Not really I’m home now and I’m going to have a shower Jackie: A quick shower I don’t want to be late … Tony: Late for what? Jackie: For the party Remember my friend Jane from Australia, her invitation to her party last week? Well It’s this evening Tony: But, love … Tomorrow I have to … Jackie: No “buts”, Tony Be here in an hour or … Tony: OK don’t worry I’ll be there Jackie: And one more thing We will leave the party when it’s over … I know you don’t like parties much but please this time don’t start “Let’s go, it’s late” … Tony: Can we leave a bit early? Pleeease? Tomorrow I have to … Jackie: What are you doing tomorrow? Tony: I have to start training very early in the morning 95 94 a b1F C Sample answers A: What shall I wear to the party next Saturday? B: Why don’t you wear your jeans? Which ones you prefer? The baggy or the tight ones? A: I prefer the baggy ones Do they suit me? B: They look good 47 Do … have to play 1a b Jackie: Training?! That’s all you are thinking about these days Tony: But, Love, the competition … remember ? It is in two days Jackie: Two days … already? Tony: I’ll have my shower now and I will be at your place on time Jackie: But Tony you really think we should …? O 7a b Did … have to wake up Does … have to End-of-year Test A next D 4a had to wake up / didn’t (have to wake up early) have to play a volleyball match have to / don’t (have to the housework) prev F The post office is on the corner of North Street and East Street The computer shop is between the Internet café and the music shop The Chinese restaurant is opposite the park The bank is next to the supermarket Unit Tests A: Answer key & Audioscript PD Unit Tests A: Answer key & Audioscript Background Information Digital Connections prev next Dumas, Andrea My Life Teacher’s Resource Book / Andrea Dumas; Augusta Rabinovich - 1a ed Buenos Aires: Pearson Education S.A., 2013 E-Book ISBN 978-987-615-370-6 Enseñanza de Inglés I Dumas, Andrea II Rabinovich, Augusta III Título CDD 420.7 Pearson Education S.A Av Belgrano 615 piso 11° C1092AAG Ciudad Autónoma de Buenos Aires, Argentina Class & WB Audio www.pearsonelt.com.ar © Pearson Education S.A 2013 Answer Key All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers ISBN 978-987-615-370-6 Teacher’s Resource Book Background Information This edition published by Pearson Education Río de la Plata, 2013 Publisher Silvina Ferrante Editor Silvia Kosaruk Digital Editor Guadalupe Herrera Design Trineo Comunicación Visual Production Karina Liste Illustrations Pablo Felíz, Fernando Martín Gómez Cover design Trineo Comunicación Visual The publisher would like to acknowledge Gonzalo H Rosetti for the development of “Guía de proyectos digitales” at www.pearsonelt.com.ar/mylife The authors would like to thank Carlos A González for his collaboration during the development of this Teacher’s Book, and María Magdalena Calvo de de la Vega for her valuable suggestions We are grateful to © Shutterstock.com for permission to reproduce copyright photographs and illustrations Digital Connections