LOOK

WIDE
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TEACHER'S BOOK 2

Leonor Corradi - Gonzalo Rosetti

 Contents
USING LANGUAGE
UNIT
Text types Interaction Outcome World Wide

0 Welcome to
Harlow Mill
A family tree
Written introductions
page 6

1 What is
Culture?
A personal blog
A pie chart
At the cinema
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A personal
introduction
Dancing in the UK
Informative text
page 10 An article BBC Documentary clip
A dialogue The Young Dancer Award
A survey
WB page 76 A cinquain poem
VIDEO    He’s awesome!

2 Friends and
Family
A quiz
A dialogue
Plans and intentions
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A collage of friends
and family
Are hipsters cool?
Descriptive text
page 20 A magazine article BBC Documentary clip
VIDEO 
  Where’s Amy? London Fashion Week

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WB page 82
Consolidation Units 1 – 2  Meet William Shakespeare, His Life and Work!  page 70
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3 Are Humans
and Animals
A dialogue
A magazine article
Apologising
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A biography Why do parrots talk?
Informative text
Informative text
a Good BBC Documentary clip
An encyclopaedia entry Wild at heart
Match? Vox Pops video  Where
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page 30 were these people?
VIDEO 
  I don’t know how it
WB page 88 happened.

4 How does A quiz Sequencing events A list of gadgets with Is there wi-fi in the Sahara?
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Technology A personal account e a big influence on the Informative text

Influence A dialogue world BBC Documentary clip
Culture? A blog entry The digital revolution
page 40 An app description
A radio interview
A poster
WB page 94 Vox Pops video   What did
you do?
VIDEO 
  Where’s my phone?
Consolidation Units 3 – 4  Gulliver in Lilliput  page 72

5 What Makes a People’s reviews

Home? Descriptive text
Giving advice
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A personal email Why are there houses on stilts?
Informative text
page 50 A short story BBC Documentary clip
A dialogue I want my own room!
Survey results
WB page 100 Vox Pops video   Rules at
home
VIDEO 
  It’s not fair!

6 What’s Your
Town Like?
An article
A quiz
A board game A booklet of a town Where can you buy a town?
Informative text
page 60 Descriptive text BBC Documentary clip

City shopping
WB page 106
Consolidation Units 5 – 6  Meet Thor: The Coolest Norse Warrior  page 74

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 LINGUISTIC DISCURSIVE ELEMENTS
Lexical areas Structures and tenses
Family members Have / has got
Free time activities Genitive case
Opinion adjectives Possessive adjectives
Common possessions There is / are (all forms)
Skills and abilities Can: ability (all forms)
School subjects

Arts and people Like + ing

Hobbies and entertainment Simple Present
Likes and dislikes Frequency adverbs
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News and the media
Vox Pops video   Free time
Vox Pops video   The media

Clothes and accessories Present Continuous (all forms)

States and feelings  Simple Present and Present Continuous
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Personality adjectives Going to: intentions
 Clothes Present Continuous with future time reference: plans 
Vox Pops video
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Vox Pops video  Feelings
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Animals To be (past forms)
Everyday Activities  Past time adverbials
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Personality adjectives Simple Past (regular verbs) 
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Vox Pops video  Animals
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Gadgets and technology Simple Past (irregular verbs)

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Activities and technology Verbs + infinitive and verbs + ing 

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Vox Pops video  Websites Could / Couldn’t

Things in the house Prepositions of place

Household activities Adverbs of manner
Opposites Must, have to, mustn’t 
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Places in town Should / shouldn’t
Vox Pops video   My town

Shops in town Infinitive of purpose. Why … ? To …

 Shops Comparatives and superlatives 
Vox Pops video
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 Components
0.1Txt
0.? It’sSB
STUDENT’S me! BOOK
pages ? + WORKBOOK
SB pages 6-7

• Six units plus a welcome unit

• V
 ideo (drama, BBC Vox Pops and BBC Culture
clips) in every unit

• Language awareness boxes •

• Culture awareness boxes

• Tips and suggestions to explore topics on the web

• 3 literature-based consolidation lessons

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 ORKBOOK section with additional grammar,
• W
vocabulary and skills practice to consolidate
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material in the Student´s Book section
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STUDENT’S INTERACTIVE DIGITAL BOOK

• The full Student’s Book in digital format

• All audio and video embedded into the exercises

• WORKBOOK with interactive exercises

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TEACHER’S BOOK

• A yearly planning that can be submitted at schools

• Detailed teaching notes for every lesson, including ideas

for further practice

• Workbook answer key

• Audio and video scripts

• Reference to ways to make the classroom inclusive

• Ideas and suggestions to approach ESI

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• Attainment targets to cater to diversity and different
learning rhythms
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TEACHER’S SITE
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• The complete TEACHER’S BOOK

• Downloadable worksheets with further

vocabulary

• Downloadable resources for teachers

(e.g. unit and progress tests)

• mp3 audio files

STUDENT’S SITE

• Downloadable worksheets with further

vocabulary

• Downloadable further practice

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 Overview of the Student’s Book
0.1Txt
It’sSB
Student’s
0.? me! SB pages
Book
pages 6-7
?+ Workbook

Let´s tour Look Wide 2 Lesson 6 is video based and presents an instance of
(pages 4 and 5) interaction, with a focus on oral language.

These two pages are a permanent reference to students.
The names of the different sections in the Student’s Book
are presented in these two pages with an explanation in
Spanish as to what they are about and what students have
to do.
Lesson 7 is an integration lesson. In units 1, 3 and 5, the
writing skill is developed. In the other units, a final task or
project is constructed, which has been created all along
the lessons. This last lesson also includes the Unit Wide
section, which presents a summary of the topics in the unit.

Whenever they see one of the indicators of a section

(Language Wide, Culture Wide, Pronunciation and Over to
You), they can go back to these pages to check what each
of the sections mean.

There is also a reference to instructions and how key words

can help Ss understand what they have to do.

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The structure of a unit
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Every unit is divided into 7 lessons, each one with a clear
focus. Each unit opens with a tweet from a teenager, which
relates to the topic of the unit. Students can use this tweet
as a model and write their own, or they can try answering
the questions posed in the tweet at the end of the unit. This
will give coherence to the unit and will work as another way
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to round it up.
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Lesson 1 presents vocabulary areas and collocations in

context with plenty of images to help students understand
their meaning. The activities aim at consolidating the
lexical area and, at the same time, integrating it with
previously seen topics.
Lesson 2 presents a grammar topic in context and
activities which go from recognition to guided production.
Lesson 3 is based on reading texts in a variety of genres.
A grammar topic is also introduced.
At the end of every unit, you will find the World Wide
sections. This section is two pages long and consolidates
the topic developed in the unit. There is always a written
text which will open up the world to students, followed by
a BBC clip related to the topic. Activities are presented,
which help the students use language meaningfully. Finally,
students are invited to do a project for which they are
guided throughout the unit.

Lesson 4 is video based in units 1-4 and written text based

in units 5-6. In all cases, a new grammar topic is introduced.

Lesson 5 is text based and focuses on a lexical area. The texts

are about contemporary topics to engage students’ attention
and help them construct a wider vision of the world.

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Each unit has a WORKBOOK section, which starts at
page 76. Students have the opportunity to practise and
consolidate the teaching points in the Student’s Book
section, from lessons 1 to 5. At the end of every unit in
the Workbook, there is a Self-Check page for students to
assess how much they have been learning.
Reflection, one of its main features, is a fundamental principle
without which there can be no real, effective learning.
Critical thinking: problem solving and reasoning skills
are developed throughout the course, especially via the
reading and listening activities.

There are three literature-based Consolidation Units on
pages 70 - 75. They are structured so that students can
do one every two units. These lessons are skills based and
integrate the language seen in the units. Students have
the possibility to use the language meaningfully while they
learn about important universal works of art.
Autonomy and personal initiative: students are given
opportunities to choose and create their own projects so that
they connect personally with the topic, often using the internet
with their own mobile devices (BYOD). Students are prompted
to reflect on and take responsibility for their own progress
through the regular Self-assessment sections in the Workbook.

Twenty-First-Century Skills: in this interconnected world

we are living today, education is crucial in providing the
necessary skills to become successful citizens. (Shin and
Crandall, 2014)*

The Vox Pops boxes: These are short clips of people filmed
by the BBC on the streets of London, answering questions

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about their lives and giving opinions, following the topics
and themes of the lesson. The purpose of this type of video
is to provide short, manageable chunks of language in a
real-life context, which students can use as a model for
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their own speech. Because the Vox Pops are unscripted,
authentic, spontaneous speech, students are exposed to
real language uttered by speakers of English from around
the world. This helps them begin to develop compensation
strategies for understanding new language. They will hear
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inaccuracies even from native speakers of English, so
teachers should be prepared to mention and explain these
mistakes to students. They can be helped to reflect on their
own mistakes in their everyday use of Spanish, in whatever
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variety they use. Students should be encouraged not to

worry about individual words they might not catch (which
often happens even between native speakers) but to try to
get the gist of the speech.

Look Wide is constructed on key educational principles

which are in keeping with the aims of education: reflection,
communication, collaboration, creativity, critical thinking
and digital literacy.

As in any good language teaching methodology, the skills

of communication, collaboration and creativity are central
guiding principles and are peppered throughout the
activities in Look Wide.

* Shin, J.K. & Crandall, J. (2014). Teaching Young Learners of English: From Theory to Practice. Boston. MA: Heinle Cengage Learning.

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The pedagogical proposal
LOOK WIDE helps students gain competence in these 21st
century skills:
Creativity and collaboration: a wide variety of tasks and
text styles foster students’ creativity and collaboration skills.
The students will have to resort to the language they are
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learning and the 21st century skills to complete outcomes
in all the lessons in the book.
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Critical thinking: problem solving and reasoning skills
are developed throughout the course, especially via the
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reading and listening activities.
Digital literacy and multimodal communication: the content
as well as the means of delivery of Look Wide are rooted
in today’s digital environment and reflect the way today’s
teenagers already manage their lives: the topics cover
up-to-date technology and media, while the projects
suggested encourage the use of digital tools to create their
own projects whether presentations, reports or reviews, or
even mini videos of their own. In this way, students become
producers of multimodal content, a key aspect of today’s
world.
Opportunities for reflection are signalled in the Student’s
Book and will be signalled in the Teacher’s Book. They are
explained below and will be dealt with in depth as they
appear in the units.
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Student’s Book
Language Wide
As students reflect on how language works, they will
be cognitively active trying to figure the answers to the
questions posed. There will be two different instances
of reflection: about English and about the connection
between English and Spanish, the language of instruction
at school. By making connections between the two
languages, students can then focus on what is different
or on what they need to pay attention to. Most probably,
there will be different varieties of Spanish spoken at school.
This will be a great opportunity for students to see variety in
action and that different does not mean inferior or superior
in quality. If students know any other language, they can
be invited to talk about them during these instances of
language awareness.
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Culture Wide
Language and culture cannot and should not be separated.
Culture has to do with our everyday lives, with what we take
for granted, for those accepted yet unwritten rules of society
that make us part of it. The purpose of these boxes is to raise
awareness of students’ own cultures and to see how there
are different views of the world, none of which should be
considered better than others. Students are invited to reflect
on them, and to pose further questions related to each of
the topics. Understanding that there are different views of the
world (cosmovisiones) is one of the steps towards education
for peace and the construction of citizenship.

Unit Wide
At the end of every unit, Unit Wide shows the different
learning objectives (related to language skills, lexical areas,
grammar and tenses, and educational aspects) developed
in the unit. Students should identify where in the unit each
of the objectives is dealt with. This is also an opportunity for
The grammar tables
In some cases, students are asked to go back to the
texts and complete the tables. In other cases, there are
options for them to tick after they look at examples and
figure out how language works. Students can be invited to
personalise these tables and to use them as reference as

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students to reflect on the following: they are working with language.

• Understanding the topics

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• Managing the topics at recognition level, i.e. given
options, they know which one is correct
• Managing the topics at guided production level, i.e.
students can use the items quite at ease
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If they cannot tick any, this is a signal that they need to ask
their teacher. If they just tick understanding, after a while
they can go back and check if now they can manage the
topics. In this way, they are made responsible for their own
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learning and are given resources to develop their autonomy.

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Pronunciation

Pronunciation is essential in the construction of meanings

since the same phrase, with different intonation, can mean
different things. Students are encouraged to work on those
intonation aspects which are different from Spanish. They
are invited to listen to recordings and to record their own
productions to see how close they are. Through their own
recordings, they can also check progress over time, which
will be motivating and enhance learning.

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Teacher’s Book
Attainment targets: students will learn topics at different
paces. Some will be able to tell which form to use if given
options whereas others will be able to produce the form in
guided contexts. As with any teaching point, some mistakes
are typical and expected, and are signs that students are
learning. This section will show the minimum attainment
target for each teaching point, as well as expected
mistakes.
Inclusive classrooms: any text – written, oral, visual or
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multimodal – is a necessary cropping of reality and will show
one view of the world. Suggestions will be presented to cater
to diversity and to make sure every student is included and
can make his or her voice heard.
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ESI (Comprehensive sexuality education): This refers to
systematic teaching and learning that fosters reflection
and making informed decisions with respect to topics
related to human development (reproduction, puberty,
sexual orientation and gender identity), relationships,
sexual health, society and culture (including gender roles,
diversity) and children and youth’s rights. Along the units,
there are plenty of opportunities to approach ESI. Some of
these instances will be signalled in the Teacher’s Book.
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Working with the different activities
Listening
Whenever we listen to something, e.g. part of a
conversation, a radio programme, an announcement,
we may not know what is going to be said. However, we
do know the context and we may have some idea about
the content. For instance, at a train station we know that
announcements have to do with destinations, times and
platforms. In a conversation, we may get some clues when
we look at the participants’ facial expressions and body
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language. It is important, whenever students do a listening
activity, to help them anticipate what the situation may
be, the topic of conversation. This has to be something
general. Ss will listen and go back to their predictions. Then
they are ready for the second task, which typically involves
Ss finding key information. It is important to remind Ss that
it is not necessary to understand every single word but to
get a general idea. It is essential as well to help Ss see the
role of intonation in conveying meaning.
Reading
We live in a print-rich environment and are surrounded by
written texts. Because of this, there is plenty of information
we can get from a text even before we start reading it. For
instance, by looking at the layout of a letter, we know if it is
formal. It is necessary to do this whenever Ss are going to
read a text. By looking at the layout, and any visuals there
may be, Ss can make hypotheses as to the text type, or
the general topic. These hypotheses need to be general.
They then read the text – quite fast – and go back to their
predictions. As in the case of listening, they are ready to
do another task, which usually focuses on some specific
information. Also, Ss need to understand that it is not
necessary to know or understand every single word in a text
to understand its meaning.

Speaking
There are opportunities for speaking and interacting all
around the coursebook. In every case, Ss need to know
what to say and how to say it, i.e. they need to know what
linguistic resources they can use. Before any speaking
activity, it is advisable to brainstorm with Ss what language
they can use and write the list on the board.
When Ss have to record themselves, they can first rehearse
and make recordings to check how they are doing. They
can keep these recordings as records to show learning and
improvement.
Ss will tend to make mistakes when they are interacting.
As the focus of speaking activities is fluency, rather than
accuracy, it is better to keep a mental list of the most
common mistakes and have a general revision at the end
of the activity. As teachers, we know what mistakes Ss are
likely to make, so we can have some remedial work before
an activity.
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Writing
In Look Wide, there are activities in writing – exercises –
and writing activities. In the case of writing activities, Ss are
conveying meanings, they are communicating. This means
they need to take into account the audience – who they are
writing to – and the best text type to communicate what
they want to say. For example, to advertise a show, a digital
presentation is not useful, whereas a poster would be a
much better choice. Deciding on the audience, the genre
and the text type are fundamental stages of writing. Ss also
need to know they should write down ideas as some sort
of organisation before they actually start writing. Writing is
a process and, as such, the first version is not usually the
best one. After Ss write a first draft, the teacher can decide
to assign peer and / or teacher feedback sessions. In all
cases, the teacher will provide useful feedback, not only
in terms of grammar and vocabulary, but also in terms of
content and meaning. With this feedback, Ss are ready to
write a second draft.
Marking written pieces involves much more than grammar
and vocabulary. Ss should know what criteria teachers will
take into account to mark their work, such as organisation,
risk taking, integration of new and old teaching points,
among others.
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Project work
In even units, Ss are invited to do a project as they deal
with the lessons in the unit. Ss may not be used to this way
of working, so it is important they should know how to go
about it. Ss should be encouraged to go over the different
parts of the project to check if they would like to change
something, correct what they think is wrong or make
it better. This attitude towards improvement should be
reflected in the final mark they are given.
If the projects are paper-based, they can be digitalised
(taking photos or scanning them) so as to share them with
families. These projects can also be used as texts with other
groups in the same school, in different schools or at another
time. Whenever teachers decide to use projects in this way,
Ss should be informed. It usually makes them proud to learn
their productions will be used by some other groups.
Exercises
Exercises are presented in the Student’s Book and in the
Workbook sections. Their main purpose is the consolidation
of new teaching points. Exercises can be done in class or as
homework. If they are checked in class, there are different
ways to do so. The answers are read aloud by individual Ss
appointed by the teacher. It is better not to follow a pattern
so that everybody should pay attention. The T can also ask
Ss which sentences proved to be more challenging, and
check those, or the ones about which Ss may have a query.
Another interesting suggestion is to give Ss a key (which are
included in every lesson). In this case, they can ask if they
cannot understand why something was wrong.
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Assessment in Look Wide
Assessment refers to the process of gathering information General self-evaluation: using the list of criteria
about our students’ learning process and progress. the teachers decide upon, students can assess their
performance according to each criterion. A simple form
can be given to students or it can be drawn on the board,
LOOK WIDE caters for both assessment for learning and e.g.
assessment of learning. When assessing learners, teachers
need to use a variety of methods and tools, the written test CRITERIA EXC VG G F P
being only one. These tools are necessary since they will
give teachers different pieces of information about our Participation in class
students’ progress. Collaboration

Students should be involved in their assessment process. Attitude

For this to happen, they have to know what criteria Homework in time
teachers will focus on to assess them. These criteria need to
Materials in class
be shared with students from the very beginning, and there
should be instances along the term for students to reflect
on their progress as regards the given criteria. If we do this The teacher can then compare his or her own assessment
at the end of the term, there is no possibility for students to with each student’s and have a conversation with those in
make any improvement. which there is disagreement.

Apart from tests, teachers can get valuable information

about their students’ learning process by means of the
Observation and checklist: the information that we get
following assessment tools:
from students when we see them interacting in class

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• Student’s unit self-evaluation is extremely valuable to assess their learning process.
A corrected mistake can tell us much more than no
• Student’s self-check
so mistake at all for it shows reflection. Teachers can create
a checklist with the different concepts they want to focus
• Student’s general self-evaluation on. When something happens in class that catches their
attention, they will go to the checklist and record this
• Observation information.
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• Checklists
• Attainment targets Attainment targets: As students learn new topics, they will
move from recognising the topics in a different context,
using it with guidance and support, e.g. when choosing
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• The Global Scale of English (GSE)

between two options, to using it more freely. There will
• The GSE Teacher’s Toolkit come a point in which the topic is produced spontaneously.
It is hard to say when this will happen, but we know it is
definitely not when the topic is first introduced. At the end
of every lesson, there is reference to what students can be
Unit self-evaluation: at the end of every unit there is a expected to do as regards the new topics. In some cases,
Unit Wide section in which students go over the unit and expected mistakes are included. This information is crucial
reflect on what they have worked on. Students will draw a when assessing students.
✓ if they think they have understood the topic and have no
queries about it, a ? if they think they need some help or a
✗ if they feel they really need to go over the topic again.
Teachers can prepare different activities and exercises
with all the topics in the unit, and each student will do only
those in which they feel they need to practise. This will foster
autonomy.

Self-check: at the end of every unit in the workbook

section, there is a page with revision exercises for the whole
unit. Students can also use this to check if they need help in
any language area.

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THE GLOBAL SCALE OF ENGLISH
The Global Scale of English (GSE) is a standardised,
granular scale that measures English language proficiency.
Using the Global Scale of English, students and teachers
can now answer three questions accurately: Exactly how
good is my English? What progress have I made towards
my learning goal? What do I need to do next if I want to
improve?
 
Unlike some other frameworks that measure English
proficiency in broad bands, the Global Scale of English
identifies what a learner can do at each point on a scale
from 10 to 90, across each of the four skills (listening,
reading, speaking and writing) as well as the enabling
skills of grammar and vocabulary. This allows learners
and teachers to understand a learner’s exact level of
proficiency, what progress they have made and what they
need to learn next.
The Teacher’s toolkit
The GSE Teacher Toolkit is a free tool which contains a
global standard of reference developed by Pearson over
a number of years in collaboration with teachers, ELT
authors and language experts from around the world. It
is an online, searchable database. Teachers can select
the range that corresponds to the coursebook they are
teaching, and filter it by skill. This list can be downloaded
and can be used as a personal checklist. It can also
be shared with learners for them to be able to see their
progress. This can tap into their motivation for they may
feel it is worth making an effort to advance in their learning
process.
Visit https://www.english.com/gse/teacher-toolkit/user/
to access the Teacher Toolkit.

The Global Scale of English is designed to motivate

learners by making it easier to demonstrate granular

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progress in their language ability. Teachers can use their
knowledge of their students’ GSE levels to choose course
materials that are precisely matched to their ability and
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learning goals. The Global Scale of English serves as a
standard against which English language courses and
assessments worldwide can be benchmarked, offering
a truly global and shared understanding of language
proficiency levels.
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Visit www.english.com/gse for more information about the
Global Scale of English.

Visit www.english.com/blog/download-gse-young-
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learners to download the GSE syllabus and descriptors.

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 Assessment
The following are forms teachers can use to keep a record of Students’ performance.

WORKBOOK HOMEWORK ASSIGNMENT

SUBMITTED

SUBMITTED

SUBMITTED

SUBMITTED

SUBMITTED

SUBMITTED
EXERCISE

EXERCISE

EXERCISE

EXERCISE

EXERCISE

EXERCISE
DATE

DATE

DATE

DATE

DATE

DATE
STS’ NAMES

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14 PHOTOCOPIABLE

 GENERAL ASSESSMENT
TERM 1 TERM 2 TERM 3

Complying with rules

Complying with rules

Complying with rules

Participation in class

Participation in class

Participation in class
Meeting deadlines

Meeting deadlines

Meeting deadlines
Materials in class

Materials in class

Materials in class
Collaboration

Collaboration

Collaboration
Punctuation

Punctuation

Punctuation
Attendance

Attendance

Attendance
STS’ NAMES

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REFLECTION SUGGESTIONS • What worked well? Why?

• What did not work well? Why? How can I change it?
Very often, we teachers have no time to focus on very important • Is there anything some students did not understand?
aspects of our lessons. Here is a list of suggested questions for What was it? How can I go back to it in a different way?
reflections, whose answers can be a word or two. • What ideas did students have that I can use?

PHOTOCOPIABLE 15
 The LOOK WIDE Interactive Digital Book
Look Wide offers a Student’s e-book, an enhanced
digital version of the Student’s Book. This resource can be
downloaded onto computers, tablets and smartphones.
Those teachers who choose to use this resource will
augment their classrooms with digital technology very
easily, without the need to use any special software. Also,
those teachers will open their classrooms to the ubiquitous
possibilities of mobile leaning.
What is mobile leaning?
M-learning refers to the process of teaching and
learning using mobile devices, i.e. laptops, tablets
and smartphones. Teachers and students can access
pedagogical resources any day of the week and from any
place they want to. This ubiquity of teaching and learning
makes m-learning a splendid possibility to keep on
learning away from the classroom.
Does the Look Wide Interactive Digital Book need an
active Internet connection to work?
The Look Wide Student’s e-Book does not need an active
Internet connection to work after the teacher or the student
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has downloaded the e-book onto their computer, tablet
or smartphone. Students can watch videos, listen to the
audio files and do the activities in the interactive workbook
without connecting to the Internet. However, for teachers
to get the results of the students' workbook activities, they
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need to go online.
Who can benefit from the Look Wide Interactive Digital
Book?
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Teachers and learners can benefit from the Look Wide
Interactive Digital Book alike.
How can teachers offer an augmented classroom with
the Look Wide Student’s e-Book?
An augmented classroom is a face-to-face classroom
enhanced with the possibilities of ICT (information and
communications technologies). Teachers can augment
their classrooms by using the Look Wide Student’s e-Book
in their lessons. By doing so, teachers are using ICT
purposefully in their lessons augmenting their classrooms
with technology. Instead of playing the recordings, Ss can
listen to them using their own devices. The same thing
applies to the videos.
How can teachers offer a flipped classroom with the
Look Wide Student’s e-Book?
A flipped classroom refers to a pedagogical practice
in which the teachers assign their students some tasks,
especially video-based activities, to be completed before
coming to a face-to-face lesson. EFL teachers can offer
a flipped classroom experience by assigning reading,
listening and watching activities, as well as, videoed
grammar explanations in the Starter Level before coming
16
to school. In this way, the students will activate their prior
knowledge before the lesson, which will free class time
for more interaction and production. Thus, teachers gain
time for reflection on the strategies the students used to
complete the assigned activities.
How can teachers and students use the Look Wide
Student’s e-Book?
There are different possibilities. Teachers can use the
e-book in the classroom as an augmented version of the
paperback. The e-book has the audio and the video files
embedded in the corresponding activities. Teachers can
display the e-book with a projector or on an interactive
whiteboard for the whole class to see. Teachers can
use digital tools, like the spotlight tool in interactive
whiteboards or annotations and markup tools in Adobe
Acrobat Reader to signal, make comments and highlight
content on the e-book pages. All the audiovisual resources
are in the activities and exercises where teachers and
students need them so no more wasting time searching for
n
the audiovisual files in the computer or mobile devices!
A second possibility is to ask students to use their mobile
devices – tablets, netbooks or smart phones – in class to
listen to the audio files or watch the videos. This solves the
problem of not having a digital projector or interactive
whiteboard available, or the issue of loudspeakers not
being powerful enough.
A third possibility, as suggested before, is the flipped classroom.
Students can not only benefit from the Look Wide Student’s
e-Book in the classroom but out of it as well. Students can
follow the lesson using their e-books in the same fashion
they use a printed book. However, as the students can
access the audiovisual resources for the listening and
watching activities, they can work on them on their own
and at their own pace. That is to say, learners can play the
listening and video activities as many times as they may
need to. Students can listen to an audio or watch a video
several times, anywhere, any time to complete a given
activity. In this way, the Look Wide Student’s e-Book is a
wonderful resource for fostering learners’ autonomy and
differentiated learning.
One more thing! Students can benefit from the Look Wide
Student’s e-Book while they are not at school because they
can have the e-book installed in their own devices. So, they
can access all the contents of the e-book from their desks
or from any mobile device on the palm of their hands. Rainy
days and extreme weather conditions in the country and
in some cities as well usually prevent many students from
attending lessons. The same thing happens when students
cannot make it to school because they are not in town or
get sick. Their teachers can send students a text message
and assign a listening or a video activity to be done at
home and stayed tuned with the English lessons while they What can teachers use the Look Wide Interactive
are away from school. This is a meaningful example of Workbook for?
an extended classroom. Look Wide offers another way to
These are some reasons why teachers should use the Look
extend a classroom with digital technology.
Wide Interactive Workbook:
How can teachers create an extended classroom with
• very easy to use
the Look Wide Interactive Workbook?
• already programmed
• remedial work
An extended classroom is a virtual companion to a face- • catch-up work
to-face classroom. This virtual module could be a blog • differentiated instruction
(e.g. blogger.com), a shared folder (e.g. Google Drive), or a • free classroom time of homework feedback
virtual classroom. • use of classroom time for interaction, queries and
reflection
Look Wide offers a virtual classroom so every teacher • flipped learning experiences
can extend their face-to-face classroom with this online • mobile learning
classroom. The Look Wide virtual classroom keeps a • an extended classroom experience
record of all the exercises each student attempts to do
or completes, the scores they get in each activity and the
time they spend on each exercise; and the good thing is
that everything is automatic and already programmed.
Therefore, the teacher needs to focus only on teaching
without worrying about administering the virtual classroom
and the students have to only focus on their own learning
by completing the exercises from any place and at any
time they enter their virtual classroom. This is a meaningful

n
example of ubiquitous, mobile learning.

What is the bright side of using the Look Wide

so
Interactive Workbook for the students?
Students have online access to all the exercises they have
in the paperback workbook. That means they can work
on the interactive exercises anywhere, any time. However,
the brighter side is that the students receive immediate
ar
feedback after submitting their answers of the exercises.
This can help students to quickly see their progress.
Students can choose to re-do any exercise 2 times (3 times
in all) and, thus, improve their scores.
Pe

What is the bright side of using the Look Wide Interactive

Workbook for the teachers?
The Look Wide Interactive Workbook is already online and
available for the teacher to use with their class. Teachers
will have a private virtual classroom to use with their
students. Both teacher and their class will access the virtual
classroom and the Look Wide Interactive Workbook with a
secret password.

As the Look Wide Interactive Workbook is interactive and

offers automatic and immediate feedback, the teacher
will only have to look at the scores their students got and
notice where the challenges in the exercises are. With this
assessment record at hand, the teacher can design future
courses of actions for their lessons. In this way, the Look
Wide Interactive Workbook will do all the assessment by
giving feedback and collecting the students’ progress.
Undoubtedly, this sound evidence of the students’ progress
will free the teacher from long hours of checking and
marking students’ activities so he or she can have more
time for teaching and more time for using the language in
the classroom.

17
 Planificación anual
Uso del Inglés
Producto Contenido Estilos textuales
Unidad Expectativas de logro Habilidades del siglo 21
final escolar y géneros

0 Unidad para revisión.

Los alumnos podrán recordar:
Alfabetización digital: Árbol
genealógico
Bienvenido a • Recordar adjetivos Presentaciones
Harlow Mill posesivos y formación del
Gráfico de torta escritas
caso posesivo.
• Usar inglés para
comunicarse en el salón
de clase. Búsqueda de información
• Usar las estructuras there
is / are y can / can’t.
Pensamiento crítico: evaluación de
1 Presentación
personal
Los alumnos podrán:
• Nombrar diferentes
Arte: cultura, información Blog personal
tipos de arte y Gráfico de torta
¿Qué es la
actividades. sus artistas Artículo
cultura?
• Expresar sus gustos. Diálogo
• Usar adverbios de

n
Encuesta
frecuencia para expresar
Poema cinquain
rutinas.
• Expresar rutinas. Red social: Texto informativo
so
• Reconocer palabras
referidas a los Twitter
medios masivos de
comunicación.
Enciclopedia online
ar

Procesador de texto
Pe

Software para crear collage,

presentaciones, cuadernillo
2 Collage Los alumnos podrán: Psicología: (booklet), poster multimedial Juego de

Amigos y
• Reconocer artículos de grupos de preguntas y
ropa. pertenencia respuestas
familia
• Usar el presente Colaboración: trabajo de a pares y
Diálogo
continuo. Artículo de
grupales
• Recordar emociones y revista
sentimientos. Texto descriptivo
• Distinguir cuándo usar
el presente simple y el Creatividad y Producción
continuo. multimodal: collage, folleto,
• Describir personalidad presentación, poster
de una persona.
• Diferenciar entre
intenciones y planes.
• reconocer sus avances
en la lectura.

18 PHOTOCOPIABLE

 Reflexión Recursos lingüísticos discursivos
ESI
Intercultural Lingüística Áreas léxicas Gramática Fonética
(Educación sexual integral)

Tipos de familias Uso del caso posesivo Colores y prejuicios Familia Verbo Have / has Entonación
(genitive case) con asociados: rosa Actividades de got del discurso
Actividades urbanas y sustantivos singulares y femenino y celeste tiempo libre Caso posesivo en oraciones
rurales plurales masculino Opinión (genitive case) y preguntas
(adjetivos) Adjetivos posesivos
Diferentes formas de ser Posesiones There is / are
inteligente Habilidades Verbo Can
Materias (habilidad)
escolares

Concepción de cultura Comparación de Respeto por los gustos e Arte y artistas Tiempo presente
las estructuras para intereses de los demás Hobbies y simple
Cómo las actividades expresar gusto en entretenimiento Like + ing
pueden cambiar de inglés y español Programas de TV: Preferencia Adverbios de
acuerdo a la geografía y actitud sexista, (Likes and frecuencia

n
la edad de las personas Ubicación de adverbios prejuicios (películas dislikes)
Acentuación
de frecuencia románticas son para Noticias y los y ritmo
Actividades de los
so
mujeres) medios de
adolescentes Comparación de comunicación
las estructuras para La presión externa:
Cómo las opiniones expresar gusto y deseo dietas, grupos de
pueden cambiar por la en inglés y español pertenencia, presión de
pares
ar
edad, región, religión,
etc.
Evaluación de lo
Seguridad en Internet publicado masivamente
Pe

Seguridad en Internet

Concepto de familia Comparación y Ropa: prejuicios y Ropa y Tiempo presente

contraste de los actitud sexista accesorios continuo Articulación
Ropa y moda: identidad y tiempos presente Emociones y Tiempo presente de sonidos
grupos de pertenencia simple y continuo Resolución de sentimientos continuo y simple
conflictos: entender el Personalidad Intenciones (Going
Causas para el bien Intenciones vs planes punto de vista del otro, (adjetivos) to)
común la personalidad de los Presente continuo
demás para expresar
futuro: planes
Puntos de vistas
sexistas: mantener un
diario personal es algo
femenino

PHOTOCOPIABLE 19
 Uso del Inglés
Producto Contenido Estilos textuales
Unidad Expectativas de logro Habilidades del siglo 21
final escolar y géneros

3 Biografía Los alumnos podrán:

• Recordar nombres de
Geografía:
animales
Alfabetización digital: Diálogo
Artículo de
¿Los humanos
animales. autóctonos y revista
y los animales
son una
• Utilizar el verbo to be en exóticos Gráfico de torta Entrada en
pasado. enciclopedia
buena
combinación?
• Usar adjetivos para Biología: Texto informativo
describir personalidad. conducta
• Usar pasado simple Búsqueda de información
animal
(verbos regulares)
• Expresar disculpas.
• reconocer sus avances Pensamiento crítico: evaluación de
en la lectura. información

4 Ranking de
dispositivos
Los alumnos podrán:
• Recordar dispositivos
TIC: dispositivos
de hardware
Juego de
preguntas y
Red social:
¿Cómo influye
que tecnológicos. y su influencia respuestas
la tecnología
cambiaron • Recordar verbos cultural Diálogo

n
en la cultura? Twitter
al mundo irregulares. Anécdota
• Usar el infinitivo y Posteo en blog
Enciclopedia online
el gerundio según
so Descripción de
corresponda.
una app
• reconocer sus avances
Procesador de texto Entrevista
en la lectura.
• Recordar Poster
secuenciadores. Texto informativo
ar
Software para crear collage,
presentaciones, cuadernillo
(booklet), poster multimedial

5 Email Los alumnos podrán: Formación Reseñas

Pe

¿Qué hace a
personal • Recordar objetos en una ética y Cuento
casa. ciudadana: Colaboración: trabajo de a pares y Diálogo
un hogar?
• Utilizar preposiciones de construcción grupales
Resultado de
lugar. y cuidado del encuesta
• Recordar actividades del hogar
Texto descriptivo
hogar. Creatividad y Producción Texto informativo
• Utilizar adverbios de Geografía: la multimodal: collage, folleto,
modo. vivienda presentación, poster
• Reconocer sus avances
en la lectura.
• Expresar obligación y
prohibición.
• Listar lugares de una
ciudad.
• Pedir y dar consejos.

6 Folleto Los alumnos podrán: Geografía: Artículo

¿Cómo es tu
turístico • Listar negocios en una Ciudades; Juego de
ciudad. Argentina; el preguntas y
ciudad?
• Expresar propósito. consumo respuestas
• Diferenciar comparativos Texto descriptivo
y superlativos. Texto informativo
• Reconocer sus avances
en la lectura.

20 PHOTOCOPIABLE

 Reflexión Recursos lingüísticos discursivos
ESI
Intercultural Lingüística Áreas léxicas Gramática Fonética
(Educación sexual integral)

Animales y la relación Comparación de Manejo de la crítica, Animales Tiempo pasado Entonación

con los humanos: la conjugación del resolución de conflictos Actividades verbo be del discurso
consumo, religión, verbo to be en tiempo basado en el diálogo diarias Adverbios para el en oraciones
mascotas pasado y presente Personalidad tiempo pasado y preguntas
Actitud sexista en la (adjetivos) Tiempo pasado
Cuando consideramos Construcción de distribución de las simple (verbos
a un animal exótico y / o pasado simple a partir actividades del hogar regulares)
extraño del presente simple
La disculpa como gesto
Celebraciones de Diferentes formas de de buenos modales y
cumpleaños pronunciación de -ed respeto

Cómo las personas

pueden responder a una
disculpa

Brecha tecnológica Construcción de Seguridad en internet: Tecnología y Tiempo pasado Acentuación

preguntas y negación grooming dispositivos simple (verbos y ritmo
Necesidad (o no) de la del pasado simple Tecnología y irregulares)
tecnología a partir del presente Efectos de las actividades Verbos + infinitivo

n
simple adicciones en la salud Sitios web Verbos + ing
Resolución de conflictos fisica y mental Could / Couldn’t
Verbos fraseales
so
Comparación del uso
del infinitivo en inglés y
español
ar
Uso de could a partir
de can

Articulación
Hogar vs casa Ubicación de los Responsabilidades Objetos en una Preposiciones de
Pe

de sonidos
adverbios de modo en del hogar, casa lugar
la oración independientemente del Actividades en Adverbios de modo
género de las personas una casa Obligación,
Diferencia entre must Opuestos prohibición con
not y not have to Reglas en el hogar: Lugares de una Must, have to,
actitud sexista ciudad mustn’t
Diferencia entre Consejos con
consejo y obligación Should / Shouldn’t

Tipos de negocios y Diferencia entre Respeto por el origen Negocios en Propósito con
zonas geográficas el concepto de geográfico de las una ciudad Why ...? To ...
comparativo y personas Comparativos
Buenos modales en los superlativo Superlativos
negocios El consumo y el
valor asignado a las
Actitud frente a las posesiones materiales
compras

PHOTOCOPIABLE 21
 The first week
Before starting, you may want to work with Ss with some Maybe Ss are not used to using English – either listening to
ground rules. They will be at two levels, linguistic and it or interacting in it. This is a good opportunity to give them
relational. Linguistic rules refer to the use of English in class. some resources so that they can use English in class.

TEACHER CLASSROOM LANGUAGE

What follows is a list of the most frequent classroom Latin origin which mean the same in English and Spanish),
language. As you use it, make sure you put meaning across body language, and any other means to help Ss construct
by using gesture, helping Ss focus on cognates (words with meaning without resorting to translation.

Classroom instructions
• Look at this / the picture on page … Classroom management
• Say it again.
• Listen to this / the dialogue. The following are expressions you can use to keep
• Open your books at page / unit … the class working appropriately.
• Close your books / notebooks. • Work quietly.
• Read this / the text in silence. • No more talking, please.

n
• Write the answers in your notebooks. • Use English. / Say it in English.
• Act out the conversation. • Try again.
• Sit next to (Gon). • Time’s up.
so
• Do (Exercise X) for homework. • Go back to your spot.
• Spell it.
• Make two teams.
• Get into groups.
• Work on your own.
ar
• This is to hand in.

Student classroom language

Pe

As suggested before, use different means to put meaning across.

Ss can make a poster with these phrases and pin it on the wall
and they can also make personal file cards with this information.
It is a good idea to ask Ss how they think they can keep a record
Assessment criteria
of these expressions. Remind them to use them every class. You
During the first lessons, it is advisable to tell
can have a challenge of sorts, e.g. if everybody uses English all
Ss the criteria to be applied to mark them.
the time, they can choose which game to play or which favourite
Ss’ marks should include several aspects,
activity to do the following class.
not only exams. The following are suggested
• A (pen), please. criteria:
• Say that again, please. • Participation in class (irrespective of
• How do you spell "teenager"? mistakes Ss can make)
• How do you say "flequillo" in English? • Collaboration
• Can I go to the toilet, please? • Attitude
• Is this to hand in? • Submitting homework and assignments in
• Can I work with (Majo)? time
• Can we work in groups? • Bringing materials to class
As to relational rules, it is usually a good idea to have them in a
poster signed by everybody, teacher included. It is even better if
some of the rules apply to the teacher as well, e.g. when to give
back checked homework or marked exams.

22

 0 Welcome to Harlow Mill
0.1Introducing
0.1
0.? It’sSB
Txt me! SB pages
pages 6-7 Amy SB pages 6-7
?Lee and
In this unit, Ss will revise previously learnt language, and • Ask Ss to read the instructions and look at the tree.
meet some of the characters that will feature in the units. • Give them time to do the activity, then check their
answers.
LEAD IN Answers 2 Lee her 3 Sue or Gloria, my 4 Diana, their 5 Sue, our
• You can ask Ss what they think Harlow Mill is, and if it
is real or fictional. They can check as they deal with
the unit. ➤ Extra activity
You can draw Dave’s family tree for Ss to write
1 Read the text. Find these people in the photos. sentences about them as in Ex. 3
• Ask Ss to read the instructions and check they all
know what to do. Genitive case
• Allot a couple of minutes for Ss to do the activity • Ask Ss to look at the table.
and then check. • Help them notice the difference between singular
• You can ask Ss to underline or highlight key words and plural nouns with the genitive.
that help them do the correct matching.
Answers 1 Gloria 2 Dave 3 Ruby 4 Lee 4 Add apostrophes (´) to the sentences about
Lee’s family.
IC This photo represents what used to be considered • Ss should read the instructions and do the exercise.

n
the typical family: parents and two children. However,
• A typical mistake for Spanish speakers is to consider
agreement between the possessive adjective and
the concept of family we adhere to is that of people
the noun that follows. In sentence 8, many could
so
living together who share a bond of love and kinship.
choose his because of brother.
There are plenty of opportunities to discuss different
types of families: single parent, same sex parents, Answers dad’s Dave’s children’s Ruby’s Lee’s
big and small, multicultural, mixed-race, mixed or
blended, families in which there are no parents but 5 Read the text and answer the questions in
grandparents or older siblings, nuclear and extended,
ar
pairs.
among others. It is important not to refer to any of the
types here as different, because that would mean there • Ask Ss to read the instructions and the questions
is a norm, with the rest deviating from the norm. and guess the answers.
• Have them read the text quickly and go back to
their guesses. Then check Ss' answers.
Pe

2 Mark the sentences T (true) or F (false).

• Check Ss know what to do.
• After Ss reread the text, check their answers.
Answers 2 T 3 F 4 F 5 F
➤ Extra activity
In groups, Ss can write affirmative and negative
statements and then say them aloud for the rest to say
if they are true or false, e.g. Ruby is Gloria’s daughter.
Possessive adjectives
• Ask Ss to read the table. You can help them
reflect on the agreement for possessive adjectives
in English and in Spanish. In English, there is
agreement between the person and the possessive
adjective, e.g. Maria, her; Alejandro, his. In Spanish?
• Tell Ss they can go back to this table whenever they
have a query as to possessive adjectives.
3 Look at Lee’s family tree. Complete the
sentences with the correct possessive
adjectives. Decide who is speaking in each
sentence.
Answers 1 Yes, she is. 2 Yes, they are. 3 Yes, she is. She’s
interested in swimming, cycling, judo and volleyball.
6 Read the text about Amy again. What are her
hobbies and interests? Tick them in the box
below.
• After reading the instructions, have Ss go over the
activities in the box.
• Check they understand them all.
Answers Playing computer games, taking photos, surfing the internet.
IC Invite Ss to add other activities to the list so that
everybody can say what their interests are. Ss can then
discuss which activities are urban and which are rural.
7 What’s your opinion of the activities in the box
above?
• Ask Ss to read the statements in the box.
• Invite them to discuss the activities in the box and
other free time activities they are used to doing.

23
0.2 Amy’s home SB page 8

1 2 Read or listen about Amy’s bedroom.

4 Complete the sentences about Amy’s room.
Mark the sentences T (true) or F (false).
• Have Ss look at the photo of the bedroom and ask
them if it looks similar to theirs.
• Ask them to read the text and decide if the
sentences are true or false.
• Check their answers.
Answers 2 F 3 T 4 T 5 T
• Ask Ss to read the instructions and the table. You
can elicit the meaning of There is / are in Spanish:
hay. Help them notice there are sentences with one
or two blanks.
• Ss can try doing the activity without looking at the
photo.
• Check Ss’ answers.
Answers 2 isn’t 3 are 4 isn’t, a 5 isn’t, a 6 are, some

Remind Ss that there is no double negative in English. If the 5 Memory game. Look at the picture of
school is not far, it means it is near, so 3 is true. The same
Amy’s room and close your books. Test your
thing for 5, She hasn’t got a desk is True because there is no
classmates’ memory.
desk in her bedroom.
• Have Ss read the instructions and the examples.
Remind them of the intonation in Yes / No questions.
IC Some Ss may not have a bedroom of their own, and
for some others, there is no bedroom in their home.
• Give them time to think about questions. Then ask
them to close their books.
We may tell them that the place where we sleep is our
bedroom, even if at times it may be the living room or
• Have different Ss ask questions.
some other room.
6 Pair work. Find 6 things in common. Describe
your houses.
2 a In pairs, underline the things you can see in

n
the photo. • Have Ss read the instructions and the examples.
Remind them they can talk about the different
• Have Ss read the instructions and the elements in rooms in the house.
the box.
so
• Give them time to do the activity.
• Ss can write a number or letter next to the words in • You can close the activity by having an example
the box to match the things in the photo.
from a couple of pairs.

➤ Extra activity Over In pairs, ask and answer questions about

ar
You can have Ss look at the photo for 30 seconds and
close their books. Name the things Amy has for Ss to
say what colour they are, e.g. Laptop, white.
Pe
  to 
YOU your bedrooms. Use the items from the box
or your own ideas. Take notes!
• Have Ss read the instructions and the examples.
Remind them of the intonation in Yes / No questions.

ESI Ask Ss to look at the photo again and point to the
sheets. They’re pink. Ask them if a girl’s bedroom should
have pink elements. The idea is to help Ss see that it is
OK for both boys and girls to wear and use any colour,
and that pink does not mean feminine or light blue,
masculine.
• Ask them how they will take notes, i.e. they do not
need to write complete sentences but just key words
and a ✓ or a ✗, depending on their classmate’s
answer.
• You can have a classroom display of the
descriptions.

b 3 Listen to the words. How many can you

remember in 1 minute?
• Have Ss listen to the recording.
• They can try to remember as many as possible. As
they say them, help them imitate the pronunciation
in the recording.

3 In pairs, use the words in the box above to tell

your partner three things you have / haven’t
got. How many things in common?
• Ask Ss to read the instructions and the example.
• Tell them they can think about 10 different things to
see if they can find something in common.
• You can have Ss interact in pairs, and close the
activity by having two or three examples.

24

0.3 Introducing Krystal SB page 9
1 Read the text. Is Krystal a good student?
• Ask Ss to look at the photo and decide if Krystal is
in the same group as Amy and Lee or in a different
group.
• Ask them to read the instructions and read the text
quickly to answer the question.
Answer Answers will vary.
IC It is quite frequent for people to measure intelligence in
terms of how good you are at maths. Intelligence can
be defined in different ways, but it is basically the ability
to learn, understand and deal with new situations. From
this perspective, we are all intelligent. What differs is
that we may think in different ways, not only logically or
with a maths’ mind. You can help Ss understand that
marks do not always reflect a person’s intelligence,
and that there are different types of intelligence. For
instance, most probably Krystal has musical and
spatial intelligence.
2 4 In pairs, match school subjects 1 - 6
with pictures A – F. Can you think of any more
subjects? Listen and check.
• Have Ss read the instructions.
so
• Give them time to do the matching. Check by
playing the recording.
• You can ask Ss what other subjects they have or have
had at school, and how they would represent them.
Answers 2 A 3 F 4 E 5 D 6 C
ar
4 your partner.
A – Music
B – Geography
Pe
C – Information Technology
D – Biology
E – English
F – Chemistry
3 Read the text again and answer the questions
in pairs.
• Ask Ss to read the instructions.
• Challenge them to answer the first question without
going back to the text.
• You can have a survey with the Ss’ answer to the
second question.
Answer French and History
Ability can / can’t
• Have Ss read the examples in the table.
• Remind them of the intonation in Yes / No questions.
• You can ask your Ss to make an audio file and keep
it as a record of their pronunciation.
4 Complete the sentences with can or can’t.
• Ask Ss to read the instructions.
• Have them do the exercise and then check their
answers.
• You can ask Ss what clues they can find in the
sentences to decide on can or can’t.
Answers 2 can’t 3 can 4 can’t 5 can’t / can’t 6 can’t.
5 a Read the activities in the box. Tick ✓ your
skills and abilities.
• Have Ss read the instructions and the activities in
the box. Check they understand all of them.
• You may add some other activities that Ss are used
to doing.
b 5 Listen to Amy and underline the things
in the box that she can do.
• Ask Ss to read the instructions.
• Play the recording for them to underline the correct
activities.
• Check Ss’ answers.
Answers Cook dance play the piano repair a computer speak
English
5
n
Amy: Um, let’s see, I can’t act at all! Er, I can cook quite
well, I can dance, er, I can’t play the guitar but I can
play the piano, well, a little bit. I can definitely repair
a computer. And I can speak English of course. I can
speak French but not Spanish. And that’s it. I can’t
drive a car – I’m too young. And I can’t swim!
6 In pairs, say which things in the box you can
and can’t do. Find 5 abilities in common with
I can’t speak Spanish but I can speak English. And you?
• Ask Ss to read the instructions and the example.
• They can use the activities in the box and some
other activities as well.
• You can set a time limit, e.g. 2 minutes, to see how
many coincidences they can find.
• Have a couple of pairs tell the rest about their
coincidences.
7 In pairs, ask and answer the questions.
• Ask Ss to read the instructions and the example.
Check they understand all the activities.
• Remind them of the intonation in questions.
• You can ask them how many coincidences there will
be for everybody.
• Check if there is something they can all do.
AT This is a revision unit. As regards vocabulary, Ss should
remember possessive adjectives, genitive case,
common possessions and activities. You may also
include classroom language. They should remember
the meaning and structure of there is / are and can /
can’t.
25
 1 What is Culture?
0.1What
1.1
0.? It’sSB
Txt me!
do SB pages
you
pages ? like?6-7
SB pages 10-11
IC This unit is about some aspects of culture. Some
people have a traditional perspective and consider
that culture is related to literary and artistic expressions
only. To others, cultures are part of who we are. We
all participate in different cultures, e.g. the culture of
our family (whatever type it may be), the culture of our
friends, the culture of the place where we live – the
neighbourhood, the town, the province, the country,
the continent, e.g. Latin America. Culture is also
intrinsically related to language. By way of example, in
Spanish the gender used for generalizations – though
it seems to be changing – is the masculine. In a way,
language shows one of the features of western culture,
that of being dominated by men. Again, this has been
changing for some time already.
Every unit is introduced by a Tweet from Marc Mato or
Sandra Román, two teenagers. They pose a question
related to the topic. As Ss move along the unit, or towards
the end of the unit, they can go back to the question posed
at the beginning and answer it according to their own
opinions and ideas.
so
@
Tweet: Are music, dance, literature, cinematography
some types of culture? And our language
and traditions? And our clothes and jokes?
#WHATISCULTURE?
ar
You can ask your students to respond to the tweet at the
end of the unit. You can use Twitter; however, to maximize
the privacy of our students, we recommend using a closed
group or the message tool in a virtual learning environment
Pe
like Edmodo or Google Classroom. You can even display
a poster on a classroom wall where Ss can write or paste
their comments to the hashtag.
LEAD IN
• Knowing there are different ideas behind the
concept of culture, ask Ss what they think culture is.
They can keep a record of their ideas.
• At the end of the unit, you can go back to these
ideas.
1 6 What can you see in the photos? Match
photos 1–6 with phrases a–g. There is an extra
phrase. Listen and check.
• Ask Ss to read the instructions and check they
all know what to do. Ask them to go over the
statements and check they understand all of them.
• Play the recording. You may want to remind of the
ground rules for listening, e.g. do not interrupt, do
not make any noises or speak, etc.
• Check Ss’ answers.
Answers a 4 b 3 c 5 d 2 g 6
26
6
1 S = Sam B = Bernadette
S: Bernadette? Look! I like the colours in that painting, but
what is it?
B: Em … I’m not sure … Is it a tower? Or a house? Or
maybe it’s a window? Anyway, I think she’s a really
talented artist!
S: Eh … yeah …
B: Oh look at that one!
2 C = Craig J = Jodie
C: What’s the book, Jodie?
J: Oh, hi, Craig. It’s called One day. It’s …
C: Who’s the writer?
J: Eh, someone called Kirsty Stewart. It’s …
C: What’s it about?
J: It’s about two students who fall in love and …
C: Has it got a happy ending? I like stories with a happy ending.
3 D = Dan S = Sarah
D: Let me take one. I’m a good photographer.
S: Yes, but you always want to be in all the photos, don’t you?
D: That’s no problem. I’ll take a selfie. OK, everyone stand
behind me. Look at the camera … say ‘cheese’!
4 T = Tammy R = Rafa
n
T: This is great, but it’s difficult.
R: What?
T: It’s difficult! It isn’t easy to learn the steps. I don’t know
what to do.
R: Don’t worry! You’re a great dancer! Just follow me and
enjoy yourself.
5 D = Darren M = Mother
D: Mum! What’s that terrible noise?
M: The musicians are tuning their instruments.
D: Is it very long?
M: What?
D: Is the concert very long?
M: Sssh!
6 C = Clapper board girl A = Anna S = Stephen
C: ‘I love you.’ Take three!
A: Don’t go! Don’t leave me! I love you!
S: Cut! I don’t believe it! The actors in this movie are terrible!
A: Huh! The problem with this movie is the actors are good,
but the director’s terrible! Goodbye!
2 Complete the words.
• Ask Ss to read the instructions and look at the box.
Help them understand the difference between the
two columns.
• Once they complete the words, have them read the
Artist column and ask them if they find any pattern
in the words.
• You can also elicit other words from them that
would go in this column, meaning people who do
something, e.g. teacher, painter.
Answers writer photographer actor director dancer music
3 a Write 3 true and 3 false sentences with the
phrases below and the words in the box above.
• Ask Ss to read the instructions. Check they
understand the meaning of being good / bad at.
You can give them examples, e.g. Einstein was very
good at physics, but at school, he was bad at Maths.
Borges was a great writer.
• Give them a minute to write the sentences.
 b In pairs, listen to your classmates’ sentences
and say true or false.
• Ask Ss to get into pairs and read their sentences to
a classmate.
• How many did they guess?
Culture Wide
Ask Ss to read the box and discuss the answers.
4 Add the words below to the correct category.
Add at least 5 more words.
• Have Ss read the instructions and the words in the
box.
• Ask them if they think these activities are related to
culture.
• Give them a couple of minutes to write the words in
the correct category and then check.
Answers 2 horror films 3 short stories 4 Zumba 5 violin 6 rock
7 techno
➤ Extra activity
Tell Ss you want to know how many different cultural
activities they do. Ask Ss what cultural activity they
so
do. If the activity they are into is not in the box, add
as many words as necessary. They can use the
Vocabulary Bank for further activities.
IC Some Ss may have this idea that they do not
ar
participate in any cultural activity. Help them see that
graffiti, for instance, is one. Make sure every student is
present in the list of activities.
Pe
Vocabulary: Ss can find more cultural activities at
www.pearson.com.ar/look_wide
5 Choose the correct option for you.
• Ask Ss to read the instructions and the examples.
• Ask them to talk about their likes and dislikes,
tell them to pay attention to their classmates’
comments to see how many similarities they can
find. You can teach them Me too! and Me neither!
Language Wide
The purpose is for Ss to compare the structure for likes
and dislikes in English and in Spanish. Have Ss read the
examples. You may help them notice that we use an
–ing form in English and an infinitive in Spanish when
referring to activities, e.g. I like swimming.
6 Make the sentences true for you with some of
the words below. Listen to your classmates and
check how many coincidences you all have.
• Have Ss read the instructions and the examples.
• Give them time to do the activity.
• Check Ss’ answers and the number of coincidences.
Answers Answers will vary.
7 7 Complete the text. Then discuss with a
partner. Are your answers the same? Listen
and check.
• First ask Ss to read the instructions. Ask them to read
the text quickly and say if they have similar likes or
not.
• After you check the answers, give them time to fill in
the gaps.
• Ss compare their answers in pairs.
• Check Ss’ answers by playing the recording.
Answers 1 listening 2 great 3 acting 4 into 5 taking
6 interested 7 pictures 8 reading
7
I like listening to classical music. I’ve got a violin but I’m not a
great musician so I can’t play it very well. I’m shy so I hate
dancing and acting in plays but I’m really into photography. I
love taking photos. I’m interested in art too. I don’t like painting
much but I really like drawing pictures and I love reading
graphic novels What about you?
n
Over
  to Express your likes and dislikes with a
YOU 
cinquain poem.
• Have Ss read the instructions and the explanation of
a cinquain poem.
• Before they start writing, you can have them go
over the boxes in this lesson and check the number
of syllables of the different activities. Remember to
include the activities they added.
• Have Ss write their own cinquains.
• They can print their own cinquains and include
pictures. You can make a display of the cinquains.
• You can encourage Ss to use a word processor or a
presentation software to complete the task. Ss can
place a picture of themselves in the background
and write their cinquain in the foreground.
AT Ss should remember different activities, and use an
infinitive after verbs and expressions of likes and
dislikes.
WB Answers 1.1 What do you like? Page 76
1. 2 musician 3 writer 4 photographer 5 artists 6 actor
2. 2 interested 3 into 4 hate 5 don’t 6 not
3. 2 artist 3 violin 4 horror 5 comedy 6 photography 7 ballet
8 novel
4. 2 graphic 3 writer 4 artist 5 fantasy 6 cinema 7 interested
8 taking 9 into 10 actor
5. 2 classical 3 musician 4 reading 5 watching 6 dancers
7 photography 8 taking
27
0.? What
1.2 Txt SBdo young
pages ? people like doing? SB page 12
1 Look at Rose’s post. Has Rose got the same
interests as her twin sister, Violet? Read and
check.
• Before you work with this exercise, ask Ss to read
the title and answer the question. At the end of
this lesson, they can see if there are any points in
common with their ideas.
• Ask Ss to read the instructions. You can tell them
to think about the answer before they read. What’s
their opinion as regards interests and twins, are they
usually the same or not?
• Have Ss read the text and go back to their
predictions.
Answers No
Simple Present
• Ask Ss to read the table. Elicit from them the
meaning of routines and habits.
• As they read the examples and complete the rule,
elicit other frequency adverbs.
• You can ask Ss in what situations they talk about
their routines, e.g. when telling people how tired they
are, or why they cannot do something.
• You can ask your Ss to make an audio file and keep
it as a record of their pronunciation.
so
2 Add adverbs of frequency to make these
sentences true for you.
• Ask Ss to read the instructions and look at the first
ar
sentence. Ask them if it is true for them. If it is not,
ask them to make it true.
• When checking, see how many coincidences there
are.
Pe
➤ Extra activity
Ss can tell the rest about a routine, including its
frequency. It may be true or false. They can talk about
themselves or about somebody in their family. As they
listen, the rest have to say if it is true or false.
3 8 Complete the text with the correct form
of the verbs in brackets. Listen and check.
• Ask Ss to read the instructions and the text, and
say if that is similar to their life or to somebody they
know.
• Ss complete the text.
• Check by playing the recording.
Answers 2 don’t go 3 watches 4 prefer 5 wins 6 doesn’t win
7 don’t play 8 play
8
I live in a village so I don’t go to the cinema very often. My
brother often watches films on TV but I prefer playing games
with my friend, Dylan. He usually wins but he doesn’t win every
game. We don’t play very often on school days but we play a
lot at weekends.
28
4 Correct the sentences.
• Ask Ss to read the instructions and the sentences.
Tell them to include true information.
• Give Ss time to do the activity, then check.
Answers 2 They don’t play classical music. They play pop music.
3 Tim Burton doesn’t make documentaries. He makes films.
4 J.K. Rowling doesn’t act in films. She writes novels.
5 VOX POPS 1 Add to the list below to say what
you do in your free time. Then, tell the class.
Who makes the best of his or her free time?
• Tell Ss Vox pops are very short videos of everyday
people, not actors.
• Ask them to read the instructions.
• Play the recording. They can use the information
here.
• Give them time to prepare their statements.
Culture Wide
Ask Ss to read the statements in the box. Ask them
n
why there are similarities but differences as well.
1 Video script page 82
IC You can help Ss notice that we all have different
interests and that some may consider them weird. It is
important for teachers to make sure that everybody
has the possibility to talk about his or her interests and
that learning about others, whose life and interests
may be completely different from ours, is a way of
enlarging our view of the world.
AT Ss should revise the meaning of routines and habits in
the Simple Present tense. They should also remember
frequency adverbs: their meaning and position in the
sentence.
WB Answers 1.2 What do young people like doing? Page 77
1. 2 go 3 play 4 writes 5 speak 6 lives
2. Answers will vary.
3. 2 I sometimes read short stories. 3 My brother is always in his room.
4 I’m always interested in new songs. 5 My mum usually goes to
Zumba classes on Monday. 6 My classmates are never bored in Mr
Tutt’s classes!
4. Answers will vary.
5. 2 I often play computer games with my friends. 3 I don’t understand
Spanish. 4 I usually buy clothes online. 5 Our teacher doesn’t drive a
car. 6 Tom is never late for class.
6. 2 don’t go 3 do 4 isn’t 5 give 6 watch 7 doesn’t like 8 watch
9 watches
7. 2 f 3 a 4 b 5 g 6 c
0.? Is
1.3 TxtTVSBlosing
page ?popularity? SB page 13
LEAD IN
Before starting the lesson, you can focus on its name and
ask Ss if they would answer Yes or No.
1 How many hours of TV do you usually watch after
school? Make a pie chart with the class results.
• Ask Ss to read the instructions and the four
statements. Agree on them if this includes free to air
TV (FTA) only, cable TV and services such as Netflix.
• Are the results what they expected?
2 Look at the illustration. What is a coach
potato? Tick ✓. Then read and check.
• Ask Ss to read the instructions and tick the option
they think is correct.
• You can check Ss’ answer before they read the text.
• Have them read the text and check their answers.
Answer a
3 9 Read the text. Match headings a–e with
paragraphs 1–4. There is one extra heading.
Listen and check.
• Have Ss read the instructions and reread the text.
• Give them time to do the matching, then check their
so
answers.
• You can ask them to account for their answers by
focusing on clues in each paragraph.
• You can also ask Ss to decide which paragraph the
picture refers to.
ar
Answers 1 d 2 b 3 a 4 e
9 • Ss can decide on the question in class. The
Pe
WHERE ARE ALL THE COUCH POTATOES?
1 Too much TV? Parents and teachers always say that
teenagers are ‘couch potatoes’ and spend all their time in front
of stupid TV programmes. But is it true that young people have
‘square eyes’? Do they really watch a lot of TV?
2 Surprising statistics The results of a recent survey show that
people in Britain typically watch twenty-seven and a half hours of
TV every week – almost four hours a day! But there is some
surprising news – young people don’t watch as much TV as
adults. For example, middle-aged adults (aged forty-five to
sixty-five) watch about five hours a day. But young people aged
twelve to seventeen only watch about two and a half hours a
day. And a typical pensioner watches about six hours a day!
3 A global change Studies in countries such as the USA and
Australia suggest the same: kids today spend less time in front
of their TV sets than young people in the 1980s.
4 A new obsession Teenagers today don’t often sit with their
families on the living-room couch. So where are they? Do they
perhaps spend all their free time in the fresh air, away from the
TV? The simple answer is no, they don’t. The favourite free time
activity of British teenagers is now surfing the internet – typically
about thirty-one hours a week! The couch potato is alive and
well – he’s just back in his bedroom.
➤ Extra activity
Ss can rewrite the text for their region, making the
necessary changes.
4 Make true sentences about the people below.
Use these words:
• Have Ss read the instructions, the words and the
example. If they do not know them, explain with
examples, e.g. kids is a synonym of children, a bit
more colloquial. Middle aged is people in their
forties. Pensioners are people who do not work any
more, usually over 65. Teenagers are adolescents.
• Give them time to do the exercise, then check their
answers.
• You can also tell them to use the word adult.
Answers 2 kids 3 pensioners 4 teenagers 5 middle aged
➤ Extra activity
Ss can talk about their families telling the rest how
many kids, teenagers, adults and pensioners there are,
e.g. In my family there are two kids, two adults and one
pensioner.
5 Read the text again. Mark the sentences
T (true), F (false) or DS (doesn’t say).
n
• Ask Ss to read the instructions. Challenge them to
do the activity before rereading the text.
• Give them time to do the exercise, then check their
answers.
Answers 1 T 2 T 3 F 4 DS
Over British people watch a lot of TV. What
  to 
YOU about the people in your area? Do a small
survey for next week.
• Have Ss read the instructions.
questions will be in English though they will conduct
the interviews in Spanish.
• Ss present the findings to the class. Are there
similarities?
ESI You can ask Ss what TV programmes they are used to
watching. Discuss with them the role women and men
play in these programmes. Do they present a sexist
attitude? Are they inclusive? Do they help children and
young people take care of themselves?
AT Ss should remember the meaning of routines and
habits in the Simple Present tense. They should also
remember frequency adverbs: their meaning and
position in the sentence.
WB Answers 1.3 Is TV losing popularity? Page 78
1. 2 b 3 d 4 c
2. 2 F 3 T 4 F 5 DS 6 DS
3. 2 online 3 advertisements 4 live
4. 2 kid 3 Babies 4 pensioners
29
0.? Who’s
1.4 Txt SB pages
your favourite
? actor? SB page 14
LEAD IN
Have Ss look at the title of the lesson. Tell them that at
present, the word actor is used for both men and women,
though the word actress exists.
1 a Look at the photo and the title. Who’s
awesome? Tick ✓.
• Ask Ss to read the instructions and tick the best
option. Remind them not to read the text.
• Explain awesome with a synonym, e.g. fantastic.
• Check Ss’ predictions.
b 2 10 Now watch or listen and check.
• Now Ss watch the video and then check. Remind
them that getting their prediction wrong does not
mean they did not understand.
Answer A singer
10 ➔ See SB page 14
2 Video script page 82
OUT of class
• Tell Ss to look at these expressions. Tell them that
so
whenever they see this box, they will find colloquial
everyday expressions.
• Make sure they understand their meaning. Ask them
to go back to the text. If you play the video, help
them focus on body language as well.
ar
• Elicit from Ss situations in which they can use these
expressions.
• Encourage Ss to use these expressions in class when
relevant.
Pe
Simple Present, questions and answers
• Elicit from Ss when they use this tense.
• Help them focus on the intonation in questions. You
can play the recording again for Ss to imitate it.
2 Read the dialogue again and answer the
questions.
• Ask Ss to read the instructions.
• Check Ss’ answers.
Answers 1 At 8 o’clock. 2 He’s awesome. 3 He plays the guitar
and the piano.
3 Read the dialogue again. How can Bro answer
the questions below?
• Ask Ss to read the instructions and the blog.
• Give Ss time to write the answers, then check.
• When checking, make sure Ss use the correct intonation.
Answers 1 Hollywood 2 Yes, I do. 3 I work in a home for sick
animals. 4 I go there once a week.
4 3 11 Make questions in the Simple
Present. Watch or listen to Part 2 and answer
30
the questions.
• Ss write the questions, then check.
• Play the video for Ss to find the answer.
• Have Ss write the answers, then check.
Answers 2 What does Tom Lewis do in his free time? He helps old
people in a hospital. 3 How often does he go there? He goes there
three times a week. 4 Where does Tom Lewis live? He lives in New
York. 5 Does Lee always listen to Amy? No, he doesn’t.
3 Video script page 82
11
A = Amy L = Lee
A: Hi Lee! I’ve got a new poster for my bedroom. Help me put it up!
L: A new poster? It’s not Bro, is it?
A: No, it’s the actor Tom Lewis. Oh, he’s really good-looking.
And he’s an interesting person too. Do you know what he
does in his free time?
L: I’ve no idea. What does he do in his free time?
A: He helps old people in a hospital. Ask me how often he goes
there.
L: How often does he go there?
A: He goes there three times a week.
L: Hmm.
A: He lives in an apartment opposite Central Park in New York.
n
L: Great.
A: He’s a fantastic actor. Do you know …
A: Lee! Lee!
L: Eh, yeah?
A: What’s wrong with you? You never listen to me!
L: That’s not true. I always listen to you … Well, I usually listen to you.
A: Yeah, right. Well, do you want to go to the movies or not?
L: The movies? Eh, yeah, OK.
Over Make a presentation about your favourite
  to 
YOU popstar / actor. Keep his / her name
secret! Your classmates have to guess.
• Ask Ss to read the instructions.
• Help them see where they can get help if needed.
• Make a display of the posters.
ESI Some people feel that celebrities lead fantastic lives.
However, their lives are not easy. Some work very long
hours, some go on very strict diets against their health,
many, don't have a private life because of external
pressures. Help Ss see we all have external pressures,
and we need to learn how to prevent them from
leading our lives.
AT Ss should remember the use of Simple Present for
routines, and the structure of questions.
WB Answers 1.4 Who’s your favourite actor? Page 79
1. 2 do you start school / lessons 3 time do they do homework
4 does your sister like doing / reading 5 do you go to dance classes
6 does the film finish
2. 2 Does your sister speak Guaraní? 3 Does Mr Jacobs live in a big
house? 4 Does Jack play an instrument 5 Does your dad work in the
city? 6 Do your classmates listen to rap music?
3. 2 she doesn’t 3 he does 4 he doesn’t 5 he does 6 they do
4. 2 they 3 Does 4 does 5 Does 6 doesn’t 7 Where 8 do 9 Do
10 do 11 What 12 How often 13 once
5. 2 Have you got 3 Do they go 4 do they work 5 Do you like 6 do you
like 7 do you usually read 8 How often do you go 9 do you speak
6. 2 b 3 a 4 e 5 c
0.? What
1.5 Txt SBtype
pageof
? media do you use? SB page 15
LEAD IN
You can ask Ss to answer the question before they do the
lesson. You can ask them which social media they think is
the most popular.
1 12 Read the survey above. Then listen and
match speakers A–E with questions 1–8. There
are three extra questions.
• Have Ss read the survey. Ask them to focus on key
words in every question to understand its meaning.
Tell them that a newspaper headline is a kind of title.
• Play the recording for Ss to do the matching.
• Check Ss’ answers.
Answers B 8 C 1 D 5 E 4
12
A Well, I listen to the radio every morning before I go to work
just to catch the headlines. And I always buy a serious
newspaper such as The Times on Saturday and I read every-
thing in it. I think it’s important to know what’s in the news –
things change so quickly nowadays.
B Oh, I never check! I mean, what’s the point? It rains the next
day nine times out of ten! It’s funny though – my mum always
watches the late night forecast on the news, and she always
forgets it immediately afterwards!
C A lot of my friends listen to the radio in the evenings but I
so
never do. The music stations play the same groups all the time.
I find a lot of music by listening to video clips on the internet. So
yes, I suppose the internet is the way I discover new music.
D I’m probably a bit old-fashioned, because I still buy the local
newspaper every Friday and I always check what’s on. But I’m
sorry to say the choice is very poor these days – the films they
show are just rubbish! My husband and I don’t often go to the
ar
cinema now. It’s a shame!
E Oh, newspapers definitely. I buy a paper every day and I read it
during my morning coffee break but really it’s just for the sports
pages. I think The Daily Record is the best for all the football news.
2 Answer the questions in the survey. What is the
Pe
most popular type of media in the class?
• You can ask them if they would like to add any
questions to the survey to check that all the media
they use is included.
• Which is the most popular type of media?
ESI Very often, we find fake news in social media. There’s
this idea in society that what is published is true.
Though this may have been the case at some point, it is
definitely not so at present. We should help Ss become
aware of this and give them tools to check if a piece of
news seems to be reliable.
Culture Wide
Ask Ss to read the box. They may ask at home to
check if adults use the same or different media.
3 In which type of media from the survey can you
find these things?
• Ask Ss to read the instructions and the words in the
box. You can give them examples or synonyms to
explain the ones they do not know.
• Give Ss time to do the ticking, then check.
4 Name or show different types of media. Use
the Vocabulary box as help.
• Allot a couple of minutes for Ss to go over the words
in the box and think of examples.
• Have a couple of examples at the end.
5 VOX POPS 4 Complete the sentences to
make them true for you. Use the words in the
Vocabulary box to help you.
• Play the video for Ss to see different ideas.
• Give them time to complete the sentences.
• Check Ss’ answers.
4 Video script page 82
6 13 Listen and match speakers 1–4 with the
type of radio programme they like a–e. There
is one extra answer.
• Play the recording for Ss to do the matching.
n
• Check their answers.
Answers 1 e 2 a 3 c 4 d
13
RA = Radio Announcer C = Cara D = Dad
RA: You’re listening to Politics Today here on Radio 7. And with
me in the studio are Tim Smith, from the Conservative Party,
and Jemima Young, from the Green Party. My first question is
about plans to …
C: Please, dad. Can’t we listen to something else? I hate
listening to current affairs, especially before school!
D: I’m surprised at you Cara. The Politics Show is your brother’s
favourite programme.
C: No, it isn’t! You like programmes with boring politicians. You
know very well that Rob and I hate this programme. Rob is only
interested in programmes about sport!
D: OK, then. Let’s listen to Radio 1. I think the Pop Top 20 is on
at the moment!
C: Da-ad! You know I hate all the songs in the Top 20.
D: So what do you listen to in the car with mum?
C: Well, sometimes we listen to a rock music station like
Kerrang, but mum is never happy about it. Or sometimes we
listen to her favourite radio phone-in. But then I’m not happy.
D: I think the only answer is to listen to one of my fantastic punk
CDs.
C: Da-ad! No!
Over Game! Two players. One host. The host
  to 
YOU says a type of media. The first candidate to
answer correctly scores 1 point.
• Have Ss read the instructions and the example.
• Give the host a minute to come up with the list of
types of media. You can set a limit, e.g. 8 types.
• Have them play.
AT Ss should recognise a few words for social media.
WB Answers 1.5 What type of media do you use? Page 80
1. 2 c 3 h 4 g 5 f 6 d 7 a 8 e
2. 2 game show 3 talent show 4 documentary
3. B 4 C 5 D 7 E 1
31
0.? Interaction
1.6 Txt SB pages ?At the cinema SB page 16
1 Look at the cinema programme and say what
types of film are on. Which ones would you like 15
K = Krystal T = Tess
to see? K: Can I have two tickets for True Love, please?
• Ask Ss to read the instruction, look at the cinema T: Which screening?
programme and read the examples. K: The 8:15 screening.
T: Here you are … Two tickets in row five.
• Give them time to think, and listen to their opinions. K: How much is that?
T: That’s twelve fifty, please.
OUT of class K: Here you are.
T: Thank you, enjoy the movie.
• Remind Ss of this box.
• Ask Ss to read the dialogue and check the meaning
of each phrase. Language Wide
• Play the recording and help Ss focus on the
Have Ss read the box. Check they understand the
intonation.
difference between I like and I’d like. Ask Ss to compare
• Elicit from them situations in which they would use
and contrast these structures with Spanish and other
these phrases.
languages they may know.
• If they have created a poster or have their cards, ask
them to write these phrases.
• You may read a line in the dialogue for Ss to use the AT Ss should recognise different expressions.
phrases.

Culture Wide

n
Have Ss read the box and discuss the answers to
the questions.
so
2 5 14 Watch or listen. Answer the
questions.
• Ask Ss to read the questions before they watch the
ar
video or listen to the recording.
• Check with the class.
Answers 1 ZooWorld 2 at 6.15 4 6.25 (the total for two tickets is 12.50)
Pe

14 ➔ See SB page 16

5 Video script page 82

ESI Some people think that romantic films are for girls
and that it would be somehow wrong for a boy to like
them. Help Ss reflect on this. Boys and girls are equal
in this respect and can like what traditionally has been
considered only for girls or for boys.

3 15 Complete the dialogue below with one

word in each gap. Listen and check.
• Have Ss read the instructions and the box.
• Check they know the meaning of each of the
expressions. You can refer them to the dialogue.
• Help Ss focus on the intonation of the different
expressions. You can use the recording for Ss to
listen and imitate the speakers.
• Give Ss time to fill in the gaps, then play the
recording for them to check.
• You can ask your Ss to make an audio file and keep
it as a record of their pronunciation.
Answers 2 screening 3 row 4 much 5 please 6 Here 7 Thank

32

0.? Writing
1.7 Txt SB page
A personal
? introduction SB page 17
LEAD IN
• Have Ss read the title of the lesson. Most probably, Unit Wide
they will understand what a personal introduction is.
• Elicit from them in what situations they can write a Read the unit again. Where in this unit? Complete
personal introduction. with lesson number.
• Have Ss read Lee Marshall’s text and ask them if • Tell Ss they need to go over the complete unit to
they have something in common with him. write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
1 Look at the Writing tips. Complete the on how well they think they know each of the
sentences to make them true for you. Look at topics.
Lee’s text to help you. • This can be used as part of self-assessment.
You can give Ss different exercises, and they will
• Ask Ss to read the instructions and read the writing
do the ones that deal with the topics they are
tips. Tell them a tip is an idea, a suggestion.
not sure about. This is another way of handing
• Give them a couple of minutes to complete the
responsibility over to them.
sentences, and check different answers.

Culture Wide
It is very important for Ss to understand that
sharing personal information can be dangerous
when we do not know who can access it.
WB Answers SELF-CHECK Page 81
1. 1 drums 2 classical 3 artist 4 romantic 5 cartoons 6 salsa
2. 1 playing 2 listening 3 taking 4 reading 5 watching 6 drawing
3. 1 Where do you live? 2 Does your dad work every day? 3 How many
English lessons do you have a week? 4 Do you go swimming every

ESI Going on with the idea of social media and sharing
personal information, you can discuss with Ss when
so
it is OK to write about your personal details, e.g. an
application form at school or at a well-respected
institution in which the information will be safe. You
can help them reflect on situations in which they share
some personal information with somebody they may
ar
not know. Discuss different safety measures to prevent
any difficult or dangerous situation.
n
Saturday? 5 How often does your friend take photos? 6 What music
do your sisters like?
4. 1 f 2 e 3 c 4 b 5 a 6 d
5. 1 Do 2 don’t 3 does 4 Does 5 doesn’t 6 do
6. 1 I don’t like documentaries. 2 Do you want to go to the cinema?
3 My friend doesn’t live near me. 4 Jack speaks English and French.
5 Our teacher usually gives us lots of homework. 6 What time do you
go to bed on Fridays?
7. 1 go 2 paly 3 sing 4 write 5 act 6 take 7 watch 8 potato

Over
Pe

  to Write a personal introduction. Use the

YOU 
Writing tips and Lee’s text to help you.
• Ask Ss to read the instructions and the steps.
• Remind them where they can get help if they need it
(their books, their notes)
• Give Ss time to write their introductions.
• Ss can get useful feedback from classmates and
the teacher after they write a first version.
• You can make a display of the Ss’ personal
introductions. Encourage Ss to use their computing
skills to write their piece.

33
WORLD WIDE Why do we dance? SB pages 18-19

LEAD IN Answers 1 F (Dancing makes him feel happy) 2 T 3 F (He meets

up with other dancers in Bristol.) 4 T 5 F (He loves dancing like a
• Before working with this consolidation lesson, ask Ss machine.)
to think of different answers to the question.

1 Think about these questions. Make notes. You
can discuss with a classmate.
• Ask Ss to read the instructions and the questions.
• You can give them a few minutes to discuss the answers.
2 Read the text. Mark the sentences T (true) or
F (false).
• Before Ss read the article, ask them to predict if the
British like dancing or not.
• Have Ss read and check their predictions.
• Allot a few minutes for Ss to go over the article and
do the activity.
• Check Ss’ answers.
Answers 1 F (young people) 2 F (fast or slow music) 3 F (It doesn’t
say where it is from originally.) 4 T
8 7 Watch Part 2 of the video and answer the
questions.
• Ask Ss to read the instructions and the questions.
• Play the recording.
• Check Ss’ answers.
Answers 1 Harry Barnes 2 Because he’s a talented and natural
performer. 3 thrilled / excited / happy 4 He goes through to the
grand final (at a big theatre in London).
7 Video script page 82
9 Work in pairs. Do you think the winner is the
best dancer? Why? / Why not?
• Ask Ss to read the instructions.
• They can use the expressions in the example or
different ones, e.g. I agree / I don’t agree, Yes / No,

3 Work in pairs. Read the text again and find
four reasons why people dance. Are they the
same as your ideas in Exercise 1?
so
• Ask Ss to read the instructions. Check they know
what to do.
• After a couple of minutes, check Ss’ answers.
4 You are going to watch part of a video from
ar
the BBC about a dance competition. Read
the advert for the programme. Do you have
competitions like this in your country?
• Ask Ss to read the instructions and answer the question.
Pe
n
etc.
10 WORLD WIDE PROJECT In groups, use the
language and ideas in the lesson to create
a digital leaflet promoting dance and its
benefits.
• Have Ss read the instructions.
• Once they get into groups, you can ask them where
they can get the information.
• Tell them to follow the steps suggested.
• Ss can present their work on paper or using a
presentation software. Encourage Ss to find a

website tool to create amazing simple graphic

5 6 Watch Part 1 of the video and match design for free. (Always type the words in bold in a
search engine to get to the suggested website.)
photos A–E with the names of the contestants
• Ss share their productions.
1–5.
• Ask Ss to read the instructions and read the advert.
• Give them time to do the matching.
Answers 2 D 3 C 4 E 5 B

6 Video script page 82

6 In pairs, discuss who your favourite dancer is

and why.
• Play the video and go back to Ss’ predictions and
have Ss talk about their favourite dancer.
• How many coincidences have they found?

7 Watch the video again. Mark the sentences T

(true) or F (false). Correct the false statements.
• You can ask the Ss to tick the countries they
remember before you play the video again.
• Play the video for them to check. How good was
their memory?

34

 2 Friends and Family
0.1Do
2.1
0.? It’syou
Txt me!
SB SB pages
care
pages ?what6-7
you wear? SB pages 20-21
IC As stated in the notes for Unit 0, the concept of family ➤ Extra activity
we adhere to, is that of people living together who Elicit other categories from Ss, e.g. girls, boys and
share a bond of love and kinship. There are plenty of unisex, waist up and waist down, clothes they wear and
opportunities to discuss different types of families: clothes they do not wear, etc.
single parent, same sex parents, big and small,
multicultural, mixed-race, mixed or blended, families in
IC In some way, clothes represent who we are. Some
which there are no parents but grandparents or older
follow fashion because they want to belong, whereas
siblings, nuclear and extended, among others. Ss can
others want to show their personality is stronger than
be invited to talk about their families.
fashion. In any case, we should make sure that Ss have
It is important not to refer to any of the types here as the linguistic resources they need to name the clothes
different, because that would mean there is a norm, with they like wearing, expecting respect from everybody.
the rest deviating from the norm.

@ Tweet: Are your friends your family? Today there are

many types of families. What is a #family? Who is
Culture Wide
Ask Ss to read the statements in the box and
your #family?
comment on them.
This is the Tweet for this unit. You can check the ideas
suggested for Unit 1, which can be applied to all units.

LEAD IN
Ask Ss to look at the illustration and say if that would be
so
typical of their context.
1 What clothes can you see in the picture? In
pairs, find two things below that are NOT in the
picture.
ar
• Ask Ss to read the instructions and the words in the
box. Check they understand them all. You can explain
the ones they do not know by pointing to somebody
in class wearing those items, or to the illustration.
Pe
n
3 Look at the pictures and the list. Draw the
clothes below, or find pictures of them on the
Internet.
• Ask Ss to read the instructions, the clothes and the
three categories below. Check they understand the
meaning of the categories.
• Tell Ss that under the last photo at the bottom of the
page, it should say baggy.
• Allot a few minutes for Ss to draw the clothes or find
pictures online.
• You can have a display of the drawings or photos.
How many different options for each item of

• Allot a couple of minutes for Ss to do the activity.

• Check Ss’ answers.
Answers sweater and tank top
➤ Extra activity
As Ss find the clothes in the picture, ask them to say
who is wearing each item of clothing, e.g. boots, Jade.
Vocabulary: Ss can find extra vocabulary related to
clothes at www.pearson.com.ar/look_wide
2 Complete the tables with clothes and
footwear. Compare with others. Have you got
the same answers?
• Check Ss read the instructions and know what to
do. They can have the same item for more than one
category.
• Allot enough time for Ss to complete the tables.
• Check their answers.
Possible answers
Winter: boots sweater hoodie
Summer: dress shorts tank top T-shirt top
Parties: dress shoes boots
Sport: trainers hoodie shorts tank top T-shirt
clothing?
ESI Some items of clothing have been traditionally
considered for women in some cultures, e.g. skirts and
dresses. Though some items were originally considered
men’s, such as a suit, at present there exist suits for
women. Despite this, it is important to help Ss reflect
that they should be free to choose what to wear
irrespective of sex and gender differences.
4 16 Look at the picture on page 20 and
choose the correct option. Listen and check.
• Ss should read the instructions.
• Give them time to look at the picture and circle the
correct option.
• You can check their answers before you play the
recording.
• Play the recording for Ss to check.
Answers 2 checked 3 leather 4 striped 5 tight 6 top with a
Batman logo on it 7 plain
16 ➔ See SB page 21

35
5 In pairs, do the Fashion Quiz. Get a point when
your answers are the same.
• Have Ss read the instructions, the example and the quiz.
• After Ss do the quiz, ask them about the results.
6 17 Complete the text with the words
below. There is an extra word. Listen and
check.
• Have Ss read the instructions and the text. Ask them
who it is.
• Check they know the meaning of the words.
• Allot a couple of minutes for Ss to complete the
gaps, then check their answers.
Answers 2 leather 3 earrings 4 cotton 5 jeans 6 trainers
7 cap She’s Beyonce.
17 ➔ See SB page 21
7 18 Complete the sentences with
information about you. Then listen and
compare answers. How many coincidences?
• Ask Ss to read the instructions and the sentences.
• Have them complete the sentences with information
be working towards their final task of a project: a
collage of their friends and family.
• Ask Ss to read the set of instructions for the collage.
• Remind them that a caption is a brief statement
making reference to an image. You can ask them
where they can find captions in Spanish (epígrafes).
• Check with Ss how they are going to keep this first
part so that they can continue with the other parts.
Vocabulary: Ss can use the resource at
www.pearson.com.ar/look_wide. They can add
more items to this list.
AT Ss should recognise some articles of clothing
WB Answers 2.1 Do you care what you wear? Page 82
1. 2 c 3 b 4 a 5 a 6 c
2. 2 necklace 3 underwear 4 piercing 5 trainers 6 sandals
3. 2 b 3 a 4 c 5 b
4. 2 b 3 f 4 c 5 a 6 d
5. ACROSS: 5 necklace 8 belt 9 trainers 10 logo
DOWN: 1 jeans 2 jacket 4 tracksuit 6 sweater 7 scarf 8 baggy

n
about themselves.
• You can ask Ss about their sentences.
• Play the recording for Ss to check how many
so
coincidences. Remind them that a different answer
does not mean their answer was wrong.

18
ar
1 It gets very cold in my house in winter, so I always wear
pyjamas in bed. My favourite ones are purple with the words
‘Go away! I want to sleep!’ on the front.
2 I don’t wear a dress and I don’t put on much make-up or
jewellery. I prefer a nice top, a short skirt and my leather boots,
you know, more or less the clothes I normally wear when I go
Pe

out with my friends. My mum isn’t happy. ‘It’s a wedding!’ she

says, ‘Put on a dress and a necklace!’ But I hate wearing formal
clothes so I don’t listen to her.
3 I play every weekend. We wear striped tops, eh … blue and
white striped tops, white shorts and blue socks. I’ve got some
fantastic new football boots too.
4 When I’m at home, I really want to relax so I usually put on
an old T-shirt, my tracksuit trousers and my slippers. It’s
important to be comfortable.
5 It’s different if we go to a party, but normally when we go out
together I just wear normal clothes. The same as my friends,
you know, jeans and a T-shirt. OK, maybe a new T-shirt, but
nothing special.

8 VOX POPS 8 Watch the people and answer the

questions. What are their answers? Are they
similar to your ideas?
• Ask Ss to read the instructions.
• Play the video for Ss to do the activity.
• Check Ss’ answers.

8 Video script page 82

Over
  to
YOU A collage of my friends and family - Part 1
• Tell Ss that as they move along the unit, they will

36

0.? What
2.2 Txt SBispage
this?family doing? SB page 22
1 9 19 Look at the photo. How are they
feeling? Watch or listen and check.
• Ask Ss to read the instructions, look at the image
and answer the question. Tell them they are not
supposed to read the text.
• Have Ss watch the video or listen to the recording,
and check their answers.
Answer Amy is feeling tired. Accept different feelings for Mum and
Aunty.
19 ➔ See SB page 22
9 Video script page 82
OUT of class
• Tell Ss to look at these expressions. Remind them
they are colloquial everyday expressions.
• Make sure they understand their meaning. Ask them
to go back to the text. If you play the video, help
them focus on body language as well.
• Elicit from Ss situations in which they can use these
expressions.
• Encourage Ss to use these expressions in class when
so
relevant. You can ask them to make a poster with
them and pin it on a wall. Alternatively, they can
have a card with these expressions.
2 Watch or listen again. Why are the adults
ar
shocked?
• Ask Ss to read the instructions. Tell them they can
read the text again.
• Check Ss’ answers.
Pe
Answers Because Amy is going to school early without breakfast.
Present Continuous
• Ask Ss to read the examples in the table. Ask them
if they refer to routines and habits or to actions in
progress / actions now.
• You can elicit from them in what situations we can
use this tense. They can look for examples in the
dialogue.
• Remind Ss of the intonation in questions.
• You can ask your Ss to make an audio file and keep
it as a record of their pronunciation.
3 Make true sentences about Amy, Mum and
Aunty. Then listen or read again and check.
• Ask Ss to read the instructions and the example.
• Allot a couple of minutes for Ss to do the activity.
• Ask them to check the answers by referring back to
the dialogue.
• Check Ss’ answers.
Answers 2 Amy isn’t talking on the phone. She’s brushing her hair.
3 Mum and Aunty Linda aren’t eating. They’re waiting for Amy.
4 They aren’t drinking coffee. They’re drinking tea.
4 Make questions in the Present Continuous. In
pairs, look at the photo and try to answer the
questions.
• Ask Ss to read the instructions.
• Check Ss’ answers after a couple of minutes.
• Check their intonation.
➤ Extra activity
You can have a chain game. Tell Ss to imagine it’s
Saturday at 10 a.m. They have to tell the rest what they
are doing. S1: I am watching TV. S2: Lucila is watching
TV and I am making a cake. S3: Lucila is watching TV,
Alex is making a cake, and I’m…
5 20 Complete the dialogue with the Present
Continuous form of the verbs. Listen and check.
• Ask Ss to read the instructions. Tell them to read the
complete dialogue and ask them if this situation is
familiar to them or not.
• Have Ss complete the dialogue.
• Check Ss’ answers after a couple of minutes.
n
Answers 2 am eating 3 are you eating 4 Are you feeling
5 am not 6 are having 7 is eating 8 Is he feeling
20
D = Dad L = Lee R = Ruby
D: What are you doing, Lee?
L: I’m eating a banana for breakfast.
D: Why are you eating a banana? Are you feeling ill?
L: No, I’m not. I’m fine.
D: We’re having bacon and eggs.
R: Dad? Lee is eating fruit! Is he feeling ill?
Culture Wide
This is a good opportunity to discuss the concept
of family suggested in the introduction of this unit.
Over
  to
YOU Designing a brochure – Part 2
• Remind Ss they are making a brochure, which has
different items of information.
• Have them read the instructions for this second part.
• Give Ss time to look for information and work on
their project.
AT Ss should understand the meaning and structure of the
Present Continuous.
WB Answers 2.2 What is this family doing? Page 83
1. 2 is reading 3 are playing 4 is checking 5 is eating 6 is listening
7 is sleeping 8 is crying
2. Answers will vary.
3. 2 Why is the teacher shouting? 3 What are the boys doing?
4 Where are you going? 5 Is Elise meeting us here?
4. 2 e 3 g 4 f 5 d 6 a
5. 2 Are you writing 3 am doing 4 am not doing 5 am watching
6 Are you enjoying 7 is cooking 8 is playing
37
0.? Is
2.3 Txtwhat you read
SB pages ? in magazines true? SB page 23
LEAD IN:
4 VOX POPS 10 In pairs, use the words in the box
Before starting the lesson, you can focus on its name and
to say how you feel when:
ask Ss how they would answer this question. Keep a record
of their answers. • Ask Ss to read the instructions.
• Play the video for them to see different examples.
• Go over the situations in the exercise. Tell them that
1 Look at the photo. What is the relationship 5:0 is said five to nil.
between the woman and the girl? Read and • Have the pairs interact. To close the activity, you can
check. ask a few pairs to tell the rest about their feelings.
• Ask Ss to read the instructions. Remind them they
are not supposed to read the text.
10 Video script page 82
• When checking, you can ask them to account for
their answers.
• Have Ss read the text and go back to their Over
  to
predictions. YOU A collage of my friends and family – Part 2
• You can ask them how they feel about the woman’s • Ask Ss to read the instructions
gesture. • In this case, Ss need Part 1.
Answer Mother and daughter • Check that Ss keep all their productions.

➤ Extra activity AT Ss should become aware of how they are improving

their reading skill. They should also remember a few
Ask Ss to read the text again and underline what Ale’s adjectives to express states and feelings.
parents do wrong in his opinion.

n
WB Answers 2.3 Is what you read in magazines true? Page 84
IC Going on with the previous text, ask Ss to try to take the
1. 1 c 2 d 3 f 4 b 5 h 6 a 7e
point of view of Ale’s parents. Why do they do that? Is
so 2. 2 tired 3 annoyed 4 interesting 5 excited 6 frightened
there anything about Ale that bothers them? Very often, 3. 2 b 3 a 4 a & b 5 b
conflict can be solved and even prevented when we try
to understand other people’s point of view. A dialogue
can be constructed in which both parties can discuss
what bothers them and how they can prevent that.
ar

2 Read the article again. Choose the correct

answers.
• After Ss read the instructions, challenge them to
Pe

circle the right option without rereading the article.

• Check Ss’ answers, ask them to reread the text and
check their answers again.
Answers 1 a 2 b 3 a 4 a 5 b

3 Which of these feelings and states are positive

and which are negative? Draw a  or a .
• Ask Ss to read the instruction and the words in the
box.
• Do not focus on the grammatical difference
between –ed and –ing adjectives. Focus on
meaning instead.
• Explain the adjectives Ss do not know by giving an
example or miming. For instance, mime tiring and
say running is tiring, working hard is tiring. Do the
same for other adjectives Ss may not know.
• Check Ss’ answers.
• You can name a few adjectives Ss will know for them
to add them to the list, e.g. exciting, excited, relaxed,
relaxing.
Answers They are all negative but for interesting and interested.

38

0.? What
2.4 Txt SBdo you
page ? do to break free? SB page 24
LEAD IN
• Have Ss read the title of this lesson.
• Tell them that to break free is to become free, to move
away from something that oppresses us, like a routine.
• Ss can think of possible answers to this question.
1 Look at the title and the photo. Why is the girl
wearing an animal costume? Read and check.
• Ask Ss to read the instructions, look at the title and
the photo. Have them think about possible answers
to the question.
• Now Ss read the text and go back to their predictions.
Answer To break free from her routine. / To collect money for sick
children.
2 Read the text again and answer the questions.
• Ask Ss to read the instructions. They can answer the
questions before they read the text.
• Check Ss’ answers, have them reread the text and
check again.
Answers 1 She usually goes (straight) home. 2 No, it isn’t. 3 She’s
5 True or False? Make 3 true sentences and 3
false sentences about you. Tell the sentences
to a classmate. How many can he or she guess
correctly?
• Ask Ss to read the instructions. Tell them to refer to
routines and actions now.
• Give them time to write the sentences, then have
them work in pairs or small groups.
• How many false statements did Ss identify?
6 21 Complete the text with the correct
form of the words in brackets. Use the Simple
Present or the Present Continuous. Listen and
check.
• Ask Ss to read the instructions. Ask them to read
the text and tell the rest if this is something that
happened to them.
• Have Ss work with the text. You can check Ss’
answers before playing the recording.
• Check by playing the recording.
Answers 2 usually have 3 are changing 4 are putting 5 am

n
collecting money for sick children. (If Ss say She’s wearing a costume, breaking 6 am not lying 7 are walking 8 is shining 9 does
tell them that wearing clothes is not an activity that you do)

21 ➔ See SB page 24
so
Culture Wide
Ask Ss to read the statements in the box, and AT Ss should recognise when to use Present Continuous
discuss different ideas with them. and when Simple Present
ar
WB Answers 2.4 What do you do to break free? Page 85
Simple Present and Present Continuous
1. 2 R 3 P 4 N 5 F 6 P
• Ask Ss to read the statements in the table. 2. 2 is coming 3 rains 4 are you playing 5 lives 6 is watching
• Tell Ss to circle the correct option. In the case of the 3. 2 a 3 g 4 b 5 d 6 f
Present Continuous, this time we will be focusing on 4. 1 usually study 2 and 3 ‘m not, isn’t working 4 but 5 Do you always
Pe

actions in progress only. have, don’t 6 wears, but, ‘s wearing

5. 2 sings 3 plays 4 don’t get 5 enjoy 6 practises 7 hear 8 is singing
• You can ask your Ss to make an audio file and keep 9 love
it as a record of their pronunciation.
Answers Simple Present, Present Continuous

3 Choose the correct option.

• Have Ss read the instructions.
• Allot a couple of minutes for the Ss to circle the
correct option.
• When checking, ask them which clues helped them
identify the right option.
Answers 1 are studying 2 is saving 3 doesn’t go 4 do you play
5 aren’t watching

4 Make sentences with but to describe Paula’s

usual life and what’s happening now.
• Ask Ss to read the instructions and the example.
• Give them time to write the sentences, then check
their answers.
• You can add more activities to the table.
Answers She usually drives to work but today she’s riding a bike.
She doesn’t read novels, but she’s reading a great book at the
moment.

39
0.? What
2.5 Txt SBispages
a good
? friend? SB page 25
LEAD IN
Have Ss read the title of the lesson and ask them to give
their opinion.
1 a Do you remember personality adjectives?
Make a list.
• Ask Ss to read the instructions and make the list.
• When checking, you can start a list on the board. Ss
make the list as long as possible.
b Tell your partner about the personalities of
two people in your family. Find coincidences.
• Ask Ss to read the instructions and the example.
• Ss get into pairs and talk about their families. You
can set a time limit, e.g. 3 minutes.
• To close the activity, ask Ss how many coincidences
they have found.
2 Tick ✓ the positive adjectives and cross ✗ the
negative ones.
• Ask Ss to read the instructions and the example.
• Explain the adjectives Ss do not know by giving a
23 ➔ See SB page 25
5 Group work. Make a list of famous characters
(people or cartoon). Write a personality
adjective for each. Your friends have to guess
who you are talking about. You can reveal any
detail about the famous character except his
or her name!
• Ss should read the instructions and the examples.
• You can have an example with the whole class to
check everybody understands what to do.
6 Read the descriptions from Sandra’s diary and
choose three adjectives from Exercises 2 and 3
for each person.
• Ask Ss to read the instructions.
• Allot a few minutes for them to do the activity.
• Check Ss’ answers.
Answers Frank: shy, untidy Malcom: big-headed, bossy, rude
Tyler: polite, hardworking, helpful

n
synonym or an example. ESI You can ask Ss if they keep a diary. Traditionally, a diary
• Check Ss’ answers has been associated with girls, but there is nothing
so
Answers Positive: adventurous ambitious brave calm careful in a diary that makes it feminine. Help Ss reflect on
childlike creative loyal chatty cheerful hard-working helpful this, how society and tradition should be challenged
outgoing quiet sometimes so that they do not have a sexist viewpoint.
Negative: boring childish impatient lazy materialistic sarcastic
bossy moody rude untidy
Over
  to
YOU A collage of my friends and family – Part 3
ar
Vocabulary: Ss can find more examples of personality
adjectives at www.pearson.com.ar/look_wide • Ask Ss to read the instructions.
• Give them time to write.
IC It is true that some people are naturally bossy, moody, • You can make a Vocabulary Bank accepting Ss’
suggestions in L1 and providing the equivalents in
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untidy, etc. This may be part of their personality, but we

L2 or remind Ss they can check the vocabulary list at
all need to learn to live with others, respecting them. It
www.pearson.com.ar/look_wide
is important to make an effort to make sure that we do
not hurt others.
Remind Ss they can go online to find more
personality adjectives. Remember to type in the
3 22 Match the words below with their words in bold in the internet search engine.
opposites from the box. Listen and check.
• Ask Ss to read the instructions and adjectives. You AT Ss should have developed better reading skills. They
can tell them that shy means timid, and that selfish should remember a few personality adjectives.
people never think about others.
• Check the answers after a couple of minutes.
WB Answers 2.5 What is a good friend? Page 86

22 1. 2 selfish 3 bossy 4 rude 5 big-headed 6 cheerful

2. 2 moody 3 polite 4 tidy 5 talkative
selfish helpful shy outgoing 3.
lazy hard-working talkative quiet H E L P F U L G
polite rude tidy untidy
F E P D M N O Q
4 23 Malcolm, Tyler and Frank all like Sandra. Q C H A T T Y U
Read their opinions and complete each gap U W B E J I S I
with a word from the box. Listen and check.
L A R E Z D H E
• Ask Ss to read the instructions.
• Ss read the opinions and write the right adjective. E S L A Z Y Y T
• Check their answers. 4. 2 helpful 3 shy 4 talkative 5 untidy 6 moody
5. a 2 d 3 b 4 f 5 a
Answers 1 outgoing 2 cheerful 3 chatty b 2F 3F 4T 5T

40

0.? What’s
2.6 Txt SB page
your? plan? SB page 26

1 11-12 24-25 Look at the photo and
the title. Where are they going? Then watch or
listen, and check.
• Ask Ss to read the instructions, look at the photo
and the title and answer the question. Check their
ideas.
• Remind them not to read the conversation.
• Play the video or the recording and check Ss’
predictions.
Answer They’re going to Clearwater.
Talking about the future
• Ask Ss to read the first set of examples in the table.
Ask them what tense is used to talk about intentions
for the future (going to + verb).
• Ask them to read the second set of examples.
Ask them what tense is used to talk about definite
arrangements or plans (Present Continuous).
• Help them focus on the intonation in questions.
• You can ask your Ss to make an audio file and keep
it as a record of their pronunciation.

11-12 Video script page 82
24-25 ➔ See SB page 26
2 11 24 Watch or listen to Part 1 again.
Tick the things Lee and Ruby plan to do on
Saturday.
• Ask Ss to read the instructions and the list of
activities. They can tick the activities before they
watch the video or listen to the recording again.
Language Wide
Ask Ss to read the box. They can go back to the
examples in the table and in the dialogue to decide on
the answers.
5 Complete with the right form to indicate
an intention (Going to) or an arrangement
(Present Continuous).

• Play the recording or the video.
• Go back to Ss’ answers.
Answers Take a train watch a film do some shopping
so
3 12 25 Watch or listen to Part 2. Answer
the questions.
1 Is Amy going with Lee and Ruby on Saturday?
ar
2 How are they travelling to Clearwater?
3 What time are they meeting in the morning?
• Ask Ss to read the instructions and the questions.
• Play the video or recording again for Ss to find the
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n
• Allot a couple of minutes for Ss to do the activity.
• When checking, ask them what clues they have
found in the sentences to decide on an intention or
an arrangement.
Answers 1 is coming 2 am going to study 3 am not going to wear
4 is starting 5 are meeting 6 am going to watch
➤ Extra activity
Ask Ss to tell everybody about an arrangement and an
intention for (the winter break, the weekend, etc.). How
many coincidences?

answer to the questions. ➤ Extra activity

• Check Ss’ answers.
Ss can decide on intentions to make the most of the
Answers 1 Yes, she is. 2 By bus. 3 At 10.15
English lesson and to make their classroom and school
a better place. You can give them an example, e.g. I am
4 13 26 Watch or listen to Part 3. What’s going to do my homework. I am going to keep my desk tidy.
the problem? Where’s Amy?
• Tell Ss to read the instructions and think about 6 Pair work. Each student makes a list of 10
possible answers to the questions. plans for the near future. In turns, student A
• Play the recording or the video and go back to Ss’ reads out one plan and student B says if it is an
predictions. intention or an arrangement.
• Check the answers. • Ask Ss to read the instructions and the example.
Answers Amy is not at the bus stop. She’s on the wrong bus. • Allot a couple of minutes for Ss to come up with
the list. Remind them to include intentions and
arrangements.
26 • Ss get into pairs and start the activity.
L = Lee A = Amy R = Ruby • You can check by having examples from a few pairs.
L: Amy! We’re at the bus stop! Where are you?
A: On the bus!
R: Lee – look, there’s Amy! She’s on the wrong bus. They can go online to find future plans and
L: Oh no! arrangements games. Remind them to type the words
in bold in the search engine to find the tool they need.
13 Video script page 82
AT Ss should recognise the difference between an
arrangement and an intention.

41
0.? Project
2.7 Txt SB pages
A collage
? SB page 27
Ss have been designing their project along the different
lessons. Ask them to take out their productions.
• Ask Ss to read the instructions to put the collage
together.
• They can make a paper collage or use a digital app.

They can go online to search for apps or online tools.

Remind them to type the words in bold in the search
engine to find the tool they need.

• Have Ss go over the checklist before they present

their productions to the rest.
• They can exchange productions for another group
to give them feedback. You can also give them
useful feedback.
• Assign a time limit, which you can agree upon with
Ss. As they work in groups, one of the members
should be in charge of checking that Ss finish on
time.

n
Unit Wide

Read the unit again. Where in this unit? Complete

with lesson number.
so
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
on how well they think they know each of the
topics.
ar
• This can be used as part of self-assessment.
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
Pe

responsibility over to them.

WB Answers SELF-CHECK Page 87

1. 1 pyjamas 2 trainers 3 baggy 4 top 5 sweater
2. 1 untidy 2 interesting 3 cheerful 4 frightening 5 worried
3. 1 is wearing 2 is Mike going 3 am not doing; am doing 4 Does Dan
drive; he does 5 is not working; is sleeping
4. 1 are you doing 2 ‘re reading 3 read 4 ‘m sitting 5 ‘m trying
6 don’t want 7 always wear 8 wear 9 Do you want
5. 2 Is it raining? 3 Are you wearing a sweater? 4 What time does the
lesson finish? 5 Do you usually sit in the same seat? 6 Does your
teacher usually give a lot of homework?
6. 2 are going to take 3 am taking 4 are arriving 5 am going to have
6 am going to wear 7 is not reading 8 am going to talk
7. 2 don’t like 3 come 4 doesn’t like 5 is studying 6 am sitting 7 are
giving 8 is singing 9 are not enjoying 10 listen 11 Are you going

42

WORLD WIDE Are hipsters cool? SB pages 28-29
LEAD IN
Ask Ss if they know what a hipster is. If they do not know,
you can give them a couple of options, e.g. a good
dancer, a person who is fashionable, a new profession.
1 In pairs, discuss the answers to the questions.
Make notes.
• Ask Ss to read the instructions.
• Give Ss a few minutes to discuss the answers.
• You can have some examples from them.
2 Look at the photo. What do you think a
‘hipster’ is?
• Have Ss read the instructions and look at the photo.
• They can discuss their ideas of what a hipster is.
3 Read the article and check your ideas in
Exercise 2.
• Ask Ss to read the article and go back to their ideas.
• Check Ss’ answers.
4 Look at the photo again. Can you find any of
the clothes and accessories mentioned in the
article? Circle the words in the article.
so
• Ask Ss to read the instructions.
• Give them time to go over the text and circle the
words for the clothes and accessories they can see.
Answers vintage clothes old hat tight jeans big glasses flat
ar
shoes
5 Read the article again. Mark the sentences T
(true) or F (false).
Pe
• Ask Ss to read the instructions and the article.
• Allot a couple of minutes to do the activity.
• Check Ss’ answers.
Answers 1 F (They don’t want to be fashionable.) 2 T (Hipsters
usually live in big cities.) 3 F (Their clothes aren’t neat and
well-fitting.) 4 T (When their look becomes fashionable, they change
and wear something else.)
6 In pairs, discuss if you think it’s cool to be a
hipster. Why? / Why not?
• Ask Ss to read the instructions.
• Ss discuss the answer to the question in pairs.
• Check if there is a majority of yes or no answers.
7 You are going to watch part of a video from
the BBC about London Fashion Week. Read the
extract from a magazine below. Do you have
big fashion shows in your country?
• Ask Ss to read the instructions, read the article and
answer the question.
8 14 Watch Part 1 of the video and answer
the questions.
• Have Ss read the instructions and the questions.
• Play the video for Ss to find the answers to the questions.
They can take notes as they watch the video.
• Check Ss’ answers.
Answers 1 In February and September. 2 Reporters, buyers from
shops and ordinary people. They go to buy and to see the new
designs / different clothes. 3 Dresses and shorts; baggy and tight
clothes; clothes for the day and clothes for the night. 4 They are all
very expensive. 5 They are dancing.
14 Video script page 82
9 In pairs, discuss the questions.
• Ask Ss to read the instructions and the questions.
• Give them time to discuss the questions.
10 Watch the video again. Mark the sentences T
(true) or F (false). Correct the false sentences.
n
• Ask Ss to read the instructions and the sentences.
• Play the video. Let them mark the sentences as they
watch.
• Check their answers.
Answers 1 T 2 F (In the video there are people taking photographs.
The speaker says they are probably from magazines and
newspapers.) 3 T 4 T
11 15 Watch Part 2 of the video and answer
the questions.
• Have Ss read the instructions and the questions.
• Play the recording for Ss to find the answer to the
questions. They can take notes as they watch.
• Check their answers.
Answers 1 Do their make-up, paint their nails, style their hair
2 They talk and laugh. They eat snacks to have energy for the show.
15 Video script page 82
12 Group Discussion. What are the bright side and
the dark side of working as a fashion model?
• Have Ss read the instructions. Check they
understand bright and dark side mean positive and
negative aspects.
• They can use the examples to discuss the topic.
11 WORLD WIDE PROJECT In small groups, create
a digital presentation about fashion in your
country. Remember you can use presentation
apps!
• Have Ss read the instructions.
• Ask them where they can get the information.
• Ss can present their work on paper or using an app /
online tool or any presentation software available.
• Ss share their productions.
43
 3 Are Humans and Animals a Good Match?
0.1How
3.1
0.? It’sSB
Txt me!
can SB pages
animals
pages ? 6-7
help humans? SB pages 30-31
IC This unit is about animals and their interaction with
human beings. Some people are afraid of animals
while others are not. Some do not consider that insects
are animals, yet they are. What some people may
consider exotic pets are actually animals that suffer
when they live in enclosed places. Then there is the
issue of animals and religion. Care should be taken to
have an open attitude towards different opinions to
make sure everybody feels included.
@ Tweet: Do you like exotic pets? Hunters kill animals
in the wild to get their babies. How can we stop
#AnimalTrafficking?
This is the Tweet for this unit. You can check the ideas
suggested for Unit 1, which can be applied to all units.
LEAD IN
• You can challenge Ss to name animals and see how
many different ones they can remember.
• Write the list on the board, but also ask Ss to write
the list in their notebooks or binders.
so
• As you move along the unit, they will be able to add
more animals to the list.
1 Match the animals and the pictures. Then, add
the animals to the correct category in the box.
ar
• Ask Ss to read the instructions and check they all
know what to do.
• Allot a couple of minutes for Ss to do the matching.
Tell them right whale is repeated, change the
second one for puma.
Pe
• When checking, you can ask Ss what strategies they
have used, e.g. start with the animals they know,
focus on transparent words, e.g. llama, or words
they know, e.g. spiderman, rather than start in
alphabetical order.
• After you check the answers for the matching, ask
them to write them in the right category.
Answers A capybara B shark C stork D spider E right whale
F puma G monkey H sheep I southern lapwing J duck K llama
L snake M ant N jaguar
Farm animals: sheep duck
Wild animals: capybara shark stork spider right whale puma
monkey southern lapwing llama snake jaguar
Insects: ant (The spider is not an insect. It has got 8 legs whereas
insects have got 6. It’s an arachnid).
Vocabulary: Ss can find further examples of animals
at www.pearson.com.ar/look_wide
➤ Extra activity
Ask Ss to tick the animals they can find in their country,
i.e. not in a zoo.
44
2 Tick the animals which live in your country.
• Tell them to look for clues in the exercise to do the
matching.
• Check after a couple of minutes.
Remind Ss they can type the words in bold in the
search engine to find the information online.
Culture Wide
Ask Ss to read the box. Help them understand the
notion of exotic animals.
3 Read and find the animals.
• Ask Ss to read the instructions and check they know
what they have to do.
• Ask them to go over the statements to check they
n
understand them all. Explain as necessary.
• Give Ss time to find the animals.
• Check Ss’ answers.
Possible answers 1 donkeys 2 bears skunks (zorrino) bats
snakes turtles 3 cows pigs sheep goats 4 felines (lions, pumas,
etc,) monkeys 5 snakes crocodiles capybaras cows 6 felines
horses 7 sharks lions tigers pumas jaguars
8 felines dogs
4 Read the title. What is the text about? Tick ✓.
Then read and check.
• Ask Ss to read the instructions and the three options.
Remind them not to read the text.
• Check Ss’ predictions.
• Have them read the text quickly and go back to
their predictions.
Answer Helpful animals
5 Read again and circle the correct option.
• You can ask Ss to read the instructions.
• Give them time to reread the text and do the
activity.
• Check Ss’ answers.
Answers 1 presents information 2 magazine 3 animals 4 thinks
animals can be good for people 5 can help people with different
disabilities 6 Horses 7 can benefit all age groups 8 something
6 VOX POPS 16 Present your favourite wild
animal. Include this information:
• Ask Ss to read the instructions.
• Play the video for Ss to get further examples.
• Ask them to read the information they have to
include and the examples.
• Allot a couple of minutes for Ss to prepare their
presentations.
• Have Ss present their productions.
 16 Video script page 82

➤ Extra activity
Have Ss go back to the list they started at the
beginning of the unit and add new animals.

AT Ss should remember the names of some animals.

They should also notice how they are developing their
fluency in reading.

WB Answers 3.1 How can animals help humans? Page 88

1. 2 W 3 I 4 F 5 W 6 F 7 F 8 F 9 I 10 W 11 F 12 I 13 W 14 I
15 I
2. 2 d 3 e 4 f 5 h 6 b 7 a 8 c
3. 1 duck 2 cow 3 crocodile 4 sheep 5 spider 6 snake 7 giraffe
8 monkey
4. ACROSS: sheep giraffe zebra monkey
DOWN: tortoise tiger elephant ant snake bee

n
so
ar
Pe

45
0.? Do
3.2 Txt you like zoos?
SB pages ? SB page 32
LEAD IN
• You can ask Ss if there is a zoo in the place where
they live, or if they have visited one.
• You can ask them about what animals they can find
at zoos if they have had any zoo experiences.
1 27 Look at the two adults. How are they
feeling? Why? Listen and check.
• Ask Ss to read the instructions, look at the image
and answer the questions.
• You can check Ss’ ideas before they listen to the
conversation.
• Play the recording and check Ss’ answers.
Answers They are feeling upset / angry / worried because their
children are crazy. Ss may think that they're angry, based on their own
experience. Help them see that though their answer may be valid, in
the recording we see no evidence that the parents were angry.
Culture Wide
Ask Ss to read the questions in the box and
provide answers. Are there similarities? Do they
depend on the place where they live? Do adults
celebrate in the same way?
so
Simple Past was / were
• Ask Ss to read the examples in the table.
• You can elicit from them if was / were refer to
routines or to something in the past.
• Ask them to answer the questions.
ar
• Remind Ss of the intonation in questions and
pronunciation of was and were. They are usually
unstressed in affirmative sentences /wəz/, /wə/. In
short answers, they are stressed /wɒz/, /wɜː/. The
Pe
negative forms are pronounced /ˈwɒzənt/ and
/ˈwɜːnt/.
• You can play the recording again for Ss to imitate
the speakers.
• You can ask your Ss to make an audio file and keep
it as a record of their pronunciation.
➤ Extra activity
You can have a game. Tell Ss you’ll say something
related to time and they have to come up with an
answer as soon as possible. Have an example, e.g. (if
today is Thursday) T: Two days ago. Ss: Tuesday. T: Four
months ago. Ss: April. Use the different time expressions
in the box.
2 28 Complete the dialogue with was, were,
wasn’t or weren’t. Listen and check.
• Allot a couple of minutes for Ss to complete the
dialogue.
• You may check Ss’ answers before you play the
recording.
• Play the recording and check Ss’ answers.
Answers 2 was 3 were 4 Were 5 were 6 Was 7 wasn’t
8 weren’t 9 were 10 was 11 was
46
28
K = Kyle Z = Zadie
K: Where were you yesterday, Zadie?
Z: I was with Midge. We were at the shops.
K: Were you at the shops in the centre?
Z: Yes, we were.
K: Was it busy?
Z: No, it wasn’t. There weren’t any people there because the
shops were closed. It was a public holiday. There was only one
shop open, a newsagent’s!
3 Memory game. Pair work. Read the dialogue,
look at the picture, and close your book. Then,
describe what there was at the zoo. You lose
your turn when you say something wrong.
• Ask Ss to read the instructions and the example.
• Allot one minute for Ss to read the dialogue and
look at the picture.
• Have pairs play the game.
4 Complete the table with the places below. In
pairs, guess your partner’s answers.
• Ask Ss to read the instructions, the table and the
n
examples with at and in.
• Tell them to complete the table.
• Ss get into pairs and try to guess their partner’s
answers.
• Remind Ss of the intonation in questions.
5 A chain game. Where were you last Saturday
at 10 in the morning?
• Ask Ss to read the instructions and the example.
• You can go in order or you can call on Ss not sitting
close by for everybody to pay attention.
6 VOX POPS 17 Where were these people?
• Ask Ss to read the instructions.
• Play the recording. Tell Ss they can take notes.
• Ss look at the examples to report where the people
were.
17 Video script page 82
AT Ss should understand that was and were refer to the
past. They should remember when to use was and
when to use were.
WB Answers 3.2 Were you at the zoo yesterday? Page 89
1. 1 was 2 were 3 weren’t, was, were 4 was, was 5 wasn’t, was 6 was,
was, weren’t
2. 2 Were your friends at the party? 3 Was Marie in class this morning?
4 Were the shops open yesterday evening? 5 Was the film interesting?
6 Was Tim at at your house last night?
3. Answers will vary.
4. 2 at, on 3 at 4 at 5 in, at 6 in
5. 2 Where were they at lunchtime? 3 When were you with Sole? 4 What
was the weather like in Italy? 5 What time was the film on TV? 6 Who
was on the phone?
6. 2 were 3 wasn’t 4 in 5 was 6 were 7 Was 8 was 9 were 10 What
11 Was 12 wasn’t
0.? How
3.3 Txt SBare other
page ? animals like humans? SB page 33
LEAD IN
Before starting the lesson, you can focus on its name
and ask Ss if they can think of other animals which are
like human beings.
1 In pairs, look at the words and phrases below.
Which things do teenagers typically do? What
about adults?
• Ask Ss to read the instructions and the phrases.
Check they understand them all. Explain as
necessary with synonyms, gesture or examples,
e.g. belong to gangs means being a member, a
participant of a gang.
• Give them time to do the activity and then check.
There may be different answers from Ss.
2 Read the title of the article. What behaviour
from Exercise 1 does it mention? Read and
check.
• Ask Ss to read the instructions. Remind them to read
the title only. Tell them there may be more than one
behaviour.
a unique opportunity to discuss this. Ss may reflect
on why adults sometimes criticise them. Are they just
annoying or is there an element of truth? By the same
token, Ss can reflect on what they criticise. They can
discuss ways to engage in dialogue to solve problems
or even prevent problems from arising.
Remind Ss they can type the words in bold in the
search engine to find the information online.
➤ Extra activity
Ss can go back to the animal list and add new ones.
You can ask Ss to organise their list: native to the
Americas, native to Africa, endangered, etc.
AT Ss should become aware of how they are improving
their reading skill. They should also recognise new
personality adjectives.
WB Answers 3.3 How are other animals like humans? Page 90
1. 2 lovable 3 aggressive 4 adventurous 5 impulsive

n
2. 2 T 3 T 4 F 5 F 6 F 7 DS
• Check Ss’ answers. Again, there may be differences 3. 2 enormous 3 orphaned 4 jungle 5 charity 6 survive 7 nest
in the answers. 8 volunteer
• Have Ss read the complete article and go back to 4. 2 f 3 a 4 e 5 d 6 b
so
their predictions.
Answers belong to gangs feel shy do dangerous things fight
ignore advice

3 Read the text again. Mark the sentences T

ar
(true), F (false) or DS (doesn’t say).
• Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to do the exercise.
• Ss can check in pairs before the general checking.
Pe

• As you check, you can ask Ss to account for their

answers.
Answers 2 T 3 F 4 DS 5 F 6 T

4 Find the words below in the text. Then match

the words with sentences 1–5.
• Ask Ss to read the instructions and the words in the
box.
• Once they find the words in the text and check their
meaning, ask them to do the matching.
• Check their answers. They can explain what clues
they find to do the matching.
Answers 2 impulsive 3 adventurous 4 aggressive 5 lovable

5 Ask and answer the questions. Make notes.

Then, share with the class.
• Ask Ss to read the instructions and the questions.
• They can hold the discussion in groups and then
share their answers with the class.

IC As suggested before – Unit 2 – the same situation

can be looked at from different perspectives. This is

47
0.? Can
3.4 Txt SB
you look? after a pet? SB page 34
pages
1 18 29 Look at the title of the video.
Who’s Daisy? Watch or listen, and check.
• Ask Ss to look at the title. Ask them who Daisy is.
• Now Ss watch the video or listen to the recording
and then check.
Answer (Krystal’s) dog
29 ➔ See SB page 34
18 Video script page 82
OUT of class
• Tell Ss to look at these expressions. Remind them
they are colloquial everyday expressions.
• Make sure they understand their meaning. Ask them
to go back to the text. If you play the video, help
them focus on body language as well.
• Elicit from Ss situations in which they can use these
expressions.
• Encourage Ss to use these expressions in class when
relevant. You can ask them to make a poster with
them and pin it on a wall. Alternatively, they can
have a card with these expressions.
so
Simple Past: regular verbs
• Ask Ss to read the examples in the table.
• Ask them if they refer to routines or to the past. They
can check in the dialogue as well.
ar
• Focus Ss’ attention on the title of the table: regular.
Have them look at the examples and tell you what is
regular about these past forms.
• Remind them of the intonation in questions. Also
Pe
focus their attention on the pronunciation of –ed.
Tell them that want is a regular verb. How do they
form the past? Help them see is has to be /ˈwɒntɪd/.
Give them two other examples for the other
pronunciations of –ed. You can ask them if –ed in
liked ends in /d/ or /t/? Do the same for play.
Language Wide
Work on the first question. Help Ss see that there is only
one past form. As to the second part, help them see
the connection in the structure. Ask them what form the
verb takes in the negative and interrogative: infinitive.
2 Write the Simple Past forms of these regular verbs.
• Check they know the meaning of all the verbs.
• Check the answers. Focus on spelling changes, e.g.
carry, carried.
3 30 Copy the table. Guess which verbs from
Exercise 2 go in the columns. Listen and check.
• Ask Ss read the instructions. Remind them of the
pronunciation of wanted, liked and played (or the verbs
48
you have used to show the pronunciation of –ed).
• Have Ss write the verbs in the correct column.
• You can check their answers first, and then play the
recording.
30
1 helped 2 carried 3
ended
liked changed invented
talked happened started
watched listened wanted
worked lived
opened
studied
tried
used
4 Complete the text with the Simple Past form of
one of the verbs in brackets.
• Ask Ss to read the instructions. Do they think Lee was
right? Ask them to read the text quickly and answer.
• Now give Ss time to complete the text. Check they
understand they have to decide on the correct verb,
and then use it in the past tense.
• Check Ss’ answers.
n
Answers 2 didn’t want 3 needed 4 helped 5 decided 6 shouted
7 walked 8 called 9 didn’t like
➤ Extra activity
A chain game. Tell Ss they have to talk about
something they did (last week). To add something, they
have to repeat what the previous Ss have said, e.g.
S1: I watched TV. S2: Agus watched TV, and I studied.
S3: Agus watched TV, Mercedes studied and I…
5 In pairs, make questions from the prompts.
Then write possible answers. You can learn
how the story ends on page 36.
• Give Ss time to write the questions and think about
possible answers.
• When checking, help them focus on intonation.
Answers 1 Yes, he did. 2 Did the police help them? Yes, they did.
/ No, they didn’t 3 Did Lee and Amy go home? Yes, they did. / No,
they didn’t. 4 What did they do then? They…. 5 Was the dog there?
Yes, she was. / No, she wasn’t. 6 What did Lee do? He….
AT Ss should begin to use regular past forms. However,
they will make mistakes, in particular in negative and
interrogative forms.
WB Answers 3.4 Can you look after a pet? Page 91
1. 1 calm 2 matter 3 wrong
2. 2 helped 3 looked 4 decided 5 arrived 6 walked
3. 2 didn’t phone 3 didn’t study 4 didn’t walk 5 didn’t promise
6 didn’t watch
4. 2 Did you answer the teacher’s question? No, I didn’t 3 Did he walk
to the party? Yes, he did 4 Did I look OK in my new dress? Yes, you
did 5 Did the police look for the dog? No, they didn’t 6 Did the TV
programme finish at 9.30? No, it didn’t
5. 2 did you phone, phoned 3 Did you listen, listened 4 did the film end,
ended 5 (song) did the band play, played played / sang 6 Did it rain,
didn’t
6. 1 asked 2 had to play 3 changed 4 didn’t play 5 decided
6 looked 7 printed 8 didn’t finish 9 promised
0.? What
3.5 Txt SBispage
a pet?
? SB page 35
LEAD IN
• You can ask Ss to read the title of this lesson and try
to answer the question.
• You can go back to this question at the end of the
lesson.
1 Read the title and discuss what pet is good for
Ali. Then read and check.
• Have Ss read the instructions and the title of the
text. Without reading the text, they have to decide
what pet is good for her.
• Allot a couple of minutes for Ss to read the text
quickly and check.
Answers A cat. She doesn’t like getting up early and she’s very busy,
so a dog is not a good idea. And a snake should not be a pet.
ESI Very often, different house chores are assigned to
different members of the family. Taking care of a
pet, e.g. feeding them, keeping them clean, can be
considered a house chore. Traditionally, most chores
were assigned to women in the house, e.g. doing the
shopping, cleaning, etc. You can reflect with Ss that
every member in the home has to contribute in a
way he / she can, depending on their age. They can
make their beds, help in taking care of a pet, without
so
considering that some of these activities are basically
feminine or masculine.
2 31 Listen to five dialogues. Choose the
correct answers.
ar
• Ask Ss to read the instructions and the statements.
Tell them that for the last one, they have to answer
the question.
• Play the recording for Ss to choose the correct
Pe
answers. Play it more than once if necessary.
• Check Ss’ answers.
Answers 1 a 2 b 3 a 4 c 5 In a sweater
31
1 A = Ali L = Luke
A: I want to get a pet but I don’t know what to get. Maybe
a dog? What do you think?
L: Dogs are fun. But you need to train them and they make
a lot of noise.
A: That’s true. You need to get up early to take them for a
walk too.
L: What about a cat? Cats are quiet and you don’t need to
take them for a walk.
A: Yeah, they’re clean too. The only thing is they scratch the
furniture. My mum and dad wouldn’t like that.
L: How about a snake? Snakes are quiet and they don’t
need a lot of space.
A: A snake! No way! They eat live animals! And you can’t
take a snake for a walk, can you?
L: No.
A: I think I prefer a cat. I can train it not to scratch the
furniture.
2 A = Ali J = Jodie
A: Hello, is that Jodie?
J: Yes.
A: My name’s Ali. I talked to your friend Sally and … It’s
about the baby cats.
J: Yes, OK, the kittens … Do you want one?
A: Well, I’d like to see them first but yes, I think so. How
many have you got?
J: Well, there were four of them but I promised one to Sally
and I want one myself so you can have two if you like.
A: I’d love two but no, one is fine, thanks.
3 A = Assistant D = Denny
A: Good morning. Can I help you?
D: Yes, I’m looking for a bed cat, a cat bed, a bed for cats.
A: A cat bed. Well, we have several kinds. This is a good
one. It’s big, comfortable and easy to wash. And it’s only fifty
pounds.
D: Fifty? Oh! Eh … how much is this one?
A: Twenty-five. It’s small but it’s very good.
D: Hmm.
A: This one was twenty-five but now it’s only fifteen pounds.
D: Is it a good one?
A: Yes, it’s fine. It’s very popular. We sell a lot of these.
D: OK, I’ll take it.
4 D = Denny A = Ali
D: Ali! Come here!
A: What is it, dad?
D: Look at this!
A: What?
D: How many times do I have to tell you? Simba is your cat
and it’s your job to look after her.
A: But there’s lots of food in the bowl!
D: Yes, but what about the litter tray? Look at it! You need to
empty it!
A: OK, OK, I’m doing it.
n
D: Why don’t you train her to do it in the garden?
A: Dad! She’s a cat, not a dog!
5 A = Ali D = Denny
A: Dad! Where’s Simba? I can’t find her.
D: I don’t know. Look in the garden. Cats climb trees, you
know. Maybe she’s sitting in a tree and she can’t get down.
A: Oh no! Can you help me look for her? Please!
D: OK!
D: Did you look in your bedroom?
A: Yes, I did. She’s not there.
A: Dad! What are you doing? She’s not here.
D: Did you look under the bed?
A: Yes, I did!
A: Oh! There she is. She’s sleeping in my sweater. It’s nice
and warm there. She likes warm places.
D: Yes, I know. Yesterday she was on the car in the garage
Over
YOU Say which animal is your favourite and
  to

why. Use the information in this unit.
• Have Ss read the instructions and the example.
• Give them time to think what to say and then listen
to their opinions.
AT Ss should become aware that they are developing
fluency in reading.
WB Answers 3.5 What is a pet? Page 92
1 2 e 3 f 4 b 5 a 6 c; A 5 B 3 C 6 D 4 E 1 F 2
22D 3B 4E
49
0.? Interaction
3.6 Txt SB pages ?Apologising SB page 36
1 Look at the photos. How do you think Lee and
Krystal are feeling? Why? Culture Wide
• Ask Ss to read the instructions, look at the photos Have Ss read the box and discuss the questions.
and answer the question orally.
• Remind them not to read the conversation.
• Have a few responses from Ss. ESI As Ss discuss apologies, it can be a good idea to
show everybody how important it is to apologise (and
Possible answer They’re worried. Accept different explanations.
mean it) as a sign of good manners and respect.
Some cultures consider that apologising is a sign of
Over
  to
weakness which should never be associated with men.
YOU Apologising and responding to apologies is not sex or
gender related.
• Tell Ss to look at these expressions. Remind them
they are colloquial everyday expressions.
Over
• Make sure they understand their meaning. Ask them   to

to go back to the text. If you play the video, help YOU In

them focus on body language as well.
• Elicit from Ss situations in which they can use these
expressions.
• Encourage Ss to use these expressions in class when
relevant. You can ask them to make a poster with
them and pin it on a wall. Alternatively, they can
have a card with these expressions.
 pairs, follow the instructions. Use the
box to help you.
• Ask Ss to read the instructions and the steps to
follow.
• Get Ss into pairs and decide on the situation. Give
them time to rehearse the conversation.
• Have Ss role play. They can video record their
performances.

n
• Remember to give constructive feedback to Ss.
2 19 32 Watch or listen. Check your
answers to Exercise 1. AT Ss should remember different ways of apologising and
so
• Have Ss read the instructions. should use them in class.
• Play the recording and go back to their predictions.
Answer They are worried because Daisy is missing.
ar
32 ➔ See SB page 36
19 Video script page 82

3 Write I (informal) and NI (not informal) next to

Pe

the phrases in the box.

• Have Ss read the examples in the box. Explain that
apologising means saying ‘Sorry!’.
• Have them read the different expressions.
• Then let them decide which expressions are informal
and which not informal.
• Check their answers
• Work on intonation. You can play the recording
again for Ss to imitate the speakers.
• You can ask your Ss to make an audio file and keep
it as a record of their pronunciation.
Answers Informal: Never mind. No problem. I totally understand.
How can / could you be so careless? You can’t be serious! I’m really
angry about this! I’ll never forgive you!

4 Use the box to complete the dialogues.

Sometimes more than one answer is possible.
• Have Ss read the instructions.
• Allot a couple of minutes, then check Ss’ answers.
Answers 2 Sorry / I apologise. 3 I totally understand. / It’s not your
fault. 4 You can’t be serious!

50

0.? Writing
3.7 Txt SB page
A biography
? SB page 37
1 Organise the writing tips. Complete the gaps WB Answers SELF-CHECK Page 93

with the numbers in the biography of Steve
Irwin.
• Ask Ss to look at the photo and the name. Ask them
what the text may be about.
• Have Ss read the text quickly and go back to their
predictions.
• Ask Ss what a biography is and what information is
usually included.
• Ask them to read the writing tips. Check they
understand everything.
• Have Ss complete the gaps and then check.
• You may want to tell them that the biography is true.
Answers 4 2 3 1
1. 1 spider 2 bear 3 monkey 4 duck 5 rabbit
2. 1 aggressive 2 shy 3 forgetful 4 impulsive 5 adventurous
6 careless
3. 2 pussy 3 spider 4 tiger 5 penguin 6 flamingo 7 kangaroo
8 giraffe 9 crocodile 10 donkey
4. 1 I was in bed early last night. 2 Were your parents at the concert on
Saturday? 3 That programme wasn’t very interesting. 4 Was Tom at
the party? 5 What was your favourite film last year? 6 There weren’t
any monkeys at the safari park.
5. 1 was, didn’t like 2 did you live / were you living, moved 3 didn’t work,
was 4 Did you watch, didn’t, were 5 phoned, didn’t answer, Were you
6 Did the teacher explain, was
6. 1 hurried 2 needed 3 arrived 4 changed 5 studied 6 called
7 didn’t want 8 asked 9 talked 10 didn’t answer

2 Read about Bear Grylls and complete the

fact box with the Simple Past of the verbs in
brackets.
• Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to complete the fact
box, then check their answers.

n
• Remind Ss of the pronunciation of the past forms of
the verbs.
Answers 2 studied 3 climbed 4 was 5 started
so
Writing Time

Write a short biography (70 – 100 words) of Bear

Grylls. Use the fact box, the biography of Steve Irwin
ar
and the Writing Tips box to help you.
• Ask Ss to read the instructions and the steps to
follow.
• Allot a few minutes for Ss to write the first draft.
Pe

• Ss can exchange their pieces and give feedback to

classmates.
• Ask Ss to write a second version.

Unit Wide

Read the unit again. Where in this unit? Complete

with lesson number.
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
on how well they think they know each of the
topics.
• This can be used as part of self-assessment.
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.

51
WORLD WIDE Why do parrots talk? SB pages 38-39

LEAD IN • Keep a record of their answers.

Before working with this consolidation lesson, ask Ss • Play the video and go back to Ss’ ideas.
how they would answer the question. Possible answers Birds talk and copy what people say.
Puppies play (games).
Hamsters run a lot. They put a lot of food into their mouths.
1 In pairs, discuss the questions.
• Ask Ss to read the instructions.
• You can give them a few minutes to discuss the 20 Video script page 82
answers.
8 Answer the questions.
2 Which pets do you think are popular in these
countries? Match countries 1–4 with photos
• Ask Ss to read the instructions and the questions.
• Play the video for Ss to find information for the
A–D. answers. They can take notes.
• Tell Ss not to read the text. Give them a minute to do • Check Ss’ answers.
the matching.
Answers 1 seven weeks old 2 a long way – sometimes ten
• Check Ss’ answers. At this point, do not tell them if kilometres 3 130 words
they are correct or not.

3 Read the article and check your ideas in 9 Work in pairs. Which animal do you think is the
Exercise 2. most interesting? Why?
• Before Ss read the article, ask them to read it quickly • Have Ss get into pairs and discuss the question.

n
and see if there is an answer for the question in the • You can ask one or two pairs to tell their ideas to the
title. rest.
• Allot a few minutes for Ss to go over the article and
so
check their answers. 10 Watch the video again. Answer the questions.
• Check Ss’ answers. • Have Ss read the instructions.
Answers 1 D 2 C 3 B 4 A • Play the recording. Ss can take notes.
• Check Ss’ answers.
Possible answers 1 Because they need to practise. They’re training
ar
4 Read the article again and answer the to catch and eat smaller animals for food 2 In the wild they have
questions. to escape from bigger animals. 3 They need to store food. 4 They
communicate with their groups.
• Ask Ss to read the instructions.
• Give them time to go over the text to find the
11 Work in pairs. Do you think it’s a good idea to
Pe

answers to the questions.

• Check their answers. keep a pet? Why? / Why not?
Answers 1 parrot (It can copy words and sounds.) 2 goldfish • Have Ss read the instructions and the examples.
(lucky) 3 parrots (aren’t many left) 4 rabbits (vegetarian)
5 rabbits (important for people who live in a small apartment)
• Get them into pairs and discuss their ideas.
6 rabbits (they’re gentle animals)
12 WORLD WIDE PROJECT In small groups, create a
mini video about pets. You can also stand up
5 In pairs, discuss why some of these animals against wild animals as pets.
should not be pets.
• Have Ss read the instructions.
• Ask Ss to read the instructions. • Once they get into groups, you can ask them where
• Give them time to discuss the answers. they can get the information.
• Give Ss time to record their mini videos.
6 You are going to watch part of a BBC • Ss share their productions.
documentary called Wild at heart. Read
an advert for the programme. Do you like
watching documentaries about animals?
• Ask Ss to read the instructions and read the advert.
• Listen to Ss’ answers.

7 20 In pairs, look at the photos above. What

activities do these animals often do? Watch the
video and check your ideas.
• Ask Ss to read the instructions and answer the
question.

52

 4 How does Technology Influence Culture?
0.1Is
4.1
0.? It’s
TxtICTme!
SB the SB
21pages
pages 6-7 most influential technology? SB pages 40-41
?st century
IC This unit is about technology. Though technology
seems to be open and available to everybody, Ss’
experiences will differ. Technology can help us and
has helped us in many ways, yet there are drawbacks
to it as well. It is necessary first not to take things for
granted, i.e. that because Ss are young, they will be
quite familiar with apps and devices. Secondly, Ss may
have limited access to technology. Care should be
taken to include everybody’s situation when discussing
technology.
@ Tweet: The knitting machine started a revolution
after its invention in 1589. What type of #technology
is changing our world and our culture today?
This is the Tweet for this unit. You can check the ideas
suggested for Unit 1, which can be applied to all units.
LEAD IN
• You can brainstorm with Ss different words and
phrases associated with technology. You can start
a word cloud, which can be enriched as Ss move
so
along the unit.
• You can also have Ss answer the question in the title.
1 How many gadgets can you name in the
classroom that changed or are changing our
ar
culture?
• Ask Ss to read the instructions and check they all
know what to do. Check they are not supposed to
find examples in the book but in their classroom.
• You can have Ss write the list on the board.
Pe
2 Complete the words with the missing letters.
What is the code?
• Ask Ss to read the instructions and the words in the box.
• Give Ss a couple of minutes to do the activity, then
check the answers.
• Ask them what the code is.
• Once you check the answers, have them read the
questions and have a discussion with Ss’ answers.
Answers CD player digital camera DVD player e-reader games
console MP3 player smartphone tablet Code: 1 a 2 e 3 I 4 o
3 Which gadgets can you use for these activities?
Write 5 sentences, make some false. Work in
pairs. Find your classmate’s wrong sentences.
• Ask Ss to read the instructions. Ask them to go over the
list of activities and check they understand all of them.
• First ask Ss to think about the gadgets for each
of the activities, e.g. send instant messages?
Smartphone, tablet.
• Once they have gone over all the activities, have
them think of 5 statements, some of which may have
false information.
• Ss get into pairs and say their sentences. Did they
find all the wrong sentences?
4 a Look at the photos and the title. What does
Preston collect?
• Ask Ss to read the instructions and look at the
photos and the title. Remind them not to read the
text.
• Check Ss’ answers.
Answer USB gadgets.
b Now read the text and answer the questions.
• Have Ss read the text quickly and check the answer.
• Have them reread the text, if necessary, to answer
the questions.
Answer A B D
n
5 Look at the computer equipment. Write C
(computer) or O (other gadgets too).
• Ask Ss to read the instructions and the words in the
box. Explain any word they may not know.
• Give Ss time to do the activity, then check their answers.
Answers C: keyboard web camera printer mouse O: battery
game controller pen drive SIM card HDMI cable USB port
speaker screen
6 Choose the correct option.
• Ask Ss to read the instructions.
• Give Ss time to do the activity, then check their answers.
Answers 1 USB port 2 memory 3 game controller 4 battery
5 keyboard
7 33 Read the quiz. Then listen and decide
which three questions Emily answers.
• Ask Ss to read the instructions and the quiz. Tell
them what a freak is.
• Give them time to go over the quiz.
• Play the recording and check their answers.
Answers question 3: no question 5: no question 7: yes
33
Eh … No, I don’t actually. I don’t really have much money and
things like that are so expensive. When I need to print or scan
something, I just go to the library. I prefer to spend money on
things like clothes and books.
Hmm … No, I’ve just got one. I think I should probably get
another address, because I get so much spam, you know
strange emails from people I don’t know!
Oh, yes! Quite often! The thing is, I’m not really a computer
freak. But I sometimes have dreams about things from the
internet. For example, I belong to the Sam Smith fan website
and sometimes in my dreams I spend time with people from the
message board. But I don’t know them in real life!
53
 Culture Wide
Have Ss read the box and discuss the questions.
Help them see how we can become creative when
technology does not work.

8 Are you a computer freak? Do the quiz and

tell the class. How many computer freaks are
there in your class?
• Ask Ss to read the instructions.
• Let them do the quiz and check if they are freaks or
not.
• Ask Ss to read the examples and tell the rest.

ESI Ss are quite used to spending time online, often

interacting with others. They may not be aware of
the dangers there are, the most common one being
grooming. This is when an adult develops a friendship
with a child or young adolescent for sexual purposes,
with the child not knowing what is going on, and even
thinking that the other person is not an adult. There are
different official websites to help young people and

n
adults in this respect. The important point is to help Ss
become aware of this and other dangers, one of the
dark sides of technology and the web in particular.
so
Over The gadgets with a big influence on the
  to 
YOU world – Part 1
Join one of the three groups below. Take a
ar
photo or draw 5 very influential gadgets.
Write a caption to explain what it is or was
and the date of invention.
• Tell Ss that as they move along the unit, they will be
Pe

working towards their final task of a project.

• Ask Ss to read the set of instructions. You can let
them join the group they want or you can assign the
groups yourself.
• Remind them that a caption is the short text below
a photograph.
• Give Ss time to take the photos. They can also look
for photos online or draw the gadgets.

Vocabulary: Ss can use the resource at

www.pearson.com.ar/look_wide

AT Ss should remember the names of some gadgets.

WB Answers 4.1 Is ICT the 21st-century most influential technology?

Page 94
1. 2 tablet 3 CD player 4 games console 5 smartphone 6 e-reader
7 DVD player 8 MP3 player
2. 2 smartphone 3 CD player 4 MP3 / player tablet 5 digital camera
3. 2 surf 3 take 4 read 5 watch 6 check 7 make 8 play
9 download 10 send
4. 2 messages 3 smartphone 4 surf 5 play 6 tablet / DVD player /
smartphone 7 e-reader 8 tablet 9 charge

54

0.? Can
4.2 Txt SB
your
pagegadgets
? be a cause of problems? SB page 42
LEAD IN • Give Ss a couple of minutes to do the exercise, then
You can ask Ss to look at the title of this lesson and answer check their answers.
the question. Are there similar answers? Answers 2 Mum didn’t put … She put the black jeans. 3 Ruby
didn’t find … Her mother found the phone. 4 Lee didn’t take … His
mum took the phone out of the jeans. 5 Ruby didn’t give … Her
1 21 34 Why are Lee and Ruby angry? mum gave it to Ruby.
Watch or listen and check your answer.
• Ask Ss to read the instructions.
35 ➔ See SB page 42
• Have Ss watch the video or listen to the dialogue
and check their predictions. 22 Video script page 82
Answer Ruby can’t find her phone and she wrongly accuses her brother.
4 Write questions in the Simple Past for these
sentences.
34 ➔ See SB page 42
• Ask Ss to read the instructions and the example.
22 Video script page 82
• Give them time to write the questions, and then
check. Make sure they use the correct intonation.
OUT of class Answers 2 Where did you go for your holidays? 3 What did you
• Tell Ss to look at these expressions. Remind them do last weekend? 4 How many presents did you have for your last
they are colloquial everyday expressions. birthday? 5 When did you buy your trainers? 6 What time did you
leave home this morning?
• Make sure they understand their meaning. Ask them
to go back to the text. If you play the video, help
them focus on body language as well. 5 VOX POPS 23 In pairs, ask and answer the
• Elicit from Ss situations in which they can use these questions in Exercise 4. Say if your partner’s

n
expressions. answers are true or false. How many did you
• Encourage Ss to use these expressions in class. get correct?
so
Culture Wide • Have Ss read the instructions. Play the video for
them to see different people answering the question.
Have Ss read the situation in the box. Help them • Ask them to read the example and come up with
see how sometimes we jump to conclusions which answers for the questions in Ex. 4. Some of the
are wrong, and in so doing, hurt others. answers may be false.
ar
• After Ss interact, ask them how many false
Simple Past irregular verbs sentences they spotted.
• Ask Ss to read the examples in the dialogue too. 23 Video script page 82
• Elicit from them if they refer to the past or to routines.
• Ask them why they are called irregular verbs.
Pe

• Remind them of the intonation in questions. AT Ss should remember a few irregular verbs. They will still
make mistakes in the negative and the interrogative.
Language Wide
WB Answers 4.2 Can your gadgets be a cause of problems? Page 95
Have Ss read the questions in the box and help them
1. 2 bought 3 lost 4 did 5 forgot 6 went 7 took 8 found
answer them. 2. A T O S C N P T E P

N T V R Q A U G Y A
2 Complete the sentences with the Simple Past C D I R D E T L O I
form of the verbs in brackets. T I S A I W S E N T
• Give them time to complete the sentences. T S H E D T T F E M
• Check Ss’ answers. A N D E N N O T H E
Answers 2 put 3 found 4 took 5 gave G O L P N P L S V W
D I E O T F E A H W
D A P P X R G W Z Q
Vocabulary bank: Ss can find a list of regular and Z I G T C S C E R N
irregular verbs at www.pearson.com.ar/look_wide
3. 2 stole 3 gave 4 forgot 5 sent 6 cost 7 saw, asked 8 put
4. 1 did you see, didn’t see, saw 2 bought, did they buy, didn’t buy,
3 22 35 Watch or listen to Part 2. bought 3 gave, did she give, didn’t give, gave 4 left, did they leave,
didn’t leave, left
Correct the sentences in Exercise 2.
5. 2 I went with Tina. We arranged to meet for lunch. 3 Where did you
• Ask Ss to read the instructions. Play the recording for go? 4 We found a table at Marco’s. 5 What did you have? 6 I had
them to check which sentences have false information. pizza. Tina didn’t eat anything. She wasn’t hungry. 7 So, how many
gadgets did you buy? 8 I didn’t buy any! We didn’t stay long. It was
• Ss can take notes as they watch the video or listen very crowded!
to the recording.

55
0.? Is
4.3 Txtthe
SBblog
pagesthe
? modern diary? SB page 43
LEAD IN
• You can ask Ss to read the title of the lesson and
answer the question.
• At the end of the lesson, you can go back to
question to see if it has been answered.
ESI As suggested in Unit 2. If you have not dealt with this,
you can ask Ss if they keep a diary – paper or digital.
Traditionally, a diary has been associated with girls,
but there is nothing in a diary that makes it feminine.
Help Ss reflect on this, how society and tradition should
be challenged sometimes to make sure they do have
a sexist viewpoint. Ask them if a blog is generally
associated with girls only, or boys only.
1 a Look at the two texts. What do they have in
common? Tick ✓ all the correct options.
• Ask Ss to read the instructions and the three
phrases.
• Ask them to tick the options without reading the
texts. Check their ideas.
4 Use the highlighted phrasal verbs to complete
the questions. Ask and answer the questions in
pairs.
• Ask Ss to read the instructions. Tell them what
highlighted means if they do not know.
• Allot a couple of minutes for Ss to do the exercise.
• Check their answers. They can explain what clues
they find to do the matching.
Answers 2 look for 3 hang up 4 checked out 5 give up
5 In pairs, say how you keep in touch with
friends. Use the ideas below to help you. Say
which way you prefer and why.
• Ask Ss to read the instructions, the phrases and the
example.
• Have Ss interact.
• You can ask the pair if there were any coincidences.
Over
  to
YOU The
 gadgets with a big influence on the
world - Part 2

b Read the two texts. Any other category?
• Have Ss read the two texts. Go back to their
so
predictions and ask them if there is anything else in
common.
Answers Tick the three boxes.
ar
2 Read Tim’s diary and Tina’s blog. Complete
gaps 1–4 with sentences a–e. There is one
extra sentence.
n
• Ask Ss to read the instructions and the questions for
this second part.
• Remind them they can use the vocabulary bank.
• Give them time to answer the questions. Remind
them to keep their productions.
AT Ss should become aware of how they are improving
their reading skill.
WB Answers 4.3 Is the blog the modern diary? Page 96

• Ask Ss to read the instructions and the sentences. 1. 2 switch 3 Hang 4 give 5 Check 6 Look
2. 2 c 3 a 4 d 5 b
Pe

• Allot a couple of minutes for Ss to do the exercise. 3. 2 T 3 F 4 DS 5 F

• Ss can check in pairs before the general checking.
• As you check, you can ask Ss to account for their
answers.
Answers 1 d 2 a 3 c 4 e

3 Read the texts again. Complete the sentences

with Tim or Tina.
• Ask Ss to read the instructions.
• They can complete the sentences before rereading
the texts.
• Have them reread the texts and check their answers.
Answers 2 Tim 3 Tina

Language Wide

Have Ss read the sentences in the box. Help them

notice there are no phrasal verbs in Spanish. Treat
these verbs as any other verb.

56

0.? Can
4.4 Txt SB
you live? without your phone? SB page 44
page
LEAD IN
You can ask Ss to answer the question in the title. Are their
answers the same?
1 Think about your phone. Say how often you do
these things.
• Ask Ss to read the instructions, the activities and the
example.
• Elicit from them different frequency phrases, e.g.
(twice) a (week), never, sometimes, etc.
• Listen to your Ss’ comments. You can tell them about
your activities with your phone.
➤ Extra activity
You can ask Ss to ask these questions of two or three
adults at home (in Spanish, of course). They can talk
about the finding the following class, and see if there is
a pattern with adults, and if so, if it is different from Ss’
pattern.
2 Read the text. Why does Jack think he is
• Give them time to choose the correct option.
• Check Ss’ answer. As you check, ask them if each
statement is true for them or not.
Answers 2 being 3 to buy 4 to charge 5 texting, making
4 In pairs, complete the text with the correct
form of the verbs in brackets. Which app
sounds most interesting?
• Ask Ss to read the instructions. Check everybody
knows what to do.
• Ask them to go over the text quickly and answer the
question.
• Allot a couple of minutes for Ss to complete the text,
then check their answers.
Answers 2 using 3 to play 4 to be 5 having 6 to organise
7 wasting 8 forgetting
Over
  to
YOU The
 gadgets with a big influence on the
world – Part 3
• Ask Ss to read the instructions and the questions for

n
addicted to his phone?
this second part.
• Ask Ss read the instructions. Ask them what reasons
they can think of. They can go over the text quickly
• Give them time to answer the questions. Remind
to check their predictions.
so them to keep their productions.
• Have them read again and find the answer to the
question. AT Ss should remember that some verbs are followed by
an infinitive while others are followed by an –ing form.
Answers Because he can’t be without his phone.
ar
WB Answers 4.4 Can you live without your phone? Page 97
They can go online to search for information. Remind 1. 2 a 3 f 4 e 5d
them to type the words in bold in the search engine to 2. A: remember decide agree try would like forget need want
find the information they need. B: don’t mind love prefer stop can’t stand enjoy finish hate like
3. 2 going / going 3 to charge 4 to leave 5 to use 6 getting
Pe

4. 2 reading 3 looking 4 to reply 5 watching 6 to make 7 to film

ESI Jack writes about his phone addiction. You can elicit 8 running 9 working 10 to fix 11 to study 12 to design
other addictions from Ss. Help them reflect on the
dangers of addictions. A phone addiction may not
be as harmful as drug abuse, but it will have negative
effects on our health, either mental or physical.

Infinitive or –ing?
• Ask Ss to read the sentences in the box.
• You can elicit more verbs from Ss and add them to
the list.
• Ask Ss what they can do to remember whether a
verb takes an infinitive or an –ing form.

Language Wide

Have Ss read the questions and answer them. Help

them notice that the infinitive and the –ing forms in
English are translated as infinitives in Spanish.

3 Choose the correct option. In pairs, say if the

sentences are true for you.
• Ask Ss to read the instructions. Check everybody
knows what to do.

57
0.? What
4.5 Txt SBare your
pages ? favourite websites? SB page 45
LEAD IN
• Ask Ss to answer the question in the title. Keep a
record of their results.
• Which is the most popular website?
1 Which of these websites do you use the most
often? Make a pie chart with the results.
• Have Ss read the instructions and the list of websites.
• Elicit from Ss which frequency adverbs they can use,
e.g. always, usually, etc.
• Ss should keep a record of their answers to make
the pie chart with the results.
2 Match the websites from Exercise 1 with
definitions 1–5. There are extra websites.
• Tell Ss to read the instructions.
• Allot a couple of minutes for Ss to read the
definitions and do the matching.
• Check Ss’ answers. You can ask them what clues
helped them do the matching.
Answers 2 YouTube 3 Google 4 Facebook 5 Wikipedia
3 36 Complete the text with the correct form
of the highlighted verbs from Exercise 2. Listen
so
and check.
• Have Ss read the instructions. Check they know what
to do.
• Give them time to complete the text.
• Play the recording for Ss to check.
ar
Answers 2 clicked 3 downloaded 4 share 5 uploaded 6 viewed
7 chat
36
Pe
I needed to find a program for making films so I searched the
web and found one. I clicked on the link and saw it was free so I
downloaded the program. After I finished making my film, I
wanted to share it with other people so I uploaded my video
clip to YouTube. In the first week, three hundred people viewed
my video and now some of them want to chat online with me.
They can go online to find apps for teens. Remind
them to type the words in bold in the search engine to
find the tool they need.
4 37 Listen to a radio interview about
YouTube. Complete the notes with one or two
words in each gap.
• Ask Ss to read the instructions and the text.
• Play the recording for Ss to complete the interview.
• Check Ss’ answers.
Answers 2 nineteen seconds 3 (November) 2006 4 day 5 three
hundred 6 sixty
37
N = Nicky A = Alex
N: … My name is Nicky Morton and my guest today is video
games reviewer Alex McGregor. Alex, what’s your favourite
website?
58
A: Well, Nicky, I love viewing videos on YouTube.
N: Now probably everyone knows this already but tell us, what
kind of website is it?
A: It’s a website for people to upload, view and share videos.
N: How old is it? When did YouTube begin?
A: It isn’t very old, actually. It began in February 2005.
N: How did it begin?
A: Three friends started it in a small office above a pizza
restaurant in California. The first video they uploaded to the site
was very short. It was only nineteen seconds long! It showed
one of the friends at San Diego zoo.
It became very successful very quickly. The next year, in
November 2006, the three friends agreed to sell their website to
Google for 1.65 billion dollars!
N: How popular is YouTube?
A: It’s the most popular website in the world after Google and
Facebook.
N: Really?
A: Yes, and the numbers are amazing: people watch more
than two hundred million videos on YouTube every day!
N: Wow!
A: And every minute of every day people upload over three
hundred hours of videos to the site.
N: That’s amazing!
A: It’s international too. You can view YouTube in over sixty
different languages!
N: That’s interesting. Now, …
5 Are you an online safe person? Read the
n
following tips to be safe when you use apps or
go online. Tick ✓ 5 very important tips to you!
Does your class agree?
• Ask Ss to read the instructions.
• Have Ss read all the tips first. Then give them time to
choose 5 which are very important for them.
• Elicit Ss’ opinion. Do they all agree on the five
important tips? Is there at least one with which they
agree?
6 VOX POPS 24 Make an oral presentation about
your favourite website. You can use these
questions as a guide.
• Ask Ss to read the instructions.
• Play the video for Ss to get ideas.
• Have Ss work on their oral presentations. They can
record themselves.
24 Video script page 82
AT Ss should become aware of how they are improving
their reading skill.
WB Answers 4.5 What are your favourite websites? Page 98
1. 2 share 3 download 4 chat 5 Click 6 upload
2. 2 A 3 three hours 4 2001 5 million 6 writer
3. 2 c 3 a 4 c 5 a
4. 2 on 3 in 4 up 5 up
0.? Interaction
4.6 Txt SB page ? Putting events in order SB page 46
1 What problems did you have with gadgets and
computers lately? Check if your ideas are in
the list and tick ✓ them.
• Ask Ss to read the instructions.
• Read the list and tick if their ideas are there.
• Listen to Ss’ answers.
3 39 Use the Interaction box to complete the
story of Lee’s dream. Listen and check.
• Have Ss read the instructions.
• Allot a few minutes for Ss to do the exercise.
• You may check with Ss before playing the recording.
Answers 2 suddenly 3 later 4 After 5 end

OUT of class
• Tell Ss to look at these expressions. Remind them
they are colloquial everyday expressions.
• Make sure they understand their meaning. Ask them
to go back to the text. If you play the video, help
them focus on body language as well.
• Elicit from Ss situations in which they can use these
expressions.
• Encourage Ss to use these expressions in class when
relevant. You can ask them to make a poster with
them and pin it on a wall. Alternatively, they can
have a card with these expressions.
Language Wide
39 ➔ See SB page 46
OUT of class
In pairs, use the Interaction box to tell a story: a time
when you had technical problems with your favourite
gadget.
Write your story on a separate sheet of paper.
• Ask Ss to read the instructions. They can use Lee’s
dream as a model.
• Give Ss time to write their stories.
• You can collect the stories and hand them out for Ss
to give feedback to their classmates.
• Have Ss rewrite their stories.

n
Have Ss read the sentence in the box. Add examples of
your own, e.g. When I was (six), I couldn’t ride a bike, but
AT Ss should remember the meaning of sequencers.
I could swim. Have them answer the question. You can
so
have a few examples with different subject pronouns
for Ss to see that could does not change, much in the
same way as can.
ar
2 25 38 What can you see in the photo?
What do you think Lee’s problem is? Watch or
listen. Tick ✓ the problems in Exercise 1 that
Lee had.
Pe

• Have Ss read the instructions and look at the photo.

Ask them to answer the question.
• Play the video or the recording for Ss to check.
• Ask Ss what the problem is.
• Play the recording again for Ss to tick the problems
listed in Ex 1 that Lee had.
• Check Ss’ answers
Answers My computer crashed. I couldn’t connect a microphone.
The battery in my camera / phone died.

38 ➔ See SB page 46
25 Video script page 82

Putting events in order

• Have Ss read the examples in the table.
• Check that Ss understand that when putting events
in order, it is not necessary to use all the connectors,
e.g. First, then, later, finally. They can signal the first
and last one, and any necessary event in the middle.
• Play the recording for Ss to pay attention to
intonation.
• You can ask your Ss to make an audio file and keep
it as a record of their pronunciation.

59
0.? Project
4.7 Txt SB pages
A poster
? SB pages 47
Ss have been designing their project along the different
lessons. Ask them to take out their productions.
• Ask Ss to read the instructions to put the poster
together.
• They can make a paper poster or use a digital app
or software.

They can go online to search for apps or online tools.

Remind them to type the words in bold in the search
engine to find the tool they need.
• Have Ss go over the checklist before they present
their productions to the rest.
• They can exchange productions for another group
to give them feedback. You can also give them
useful feedback.
• Assign a time limit, which you can agree upon with
Ss. As they work in groups, one of the members
should be in charge of checking that Ss finish on
time.

Unit Wide

n
Read the unit again. Where in this unit? Complete
with lesson number.
• Tell Ss they need to go over the complete unit to
so
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
on how well they think they know each of the
topics.
• This can be used as part of self-assessment.
ar
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.
Pe

WB Answers SELF-CHECK Page 99

1. 1 console 2 battery 3 pen-drive 4 keyboard 5 digital camera
6 tablet
2. 1 check 2 chat 3 text 4 charge 5 make click
3. 1 connect 2 crashed 3 died 4 stopped 5 download 6 virus
4. 1 Check out 2 give up 3 look for 4 hang up 5 plug it into
5. 1 forgot 2 left 3 didn’t give 4 Did the computer cost 5 took
6 stole
6. 1 watching 2 working 3 to go 4 helping 5 to learn 6 to feed
7. 2 did not want 3 taught 4 met 5 wrote 6 Did Ada have

60

WORLD WIDE Is there wi-fi in the Sahara? SB pages 48-49
LEAD IN
Before working with this consolidation lesson, ask Ss
how they would answer the question. You may have to
show where Sahara is in a map. Help them see it’s a
desert. It’s the largest non-polar desert in the world.
1 In pairs, discuss the answers to these
questions.
• Ask Ss to read the instructions. Check they
understand the questions.
• You can give them a few minutes to discuss the
answers.
2 Read the article and tick ✓ the things 1–7 that
we learn about.
• Before Ss read the article, ask them to read it quickly
and see if there is an answer for the question in the
title.
• Allot a few minutes for Ss to go over the article and
go back to Ss’ predictions.
• Ask Ss to read the article again and tick the correct
items.
• Check Ss’ answers.
so
Answers 1 3 5 6
3 In pairs, discuss what you learned about the
items you ticked in Exercise 2.
ar
• Ask Ss to read the instructions and get into pairs.
• Allot a couple minutes for Ss to do the discussion.
• You can have a pair or two tell the rest about their
discussion.
Pe
4 Now answer the question: Is there wi-fi in the
Sahara?
• Ask Ss to read the instructions and answer the
question.
Possible answer Yes, in some hotels, but not in the desert area.
5 You are going to watch part of a BBC
programme about the internet. Read an
extract from the programme. Do you enjoy
watching programmes about technology?
• Ask Ss to read the instructions and read the advert.
• Give them one minute to answer the question.
• Check their ideas.
6 26 Watch Part 1 of the video and answer
the questions.
• Have Ss read the instructions and the questions.
• Play the video for Ss to find the answers. They can
take notes as they watch.
• Check Ss’ answers.
Answers 1 Because it is going to plug into / connect to the
internet. 2 Because he invented the World Wide Web / the internet.
3 To connect people all over the world. 4 How to use electronic
equipment to search the web. 5 What does the internet really mean
for the people here in Africa and for everyone who is connected?
And is the internet good for us or bad?
26 Video script page 82
7 What do you think? Is the internet good or bad
for us? In pairs, write a list of good and bad
points.
• Ask Ss to read the instructions.
• You can have them work in pairs, and then have a
general discussion.
• Write the list of good and bad points on the board.
Number each point.
8 27 Watch Part 2 of the video and check
your ideas in Exercise 7. Are your ideas the
same as the ones in the video?
• Ask Ss to read the instructions.
• Play the video for them to check. As they watch,
n
they can tick the ideas they have discussed.
27 Video script page 82
9 Mark the sentences T (true) or F (false).
• Have Ss read the instructions.
• You can play the video again.
• Check Ss’ answers.
Answers 1 T 2 F 3 T 4 F
10 Work in pairs. Do you think Tim Berners- Lee
made the right decision?
• Ask Ss to read the instructions. They can use the
examples to discuss.
• Get Ss into pairs to have the discussion.
11 WORLD WIDE PROJECT In small groups, create a
report about an online company.
• Have Ss read the instructions.
• Once they get into groups, you can ask them where
they can get the information.
• Ss can present their work on paper or using an
app / online tool or any word processor software
available.
• Ss share their productions.
61
 5 What Makes a Home?
0.1Can
5.1 It’s me! SB pages
we buy 6-7 SB pages 50-51
a home?
IC This unit is about homes, which concept is expressed in
the tweet? The place where you live and the people you
live with. Your home may be anything from a mansion
to a room. You may live in a palace, and yet it may
not be your home if there is no sense of belonging, no
special place that makes it unique to you and those
you love. No standard is set when different rooms,
furniture and appliances are presented.
@
Tweet: Home is where you live (a flat, a house, a
room) and feel happy. It is the people you live with.
What do you do to make your place your #HOME?
This is the Tweet for this unit. You can check the ideas
suggested for Unit 1, which can be applied to all units.
LEAD IN
• You can write these two words on the board and ask
Ss if they are synonyms: HOUSE and HOME.
• Help Ss understand the difference. You can tell them
that at the end of the unit, you’ll come back to this
for them to say if the unit deals with the concept of
so
home or houses.
• Focus Ss’ attention on the title of this lesson. Stress
the fact that it says home, not house. Ask them to
answer the question.
1 Look at the photos and write the numbers.
ar
• Ask Ss to read the instructions and check they all
know what to do.
• Ask them to go over the words in the box. Help them
get the meaning of the words they do not know
Pe
by focusing on where they are. You can also use
gesture.
• Set a time limit and then check Ss’ answers.
Answers 1 cooker 2 cupboard 3 fridge 4 oven 5 bed 6 chair
7 fireplace 8 bath 9 washbasin 10 ceiling 11 rug 12 mirror
Vocabulary: Ss can find further pieces of furniture
and parts of a room at www.pearson.com.ar/look_
wide
2 Read and circle. What are they?
• Check Ss know what to do.
• Check after a couple of minutes. Ask Ss what clues
helped them identify the correct option.
Answers 1 a tap 2 sink 3 bedside table 4 wardrobe 5 a shower
6 armchair 7 curtains
➤ Extra activity
You can ask Ss to identify or draw the words they have
not numbered, e.g. sink and tap in the kitchen.
62
3 Complete the descriptions of the rooms in the
photos with words from the box.
• Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to complete the
descriptions.
• Check Ss’ answers.
Answers A 2 toilet 3 wall 4 washbasin 5 rug
B 1 armchairs 2 (coffee) table 3 fireplace
C 1 bed 2 table 3 floor 4 curtains
D 1 table 2 chairs 3 oven 4 fridge 5 cupboards
➤ Extra activity
Ss can think of ways to mime different things in the
house. They take turns to mime one of the things for the
rest to say what it is.
Remind Ss they can type the words in bold in a search
engine to find the information online.
n
4 40 Look at the picture and complete the
text with one word in each gap. Listen and
check.
• Ask Ss to read the instructions. Help them notice
they have to focus on where exactly things are. Elicit
from them they have to use prepositions of place.
You may want to go over the box before Ss do this
activity.
• Ss can check in pairs before you play the recording.
• Play the recording and check Ss’ answers.
Answers 2 next 3 behind 4 on 5 bed 6 between 7 under 8 floor
9 of 10 door
5 In pairs, think of something from the
Vocabulary box. Ask ten yes / no questions to
find out what your partner is thinking of. Set
the number of questions you can ask.
• Ask Ss to read the instructions and the examples.
Again, you may want to do this activity after dealing
with the prepositions in the table.
• You can have an example with the whole class.
• Have Ss interact.
6 Look at the rooms again and choose the
correct option.
• Ask Ss to read the instructions and the prepositions.
Check the meaning with Ss by having them place
school objects according to what you say, e.g. The
English book is between the pencil case and the pen.
• Help Ss notice that prepositions are never stressed
in the sentence.
• Give Ss time to do the activity and check.
Answers 1 on 2 above 3 next to 4 between 5 in front of
 Culture Wide
Have Ss read the box. Ask them if they have been
dealing with this notion in this lesson. You can also
go back to the question in the title and ask Ss if
they can actually buy a home.

AT Ss should remember some things in the house and

understand the meaning of prepositions of place.

WB Answers 5.1 Can we buy a home? Page 100

1. 2 rug 3 sofa 4 switch 5 kitchen
2. 2 washing machine 3 tap 4 bookshelf 5 mirror 6 curtains
3. 2 behind 3 opposite 4 between 5 above 6 next to 7 under 8 in
front of
4. 2 b 3 c 4 a 5 a
5. 2 window 3 sink 4 living 5 sofa 6 wardrobe 7 walls 8 bathroom

n
so
ar
Pe

63
5.2 Who does the housework in your family? SB page 52
LEAD IN
• You can ask to answer the question in the title of the
lesson.
1 What was the first job you did to help in the
house when you were a child?
• Ask Ss to read the instructions, and answer the
question.
2 Read the text above. Then complete the Word
Friends.
• Ask Ss to read the text instruction. Tell them that word
friends are words that go together, e.g. play + sports.
• Allot a couple of minutes for Ss to read the text and
do the activity.
• Check Ss’ answers.
Answer 2 take 3 tidy 4 set 5 load
3 In pairs, say what housework from Exercise 2
you do or don’t do. Find two things in common.
• Ask Ss to read the instructions and the example.
They can use the phrases in Ex 2.
• Allot a couple of minutes for Ss to do the activity in
pairs.
so
ESI As stated before, traditionally the housework or house
chores is associated with the women in the house. Very
often people ask women if their husbands or partners
help in the house, as if the obligation was the women’s.
ar
Help Ss understand that every person in a home is part
of it, and should share responsibilities and contribute
irrespective of sex and gender.
Pe
Adverbs of manner
• Ask Ss to read the examples in the table.
• You may refer them back to the text and identify the
adverbs of manner. You can mime them if Ss do not
understand them.
• You can give them other examples with adjectives
for Ss to turn them into adverbs.
Language Wide
Ask Ss to read the examples and circle the correct
option. They can also look at the instances of adverbs
in the text.
4 Complete the sentences with adverbs from
the adjectives in brackets. In pairs, say if the
sentences are true for you.
• Ask Ss to read the instructions and the example.
• Allot a couple of minutes for Ss to do the exercise.
• You can have examples first to check the answers,
and then have Ss interact in pairs.
Answers 2 well 3 carefully 4 fast 5 late 6 early 7 slowly 8 noisily
64
➤ Extra activity
Ss have to mime an activity that represents their routines
as regards the housework, e.g. I make my bed fast. As Ss
mime, the rest have to guess what the student does and
how he / she does it, e.g. Do you make your bed fast? You
can also accept affirmative statements, e.g. You make
your bed fast. In this case, make sure the intonation is
that of a statement, not a question.
5 In groups, make adverbs from the adjectives
below. Then use them to talk about what you
did yesterday. Are your partners’ sentences
true or false?
• Ask Ss to read the instructions. Remind them where
they can check the past form of different verbs.
• Give Ss time to think about the statements.
• Have Ss get into groups and do the activity.
• You can have a couple of examples at the end to
close the activity.
6 41 Complete the text with one word in
n
each gap. Listen and check.
• Ask Ss to read the instructions. You can ask them
to read the text and tell the rest if they find any
coincidences with their families. Help Ss notice that
they can use different words, not only adverbs.
• Give Ss time to complete the text.
• Play the recording for Ss to check.
Answers 2 really / very 3 with 4 does 5 quickly 6 well 7 clear
8 floor 9 out 10 load
41
My mum works hard and she’s always really tired when she gets
home. So we all help with the housework. My brother Tom
usually does the shopping. He can drive so he does it very
quickly – in under an hour. My sister Bea is the cook because
she cooks really well. I set and clear the table and I vacuum the
floor every Sunday. I take the rubbish out too. But I don’t load
the dishwasher anymore because Bea says that I don’t do it
very well.
Over Who does the housework in your family?
  to 
YOU How do they do it? Group work. How many
things in common can you find?
• Ask Ss to read the instructions and the examples.
• Allot a couple of minutes for Ss to do the activity.
AT Ss should remember a few house chores. They should
remember some adverbs and their position in a
sentence.
WB Answers 5.2 Who does the housework in your family? Page 101
1. 2 load take 3 make 4 sweep 5 tidy 6 dry 7 set
2. 2 happy 3 cheerfully 4 angrily 5 noisily 6 bad
3. A: angrily badly slowly cheerfully noisily sadly quickly B: late
hard early right wrong
4 2 fast 3 carefully 4 hard 5 well 6 wrong 7 late 8 badly
5. 1 c 2 a 3 f 4 g 5 b 6 e
6. 2 late 3 very 4 take 5 angry 6 wrong 7 so 8 tidy 9 carefully
10 right 11 late 12 well 13 that
5.3 Do you like stories? SB page 53
LEAD IN:
Before starting the lesson, ask Ss to look at the title. Ask
them if they like stories. You can check what the majority
answers.
1 Answer the question. Make a pie chart with the
results.
• Ask Ss to read the instructions. Have them look at
the drawing and check what it is.
• Have Ss answer the question and make the pie
chart.
Remind Ss they can type the words in bold in a
search engine to find the information online. You can
ask them about their opinion.
2 Read the story. Who is the girl in the drawing?
• Ask Ss to read the instructions and look at the
drawing.
• Have them read the text quickly and answer the
question.
same country, and the province and country if the
student comes from another country. Ss can transform
the results into a pie chart.
5 Complete the description of the house in the
story with words from the box.
• Ask Ss to read the instructions. Tell them the
description is after Ex 6.
• Allot a couple of minutes for Ss to complete the
description.
• Check their answers.
Answers 2 old-fashioned 3 cosy 4 large 5 dark 6 narrow
7 messy
6 How do you think the story ends? Choose from
endings a–c.
• Ask Ss to read the instructions and the three
endings.
• Ask Ss which one they like best. See if there are
differences in opinion.
• Have Ss turn the book round and read the end of

n
Possible answer The girl in the photo the story.

3 Read the story again. Mark the sentences T AT Ss should become aware of how they are improving
so their reading skill. They should also remember new
(true), F (false) or DS (doesn’t say).
descriptive adjectives.
• Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to do the exercise.
• Ss can check in pairs before the general checking. WB Answers 5.3 Do you like stories? Page 102
• As you check, you can ask Ss to account for their 1. 2 cosy 3 narrow 4 large 5 modern 6 messy
ar
answers. 2. 2 T 3 DS 4 T 5 DS 6 T 7 DS
3. 1 my lamp 2 my headphones 3 bed 4 the road 5 the tree
Answers 2 DS 3 T 4 F 5 T

4 Match the highlighted words in the story with

Pe

their opposites below.

• Ask Ss to read the instructions and the words in the
box.
• Have Ss go over the text to check the meaning of
the highlighted adjectives.
• Give Ss time to do the matching, then check
their answers. They may come up with synonyms,
which is OK but remind them they have to use the
highlighted words.
Answers 2 large (a synonym of big) 3 narrow 4 old-fashioned
5 messy (a synonym of untidy) 6 cosy (a synonym of comfortable)

Language Wide

Ask Ss to read the examples in the box and answer the

question. You can also include other adjectives, either
naming them or eliciting them from Ss.

➤ Extra activity
You can have a survey with Ss’ origin. Every student has
to tell you where he or she was born. To make it simpler,
the suggestion is to name the province if it is from the

65
5.4 Do you have rules at home? SB pages 54
LEAD IN
Ask Ss to read the title of the lesson and give answers. Are
there similar rules? Is there a rule common to all?
1 a Look at the photo. How are they feeling?
Why?
• Ask Ss to read the instructions and answer the
question. Keep a record of their answers.
b 28 42 Now watch or listen and check.
• Have Ss watch the video or listen to the recording.
• Check the answers.
Answers They look happy but they aren’t happy.
28 Video script page 82
42 ➔ See SB page 54
OUT of class
• Tell Ss to look at these expressions. Remind them
they are colloquial everyday expressions.
• Make sure they understand their meaning. Ask them
to go back to the text. If you play the video, help
them focus on body language as well.
so
• Elicit from Ss situations in which they can use these
expressions.
• Encourage Ss to use the expressions in class when
relevant.
ar
2 Watch or listen again and answer the
questions.
• Play the recording for Ss to check the answers to the
questions.
• Check Ss’ answers.
Pe
Answers 1 They’re in Amy’s bedroom. 2 They’re talking / eating /
painting their nails. 3 because she thinks her parents are too strict
with her. 4 No, because Ruby is only thirteen years old.
ESI Help Ss reflect on the fact that sometimes there are
different rules for boys and girls, e.g. Boys can go back
home later than girls. Is this fair or does it reflect a
sexist attitude? Ss can identify other situations.
Obligations and prohibitions
• Ask Ss to read the table. They can also check the
examples in the dialogue.
• You can ask Ss if the first examples refer to
permission or not. You can do the same for the
second and third set, this time asking if they refer to
obligations and to prohibitions.
• Work on intonation. You can play the recording for
Ss to imitate the speakers.
➤ Extra activity
Ss can talk about the housework, e.g. I have to make
my bed. If this applies to them, others will say Me, too.
You can write the obligations on the board and write
66
tally marks for Ss who say Me too. At the end of the
activity, Ss can work out percentages and comment
on them, e.g. 70% of Ss in (2ºA) have to make their bed.
This is a good opportunity to discuss gender issues.
Language Wide
Have Ss read the examples in the table. Check they
understand that have to and must are synonyms. Then
ask them to check in the dialogue if mustn’t and not
have to are synonyms. You can also give them an
example, e.g. Teachers mustn’t smoke at school, but we
don’t have to wear a uniform.
3 43 Choose the correct option. Then listen
to Ruby and Krystal and check.
• Allot a couple of minutes for Ss to do the activity,
then play the recording and check Ss' answers.
Answers 1 do you have to 2 do you have to 3 can 4 don’t have
to 5 can’t 6 have to 7 mustn’t
n
43
R = Ruby K = Krystal
R: Krystal, can you invite friends to your house any time you
want or do you have to ask your parents for permission?
K: I can invite friends round any time I want, Ruby. I don’t have to
ask my parents. But if my parents are at home, I can’t take my
friends to the living room. We have to stay in my room or in the
kitchen. And if they’re watching TV, we mustn’t make a lot of noise.
4 Complete the sentences to make them true
for you. Then compare your answers with a
partner. How strict are your parents?
• Allot a couple of minutes for Ss to do the activity.
• Check Ss’ answers and then answer the question.
5 VOX POPS 29 In groups, ask about the
information in Exercise 4. Are rules at home
necessary? Why / not? Discuss with your class.
• Play the video for Ss to get examples.
• Have Ss get into groups, read the example and interact.
29 Video script page 82
AT Ss should remember how to express obligations and
prohibitions, though they will still make mistakes,
especially with mustn’t and don’t have to.
WB Answers 5.4 Do you have rules at home? Page 103
1. 2 can’t 3 can 4 Can 5 can’t 6 can; can’t
2. 2 My dad has to get up early. 3 I don’t have to tidy my room. 4 Does
your mum have to cook every day? 5 My dog doesn’t have to sleep
outside. 6 Do you have to help with the housework?
3. 2 We don’t have to do Exercise 4 for homework. 3 The teacher has to
arrive at school before 8.00. 4 Peter doesn’t have to take the rubbish
out at weekends. 5 Does your dad have to take the train to work?
6 At university my sister doesn’t have to get up early every day.
4. 2 a 3 c 4 c 5 b 6 a
5. 2 don’t 3 can 4 can 5 can’t 6 has 7 does 8 have 9 must
5.5 Is your hometown a good place to live? SB page 55
LEAD IN
Ask Ss to look at the title of the lesson and tell you what
they think are the good characteristics of a hometown.
Remind Ss they can type the words in bold in a search
engine to find the information online. You can ask
them which they think are the happiest countries and
then they can check online.
1 Look at the photos. What type of place is
Keswick?
• Have Ss read the instructions and the words. Check
they understand them.
• Tell Ss to look at the photos and answer the question.
2 Look at the words below. Tick ✓ the places you
can see in the photos.
• Ask Ss to look at the words. Go over the words to
check their meaning. Most of them are transparent
and Ss will have no trouble understanding them.
• Check Ss’ answers. There may be different opinions
since the shops in the photos are not very clear.
Vocabulary: Ss can find further examples of places in
a city at www.pearson.com.ar/look_wide
so
3 a Make a list of the places in your town or city.
• Ask Ss to make a list of the places. At this point, they
can work individually.
ar
b Work in pairs. Give the name of 5 local
places for your partner to guess.
• Ask Ss to read the instructions.
• Get Ss into pairs and read the example.
Pe
• To close the activity, asked Ss how many guesses
there were.
4 44 Listen to the telephone information
line. Complete the gaps with a word or phrase.
• Have Ss read the instructions and the text.
• Play the recording for Ss to complete the gaps.
• Check Ss’ answers
Answers 1 Tourist information centre 2 town 3 museum 4 art
gallery 5 café
44
Welcome to Keswick Tourist Information Hotline. To book
accommodation in one of Keswick’s hotels, press 1. To hear
about the main attractions in Keswick, press 2. Keswick is a
small town in the English Lake District with a population of
about 5,000 people. Many visitors come to the town and there’s
a lot to see. A good place to start is the tourist information
centre. Here you can find maps, leaflets, books and postcards.
It’s open seven days a week and it’s in the old town hall. One of
the top attractions for visitors is the museum, which tells the
history of pencil making. There’s also a small art gallery with
many interesting old paintings and on the ground floor there’s
a popular arts café. In Keswick we are also lucky to have a
theatre and a cinema. For more information about …
5 In pairs, look at the results of a survey prepared
by Keswick teenagers and answer the questions.
• Ask Ss to read the instructions and the survey.
Explain the meaning of best and worst. Most
probably, Ss know the meaning of best. Tell them
that worst is exactly the opposite.
• Give Ss a couple of minutes to do the activity.
• Listen to Ss’ answers. There may be different opinions.
IC The question in the title of this lesson can be a starting
point to reflect on what is good about the place where
we live. Despite the problems and drawbacks, there is
always something special about our hometown. It may be
the people, it may be the size, it may be one small shop.
It is important to help Ss reflect on what makes each
hometown special to each of us.
6 45 Listen and decide which answers from
the survey each person mentions. Use one
answer twice.
• Ask Ss to read the instructions. Tell them you’ll play
the recording more than once if necessary.
n
• Play the recording for Ss to write the answers.
• Check Ss’ answers.
Answers
Declan, Friendly people, not enough shops
Louise, the beautiful countryside, everybody knows your business
Annie, nice old buildings, too much traffic in the town centre
Brett, the beautiful countryside, no public transport in the evenings
45 ➔ See TB page 67
7 Listen again and match statements a–e with
speakers 1–4. There is one extra statement.
• Ask Ss to read the instructions and the statements.
• Play the recording again and check Ss' answers.
Answers 1 c 2 b 3 a 4 e
VOX POPS 30 What are the best and worst things
about your town? Tell the class. Use the survey
answers in Exercise 5 and the Vocabulary box
to help you. Prepare a visual presentation with
some pictures to illustrate your point.
• Play the video for Ss to get ideas.
• Have them read the survey answers and the
vocabulary box.
• To present, they can use the examples as a model.
30 Video script page 82
AT Ss should remember words for places in town.
WB Answers 5.5 Is your hometown a good place to live? Page 104
1. 1 park 2 station 3 hotel 4 library 5 cafe 6 castle
2. 2 church 3 museum 4 post office
3. 2 f 3 b 4 h 5 c 6 d
67
5.6 Interaction Advice SB page 56
1 Krystal and Amy meet a new neighbour. In pairs,
say what questions you think they ask him.
• Ask Ss to think about possible questions.
• You can have different examples from the Ss.
• Help them focus on the intonation. You can play the
recording for Ss to imitate the speakers.
• You can ask your Ss to make an audio file and keep
it as a record of their pronunciation.

2 31 46 Watch or listen to Part 1. Language Wide

Complete the information. What questions do Ask Ss to read the examples in the box and decide on
the girls ask? the right answer. You can ask them to translate should
• Play the recording or the video for Ss to check if and have to to check they really get the meaning, e.g.
there are any coincidences between their ideas and deberías, tenés que.
the actual questions.
• Play the recording again for Ss to complete the
information. 4 48 In pairs, complete the dialogues below.
Answers 2 New York 3 Fifteen 4 27 March Listen and check.
Questions: Who are you? Where are you from? How old are you? • Get Ss into pairs and give them time to complete
When’s your birthday? What school are you going to?
the dialogues.
• Play the recording and check the Ss’ answers.
46 Answers 1 2 for 2 1 advice 2 should 3 idea 3 1 should 2 don’t
3 terrible 4 should
K = Krystal B = Billy A = Amy
K: Hello. K: How old are you?
B: Hi. B: Fifteen.
K: Who are you? K: Me too! When’s your 48

B: I’m Billy, Billy Smith, we’re
just moving in.
K: Hi, Billy, I’m Krystal.
A: I’m Amy.
B: Nice to meet you.
K: Where are you from?
B: New York.
A: Oh, you’re American!
31 Video script page 82
OUT of class
n
birthday? 1 extra homework.
B: The 27th of March. A = Amy B = Billy B: That’s a good idea.
K: Oh, my birthday’s in A: You shouldn’t argue with Thanks.
so
June. What school are you Peter. He gets angry very 3
going to? easily. F = Father B = Billy
B: Harlow High. B: Thanks for the advice, F: I don’t think you should
A: Great! That’s my school Amy. stay in bed so late. Why
too. 2 don’t you help me wash the
B = Billy T = Teacher car?
B: Can you give me some B: That’s a terrible idea! You
ar
advice about how to do should take it to the car
better in French? wash.
T: I think you should do

• Tell Ss to look at these expressions. Remind them

they are colloquial everyday expressions.
5 In groups, write advice for a new student in
Pe

• Make sure they understand their meaning. Ask them
to go back to the text. If you play the video, help
them focus on body language as well.
• Elicit from Ss situations in which they can use these
expressions.
• Encourage Ss to use the expressions in class when
relevant. You can ask them to make a poster with
the expressions and pin it on a wall. Alternatively,
they can have a card with the expressions.
3 32 47 Watch or listen to Part 2. Which
place is Billy going to visit today?
• Play the video or the recording for them to answer
the question.
• Check Ss’ answers.
Answer The shopping centre
47 ➔ See SB page 56
32 Video script page 82
Advice
• Ask Ss to read the examples and ask them if advice
means aviso or consejo in Spanish.
your town. Use the ideas below to help you.
• Have Ss read the instructions and the ideas.
• After Ss get into groups, give them a couple of
minutes to write the advice.
• You can check a few examples from different groups.
6 Work in pairs. Imagine you are new in town. Ask
for advice and respond to the advice you get. Use
your ideas from Exercise 5 and the Interaction box
to help you. You can record the dialogue.
• Ss get into pairs, prepare the dialogues and act
them out.
• Ss can record their dialogues.
IC Ss have just imagined they are new in town. This
situation of being new in a place – in town, at school,
for instance – can be stressful to people. Ss can reflect
together on ways to help newcomers feel comfortable
in a new place or situation.
AT Ss should remember different ways of giving, asking for
and responding to advice.

68

5.7 Writing A personal email SB page 57
1 Read the email. Who wrote it and what is
his / her big news?
• Ask Ss to read the instructions.
• Tell them to go over the email rather quickly and
answer the two questions.
Answers Billy, he moved to another town.
2 Find these words in the email. How do you say
them in your language? Use them to complete
the sentences below.
• Ask Ss to read the instructions and the words. They
have already seen them, so this should be revision to
them.
• Give them time to find the words and complete the
sentences.
• Check Ss’ answers.
Answers 2 so 3 because 4 and
Over Imagine you moved to your home town last
  to 
YOU week. Write an email to tell your
grandmother about the town:
Use Billy’s email and the Writing Tips to help you.
so
• Ask Ss to read the instructions and the ideas for the
email.
• Have Ss focus on the Writing Tips. Check they
understand everything.
• Remind Ss they can use Billy’s email as a model.
ar
• Ss can exchange the first version of their emails to
get feedback from classmates.
• After Ss write the final version, you can make a
classroom display of the emails.
Pe
Unit Wide
Read the unit again. Where in this unit? Complete
with lesson number.
• Tell Ss they need to go over the complete unit to
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
on how well they think they know each of the
topics.
• This can be used as part of self-assessment.
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.
WB Answers SELF-CHECK Page 105
1. 1 b 2 c 3 c 4 a 5 c 6 a
2. 1 make 2 sweep 3 do 4 empty 5 tidies 6 took
3. 1 gallery 2 station 3 centre 4 office 5 information centre
4. 1 hard 2 angrily 3 well 4 carefully 5 quickly 6 early
5. 1 can 2 can 3 mustn’t 4 can’t 5 has to 6 can’t
6. 2 h 3 a 4 g 5 I 6 e 7 f 8 b
45 ➔ See page 67
I = Interviewer D = Declan
I: OK, Declan. What do you like best about Keswick?
D: Er, the people. I lived in Oxford until I was nine years old – I
found it hard to make friends there. But here everyone’s really
friendly. And because it’s a small town, you always meet people
you know when you’re in the centre. I think that’s really cool.
I: And what’s the worst thing about Keswick?
D: There are no shops for young people. My friends and I have
to travel to a city like Manchester or Newcastle to buy games or
clothes and the train tickets are really expensive. Keswick needs
a shopping centre!
2
I = Interviewer L = Louise
I: We’re doing a survey about Keswick for a class project. Do
you mind answering just two questions?
L: No, not at all.
I: Great. OK, Louise, in your opinion, what’s the best thing about
living in Keswick?
L: Er, I think the fact that we live so close to amazing country-
side. People come from all over the world to see it. And it’s
brilliant if you like walking or riding a bike like I do. I think we’re
very lucky.
I: Thanks. And what don’t you like about living here?
L: I don’t like the fact that it’s a small place so if you do
something unusual or different, everyone in the town knows
about it. I suppose that’s a problem in any small town.
n
Sometimes it feels like living in a very small aquarium!
3
I = Interviewer A = Annie
I: What’s the best thing about Keswick in your opinion, Annie?
A: I don’t know, I just love the atmosphere in the centre of town
with all the old buildings. I think some of them even come from
the sixteenth century!
I: And the worst thing?
A: Well, Keswick’s an old town with very narrow streets – it’s
crazy that there are so many cars! I don’t ride my bike in town
any more – it’s too dangerous!
4
I = Interviewer B = Brett
I: Tell me what you like most about living here, Brett?
B: Nothing!
I: Oh, I’m sure there’s something you like.
B: Well, I like kayaking, so I’m quite lucky to live close to some
quite nice lakes.
I: ‘Quite nice’! Brett, people come from all over the world to see
the lakes here – they’re beautiful! And what do you most dislike
about Keswick?
B: Well, I live on a small estate in Castlerigg – that’s about two
miles out of town. The last bus is at twenty to six and after that I
have to walk. It’s really difficult to meet friends after school!
69
WORLD WIDE Why are there houses on stilts? SB pages 58-59
LEAD IN
• Before working with this consolidation lesson, show
in the photo what stilts are.
• Ask Ss if they know the answer to the question.
1 Discuss these questions with the class.
• Ask Ss to read the instructions.
• You can give them a few minutes to think about the
answers.
• Discuss with the whole class.
2 Read the article and match the houses from
the text 1–3 with photos A–C.
• Before Ss read the article, ask them if they think they
will find the answer to the question in the title.
• Allot a few minutes for Ss to go over the article and
check.
• Have Ss read again to do the matching, and check
their answers.
Answers 1 B 2 C 3 A
3 Read the article again and answer the
questions.
so
• Have Ss read the instructions and the questions.
• Ask Ss to go back to the text and do the exercise.
• Check their answers.
Answers 1 the snow house 2 the underground house 3 the stilt
ar
house 4 the stilt house
4 How do houses in your country protect people
from the cold and the heat?
Pe
• Ask Ss to think about possible answers to this
question.
5 You are going to watch part of a BBC
programme about room makeovers. Read
an advert for the programme. Do you have
programmes like this in your country? Do you
watch them?
• Ask Ss to read the instructions and read the advert.
• Listen to Ss’ answers.
6 33 Watch Part 1 of the video. In pairs,
answer the questions.
• Ask Ss to read the instructions and the questions.
• Play the video. Tell Ss they can take notes.
• You may have to tell Ss the meaning and spelling of
sewing. You can write it on the board and mime it.
• Check Ss’ answers.
Answers 1 sewing 2 making films 3 making and painting plates
4 because they need more space for their hobbies 5 she’s an artist
and designer
33 Video script page 82
70
7 What would you like to change about your
room?
• Ask Ss to read the instructions.
• Help them reflect on the fact that we may make
changes that will cost nothing.
• Listen to Ss’ ideas.
8 34 Watch Part 2 of the video. Mark the
sentences T (true) or F (false).
• Have Ss read the instructions and the sentences.
• Play the video. Ss can mark the sentences as they
watch.
• Check Ss’ answers.
Answers 1 F 2 F 3 T
34 Video script page 82
9 35 Watch Part 3 of the video. Tick ✓ things
1–9 which are not in the room. Where are the
n
other things?
• Have Ss read the instructions.
• Go over the list of things and check Ss understand
them.
• You can ask them if they have these things at home.
• Play the video for Ss to tick the options. Remind
them they have to tick those things which are not in
the room.
Answers Not in the room: a red butterfly, an orange wardrobe, a
purple rug, a yellow sofa bed, a blue chair
The blue cupboard is on the wall next to the door. The pink blind is
above the fireplace. The pink and red doorstop is near the door. The
black and white cushions are on the sofa bed.
35 Video script page 82
10 In pairs, discuss the questions.
• Ask Ss to read the instructions and the questions.
• Give them time to think about the answers.
• Listen to Ss’ ideas.
11 WORLD WIDE PROJECT In small groups, prepare a
magazine article about unusual buildings.
• Have Ss read the instructions.
• Once they get into groups, you can ask them where
they can get the information.
• Ss can present their work on paper or using an
app / online tool. If they use an online tool or
app, discuss what type of tool will be useful. If no
suggestions, you can surf for a website to create
amazing graphic design.
• Ss share their productions.
 6
? What’s Your Town Like?
0.1Where
6.1
0.? It’sSB
Txt me!doSB pages
you
pages 6-7 shopping? SB pages 60-61
? do your
IC This unit is about towns. Most probably, in every
group there may be Ss from different towns in the Vocabulary: Ss can find more shops at www.pearson.
com.ar/look_wide
same country, and also Ss from other countries. It is
important to help every student feel respected and
show his or her pride for his or her origins. We can learn 3 a What’s the shop? Look at the box and
a lot about other cultures and about our own when we complete the sentences.
interact with others. • Ask Ss to read the instructions.
• Allot a couple of minutes for Ss to find the shops.
@ Tweet: Who buys more things: teenagers or adults,
men or women? Do we really need what we buy?
• Check Ss’ answers.
Answers 1 clothes shop 2 pharmacy 3 florist’s 4 shoe shop
What are the essential #Shops&Services in a town? 5 bookshop
This is the Tweet for this unit. You can check the ideas
suggested for Unit 1, which can be applied to all units. b Circle the correct shop. Look at the words to
find clues!
1 Think about these questions. Make notes. • Ask Ss to read the instructions.
Discuss with your class. • Give them a couple of minutes to do the activity.
• Ask Ss to read the instructions and the sentences. • Check Ss’ answers. Ask them what clues were crucial
• Have Ss make notes to answer the questions, and to decide on the shop.

n
start the discussion. Answers 1 greengrocer’s 2 newsagent’s 3 bakery 4 butcher’s
• Help Ss reflect on the fact that sometimes we buy 5 grocer’s
or want to buy things we may like but that we do not
so
actually need.
➤ Extra activity
IC Ss may come from different socioeconomic Ss can give examples of different shops, e.g. Don
backgrounds and will have different shopping Manolo is a grocer’s.
experiences at home. Some adults at home may be
ar
aware of how much things cost and will be quite thrifty, 4 In pairs, use the clues below and in the picture
which Ss may consider stingy. For others, the need
to label shops A–I with the words from the box.
to have things may be stronger than their economic
possibilities and often fall into debt. What is important • Ask Ss to read the instructions.
is to help Ss reflect on the fact that possessions do not • Give them time to do the activity, then check their
Pe

determine who we are.
2 Which shops from the box have you got in your
neighbourhood? Tick ✓ them.
• Ask Ss to read the instructions. Go over the list of
shops and check Ss understand all of them. Say
what they can buy at the ones they do not know,
e.g. at the butcher’s you buy hamburgers, beef; at a
grocer’s, you buy sugar, flour, bottles of coke, etc.
• To check, you can name different shops and Ss raise
their hands if there is one in their neighbourhood.
• To close the activity, check if there are some types of
shop in every neighbourhood.
Answers Answers will vary.
Watch OUT!
Have Ss read the examples and check they understand the
difference between the two. You can tell them that when we
say florist’s, it means the florist’s shop.
answers. You can ask Ss how they identified each of
the shops.
Answers A clothes shop B bakery C pharmacy D shoe shop E
butcher’s F florist’s G bookshop H greengrocer’s I grocer’s
OUT of class
• Ask Ss to read the question and the answer. Ask
them if in this case, the question with why is reason,
cause or purpose. If necessary, you can translate
purpose or ask Ss to translate why.
5 Match the two parts of the sentences. There is
an extra part in the second group.
• Ask Ss to read the instructions.
• Have them do the matching.
• Check Ss’ answers.
• Ss can come up with a first part for the extra part in
the second group.
Answers 1 g 2 e 3 b 4 a 5 c 6 d

They can go online to search for more shops. Remind

them to type the words in bold in the search engine to
find the tool they need.

71
 WB Answers 6.1 Where do you do your shopping? Page 106
Culture Wide
1. 2 bookshop 3 shoe shop 4 butcher’s 5 florist’s 6 bakery
Ask Ss to read the box and discuss the questions. 7 greengrocer’s 8 clothes shop
You may ask them to discuss the dark and bright 2. 2 clothes shop 3 greengrocer’s 4 newsagent’s 5 butcher’s
6 shoe shop 7 pharmacy 8 florist’s
sides of supermarkets and smaller shops.
3. 2 b 3 b 4 a
4. 2 f 3 a 4 b 5 c

6 49 Match questions 1–5 with answers a–e.

There is an extra answer. Listen and check.
• Ask Ss to read the instructions.
• Give Ss time to do the matching.
• Play the recording for Ss to check.
Answers 2 f 3 a 4 c 5 e

49
A: What’s its name?
B: My favourite shop is called Go2 Games.
A: Where is it?
B: It’s in the shopping centre in the town centre.
A: What does it sell?
B: It sells computer games.
A: How often do you go there?
B: I go there about once a month.
A: Why do you like it?
B: They’ve got a good choice of games and the people who
work there are very helpful.

n
7 VOX POPS 36 And answer questions about your
favourite shop in your town. Use Exercise 6 to
so
help you. What is the class’s favourite shop?
Why is it the favourite?
• Have Ss read the instructions and play the video.
• Give them a couple of minutes to think about the
answers.
ar
• Check Ss’ answers.
• Is there a favourite? Which one is it? Why is it the
favourite?
Pe

36 Video script page 82

Over As a class, collaborate to create a booklet

  to 
YOU of your town. Be ready to revisit units 1, 3,
and 5.
Booklet of your town – Part 1
• Ask Ss to read the set of instructions for the first part
of the booklet.
• You may ask Ss to decide on the groups or you may
assign the groups yourself.
• Give Ss time to get the photos or draw the places
and write the captions.
• Remind them to keep their work for they will use it in
subsequent lessons.

Vocabulary: Ss can use the resource at www.pearson.

com.ar/look_wide. Here they will find nature words
they may need.

AT Ss should remember some of the shops and the

meaning of why to ask about purpose.

72

6.2 How much do you know about Argentina? SB page 62
1 How much do you know about Argentina? Do English. 7 A notebook is heavier than a tablet. 8 A smartphone is
more useful than a PC. 9 Trainers are more fashionable than shoes.
the quiz and check the results. 10 A house is better than a flat.
• Ask Ss to read the instructions and the statements.
• You may use gesture for Ss to understand the
comparative and the superlative. It is not necessary
IC You can take any of the examples in the previous
exercise and see that there are always different
to translate them.
perspectives. In this case, with the exception of
• Check Ss’ answers
sentence 1, it all depends on perspectives. In the
Answer 1 T 2 T 3 F 4 T 5 T 6 T 7 T 8 F case of 5, you may consider a mini fridge and one of
those big cookers, for instance. It is crucial to help Ss
understand the importance of listening and checking
They can go online to search for tourist attractions meaning before contradicting a person. This is another
in Argentina. Remind them to type the words in bold in the
search engine to find the tool they need. way to prevent conflict.

Comparatives and superlatives

• Have Ss read the examples in the table. You can 4 Complete the gaps with the comparative or
work with comparatives first, and then, superlatives. superlative of the adjectives in brackets.
• Help Ss notice how comparative and superlative • Ask Ss to read the instructions.
forms end. Work on the pronunciation of both –er • Give Ss time to do the activity.
and –est. • They can check in pairs before the general
• Show them that the superlative always takes the. checking.
• In the examples, focus on the word than in • Check Ss’ answers.

n
comparative constructions. Answers 2 happier 3 smaller 4 nicer 5 biggest 6 most
• Finally, tell them that good and bad have irregular comfortable 7 older 8 better 9 most important 10 best
comparative and superlative forms.
so
Watch OUT! AT Ss should understand the concept of comparatives
and superlatives. They will start to recognise when
• Ask Ss to read the examples. This mistake is quite to use them in very guided contexts. They are not
common for Spanish speakers since the definite expected to produce them.
article is used for the superlative, e.g. la más grande.
ar
WB Answers 6.2 How much do you know about Argentina? Page 107
Language Wide
1. Answers will vary.
Have Ss read the examples and circle the correct 2. 2 smaller than, bigger than, the biggest 3 cheaper than, more
alternative. You can also tell them that in the case of expensive than, the most expensive 4 happier than, sadder than, the
Pe

adjectives with two syllables, when the comparative
transforms them into a word with three syllables, the
more / most construction is used, e.g. modern, more
modern; easy, easier. You can wait and see if this case
crops up, e.g. modern.
happiest.
3. 2 as cold here as it is in Scotland 3 as interesting as this programme
4 as expensive as yours / your jeans 5 as comfortable as my new bed
/ this one 6 bigger than my sister’s
4. 2 easier 3 better 4 shorter 5 more difficult 6 the worst 7 the best
8 higher 9 more relaxed 10 the noisiest

2 Read and circle.

• Ask Ss to read the instructions.
• Have Ss do the activity, then check their answers.
You can also ask them if they think the statements
are true or false.
Answers 1 smallest 2 widest 3 more expensive 4 colder
5 hottest 6 most typical 7 older 8 oldest 9 clearer 10 worse

3 Make true sentences.

• Ask Ss to read the instructions and the example.
• Give them time to write the sentences.
• Check their answers. In most cases, there may be
different opinions.
Possible answers 2 A house is more expensive than a flat. 3 History
is easier than Maths. 4 A sofa is more comfortable than a chair.
5 A fridge is bigger than a cooker. 6 Chinese is more difficult than

73
6.3 Who changed the way we shop? SB page 63
LEAD IN
You can ask Ss where they and their families shop. You can
ask them if the adults in their families shopped in the same
way when they were young children. They can check at
home and come back with an answer.
• Give Ss time to decide if the statements are true or
false for them.
• Check Ss’ answers. There may be different opinions.
Answers 1 cheaper 2 nicest 3 more popular 4 happier 5 better
6 best

1 In pairs, answer the questions about shopping Over

  to
centres. YOU A Booklet of My Town – Part 2
• Ask Ss to read the instructions and the three
questions.
• Ask Ss to read the set of instructions for this second
part.
• Listen to Ss’ opinions.
• Tell Ss that we are used to saying shopping, e.g. Voy • Remind them they can use the vocabulary bank
apart from the information in the units listed.
al shopping, but in English, you should say shopping
centre (or mall).
AT Ss should become aware of how they are improving
their reading skill.
Culture Wide
Have Ss read the questions and discuss the WB Answers 6.3 Who changed the way we shop? Page 108
answers. Help them notice how we may not be as 1. 2 T 3 F 4 T 5 DS 6 F
free as we think. 2. 2 designer 3 counter 4 motto 5 customer 6 scene
3. 2 bigger 3 smaller 4 biggest 5 widest 6 most popular 7 more
popular 8 more elegant 9 more comfortable

n
2 Read the text and answer the questions.
• Ask Ss to go over the text quickly and check if there
is any information they did not know.
so
• Ask them to read the instructions and the questions.
• Give Ss time to read the text again and find the
answer to the questions.
• Check their answers.
ar
Answers 1 He was an architect. 2 In 1956, near Minneapolis.
3 Yes, it was. 4 Because most shopping centres followed his model.

3 a Read the text again and mark the sentences

T (true), F (false) or DS (doesn’t say).
Pe

• Ask Ss to read the instructions.

• Challenge Ss to do the activity before rereading the
text.
• Allot a couple of minutes for Ss to do the exercise.
• Now give Ss time to read the text and check their
original answers.
• Check Ss’ answers.
Answers 2 T 3 DS 4 F 5 T

b Illustrate the text with a timeline. Include

years and events.
• Ask Ss to read the instructions.
• Ss can draw a timeline or they can surf the web for
a timeline maker and do it digitally.
• Check Ss’ timelines.

4 Complete with the adjective in the

comparative or superlative form. Then write
T (true) or F (false) for you.
• Ask Ss to read the instructions.
• Have them go over the sentences and do the
activity. You can check this first part of the activity at
this point.

74

6.4 How unusual are these towns? SB pages 64-65
1 a Read the title of the webpage. Why are the
towns unusual?
• Ask Ss to read the instructions and the title of the
webpage, and come up with different ideas.
• Listen to Ss’ opinions.

b Read the text and check your predictions.

• Ask Ss to read the instruction. Have them go over
the text and go back to their predictions.

c Locate these cities and countries on a world

map. You can use Google Maps.
• Ask Ss to read the instructions. They may believe that
these are unreal places, but they are real.

They can go online to search for photos of the

Chinese Hallstatt. Remind them to type the words in
bold in the search engine to find the tool they need.

2 Read the text again and write the correct title

for each of the towns. There is an extra title.

n
• Ask Ss to read the instructions.
• Give Ss time to go over the texts to find the answers.
• Check the Ss’ answers. You can ask them which
so
clues they found to write the titles.
Answers It Never Rains in this Town: Whittier Made in China:
Hallstatt One Town, Two Countries: Busingen am Hochrhein Rock
and Roll: Setenil de las Bodegas The Importance of a Colour:
Chefchaouen
ar
3 Read again and mark T (true) or F (false).
• Ask Ss to read the instructions.
• Give Ss time to go over the texts to find the answers.
• Check the Ss’ answers.
Pe

Answers 1 F 2 T 3 F 4 T 5 T 6 T

Over
  to
YOU A booklet of my town – Part 3
• Ask Ss to read the set of instructions for this third
part.
• Again, Ss can decide on the group or you can
assign the groups yourself.

AT Ss should become aware of how they are developing

their fluency in reading.

WB Answers 6.4 City Shopping Pages 109 -110

1. Famous shopping areas
2. A Fifth Avenue B Shibuya C Oxford Street D Portobello Road
E Portobello Road
3. 2 T 3 F 4 F 5 T 6 F 7 T 8 T 9 DS 10 T

75
6.5 Project A booklet SB page 66
Ss have been designing their project along the different
lessons. Ask them to take out their productions.
• Ask Ss to read the instructions to put the booklet
together.
• They can make a paper booklet or use a digital app.

They can go online to search for apps or online tools.

Remind them to type the words in bold in the search
engine to find the tool they need.

• Have Ss go over the checklist before they present

their productions to the rest.
• They can exchange productions for another group
to give them feedback. You can also give them
useful feedback.
• Assign a time limit, which you can agree upon with
Ss. As they work in groups, one of the members
should be in charge of checking that Ss finish on
time.

Unit Wide

n
Read the unit again. Where in this unit? Complete
with lesson number.
• Tell Ss they need to go over the complete unit to
so
write the correct lesson number.
• They can also draw a ✓, a ? and a ✗ depending
on how well they think they know each of the
topics.
• This can be used as part of self-assessment.
ar
You can give Ss different exercises, and they will
do the ones that deal with the topics they are
not sure about. This is another way of handing
responsibility over to them.
Pe

WB Answers SELF-CHECK Page 111

1. 1 florist’s 2 bakery 3 greengrocer’s 4 pharmacy 5 newsagent’s
6 shoe shop
2. ACROSS: 1 greengrocer’s 3 newsagent’s 5 bakery 8 shoe shop
9 florist’s DOWN: 2 clothes shop 4 grocer’s 6 bookshop 5 butcher’s
7 pharmacy
3. 1 more interesting 2 bigger 3 the most enjoyable 4 more
comfortable 5 cheaper 6 better 7 best 8 worse 9 younger
10 most interesting
4. a 2 Lido is smaller than C2 3 Ali’s is more expensive than C2 4 Lido is
cheaper than C2 5 Ali’s is as popular as Lido 6 Ali’s is more popular
than C2 b Ali’s is the most expensive shop. Ali’s and Lido are the most
popular shops.

76

6.6 Challenge! SB page 66
This game provides revision of all the topics covered in
Look Wide 2. Ss will play in small groups. They can use a
coin, a small paper ball or anything to mark their spot on
the board.

You can elicit a few ground rules from Ss, some of which
are suggested below.
• You have to be honest.
• You can / can’t look for information in the book or in
your notes.
• You mustn’t shout or stand up.
• You have to respect turns.
• You have to listen to your classmates’ answers to
check if they are OK.
• You have to be a good loser and a good winner.

Get in groups of 4. Throw a dice and move. Solve the

challenge.
Correct answer? You throw again. Incorrect answer, you
miss your turn.
The first player to reach the end is the winner.
• Have Ss go over the instructions.

n
• If they do not have a dice, they can use a pen or
pencil with 6 sides as shown in the drawing. Ss can
use masking tape to write numbers 1 to 6, one on
so
each side.
• Ss roll the dice, the pencil or the pen to see how far
they have to move on the board.
• You may wait till one member in each group gets
to the finish line, you may wait for everybody to get
ar
there or you may assign a time limit, which you can
agree upon with Ss. As they work in groups, one of
the members should be in charge of checking that
Ss finish on time. In this case, Ss need to see how far
they got in the time allotted to see who the winner is.
Pe

12
3

77
WORLD WIDE Where can we buy a town? SB pages 68-69

LEAD IN • Play the video. Ss complete the sentences.

Before working with this consolidation lesson, ask Ss
how they would answer the question.
1 Discuss these questions with the class.
• Ask Ss to read the instructions.
• You can give them a few minutes to discuss the
answers.
• Check Ss’ answer.
Answers 1 it is a wonderful glass cube. 2 you need to walk a lot to
see it all 3 when the traffic lights go red, they stop all the cars. 4 it’s
full of shops, game stores, restaurants and clubs (and you can see
new Japanese fashion here).
38 Video script page 82

2 Read the article. In pairs, answer the
questions.
• Before Ss read the article, ask them to look at the
title and check if ebay is similar to Mercado Libre.
• Ask Ss to read the instructions and the questions.
• Allot a few minutes for Ss to go over the article and
answer the questions.
• Check Ss’ answers.
Answers 1 20 years old (It celebrated its twentieth birthday)
2 Because it needed a lot of money and work. 3 Because Ian was
sad after his wife left him. 4 300,000 dollars 5 For advertising
space, to earn money. 6 Roman Abramovich
8 Work in pairs. Imagine you have £4,000 to
spend. Will you go to London, New York or
Tokyo? Why? What are you going to spend your
money on?
• Have Ss read the instructions.
• Give them time to discuss in pairs.
• You can check some of their answers.
9 WORLD WIDE PROJECT In small groups, create
an oral presentation about amazing things
people are selling online.

n
• Have Ss read the instructions.
3 In pairs, discuss the final question in the • Once they get into groups, you can ask them where
so they can get the information.
article.
• Ss can use different app / online tool or any
• Ask Ss to read the instructions. presentation software available.
• Listen to Ss’ ideas. • Ss share their productions.
4 You are going to watch part of a video from
ar
the BBC about shopping in different cities.
Read an advert for the programme and
answer the question.
• Ask Ss to read the instructions and the advert.
Pe

• Check what shopping centres Ss know.

5 37 Watch Part 1 of the video. Mark the

sentences T (true) or F (false).
• Ask Ss to read the instructions and the sentences.
• As they watch the video, let them mark the
sentences.
• Check Ss’ answers.
Answers 2 T 3 F 4 F 5 T

37 Video script page 82

6 Work in pairs. In your opinion, which is better

– a day in Oxford Street or a day in Portobello
Road? Why?
• Ask Ss to read the instructions.
• You can give them the beginning of a possible
answer, e.g. I think X is better because ….

7 38 Watch Part 2 of the video and complete

the sentences.
• Have Ss read the instructions and the sentences.

78

 Meet William Shakespeare, His Life and Work!
0.1Txt
0.? It’sSB
me!
Consolidation SBUnits
pages pages
? 1-2 6-7 SB pages 70-71
LEAD IN
Ask Ss if they know who William Shakespeare was. You can
tell them he was the most important writer in the UK. You
can ask them if they can think of equivalents in Spanish
and local literature, e.g. Cervantes, José Hernández.

1 Read about William Shakespeare’s life and

work. There are 3 wrong pieces of information.
Can you spot them? You can go online to
check.
• Ask Ss to read the instructions.
• Ask Ss to go over the text and spot the wrong
information.
• Check Ss’ answers before they go online. You can
also give them the answers yourself.
Answers Shakespeare was not born in Scotland but in Stratford-
upon-Avon. He was a writer, not an artist (though some may
consider that artist is not wrong, writer is more accurate). He did not
write histories.

2 Read the information in the theatre brochure.

n
Match the words in bold with their meanings.
so
• Ask Ss to read instructions, the phrases and the
brochure.
• You can do the first one together to show them they
can get the meaning from the context.
ar
• Check Ss’ answers.
Answers 2 authoritarian 3 arrogant 4 playfully disobedient
5 friendly 6 adorable 7 communicative
Pe

3 Read some Shakespearean characters’

profiles in social media. Then complete their
full descriptions in a theatre brochure using
the phrases below. Remember to adapt the
phrases if necessary. And be creative!
• Ask Ss to read the instructions and the profiles.
• Give them time to do the activity.
• You can make a display of the profiles.

4 Read what the audience thinks about their

theatre experiences. Choose the correct
adjectives.
• Ask Ss to read the instructions.
• Ask them to go over the audience’s opinions and do
the activity.
• Check Ss’ answers.
Answer worried tired annoyed embarrassing relaxed relaxed

79
 Gulliver in Lilliput
0.1Txt
0.? It’sSB
me!
Consolidation SBUnits
pages pages
? 3-4 6-7 SB pages 72-73
LEAD IN
• Ask Ss to read the title and ask them if they know
Gulliver, and if they do, what they know about him.
• At the end of the unit, you can go back to the
question for Ss to tell you what they have learnt
about him.

1 Read and tick.

• Ask Ss to read the instructions and the two options.
• Give Ss time to go over the text and tick the correct
option.
• Check Ss’ answers.
Answer Jonathan Swift’s biography

2 Read the extract and complete the newspaper

article below.
• Ask Ss to read the instructions and the extract.
Remind them they should not worry if there’s a word

n
or two they do not know. They can focus on the
illustration as well.
• Give them time to complete the article, then check.
so
Possible answers 1 a giant (on the sand) a man (on the sand)
2 they were afraid of Gulliver 3 the giant / Gulliver ate and drank a
lot / the food of 100 Lilliputians and practically drank all their wine.

3 What could Gulliver do for the Lilliputians?

ar
Could he help them? Tick √ your ideas. You can
add more ideas.
• Ask Ss to read the instructions.
• First have them tick the ideas. Then ask them if they
Pe

would like to add more.

• Check Ss’ answers.

4 Now read the end of the story. Were your ideas

correct? Is the ending happy for Gulliver? For
the Lilliputians?
• Ask Ss to read the instructions.
• When they read the ending, they go back to their
ideas in Ex 3.
• Have Ss discuss the ending.

5 Imagine you are a Lilliputian. Design a Wanted

poster for Gulliver.
• Ask Ss to read the instructions.
• Elicit from them where they can get information to
complete the Wanted poster.
• Give them time to design the poster.
• You can have a display of the posters.

80

 Meet Thor: The Coolest Norse Warrior!
0.1Txt
0.? It’sSB
me!
Consolidation SBUnits
pages pages
? 5-6 6-7 SB pages 74-75
1 Read the text below and answer: Who is the
hero? Hymir or Thor?
• Ask Ss to read the instructions and to go over the
text quickly to answer the question.
• Ss may have different opinions.

2 Thor wants to get a new job. Complete Thor’s

curriculum vitae based on the previous text.
• Ask Ss to read the instructions. Check they know
what a curriculum vitae is.
• Allot a couple of minutes for Ss to complete the text.
• Check Ss’ answers.

3 Have a look at the following monsters.

Remember Thor’s job is to fight against them.
In pairs, compare the monsters and choose the
best monster to fight against Thor. Use the phrases
below.

n
• Ask Ss to read the instructions and the phrases.
Check Ss understand all of them.
• Give Ss time to compare the monsters.
so
• Which is the best monster? Why? Does everybody
agree?

4 In pairs, invent a new adventure for Thor with

the monster you have chosen. Complete the
ar
story with the verbs in the Simple Past and the
information needed.
• Ask Ss to read the instructions.
• Have Ss complete the text.
Pe

• Check their answers.

Answers (verbs only) wanted went fought won was

81
 Video Script
Video 01 Unit 1. What is Culture? Page 12 Ex. 5
BBC VOX POPS
P = Presenter Ma = Marina Mi = Mireia C = Cayo M = Mary
P: Hi, I’m Neil from BBC Learning English. I’m about to take to the streets of
London to find out how people live, what they think and feel, what they
like or don’t like, what their habits are and what their plans are for the
future. London is a huge and exciting city. There are nearly ten million
people living here and even more visit it every year from all over the
world. People are usually quite busy going about their business. Let’s
see if I can stop some of them to ask a couple of questions.
Ma: I sometimes listen to rock music.
C: Every day I listen to punk rock.
Mi: Sometimes I listen to a group called Jack & Jack which is a group of
two teenagers.
C: I never listen to classic music.
Mi: And me, I sometimes watch the TV in … at the weekend and I often
see films with my family.
M: I love reading and I do like watching the TV as well.
Mi: I think that we never, never play computer games.
Video 02 Unit 1. What is Culture? Page 14 Ex. 1b
HE IS AWESOME, PART 1
L = Lee A = Amy
L: Hey, Amy. Do you want to hear my new song?
A: Yes, I do, but not right now, Lee. There’s a Bro concert on TV.
L: What time does it start?
C: My favourite television programmes are documentaries and anything
including rock and pop history as well. Normally, generally, on BBC Four.
Ch: I was big into Breaking Bad on Netflix, that, I used to watch that every
day, maybe multiple episodes a day. And House of Cards is another
good one. Netflix is what I usually use.
J: I watch Marcella which is on BBC, and Made in Chelsea which is on E4,
and I watch them every week, once a week.
Video 05 Unit 1. What is Culture? Page 16 Ex. 2
AT THE CINEMA
L = Lee A = Amy T = Tess
L: So, what’s on?
A: The new Tom Lewis movie, True Love. It starts in ten minutes.
L: No way! I want to see ZooWorld.
A: I don’t like fantasy films. They’re boring.
L: Oh, come on, please.
A: Oh, OK.
L: Can I have two tickets for ZooWorld, please?
T: Sure, which screening?
L: The 6:30.
T: I’m sorry, it’s sold out … Oh, no, hold on! There are two seats.
L: Great!
T: But they’re in the front row.
A: Lee, I don’t want to sit in the front row!
L: OK … I’d like two for True Love at 6.15, please.
T: Row seven. Is that okay?

n
L: Yes, thanks. How much is that?
A: Eight o’clock.
T: That’s twelve fifty, please.
L: To be honest, I don’t really like …
A: Here you are.
A: He’s awesome! He plays the guitar and the piano and he’s a
T: Thank you. Enjoy the film!
wonderful singer!
so L: Yeah, right.
L: Does he write his songs?
A: No, he doesn’t. Do you know what he does in his free time?
L: I’ve no idea. What does he do in his free time? Video 06 Unit 1. World Wide Page 19 Ex. 5
A: He works in a home for sick animals once a week. He lives in a big house YOUNG DANCER COMPETITION, PART 1
in Hollywood with lots of cats and dogs. Animals love him. He’s perfect! In this competition there are five dancers in each group and the best ones
L: Yeah, right. in each group go through to the grand final. So, let’s meet the five dancers
in the hip-hop section and learn how and why they dance. First up is Harry
ar
Video 03 Unit 1. What is Culture? Page 14 Ex. 4 Barnes from Liverpool. Why does he dance? Harry says that dancing is
uplifting. If he’s feeling sad, he usually puts on a favourite song and just
HE IS AWESOME, PART 2
dances. Then he’s happy and everything is better. His favourite style is
A = Amy L = Lee
‘popping’. His advice for new dancers? Always, always, always practise
A: Hi Lee! I’ve got a new poster for my bedroom. Help me put it up!
– never stop! Next is Jonadette Carpio. She was born in the Philippines
L: A new poster? It’s not Bro, is it?
but now she lives in South Wales. Why does she dance? Because dance is
Pe

A: No, it’s the actor Tom Lewis. Oh, he’s really good-looking. And he’s an
very creative. She invents a lot of amazing movements. Her favourite style
interesting person too. Do you know what he does in his free time?
is ‘krumping’. That’s a new dance style which is very popular these days.
L: I’ve no idea. What does he do in his free time?
The face is as important as the body. Here, in this dance, she’s a prisoner.
A: He helps old people in a hospital. Ask me how often he goes there.
Third is Jodelle Douglas. He’s from Bristol and he loves ‘breaking’. Jodelle
L: How often does he go there?
dances because dance is his passion. He never stops learning. He meets
A: He goes there three times a week.
up with other dancers in Bristol to exchange ideas and learn new steps.
L: Hmm.
They are all passionate about dance. Here he dances in the ‘popping’
A: He lives in an apartment opposite Central Park in New York.
style. Fourth is Sharifa Tonkmor from London. She loves dance because
L: Great.
it’s really liberating. Her favourite form of dancing is ‘free-styling’ or
A: He’s a fantastic actor. Do you know …
improvisation. She decides her dance style when she dances, not before!
A: Lee! Lee!
She sometimes dances with other people in Charing Cross train station.
L: Eh, yeah?
Sharifa likes dancing to rap music, like this. This type of song makes her
A: What’s wrong with you? You never listen to me!
really happy. Last is Kieran Lai from Southend. He loves dance because
L: That’s not true. I always listen to you … Well, I usually listen to you.
he thinks it’s hypnotic. He dances in the ‘popping’ style because he loves
A: Yeah, right. Well, do you want to go to the movies or not?
dancing like a machine. He creates different characters in his dances –
L: The movies? Eh, yeah, OK.
heroes and fantasy characters. In this dance, he is the Tin Man from The
Wizard of Oz. It’s thrilling to watch him.
Video 04 Unit 1. What is Culture? Page 15 Ex. 5
BBC VOX POPS Video 07 Unit 1. World Wide Page 19 Ex. 8
J = Josie L = Lauras C = Cliff Ch = Chris S = Steve
YOUNG DANCER COMPETITION, PART 2
J: I read the Guardian, probably weekly and the Daily Mail, probably
So, which of the five dancers is the winner? What do you think? Jonadette,
monthly.
Harry, Sharifa, Kieran or Jodelle? Who do you want to win? “The winner of the
L: I read Financial Times Weekend, actually, once a week, ‘cause it’s a
2015 BBC Young Dancer Hip-Hop category is Harry Barnes!” For the judges,
weekend edition.
he is both a very talented and natural performer. He now goes through to the
C: I read the Newcastle Evening Chronicle and the Hexham Courant. That
grand final at a big theatre in London. Watch him again then!
is a Northumberland paper.
Ch: I’ll read the New York Times or the Washington Post almost every day,
or every other day, and for magazines I really love sports magazines
and some, like, Newsweek magazine, Time magazine.
S: At the moment, job websites, trying to look for some work.
J: Probably Facebook, I use that probably daily. Twitter and Instagram, I
use them both daily.
Ch: I browse CNN daily, another one would be Uncrate and Jalopnik.

82

Video 08 Unit 2. Friends and Family Page 21 Ex. 8
BBC VOX POPS
J = Jamie Cr = Craig R = Rebecca Ma = Marina Mi = Mireia F = Fien
Ca = Cayo
J: I would wear a tuxedo with white gloves.
Cr: Oh, I usually wear a suit.
R: I wear a dress.
Ma: I wear a dress too or a skirt with a top and a little heels. And make up
too. And I straight my hair because I’ve got it curly, so …
F: I’ll probably wear a dress. I would love to wear white, but you can’t, so
I would wear red.
Ca: Usually Converse and a suit, but always with some punk rock style
together.
Ma: I wear breeches and long … long … long socks. And my boots and
also a helmet.
Ca: Jeans and band T-shirt.
R: A tracksuit.
Ca: Almost nothing. Just under … underpants.
Ma: I just wear a pyjama with my socks and … and that’s all, I think. Just a
comfortable shop.
Mi: Yes, me too.
J: Nothing.
Video 09 Unit 2. Friends and Family Page 22 Ex. 1
WHERE’S AMY?
M = Mum A = Amy Au = Aunty
M: Amy! Are you sleeping?
A: No, I’m not.
M: What are you doing? Your eggs are getting cold. I hope you aren’t
talking on that phone again!
A: No, I’m getting ready for school. I’m brushing my hair!
M: Well, hurry up! We’re waiting for you.
Au: Is she coming?
M: Yes, she is. She’s brushing her hair.
A: Morning!
Au: Amy! How’s school? How’s your boyfriend? Lou, isn’t it? Oh dear, you’re
looking tired this morning. Are you feeling OK?
so
A: Yes, I am. School’s fine and Lee isn’t my boyfriend.
Au: Oh, I see … What are you having for breakfast?
A: I’m not hungry, Aunty Linda, thanks. Excuse me.
M: Amy, where are you going?
A: I’m going to school.
M: But it’s only ten to eight!
ar
A: Catch you later, then. See you!
M: I don’t get it. Why is Amy going to school now?
Video 10 Unit 2. Friends and Family Page 23 Ex. 4
BBC VOX POPS
J = Jan H = Harry A = Adrian
Pe
J: When I don’t sleep well, I feel tired.
H: Exhausted. That’s the one word I can really say when I’m not sleeping
well. I feel absolutely exhausted, just really down as well, ‘cause I enjoy
my sleep, so …
A: When I’m not … not sleeping well, I feel tired.
H: If I make a silly mistake, I feel really embarrassed. Get red … red in the
face and everything and …
J: When I’m watching a horror film, I’m … I feel terrified.
A: When I’m watching a horror film, I feel scared.
H: When I’m watching a horror movie, I feel very on edge, you know,
trying to anticipate what’s gonna happen at any moment, but
obviously not too sure, so get quite scared.
J: When Barça are winning, I feel excited.
A: When Monterrey is losing 5–0, I’m pretty disappointed.
Video 11 Unit 2. Friends and Family Page 26 Ex. 1
ARE YOU COMING WITH US? PART 1
Lee: Hi Amy. Listen – it’s my mum’s 40th birthday next Tuesday and Ruby
and I want to buy her something special. So we’re going to take the train
to Clearwater Shopping Centre on Saturday, get mum a present and
then we’re going to see a film at the Multiplex. Oh, and I’m going to buy
some trainers and Ruby’s going to buy some posters. Are you going to
study again or can you come with us? Hope so! Oh, we’re not going to tell
anybody – it’s a surprise.
Video 12 Unit 2. Friends and Family Page 26 Ex. 1
ARE YOU COMING WITH US? PART 2
A = Amy L = Lee
A: Hi, Lee.
L: Hey Amy! Are you coming with us tomorrow?
A: Yes, but what time are we taking the train? I can’t remember.
L: We’re not taking the train.
A: Thanks for telling me!
L: Sorry. The bus is cheaper. So, we’re taking the X4 bus from the bus
stop on Mandela Avenue at 10.15. Oh, and I checked the films.
They’re showing Shrek 8 at the Multiplex at 2.30. Billy’s meeting us
there.
A: Great! See you tomorrow at 10.15!
Video 13 Unit 2. Friends and Family Page 26 Ex. 4
ARE YOU COMING WITH US? PART 3
L = Lee A = Amy R = Ruby
L: Amy! We’re at the bus stop! Where are you?
A: On the bus!
R: Lee – look, there’s Amy! She’s on the wrong bus.
L: Oh no!
Video 14 Unit 2. World Wide Page 29 Ex. 8
LONDON FASHION WEEK, PART 1
Most people like fashion and buying new clothes but how do you know
what’s fashionable this year? You can look in magazines but if you want to
know the latest trends, go to London Fashion Week or watch it on TV. There
are two London Fashion Weeks every year – in February and September.
More than 5,000 people go to see the new designs. They are reporters,
buyers from shops, as well as people like you and me. They spend millions
of pounds! The models walk along a catwalk between the people. The
audience watch the models and look at the different clothes. Here you
can see that some people are taking photographs and others are taking
notes. They’re probably from magazines and newspapers. The models are
wearing different types of clothes but they are all interesting. There’s music
too and it’s exciting. At the end of the show, all the models come onto
the catwalk together and the audience claps as they go past. We can
see the different styles and colours. There are dresses and shorts, baggy
clothes and tight clothes, clothes for the day and clothes for the night.
n
Some models are wearing high heels and some are wearing flat shoes or
no shoes at all. But one thing is always the same – the clothes are all very
expensive. We usually think these shows are for women but there are men’s
shows too. The men usually walk round like the women but at this event
there’s a difference. They’re walking and … dancing. It’s surprising! Some
of them are good dancers and some are not so good! What do you think?
Video 15 Unit 2. World Wide Page 29 Ex. 11
LONDON FASHION WEEK, PART 2
When we watch the show, the models are perfect but it isn’t easy to look
like that. The clothes are ready but the models are not! They must look very
good. Their pictures will be in lots of magazines! There are lots of people
to help them. There are people to do their make-up and paint their nails.
And, of course, there’s a hairdresser to style their hair. While they get
ready, they talk and laugh. It’s a good, interesting job. The models here
are enjoying some food. They need a lot of energy for the show. They have
to change clothes very often and very quickly in one show. While they’re
waiting in the dressing room, there are lots of lovely snacks to eat. Finally,
it’s time to go on the catwalk – but first a photograph with perfect hair,
perfect make-up and perfect clothes!
Video 16 Unit 3. Are Humans and Animals a Good Match?
Page 31 Ex. 6
BBC VOX POPS
J = Josie F = Francis L = Lauras C = Chris Ch = Christine
J: My favourite animal is a giraffe because they look really cool and they
have a really long neck, and their pattern is really cool.
F: My favourite wild animal is a tiger. I like the colour of it and the
strength and power that it has, and it’s like a big cat in a way.
L: My favourite wild animal is a snake, ’cause you can find the snake on
every drugstore logotype.
C: My favourite animal is the great white shark, ‘cause it’s the top of the
predator chain in the ocean and every animal … every other animal
in the ocean fears this animal.
Ch: The dangerous wild animal we have in our … in my country is bear
and snake. I would think they’re pretty dangerous ’cause they live in
the forest and you don’t know when we will meet them. So, they’re
quite dangerous, actually.
C: Dangerous wild animals? There are mountain lions, there are jaguars,
there are rattlesnakes, so a lot of dangerous and poisonous animals
out there.
F: We don’t have that many dangerous wild animals. I think a fox is
probably about the most dangerous animal I can think of. Specially in
London we get some that run around the streets at night.
83
Video 17 Unit 3. Are Humans and Animals a Good Match?
Page 32 Ex. 6
BBC VOX POPS
H = Holly R = Reema F = Faye A = Andrew
H: On Saturday, I went to the cinema in Epsom to see The Jungle Book
which was really good. It was pretty quiet, actually, since it’s been
a really hot day, so it wasn’t too busy in the cinema. And then that
finished pretty late, so that was my evening, really.
R: We went to collect mangoes because mangoes are in season in
Bombay, so we went to collect them from her father.
F: It was one of the first really hot days leading to summer, so I had a fun
time at the park.
A: So, on Saturday just gone, I was on the beach with my two-and-a-
half-year-old daughter, playing in the sand and in the sea. There were
lots of people around. It was very sunny. She got a bit of a tan. She
enjoyed herself a lot. So did I. And we had some ice cream, that we
weren’t meant to tell her mum about, but she said, ‘mummy, I’m not
gonna tell you about the ice cream that I had.’
Video 18 Unit 3. Are Humans and Animals a Good Match?
Page 34 Ex. 1
LOOKING AFTER DAISY
L = Lee A = Amy
L: Daisy! Daisy! ... Amy!
A: Lee! What’s wrong?
L: It’s Daisy, Krystal’s dog! I can’t find her.
A: Calm down! What’s the matter?
L: Daisy needed to go outside so we walked to the park and when we
arrived there, I decided to take off the leash to let her run around,
you know. But then I answered a phone call and then when I finished
talking, Daisy wasn’t there. I looked everywhere but …
A: When did this happen?
run! Some people keep birds in cages too. But birds don’t like to be alone.
They like to talk – sometimes to the mirror! Some birds are very clever and
they can mimic us and copy what people say to them! But why do birds
do this? Is it for fun? “It’s not easy being green.” Again, they’re practising a
skill which they need in the wild. Every group of birds uses different sounds
– like a different language. “Never shake a baby bird. That would surely
be absurd.” Birds need to talk the same language as their group. So, a
parrot in a cage copies our words in order to practise this skill. It wants to
become part of our group, our family. It even talks to other pets! This bird,
Disco, can say 130 words. Amazing, isn’t it?
Video 21 Unit 4. How does Technology Influence Culture?
Page 42 Ex. 1
WHERE’S MY PHONE? PART 1
R = Ruby L = Lee D = Dad
R: Lee! Where’s my phone?
L: I left it in your room ten minutes ago.
R: No, you didn’t!
L: Yes, I did!
R: Well, it’s not there now! Dad! Lee stole my new smartphone!
L: Shut up, Ruby! I didn’t steal your phone!
R: You lost it, then! Oh! I only bought it a week ago. It cost a fortune!
D: Calm down, Ruby! Lee, did you take your sister’s phone?
L: No, I didn’t! Well, yes, I did. I forgot to top up my phone yesterday so I
took Ruby’s. I sent Amy one text, then before I went to bed, I gave her
the phone back. I only had it for five minutes!
R: Where did you put it?
L: I put it in the pocket of your jeans.
R: Which jeans?
L: Your black jeans. They were on your chair.
R: What!? Oh no! I saw those jeans in the washing machine. Mum!

n
L: About an hour ago. Some people helped but we …
Video 22 Unit 4. How does Technology Influence Culture?
A: Did you go to Krystal’s? Page 42 Ex. 3
L: Yes, I did but the dog wasn’t there. And then I hurried back here. I WHERE’S MY PHONE? PART 2
didn’t know what to do so I phoned you. Krystal gets back from her R = Ruby M = Mum
so
holiday today! She asked me to look after her dog and I promised to R: Mum! R: I didn’t do it! It was Lee! He took
do it but I didn’t. Oh! M: What’s the matter, Ruby? my phone last night and then
R: Did you put my jeans in the he put it in my jeans.
Video 19 Unit 3. Are Humans and Animals a Good washing machine? M: Why did he do that?
Match? Page 36 Ex. 2 M: I didn’t catch that. What did R: I don’t know. He’s stupid! So,
you say? where is it?
I DON’T KNOW HOW IT HAPPENED R: Did you put my jeans in the M: Where’s what?
ar
K = Krystal L = Lee washing machine? R: My phone!
K: Hi, Lee. M: Which jeans? M: Hmm … It’s here … Oh! I
L: Oh, hi, Krystal. Are you home already? R: The black ones. thought I put it on the shelf …
K: Yes, we’re just back. The holiday was wonderful. So, when can you M: Yes, I did. R: Mum!
bring Daisy round? I’m missing her so much. R: Oh no! M: … but it’s not there. Where did I
L: Er, I’m really sorry but … M: But fortunately for you, I had a put it?
Pe

K: Oh no! Don’t tell me she’s not well! look in the pockets first and I R: Mum!
L: I don’t know how it happened. We were in the park and Daisy found your phone, so I took it M: Calm down, Ruby. Here it is.
suddenly disappeared. Amy and I looked for her everywhere, in the out and put it in a safe place. R: Oh, thanks, mum!
dark as well, and I even contacted the police but … I feel terrible. It’s R: Oh mum! Thanks!
all my fault. M: Why did you leave your new
K: She’s lost? I don’t believe it! Lee Marshall, you absolute idiot! How phone in your jeans?
could you be so careless! You promised to look after her! Oh, she’s
here! Daisy! Oh, my baby! Wait! I’m coming! Lee? Look, I’m sorry I was
a bit rude.
Video 23 Unit 4. How does Technology Influence Culture?
L: No problem. I totally understand. I’m so glad … Page 42 Ex. 5
K: Listen, I’ve got to go now. See you later. Bye! BBC VOX POPS
N = Nympha P = Phillip M = Miguel C = Chee
Video 20 Unit 3. World Wide Page 39 Ex. 7 N: This morning, I got up at seven o’clock.
P: I woke up this morning very early, at six a.m., lay around a little while
WILD AT HEART
before I got dressed, and finally went down to breakfast. Didn’t leave
We think we understand our pets. They’re cute and lovable – our best
to come on this lovely walk around London until ten a.m.
friends. These puppies playing on the bed seem very different from wild
N: I had a coffee this morning with some milk and some orange juice. I
dogs. We love to watch them play but are their games really just games?
ate some cornflakes with milk and I ate an apple.
No, there’s an important reason for this behaviour. While they play, they’re
P: I had lots of things. I started with cereal and fruit, I had toast and I
training to catch and eat smaller animals for food. Also, they need to
finished with coffee and a waffle.
practise working together. They need to be in a group to catch and kill big
M: It was a really tiring day. We had to get up at four o’clock to leave in
animals. Here they’re learning the rules about working in a group. They
Belgium. We took the tunnel to London. After that we were in the bus
learn when to fight and when to stop. These puppies are only seven weeks
for … I think it was two hours, then we arrived at the hostel. We directly
old but in their game these cushions are small animals. Play prepares
went on with the walk. We went into the London Eye, we saw the Big
them for life in the wild. Dogs are not the only pets that practise real life
Ben, we saw Trafalgar Square.
skills. Hamsters are popular pets and in their cages, they run round and
C: I met up with a friend and we went to Hampstead Heath and we were
round a special wheel. There’s a reason for this too. In the wild they run a
strolling through Hampstead Heath, it was very hot, actually, very
long way – sometimes ten kilometres – every day. Big animals hunt them
sunny, surprisingly for London, and I bought a new pair of sunglasses.
and they need to escape. But that’s not the only amazing thing which
hamsters do. They push lots and lots of food into their mouths. It’s nearly
impossible! But why do they do this? In the wild, when they find food, they
need to store it. Perhaps they won’t find any for a long time. Their mouths
are like cupboards! There’s another reason too. When a big animal is
hunting them, they sometimes need to put their babies in their mouths and

84

Video 24 Unit 4. How does Technology Influence Culture?
Page 45 Ex. 6
BBC VOX POPS
M = Michael C = Chris T = Tim
M: My favourite website is Facebook. You can contact people. You can
meet people around the world. You can use it as a … like a phone or
something like that. And it’s easy to use it, so, so everyone can … can
just surf on the Internet, on the Facebook, without the problems. I use
it, like, every day, maybe … maybe not every hour but … but one or
two times per day I’m … I’m there, so …
C: My favourite website is Twitter, probably use it every day. The reason
I use it mainly is to check the news. It’s where I go to … to find out
what’s going on, not just locally but around the world as well. I
probably check that rather than a news website now, so it’s got
everything on there that I need. Obviously, Twitter’s really popular. I like
it because you can obviously follow the … the people that you wanna
follow, so whether they’re famous or footballers, celebrities, whatever
you wanna do, you can keep up-to-date with that.
T: My favourite website is probably the BBC website, simply because it’s
really informative. You can get a whole load of information on there
about all sorts of things, from recipes all the way through to news stories. I
think the website is very, very popular. I think it has millions of visitors from
all over the world, and I would visit it probably at least once a day.
Video 25 Unit 4. How does Technology Influence Culture?
Page 46 Ex. 2
IT ALL WENT WRONG
L = Lee A = Amy R = Ruby
L: Hi, Amy.
A: Hi, Lee. What’s up?
L: You know my new song?
A: Of course I do. You played it a hundred times last weekend!
L: Yeah, anyway, I wanted to make a video of the song and upload it
to YouTube but it all went wrong. First, the battery in my camera died
after only one minute. Then I couldn’t find the charger so I had to buy
a new battery. After that my microphone didn’t work. I didn’t know
so
where to plug it in. In the end it worked and finally, I finished recording
the song so then I went online to upload it to YouTube.
A: Yeah?
L: And my computer crashed!
A: Oh no!
L: Yeah! Listen, I really need to fix it. Do you fancy coming round
tomorrow to give me a hand?
ar
A: Yeah, OK.
L: Thanks, Amy.
R: Lee, do you know …? Oh! I don’t believe it! Mum! Lee’s using my phone
again!
L: Ruby! I can explain. You see, the thing is my computer crashed and I
wanted to record my song!
Pe
Video 26 Unit 4. World Wide Page 49 Ex. 6
THE DIGITAL REVOLUTION, PART 1
This is Africa. It’s a beautiful place. The first human beings came from
Africa. But today we’re here to think about the future, not the past. Today,
something important is happening in a small town in Ghana. It is plugging
into the internet. There are still a lot of countries in Africa that do not
have internet connection. But this is changing, slowly. The internet makes
a big difference to people’s lives and nearly everything they do. Today,
that difference is starting here. And the people have a special visitor
on this special day, Sir Tim Berners-Lee. Tim is an important man and
people admire him a lot. More than twenty years ago he invented the
World Wide Web. He wanted to connect people all over the world. He had
a wonderful idea. He wanted everyone, rich and poor, to use it. Money
wasn’t important for him. He thought it should be free for everyone. Then
people could learn lots of information and share their ideas. Now these
people in Ghana can do that. Tim is showing these African people how to
use electronic equipment to search the web. They see the things they can
learn and how they can keep in touch with other people. But what does
the internet really mean for the people here in Africa and for everyone
who is connected? Is the internet good for us, or bad?
Video 27 Unit 4. World Wide Page 49 Ex. 8
THE DIGITAL REVOLUTION, PART 2
The world today is very different because of the web. Now there are three
billion people online. The internet gives us information, friends and a
lot more. Life is easier. We can go online nearly everywhere – at home,
outside and in cafés. And many people are now very rich because of
the internet. Very big companies like Google, Amazon and eBay earn
billions of pounds. But some people think there are bad things about the
web. Is it a good thing for these companies to be so big and powerful?
Should governments use the internet to spy on people? Can we stop
people becoming addicted to computer games? There are some big
problems. But Tim Berners-Lee’s idea – to connect people who are not
rich or powerful – is still true. Kudjo is a successful farmer in Ghana and
for him the internet is very important. At first, he didn’t know how to use the
web. Then a friend gave him some practical lessons. Now he browses for
information. The internet helps him to grow his crops and to sell them. He
checks out the prices of different products. Then he can sell his products
at the correct price. He can compete with the big farmers now and he
can earn more money. Kudjo feels connected to the world, not alone. This
is what Tim Berners-Lee wanted when he invented the web. He created
something amazing and it’s still changing today. But he never earned
money from it. He gave it away to the world for free because he wanted
everyone to benefit from it. These young people in Africa today are doing
exactly that. What a wonderful present!
Video 28 Unit 5. What Makes a Home? Page 54 Ex. 1b
IT’S NOT FAIR
R = Ruby A = Amy K = Krystal
R: What time is it?
A: Almost eleven.
R: Cool! I have to go to bed at ten normally!
K: Ten! That’s early! I don’t have to go to bed until eleven … and I can
stay up later at weekends. What time do you have to go to bed, Amy?
A: Any time I want.
R: You’re lucky! My parents are really strict with me. I have to tidy my
room. I have to come home straight after school. I mustn’t forget to
do my homework. I can’t wear make-up. I can’t stay out late. But Lee
can stay out late.
K: What time does Lee have to come home?
R: He doesn’t have to come home until ten! They say it’s different for
boys! It’s not fair!
A: Yeah, but you are only thirteen, Ruby. My cousin Meg’s thirteen
and she has to go to bed at half past nine!
n
R: Oh!
Video 29 Unit 5. What Makes a Home? Page 54 Ex. 5
BBC VOX POPS
M = Mary Ann = Annette And = Andrew F = Faye
M: We’re both working as au pairs and I have to look after two children.
They must be in bed by a quarter to eight. When I cook, I always have
to cook some … some vegetables and some meat so they have
proteins and something healthy for them. And sometimes they are
allowed to have pudding … pudding afterwards, so then they can eat
a biscuit or something like that.
Ann: I look after four children. They are seven, five, and two and a half,
they are twins. And some would, for example, they have to say ‘please’
and ‘thank you’ and they have to go to bed at seven o’clock.
And: I’m not a strict parent. I do set some rules. My daughter has to go to
bed anywhere between six and nine o’clock.
F: I have a ten-year-old younger sister. I do have some rules. I say that
she mustn’t sharpen pencils in my room, ’cause I don’t like pencil
sharpenings, and I tell her that she has to keep her paper tidy, like in
folders. She has to put her books away. Yeah, I don’t like mess.
Video 30 Unit 5. What Makes a Home? Page 55. Over to You
BBC VOX POPS
J = Jamie C = Craig R = Rebecca F = Fien L = Liam
J: The best thing about New York would definitely be Broadway. It’s the
… go to 42nd Street and all the lights are on and it’s the most exciting
place in the world I think.
C: The best thing about Tasmania is the wilderness. Absolutely beautiful
in Tasmania for that.
F: The best thing is all the things you can do in London, especially going out.
L: The best thing about the Toronto Islands in Toronto is that they’re right
next to the beach, there’s beautiful breezes from the lake and it’s the
best place to escape the heat in the summer. And the worst thing
about the islands is that everyone else is there trying to escape the
heat in the summer with you.
F: And the worst thing? I think rush hour in the undergrounds.
C: And the worst thing?
R: I don’t know, I guess the worst thing might be that it’s a little isolated,
so if you like to be in the hot spot and all the clubbing and all that sort
of thing, you don’t get that in Launceston at all. So, bit quiet.
C: Yeah, a little bit quiet in Tasmania.
R: Yeah.
J: And the worst thing about New York would be the subways that you
have to take to get to 42nd Street, which are very loud and very dirty.
85
Video 31 Unit 5. What Makes a Home? Page 56 Ex. 2 Video 36 Unit 6. What’s Your Town Like? Page 61 Ex. 7
I MOVED IN THIS MORNING, PART 1 BBC VOX POPS
K = Krystal B = Billy A = Amy K: Where are you from? J = Josie Ch = Christine Chr = Chris S = Sunita F = Francis
B: Hi. B: New York. J: My favourite shop is Tiger, and it’s kind of a recent … recent to the
B: Hi. A: Oh, you’re American! high streets and it sells basically everything that you need for your
A/K: Hello. K: How old are you? house. Yeah, it’s my favourite shop. You can find everything there, from
K: Hello. B: Fifteen. photo frames to, like, kitchen appliances.
B: Hi. K: Me too! When’s your birthday? Ch: My favourite shop is Disney Store. It represents dreams to me. Even
K: Who are you? B: The 27th of March. I’m not a little girl anymore, but every time I walk in the shop I just look
B: I’m Billy, Billy Smith, we’re just K: Oh, my birthday’s in June. What into those teddy bears, it reminds me of my childhood. I just love … I
moving in. school are you going to? just love it, yeah.
K: Hi, Billy, I’m Krystal. B: Harlow High. Chr: I like to shop at Gap and … or Banana Republic in the States.
A: I’m Amy. A: Great! That’s my school too. They … I feel like they sell very trendy clothes but at the same time,
B: Nice to meet you. they’re fairly inexpensive, which is important to me. I also look for very
practical, and … and trendy clothes, so I … I like to shop there in the
Video 32 Unit 5. What Makes a Home? Page 56 Ex. 3 States.
S: Well, my favourite kind of shop would be one that would sell
I MOVED IN THIS MORNING, PART 2
handcrafted things. It could be objects and it could also be textiles, but
K = Krystal B = Billy A = Amy
basically, yes, handcrafted, hand-blocked and what have you, yeah.
K: Hi, Billy.
F: My favourite shop is T.K. Maxx. The reason I like it is because they have
B: Hi.
many different brands at discounted prices, so high fashion brands
K: Where are you going?
and also high street brands, and they have a good range of clothes
B: I want to explore my new town. Can you give me some advice about
and shoes, and even toys. It’s good for buying presents for people
what to do?
because there’s a lot of inspiration in there. And also I quite like it for
A: I think you should go for a walk by the canal. It’s pretty.
buying shoes and trainers.
K: You’re kidding, right? That’s a terrible idea, Amy. You shouldn’t go to
the canal, Billy. It’s not safe there.
B: Yeah, I don’t think that’s a good idea. What do you think I should do, Video 37 Unit 6. World Wide Page 69 Ex. 5
Krystal? Where should I go? CITY SHOPPING, PART 1
K: Why don’t you go to the shopping centre? It’s a good place to hang We buy a lot of things online but we also like to go to shops. And when
out. you’re on holiday in a big city, it’s exciting to see the famous shopping
B: That’s a good idea, thanks. areas. Every big city has its own special places to shop. Think about
K: We’re going there now. Do you want to come? London, Paris, New York and Tokyo. What shops do you imagine? Let’s look

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B: Yeah, why not? OK! at some of the most famous shopping areas in the world. Oxford Street
in London is the busiest shopping street in Europe. It has around three
Video 33 Unit 5. World Wide Page 59 Ex. 6 hundred shops and half a million people visit it every day. In Oxford Street,
you can find enormous department stores and buy both expensive and
I WANT MY OWN ROOM! PART 1
so cheap things. You probably know the names. There’s Marks and Spencer,
What’s your room like? What would you like to change about it? Would you
Primark, Forever 21, Gap, H & M, and of course, the first department
like to design it yourself? The programme I want my own room! helps kids
store, Selfridges. It’s a wonderful shop to visit. The best time to go to
change their rooms. Today, they’re helping Freya and her younger sister,
Oxford Street is at Christmas. The lights are very special. Every year, in
Hattie. Both girls love to make things. Freya likes sewing and Hattie likes
November, a celebrity switches the lights on. Lots of people go to watch
making films – she wants to be a film director. Their older sister Ella has
this. It’s usually a famous singer or sports star. Oxford Street is always very
her own room and their mum makes plates and paints them. She has lots
crowded. Sometimes it’s difficult to move along the pavements! The traffic
of space. Even the cats, Lola and Rose, have room to relax. Hattie and
ar
is very bad too. Cars and buses make a lot of pollution. Another popular
Freya share a nice room but they need more space for their hobbies. It’s a
shopping area in London is Portobello Road and it’s very different. Here
big problem! There is one room that they can use. It’s the front room, and
you can find lots of small shops that sell trendy things. On Saturdays, there
it’s the girls’ playroom. The problem is it’s full of rubbish! There are old toys
is an enormous market with more than 1,000 stalls! They sell everything.
and a doll’s house. But it isn’t all the girls’ rubbish – there’s even a bit of an
You can buy amazing, exotic food to eat – cheap, hot and tasty. There
old car in there! Michelle is an artist and designer. She’s going to help the
are also stalls that sell unusual crafts, like pretty cups and saucers, and
girls to make their dream room.
Pe

pictures by local artists.

Video 34 Unit 5. World Wide Page 59 Ex. 8
I WANT MY OWN ROOM! PART 2
Michelle talks to the girls about how to change the room. They paint a plan
on the wall. Michelle thinks each girl can have one of the alcoves in the room
for their things. Mum has to clear the front room but she can’t do it on her
own, so big sister Ella comes to help. Now they must choose what to throw
away and what to keep. It isn’t easy! The girls make a floor plan for the room.
Michelle thinks there can be a sofa and work stations for the girls, so they
can do their different hobbies. She also suggests special wallpaper. The girls
choose old photographs from when they were younger to stick on to it.
Video 35 Unit 5. World Wide Page 59 Ex. 9
I WANT MY OWN ROOM! PART 3
Everyone works hard to finish the room in four days. Michelle keeps the
last changes a secret. She wants to surprise Freya and Hattie. They paint
butterflies on the walls and the shelves are a lovely colour too. There’s a
fun, home-made doorstop to keep the door open and there are some
fantastic cushions. They have photographs of the family cats on them.
And then it’s time to bring the girls into their wonderful new room. They
can’t believe it! The room is very different. Now the room is bright with
lots of colours. There’s a bright pink blind over the old fireplace. The girls’
little models are in glass cases on the walls. Now everyone can see them.
And lift up the cool sofa bed and it’s a desk with everything they need
for a small film studio – an animation station! The photos look great
on the special wallpaper. And the blue cupboard is brilliant too. Then
there’s another surprise. The girls have their own work stations but open
the cupboard in Freya’s alcove and there’s another table with a sewing
machine. Hattie’s got one too. “Thank you so much!” The girls love the
room, everyone in the family loves the room. As the girls say, ‘It’s the best
room ever!’
Or you can look for antiques. Some people say it’s the biggest antiques
market in the world. And if you like vintage clothes and accessories, this
is the place to go. Tourists love to come here and walk along nearly two
kilometres of market.
Video 38 Unit 6. World Wide Page 69 Ex. 7
CITY SHOPPING, PART 2
Do you know the most expensive shopping street in the world? At the
moment, it’s Fifth Avenue in New York. Here you can find expensive
jewellery in Tiffany’s, expensive handbags in Louis Vuitton, and expensive
clothes in Gucci and Prada. The world-famous Apple Store is a wonderful
glass cube. People come here to buy phones and tablets but they
also come just to take photographs. Also in New York, there is another
important store to visit. This is Macy’s. It’s called the largest store in the
world. Some people don’t agree with this but it’s definitely the biggest
store in the USA. It sells lots of different things and it’s a really interesting
shop to go to. It’s very big and you need to walk a lot to see it all. Let’s
cross the world to Tokyo. Here we can find another very famous shopping
area: Shibuya. And it has perhaps the most famous street crossing in the
world! At Shibuya Crossing, when the traffic lights go red, they stop all the
cars. People cross the roads quickly at the same time. It’s amazing. Near
the crossing are very big neon advertisements and huge video screens.
It’s a busy, bright and colourful place. The Shibuya shopping area is
very popular with young trendy people. It’s full of shops, game stores,
restaurants and clubs. This is where you can see new Japanese fashion
and have a lot of fun!

86

Notes

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87
 Corradi, María Leonor

Look Wide 2: Teacher’s Book: TB / María Leonor Corradi; Gonzalo Hernán Rosetti. - 1a ed. -
Ciudad Autónoma de Buenos Aires: Pearson Education, 2018.
88 p.; 30 x 22 cm.

ISBN 978-987-615-444-4

1. Inglés. I. Rosetti, Gonzalo Hernán II. Título

CDD 420.712

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ISBN 978-987-615-444-4 Teacher’s Book

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