Whats up teachers-level2

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

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

Lead-in pageThis page introduces the unit theme through colourful photos and questions related to them. The aim of this section is to stimulate interest in the topic, revise some basic vocabulary and encourage students to share prior knowledge and experiences. The page also lists the main objectives of the unit, among which is the task that students will be doing at the end of each unit. It is essential that students are made aware of their final objective – a task in which they will use English the way it is used in the real world.

Vocabulary and ReadingThis two-page section includes the presentation and practice of key vocabulary and a reading text linked to the unit theme. The vocabulary section introduces one or two sets of words or phrases. Varied exercises and activities allow students to practice new words through meaningful spoken and written activities. Interesting and updated texts cover a wide range of text types including magazine, newspaper and websites articles, blog entries, personal diaries, stories, on-the-street interviews, biographies and quizzes. Their purpose is to expose students to the new grammar in a natural context. Pre-reading activities encourage students to predict the content of a text and train them in the strategy of skimming to discover what it is about. Post-reading comprehension activities help students understand gist and detailed information. They train students in the strategy of scanning by asking them to look back at the text and find the information they need to answer the questions successfully. This section ends with a discussion activity, in which students get a chance to sit in groups and share their views on the topic covered in the text.

GrammarThis two-page section provides simple grammatical presentations and practice. The grammar points are clearly presented in boxes and cross-referenced to the Grammar Reference, where students can find a more detailed explanation of the grammar point. The grammar boxes

encourage students to reflect on grammatical structures and work out simple rules to help them produce the new structures with accuracy. They are followed by written and oral exercises designed to help students practice the forms in a guided way which is personally relevant to them. After practicing at sentence level, the target structures are frequently contextualised in dialogues or short narratives. Grammar activities recycle vocabulary from the Vocabulary and Reading sections of current and previous units.

Listening and SpeakingThe Listening and Speaking section is a two-page spread that provides two listening texts related to the unit theme. The Listening section exposes students to the target vocabulary and grammar in a natural monologue or conversation. The colourful illustration sets the context for the first listening. Pre-listening activities provide a chance to share prior knowledge and practice some key vocabulary. Post-listening comprehension activities encourage students to understand gist and relevant information. They also help them develop the required confidence and ability to understand the speech of native English speakers from different regions and countries. The Speaking section provides a clear communication goal that makes students aware of possible uses of the new language. The listening text provides a model for the task that will follow. This task offers a unique opportunity for pairs of students to use language in a communicative situation. There is also an A/B Pairwork activity which is located at the back of the book. (See Pairwork activities on next page.)

WritingAn entire page is devoted to developing writing skills. Writing rule boxes provide tips for good writing and help develop micro skills such as punctuation, organisation and linkers. Writing tasks are carefully guided and cover a wide range of texts, both formal and informal. They give priority to message and encourage students to write for a communicative purpose. A model text is always provided.

Final taskAt the end of each unit students put together all they have learnt in an achievable task that serves a twofold purpose. Each task has been carefully designed to a) get students to use the language covered in current and previous units in a communicative context and b) help students gain experience using digital tools such as software programs and the Internet. Given that digital tools may not always be available to students, each final task offers two options.

Option 1 is to be carried out using laptops or computers.

Option 2 is to be carried out using traditional methods such as speaking and writing.

4What’s up? 2 Teacher’s Guide

Introduction

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which they will use English the way it is used in the real world.

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which they will use English the way it is used in the real world.

This two-page section includes the presentation and practice

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This two-page section includes the presentation and practice of key vocabulary and a reading text linked to the unit

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of key vocabulary and a reading text linked to the unit theme. The vocabulary section introduces one or two sets

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theme. The vocabulary section introduces one or two sets of words or phrases. Varied exercises and activities allow

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of words or phrases. Varied exercises and activities allow students to practice new words through meaningful spoken

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students to practice new words through meaningful spoken and written activities. Interesting and updated texts cover

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and written activities. Interesting and updated texts cover a wide range of text types including magazine, newspaper SAMPLE

a wide range of text types including magazine, newspaper and websites articles, blog entries, personal diaries, stories, SAMPLE

and websites articles, blog entries, personal diaries, stories, on-the-street interviews, biographies and quizzes. Their SAMPLE

on-the-street interviews, biographies and quizzes. Their purpose is to expose students to the new grammar in a SAMPLE

purpose is to expose students to the new grammar in a

that makes students aware of possible uses of the new

SAMPLE that makes students aware of possible uses of the new

language. The listening text provides a model for the task

SAMPLE language. The listening text provides a model for the task

that will follow. This task offers a unique opportunity for pairs

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that will follow. This task offers a unique opportunity for pairs of students to use language in a communicative situation.

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of students to use language in a communicative situation. There is also an A/B Pairwork activity which is located at the

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There is also an A/B Pairwork activity which is located at the

UNITconversation. The colourful illustration sets the context

UNITconversation. The colourful illustration sets the context for the first listening. Pre-listening activities provide a

UNITfor the first listening. Pre-listening activities provide a chance to share prior knowledge and practice some

UNITchance to share prior knowledge and practice some key vocabulary. Post-listening comprehension activities

UNITkey vocabulary. Post-listening comprehension activities

UNITencourage students to understand gist and relevant

UNITencourage students to understand gist and relevant information. They also help them develop the required

UNITinformation. They also help them develop the required confidence and ability to understand the speech of native

UNITconfidence and ability to understand the speech of native English speakers from different regions and countries. UNITEnglish speakers from different regions and countries.

SpeakingUNITSpeaking section provides a clear communication goal UNIT

section provides a clear communication goal Speaking section provides a clear communication goal SpeakingUNITSpeaking section provides a clear communication goal Speaking

that makes students aware of possible uses of the new UNITthat makes students aware of possible uses of the new

For Option 1 of the final tasks in What’s Up? 2, students will need:

• A word processor, for example, Microsoft Word.

• A programme to construct concept maps, for example, CMap Tools or Microsoft Office Word SmartArt.

• An Internet connection.

• A digital camera to record a video.

• Open Movie Editor or some other software to edit videos.

• MSN or another instant messenger chat forum.

• An email account.

• A classroom website or blog where students’ work can be published.

• A classroom website or blog where students can express their views by posting comments or participating in online discussions.

Whichever option you choose, all tasks share the same advantages:

• They are a goal in themselves – at the beginning of each unit students learn the main goal of the unit so they can work towards it.

• They elicit the language taught in each unit and revise language from previous units.

• They provide an opportunity for students to use English creatively in a meaningful context.

• They include models that students can use as a guide.

• They allow students to work at their own level of linguistic competence.

• They consist of several steps to help students get ready for their final goal and achieve it successfully.

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

Technology in the classroomTechnology has become synonymous with modern life. The use of computers and the Internet is an integral part of our daily routine, so students will feel at ease when using technology in the classroom. It will increase their motivation and engagement and thus enhance teaching and learning.

We suggest creating and maintaining a classroom website (or blog) because of its many benefits for both teachers and students. It will improve communication, create new opportunities to practise English and make learning more fun.

You can set up a free website or blog on http://kidblog.org/home.php, https://sites.google.com, https://blogger.com or any other available web-building site of your choice. The main purpose of this website is to create a place where students can share their work by having their final drafts published. After being marked up, written assignments are usually put away and then forgotten. If students’ work is published on a website, its authors will feel their work becomes memorable and its readers will get the chance to view their classmates’ work and learn from it.

A website can have many other purposes. Its uses depend on how much time teachers and students can devote to it. The following is a list of additional uses a website might have.

On a classroom website teachers can:

• Post announcements.

• Post homework assignments.

• List useful links that will allow students to quickly gain access to relevant resources.

• Post a class calendar.

• Upload games and videos.

• Post the presentations they use in class.

• Upload photos for students to describe.

• Post a weekly question for students to answer.

• Post useful tips to help students remember what was taught in class.

On a classroom website students can:

• Post comments to express their views.

• Develop critical thinking by reading their classmates’ posts on given topics.

• Contact their teacher outside the classroom.

• Check their homework assignments.

• Find useful links where they can get practice reading authentic materials.

• Post blog entries to share information.

• View the information their teacher has posted.

• Take part in online discussions.

• Take polls.

Notes:

1 If you set up a website where students can post comments, make sure to talk to them about the importance of respecting each other and not posting comments which might cause offense to others.

2 When working with software such as CMap Tools, make sure students are familiar with it. If they are not, before they get started on a final task, you should model the steps for using it.

Self-assessmentThe last page of each Student’s Book unit offers students the opportunity to demonstrate what they have learnt and reflect on their progress. This section does not have specific notes for each unit. The following are a few general guidelines as to how to approach it:

• Tell students that this section will help them evaluate their progress. Go over the six tasks and the examples with the class. Clarify any doubts and give a few more examples if necessary.

5 What’s up? 2 Teacher’s Guide


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They include models that students can use as a guide.

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They include models that students can use as a guide.

They allow students to work at their own level of

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They allow students to work at their own level of

They consist of several steps to help students get

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They consist of several steps to help students get ready for their final goal and achieve it successfully.

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ready for their final goal and achieve it successfully.

They give students the opportunity to finish each unit

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

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with a sense of fulfillment – of having achieved a goal.

Technology in the classroomSAMPLE

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Technology has become synonymous with modern life. The use of computers and the Internet is an integral part SAMPLE

The use of computers and the Internet is an integral part

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• Check their homework assignments.

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Check their homework assignments.

UNITPost a weekly question for students to answer.

UNITPost a weekly question for students to answer.

Post useful tips to help students remember what was

UNITPost useful tips to help students remember what was taught in class.

UNITtaught in class.

On a classroom website students can:

UNITOn a classroom website students can:

Post comments to express their views.

UNITPost comments to express their views.

• UNIT• Develop critical thinking by reading their classmates’ UNIT

Develop critical thinking by reading their classmates’ UNITposts on given topics.UNITposts on given topics.

Contact their teacher outside the classroom. UNITContact their teacher outside the classroom.


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

• Have students rate their work according to how well they think they did. Tell them they can write from 1 to 5 ticks on the scale below each task. Circulate to help students rate their work.

• Then have students rate their overall work by adding up the total number of ticks they got and writing them on the scale at the bottom of the page.

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

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

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

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

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

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

Page 1 and 2: Vocabulary and Reading

and 4: Grammar and Listening

Page 5: Writing

Page 6: Self-check

The Workbook also features a listening comprehension section that gives students a new opportunity to practise their listening skills. The Workbook audio fi les can be found in mp3 format at www.pearsonelt.com.ar/wu/workbookaudio. Teachers can assign these listening exercises as homework for correction in the classroom as students will be able to download the audio fi les to their computers. You will fi nd the audioscript and the answer key to these exercises at the back of this Guide (page 76).

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

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

Teacher’s Resource BankThis book is an invaluable tool for teachers. It features a diagnostic test, unit checks and tests for every unit in What’s Up? It also includes a mid-book revision test and an end-of-book revision test. The material presented in the Teacher’s Resource Bank is photocopiable and ready for classroom use.

! Note: Version B of these checks and tests can be found at www.pearsonelt.com.ar/wu/tests. Your password to access the site is: 51955.


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sections, each appearing after units

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sections, each appearing after units 3 and 6. The purpose of these sections is to allow students

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3 and 6. The purpose of these sections is to allow students to enjoy English as they play games and listen to songs. They

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to enjoy English as they play games and listen to songs. They are an opportunity for further practice and for extension as

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are an opportunity for further practice and for extension as section that appears after the fi rst three

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section that appears after the fi rst three page and a song by a well-known

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page and a song by a well-known section that appears at the end of the

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section that appears at the end of the Play Snakes and Ladders

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Play Snakes and Laddersanother well-known song. The SAMPLE

another well-known song. The Puzzle TimeSAMPLE

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that revises all the language taught in the book. The songs

back of this Guide (page 76).

SAMPLE back of this Guide (page 76).

Extra Practice Book

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This book helps students understand, reinforce and

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This book helps students understand, reinforce and practise the grammar and vocabulary taught in each

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practise the grammar and vocabulary taught in each

UNIT also features a listening comprehension

UNIT also features a listening comprehension

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section that gives students a new opportunity to practise

UNITsection that gives students a new opportunity to practise their listening skills. The Workbook audio fi les can be found

UNITtheir listening skills. The Workbook audio fi les can be found in mp3 format at

UNITin mp3 format at www.pearsonelt.com.ar/wu/workbookaudio

UNITwww.pearsonelt.com.ar/wu/workbookaudiowww.pearsonelt.com.ar/wu/workbookaudio

UNITwww.pearsonelt.com.ar/wu/workbookaudioTeachers can assign these listening exercises as homework

UNITTeachers can assign these listening exercises as homework for correction in the classroom as students will be able to

UNITfor correction in the classroom as students will be able to download the audio fi les to their computers. You will fi nd

UNITdownload the audio fi les to their computers. You will fi nd the audioscript and the answer key to these exercises at the UNITthe audioscript and the answer key to these exercises at the UNITback of this Guide (page 76). UNITback of this Guide (page 76).


Planificación anual

Unidad temática 1: Free timeTópico: El alumno y las actividades de tiempo libre.

Tareas de comunicación y aprendizaje Contenidos

(Páginas 7-8)• Asociación de léxico referente a actividades de tiempo libre

con su representación gráfica.• Identificación de la concordancia de Play / Do / Go con

distintas actividades.• Clasificación de adjetivos según su connotación positiva o

negativa.• Expresión de preferencias sobre distintas actividades.• Producción guiada de los ítems lexicales aprendidos.

(Página 9)• Elaboración de predicciones como estrategia de comprensión

lectora.• Lectura y comprensión de un artículo que contiene entrevistas

e identificación de ideas generales e información específica.• Identificación del punto de vista del autor y reflexión acerca

del mismo.• Participación en una discusión oral grupal sobre el uso que

hacen los alumnos de su tiempo libre.

(Páginas 10-11)• Sistematización de la estructura del presente simple en un

cuadro.• Reconocimiento de la estructura Like + -ing.• Reconocimiento del significado de los adverbios de frecuencia

y su posicionamiento en la oración.• Reconocimiento y formulación de preguntas abiertas con

How often…? y su respuesta con adverbios o expresiones de frecuencia.

• Deducción de reglas gramaticales.• Práctica de la pronunciación de la desinencia /IZ/.• Producción guiada y libre (oral y escrita) de los contenidos

gramaticales aprendidos.

(Páginas 12-13)• Uso del conocimiento previo y descripción de una ilustración

como estrategias de comprensión auditiva.• Escucha y comprensión de una conversación entre dos

alumnos sobre las actividades extracurriculares publicadas en cartelera e identificación de ideas generales e información específica.

• Escucha y comprensión de una entrevista sobre actividades extracurriculares que servirá de modelo para el intercambio entre los alumnos.

• Realización de una entrevista breve sobre actividades de tiempo libre.

• Participación en juego de roles.

(Página 14)• Análisis de los elementos presentes en un póster y de las

características del mismo.• Diseño guiado de un póster sobre una actividad

extracurricular.

(Página 16)• Autoevaluación guiada.

Lexicales • Actividades de tiempo libre.• Adjetivos calificativos que describen

actividades: boring, fun, relaxing, creative, dangerous, easy, difficult, interesting, good, expensive, aggressive.

• Concordancia: Play / Do / Go + actividad.

Gramaticales • Presente simple en sus formas afirmativa, negativa e interrogativa.

• Like + -ing.• Adverbios y expresiones de frecuencia:

always, usuallly, often, sometimes, never.• How often…?

Fonológicos • Pronunciación de la desinencia /IZ/.• Pronunciación de los ítems lexicales

aprendidos.• Entonación de preguntas abiertas y

cerradas.

Proyecto final

(Página 15)

Tópico• El alumno y las actividades de tiempo libre.

Proyecto• Los alumnos se comunicarán para compartir información

sobre las actividades que realizan en su tiempo libre.

Contenidos• Uso del tiempo presente simple.• Uso de adjetivos calificativos.• Uso de adverbios y expresiones de frecuencia.• Uso de vocabulario para nombrar y describir actividades.• Uso contextualizado de las macro habilidades.• Uso de las habilidades del siglo XXI.

Tareas de preparación• Ubicación de información en un cuadro generador de

ideas.• Redacción de un borrador para su posterior edición.

Resultado esperado• Opción 1: Elaboración de un post sobre las actividades

de tiempo libre realizadas por el alumno.• Opción 2: Elaboración de un párrafo descriptivo de las

actividades realizadas por el alumno.

Repercusión pública• Opción 1: Publicación del post en una página web

escolar. Lectura de los trabajos de los compañeros a los fines de identificar personas con intereses similares.

• Opción 2: Publicación del párrafo en cartelera. Lectura de los trabajos de los compañeros a los fines de identificar personas con intereses similares.


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Reconocimiento del significado de los adverbios de frecuencia

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Reconocimiento del significado de los adverbios de frecuencia

Reconocimiento y formulación de preguntas abiertas con

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Reconocimiento y formulación de preguntas abiertas con y su respuesta con adverbios o expresiones de

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y su respuesta con adverbios o expresiones de

Práctica de la pronunciación de la desinencia /

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Práctica de la pronunciación de la desinencia /IZ

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IZ/.

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/.Producción guiada y libre (oral y escrita) de los contenidos

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Uso del conocimiento previo y descripción de una ilustración como estrategias de comprensión auditiva.SAMPLE

como estrategias de comprensión auditiva.

(Página 15)

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Tópico

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Tópico•

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• El alumno y las actividades de tiempo libre.

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always, usuallly, often, sometimes, never.

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UNITHow often…?

•

UNIT• Pronunciación de la desinencia /

UNITPronunciación de la desinencia /•

UNIT• Pronunciación de los ítems lexicales

UNITPronunciación de los ítems lexicales aprendidos.

UNITaprendidos.•

UNIT• Entonación de preguntas abiertas y

UNITEntonación de preguntas abiertas y cerradas.

UNITcerradas.

(Página 15)UNIT(Página 15)


Unidad temática 2: At homeTópico: El alumno, su hogar y las actividades que realiza en él.


(Páginas 17-18)• Asociación de léxico referente a ambientes y objetos de un

hogar con las imágenes que los representan.• Asociación de adjetivos de significados opuestos.• Identificación de la concordancia entre verbos y sustantivos en

frases que describen tareas del hogar.• Producción de los ítems lexicales aprendidos mediante la

participación en actividades lúdicas.• Intercambio oral sobre las actividades que los alumnos

realizan en el hogar.

(Páginas 19)• Reflexión previa como estrategia de comprensión lectora.• Lectura y compresión de un cuestionario.• Elección de respuestas a las preguntas del cuestionario para

reflexionar acerca de la personalidad propia.• Análisis del resultado obtenido en el cuestionario.• Participación en una discusión oral grupal acerca de gustos y

preferencias.

(Páginas 20-21)• Sistematización de la estructura de los grados comparativo y

superlativo de adjetivos en un cuadro.• Reconocimiento y producción de adjetivos irregulares.• Comparación de objetos y expresión de la opinión personal.• Sistematización de la estructura de going to en un cuadro.• Escucha y repetición de un rap para la práctica de going to.• Deducción de reglas gramaticales.• Producción guiada y libre (oral y escrita) de los contenidos


(Páginas 22-23)• Descripción oral de ilustraciones como estrategia de

comprensión auditiva.• Escucha y comprensión de un documental sobre una ciudad

flotante e identificación de ideas generales e información específica.

• Expresión de la opinión personal sobre las ideas desarrolladas en el documental.

• Escucha y comprensión de una conversación sobre planes para el futuro que servirá de modelo para el intercambio entre los alumnos.

• Intercambio oral en pares.• Participación en un juego de roles.

(Página 24)• Toma de conciencia sobre el uso del adjetivo en una descripción.• Reconocimiento de la posición del adjetivo previa al sustantivo

o posterior al verbo to be.• Identificación de los adjetivos en una descripción y de los

objetos descriptos por ellos.• Lectura de una descripción de un ambiente que servirá de

modelo a los alumnos.• Elaboración escrita de la descripción de un ambiente ideal.


Lexicales • El hogar, las habitaciones, los objetos.• Adjetivos que describen ambientes:

neat, tidy, big, clean, old, comfortable, messy, uncomfortable, modern, tidy, dirty, small.

• Tareas del hogar: wash the dishes, iron the clothes, feed the pet, lay / clear the table, tidy your room, hoover / sweep the floor, take out the rubbish.

Gramaticales • Grados comparativo y superlativo de adjetivos regulares e irregulares: smaller, more … than, the smallest, the most.

• Uso de going to en sus formas afirmativa, negativa e interrogativa.

Fonológicos • Pronunciación de los ítems lexicales aprendidos.

• Entonación de preguntas abiertas y cerradas.

Proyecto final

(Página 25)Tópico• “La casa de mis sueños.”

Proyecto• Los alumnos diseñarán la casa de sus sueños, se

imaginarán que en un futuro vivirán en ella y se comunicarán para compartir sus planes.

Contenidos• Uso de going to para expresar planes para el futuro.• Uso de vocabulario para nombrar ambientes y objetos del

hogar.• Uso de adjetivos calificativos para realizar descripciones.• Uso de la forma comparativa y superlativa de los

adjetivos.• Uso de expresiones que describen tareas del hogar.• Uso contextualizado de las macro habilidades.• Uso de las habilidades del siglo XXI.

Tareas de preparación• Descripción de fotografías de distintos lugares y elección

de un lugar para la ubicación de su casa.• Selección de información en un listado.

Resultado esperado• Opción 1: Elaboración de un mapa conceptual utilizando

Cmap Tools.• Opción 2: Elaboración de un mapa conceptual en papel.

Repercusión pública• Intercambio grupal de mapas conceptuales, planes

imaginarios y comparación de ideas sobre la casa de sus sueños.


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Unidad temática 3: CinemaTópico: El alumno y su interés por la ficción.


(Páginas 27-28)• Descripción de fotografías relacionadas con el cine.• Intercambio oral acerca de películas y actores famosos

utilizando conocimientos previos.• Reconocimiento de ítems lexicales relacionados con tipos de

películas, aspectos de las películas y profesionales del cine.• Categorización de adjetivos para describir películas según su

connotación positiva o negativa.• Producción guiada de los ítems lexicales aprendidos.

(Página 29)• Discusión oral en base a conocimientos previos como

estrategia de compresión lectora.• Lectura y comprensión de una biografía e identificación de

ideas generales e información específica.• Participación en una discusión oral grupal sobre el contenido

de la biografía.

(Páginas 30-31)• Sistematización de la estructura del tiempo pasado simple del

verbo to be y de verbos regulares e irregulares.• Reconocimiento y producción de las distintas pronunciaciones

de la desinencia -ed en los verbos regulares.• Deducción de reglas gramaticales.• Identificación de distintas preposiciones de tiempo.• Identificación de expresiones de tiempo que se utilizan con el

tiempo pasado simple.• Producción guiada escrita de los contenidos gramaticales

aprendidos.

(Páginas 32-33)• Descripción de imágenes como estrategia de comprensión

auditiva.• Escucha y comprensión de una entrevista a un productor

de cine e identificación de ideas generales e información específica.

• Expresión de opiniones personales sobre la calidad de los efectos especiales en películas que han visto los alumnos.

• Escucha de una conversación sobre una película que servirá de modelo para el intercambio entre los alumnos.

• Intercambio oral en pares.• Participación en juego de roles.

(Página 34)• Toma de conciencia del significado de palabras con distinta

ortografía y pronunciación idéntica o similar (its / it’s; there / their / they’re; two / to / too; where / were).

• Lectura y comprensión de la descripción de una película.• Identificación de los aspectos comprendidos en la descripción.• Elaboración libre de la descripción de una película.


Lexicales • Tipos de películas.• Profesiones relacionadas con el cine.• Aspectos de una película: acting, special

effects, ending, costumes.• Adjetivos para describir películas:

great, amazing, really good, excellent, interesting, poor, sad, bad, awful, horrible, boring.

Gramaticales • Pasado simple del verbo to be en sus formas afirmativa, negativa e interrogativa.

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

• Preposiciones de tiempo: in, on, at.• Expresiones de tiempo pasado: (two

days / weeks, etc.) ago, yesterday (morning), last (night / year / week / month).

Fonológicos • Pronunciación de la desinencia -ed de verbos regulares en el pasado simple.

• Pronunciación de los ítems lexicales aprendidos.


Proyecto final

(Página 35)

Tópico• Análisis de una película.

Proyecto• Los alumnos reflexionarán individualmente acerca de su

opinión sobre una película y posteriormente compartirán su opinión con sus compañeros.

Contenidos• Uso del tiempo pasado simple.• Uso del tiempo presente simple.• Uso de vocabulario relacionado con la descripción de

películas.• Uso contextualizado de las macro habilidades.• Uso de las habilidades del siglo XXI.

Tareas de preparación• Selección de una película en pares.• Ubicación de información en un cuadro como medio

para generar y organizar ideas.

Resultado esperado • Opción 1: Registro en MSN e intercambio de opiniones

sobre la película seleccionada.• Opción 2: Intercambio oral en pares acerca de la película

seleccionada.


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Unidad temática 4: Say ‘please’!Tópico: El alumno, su cultura propia y el interés y el respeto por la cultura ajena.


(Páginas 39-40)• Asociación de léxico referente al saludo y la cordialidad con

las imágenes que los representan.• Reconocimiento de adverbios de modo mediante la

identificación de palabras con significado opuesto.• Reconocimiento de léxico descriptivo de conductas que

representan buenos y malos modales.• Producción guiada de los ítems lexicales aprendidos.

(Página 41)• Identificación del tipo de texto, su autor, su título y la

sección del periódico a la que pertenece como estrategia de comunicación lectora.

• Lectura de un artículo de un periódico sobre las costumbres de otras culturas e identificación de ideas generales e información específica.

• Identificación del punto de vista del autor.• Participación en una discusión oral grupal sobre las opiniones

expresadas por el autor.

(Páginas 42-43)• Identificación de las formas afirmativa y negativa del modo

imperativo para dar órdenes y expresar pedidos.• Reconocimiento del uso de should en sus formas afirmativa,

negativa e interrogativa.• Identificación de adverbios de modo y análisis de su forma:

clearly, carefully.• Reconocimiento del uso de can y could en oraciones

interrogativas para expresar pedidos amables.• Reconocimiento y producción de entonación amable en

pedidos con can y could.• Deducción de reglas gramaticales.• Producción guiada y libre (oral y escrita) de los contenidos


(Páginas 44-45)• Descripción de una ilustración como estrategia de

comprensión auditiva.• Escucha de una entrevista sobre la experiencia de un

adolescente en un país extranjero e identificación de ideas generales e información específica.

• Escucha y comprensión de dos diálogos breves, uno formal y otro informal, en que dos personas se saludan.

• Escucha y repetición de diálogos breves en distintos contextos con atención a la entonación.

• Participación en juego de roles.

(Página 46)• Toma de conciencia de los elementos (tópico y lengua) de un

folleto promocionando un viaje.• Lectura y comprensión de un folleto.• Redacción libre de un folleto.


Lexicales • Tipos de saludo en la cultura propia y ajena: shake hands, bow, wave, kiss, hug, smile.

• Adverbios de modo que describen acciones.

• Conductas que representan buenos y malos modales (OK, rude, very rude).

Gramaticales • Uso del imperativo para expresar órdenes y realizar pedidos.

• Uso de should para pedir y dar consejo.• Uso de adverbios de modo para

describir acciones: slowly, politely, well, clearly, happily, carefully.

• Uso de can y could para realizar pedidos amables.

Fonológicos • Entonación amable en pedidos con can y could.



Proyecto final

(Página 47)Tópico• La diversidad de culturas en el mundo.

Proyecto• Los alumnos elaborarán un cuestionario sobre lugares y

culturas en el mundo.

Contenidos• Uso de should.• Uso de can y could para realizar pedidos amables.• Uso de adverbios de modo.• Uso de vocabulario relacionado con conductas sociales.• Uso contextualizado de las macro habilidades.• Uso de las habilidades del siglo XXI.

Tareas de preparación• Lectura y realización de un cuestionario que servirá de

modelo.• Redacción de un borrador para su posterior edición.

Resultado esperado • Opción 1: Creación de un cuestionario en la página web

www.surveymonkey.com. • Opción 2: Creación de un cuestionario en papel.

Repercusión pública• Opción 1: Lectura del cuestionario recibido por email y

elección de respuestas.• Opción 2: Intercambio oral entre pares. Los alumnos

se turnan para realizar las preguntas de su cuestionario y responder las preguntas del cuestionario de su compañero.


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en sus formas afirmativa,

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Unidad temática 5: Delicious!Tópico: El alumno, sus comidas preferidas y las comidas típicas.


(Páginas 49-50)• Asociación de léxico referente a alimentos y platos

internacionales con las imágenes que los representan.• Categorización de los alimentos.• Asociación de platos con sus correspondientes ingredientes.• Reconocimiento de verbos que expresan pasos de una receta

de cocina.• Reflexión acerca de los lugares de los que provienen distintas

comidas típicas.• Producción guiada de los ítems lexicales aprendidos.

(Páginas 51)• Elaboración de inferencias previas como estrategia de

comprensión lectora.• Lectura y comprensión de un blog post sobre comidas típicas

en distintos lugares del mundo e identificación de ideas generales e información específica.

• Identificación del punto de vista del autor y reflexión personal acerca del mismo.

• Participación en una discusión oral grupal sobre hábitos alimenticios propios y expresión de opiniones personales.

(Páginas 52-53)• Categorización de sustantivos contables e incontables.• Reconocimiento de las expresiones de cantidad que

concuerdan con sustantivos contables e incontables.• Reconocimiento de preguntas con How much? y How many?• Sistematización de las formas afirmativa, negativa e

interrogativa del tiempo presente continuo para expresar planes para el futuro.

• Deducción de reglas gramaticales sobre forma y uso.• Producción guiada y libre (oral y escrita) de los contenidos


(Páginas 54-55)• Descripción de una ilustración y expresión de hábitos

personales como estrategia de comprensión auditiva.• Escucha y comprensión de una conversación en la que

se hacen planes para un picnic e identificación de ideas generales e información específica.

• Escucha y comprensión de dos conversaciones en que se elaboran planes que servirán de modelo para el intercambio entre los alumnos.

• Intercambio oral en pares.• Participación en juego de roles.

(Página 56)• Toma de conciencia de los elementos de una receta: formato,

uso del imperativo, uso de abreviaturas.• Lectura y comprensión de una receta.• Ordenamiento de los pasos de una receta.• Redacción libre de una receta.


Lexicales • Alimentos: productos lácteos, frutas, verduras, carnes, pescado, condimentos.

• Comidas típicas locales.• Verbos que expresan pasos de una

receta de cocina: chop, boil, add, fry, mix, peel, stir.

Gramaticales • Sustantivos contables e incontables.• Cuantificadores: some, a lot of, any,

much, many.• How much / How many?• Presente continuo para expresar planes

futuros en su forma afirmativa, negativa e interrogativa.

Fonológicos • Pronunciación de los ítems lexicales aprendidos.


Proyecto final

(Página 57)

Tópico• La dieta saludable.

Proyecto• Los alumnos se informarán sobre porciones diarias

recomendadas, reflexionarán acerca de su dieta y compartirán opiniones con sus compañeros.

Contenidos• Uso de sustantivos contables e incontables.• Uso de expresiones de cantidad.• Uso de How much? y How many? para formular

preguntas.• Uso de vocabulario referente a los alimentos.• Uso de should para hacer recomendaciones.• Uso contextualizado de las macro habilidades.• Uso de las habilidades del siglo XXI.

Tareas de preparación• Inserción de letras para completar palabras que

representan alimentos.• Categorización de los alimentos en grupos.• Análisis de una cuadro sobre porciones diarias

recomendadas y toma de conciencia sobre la dieta propia.

• Elaboración de un borrador para su posterior edición.

Resultado esperado• Opción 1: Elaboración de un post sobre la dieta propia.• Opción 2: Intercambio oral en pares sobre la dieta propia.

Repercusión pública• Opción 1: Publicación del post en una página web

escolar. Lectura de los trabajos de los compañeros a los fines de compartir opiniones y hacer recomendaciones.


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Unidad temática 6: TalentsTópico: El alumno, sus talentos y habilidades.


(Páginas 59-60)• Asociación de léxico referente a profesiones y actividades

con las imágenes que los representan.• Discusión oral sobre gustos y ambiciones personales.• Transformación de palabras con igual raíz para la formación

de verbos, sustantivos y adjetivos.• Identificación de la sílaba acentuada en palabras de más de

una sílaba.• Producción guiada de los ítems lexicales aprendidos.

(Páginas 61)• Expresión de conocimientos previos como estrategia de

comunicación lectora.• Lectura de un artículo publicado en una revista sobre Albert

Einstein e identificación de ideas generales e información específica.

• Participación en una discusión oral grupal en que se expresará la opinión personal sobre información proporcionada en el artículo.

(Páginas 62-63)• Reconocimiento de la estructura y el uso del infinitivo de

propósito.• Reconocimiento del uso de pronombres indefinidos en

oraciones afirmativas, negativas e interrogativas.• Sistematización de la estructura de los tiempos presente

continuo, presente simple, pasado simple y going to en un cuadro comparativo de repaso.

• Deducción de reglas gramaticales.• Producción guiada escrita de los ítems gramaticales

aprendidos.

(Páginas 64-65)• Escucha y comprensión de una entrevista e identificación

de ideas generales e información específica.• Escucha de un diálogo en que se planea un show escolar e

identificación de información específica.• Elaboración libre de una conversación en que se planea un

show escolar.• Participación en juego de roles.

(Página 66)• Análisis de los elementos (tópico y lengua) que componen

la descripción de una imagen.• Lectura de dos descripciones de una misma imagen a los

fines de identificar la más apropiada.• Elaboración guiada de la descripción de una fotografía.


Lexicales • Vocabulario relacionado con los talentos.• Construcción de palabras a partir de una

misma raíz: art / artistic / artist.

Gramaticales • El infinitivo de propósito.• Pronombres indefinidos: someone,

anyone, something, anything.• Repaso: presente continuo, presente

simple, pasado simple, going to.

Fonológicos • Acentuación en palabras de más de una sílaba.



Proyecto final

(Página 67)

Tópico• Talentos y habilidades.

Proyecto• Los alumnos realizarán una entrevista acerca de talentos y

habilidades a un compañero.

Contenidos• Uso del presente simple, pasado simple y going to.• Uso de vocabulario relacionado con la descripción de

talentos y habilidades.• Uso contextualizado de las macro habilidades.• Uso de las habilidades del siglo XXI.

Tareas de preparación• Selección de habilidades de una lista.• Elaboración de repuestas a preguntas.

Resultado esperado• Opción 1: Realización de una entrevista y grabación de la

misma en video. Posterior edición de la grabación.• Opción 2: Realización de una entrevista.

Repercusión pública• Opción 1: Exhibición del video de la entrevista realizada a la

clase.• Opción 2: Presentación del resultado de la entrevista

realizada a la clase.


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4

What’s up? 2 Teacher’s Guide47

Say ‘please’!

Student’s Book page 39

ContentsCommunicationTalk about good and bad manners.Discuss customs in different cultures.Give commands and advice.Describe actions.Make polite requests.Tell an anecdote.Hold polite conversations.Write a travel brochure.

GrammarImperative - commands and requests.Should / shouldn’t - advice.Adverbs of manner.Can / could - polite requests.

Vocabulary Greeting people.Describing actions.Good and bad manners.

Final taskCreate a culture quiz:

Go to www.surveymonkey.com and create your quiz. Then send your survey’s link to another pair by email so they can take your quiz.

Write your quiz on paper. Then join another pair, exchange quizzes and discuss the answers.

Study the unit goals with the students and clarify any doubts. Then read the final task that students will be doing at the end of the unit. Make sure students understand what the task is about. You may want to have students go to page 47 to have a look at it. Point out that in this unit they will be learning the language they need to carry it out.

Ask students to look at the photos and identify the social interaction depicted. Encourage students to say if they think the people are saying Hello, I’m sorry, Please or Thank you.

ANSWERS

A. Please.B. Hello. C. Thank you.D. I’m sorry.E. Hello.

Students work in pairs to think of a situation for each of the items on the list. Write on the board:

I say ‘please’ when…

I say ‘thank you’ when…

I say ‘hello’ when…

I say ‘I’m sorry’ when…

Ask students to complete the sentences with their own ideas. To finish, call on volunteers to share the situations they have thought of.

Linked activities • Vocabulary, Extra Practice Book, page 17

1

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4


Vocabulary


Ask the students to look at the illustrations and identify the gestures that they are portraying. Explain any terms the students don’t know or tell them to look up the information they need in a dictionary.

ANSWERS

a. bowb. shake hands c. hugd. wavee. smilef. kiss

a) Tell students that they are going to practise words to describe actions. To exemplify, speak quietly and say, I’m speaking quietly and then raise your voice and say, I’m speaking loudly.

Read the words aloud and have students repeat chorally after you. In pairs, students match words with opposite meanings. Encourage them to do the ones they find easier first and use a dictionary if necessary. Check answers as a class.

ANSWERS

1. c2. e3. f4. b5. a6. d

b) Read the examples aloud. Have students write four sentences using a verb from the box and an adverb from Exercise 2 a).

Students write the sentences individually and then share them with a partner. Finish the activity by asking several students to write some of their sentences on the board.

a) Call on a student to read the examples in the first column aloud. Ask students to rate the examples according to how polite or rude they think they are by ticking the appropriate column in the chart.

b) After students discuss the examples in pairs, ask: Do you think it’s rude to [an example from the chart]? Do the same with several examples. Have several students express their opinion.

Linked activities • Workbook section, Student’s Book, page 94 • Vocabulary, Extra Practice Book, page 17

1

2

3


SAMPLE

SAMPLE

SAMPLE

SAMPLE

Read the examples aloud. Have students write four SAMPLE

Read the examples aloud. Have students write four sentences using a verb from the box and an adverb SAMPLE

sentences using a verb from the box and an adverb

UNIT

4


Reading


Tell students that they are going to read a newspaper article. To get students ready for listening, ask them to quickly look at the article to find its title, author and the section of the newspaper it appears in.

ANSWERS

Title: Do it the local wayAuthor: Anton WestonSection from the newspaper: Travel Tips for Happy Trips

Students read the article individually. Then they read the statements and look back at the text to find the information they need to choose their answers. To check answers, have students provide the correct information for false statements.

ANSWERS

1. F (In China, eating everything on your plate is not rude. It indicates you want more food.)

2. F (In Japan, you shouldn’t clean your shoes. You should take them off.)

3. T4. F (In England, people never speak loudly or make a

lot of noise in public places.)5. T6. T

Read the example in the chart aloud and as a class provide a sentence for the ‘My culture’ column. (In my culture, it is OK to eat everything on your plate. It does not indicate you want more.)

Students copy the chart. In pairs, they write four customs from the article in the ‘Other cultures’ column. Then they write sentences about what people do in their culture in the ‘My culture’ column.

Finish the activity by calling on volunteers to share the examples they have discussed with the class.

To help students get ready to discuss in groups, ask them to think of their answers to the questions individually and make notes for each question.

Then form small groups and have students discuss the questions. Students should come to the conclusion that the author uses the title ‘Do it the local way’ because he thinks that in order to communicate effectively when visiting another country, it is important to know (and sometimes do) what the local people do.

Linked activities • Workbook section, Student’s Book, page 95 • Fast Finishers Activities, Extra Practice Book, page V

1

2

3

4


SAMPLE

SAMPLE

SAMPLE 4. F (In England, people never speak loudly or make a

SAMPLE 4. F (In England, people never speak loudly or make a

Read the example in the chart aloud and as a class

SAMPLE

Read the example in the chart aloud and as a class provide a sentence for the ‘My culture’ column. (In my

SAMPLE

provide a sentence for the ‘My culture’ column. (In my culture, it is OK to eat everything on your plate. It does

SAMPLE

culture, it is OK to eat everything on your plate. It does not indicate you want more.)

SAMPLE

not indicate you want more.)

Students copy the chart. In pairs, they write four SAMPLE

Students copy the chart. In pairs, they write four customs from the article in the ‘Other cultures’ SAMPLE

customs from the article in the ‘Other cultures’ column. Then they write sentences about what people SAMPLE

column. Then they write sentences about what people do in their culture in the ‘My culture’ column. SAMPLE

do in their culture in the ‘My culture’ column.

UNIT

4


Grammar

Student’s Book pages 42 and 43

Imperative - commands and requests Have students study the sentences in the grammar

box and ask, When do we use the imperative? (When we want to give orders or make requests.) Write on the board:

1. Sit down. 2. Please sit down.

Ask Which example is an order or command? (1) Which one is a request? (2) If necessary clarify the difference between both terms.

Then ask, How do we form the negative imperative? (do not / don’t + base form of the verb.)

Refer students to Grammar Reference 4, Extra practice Book, p. 14.

Before students complete the rules, point out that they should read carefully to decide if they should use an affirmative or negative form. Students compare answers with a partner and check answers as a class.

ANSWERS

1. Turn2. Don’t be3. Say4. Show5. Do6. Ask7. Don’t forget8. Don’t shout

a) and b) In pairs, students use the affirmative or negative imperative to write four classroom rules. To check answers, have students say the rules they have thought of, make any necessary corrections and write them on the board.

Have students vote on the six most important rules by raising their hand each time you read a rule from the board aloud. Keep a tally on the board.

Then get one or more students to create a poster for the classroom with the six most voted rules.

Should / shouldn’t - advice Have students study the examples in the grammar

box. Explain that it is used to give advice and sometimes (as in the examples in the grammar box) to express rules of conduct in a less direct but no less binding way than must.


Have students do the exercise individually and check answers as a class.

ANSWERS

1. c2. a3. b

Read the problems aloud and clarify any doubts. Students write a piece of advice for each problem in pairs. Point out that there can be more than one possible piece of advice / solution for each problem.

POSSIBLE ANSWERS

2. You should buy one.3. You should get a part-time job.4. You should ask a friend to lend you something to

wear.5. You should go out with a friend.6. You should ask him to speak more slowly.

Adverbs of manner Have students study the grammar box. Ask, What

is the normal position of adverbs – before or after verbs? (After verbs.) How do we form adverbs of manner? (adjective + -ly.)

Point out that when an adjective ends in -y, the -y becomes -i and then we add -ly.

Ask students to give examples of adverbs that are not formed by adding -ly to the adjectives (well, fast).


1

2

3

4


SAMPLE

SAMPLE

SAMPLE

SAMPLE

SAMPLE

In pairs, students use the affirmative or SAMPLE

In pairs, students use the affirmative or negative imperative to write four classroom rules. To SAMPLE

negative imperative to write four classroom rules. To check answers, have students say the rules they have SAMPLE

check answers, have students say the rules they have thought of, make any necessary corrections and write SAMPLE

thought of, make any necessary corrections and write

POSSIBLE ANSWERS

SAMPLE POSSIBLE ANSWERSPOSSIBLE ANSWERS

SAMPLE POSSIBLE ANSWERSUNITUNITUNITUNITRead the problems aloud and clarify any doubts.

UNITRead the problems aloud and clarify any doubts. Students write a piece of advice for each problem

UNITStudents write a piece of advice for each problem in pairs. Point out that there can be more than one UNITin pairs. Point out that there can be more than one possible piece of advice / solution for each problem.UNITpossible piece of advice / solution for each problem.

POSSIBLE ANSWERSUNITPOSSIBLE ANSWERS

4


Grammar

Before students do the exercise, read the adjectives in the box aloud and have the class call out the adverbs.

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

ANSWERS

1. happily2. slowly3. clearly4. carefully5. politely6. well

Can / could - polite requests Have students study the grammar box. Ask, What

words do we use to make polite requests? (can or could.) Do we use can or could in short answers? (No, we don’t.) What do we use instead? (Sure. Yes of course. I’m sorry and a reason.) Point out that in English-speaking cultures it is very important to say you’re sorry and give a reason. A plain ‘no’ will sound rude.

Remind the students that it is essential to distinguish can from can’t by pronouncing the end consonants correctly. Warn them that this modal verb has many other uses (to express ability, etc.)

When asking for permission, speakers usually make a distinction between can and may: the latter is considered to be more polite and respectful. Explain this if appropriate according to the level of the class.


Students do the exercise individually. To check answers, call on a student to read the questions aloud and another student to read the replies.

ANSWERS

1. Can I use your camera? I’m sorry. It’s not working well.

2. Can you help me?Yes, but please wait a minute.

3. Can you tell me the time?Sure. It’s 10.30.

4. Can you drop me at the station?I’m sorry. I’m not going that way.

Pronunciation Make students aware of the differences in intonation

between English and Spanish, which is much flatter. Using Spanish intonation to pronounce these phrases in English can make them sound rude and impolite.

Play CD Track 20. Drill chorally and individually.

AUDIOSCRIPT CD TRACK 20

A: Excuse me. Could you tell me the time, please? B: Yes. It’s five to ten.

Linked activities • Workbook section, Student’s Book, pages 96 and 97 • Grammar Reference and Grammar Practice, Extra

Practice Book, pages 14, 15 and 16

5

6


SAMPLE

SAMPLE

SAMPLE

SAMPLE by pronouncing the end consonants

SAMPLE by pronouncing the end consonants

correctly. Warn them that this modal verb has many

SAMPLE

correctly. Warn them that this modal verb has many

When asking for permission, speakers usually make

SAMPLE

When asking for permission, speakers usually make : the latter is

SAMPLE

: the latter is considered to be more polite and respectful. Explain

SAMPLE

considered to be more polite and respectful. Explain this if appropriate according to the level of the class.

SAMPLE

this if appropriate according to the level of the class.

Grammar Reference 4

SAMPLE

Grammar Reference 4, Extra

SAMPLE

, Extra

SAMPLE

Students do the exercise individually. To check SAMPLE

Students do the exercise individually. To check answers, call on a student to read the questions aloud SAMPLE

answers, call on a student to read the questions aloud

UNITWorkbook section

UNITWorkbook section, Student’s Book, pages 96 and 97

UNIT, Student’s Book, pages 96 and 97

Grammar Reference

UNITGrammar Reference and

UNITand

UNITPractice Book, pages 14, 15 and 16

UNITPractice Book, pages 14, 15 and 16

4


Listening and speaking

Student’s Book pages 44 and 45

To get students ready for listening, ask them to look at the picture and describe what they can see. (A girl, a kitchen, two onions, a piece of (blue) cheese, a box of cereals, a table, some chairs, the girl is smelling her hand, she’s cooking.)

The aim of this activity is to help students understand main ideas. If students can decide what the girl is thinking, they will have understood the main idea of the listening text.

Tell students that the girl in the picture is called Rita. Then call on a student to read the text in speech balloon A aloud. To check comprehension, ask, Does the cheese smell good or bad? (Bad.) What does Rita want to do with it? (Put it in the rubbish bin.)

Do the same with the other speech balloons. You can ask:

Speech balloon A – Is the cheese old or new? (Old.) What does Rita want to do with it? (Ask Madame Monsigny about it.)

Speech balloon B – Does Rita like the cheese? (No.) Do the people in the place where Rita is like the cheese? (Yes.) What does Rita want to do with it? (Cook something nice.)

Play CD Track 21. Check the correct answer.

ANSWER

Speech balloon A.

Ask students to read the questions so that they know what information to listen for. Listen again. Play CD Track 22. Have students compare answers with a partner and check answers as a class.

ANSWERS

1. She was staying with a French family.2. She offered to clean the kitchen.3. She was upset.4. It was a delicacy / very expensive.

AUDIOSCRIPT CD TRACKS 21 AND 22

INT: Rita, tell us about what happened last summer.RITA: Well, I was staying with a French family, called

Monsigny. One day I offered to clean the kitchen.INT: That was nice of you. What did you have to do?RITA: First, I washed up the dishes and then, I put the

food in the fridge. Next I saw a piece of cheese on the kitchen table. It was blue and it smelled really bad too. So I put it in the rubbish bin.

INT: Yuk! It sounds disgusting!RITA: Yes, it was but Madame Monsigny wasn’t very

happy when she came home.INT: Why not?RITA: Because the smelly, old cheese was a present

from her mother.INT: A present from her mother?RITA: Yes, blue cheese is a delicacy in France and it’s

very, very expensive!

Ask students to complete the story in pairs. Point out that their answers to the questions in Exercise 3 will help them do this exercise. You may want to play the track again so students can check their work. Then call on a student to read the paragraph aloud.

ANSWERS

1. with a French family2. clean the kitchen3. washed (up) the dishes4. put the food in the fridge5. put some cheese in the rubbish bin6. came back7. happy8. a delicacy / a present9. expensive / a delicacy

a) and b) Ask pairs to think what Rita should say and think of a reason to explain their choice. To check answers, call on several students to express their opinion.

ANSWER

Rita should say the text in item 3. Items 1 and 2 might sound rude.

1

2

3

4

5


SAMPLE

SAMPLE

SAMPLE

SAMPLE

SAMPLE


SAMPLE


Ask students to read the questions so that

SAMPLE

Ask students to read the questions so that

SAMPLE

they know what information to listen for. Listen again. SAMPLE

they know what information to listen for. Listen again. Play CD Track 22. Have students compare answers SAMPLE

Play CD Track 22. Have students compare answers with a partner and check answers as a class.SAMPLE

with a partner and check answers as a class.

call on a student to read the paragraph aloud.

SAMPLE call on a student to read the paragraph aloud.

ANSWERS

SAMPLE

ANSWERSANSWERS

SAMPLE

ANSWERS

UNITUNITUNITUNITUNIT

from her mother.

UNITfrom her mother.

A present from her mother?

UNIT A present from her mother? Yes, blue cheese is a delicacy in France and it’s

UNIT Yes, blue cheese is a delicacy in France and it’s very, very expensive!

UNITvery, very expensive!

Ask students to complete the story in pairs. Point out

UNITAsk students to complete the story in pairs. Point out

UNITthat their answers to the questions in Exercise 3 will UNITthat their answers to the questions in Exercise 3 will help them do this exercise. You may want to play the UNIThelp them do this exercise. You may want to play the track again so students can check their work. Then UNITtrack again so students can check their work. Then

4


Listening and speaking

a) Tell students that they are going to listen to two dialogues and ask them to decide which one sounds more formal. Tell them to pay attention to the intonation used in each dialogue. Play CD Track 23.

Explain to students that the correct reply to How do you do? is How do you do? This expression is used when you meet someone for the first time. The reply for How are you doing? is different. How are you doing? is similar to How are you? You can answer these questions by saying Fine, thanks.

ANSWER

The first dialogue is formal. The second is informal.

b) Play CD Track 24 and ask students to complete the dialogue. Play the track again so students can check their answers.

ANSWERS

1. Hello2. How3. meet4. Hi5. nice6. doing

AUDIOSCRIPT CD TRACKS 23 AND 24

A: Hello, my name’s Mr Brown. How do you do?B: How do you do? I’m Emma Jenkins.A: Pleased to meet you, Emma.

A: Hi, I’m Felicity.B: Hi Felicity, I’m Paul.A: Oh, hi Paul, nice to meet you.B: How are you doing?

a) and b) Play CD Track 25. Have students listen to the dialogues and pay attention to the intonation. Then play the track again pausing after each exchange so students can repeat. Encourage them to imitate the pronunciation so that they sound polite.


A: Would you like any more to eat?B: No thanks, I’m full.

A: You’re standing on my foot.B: Oh, I’m very sorry.

A: Could I have a sandwich, please?B: Yes, of course.

A: Do you want anything to drink?B: No thank you, I’m fine.

Tell students that they are going to practise replying to comments or requests.

Arrange pairs into Students A and Students B. Each student goes to the relevant page. Walk around the room as students interact, helping as needed.

Linked activities • Workbook section, Student’s Book, page 97

6 7

8


SAMPLE

SAMPLE

SAMPLE

CD TRACKS 23 AND 24

SAMPLE

CD TRACKS 23 AND 24

Hello, my name’s Mr Brown. How do you do?

SAMPLE

Hello, my name’s Mr Brown. How do you do?How do you do? I’m Emma Jenkins.

SAMPLE

How do you do? I’m Emma Jenkins.Pleased to meet you, Emma.

SAMPLE

Pleased to meet you, Emma.

SAMPLE

Hi Felicity, I’m Paul. SAMPLE

Hi Felicity, I’m Paul.Oh, hi Paul, nice to meet you.SAMPLE

Oh, hi Paul, nice to meet you.

Arrange pairs into Students A and Students B. Each

SAMPLE Arrange pairs into Students A and Students B. Each

student goes to the relevant page. Walk around the

SAMPLE student goes to the relevant page. Walk around the

room as students interact, helping as needed.

SAMPLE

room as students interact, helping as needed.

UNITUNITUNITUNITYes, of course.

UNITYes, of course.

Do you want anything to drink?

UNITDo you want anything to drink?No thank you, I’m fine.

UNITNo thank you, I’m fine.

Tell students that they are going to practise replying to UNITTell students that they are going to practise replying to comments or requests.UNITcomments or requests.

Arrange pairs into Students A and Students B. Each UNIT Arrange pairs into Students A and Students B. Each

4


Writing


Tell students that they are going to read and then write a travel brochure. Ask them to quickly look at the brochure on page 46 and say what they think a brochure is. (A small book that gives information about a hotel, a city, a country, a museum, local beaches, etc.)

Ask students to read the brochure about Scotland. (You may want to ask students where Scotland is.)

Tell them to read the text quickly, ignore the gaps and try to understand main ideas. The purpose of this first reading is to understand gist.

Then read the list of phrases and sentences aloud. Ask students to read the text again and complete the gaps. Have students compare answers with a partner and check answers as a class.

ANSWERS

1. c, 2. b, 3. g, 4. a, 5. e, 6. f, 7. d

Read the list of topics aloud and ask students to circle the topics covered by the brochure. After checking answers, ask random students to give some information about each of the topics. You can prompt them by asking questions, for example:

Topic 1: Cultural events. When are there a lot of cultural events in Scotland – in the summer or in the winter? Where is there a popular festival? What kind of festival is it?

ANSWERS

The topics which are mentioned are:1. cultural events 4. food2. weather 7. places to visit

Writing rule Have students read the writing rules individually.

To check comprehension, ask, What does the first paragraph tell the reader? (The place that the text is going to give information about.) Does it give general or specific information about the place? (General.) What general information does the brochure in Exercise 1 give about Scotland? (That it is a beautiful country, it has a wonderful countryside and lovely cities. One of these cities is Edinburgh.) What kind of language can we use to give tips? (should or the imperative.)

a) and b) Ask students to choose a place to write about. Then ask them to think about the main features (characteristics) of the place they have chosen and complete the introduction with their own ideas. Walk around the room helping as needed.

c) Ask students to choose the topics they are going to write about. Encourage them to make notes about each topic before they write the rest of the text.

As students write, ask them to use the text about Scotland as a model. They should write a first draft, submit it to you for correction and then write a final draft. Encourage students to include a photo or drawing to make their brochure attractive.

Linked activities • Workbook section, Student’s Book, pages 98 • Fast Finishers Activities, Extra Practice Book, page V

1

2

3


SAMPLE

SAMPLE checking answers, ask random students to give some

SAMPLE checking answers, ask random students to give some

information about each of the topics. You can prompt

SAMPLE

information about each of the topics. You can prompt

When are there a lot of

SAMPLE

When are there a lot of cultural events in Scotland – in the summer or in the

SAMPLE

cultural events in Scotland – in the summer or in the winter? Where is there a popular festival? What kind of

SAMPLE

winter? Where is there a popular festival? What kind of

The topics which are mentioned are:

SAMPLE

The topics which are mentioned are:1. cultural events 4. foodSAMPLE

1. cultural events 4. food7. places to visitSAMPLE

7. places to visit

UNITWorkbook section

UNITWorkbook section, Student’s Book, pages 98

UNIT, Student’s Book, pages 98Fast Finishers Activities,

UNITFast Finishers Activities,

4


Final task


a) Clarify the different steps involved in this task: Tell students that they are going to create a culture quiz (a quiz about places and customs around the world).

Remind students that in this unit they learnt that different cultures have got different customs and that it is important to know them in order to communicate effectively and avoid problems when visiting foreign countries. Ask students to say customs they remember from the article on page 41.

Tell students that before they create their own quiz, they are going to take a quiz which they can then use as a model. Have students take the quiz individually and then compare answers with a partner.

b) Play CD Track 26. Students listen and check their answers.

ANSWERS

1. a 5. b2. c 6. a3. c 7. b4. c 8. a


1. In Bulgaria people move their head up and down to say ‘no’.

2. In England you should ask questions politely. You should say, for example, ‘Could you please tell me the way to the station?’

3. People sometimes sit on the floor to eat in Japan.4. It’s rude to touch someone on the head in

Thailand.5. People bow when they meet in Japan.6. When you are in a restaurant in England, you

should turn your mobile off or set it on vibrate.7. It is usual for men to hug each other in Turkey.8. You shouldn’t serve wine with food in Saudi Arabia.

c) Have students work out their score and go over the

results as a class.

There are two options for this activity.

For Option 1, students will need:

• laptops or computers

• an nternet connection in the classroom to log on to www.surveymonkey.com

• an email account to send their qui ’s link to their classmates

If you haven’t got all of the items listed above, choose Option 2.

Option 1. In pairs, students write a first draft of their quiz on paper and submit it to your for correction. Then they log on to www.surveymonkey.com and create their quiz online. Assign each pair of students two classmates who they should send their quiz to. Students send their quiz’s link to their classmates by email and take the quiz they have received.

Option 2. In pairs, students create a quiz on paper and submit it to you for correction. Students write a final draft of the quiz and then sit in groups of four to exchange quizzes and answer them.

For either option, remind students to: a) use the quiz in exercise 1 as a guide, b) write 8 questions about customs or places, and c) use the language they practised in this unit. Walk around the room as students do their work, helping as needed.

Linked activities • Vocabulary, Extra Practice Book, page 17 • Self-assessment, Student’s Book, page 48 • Self-check, Student’s Book, page 99 • Unit check (version A), Teacher’s Resource Bank,

page 8 • Unit test (version A), Teacher’s Resource Bank,

pages 17 and 18 • Unit check and Unit test (version B) at

www.pearsonelt.com.ar/wu/tests

12


SAMPLE

SAMPLE

SAMPLE

CD TRACK 26

SAMPLE

CD TRACK 26

1. In Bulgaria people move their head up and down

SAMPLE

1. In Bulgaria people move their head up and down

2. In England you should ask questions politely. You

SAMPLE

2. In England you should ask questions politely. You should say, for example, ‘Could you please tell me

SAMPLE

should say, for example, ‘Could you please tell me

3. People sometimes sit on the floor to eat in Japan.

SAMPLE

3. People sometimes sit on the floor to eat in Japan.4. It’s rude to touch someone on the head in

SAMPLE

4. It’s rude to touch someone on the head in

5. People bow when they meet in Japan.SAMPLE

5. People bow when they meet in Japan.6. When you are in a restaurant in England, you SAMPLE

6. When you are in a restaurant in England, you

UNITand create their quiz online. Assign each pair of

UNITand create their quiz online. Assign each pair of students two classmates who they should send

UNITstudents two classmates who they should send their quiz to. Students send their quiz’s link to their

UNITtheir quiz to. Students send their quiz’s link to their classmates by email and take the quiz they have

UNITclassmates by email and take the quiz they have

UNITreceived.

UNITreceived.

Option 2.

UNITOption 2. In pairs, students create a quiz on paper

UNIT In pairs, students create a quiz on paper and submit it to you for correction. Students write a

UNITand submit it to you for correction. Students write a final draft of the quiz and then sit in groups of four UNITfinal draft of the quiz and then sit in groups of four to exchange quizzes and answer them.UNITto exchange quizzes and answer them.

For either option, remind students to: UNITFor either option, remind students to:

8Teacher’s Resource Bank 2 - Photocopiable © Pearson

Name: Class: Date:

> Grammar and vocabulary

Complete the box.

1 Good

2

3

4 Patient

5 Slow

a

b Badly

c Carefully

d

e

Complete using words from Exercise 1.

1 Turtles walk .

2 Mothers are very with their babies.

3 You’ve got a 10 in your exam. I’m happy you are doing .

4 The man answered all my questions.

5 It is to see you so happy.

Complete the rules in the classroom. Use the words in the box in the affirmative or negative form.

listen talk do shout answer

1 the exercises in silence.

2 to the teacher’s explanations.

3 the teacher’s questions.

4 when the teacher is giving instructions.

5 at your classmates in class. It’s rude.

Put the words in order to form sentences.

1 use / could / computer / I / your / ?

2 help / you / me / this / exercise / can / with / ?

3 we / meet / can / at 10.30 / ?

1

2

3

4

Insert the questions in Exercise 4 in the following conversations.

a A: It’s too difficult.

B: Of course! Let me see it.

b A: I have a lesson at 8.00.

B: Sure. I’ll be at home all the morning.

c A: I need to send an email.

B: Sorry, but I have to finish my homework.

> Reading

Read the text and choose the title that best fits.

a You are a mirror of people

b Do good and receive good

c People mirror your attitudes

Many times we find ourselves involved in difficult situations that might even be annoying. Reacting angrily results in angry answers. On the other hand, positive and polite attitudes bring about friendly responses. People tend to mirror our behavior.

Who can refuse to do something you request with a smile and close with a “please”? How do we respond impolite demands? Don’t you feel better when you say “hello” to your neighbours in the street or in the elevator and they smile to you? Isn’t happiness contagious when you hug your friends? Doesn’t the same hug comfort your friend who’s facing sad moments?

When we wish people a good day, they respond “same to you”. We are immediately getting back what give.

Since more often than not we receive what we give, what about starting “the good manners chain”?

Fill in the blanks with should or shouldn’t.

According to the writer:

1 We _________ react angrily to annoying situations.

2 We _________ hug sad friends.

3 We _________ answer impolitely.

5

6

7

Unit Check 4 A

M01_WU_TBR_02ARG_1795 (3M).indd 8 07/02/12 16:29

SAMPLE

omplete the rules in the classroom. Use

SAMPLE

omplete the rules in the classroom. Use the words in the box in the affirmative or

SAMPLE

the words in the box in the affirmative or

SAMPLE

SAMPLE


SAMPLE


the exercises in silence.

SAMPLE

the exercises in silence.

to the teacher’s

SAMPLE

to the teacher’s

the teacher’s questions.SAMPLE

the teacher’s questions.SAMPLE Many times we find ourselves involved in difficult

SAMPLE Many times we find ourselves involved in difficult

situations that might even be annoying. Reacting

SAMPLE situations that might even be annoying. Reacting

angrily results in angry answers. On the other hand,

SAMPLE

angrily results in angry answers. On the other hand, positive and polite attitudes bring about friendly

SAMPLE

positive and polite attitudes bring about friendly

UNIText and choose the title that

UNIText and choose the title that

ou are a mirror of people

UNITou are a mirror of people

D

UNITDo good and receive good

UNITo good and receive good

c

UNITc P

UNITPeople mirror your attitudes

UNITeople mirror your attitudes

UNITMany times we find ourselves involved in difficult UNITMany times we find ourselves involved in difficult


Name: Class: Date:

> Grammar

Choose the correct option.

1 Please, speak slow / slowly because I don’t understand English good / well.

2 My neighbour is polite / politely. He always smiles kind / kindly and says “hello”.

3 Henry waited patient / patiently to get into the theatre.

Complete the sentences with the correct adverb.

1 Alice doesn’t work slowly, she works .

2 The boys didn’t answer rudely, they answered .

3 We are not speaking loudly, we are speaking .

4 The teacher is not explaining the exercise patiently, he is explaining it

.

Complete the rules to live with a British family. Use the affirmative or negative imperative of the verbs in the box.

accept arrive be help prepare

1 afraid of the pets at home.

2 with the housework.

3 late for dinner.

4 your own meals.

5 different cultures.

Your friend is going to the theatre. Give him advice using should or shouldn’t.

1 forget to take the tickets with you.

2 use the mobile phone inside the theatre.

3 arrive some minutes earlier.

4 wait patiently to get into the theatre.

5 talk during the performance.

1

2

3

4

Match the two columns.

1 Ask

2 Surf

3 Take

4 Say

5 Go

a you are sorry

b the net

c to bed early

d an aspirin

e for permission

Use phrases in Exercise 5 to give advice. Use should or shouldn’t.

1 Andrew is very tired.

2 The student wants to go out of the classroom.

3 The girls want to find information about the planets.

4 You’ve got a headache.

5 I broke my mom’s favourite vase.

Put the words in order to form questions.

1 use / computer / can / your / I / ?

2 please / close / you / window / could / the / ?

3 borrow / notes / I / your / can / ?

4 drop / you / at the station / me / could / ?

5 wait / a few minutes / can / please / you / ?

Complete with the requests in Exercise 7.

a . It’s getting cold in here.

b . I make a phone call and we start studying.

c . My bus leaves in 15 minutes.

d . I was absent from school yesterday.

e . I need to send an email.

5

6

7

8

Test 4 ATest 3 A

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SAMPLE 7

SAMPLE 7

SAMPLE

omplete the rules to live with a British

SAMPLE

omplete the rules to live with a British family. Use the affirmative or negative

SAMPLE

family. Use the affirmative or negative imperative of the verbs in the box.

SAMPLE

imperative of the verbs in the box.

SAMPLE

SAMPLE


SAMPLE


afraid of the pets at home.SAMPLE

afraid of the pets at home.

with the housework.SAMPLE

with the housework.SAMPLE U

NITirls want to find information about

UNITirls want to find information about

the planets.

UNITthe planets.

ou’ve got a headache.

UNITou’ve got a headache.

5

UNIT5 I broke my mom

UNITI broke my mom

PUNITPut the words in order to form questions.UNIT

ut the words in order to form questions.


Name: Class: Date:

Circle the correct option.

According to the writer:

1 Parents and teachers should … .

a tell us to be polite

b be polite

2 We receive friendly responses when … .

a we are polite

b we are impolite

Read the text again and answer.

1 Why are good manners important?

2 How do we learn good manners?

3 What should we do when we plan to visit a foreign country? Why?

> Writing

Write a travel brochure of your city.

• What is it like?

• How should we travel?

• What places should we visit?

• Where should we stay?

12

13

14

Choose the correct answer to the requests in Exercise 8.

1 OK. But don’t take too long.

2 Yes, sure. I’m cold too.

3 I’m sorry. I’m watching a video conference.

4 I’m sorry. I don’t have my car here.

5 Sure. But give them back to me before Thursday. We have a test on Friday.

> Vocabulary

Fill in the blanks to find verbs.

1 W

2 S L E

3 S A K

4 W E

5 H G

Fill in the blanks with verbs from Exercise 10.

1 In formal situations men hands, but when they meet friends they .

2 It is polite to when you say “hello”.

3 Babies “goodbye” when their mothers go to work.

4 Japanese people as a sign of respect.

> Reading

Why should we be polite?

Good manners are important. They show how much you care for your friends or people who surround you. And we tend to learn them from our parents and teachers. It is not what they say, but what they do what we observe and imitate.

People tend to accept and receive us in a friendly way when we are polite. On the other hand, when we are impolite we receive a negative response from others.

9

10

11

Good manners are just good human relations. The saying goes: “Treat others in the way you would like to be treated”. There’s no secret about this.

But not everybody behaves in the same way over the world. Each culture has its own code. That is why we must learn about the culture of a country we plan to visit. When we know how to behave, we can establish better relations.

Test 4 A

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SAMPLE 13

SAMPLE 13

SAMPLE

SAMPLE

hands, but when they meet friends

SAMPLE

hands, but when they meet friends

SAMPLE

when you say

SAMPLE

when you say when you say

SAMPLE

when you say

SAMPLE

SAMPLE

“goodbye” when SAMPLE

“goodbye” when “goodbye” when SAMPLE

“goodbye” when SAMPLE

their mothers go to work.SAMPLE

their mothers go to work.

UNITtell us to b

UNITtell us to b

e polite

UNITe polite

e receive friendly responses when … .

UNITe receive friendly responses when … .

a

UNITa we are polite

UNITwe are polite

bUNITb we are impoliteUNIT

we are impolite

Read the tUNITRead the t


Diagnostic Test A1 1. is 2. works 3. has got

4. is 5. likes 6. are 7. like

2 1. Is Marcos your brother?No, he isn’t. He’s my friend.

2. Does he work at the baker’s? No, he doesn’t. He works at a bank.

3. Is his motorbike Chinese? No, it / she isn’t. It / She is Japanese.

4. Does he like playing video games? No, he doesn’t. He likes playing chess.

5. Are his parents old? No, they’re young.

3 1. gets up 2. is 3. is sleeping4. works 5. is not / isn’t working 6. is / ‘s making7. are 8. go 9. are / ‘re studying 10. is

4 1. was 2. went 3. rented4. cycled 5. gave 6. took7. had 8. were

5 Singular Pluralmanknifedish city leaf kiss

menknivesdishescities

leaveskisses

6 1. Margarita always rides her bike. She never drives her car. And sometimes, she makes her bed.

2. Alexia and Ana sometimes ride their bikes and (they) often drive their cars, but they never make their beds.

3. Uncle Ted usually drives his car and (he) sometimes makes his bed, but he never rides his bike.

7 1. a 2. some 3. but 4. any5. are 6. My 7. sometimes8. can 9. our 10. His11. always have 12. can’t13. because 14. must

8 1. her / you 2. him / She / him 3. us 4. me / you

9 1. My sisters go on holidays sometimes. OR Sometimes, my sisters go on holidays.

2. Josefina is not with friends right now.

3. Does Raúl study English once a week?

4. Tomorrow I am going to drive to school.

10 1. Teacher 2. tall 3. pet4. finger

11 chemist’s school supermarket bank hairdresser’s

newsagent’s baker’s cinema library fruit shop

12 1. e 2. b 3. d 4. c 5. a

13 1. Harry Potter and the Deathly Hallows

2. See the film and buy the tickets.

3. The writer and her / his friends, this afternoon.

4. On Saturday. 5. They have a cup of coffee. 6. Seven.7. Lina loved the first two films. 8. Magic.

14 Student’s own answers.

Unit Check 1 A1 1. Albert is 15 years old. 2. He studies at N° 234

secondary school. 3. He does not / doesn’t watch

TV in the afternoon. 4. He always does his

homework. 5. His father is a mechanic. He

repairs cars. He does not / doesn’t repair motorbikes.

6. He sometimes helps his father. 7. His mother is an artist. She

paints portraits. 8. They are not / aren’t rich. 9. They work hard every day. 10. They usually meet friends at

the club on weekends.

2 1. What time does2. What do3. Where do4. What is / What’s5. What does she do

3 1. Anna likes watching TV.2. She (Anna) does not / doesn’t

like chatting on the internet very much.

3. She (Anna) does not / doesn’t like dancing flamenco.

4. My friends like surfing the net.

5. My friends do not / don’t like to have fruit for breakfast very much.

6. My friends do not / don’t like getting a lot of homework.

7. I like riding my bike.8. I do not / don’t like playing

computer games very much.9. I do not / don’t like to be late

for school.

4 1. F 2. T 3. F 4. F

5 1. Luján 2. Alberto and Francisco 3. Henry 4. Luján 5. Henry 6. Alberto and Francisco

Unit Check 2 A1 Adjective: cheap, comfortable

Comparative: bigger, cheaper, betterSuperlative: biggest, most comfortable, best

2 1. better than2. more expensive than3. the most important4. the worst5. older than

3 1. I am / I’m going to bring the books from the library.

2. Fernanda and Héctor are going to draw the pictures.

3. Marcela is not / isn’t going to prepare photocopies.

4. Is Andrés going to write the script?

5. Are we (all) going to speak in front of the class?

4 1. Jason wants to live in a big house.

2. Anita’s school is modern.3. Is Magalí sitting on an

uncomfortable sofa?4. Yamile’s house is never dirty.5. I want to have a faster car.

5 1. T 2. T 3. T 4. F 5. F

6 1. Wendy’s (house).2. Pedro’s (house).3. The Gattys’ (house).4. Pedro.5. Wendy.

Answer keyReview Test 2 A

M01_WU_TBR_02ARG_1795 (3M).indd 29 07/02/12 16:29

SAMPLE

SAMPLE

SAMPLE

SAMPLE

argarita always rides her bike.

SAMPLE

argarita always rides her bike. She never drives her car. And SAMPLE

She never drives her car. And sometimes, she makes her bed.SAMPLE

sometimes, she makes her bed.lexia and Ana sometimes SAMPLE

lexia and Ana sometimes

Student’s own answers.

SAMPLE Student’s own answers.

SAMPLE

Unit Check

SAMPLE

Unit Check1

SAMPLE

1 1.

SAMPLE

1.

SAMPLE

A

SAMPLE

Albert is 15 years old.

SAMPLE

lbert is 15 years old.2.

SAMPLE

2.

SAMPLE

He studies a

SAMPLE

He studies asecondary school.

SAMPLE

secondary school.3.

SAMPLE

3.

SAMPLE

He does not / doesn

SAMPLE

He does not / doesn

UNIThey have a cup of coffee.

UNIThey have a cup of coffee.

ved the first two films. UNITved the first two films.

5.

UNIT5.Francisco

UNITFrancisco

UNIT


Unit Check 3 A1 1. was 2. weren’t 3. were

4. wasn’t 5. was 6. weren’t7. were 8. was

2 1. were 2. I was 3. Were4. they weren’t 5. was6. was 7. was 8. It wasn’t9. was 10. was 11. was

3 Fred got up very early, had a shower, drank a cup of co�ee and walked to work. He did not / didn’t drive because he was sleepy. He started work at 8.00 am and closed the o�ce for lunch. At 2.00 pm he got back and worked until 5.00. He went to the club and played paddle with some friends. They chatted and had a drink. When he arrived home, Fred was very tired so he didn’t watch TV. He ate some fruit and went to bed.

4 1. Did you get up late yesterday?

2. What did you have for breakfast?

3. What time did you finish work?

4. Where did you go after work?5. Who did you meet there?6. Did you play tennis?

5 1. F 2. F 3. T 4. F

6 1. A time machine.2. No, he wasn’t.3. In the past.4. Typical mid-50’s melodies.

Unit Check 4 A1 2. Bad 3. Careful

a. Well d. Patiently e. Slowly

2 1. slowly 2. careful 3. well4. patiently 5. good

3 1. Do2. Listen3. Answer

4. Don’t talk5. Don’t shout

4 1. Could I use your computer?2. Can you help me with this

exercise?3. Can we meet at 10.30?

5 a. 2 b. 3 c. 1

6 c

7 1. should not / shouldn’t 2. should3. should not / shouldn’t

Unit Check 5 A

1 1. b / c 2. b / c 3. a

2 Boil and peel the eggs and some potatoes. Mix the salad.

3 1. Joaquín is getting the fruit.2. Sebastián is laying the tables. 3. María José and Lucio are

preparing the salad.4. Guillermina is frying the eggs.5. Eugenia and Ana are making

a cake.

4 1. Is Joaquín laying the tables? No, he is not / isn’t. He is / ‘s getting the fruit.

2. What are María José and Lucio doing? They are / ‘re preparing the salad.

3. Who is / Who’s making a cake? Eugenia and Ana.

4. Is Sebastián preparing the salad? No, he isn’t. He is / ‘s laying the tables.

5. What is / What’s Guillermina frying? She is / ’s frying the eggs.

5 1. To a fast food restaurant.2. To a restaurant in Las Cañitas

or Puerto Madero.3. To a French restaurant or

to a restaurant serving Mediterranean food.

6 1. The asado.2. Seafood.3. At a stall in the street.4. Fast food restaurants.

Unit Check 6 A1 1. anything

2. someone3. anything4. something / anything

2 1. Is Betty painting portraits next year?

2. Gonzalo is not / isn’t singing with his band.

3. I am / ‘m studying in the library.

4. Is the (famous) acrobat working in a (famous) circus?

5. Are you sending an email tomorrow?

3 All of them.

4 1. does2. didn’t hear / did you phone3. doesn’t like4. went5. Did / go

5 A: artistic, inventive, magic, musicalV: imitate, draw, singN: inventor, cartoon, magic, juggler, designer, musical, song

6 1. F 2. T 3. T

7 1. It’s a comic strip.2. In 1964.3. In Latin America, Europe,

Quebec and Asia.4. Two animated cartoon series

and a movie.5. Mafalda’s adventures in

books written in Spanish, English and French.

Test 1 A1 1. watch 2. does 3. want

4. Do 5. doesn’t like

2 1. are not / aren’t 2. never live3. move 4. twice a month5. work 6. is 7. jumps 8. is9. tells 10. are 11. always have

3 1. Why aren’t the Simmons a very common family?

2. How often do they move from town to town?

3. Where do they work?4. What does Mr Simmons do?5. What does Ingrid tell people?6. Who are clowns?

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

5 1. play2. do

3. go 4. go

5. do

6 1. FUN / AGGRESSIVE2. EASY / DANGEROUS3. CREATIVE / EXPENSIVE4. INTERESTING / DIFFICULT5. RELAXING / BORINGPositive: fun, easy, creative, interesting, relaxingNegative: aggressive, dangerous, expensive, difficult, boring

Answer key

M01_WU_TBR_02ARG_1795 (3M).indd 30 07/02/12 16:29

SAMPLE

ypical mid-50’s melodies.SAMPLE

ypical mid-50’s melodies.

cake? Eugenia and Ana.

SAMPLE cake? Eugenia and Ana.

ebastián preparing the

SAMPLE ebastián preparing the

salad? No, he isn’t. He is / ‘s

SAMPLE salad? No, he isn’t. He is / ‘s

laying the tables.

SAMPLE

laying the tables.W

SAMPLE

What is / What’s Guillermina

SAMPLE

hat is / What’s Guillermina frying? She is / ’s frying the

SAMPLE

frying? She is / ’s frying the eggs.

SAMPLE

eggs.

5

SAMPLE

5 1.

SAMPLE

1.

SAMPLE

T

SAMPLE

To a fast food restaurant.

SAMPLE

o a fast food restaurant.To a fast food restaurant.T

SAMPLE

To a fast food restaurant.T2.

SAMPLE

2.

SAMPLE

T

SAMPLE

To a restaurant in Las Cañitas

SAMPLE

o a restaurant in Las Cañitas To a restaurant in Las Cañitas T

SAMPLE

To a restaurant in Las Cañitas Tor Puerto Madero.

SAMPLE

or Puerto Madero.3.

SAMPLE

3.

UNITLucio doing? They are / ‘re

UNITLucio doing? They are / ‘re preparing the salad.

UNITpreparing the salad.

ho is / Who’s making a UNITho is / Who’s making a

cake? Eugenia and Ana.UNITcake? Eugenia and Ana.

ebastián preparing the UNITebastián preparing the

2.

UNIT2.3.

UNIT3.

UNIT I

UNITIQuebec and Asia.

UNITQuebec and Asia.4.

UNIT4.

Whats up teachers-level2

Education

Transcript of Whats up teachers-level2