Sign Up to Eng h lis Contents Introduction Starter unit - Welcoming new students Unit - People around the world Unit - What are your friends like? 16 Unit - People and places 24 Unit - Schools around the world 32 Unit - A day in the life 40 Unit - Animals are all around us 48 Unit - We’re watching you 56 Unit - Stories to tell 64 Tests to 72 Tests - Answer key 81 Grammar reference - Answer key 83 Project work activities 84 Audio CD - Track list 87 Teacher’s Book Introduction Introduction General Characteristics of the Series Sign Up to English is a three-level series specially designed for teenagers studying English as a foreign language The series provides real-life situations, interesting topics and engaging activities in the Course Book to foster the use of the target language in class in meaningful contexts The activities aim to provide learners with opportunities to practise the language in a consistent and productive way Personalisation is a strong feature in Sign Up to English Students are given various opportunities throughout the units of the Course Book to relate what is being learned in class to their own experience Themes involving ethics, environmental issues, health, cultural plurality, education, work and citizenship permeate most of the activities and are used in interesting reading texts, exciting projects and thought-provoking discussions The technological element in the Course Book (through the Project Work activities and interactive games on the Student’s Interactive CD-ROM) responds to the interests of teenagers and provides extra opportunities for learners to use the language in real-life situations Components of Sign Up to English For each level the series provides a Course Book (with a built-in Workbook, a Grammar Reference section and a Student’s Interactive CD-ROM) and a Teacher’s Book (with an Audio CD) A stand-alone component is the Teacher’s Resource CD-ROM which features photocopiable activities for extension and consolidation, and extra photocopiable tests Course Book The Course Book contains: • A Scope & Sequence section • A Starter Unit • Units of four lessons each • Review sections (one per unit) • World Issues sections (one per unit) • A Workbook section • A Grammar Reference section • A List of Irregular Verbs (for levels and 3) • A Student’s Interactive CD-ROM The Scope & Sequence section consists of two pages with detailed information on syllabus distribution, including functions, grammar, lexis and recycling for every unit The Starter Unit is a two-lesson introductory unit with varied activities that allow for the recycling or effective teaching of the minimum language requirements needed to start the course For teachers, the Starter Unit is also a useful tool for conducting an initial diagnosis of new students’ background knowledge of English The following eight Units contain four lessons each, and are followed by a Review lesson and a World Issues section Each lesson consists of a double-spread section; consequently, each unit contains 12 pages (except for the Starter Unit which has two double-spread sections covering pages) The lessons are themebased and contain a wide array of reading text types to contextualise and present the target language The four macro skills (reading, listening, speaking and writing) are well balanced and addressed in all the lessons of the units The Review section appears after lesson in all the Units in the Course Book and it is a very useful tool for students to revise the contents they have learned World Issues is a section that accompanies the Course Book with exciting articles and activities spread over 16 colourful pages There is a double-spread World Issues section per unit World Issues texts focus on the development of reading skills and enhance students´ ability to express points of view and discuss topics of interest The World Issues section contains a link to a Project Work activity every two units (See Student’s Interactive CD-ROM.) The Workbook section appears at the end of the Course Book and consists of 32 pages (4 pages per unit) The Workbook provides a series of activities for practice and consolidation of the structures and vocabulary learned in each lesson of the Course Book and is meant to be done by students at home The Grammar Reference is a user-friendly section with Student’s Interactive CD-ROM Each Course Book is accompanied by a Student’s Interactive CD-ROM with two interactive games that can be played at the students’ convenience These games help students revise key vocabulary and core grammar points learnt in the Course Book In addition, the CD-ROM contains a key feature of the Course Book: the Project Work activities which function as input for the development of projects where English can be used in real-life situations They involve gathering information on the Internet, analysing and responding to it, and encouraging students to develop their presentation skills For both teachers and learners, the Project Work activities are rich optional resources as they provide engaging activities and opportunities for collaborative learning These activities are explained in this Teacher’s Book on pages 84, 85 and 86 Teacher’s Book The Teacher’s Book contains: • This Introduction • Lesson-by-lesson exploitation of the Units • Audio Scripts • Answer Key to the Course Book and Workbook • photocopiable Tests with Answer Key • An Audio CD The Teacher’s Book is the gateway for a sound and thorough use of the Course Book and the Student´s Interactive CD-ROM It provides a handful of ideas and suggestions to give support to teachers in different areas It contains detailed lesson-by-lesson planning notes, Three photocopiable tests are provided in this Teacher´s Book to assess the main skills developed and language, grammar and vocabulary items acquired throughout the units Test covers Units to 3, Test covers Units to and Test covers Units and In this way, students are provided with one test per trimester The Answer Key to the photocopiable tests is at the back of this Teacher’s Book Audio CD The Teacher’s Book in the Sign Up to English series is accompanied by an Audio CD It includes the listening input required for class work A system of icons and track numbers on the Student´s Book pages is used to link the listening activities with the audio CD tracks Outstanding Features within the Lessons Sign Up to Grammar box This section brings the lesson’s target language into focus so that learners have a clear reference for study The Sign Up to Grammar box is placed in a box on the top right-hand side of the second page of each doublespread section The fixed position of the box is a userfriendly resource as it allows students to find the main language items in the lesson quickly and easily Useful Tip Boxes Some lessons have Useful Tips boxes These boxes provide tips on a variety of topics; including grammar, spelling, pronunciation and culture Reference to Icons on the Course Book pages Speaking activity Reading activity Introduction Audio Scripts and Answer Key sections to the activities in the Course Book Cultural notes, reference sections, suggestions of interdisciplinary projects and extra activities can also be found Some comments in the Teacher’s Book may sound obvious to some teachers while not detailed enough to others Teachers will be able to adapt the lesson plans to suit their needs, depending on their own classroom situation Teacher’s Book grammar boxes and exercises for extra grammar practice Throughout the units of the Course Book, students will find Sign Up to Grammar boxes that direct them to the Grammar Reference section for further examples and practice The Grammar Reference also provides opportunities for self-evaluation: for each Grammar Reference topic, students may circle one out of three emoticons (happy, neutral or sad faces) that appear next to each grammar topic to show whether they understand the topic very well, well or not very well This may help develop the students’ sense of progress and awareness of their learning processes At the end of the Course Book, students will find a List of Irregular Verbs (for levels and 3) Listening activity Teacher’s Book Introduction Writing activity GR Grammar Reference* WB Workbook* *These special icons show links to something that is not part of the page where the icons appear Through these icons, learners are usually asked to go to another section in the book Annual Plan: Suggested Distribution into Three Terms 1st term Starter Unit CB pp 4-7 Unit CB pp 8-15 Review - Unit CB pp 16-17 World Issues CB pp 18-19 Unit CB pp 20-27 Some Other Features of the Series Project Work Activities They are available to teachers and learners on the Student’s Interactive CD-ROM that accompanies all the levels of Sign Up to English There are four Project Work activities per book connected with Units & 2; & 4; & and & They can be found in the World Issues sections These activities involve the use of the Internet to collect information They require the critical analysis of this information and provide opportunities for the development of presentation skills through exciting and motivating projects These projects are thoroughly explained in the last pages of this Teacher’s Book Annual Plan The chart on this page shows a suggested distribution of all the contents in Sign Up to English into three terms The items mentioned in this Annual Plan chart refer to the Course Book (Units to and the Review and World Issues sections); the Student’s Interactive CD-ROM (Project Work activities to 4) and this Teacher’s Book (Tests to and the instructions for the Project Work activities) Review - Unit CB pp 28-29 World Issues (Optional Project Work 1) CB pp 30-31 Unit CB pp 32-39 Review - Unit CB pp 40-41 World Issues CB pp 42-43 Test TB pp 72-74 2nd term Unit CB pp 44-51 Review - Unit CB pp 52-53 World Issues (Optional Project Work 2) CB pp 54-55 Unit CB pp 56-63 Review - Unit CB pp 64-65 World Issues CB pp 66-67 Unit CB pp 68-75 Review - Unit (Optional Project Work 3) CB pp 76-77 World Issues CB pp 78-79 Test TB pp 75-77 3rd term Unit CB pp 80-87 Review - Unit CB pp 88-89 World Issues CB pp 90-91 Unit CB pp 92-99 Review - Unit CB pp 100-101 World Issues (Optional Project Work 4) CB pp 102-103 Test TB pp 78-80 Starter unit - Welcoming new students L1 COMMUNICATIVE AND LEARNING TASKS LEXIS GRAMMAR PHONOLOGY The alpabet Greetings Numbers to 31 Verb to be: (am, is, are) used in context Pronunciation of the letters of the alphabet and numbers to 31 Pronunciation of demonstrative pronouns and classroom objects Extras: Suggested optional games and activities for consolidation L2 School and classroom objects This / these; that / those A / an + noun The + noun (s) Lesson (CB p 4) Draw students’ attention to the picture Ask them if there is a notice board in their school Read the three texts pinned to the board This anticipates one of the topics students will learn in this lesson: greetings and introductions Ask students to read the dialogues and circle the correct option Then play the audio CD and have students check the correct options You may double check answers by asking different students to read the dialogues aloud You may also play the CD again, one question at a time, and ask students to repeat after the CD Answer key: What’s your name?; How you spell it?; How old are you, Tomás?; Nice to meet you too.; How are you? Audio script Speaker: Dialogue Tomás: Hi! I’m Tomás What’s your name? Jeremy: Hi! I’m Jeremy Speaker: Dialogue Tomás: What’s your surname, Jeremy? Jeremy: Graham Tomás: How you spell it? Jeremy: G-R-A-H-A-M Lesson-by-lesson plans CONTENTS Greetings and introductions: Saying hello and goodbye Using classroom language Asking for permission Teacher’s Book Starter unit Speaker: Dialogue Jeremy: How old are you, Tomás? Tomás: I’m 13 Speaker: Dialogue Mr Jones: Hello, Jeremy! I’m Andrew Jones, your new teacher Jeremy: Nice to meet you, Mr Jones Mr Jones: Nice to meet you too Speaker: Dialogue Bill: Hi, Tomás! How are you? Tomás: Fine, thank you And how are you, Bill? Bill: Fine, thanks Introduce the alphabet either by writing it on the board or using some flashcards that you can easily prepare yourself You may also use the alphabet printed in the Course Book Go through the pronunciation of the alphabet letters a couple of times Play the audio CD and make some pauses for modelling and repetition Optional activities: GAME 1: Have students practise the alphabet by playing a spelling game with them Start by dividing the class into two groups Spell the name of a student and have the groups guess whose name you are spelling The first group to guess the name correctly scores a point GAME 2: Ask alternatively different students from the same two groups as in Game to spell their surnames If they spell them correctly, they score a point for their Teacher’s Book Lesson-by-lesson plans team Keep a record of the scores on the board and then announce the winning group Audio script Speaker: The Alphabet A,B,C,D,E,F,G,H,I,J,K,L,M,N,O,P,Q.R,S,T,U,V,W,X,Y,Z Now students take turns to spell the surnames given Answer key: Students’ own answers Lesson (CB p 5) Make sure students understand that they have to answer these questions about themselves Allow students some time to answer the questions Check by asking different volunteers to read their answers aloud Answer key: Students’ own answers Students listen and complete the missing numbers You may write the answers on the board for students to self-correct You may play the CD again, this time making pauses and asking students to repeat after the CD Audio script Speaker: zero / oh, one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty-nine, thirty, thirty-one Answer key: three; seven; eight; twelve; thirteen; sixteen; seventeen; twenty-three; twenty-four; twentyeight; twenty-nine Refer students to the picture of Lyn and Wendy Explain that it is the first time these girls have met and tell students that their conversation is not in the correct order Ask students to put the dialogue in order using numbers Play the audio CD and have students check their answers Answer key: 1; 4; 11; 6; 3; 2; 7; 10; 9; 8; Audio script Lyn: Hello! I’m Lyn Wendy: Hi, Lyn! I’m Wendy Wendy Williams Lyn: And I’m Lyn Fairhurst Wendy: How you spell Fairhurst? Lyn: F-A-I-R-H-U-R-S-T Wendy: Thank you And how old are you, Lyn? Lyn: I’m 13 What about you? Wendy: I’m 12 What class are you in? Lyn: I’m in class B Wendy: I’m in class B too That’s great! See you later, Lyn Lyn: See you! The aim of this exercise is to have students replace the information in the dialogue in activity with true information about themselves Ask students to role play the dialogue in pairs using their personal information If your students are false beginners, you can encourage them to add more questions If your students are true beginners and find this task very difficult, you can ask them to write a similar dialogue in their notebooks instead of role playing it Answer key: Students’ own answers Useful Tip: Vocabulary - Direct students’ attention to the Useful Tip box Explain to them that American and British English are different varieties of the English language and, therefore, there are some differences in grammar, vocabulary, spelling and pronunciation Explain that in the UK (United Kingdom) people use the word surname and in the USA (United States of America) people use the word last name Also you can ask students if they have a middle name, and if so, ask them what their middle names are Ask students to complete the text about themselves Answer key: Students’ own answers Answer key: 10 a clock; a pencil; a computer; 12 a door; a desk; a whiteboard; a notebook; a pencil case; a book; a pen; an eraser; 11 a litter bin Useful Tip: Grammar - It is a good opportunity to teach demonstrative pronouns Point at the arrows in the box and explain that short arrows indicate a short distance, whereas long arrows show a long distance from the target object Explain that this and that are singular words and these and those are plural words This and these are used to refer to objects that are near us and that and those are used to refer to objects that are far from us Explain to students that the answer to What’s this / that? is It’s a / an… , and the answer to What are these / those? is They’re… GR1 Direct students’ attention to the Grammar Reference section, where they will find further examples and practice Ask students to look at the pictures and answer the questions Answer key: pencil case; It’s a chair; erasers; 4.They’re clocks Ask students to work in pairs Encourage them to ask and answer questions about the school objects they can see in the classroom, using demonstrative pronouns Answer key: Students’ own answers Lesson (CB p 7) Useful Tip: Grammar - Direct students’ attention to the Useful Tip box and explain the use of definite and indefinite articles Answer key: a; the; an; 4.the Refer students to the pictures and explain that they represent expressions teachers and students often use during an English class Make sure students understand what they mean Read the sentences aloud and ask students to repeat after you Then students listen to the audio CD and tick the classroom language that they hear Answer key: 1; 2; 4; 5; 7; Audio script Mr Jones: Well, people Let’s get started! Open your books at page 3, please! Lyn: What page, Mr Jones? Mr Jones: Page 3, Lyn Lyn: Thank you, Mr Jones Mr Jones: Read the text and listen to the CD Tomás: May I go to the toilet, Mr Jones? Mr Jones: Not now, Tomás Please, wait a minute! Thanks Lyn: Can I have some water, please? I’m thirsty, Mr Jones Mr Jones: All right, Lyn But, please, close the door when you come back Lyn: Thank you, Mr Jones Useful Tip: Language - Tell students that may and can are sometimes used to ask for permission and that saying please and thank you / thanks is very important in order to be polite in English Lesson-by-lesson plans Refer students to the picture Ask them to write the number of the corresponding classroom objects next to the words Allow students some time to number the objects Check their answers by asking different students in the class to read out their answers Ask students to complete the dialogue with a, an or the Teacher’s Book Lesson (CB p 6) Students complete the dialogue using some expressions from activity Then they listen to the audio CD again and check their answers Answer key: listen to the CD; May I go to the toilet; Can I have some water, please?; please, close the door Unit Teacher’s Book Lesson-by-lesson plans Unit - People around the world COMMUNICATIVE AND LEARNING TASKS CONTENTS LEXIS GRAMMAR PHONOLOGY L1 Countries and nationalities Question words: what, where and how old Preposition: from Possessive adjectives: my & your Pronunciation of different countries and nationalities Pronunciation of some whwords Asking for and giving personal information Asking and saying where one is from L2 Countries and nationalities Famous person / people I think he is / I don’t know Verb to be (affirmative) Subject pronouns Where from (revision) Contracted forms of to be (I’m, you’re, he’s, ) Asking questions about some famous people L3 Months of the year Ordinal numbers Dates Prepositions: in + month on + date Pronunciation of @ (at) and (dot) Pronunciation of the months of the year and some ordinal numbers Asking and saying when someone’s birthday is Asking and saying someone’s email address and phone number L4 Colours Gadgets Verb to be (interrogative and negative) Short answers Subject pronouns: it & they Pronunciation of some colours and gadgets Asking about favourite colours and gadgets Asking what colour something is WI Sports, countries, the continents and the Olympic Games Recycling of some L1-L4 grammar topics and lexis Pronunciation of some sports, countries and nationalities Integrating acquired knowledge with a real life issue: the Olympic Games Extras: Suggested optional games and activities for consolidation Lesson (CB p 8) Audio script Andy: Hello, I’m Andy from Argentina What’s your name? Dianna: Hi! My name’s Dianna Blair Andy: Where are you from, Dianna? Dianna: I’m from the USA Andy: How old are you? Dianna: I’m 18 years old And you, Andy? Andy: I’m 17 Dianna: What’s your full name, Andy? Andy: Andrés López Dianna: I’m in class 1A What class are you in? Andy: I’m in class 1A too! Dianna: Great! See you later, Andy! Andy: See you, Dianna! Set the context for the dialogue: two teenagers who meet for the first time are talking They may be at school Ask students to read the dialogue and tick the right options Now students listen and check their answers in activity You may play the CD again and pause it at every answer for students to repeat after the recording Answer key: What’s your name?; Where are you from, Dianna?; How old are you?; I’m 17; What class are you in? Ask students to complete Dianna’s and Andy’s profile You may check students’ answers in class by asking students to read their answers aloud Answer key: Full name: Dianna Blair; Age: 18; Country: the USA; Full name: Andrés Lopez; Age: 17; Country: Argentina Lesson (CB p 9) Ask students to match the countries and nationalities using numbers You may ask students to the matching activity in pairs or small groups Check answers and have students repeat the words after you Treat this exercise as a teaching opportunity: not expect students to get the answers right Help students notice the correct pronunciation of the word country and the different nationalities Answer key: Brazilian; Canadian; Chinese; French; German; British; Mexican; Italian; 10 Japanese; 11 South African; 12 American Refer students to the Sign Up to Grammar box on the top-right corner of the page Explain that this box summarises the main grammar topics taught in the lesson and that it should be used as a reference for study Then ask students to complete the short dialogue using my or your Answer key: your; My; your; My Ask students to complete the speech bubbles Point at the flags and ask students whether they can identify them Offer some help if needed Answer key: from Japan / Japanese; from; from Australia / Australian; Where; Brazil; from Cuba / Cuban Pair students up and have them adopt different personalities in order to use different countries and nationalities Answer key: Students’ own answers WB p 113 Now that you have finished teaching this lesson, it is advisable to turn to the workbook activities on page 113 You may assign these exercises as homework Answer key: Brazilian; Venezuela; Germany; British; Spanish; Taiwan; Chinese; English 2 South Africa- South African; CanadaCanadian; Argentina-Argentinian; Italy-Italian; Greece-Greek; Mexico-Mexican to meet; Nice to meet you; are you from; I’m / I am from; How old; class are you in; in class name´s; I’m 12; I’m from; are you; are you from Lesson (CB p 10) Teach the words famous and people As a warmup activity, ask students to name three famous people and say where they are from Answer key: Students’ own answers Refer students to the dialogue and ask them to read it and fill in the gaps using their own ideas Answer key: Students’ own answers Now students listen to the audio CD and check their answers in activity Answer key: American; Puerto Rico; Where; Italian Lesson-by-lesson plans Spelling - Draw students’ attention to the fact that, in English, nationalities and countries are written with capital letters Teacher’s Book Useful Tip: Test Test (Units 4, & 6) Student’s name: Date: Final score: /100 Part 1: Reading Task 1: Read this text and write true (T) or false (F) (10 marks) A Day in Jill’s Life Photocopiable © Ediciones Santillana S.A / Richmond 2012 My name´s Jill and I’m from New York, USA I’m a nurse and my routine is a bit unusual because I work at night I live alone I get up at about 3:00 p.m I have a shower and then I have lunch I check my emails and surf the Web I never watch TV during weekdays I go to work on foot and I arrive at the hospital at 10:00 p.m I take care of sick patients and help doctors I finish work at 7:00 a.m and I go back home by bus When I get home, I have breakfast and read the newspaper Then, I go to bed! At the weekend, I don’t go to work On Saturdays, I relax and listen to music at noon and I go out with my friends in the evening On Sundays, I play tennis in the morning and watch TV in the afternoon I know my routine is very different from most people’s but I like it a lot! Part 2: Grammar, vocabulary and writing From Monday to Friday, Jill sleeps ] during the day [ ] Jill watches TV on weekdays [ ] She goes to work by car [ She reads the newspaper before going to bed [ ] She likes her unusual routine [ ] Task 2: Write the questions to these answers Look at Task 1.1 Look at the pictures and write sentences about Eddie’s routine (10 marks) the underlined phrases Use Wh-question words (10 marks) 1 She lives alone ? 2 She works in a hospital ? 3 She starts work at 10:00 p.m ? 4 She likes her routine because it’s unusual ? 5 She goes back home by bus ? 75 Tina can’t bark but it can meow or but and and but 2.2 Put these sentences in the correct order using numbers (5 marks) Photocopiable © Ediciones Santillana S.A / Richmond 2012 He gets up at 1.2 Fill in the blanks with get, go or have (5 marks) 1I up at 6:30 a.m 2I a shower 3I dressed 4I breakfast 5I to school at 7:30 a.m ] Then, I my homework [ ] First, I make my bed [ ] Finally, I have dinner and go to bed [ After that, I watch TV and check my emails [ ] Next, I tidy my room [ ] Task 3.1 Correct these sentences (10 marks) Kate goes to school by bus (on foot) Kate doesn’t go to school by bus She goes to school on foot Lisa likes romantic film (comedies) Task 2.1 Look at the table and write five sentences using They live in America (Europe) can or can’t (10 marks) She rides her bike to the summer camp (horse) Bobby Tina bark √ X meow jump high climb walls run fast help blind people swim eat biscuits X X X √ √ √ √ √ √ √ √ X X √ 76 John wants to go to school (home) They would like to live in a flat (house) dialogue (5 marks) go to the toilet have a hot dog √ buy gifts √ take photos X buy a new camera √ drink some water X √ A: Can I go to the toilet ? B : Yes, you can A: ? B: A: ? B: A: ? B: A: ? B: A: ? B: Task 4.1 Complete the letter with a suitable object pronoun 4.2 Complete this extract from Nancy’s diary with a suitable preposition Use in, on, at, from or to (5 marks) This is my weekly school schedule [1] Mondays and the morning Fridays, I’ve got Maths [2] Tuesday afternoons, [4] I study French [3] 3:30 p.m I don’t like French, I prefer 2:00 p.m [5] English On Wednesdays, I… Writing: Task 5: Complete this letter to your classmate Tell him / her about your weekend routine Use frequency adverbs (always, usually, often, sometimes, rarely / hardly ever, never) (20 marks) Dear I am writing to tell you about my weekend routine as part of our school project on people’s lifestyles On Saturday mornings, I (me, you, him, her, it, us or them) (10 marks) Dear Albert, about my family I am writing to tell (1) very much because they I really love (2) are great! My mum and dad are excellent teachers and very good parents too! I love (3) Helen, my sister, studies Computer Science at Stanton University She’s very smart Everybody likes Tom, my brother, is a musician We love (5) because he plays the guitar very well I can play the much guitar too, but I don’t like (6) Skinny is our pet dog He’s so sweet! We also like a lot! (7) : Mum, Dad, Helen, Tom, Well, that’s (8) and your Skinny and me! What about (9) family? again soon! Please write to (10) Take care Nancy , At noon, In the afternoon, In the evening, (4) On Sundays, Please, write back soon and tell me about your weekend routine Then we can collect all the information and start working on our school project Take care 77 Photocopiable © Ediciones Santillana S.A / Richmond 2012 3.2 Use the information in the box and complete the Test Test (Units & 8) Student’s name: Date: Final score: /100 Part 1: Reading Task 1: Read this telephone conversation and write true (T) or false (F) (10 marks) Photocopiable © Ediciones Santillana S.A / Richmond 2012 Claire: Hi, Lisa! This is Claire Lisa: Hi, Claire! Where are you? Are you coming to the party? Claire: I’m afraid I’m not I’m watching TV in my bedroom I’m ill in bed Lisa: Oh, poor thing… I hope you get better soon! Claire: Thanks, Lisa What’s going on there? Lisa: Peter and Kate are dancing in the backyard And Angie and Anne are chatting in the kitchen (they are eating some cake too), and Pauline and Tom are watching the Simpsons on TV in the living room… Claire: Tom? Is Tom there? He must study for the Maths exam! Lisa: Don’t worry, you know he usually studies hard and gets good marks… Oh, you know, Stella is not coming to the party! She was on holiday in the Caribbean last week and there was a horrible hurricane there She is fine now, but it was a terrifying experience for her Her parents were very worried about her Luckily, there weren’t any accidents in the area Claire: Oh, dear! I’m glad everything was OK in the end Lisa: Me too! Listen, Claire, you must stay in bed and rest Remember you mustn’t go out! Claire: I know that… No problem! Thanks Lisa, and enjoy the party! Bye! Lisa: Bye! Take care! Lisa must stay at home and rest [ ] ] Stella is going to the party [ Tom is a good student [ ] The people at the party are doing different things [ ] Claire doesn’t feel well [ Task 2: Answer these questions (10 marks) What are Pauline and Tom doing? 78 Where are Peter and Kate? ] What was Stella’s problem? Who is ill? What is Lisa doing? Part 2: Grammar, vocabulary and writing Task 1.1 Read and complete this text using the verbs in the box in the –ing form (10 marks) wash make x watch read eat cook come buy I have an important exam [ on Monday ] I / make / noise My room is messy [ ] You / go / to the doctor’s You’re ill [ ] I / tidy / it That animal is dangerous [ ] I / study / hard I am studying in the library ] You / touch / it [ 1 What are the Joneses [1] doing today? Karen isn’t at home She’s [2] clothes 2 his car in the backyard? No, he isn’t [3] He’s [4] TV in the living room What’s Mum doing at this moment? She’s [5] a 4 book in the dining room And who’s [6] lunch? Grannie is! She’s [7] She’s [8] spaghetti! a delicious tomato sauce Mr Jones is [9] 3 5 into the kitchen… What’s he [10] now? He’s [11] Grannie’s tomato sauce! 2.2 Write two household items or pieces of furniture 1.2 Simple Present or Present Continuous? Complete living room: you can find in the following rooms (10 marks) the sentences with the correct form of the verbs in the box (5 marks) kitchen: bedroom: get sleep watch backyard: teach rain dining room: 1I a film on TV now Shh! Be quiet! The baby Mary is a teacher She Italian Task 3.1 Look at the online weather forecast Complete the questions and answers (10 marks) I am not going to school today because it The Weather Around the World I usually up early in the morning Task 2.1 Match the columns and write sentences using the cues Use must or mustn’t (10 marks) Yesterday Today London Cool 15°C Cool 17°C Madrid Hot 28 ° C Hot 25°C Buenos Aires Cold Cold 3°C 5°C 79 Photocopiable © Ediciones Santillana S.A / Richmond 2012 at the shopping centre And what about Mr Jones? Is he 1W  hat’s the weather like in London today? It’s cool and cloudy What’s the temperarure? It’s seventeen degrees B: Hahaha… I know them! I [9] 2 4.2 Complete this dialogue with how many, what, really It [10] Beatles! in London yesterday? 3 in Madrid today? 4 Photocopiable © Ediciones Santillana S.A / Richmond 2012 ? A: [2] were you with? B: I was with my classmates and my teacher A: [3] was it? B: I think it was 10 a.m It was twenty-eight degrees in Buenos Aires today? What’s the temperarure? were you at the time of the B: We were at school in Madrid yesterday? 5 A: [1] volcanic eruption? What’s the temperarure? a joke! I love the what time, who or where (5 marks) What was the temperarure? serious 3.2 Write two items of clothing you can wear in (10 marks) summer: A: [4] was the weather like? B: It was cloudy and windy A: [5] people were in the classroom? B: Twenty five Writing: Task 5: Write five things you must and five things you mustn’t at school (10 marks) autumn: winter: School Rules spring: What We All Must and Mustn’t Do all seasons: Task 4.1 Complete the following dialogue with was, wasn’t, At school, we were or weren’t (10 marks) A: Where [1] B: [2] John Lennon from? he from Manchester? A: No, he [3] He [4] from Liverpool, England He was a great musician and a member of the best music band of all times, The Beatles! B: [5] school For example, we the Beatles a punk group? A: No, they [6] They [7] a rock and roll band Oh, come on! They [8] very famous and they still ARE famous! I can’t believe you don’t know them! 80 There are a number of things that are not permitted at Anyway, I like my school a lot! I’ve got lots of friends here and I’m learning many new things too! Part 1: Reading Task 1 noisy; hasn’t, isn’t; are; blonde; isn’t; messy; are; is; 10 Emma’s Task He has got four siblings She’s a teacher He’s fourteen Hockey It’s opposite her flat Part 2: Grammar, vocabulary and writing Task 1.1 Are there, students’ own answers; Is there, students’ own answers; Is there, students’ own answers; Is there, students’ own answers; Are there, students’ own answers 1.2 any; a; any; some; any Task 2.1 ‘s; has; on; any; aren’t 2.2 opposite; next to; behind; between; on Task 3.1 has got; married to, divorced; half sister; have got 3.2 ‘; ‘s; ‘s; ‘; ‘ Task 4.1 head; neck; arm; hand; leg; foot; toes; knee; fingers; 10 shoulder 4.2 35 thirty-five; 42 forty-two; 100 a / one hundred; 51 fifty-one; 27 twenty-seven; 86 eighty-six Task 5: Writing Students’ own answers Model answer: Dear Kate, My name’s Javier and I’m from Montevideo, Uruguay I’m 12 years old and I am in my first year in high school I’m tall and slim and I’ve got fair hair and brown eyes I think I am good fun I have got one sister Her name is Susan Susan and I have different bedrooms My room is messy but her room is tidy We live in a small house in a very quiet neighbourhood There are some small houses here and there isn’t a lot of traffic Well, write soon and tell me about you Take care Javier Test Part 1: Reading Task Teacher’s Book Test Answer Key to Tests Answer Key (Tests to 3) T; F; F; T; T Task Who does she live with? Where does she work? What time does she start work? Why does she like her routine? How does she go back home? Part 2: Grammar, vocabulary and writing Task 1.1 seven a.m / seven o’clock in the morning; He goes to school at quarter past eight (in the morning) / eight fifteen a.m.; He has lunch at twelve thirty p.m / half past twelve (at noon); He does his homework at six p.m / six o ‘clock in the evening; He goes to bed at quarter to eleven (at night) / ten forty-five p.m 1.2 get; have; get; have; go Task 2.1 Answers may vary Possible answers: Bobby can’t jump high or climb walls Tina can climb walls but it (she) can’t swim Bobby can swim and help blind people Tina can run fast and eat biscuits Bobby can swim but it (he) can’t climb walls 2.2 Answers may vary Possible answers: 3, 1, 5, ,2 Task 3.1 Lisa doesn’t like romantic films She likes comedies They don’t live in America They live in 81 Answer Key to Tests Europe She doesn’t ride her bike to the summer camp She rides her horse John doesn’t want to go to school He wants to go home They wouldn’t like to live in a flat They would like to live in a house 3.2 A: Can I have a hot dog? B: Yes, you can; A: Can I buy (some) gifts? B: No, you can’t A: Can I take photos? B: Yes, you can A: Can I buy a new camera? B: No, you can’t A: Can I drink some water? B: Yes you can Task 4.1 you; them; them; her; him, it; him; us; you; 10 me 4.2 on; in; on; from; to Teacher’s Book Task 5: Writing Students’ own answers Model answer: Dear Linda, I am writing to tell you about my weekend routine as part of our school project on people’s lifestyles On Saturday mornings, I get up late and watch TV At noon, I have lunch with my family In the afternoon, I listen to music and chat with my friends on MSN In the evening, I have dinner and watch TV On Sundays, I play tennis with my sister and then I go to the football stadium Please, write back soon and tell me about your weekend routine Then we can collect all the information and start working on our school project Take care Kevin Test Part 1: Reading Task 1 F; F; T; T; T Task They’re watching The Simpsons on TV They’re in the backyard She was on holiday in the Caribbean and there was a hurricane Claire is ill She’s speaking on the telephone 82 Part 2: Grammar, vocabulary and writing Task 1.1 buying; washing; watching; reading; making; cooking; making; coming; 10 doing; 11 eating 1.2 am watching; is sleeping; teaches; is raining; get Task 2.1 I must study hard I must tidy it You must go to the doctor’s You mustn’t touch it I mustn’t make (any) noise 2.2 Students’ own answers Task 3.1 What was the weather like, It was cool and rainy, It was fifteen degrees; What’s the weather like, It’s hot and cloudy, It’s twenty-five degrees; What was the weather like, It was hot and sunny, What was the temperature; What’s the weather like, It’s cold and windy, It’s three degrees 3.2 Students’ own answers Task 4.1 was; Was; wasn’t; was; Were; weren’t; were; were; wasn’t; 10 was 4.2 Where; Who; What time; What; How many Task 5: Writing Students’ own answers Model answer: School Rules What We All Must and Mustn’t Do At school, we must study hard, we must listen to our teachers, we must be quiet in class, we must respect our classmates and teachers and we must participate in class There are a number of things that are not permitted at school For example, we mustn’t shout, we mustn’t run on the stairs, we mustn’t fight, we mustn’t eat chewing gum and we mustn’t throw papers on the floor Anyway, I like my school a lot! I’ve got lots of friends here and I’m learning many new things too! Answer Key GR 1 an; a; this; those; ‘s That; those; These; this GR 1, 3, 4, isn’t; Are; aren’t; Is GR She, her; His, his; Their, They; I, my; our, we GR 10 My aunt is always happy Sue never goes to school by bus He is sometimes very rude We often play badminton on Sundays GR 11 all persons; negative; ability in the present GR 12 Can I use your mobile phone please? Can you show me your passport please? Can I borrow your Coldplay CD, please? GR 13 are, doing; ‘m going; do; ‘s playing understand; are, doing; want; play; ‘s raining GR 14 1 She must see a doctor You mustn’t go near it I must hurry up I must tidy it You mustn’t make (any) noise I mustn’t eat sweets Students’ own answers GR Students’ own answers GR 15 was; was, were; was; were GR There is; There aren’t any / There are no; There isn’t; There aren’t any / There are no; There is; There are GR 16 Where were; was; were wasn’t; was; were; was; How many; were there; 10 Was GR Students’ own answers, on; Students’ own answers, in; Students’ own answers, on; hasn’t got / doesn’t have, at; on; at, from, to GR him; them; it; her; us; you; it; me, me GR Get, Practise; Don’t eat / Never eat; Don’t go; Be; Believe / Always believe GR 1 loves; go; studies; gets up; play Does Dina play volleyball?, she does; Does Peter like sports?, he doesn’t; Does Jane get up at a.m.? , she doesn’t; Does Daniel go to school by car?, he does 83 Teacher’s Book Remind students that the Grammar Reference section also provides opportunities for self-evaluation: for each Grammar Reference topic, students may circle one out of three emoticons (happy, neutral or sad faces) that appear next to each grammar chart to show whether they understand the grammar topic very well, well or not very well Self-evaluation may contribute to developing students’ sense of progress and awareness of their learning process Grammar Reference - Answer Key Grammar Reference – Answer Key Project Work Activities Teacher’s Book Project Work Activities PROJECT WORK (UNITS & 2) Title: Our Celebrities Posters Task: (As it appears on the Student’s Interactive CDROM) Work in groups Make a poster presentation of some famous people Include the following information about them: full name, date and place of birth, nationality, job or occupation, physical description and personality, and some other relevant details about them (films, TV programmes, football team, achievements, etc.) Don’t forget to include some big pictures of them too! Procedure: (As it appears on the Student’s Interactive CD-ROM) Present as many celebrities as students in your group so that everyone has a chance to speak Choose the famous people you want to describe, but first check with your teacher in order to avoid repetitions in the choice of celebrities in your class Make a big poster including all the pictures of the celebrities you chose and write some details below them to help you with your oral presentation Assessment: Groups take turns to display their posters in class and make their oral presentations It is probably a good idea to assign the last minutes of different classes for this activity There may be some possible variations in the presentation techniques used by students (from cardboard posters to computer assisted presentations using a notebook / netbook and a data projector) As the students present, the teacher makes notes and provides some feedback at the end Once the presentation is finished, students may display their posters on the classroom walls or in any other display area in the school Variation: You might also decide to have the class ask the presenters some questions This is recommended in those cases when you notice the students feel a bit embarrassed to talk in public Sources: magazines, encyclopaedias, newspapers, etc • The Internet Movie Database: www.imdb.com • Glogster.com to make posters: www.glogster.com • Information about Olympic medalists: www.olympic org/athletes • Music stars biographies: www.123musicstars.com • Image search: http://images.google.com 84 Useful language: This is a picture of… / (Her) full name is… / (She) was born on… / (She) is from… / (She) is an (actress)… / (She) is (tall) and (slim) and (she) has got (fair) hair and (green) eyes… / (She) is (shy) and (quiet)… / One of (her) films is… PROJECT WORK (UNITS & 4) Title: Flying Over Our Homes Task: (As it appears on the Student’s Interactive CDROM) Work in groups Get together with some other students who live in the same area as you Design a map of your area as seen from the sky which shows all your homes and some important places near them: a park or square, some monuments, a bank, etc Hand out copies of your map and talk to your classmates about your area Procedure: (As it appears on the Student’s Interactive CD-ROM) Make a map of your area as seen from the sky Draw your houses and some other important buildings near them (a school, a library, a park, etc.) If you have Internet access, find your area on Google Earth: www.earth.google.com You might also create a blog and upload a PowerPoint presentation with photos of your area, or make a short film about it to help you with your presentation Hand out copies of your map and take turns to tell your class what your area is like by describing where your houses are in relation to some other places Use prepositions of place Assessment: Groups take turns to talk about their areas Encourage all the students in the groups to contribute to their oral presentations by offering help (asking questions, providing useful words and expressions, etc.) especially to those students who not seem to be saying much It is probably a good idea to assign the last minutes of different classes for this activity As the students present, the teacher makes notes and provides some feedback at the end Once the presentation is finished, students may display their work on the classroom walls or in any other display area in the school Variation: You might also decide to Useful language: This is a map of our area… / The name of our neighbourhood is… and it’s very (quiet) and… / Here you can see (Juan’s) house It’s between the (bank) and the (supermarket)… / There’s a big (hospital) opposite the… PROJECT WORK (UNITS & 6) Title: The Way We Live Task: (As it appears on the Student’s Interactive CD- ROM) Work in groups Conduct a survey among some of your family members, relatives and friends about their different lifestyles and daily activities Then, make a big chart comparing your findings Present your findings orally to the rest of the class Procedure: (As it appears on the Student’s Interactive CD-ROM) Think of interesting questions to include in your survey, for example: How often you… go shopping / exercise / clean your bedroom / go to school or work (by bus or on foot)? / Do you cook your own meals every day? / What you every day after school or work? / What time you…? / Where you…? / Would you like to move to another city or neighbourhood?, etc.) Restrict your questions to a limited number: five or six are probably enough Ask your teacher to have a look at your questions before you start carrying out your survey Conduct the survey (in your mother tongue) by interviewing some children (your younger siblings / cousins), some teenagers (members of your group / friends), some adults (your parents / relatives) and even some elderly people (your grandparents) The objective of this task is to analyse different habits and routines people may have at different stages of their lives Make Assessment: Make sure all the groups prepare different sets of questions for their surveys so as to avoid repetitions Groups take turns to display their charts in class Encourage all the students in the groups to contribute to their oral presentations by offering help (asking questions, providing useful words and expressions, etc.) especially to those students who not seem to be saying much It is probably a good idea to assign the last minutes of different classes for this activity As the students present, the teacher makes notes and provides some feedback at the end Once the presentation is finished, students may display their charts on the classroom walls or in any other display area in the school Variation: You might also decide to ask the groups to present their findings in writing (a short report) Sources: Microsoft Excel, Microsoft Word, photographs • Flowchart: www.flowchart.com • Image search: www.images.google.com Useful language: This survey shows different habits and routines people have at different ages / The majority of… (very young / adult / teenage / elderly) people… / Very few people… / A (large) (small) percentage of (teenagers)… / In conclusion, we think most people… but only very few… PROJECT WORK (UNITS & 8) Title: Our Weather Report Task: (As it appears on the Student’s Interactive CDROM) Work in groups You are a team of TV presenters who work on a news programme Take turns to give a short report on the weather conditions in different areas of your country or in other areas or regions in the world Use weather icons, pictures and weather maps to help you with your oral reports Procedure: (As it appears on the Student’s Interactive CD-ROM) Write the script of a TV weather report for a news programme Include as many report sections as 85 Project Work Activities Sources: photos, encyclopaedias, maps • Google Earth: www.earth.google.com • Google Maps: www.maps.google.com • You Tube to upload videos: www.youtube.com • Eyejot to make videos: www.eyejot.com • Slideshare to upload PPTs to a blog: www.slideshare.com • Blogger: www.blogger.com • Image search: www.images.google.com a chart including the information you have gathered If you have computer access, you may produce an Excel spreadsheet chart and also support it with additional pie or bar charts Use the charts you have made to tell your class about your survey Teacher’s Book have the class ask the presenters some questions This is recommended in those cases when you notice the students feel a bit embarrassed to talk in public Project Work Activities Teacher’s Book students in the group (one weather report on a different area per student) Choose some areas of your country and also some other places / countries with different seasons to show varied weather conditions: (strong winds and hurricanes in autumn in Cuba, very cold with big snowfalls in winter in Patagonia, rainy with severe floods in spring in India, very hot with terrible droughts in summer in Egypt, etc.) Take turns to present the weather conditions for today in different areas and compare them with the weather conditions for last week / yesterday / two days ago, etc Also, recommend what clothes to wear today depending on the weather Use the Simple Present and Simple Past tenses Rehearse the weather report scene previously (ask your teacher for help) and then act it out in class Include pictures, weather icons, weather maps, background music, etc If you have Internet access, you may produce a short film including the items mentioned above Assessment: Groups take turns to act out their weather report scenes in class It is probably a good idea to assign the last minutes of different classes for this activity There may be some possible variations in the presentation techniques used by students (from cardboard posters with printed photos and weather icons to computer assisted presentations using a notebook / netbook and a data projector) As the students present, the teacher makes notes and provides some feedback at the end Sources: magazines, newspapers, photos, videos • Image search: www.images.google.com • You Tube: www.youtube.com • Weather icons: www.webresourcesdepot.com/freeweather-icons-collection • Eyejot to make videos: www.eyejot.com Useful language: Our next section in today’s news is the weather The weather in (Bariloche) today…is (sunny / cloudy / rainy / windy / cold / etc.) with temperatures of… / But be careful! (Two weeks ago) the weather was… and there was a terrible (snowfall)… / We recommend wearing (warm) clothes: (a woolen jacket), (gloves), etc / Take an umbrella in case it rains and… / Now, it’s over to you (Patricia)… 86 Audio CD – Track List Track Starter Unit Lesson - activity page Track Starter Unit Lesson - activity page Track Starter Unit Lesson - activity page Track Starter Unit Lesson - activity page Track Starter Unit Lesson - activities & page Track Unit Lesson - activity page Track Unit Lesson - activity page 10 Track Unit Lesson - activity page 11 Track 10 Unit Lesson - activity page 12 Track 11 Unit Lesson - activity page 12 Track 12 Unit Lesson - activity 10 page 13 Track 13 Unit Lesson - activity page 14 Track 14 Unit Lesson - activity page 21 Track 15 Unit Lesson - activity page 23 Track 16 Unit Lesson - activity page 24 Track 17 Unit Lesson - activity page 27 Track 18 Unit Lesson - activity page 35 Track 19 Unit Lesson - activity page 36 Track 20 Unit Lesson - activity page 38 Track 21 Unit Lesson - activity page 44 Track 22 Unit Lesson - activity page 49 Track 23 Unit Lesson - activity page 50 Track 24 Unit World Issues - activity page 55 Track 25 Unit Lesson - activity page 56 Track 26 Unit Lesson - activity page 57 Track 27 Unit Lesson - activity page 59 Track 28 Unit Lesson - activity page 61 Track 29 Unit Lesson - activity page 62 Track 30 Unit Lesson - activity page 69 Track 31 Unit Lesson - activity page 71 Track 32 Unit Lesson - activity page 73 Track 33 Unit Lesson - activity page 75 Track 34 Unit Lesson - activity page 81 Track 35 Unit Lesson - activities & page 83 Track 36 Unit Lesson - activity page 85 Track 37 Unit Lesson - activity page 86 Track 38 Unit Review - activities & page 88 Track 39 Unit Lesson - activity page 93 Track 40 Unit Lesson - activity page 95 Track 41 Unit Lesson - activity page 96 Track 42 Unit Lesson - activity page 98 Track 43 Unit Lesson - activity page 99 87 58 St Aldates Oxford OX1 1ST United Kingdom © 2012 Ediciones Santillana, S A Leandro N Alem 720 C1001AAP Buenos Aires, Argentina First published by © Richmond Publishing, Editora Moderna, 2010 Ferreira da Veiga, Isadora Sign up to english teacher’s book - 1a ed 1a reimp - Ciudad Autónoma de Buenos Aires : Santillana, 2015 88 p + CD-ROM ; 28x22 cm ISBN 978-950-46-2948-1 Enseñanza de Inglés I Título CDD 420.7 ISBN: 978-950-46-2948-1 Publisher: Mabel Manzano Development Editor: Ana Rita de S Corrêa Design and Art Editor: Christiane Borin Cover Design and Layout: Raquel Buim, Ana Lucía Garibotti Cover Illustration: Estúdio Romeu e Julieta Development Team: Learning Factory Series Editor: Carla Chaves Assistant Editor: Tatiana Boynard Photo Research: Paula Fulía Proofreaders: Susan Marie Banman Sileci, Patricia Guaráz Contents: Isadora Ferreira da Veiga Editors: Carla Chaves, Ricardo Sili, Marcia Nogueira, Tereza Trica, Gabriel Mohr, Mónica Tosi Copy Editors: Maiza Prande Bernardello Layout: Signorini Produção Gráfica, María Florencia Visconti Special Design: Raquel Buim; Gláucia Koller; Daniel S Fantini; Signorini Produção Gráfica; Labareda Design, Christiane Borin Illustrations: Attilio; Cris Eich; Cristiano Siqueira; Dalcio Machado; Marcelo Castro; Mauro Souza; Moa; Stefan; Labareda Design; Conrado Giusti Audio Recording: Estúdio Spectrum, Javier Lupiañez Photographs: p.74 © udaix / Shutterstock; p.75 © iodrakon / Shutterstock; p.76 © Boris Djuranovic / Shutterstock; © WhitePlaid / Shutterstock; p.78 © Spot-in / Shutterstock; © eddtoro / Shutterstock This Teacher’s Book includes an Audio CD Queda hecho el depósito legal que marca la ley 11.723 Impreso en Argentina Printed in Argentina First Edition Published 2012 Second Printing: March 2015 Websites given in this publication are all in the public domain and quoted for information purposes only Richmond has no control over the content of these sites and urges care when using them All rights reserved No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity Este libro se terminó de imprimir en el mes de marzo de 2015, en Artes Gráficas Color Efe, Paso 192, Avellaneda, Provincia de Buenos Aires, República Argentina