Introduction
What’s Up? is a four-year English course specifically written encourage students to reflect on grammatical structures
for teenage students. The material and design is clear,
relevant, up-to-date and motivating. The main aim of
What’s Up? is to help students learn English in meaningful,
communicative contexts and to provide them with a clear
understanding of the language.
Student’s Book
The Student’s Book contains
six units based on stimulating,
varied topics. They have ten
pages organised into the
following sections:
Lead-in page
This page introduces the unit
theme through colourful photos
and questions related to them.
The aim of this section is to
stimulate interest in the topic,
revise some basic vocabulary and encourage students to
share prior knowledge and experiences. The page also lists
the main objectives of the unit, among which is the task that
students will be doing at the end of each unit. It is essential
that students are made aware of their final objective – a task in
which they will use English the way it is used in the real world.
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Vocabulary and Reading
PL
This two-page section includes the presentation and practice
of key vocabulary and a reading text linked to the unit
theme. The vocabulary section introduces one or two sets
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of words or phrases. Varied exercises and activities allow
students to practice new words through meaningful spoken
and written activities. Interesting and updated texts cover
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a wide range of text types including magazine, newspaper
and websites articles, blog entries, personal diaries, stories,
on-the-street interviews, biographies and quizzes. Their
purpose is to expose students to the new grammar in a
natural context. Pre-reading activities encourage students to
predict the content of a text and train them in the strategy
of skimming to discover what it is about. Post-reading
comprehension activities help students understand gist
and detailed information. They train students in the strategy
of scanning by asking them to look back at the text and
find the information they need to answer the questions
successfully. This section ends with a discussion activity, in
which students get a chance to sit in groups and share their
views on the topic covered in the text.
Grammar
This two-page section provides simple grammatical
presentations and practice. The grammar points are clearly
presented in boxes and cross-referenced to the Grammar
Reference, where students can find a more detailed
explanation of the grammar point. The grammar boxes
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and work out simple rules to help them produce the new
structures with accuracy. They are followed by written
and oral exercises designed to help students practice the
forms in a guided way which is personally relevant to them.
After practicing at sentence level, the target structures are
frequently contextualised in dialogues or short narratives.
Grammar activities recycle vocabulary from the Vocabulary
and Reading sections of current and previous units.
Listening and Speaking
The Listening and Speaking section is a two-page spread
that provides two listening texts related to the unit theme.
The Listening section exposes students to the target
vocabulary and grammar in a natural monologue or
conversation. The colourful illustration sets the context
for the first listening. Pre-listening activities provide a
chance to share prior knowledge and practice some
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key vocabulary. Post-listening comprehension activities
encourage students to understand gist and relevant
information. They also help them develop the required
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confidence and ability to understand the speech of native
English speakers from different regions and countries.
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The Speaking section provides a clear communication goal
that makes students aware of possible uses of the new
language. The listening text provides a model for the task
that will follow. This task offers a unique opportunity for pairs
of students to use language in a communicative situation.
There is also an A/B Pairwork activity which is located at the
back of the book. (See Pairwork activities on next page.)
Writing
An entire page is devoted to developing writing skills.
Writing rule boxes provide tips for good writing and help
develop micro skills such as punctuation, organisation
and linkers. Writing tasks are carefully guided and cover
a wide range of texts, both formal and informal. They give
priority to message and encourage students to write for a
communicative purpose. A model text is always provided.
Final task
At the end of each unit students put together all they have
learnt in an achievable task that serves a twofold purpose.
Each task has been carefully designed to a) get students
to use the language covered in current and previous units
in a communicative context and b) help students gain
experience using digital tools such as software programs
and the Internet. Given that digital tools may not always be
available to students, each final task offers two options.
Option 1 is to be carried out using laptops or
computers.
Option 2 is to be carried out using traditional
methods such as speaking and writing.
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 For Option 1 of the final tasks in What’s Up? 2, students
will need:
• A word processor, for example, Microsoft Word.
• A programme to construct concept maps, for
example, CMap Tools or Microsoft Office Word
SmartArt.
• An Internet connection.
• A digital camera to record a video.
• Open Movie Editor or some other software to edit videos.
• MSN or another instant messenger chat forum.
• An email account.
• A classroom website or blog where students’ work can
be published.
• A classroom website or blog where students
can express their views by posting comments or
participating in online discussions.
Whichever option you choose, all tasks share the same
advantages:
• They are a goal in themselves – at the beginning of
each unit students learn the main goal of the unit so
they can work towards it.
• They elicit the language taught in each unit and revise
language from previous units.
• They provide an opportunity for students to use
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English creatively in a meaningful context.
• They include models that students can use as a guide.
PL
• They allow students to work at their own level of
linguistic competence.
• They consist of several steps to help students get
ready for their final goal and achieve it successfully.
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• They give students the opportunity to finish each unit
with a sense of fulfillment – of having achieved a goal.
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Technology in the classroom
Technology has become synonymous with modern life.
The use of computers and the Internet is an integral part
of our daily routine, so students will feel at ease when
using technology in the classroom. It will increase their
motivation and engagement and thus enhance teaching
and learning.
We suggest creating and maintaining a classroom website
(or blog) because of its many benefits for both teachers
and students. It will improve communication, create new
opportunities to practise English and make learning more fun.
You can set up a free website or blog on http://kidblog.org/
home.php, https://sites.google.com, https://blogger.com or
any other available web-building site of your choice. The
main purpose of this website is to create a place where
students can share their work by having their final drafts
published. After being marked up, written assignments
are usually put away and then forgotten. If students’ work
is published on a website, its authors will feel their work
becomes memorable and its readers will get the chance to
view their classmates’ work and learn from it.
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A website can have many other purposes. Its uses depend
on how much time teachers and students can devote to it.
The following is a list of additional uses a website might
have.
On a classroom website teachers can:
• Post announcements.
• Post homework assignments.
• List useful links that will allow students to quickly gain
access to relevant resources.
• Post a class calendar.
• Upload games and videos.
• Post the presentations they use in class.
• Upload photos for students to describe.
• Post a weekly question for students to answer.
• Post useful tips to help students remember what was
IT
taught in class.
On a classroom website students can:
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• Post comments to express their views.
• Develop critical thinking by reading their classmates’
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posts on given topics.
• Contact their teacher outside the classroom.
• Check their homework assignments.
• Find useful links where they can get practice reading
authentic materials.
• Post blog entries to share information.
• View the information their teacher has posted.
• Take part in online discussions.
• Take polls.
Notes:
1 If you set up a website where students can post
comments, make sure to talk to them about the
importance of respecting each other and not posting
comments which might cause offense to others.
2 When working with software such as CMap Tools, make
sure students are familiar with it. If they are not, before
they get started on a final task, you should model the steps
for using it.
Self-assessment
The last page of each Student’s Book unit offers students
the opportunity to demonstrate what they have learnt
and reflect on their progress. This section does not have
specific notes for each unit. The following are a few general
guidelines as to how to approach it:
• Tell students that this section will help them evaluate
their progress. Go over the six tasks and the examples
with the class. Clarify any doubts and give a few more
examples if necessary.
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 • Encourage students to write five items for each of
the tasks and to use different pronouns, verbs, nouns,
etc., to add variety to their answers. Circulate as
students write to monitor their work.
• Have students rate their work according to how well
they think they did. Tell them they can write from 1 to
5 ticks on the scale below each task. Circulate to help
students rate their work.
• Then have students rate their overall work by adding
up the total number of ticks they got and writing them
on the scale at the bottom of the page.
• Call on six students to come to the board. Each
student writes on the board his/her answers to one of
the tasks. Discuss the answers with the class, make
any necessary corrections and clarify any doubts.
• Have students reflect on how much they have learnt.
Students who didn’t do as well as expected reflect on
how they can improve. Tell them to decide what they
need to revise or practise more. Ask them to flick through
the Student’s Book, Workbook and Extra Practice Book
pages to find sections / activities that can help them
reinforce the areas they are weaker at. Ask them to write
the relevant pages at the bottom of their self-assessment
sheet. Circulate and have students show you the pages
they have selected. Advise them as necessary.
Break Time
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There are two Break Time sections, each appearing after units
PL
3 and 6. The purpose of these sections is to allow students
to enjoy English as they play games and listen to songs. They
are an opportunity for further practice and for extension as
well. The Break Time section that appears after the first three
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units features a Puzzle Time page and a song by a well-known
band. The Break Time section that appears at the end of the
Student’s Book features a Play Snakes and Ladders page and
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another well-known song. The Puzzle Time page includes
word games that revise the language from preceding units.
The Play Snakes and Ladders page features a board game
that revises all the language taught in the book. The songs
are accompanied by a wide variety of activities aimed at
helping students explore the language used in the song and
understand its message.
Pronunciation
Pronunciation activities are integrated into every unit in
either the vocabulary or speaking sections. These focus on
sounds, stress and intonation.
Pairwork activities
What’s Up? units include pairwork activities that provide
opportunities for students to engage in interesting speaking
activities. Pairs are asked to open their books at different
pages of their Student’s Book so that they can exchange
the information they find. These activities will enable
students to use English in meaningful contexts and revise
the language they learnt.
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Workbook
The Workbook section has the same structure as the
Student’s Book and includes further practice of vocabulary,
reading, grammar, listening and writing. As with the
Student’s Book, the skills and language points are
integrated and personalised. Although all the Workbook
activities are suitable for self-study, many of them can be
used for extra material in the class. The Workbook units
consist of the following pages:
Page 1 and 2: Vocabulary and Reading
Page 3 and 4: Grammar and Listening
Page 5: Writing
Page 6: Self-check
The Workbook also features a listening comprehension
section that gives students a new opportunity to practise
their listening skills. The Workbook audio files can be found
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www.pearsonelt.com.ar/wu/workbookaudio.
in mp3 format at www.pearsonelt.com.ar/wu/workbookaudio
Teachers can assign these listening exercises as homework
for correction in the classroom as students will be able to
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download the audio files to their computers. You will find
the audioscript and the answer key to these exercises at the
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back of this Guide (page 76).
Extra Practice Book
This book helps students understand, reinforce and
practise the grammar and vocabulary taught in each
Student’s Book unit. It presents grammar in clear charts
with simple explanations and examples and useful
Remember! and Be careful! notes. It also provides
numerous practice opportunities in a wide variety of
controlled exercises that will help students acquire the new
structures.
Quick Check
The Quick Check features clear grammar charts and
examples of the main language covered in the Student’s
Book. Students will find it an invaluable tool for permanent
reference.
Teacher’s Resource Bank
This book is an invaluable tool for teachers. It features
a diagnostic test, unit checks and tests for every unit in
What’s Up? It also includes a mid-book revision test and
an end-of-book revision test. The material presented in the
Teacher’s Resource Bank is photocopiable and ready for
classroom use.
! Note:
Version B of these checks and tests can be found at
www.pearsonelt.com.ar/wu/tests. Your password to access
the site is: 51955.
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 Planificación anual
Unidad temática 1: Free time
Tópico: El alumno y las actividades de tiempo libre.
Tareas de comunicación y aprendizaje
(Páginas 7-8)
• Asociación de léxico referente a actividades de tiempo libre
con su representación gráfica.
• Identificación de la concordancia de Play / Do / Go con
distintas actividades.
• Clasificación de adjetivos según su connotación positiva o
negativa.
• Expresión de preferencias sobre distintas actividades.
• Producción guiada de los ítems lexicales aprendidos.
(Página 9)
• Elaboración de predicciones como estrategia de comprensión
lectora.
• Lectura y comprensión de un artículo que contiene entrevistas
e identificación de ideas generales e información específica.
• Identificación del punto de vista del autor y reflexión acerca
del mismo.
• Participación en una discusión oral grupal sobre el uso que
hacen los alumnos de su tiempo libre.
(Páginas 10-11)
• Sistematización de la estructura del presente simple en un
cuadro.
• Reconocimiento de la estructura Like + -ing.
E
• Reconocimiento del significado de los adverbios de frecuencia
y su posicionamiento en la oración.
PL
• Reconocimiento y formulación de preguntas abiertas con
How often…? y su respuesta con adverbios o expresiones de
frecuencia.
• Deducción de reglas gramaticales.
M
• Práctica de la pronunciación de la desinencia /IZ/.
• Producción guiada y libre (oral y escrita) de los contenidos
gramaticales aprendidos.
SA
(Páginas 12-13)
• Uso del conocimiento previo y descripción de una ilustración
como estrategias de comprensión auditiva.
• Escucha y comprensión de una conversación entre dos
alumnos sobre las actividades extracurriculares publicadas
en cartelera e identificación de ideas generales e información
específica.
• Escucha y comprensión de una entrevista sobre actividades
extracurriculares que servirá de modelo para el intercambio
entre los alumnos.
• Realización de una entrevista breve sobre actividades de
tiempo libre.
• Participación en juego de roles.
(Página 14)
• Análisis de los elementos presentes en un póster y de las
características del mismo.
• Diseño guiado de un póster sobre una actividad
extracurricular.
(Página 16)
• Autoevaluación guiada.
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Contenidos
Lexicales • Actividades de tiempo libre.
• Adjetivos calificativos que describen
actividades: boring, fun, relaxing,
creative, dangerous, easy, difficult,
interesting, good, expensive, aggressive.
• Concordancia: Play / Do / Go + actividad.
Gramaticales • Presente simple en sus formas
afirmativa, negativa e interrogativa.
• Like + -ing.
• Adverbios y expresiones de frecuencia:
always, usuallly, often, sometimes, never.
• How often…?
Fonológicos • Pronunciación de la desinencia /IZ/.
IT
• Pronunciación de los ítems lexicales
aprendidos.
• Entonación de preguntas abiertas y
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Proyecto final
(Página 15)
Tópico
• El alumno y las actividades de tiempo libre.
Proyecto
• Los alumnos se comunicarán para compartir información
sobre las actividades que realizan en su tiempo libre.
Contenidos
• Uso del tiempo presente simple.
• Uso de adjetivos calificativos.
• Uso de adverbios y expresiones de frecuencia.
• Uso de vocabulario para nombrar y describir actividades.
• Uso contextualizado de las macro habilidades.
• Uso de las habilidades del siglo XXI.
Tareas de preparación
• Ubicación de información en un cuadro generador de
ideas.
• Redacción de un borrador para su posterior edición.
Resultado esperado
• Opción 1: Elaboración de un post sobre las actividades
de tiempo libre realizadas por el alumno.
• Opción 2: Elaboración de un párrafo descriptivo de las
actividades realizadas por el alumno.
Repercusión pública
• Opción 1: Publicación del post en una página web
escolar. Lectura de los trabajos de los compañeros a los
fines de identificar personas con intereses similares.
• Opción 2: Publicación del párrafo en cartelera. Lectura
de los trabajos de los compañeros a los fines de
identificar personas con intereses similares.
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 Unidad temática 2: At home
Tópico: El alumno, su hogar y las actividades que realiza en él.
Tareas de comunicación y aprendizaje
(Páginas 17-18)
• Asociación de léxico referente a ambientes y objetos de un
hogar con las imágenes que los representan.
• Asociación de adjetivos de significados opuestos.
• Identificación de la concordancia entre verbos y sustantivos en
frases que describen tareas del hogar.
• Producción de los ítems lexicales aprendidos mediante la
participación en actividades lúdicas.
• Intercambio oral sobre las actividades que los alumnos
realizan en el hogar.
(Páginas 19)
• Reflexión previa como estrategia de comprensión lectora.
• Lectura y compresión de un cuestionario.
• Elección de respuestas a las preguntas del cuestionario para
reflexionar acerca de la personalidad propia.
• Análisis del resultado obtenido en el cuestionario.
• Participación en una discusión oral grupal acerca de gustos y
preferencias.
(Páginas 20-21)
• Sistematización de la estructura de los grados comparativo y
superlativo de adjetivos en un cuadro.
• Reconocimiento y producción de adjetivos irregulares.
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• Comparación de objetos y expresión de la opinión personal.
• Sistematización de la estructura de going to en un cuadro.
PL
• Escucha y repetición de un rap para la práctica de going to.
to.
• Deducción de reglas gramaticales.
• Producción guiada y libre (oral y escrita) de los contenidos
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gramaticales aprendidos.
(Páginas 22-23)
• Descripción oral de ilustraciones como estrategia de
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comprensión auditiva.
• Escucha y comprensión de un documental sobre una ciudad
flotante e identificación de ideas generales e información
específica.
• Expresión de la opinión personal sobre las ideas desarrolladas
en el documental.
• Escucha y comprensión de una conversación sobre planes
para el futuro que servirá de modelo para el intercambio entre
los alumnos.
• Intercambio oral en pares.
• Participación en un juego de roles.
(Página 24)
• Toma de conciencia sobre el uso del adjetivo en una descripción.
• Reconocimiento de la posición del adjetivo previa al sustantivo
o posterior al verbo to be.
• Identificación de los adjetivos en una descripción y de los
objetos descriptos por ellos.
• Lectura de una descripción de un ambiente que servirá de
modelo a los alumnos.
• Elaboración escrita de la descripción de un ambiente ideal.
(Página 26)
• Autoevaluación guiada.
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Contenidos
Lexicales • El hogar, las habitaciones, los objetos.
• Adjetivos que describen ambientes:
neat, tidy, big, clean, old, comfortable,
messy, uncomfortable, modern, tidy,
dirty, small.
• Tareas del hogar: wash the dishes, iron
the clothes, feed the pet, lay / clear the
table, tidy your room, hoover / sweep the
floor, take out the rubbish.
Gramaticales • Grados comparativo y superlativo de
adjetivos regulares e irregulares: smaller,
more … than, the smallest, the most
most.
• Uso de going to en sus formas
afirmativa, negativa e interrogativa.
IT
Fonológicos • Pronunciación de los ítems lexicales
aprendidos.
N • Entonación de preguntas abiertas y
cerradas.
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Proyecto final
(Página 25)
Tópico
• “La casa de mis sueños.”
Proyecto
• Los alumnos diseñarán la casa de sus sueños, se
imaginarán que en un futuro vivirán en ella y se
comunicarán para compartir sus planes.
Contenidos
• Uso de going to para expresar planes para el futuro.
• Uso de vocabulario para nombrar ambientes y objetos del
hogar.
• Uso de adjetivos calificativos para realizar descripciones.
• Uso de la forma comparativa y superlativa de los
adjetivos.
• Uso de expresiones que describen tareas del hogar.
• Uso contextualizado de las macro habilidades.
• Uso de las habilidades del siglo XXI.
Tareas de preparación
• Descripción de fotografías de distintos lugares y elección
de un lugar para la ubicación de su casa.
• Selección de información en un listado.
Resultado esperado
• Opción 1: Elaboración de un mapa conceptual utilizando
Cmap Tools.
• Opción 2: Elaboración de un mapa conceptual en papel.
Repercusión pública
• Intercambio grupal de mapas conceptuales, planes
imaginarios y comparación de ideas sobre la casa de sus
sueños.
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 Planificación anual

Unidad temática 3: Cinema

Tópico: El alumno y su interés por la ficción.
Tareas de comunicación y aprendizaje Contenidos
(Páginas 27-28) Lexicales • Tipos de películas.
• Descripción de fotografías relacionadas con el cine. • Profesiones relacionadas con el cine.
• Intercambio oral acerca de películas y actores famosos • Aspectos de una película: acting, special
utilizando conocimientos previos. effects, ending, costumes.
• Reconocimiento de ítems lexicales relacionados con tipos de • Adjetivos para describir películas:
películas, aspectos de las películas y profesionales del cine. great, amazing, really good, excellent,
• Categorización de adjetivos para describir películas según su interesting, poor, sad, bad, awful,
connotación positiva o negativa. horrible, boring.
• Producción guiada de los ítems lexicales aprendidos.
(Página 29) Gramaticales • Pasado simple del verbo to be en
• Discusión oral en base a conocimientos previos como sus formas afirmativa, negativa e
estrategia de compresión lectora. interrogativa.
• Lectura y comprensión de una biografía e identificación de • Pasado simple de verbos regulares e

ideas generales e información específica.
• Participación en una discusión oral grupal sobre el contenido
de la biografía.
(Páginas 30-31)
• Sistematización de la estructura del tiempo pasado simple del
verbo to be y de verbos regulares e irregulares.
• Reconocimiento y producción de las distintas pronunciaciones
de la desinencia -ed en los verbos regulares.
• Deducción de reglas gramaticales.
E
IT
irregulares en sus formas afirmativa,
negativa e interrogativa.
• Preposiciones de tiempo: in, on, at.
N • Expresiones de tiempo pasado: ((two
days / weeks, etc.) ago, yesterday
(morning), last (night / year / week /
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month).
Fonológicos • Pronunciación de la desinencia -ed de
verbos regulares en el pasado simple.

• Identificación de distintas preposiciones de tiempo. • Pronunciación de los ítems lexicales

• Identificación de expresiones de tiempo que se utilizan con el aprendidos.
PL

tiempo pasado simple. • Entonación de preguntas abiertas y

• Producción guiada escrita de los contenidos gramaticales cerradas.
aprendidos.
Proyecto final
(Páginas 32-33)
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• Descripción de imágenes como estrategia de comprensión (Página 35)

auditiva. Tópico
SA

• Escucha y comprensión de una entrevista a un productor • Análisis de una película.

de cine e identificación de ideas generales e información
específica. Proyecto
• Expresión de opiniones personales sobre la calidad de los • Los alumnos reflexionarán individualmente acerca de su
efectos especiales en películas que han visto los alumnos. opinión sobre una película y posteriormente compartirán
su opinión con sus compañeros.
• Escucha de una conversación sobre una película que servirá
de modelo para el intercambio entre los alumnos. Contenidos
• Intercambio oral en pares. • Uso del tiempo pasado simple.
• Participación en juego de roles. • Uso del tiempo presente simple.
(Página 34) • Uso de vocabulario relacionado con la descripción de
películas.
• Toma de conciencia del significado de palabras con distinta
ortografía y pronunciación idéntica o similar (its / it’s; there / • Uso contextualizado de las macro habilidades.
their / they’re; two / to / too; where / were). • Uso de las habilidades del siglo XXI.
• Lectura y comprensión de la descripción de una película. Tareas de preparación
• Identificación de los aspectos comprendidos en la descripción. • Selección de una película en pares.
• Elaboración libre de la descripción de una película. • Ubicación de información en un cuadro como medio
(Página 38) para generar y organizar ideas.
• Autoevaluación guiada. Resultado esperado
• Opción 1: Registro en MSN e intercambio de opiniones
sobre la película seleccionada.
• Opción 2: Intercambio oral en pares acerca de la película
seleccionada.

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 Unidad temática 4: Say ‘please’!
Tópico: El alumno, su cultura propia y el interés y el respeto por la cultura ajena.
Tareas de comunicación y aprendizaje Contenidos
(Páginas 39-40) Lexicales • Tipos de saludo en la cultura propia y
• Asociación de léxico referente al saludo y la cordialidad con ajena: shake hands, bow, wave, kiss,
las imágenes que los representan. hug, smile.
• Reconocimiento de adverbios de modo mediante la • Adverbios de modo que describen
identificación de palabras con significado opuesto. acciones.
• Reconocimiento de léxico descriptivo de conductas que • Conductas que representan buenos y
representan buenos y malos modales. malos modales (OK, rude, very rude).
• Producción guiada de los ítems lexicales aprendidos. Gramaticales • Uso del imperativo para expresar
(Página 41) órdenes y realizar pedidos.
• Identificación del tipo de texto, su autor, su título y la • Uso de should para pedir y dar consejo.
sección del periódico a la que pertenece como estrategia de • Uso de adverbios de modo para
comunicación lectora. describir acciones: slowly, politely, well,
• Lectura de un artículo de un periódico sobre las costumbres clearly, happily
clearly, happily, carefully.
de otras culturas e identificación de ideas generales e

IT
• Uso de can y could para realizar
información específica. pedidos amables.
• Identificación del punto de vista del autor.
Fonológicos • Entonación amable en pedidos con can
• Participación en una discusión oral grupal sobre las opiniones
expresadas por el autor.
(Páginas 42-43) N y could.
• Pronunciación de los ítems lexicales
U
aprendidos.
• Identificación de las formas afirmativa y negativa del modo • Entonación de preguntas abiertas y
imperativo para dar órdenes y expresar pedidos. cerradas.
• Reconocimiento del uso de should en sus formas afirmativa,
E

negativa e interrogativa. Proyecto final

• Identificación de adverbios de modo y análisis de su forma:
(Página 47)
PL

clearly, carefully.
Tópico
• Reconocimiento del uso de can y could en oraciones
interrogativas para expresar pedidos amables. • La diversidad de culturas en el mundo.
• Reconocimiento y producción de entonación amable en Proyecto
M

pedidos con can y could. • Los alumnos elaborarán un cuestionario sobre lugares y
• Deducción de reglas gramaticales. culturas en el mundo.
• Producción guiada y libre (oral y escrita) de los contenidos Contenidos
SA

gramaticales aprendidos. • Uso de should.

(Páginas 44-45) • Uso de can y could para realizar pedidos amables.
• Descripción de una ilustración como estrategia de • Uso de adverbios de modo.
comprensión auditiva. • Uso de vocabulario relacionado con conductas sociales.
• Escucha de una entrevista sobre la experiencia de un • Uso contextualizado de las macro habilidades.
adolescente en un país extranjero e identificación de ideas • Uso de las habilidades del siglo XXI.
generales e información específica.
Tareas de preparación
• Escucha y comprensión de dos diálogos breves, uno formal y
otro informal, en que dos personas se saludan. • Lectura y realización de un cuestionario que servirá de
modelo.
• Escucha y repetición de diálogos breves en distintos contextos
con atención a la entonación. • Redacción de un borrador para su posterior edición.
• Participación en juego de roles. Resultado esperado
(Página 46) • Opción 1: Creación de un cuestionario en la página web
www.surveymonkey.com.
• Toma de conciencia de los elementos (tópico y lengua) de un
folleto promocionando un viaje. • Opción 2: Creación de un cuestionario en papel.
• Lectura y comprensión de un folleto. Repercusión pública
• Redacción libre de un folleto. • Opción 1: Lectura del cuestionario recibido por email y
(Página 48) elección de respuestas.
• Opción 2: Intercambio oral entre pares. Los alumnos
• Autoevaluación guiada.
se turnan para realizar las preguntas de su cuestionario
y responder las preguntas del cuestionario de su
compañero.

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 Planificación anual
Unidad temática 5: Delicious!
Tópico: El alumno, sus comidas preferidas y las comidas típicas.
Tareas de comunicación y aprendizaje
(Páginas 49-50)
• Asociación de léxico referente a alimentos y platos
internacionales con las imágenes que los representan.
• Categorización de los alimentos.
• Asociación de platos con sus correspondientes ingredientes.
• Reconocimiento de verbos que expresan pasos de una receta
de cocina.
• Reflexión acerca de los lugares de los que provienen distintas
comidas típicas.
• Producción guiada de los ítems lexicales aprendidos.
(Páginas 51)
• Elaboración de inferencias previas como estrategia de
comprensión lectora.
• Lectura y comprensión de un blog post sobre comidas típicas
en distintos lugares del mundo e identificación de ideas
generales e información específica.
• Identificación del punto de vista del autor y reflexión personal
acerca del mismo.
• Participación en una discusión oral grupal sobre hábitos
alimenticios propios y expresión de opiniones personales.
(Páginas 52-53)
• Categorización de sustantivos contables e incontables.
E
• Reconocimiento de las expresiones de cantidad que
concuerdan con sustantivos contables e incontables.
PL
• Reconocimiento de preguntas con How much? y How many?
• Sistematización de las formas afirmativa, negativa e
interrogativa del tiempo presente continuo para expresar
planes para el futuro.
M
• Deducción de reglas gramaticales sobre forma y uso.
• Producción guiada y libre (oral y escrita) de los contenidos
gramaticales aprendidos.
SA
(Páginas 54-55)
• Descripción de una ilustración y expresión de hábitos
personales como estrategia de comprensión auditiva.
• Escucha y comprensión de una conversación en la que
se hacen planes para un picnic e identificación de ideas
generales e información específica.
• Escucha y comprensión de dos conversaciones en que se
elaboran planes que servirán de modelo para el intercambio
entre los alumnos.
• Intercambio oral en pares.
• Participación en juego de roles.
(Página 56)
• Toma de conciencia de los elementos de una receta: formato,
uso del imperativo, uso de abreviaturas.
• Lectura y comprensión de una receta.
• Ordenamiento de los pasos de una receta.
• Redacción libre de una receta.
(Página 58)
• Autoevaluación guiada.
What’s up? 2 Teacher’s Guide
A01_WU_TBWK_02ARG_1788_TTL.indd 12
Contenidos
Lexicales • Alimentos: productos lácteos,
frutas, verduras, carnes, pescado,
condimentos.
• Comidas típicas locales.
• Verbos que expresan pasos de una
receta de cocina: chop, boil, add, fry,
mix, peel, stir.
Gramaticales • Sustantivos contables e incontables.
• Cuantificadores: some, a lot of, any,
much, many.
• How much / How many?
• Presente continuo para expresar planes
futuros en su forma afirmativa, negativa
IT
e interrogativa.
Fonológicos • Pronunciación de los ítems lexicales
aprendidos.
N • Entonación de preguntas abiertas y
cerradas.
U
Proyecto final
(Página 57)
Tópico
• La dieta saludable.
Proyecto
• Los alumnos se informarán sobre porciones diarias
recomendadas, reflexionarán acerca de su dieta y
compartirán opiniones con sus compañeros.
Contenidos
• Uso de sustantivos contables e incontables.
• Uso de expresiones de cantidad.
• Uso de How much? y How many? para formular
preguntas.
• Uso de vocabulario referente a los alimentos.
• Uso de should para hacer recomendaciones.
• Uso contextualizado de las macro habilidades.
• Uso de las habilidades del siglo XXI.
Tareas de preparación
• Inserción de letras para completar palabras que
representan alimentos.
• Categorización de los alimentos en grupos.
• Análisis de una cuadro sobre porciones diarias
recomendadas y toma de conciencia sobre la dieta
propia.
• Elaboración de un borrador para su posterior edición.
Resultado esperado
• Opción 1: Elaboración de un post sobre la dieta propia.
• Opción 2: Intercambio oral en pares sobre la dieta propia.
Repercusión pública
• Opción 1: Publicación del post en una página web
escolar. Lectura de los trabajos de los compañeros a los
fines de compartir opiniones y hacer recomendaciones.
12
26/03/12 15:30
 Unidad temática 6: Talents
Tópico: El alumno, sus talentos y habilidades.
Tareas de comunicación y aprendizaje Contenidos
(Páginas 59-60) Lexicales • Vocabulario relacionado con los talentos.
• Asociación de léxico referente a profesiones y actividades • Construcción de palabras a partir de una
con las imágenes que los representan. misma raíz: art / artistic / artist.
• Discusión oral sobre gustos y ambiciones personales.
Gramaticales • El infinitivo de propósito.
• Transformación de palabras con igual raíz para la formación
• Pronombres indefinidos: someone,
de verbos, sustantivos y adjetivos.
anyone, something, anything.
• Identificación de la sílaba acentuada en palabras de más de
• Repaso: presente continuo, presente
una sílaba.
simple, pasado simple, going to.
• Producción guiada de los ítems lexicales aprendidos.
(Páginas 61) Fonológicos • Acentuación en palabras de más de una
sílaba.
• Expresión de conocimientos previos como estrategia de
comunicación lectora. • Pronunciación de los ítems lexicales
aprendidos.
• Lectura de un artículo publicado en una revista sobre Albert
• Entonación de preguntas abiertas y

IT
Einstein e identificación de ideas generales e información
específica. cerradas.
• Participación en una discusión oral grupal en que Proyecto final
se expresará la opinión personal sobre información
proporcionada en el artículo.
(Páginas 62-63) Tópico N
(Página 67)
U
• Reconocimiento de la estructura y el uso del infinitivo de • Talentos y habilidades.
propósito. Proyecto
• Reconocimiento del uso de pronombres indefinidos en
E
• Los alumnos realizarán una entrevista acerca de talentos y
oraciones afirmativas, negativas e interrogativas. habilidades a un compañero.
• Sistematización de la estructura de los tiempos presente
PL

continuo, presente simple, pasado simple y going to en un
cuadro comparativo de repaso.
• Deducción de reglas gramaticales.
• Producción guiada escrita de los ítems gramaticales
M
Contenidos
• Uso del presente simple, pasado simple y going to.
• Uso de vocabulario relacionado con la descripción de
talentos y habilidades.

aprendidos. • Uso contextualizado de las macro habilidades.

• Uso de las habilidades del siglo XXI.
(Páginas 64-65)
Tareas de preparación
SA

• Escucha y comprensión de una entrevista e identificación

de ideas generales e información específica.
• Escucha de un diálogo en que se planea un show escolar e
identificación de información específica.
• Elaboración libre de una conversación en que se planea un
show escolar.
• Participación en juego de roles.
(Página 66)
• Análisis de los elementos (tópico y lengua) que componen
la descripción de una imagen.
• Lectura de dos descripciones de una misma imagen a los
fines de identificar la más apropiada.
• Elaboración guiada de la descripción de una fotografía.
(Página 70)
• Autoevaluación guiada.
• Selección de habilidades de una lista.
• Elaboración de repuestas a preguntas.
Resultado esperado
• Opción 1: Realización de una entrevista y grabación de la
misma en video. Posterior edición de la grabación.
• Opción 2: Realización de una entrevista.
Repercusión pública
• Opción 1: Exhibición del video de la entrevista realizada a la
clase.
• Opción 2: Presentación del resultado de la entrevista
realizada a la clase.

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 Say ‘please’! 4
Student’s Book page 39
1 Ask students to look at the photos and identify the
social interaction depicted. Encourage students to say
Contents if they think the people are saying Hello, I’m sorry,
Communication Please or Thank you.
Talk about good and bad manners.
Discuss customs in different cultures. ANSWERS
Give commands and advice.
Describe actions. A. Please.
Make polite requests. B. Hello.
Tell an anecdote. C. Thank you.
Hold polite conversations. D. I’m sorry.
Write a travel brochure. E. Hello.
Grammar
Imperative - commands and requests.
2

IT
Should / shouldn’t - advice. Students work in pairs to think of a situation for each
Adverbs of manner. of the items on the list. Write on the board:
Can / could - polite requests.
I say ‘please’ when…
Vocabulary
Greeting people.
Describing actions. N
I say ‘thank you’ when…
I say ‘hello’ when…
U
Good and bad manners. I say ‘I’m sorry’ when…
Final task
Create a culture quiz:
Ask students to complete the sentences with their
E
own ideas. To finish, call on volunteers to share the
Go to www.surveymonkey.com and create your quiz.
situations they have thought of.
Then send your survey’s link to another pair by
PL

email so they can take your quiz.

Write your quiz on paper. Then join another pair, Linked activities
exchange quizzes and discuss the answers. • Vocabulary, Extra Practice Book, page 17
M

Study the unit goals with the students and clarify any
SA

doubts. Then read the final task that students will

be doing at the end of the unit. Make sure students
understand what the task is about. You may want to
have students go to page 47 to have a look at it. Point
out that in this unit they will be learning the language
they need to carry it out.

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 4 Vocabulary
Student’s Book page 40
3 a) Call on a student to read the examples in the first
column aloud. Ask students to rate the examples
1 Ask the students to look at the illustrations and
according to how polite or rude they think they are by
identify the gestures that they are portraying. Explain
any terms the students don’t know or tell them to look ticking the appropriate column in the chart.
up the information they need in a dictionary.

ANSWERS b) After students discuss the examples in pairs, ask:

Do you think it’s rude to [an example from the chart]?
a. bow Do the same with several examples. Have several
b. shake hands students express their opinion.
c. hug
d. wave
e. smile Linked activities
f. kiss
• Workbook section, Student’s Book, page 94
• Vocabulary, Extra Practice Book, page 17

2 a) Tell students that they are going to practise words

to describe actions. To exemplify, speak quietly and

IT
say, I’m speaking quietly and then raise your voice
and say, I’m speaking loudly.
Read the words aloud and have students repeat
chorally after you. In pairs, students match words with
opposite meanings. Encourage them to do the ones
N
U
they find easier first and use a dictionary if necessary.
Check answers as a class.

ANSWERS
E

1. c
PL

2. e
3. f
4. b
5. a
M

6. d
SA

b) Read the examples aloud. Have students write four

sentences using a verb from the box and an adverb
from Exercise 2 a).
Students write the sentences individually and then
share them with a partner. Finish the activity by asking
several students to write some of their sentences on
the board.

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Student’s Book page 41
4 To help students get ready to discuss in groups,
1 Tell students that they are going to read a newspaper
article. To get students ready for listening, ask them
to quickly look at the article to find its title, author and
the section of the newspaper it appears in.
ANSWERS
Title: Do it the local way
Author: Anton Weston
Section from the newspaper: Travel Tips for Happy Trips
Reading 4
ask them to think of their answers to the questions
individually and make notes for each question.
Then form small groups and have students discuss
the questions. Students should come to the
conclusion that the author uses the title ‘Do it the local
way’ because he thinks that in order to communicate
effectively when visiting another country, it is
important to know (and sometimes do) what the local
people do.

Linked activities
2 Students read the article individually. Then they read
• Workbook section, Student’s Book, page 95
the statements and look back at the text to find the
• Fast Finishers Activities, Extra Practice Book, page V
information they need to choose their answers. To
check answers, have students provide the correct
information for false statements.

IT
ANSWERS

1. F (In China, eating everything on your plate is not

rude. It indicates you want more food.)
2. F (In Japan, you shouldn’t clean your shoes. You
N
U
should take them off.)
3. T
4. F (In England, people never speak loudly or make a
E
lot of noise in public places.)
5. T
PL

6. T

3 Read the example in the chart aloud and as a class

M

provide a sentence for the ‘My culture’ column. (In my

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

Students copy the chart. In pairs, they write four

customs from the article in the ‘Other cultures’
column. Then they write sentences about what people
do in their culture in the ‘My culture’ column.
Finish the activity by calling on volunteers to share the
examples they have discussed with the class.

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 4 Grammar
Student’s Book pages 42 and 43 Should / shouldn’t - advice
Imperative - commands and requests Have students study the examples in the grammar
box. Explain that it is used to give advice and
Have students study the sentences in the grammar
sometimes (as in the examples in the grammar box)
box and ask, When do we use the imperative? (When
to express rules of conduct in a less direct but no
we want to give orders or make requests.) Write on
less binding way than must.
the board:
Refer students to Grammar Reference 4, Extra
1. Sit down.
practice Book, p. 14.
2. Please sit down.
Ask Which example is an order or command? (1)
Which one is a request? (2) If necessary clarify the 3 Have students do the exercise individually and check
difference between both terms. answers as a class.
Then ask, How do we form the negative imperative?
ANSWERS
(do not / don’t + base form of the verb.)
Refer students to Grammar Reference 4, Extra 1. c
practice Book, p. 14. 2. a
3. b

IT
1 Before students complete the rules, point out that
they should read carefully to decide if they should use 4 Read the problems aloud and clarify any doubts.
an affirmative or negative form. Students compare
answers with a partner and check answers as a class.
N
Students write a piece of advice for each problem
in pairs. Point out that there can be more than one
U
possible piece of advice / solution for each problem.
ANSWERS
POSSIBLE ANSWERS
1. Turn
E

2. Don’t be 2. You should buy one.

3. Say 3. You should get a part-time job.
PL

4. Show 4. You should ask a friend to lend you something to

5. Do wear.
6. Ask 5. You should go out with a friend.
7. Don’t forget 6. You should ask him to speak more slowly.
M

8. Don’t shout

Adverbs of manner
SA

2 a) and b) In pairs, students use the affirmative or
negative imperative to write four classroom rules. To
check answers, have students say the rules they have
thought of, make any necessary corrections and write
them on the board.
Have students vote on the six most important rules by
raising their hand each time you read a rule from the
board aloud. Keep a tally on the board.
Then get one or more students to create a poster for
the classroom with the six most voted rules.
Have students study the grammar box. Ask, What
is the normal position of adverbs – before or after
verbs? (After verbs.) How do we form adverbs of
manner? (adjective + -ly.)
Point out that when an adjective ends in -y, the -y
becomes -i and then we add -ly.
Ask students to give examples of adverbs that are
not formed by adding -ly to the adjectives (well, fast).
Refer students to Grammar Reference 4, Extra
practice Book, p. 14.

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 Grammar 4
5 Before students do the exercise, read the adjectives in Pronunciation
the box aloud and have the class call out the adverbs. Make students aware of the differences in intonation
Have students complete the sentences individually between English and Spanish, which is much flatter.
and check answers as a class. Using Spanish intonation to pronounce these phrases
in English can make them sound rude and impolite.
ANSWERS
Play CD Track 20. Drill chorally and individually.
1. happily
AUDIOSCRIPT CD TRACK 20
2. slowly
3. clearly A: Excuse me. Could you tell me the time, please?
4. carefully B: Yes. It’s five to ten.
5. politely
6. well

Linked activities
Can / could - polite requests
• Workbook section,
section, Student’s Book, pages 96 and 97
Have students study the grammar box. Ask, What • Grammar Reference and Grammar Practice, Extra
words do we use to make polite requests? (can or Practice Book, pages 14, 15 and 16

IT
could.) Do we use can or could in short answers?
(No, we don’t.) What do we use instead? (Sure. Yes
of course. I’m sorry and a reason.) Point out that in
English-speaking cultures it is very important to say
you’re sorry and give a reason. A plain ‘no’ will sound
N
U
rude.
Remind the students that it is essential to distinguish
can from can’t by pronouncing the end consonants
E
correctly. Warn them that this modal verb has many
other uses (to express ability, etc.)
PL

When asking for permission, speakers usually make

a distinction between can and may:: the latter is
considered to be more polite and respectful. Explain
this if appropriate according to the level of the class.
M

Refer students to Grammar Reference 4,

4, Extra
practice Book, p. 14.
SA

6 Students do the exercise individually. To check

answers, call on a student to read the questions aloud
and another student to read the replies.

ANSWERS

1. Can I use your camera?

I’m sorry. It’s not working well.
2. Can you help me?
Yes, but please wait a minute.
3. Can you tell me the time?
Sure. It’s 10.30.
4. Can you drop me at the station?
I’m sorry. I’m not going that way.

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 4 Listening and speaking
Student’s Book pages 44 and 45 AUDIOSCRIPT CD TRACKS 21 AND 22

1 To get students ready for listening, ask them to look at INT: Rita, tell us about what happened last summer.
the picture and describe what they can see. (A girl, a RITA: Well, I was staying with a French family, called
kitchen, two onions, a piece of (blue) cheese, a box of Monsigny. One day I offered to clean the kitchen.
cereals, a table, some chairs, the girl is smelling her INT: That was nice of you. What did you have to do?
hand, she’s cooking.) RITA: First, I washed up the dishes and then, I put the
food in the fridge. Next I saw a piece of cheese on
the kitchen table. It was blue and it smelled really
2 The aim of this activity is to help students bad too. So I put it in the rubbish bin.
understand main ideas. If students can decide what INT: Yuk! It sounds disgusting!
the girl is thinking, they will have understood the main RITA: Yes, it was but Madame Monsigny wasn’t very
idea of the listening text. happy when she came home.
Tell students that the girl in the picture is called Rita. INT: Why not?
Then call on a student to read the text in speech RITA: Because the smelly, old cheese was a present
balloon A aloud. To check comprehension, ask, Does from her mother.
the cheese smell good or bad? (Bad.) What does Rita INT: A present from her mother?
want to do with it? (Put it in the rubbish bin.) RITA: Yes, blue cheese is a delicacy in France and it’s

IT
Do the same with the other speech balloons. You can very, very expensive!
ask:
Speech balloon A – Is the cheese old or new? (Old.)
What does Rita want to do with it? (Ask Madame
Monsigny about it.)
4
N
Ask students to complete the story in pairs. Point out
that their answers to the questions in Exercise 3 will
help them do this exercise. You may want to play the
U
Speech balloon B – Does Rita like the cheese? (No.) track again so students can check their work. Then
Do the people in the place where Rita is like the call on a student to read the paragraph aloud.
cheese? (Yes.) What does Rita want to do with it?
E

(Cook something nice.) ANSWERS

PL

Play CD Track 21. Check the correct answer. 1. with a French family
2. clean the kitchen
ANSWER 3. washed (up) the dishes
4. put the food in the fridge
Speech balloon A.
M

5. put some cheese in the rubbish bin

6. came back
7. happy
3 Ask students to read the questions so that
SA

8. a delicacy / a present
they know what information to listen for. Listen again.
9. expensive / a delicacy
Play CD Track 22. Have students compare answers
with a partner and check answers as a class.

ANSWERS 5 a) and b) Ask pairs to think what Rita should say

and think of a reason to explain their choice. To check
1. She was staying with a French family. answers, call on several students to express their
2. She offered to clean the kitchen. opinion.
3. She was upset.
4. It was a delicacy / very expensive. ANSWER

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

might sound rude.

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 Listening and speaking 4
6 a) Tell students that they are going to listen 7 a) and b) Play CD Track 25. Have students
to two dialogues and ask them to decide which one listen to the dialogues and pay attention to the
sounds more formal. Tell them to pay attention to the intonation. Then play the track again pausing after
intonation used in each dialogue. Play CD Track 23. each exchange so students can repeat. Encourage
Explain to students that the correct reply to How do them to imitate the pronunciation so that they sound
you do? is How do you do? This expression is used polite.
when you meet someone for the first time. The reply AUDIOSCRIPT CD TRACK 25
for How are you doing? is different. How are you
doing? is similar to How are you? You can answer A: Would you like any more to eat?
these questions by saying Fine, thanks. B: No thanks, I’m full.

ANSWER A: You’re standing on my foot.

B: Oh, I’m very sorry.
The first dialogue is formal. The second is informal.

A: Could I have a sandwich, please?

b) Play CD Track 24 and ask students to B: Yes, of course.
complete the dialogue. Play the track again so
A: Do you want anything to drink?

IT
students can check their answers.
B: No thank you, I’m fine.
ANSWERS

1.
2.
Hello
How
8
N
Tell students that they are going to practise replying to
comments or requests.
U
3. meet
Arrange pairs into Students A and Students B. Each
4. Hi
student goes to the relevant page. Walk around the
5. nice
room as students interact, helping as needed.
E
6. doing
PL

Linked activities
AUDIOSCRIPT CD TRACKS 23 AND 24 • Workbook section, Student’s Book, page 97
A: Hello, my name’s Mr Brown. How do you do?
M

B: How do you do? I’m Emma Jenkins.

A: Pleased to meet you, Emma.
SA

A: Hi, I’m Felicity.

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

53 What’s up? 2 Teacher’s Guide

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 4 Writing
Student’s Book page 46
1 Tell students that they are going to read and then
write a travel brochure. Ask them to quickly look at
the brochure on page 46 and say what they think
a brochure is. (A small book that gives information
about a hotel, a city, a country, a museum, local
beaches, etc.)
Ask students to read the brochure about Scotland.
(You may want to ask students where Scotland is.)
Tell them to read the text quickly, ignore the gaps and
try to understand main ideas. The purpose of this first
reading is to understand gist.
Then read the list of phrases and sentences aloud.
Ask students to read the text again and complete the
gaps. Have students compare answers with a partner
and check answers as a class.
3 a) and b) Ask students to choose a place to write
about. Then ask them to think about the main
features (characteristics) of the place they have
chosen and complete the introduction with their own
ideas. Walk around the room helping as needed.
c) Ask students to choose the topics they are going
to write about. Encourage them to make notes about
each topic before they write the rest of the text.
As students write, ask them to use the text about
Scotland as a model. They should write a first draft,
submit it to you for correction and then write a final
draft. Encourage students to include a photo or
drawing to make their brochure attractive.
Linked activities
• Workbook section,
section, Student’s Book, pages 98

IT
ANSWERS • Fast Finishers Activities, Extra Practice Book, page V

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

N
U
2 Read the list of topics aloud and ask students to
circle the topics covered by the brochure. After
checking answers, ask random students to give some
E

information about each of the topics. You can prompt

them by asking questions, for example:
PL

Topic 1: Cultural events. When are there a lot of

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

ANSWERS
SA

The topics which are mentioned are:

1. cultural events 4. food
2. weather 7. places to visit

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

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 Final task 4
Student’s Book page 47
2 There are two options for this activity.
1 a) Clarify the different steps involved in this task: Tell For Option 1, students will need:
students that they are going to create a culture quiz
• laptops or computers
(a quiz about places and customs around the world).
• an nternet connection in the classroom to log on to
Remind students that in this unit they learnt that www.surveymonkey.com
different cultures have got different customs and that
• an email account to send their qui ’s link to their
it is important to know them in order to communicate
classmates
effectively and avoid problems when visiting foreign
countries. Ask students to say customs they
If you haven’t got all of the items listed above, choose
remember from the article on page 41.
Option 2.
Tell students that before they create their own quiz,
Option 1. In pairs, students write a first draft of their
they are going to take a quiz which they can then use
quiz on paper and submit it to your for correction.
as a model. Have students take the quiz individually
Then they log on to www.surveymonkey.com
and then compare answers with a partner.
and create their quiz online. Assign each pair of
students two classmates who they should send
b) Play CD Track 26. Students listen and
their quiz to. Students send their quiz’s link to their
check their answers.
classmates by email and take the quiz they have

IT
ANSWERS received.
Option 2. In pairs, students create a quiz on paper
1.
2.
3.
a
c
c
5.
6.
7.
b
a
b N
and submit it to you for correction. Students write a
final draft of the quiz and then sit in groups of four
U
to exchange quizzes and answer them.
4. c 8. a
For either option, remind students to: a) use the
quiz in exercise 1 as a guide, b) write 8 questions
E
about customs or places, and c) use the language
AUDIOSCRIPT CD TRACK 26 they practised in this unit. Walk around the room as
PL

students do their work, helping as needed.

1. In Bulgaria people move their head up and down
to say ‘no’.
2. In England you should ask questions politely. You
should say, for example, ‘Could you please tell me Linked activities
M

the way to the station?’ • Vocabulary, Extra Practice Book, page 17

3. People sometimes sit on the floor to eat in Japan. • Self-assessment, Student’s Book, page 48
SA

4. It’s rude to touch someone on the head in
Thailand.
5. People bow when they meet in Japan.
6. When you are in a restaurant in England, you
should turn your mobile off or set it on vibrate.
7. It is usual for men to hug each other in Turkey.
8. You shouldn’t serve wine with food in Saudi Arabia.
• Self-check, Student’s Book, page 99
• Unit check (version A), Teacher’s Resource Bank,
page 8
• Unit test (version A), Teacher’s Resource Bank,
pages 17 and 18
• Unit check and Unit test (version B) at
www.pearsonelt.com.ar/wu/tests

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

results as a class.

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 Unit Check 4 A
Name: Class: Date:

> Grammar and vocabulary 5 Insert the questions in Exercise 4 in the

following conversations.
1 Complete the box.
a A: It’s too difficult.
1 Good a B: Of course! Let me see it.
2 b Badly b A: I have a lesson at 8.00.
3 c Carefully B: Sure. I’ll be at home all the morning.
4 Patient d c A: I need to send an email.
5 Slow e B: Sorry, but I have to finish my
homework.
2 Complete using words from Exercise 1.
> Reading
1 Turtles walk .
2 Mothers are very with their 6 Read the text
ext and choose the title that
babies. best fits.

IT
3 You’ve got a 10 in your exam. I’m happy a You
ou are a mirror of people
you are doing .
b Do
N Do good and receive good
4 The man answered all my
c People
People mirror your attitudes
questions.
U
5 It is to see you so happy. Many times we find ourselves involved in difficult
situations that might even be annoying. Reacting
E

3 Complete
omplete the rules in the classroom. Use angrily results in angry answers. On the other hand,
the words in the box in the affirmative or positive and polite attitudes bring about friendly
PL

negative form. responses. People tend to mirror our behavior.

Who can refuse to do something you request with a
listen talk do shout answer smile and close with a “please”? How do we respond
M

impolite demands? Don’t you feel better when you

1 the exercises in silence.
say “hello” to your neighbours in the street or in
SA

2 to the teacher’s
explanations.
3 the teacher’s questions.
4 when the teacher is giving
instructions.
5 at your classmates in class.
It’s rude.
4 Put the words in order to form sentences.
1 use / could / computer / I / your / ?
2 help / you / me / this / exercise / can /
with / ?
3 we / meet / can / at 10.30 / ?
the elevator and they smile to you? Isn’t happiness
contagious when you hug your friends? Doesn’t
the same hug comfort your friend who’s facing sad
moments?
When we wish people a good day, they respond
“same to you”. We are immediately getting back
what give.
Since more often than not we receive what we give,
what about starting “the good manners chain”?
7 Fill in the blanks with should or shouldn’t.
According to the writer:
1 We _________ react angrily to annoying
situations.
2 We _________ hug sad friends.
3 We _________ answer impolitely.

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 Test 4 A
Name: Class: Date:

> Grammar 5 Match the two columns.

1 Choose the correct option. 1 Ask a you are sorry

1 Please, speak slow / slowly because I 2 Surf b the net

don’t understand English good / well. 3 Take c to bed early
2 My neighbour is polite / politely. He 4 Say d an aspirin
always smiles kind / kindly and says 5 Go e for permission
“hello”.
3 Henry waited patient / patiently to get 6 Use phrases in Exercise 5 to give advice.
into the theatre. Use should or shouldn’t.
1 Andrew is very tired.
2 Complete the sentences with the correct
2 The student wants to go out of the
adverb.
classroom.
1 Alice doesn’t work slowly, she works
3 The girls
irls want to find information about
.
the planets.

IT
2 The boys didn’t answer rudely, they
ou’ve got a headache.
4 You’ve
answered .
5 I broke my mom’s
mom favourite vase.
3 We are not speaking loudly, we are
N
speaking .
U
7 Put the words in order to form questions.
Put
4 The teacher is not explaining the
exercise patiently, he is explaining it 1 use / computer / can / your / I / ?
E

.
PL

2 please / close / you / window / could /

3 Complete
omplete the rules to live with a British the / ?
family. Use the affirmative or negative
imperative of the verbs in the box.
M

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

accept arrive be help prepare
SA

1 afraid of the pets at home. 4 drop / you / at the station / me / could / ?

2 with the housework.
3 late for dinner. 5 wait / a few minutes / can / please /
4 your own meals. you / ?

5 different cultures.

4 Your friend is going to the theatre. Give
him advice using should or shouldn’t.
1 forget to take the tickets
with you.
2 use the mobile phone inside
the theatre.
3 arrive some minutes earlier.
4 wait patiently to get into the
theatre.
5 talk during the performance.
8 Complete with the requests in Exercise 7.
a . It’s getting cold in here.
b . I make a phone call and
we start studying.
c . My bus leaves in 15
minutes.
d . I was absent from
school yesterday.
e . I need to send an email.

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 Test 4 A
Name: Class: Date:

9 Choose the correct answer to the requests Good manners are just good human relations.The
in Exercise 8. saying goes: “Treat others in the way you would like
1 OK. But don’t take too long. to be treated”.There’s no secret about this.

2 Yes, sure. I’m cold too. But not everybody behaves in the same way over the
world. Each culture has its own code.That is why
3 I’m sorry. I’m watching a video we must learn about the culture of a country we
conference. plan to visit.When we know how to behave, we can
4 I’m sorry. I don’t have my car here. establish better relations.
5 Sure. But give them back to me before
Thursday. We have a test on Friday. 12 Circle the correct option.
According to the writer:
> Vocabulary
1 Parents and teachers should … .
10 Fill in the blanks to find verbs. a tell us to b
be polite
1 W b be
e polite

IT
2 S LE 2 We
e receive friendly responses when … .
3 S AK N a we are polite
4 W E b we are impolite
5 H G
U
13 t
Read the text again and answer.
11 Fill in the blanks with verbs from 1 Why are good manners important?
E

Exercise 10.
2 How do we learn good manners?
PL

1 In formal situations men 3 What should we do when we plan to

hands, but when they meet friends visit a foreign country? Why?
they .
M

2 It is polite to when you say

> Writing
“hello”.
SA

3 Babies “goodbye” when 14 Write a travel brochure of your city.

their mothers go to work. • What is it like?
4 Japanese people as a sign of • How should we travel?
respect.
• What places should we visit?
• Where should we stay?
> Reading
Why should we be polite?
Good manners are important.They show how much
you care for your friends or people who surround
you. And we tend to learn them from our parents
and teachers. It is not what they say, but what they
do what we observe and imitate.
People tend to accept and receive us in a friendly
way when we are polite. On the other hand, when
we are impolite we receive a negative response from
others.

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 Answer key

Diagnostic Test A 2. Josefina is not with friends
right now.
1 1. is 2. works 3. has got 3. Does Raúl study English once
4. is 5. likes 6. are 7. like a week?
4. Tomorrow I am going to
2 1. Is Marcos your brother?
drive to school.
No, he isn’t. He’s my friend.
2. Does he work at the baker’s? 10 1. Teacher 2. tall 3. pet
No, he doesn’t. He works at 4. finger
a bank.
3. Is his motorbike Chinese? 11
No, it / she isn’t. It / She is chemist’s school supermarket
Japanese.
4. Does he like playing video newsagent’s baker’s cinema
games?
No, he doesn’t. He likes 12 1. e 2. b 3. d
playing chess.
5. Are his parents old? 13 1. Harry Potter and the Deathly
No, they’re young. Hallows
2. See the film and buy the
3 1. gets up 2. is 3. is sleeping tickets.
4. works 5. is not / isn’t 3. The writer and her / his
3. She (Anna) does not / doesn’t
like dancing flamenco.
4. My friends like surfing the
net.
5. My friends do not / don’t like
to have fruit for breakfast
very much.
6. My friends do not / don’t like
getting a lot of homework.
7. I like riding my bike.
8. I do not / don’t like playing
bank hairdresser’s
computer games very much.
9. I do not / don’t like to be late
library fruit shop
for school.
4. c 5. a 4 1. F 2. T 3. F 4. F
5 1. Luján 2. Alberto and
Francisco 3. Henry 4. Luján
5. Henry 6. Alberto and
Francisco

IT
working 6. is / ‘s making friends, this afternoon.
7. are 8. go 9. are / ‘re 4. On Saturday.
Unit Check 2 A
studying 10. is 5.
6.
They
hey have a cup of coffee.
Seven.
N 1 Adjective: cheap, comfortable
Comparative: bigger, cheaper,
4 1. was 2. went 3. rented
7. Lina loved
ved the first two films.
U
4. cycled 5. gave 6. took better
8. Magic. Superlative: biggest, most
7. had 8. were
comfortable, best
5 14 Student’s own answers.
E

Singular Plural 2 1. better than

man men
Unit Check 1 A 2. more expensive than
PL

knife knives 3. the most important

dish dishes 1 1. Albert
Albert is 15 years old. 4. the worst
city cities 2. He studies aat N° 234 5. older than
leaf leaves
M

secondary school.
kiss kisses 3. He does not / doesn
doesn’t watch 3 1. I am / I’m going to bring the
TV in the afternoon. books from the library.
6 1. Margarita
SA

argarita always rides her bike. 2. Fernanda and Héctor are

She never drives her car. And
sometimes, she makes her bed.
2. Alexia
lexia and Ana sometimes
ride their bikes and (they)
often drive their cars, but
they never make their beds.
3. Uncle Ted usually drives
his car and (he) sometimes
makes his bed, but he never
rides his bike.
7 1. a 2. some 3. but 4. any
5. are 6. My 7. sometimes
8. can 9. our 10. His
11. always have 12. can’t
13. because 14. must
8 1. her / you 2. him / She / him
3. us 4. me / you
9 1. My sisters go on holidays
sometimes. OR Sometimes,
my sisters go on holidays.
4. He always does his
homework. going to draw the pictures.
3. Marcela is not / isn’t going to
5. His father is a mechanic. He
repairs cars. He does not / prepare photocopies.
4. Is Andrés going to write the
doesn’t repair motorbikes.
6. He sometimes helps his father. script?
5. Are we (all) going to speak in
7. His mother is an artist. She
paints portraits. front of the class?
8. They are not / aren’t rich. 4 1. Jason wants to live in a big
9. They work hard every day. house.
10. They usually meet friends at 2. Anita’s school is modern.
the club on weekends. 3. Is Magalí sitting on an
uncomfortable sofa?
2 1. What time does
2. What do 4. Yamile’s house is never dirty.
5. I want to have a faster car.
3. Where do
4. What is / What’s 5 1. T 2. T 3. T 4. F 5. F
5. What does she do
6 1. Wendy’s (house).
3 1. Anna likes watching TV. 2. Pedro’s (house).
2. She (Anna) does not / doesn’t 3. The Gattys’ (house).
like chatting on the internet 4. Pedro.
very much. 5. Wendy.

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 Answer key

Unit Check 3 A 7 1. should not / shouldn’t 5. Are you sending an email

2. should tomorrow?
1 1. was 2. weren’t 3. were 3. should not / shouldn’t
4. wasn’t 5. was 6. weren’t 3 All of them.
7. were 8. was
Unit Check 5 A 4 1. does
2 1. were 2. I was 3. Were 2. didn’t hear / did you phone
4. they weren’t 5. was 1 1. b / c 2. b / c 3. a 3. doesn’t like
6. was 7. was 8. It wasn’t 4. went
9. was 10. was 11. was 2 Boil and peel the eggs and 5. Did / go
some potatoes. Mix the salad.
3 Fred got up very early, had a 5 A: artistic, inventive, magic,
shower, drank a cup of coffee 3 1. Joaquín is getting the fruit. musical
and walked to work. He did 2. Sebastián is laying the tables. V: imitate, draw, sing
not / didn’t drive because he 3. María José and Lucio are N: inventor, cartoon, magic,
was sleepy. He started work at preparing the salad. juggler, designer, musical, song
8.00 am and closed the office 4. Guillermina is frying the eggs.
for lunch. At 2.00 pm he got 5. Eugenia and Ana are making 6 1. F 2. T 3. T
back and worked until 5.00. He a cake.
7 1. It’s a comic strip.
went to the club and played 4 1. Is Joaquín laying the tables? 2. In 1964.
paddle with some friends. They No, he is not / isn’t. He is / ‘s 3. IIn Latin America, Europe,
chatted and had a drink. When Quebec and Asia.

IT
getting the fruit.
he arrived home, Fred was very 2. What are María José and 4. Two animated cartoon series
4.
tired so he didn’t watch TV. He Lucio doing? They are / ‘re and a movie.
ate some fruit and went to bed. preparing the salad.
N 5. Mafalda’s adventures in
books written in Spanish,
4 1. Did you get up late 3. Whoho is / Who’s making a
English and French.
U
yesterday? cake? Eugenia and Ana.
2. What did you have for 4. ebastián preparing the
Is Sebastián
breakfast? salad? No, he isn’t. He is / ‘s Test 1 A
E

3. What time did you finish laying the tables.

work? 5. What
W hat is / What’s Guillermina 1 1. watch 2. does 3. want
PL

4. Where did you go after work?
5. Who did you meet there?
6. Did you play tennis?
M
frying? She is / ’s frying the 4. Do 5. doesn’t like
eggs.
2 1. are not / aren’t 2. never live
5 1. TToo a fast food restaurant. 3. move 4. twice a month

5 1. F 2. F 3. T 4. F 2. TTo
o a restaurant in Las Cañitas 5. work 6. is 7. jumps 8. is
or Puerto Madero. 9. tells 10. are 11. always have
6 1. A time machine. 3. To a French restaurant or
SA

2. No, he wasn’t. to a restaurant serving 3 1. Why aren’t the Simmons a

3. In the past. Mediterranean food. very common family?
4. Typical
ypical mid-50’s melodies. 2. How often do they move
6 1. The asado. from town to town?
2. Seafood. 3. Where do they work?
Unit Check 4 A 3. At a stall in the street. 4. What does Mr Simmons do?
4. Fast food restaurants. 5. What does Ingrid tell people?
1 2. Bad 3. Careful
6. Who are clowns?
a. Well d. Patiently e. Slowly
2 1. slowly 2. careful 3. well
Unit Check 6 A 4 1. b 2. d 3. f 4. c 5. e 6. a
4. patiently 5. good 1 1. anything 5 1. play 3. go 5. do
2. someone 2. do 4. go
3 1. Do 4. Don’t talk
3. anything
2. Listen 5. Don’t shout 6 1. FUN / AGGRESSIVE
4. something / anything
3. Answer 2. EASY / DANGEROUS
2 1. Is Betty painting portraits 3. CREATIVE / EXPENSIVE
4 1. Could I use your computer? next year? 4. INTERESTING / DIFFICULT
2. Can you help me with this 2. Gonzalo is not / isn’t singing 5. RELAXING / BORING
exercise? with his band. Positive: fun, easy, creative,
3. Can we meet at 10.30? 3. I am / ‘m studying in the interesting, relaxing
5 a. 2 b. 3 c. 1 library. Negative: aggressive,
4. Is the (famous) acrobat dangerous, expensive, difficult,
6 c working in a (famous) circus? boring

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