Académique Documents
Professionnel Documents
Culture Documents
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, and work out simple rules to help them produce the new
relevant, up-to-date and motivating. The main aim of structures with accuracy. They are followed by written
What’s Up? is to help students learn English in meaningful, and oral exercises designed to help students practice the
communicative contexts and to provide them with a clear forms in a guided way which is personally relevant to them.
understanding of the language. After practicing at sentence level, the target structures are
frequently contextualised in dialogues or short narratives.
Grammar activities recycle vocabulary from the Vocabulary
Student’s Book and Reading sections of current and previous units.
The Student’s Book contains
six units based on stimulating, Listening and Speaking
varied topics. They have ten The Listening and Speaking section is a two-page spread
pages organised into the that provides two listening texts related to the unit theme.
following sections: The Listening section exposes students to the target
vocabulary and grammar in a natural monologue or
Lead-in page conversation. The colourful illustration sets the context
This page introduces the unit for the first listening. Pre-listening activities provide a
theme through colourful photos chance to share prior knowledge and practice some
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and questions related to them. key vocabulary. Post-listening comprehension activities
The aim of this section is to encourage students to understand gist and relevant
stimulate interest in the topic, information. They also help them develop the required
revise some basic vocabulary and encourage students to
share prior knowledge and experiences. The page also lists
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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 main objectives of the unit, among which is the task that The Speaking section provides a clear communication goal
students will be doing at the end of each unit. It is essential that makes students aware of possible uses of the new
that students are made aware of their final objective – a task in language. The listening text provides a model for the task
which they will use English the way it is used in the real world. that will follow. This task offers a unique opportunity for pairs
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of words or phrases. Varied exercises and activities allow An entire page is devoted to developing writing skills.
students to practice new words through meaningful spoken Writing rule boxes provide tips for good writing and help
and written activities. Interesting and updated texts cover develop micro skills such as punctuation, organisation
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a wide range of text types including magazine, newspaper and linkers. Writing tasks are carefully guided and cover
and websites articles, blog entries, personal diaries, stories, a wide range of texts, both formal and informal. They give
on-the-street interviews, biographies and quizzes. Their priority to message and encourage students to write for a
purpose is to expose students to the new grammar in a communicative purpose. A model text is always provided.
natural context. Pre-reading activities encourage students to
predict the content of a text and train them in the strategy Final task
of skimming to discover what it is about. Post-reading At the end of each unit students put together all they have
comprehension activities help students understand gist learnt in an achievable task that serves a twofold purpose.
and detailed information. They train students in the strategy Each task has been carefully designed to a) get students
of scanning by asking them to look back at the text and to use the language covered in current and previous units
find the information they need to answer the questions in a communicative context and b) help students gain
successfully. This section ends with a discussion activity, in experience using digital tools such as software programs
which students get a chance to sit in groups and share their and the Internet. Given that digital tools may not always be
views on the topic covered in the text. available to students, each final task offers two options.
Grammar
This two-page section provides simple grammatical Option 1 is to be carried out using laptops or
presentations and practice. The grammar points are clearly computers.
presented in boxes and cross-referenced to the Grammar
Reference, where students can find a more detailed Option 2 is to be carried out using traditional
explanation of the grammar point. The grammar boxes methods such as speaking and writing.
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taught in class.
advantages:
On a classroom website students can:
• 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.
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• Post comments to express their views.
• Develop critical thinking by reading their classmates’
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• They elicit the language taught in each unit and revise posts on given topics.
language from previous units. • Contact their teacher outside the classroom.
• They provide an opportunity for students to use
• Check their homework assignments.
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English creatively in a meaningful context.
• They include models that students can use as a guide. • Find useful links where they can get practice reading
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authentic materials.
• They allow students to work at their own level of
linguistic competence. • Post blog entries to share information.
• They consist of several steps to help students get • View the information their teacher has posted.
ready for their final goal and achieve it successfully.
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Notes:
Technology in the classroom 1 If you set up a website where students can post
Technology has become synonymous with modern life. comments, make sure to talk to them about the
The use of computers and the Internet is an integral part importance of respecting each other and not posting
of our daily routine, so students will feel at ease when comments which might cause offense to others.
using technology in the classroom. It will increase their
2 When working with software such as CMap Tools, make
motivation and engagement and thus enhance teaching
sure students are familiar with it. If they are not, before
and learning.
they get started on a final task, you should model the steps
We suggest creating and maintaining a classroom website for using it.
(or blog) because of its many benefits for both teachers
and students. It will improve communication, create new Self-assessment
opportunities to practise English and make learning more fun. The last page of each Student’s Book unit offers students
You can set up a free website or blog on http://kidblog.org/ the opportunity to demonstrate what they have learnt
home.php, https://sites.google.com, https://blogger.com or and reflect on their progress. This section does not have
any other available web-building site of your choice. The specific notes for each unit. The following are a few general
main purpose of this website is to create a place where guidelines as to how to approach it:
students can share their work by having their final drafts • Tell students that this section will help them evaluate
published. After being marked up, written assignments their progress. Go over the six tasks and the examples
are usually put away and then forgotten. If students’ work with the class. Clarify any doubts and give a few more
is published on a website, its authors will feel their work examples if necessary.
becomes memorable and its readers will get the chance to
view their classmates’ work and learn from it.
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need to revise or practise more. Ask them to flick through www.pearsonelt.com.ar/wu/workbookaudio.
in mp3 format at www.pearsonelt.com.ar/wu/workbookaudio
the Student’s Book, Workbook and Extra Practice Book Teachers can assign these listening exercises as homework
pages to find sections / activities that can help them for correction in the classroom as students will be able to
reinforce the areas they are weaker at. Ask them to write
the relevant pages at the bottom of their self-assessment
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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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sheet. Circulate and have students show you the pages back of this Guide (page 76).
they have selected. Advise them as necessary.
Extra Practice Book
Break Time
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3 and 6. The purpose of these sections is to allow students Student’s Book unit. It presents grammar in clear charts
to enjoy English as they play games and listen to songs. They with simple explanations and examples and useful
are an opportunity for further practice and for extension as Remember! and Be careful! notes. It also provides
well. The Break Time section that appears after the first three numerous practice opportunities in a wide variety of
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units features a Puzzle Time page and a song by a well-known controlled exercises that will help students acquire the new
band. The Break Time section that appears at the end of the structures.
Student’s Book features a Play Snakes and Ladders page and
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e identificación de ideas generales e información específica.
• Identificación del punto de vista del autor y reflexión acerca • Pronunciación de los ítems lexicales
del mismo. aprendidos.
• Entonación de preguntas abiertas y
• Participación en una discusión oral grupal sobre el uso que
hacen los alumnos de su tiempo libre.
(Páginas 10-11) N cerradas.
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Proyecto final
• Sistematización de la estructura del presente simple en un
cuadro. (Página 15)
• Reconocimiento de la estructura Like + -ing. Tópico
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• Reconocimiento del significado de los adverbios de frecuencia • El alumno y las actividades de tiempo libre.
y su posicionamiento en la oración. Proyecto
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• Reconocimiento y formulación de preguntas abiertas con • Los alumnos se comunicarán para compartir información
How often…? y su respuesta con adverbios o expresiones de sobre las actividades que realizan en su tiempo libre.
frecuencia.
Contenidos
• Deducción de reglas gramaticales.
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• Elección de respuestas a las preguntas del cuestionario para
reflexionar acerca de la personalidad propia. Fonológicos • Pronunciación de los ítems lexicales
• Análisis del resultado obtenido en el cuestionario. aprendidos.
• Participación en una discusión oral grupal acerca de gustos y
preferencias.
N • Entonación de preguntas abiertas y
cerradas.
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(Páginas 20-21)
Proyecto final
• Sistematización de la estructura de los grados comparativo y
superlativo de adjetivos en un cuadro. (Página 25)
• Reconocimiento y producción de adjetivos irregulares.
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Tópico
• Comparación de objetos y expresión de la opinión personal. • “La casa de mis sueños.”
• Sistematización de la estructura de going to en un cuadro.
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Proyecto
• Escucha y repetición de un rap para la práctica de going to.
to.
• Los alumnos diseñarán la casa de sus sueños, se
• Deducción de reglas gramaticales. imaginarán que en un futuro vivirán en ella y se
• Producción guiada y libre (oral y escrita) de los contenidos comunicarán para compartir sus planes.
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gramaticales aprendidos.
Contenidos
(Páginas 22-23)
• Uso de going to para expresar planes para el futuro.
• Descripción oral de ilustraciones como estrategia de • Uso de vocabulario para nombrar ambientes y objetos del
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ideas generales e información específica. irregulares en sus formas afirmativa,
• Participación en una discusión oral grupal sobre el contenido negativa e interrogativa.
de la biografía. • Preposiciones de tiempo: in, on, at.
(Páginas 30-31)
• Sistematización de la estructura del tiempo pasado simple del
N • Expresiones de tiempo pasado: ((two
days / weeks, etc.) ago, yesterday
(morning), last (night / year / week /
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verbo to be y de verbos regulares e irregulares.
month).
• Reconocimiento y producción de las distintas pronunciaciones
de la desinencia -ed en los verbos regulares. Fonológicos • Pronunciación de la desinencia -ed de
• Deducción de reglas gramaticales. verbos regulares en el pasado simple.
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• 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
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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,
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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
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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
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• Lectura y comprensión de un blog post sobre comidas típicas e interrogativa.
en distintos lugares del mundo e identificación de ideas
Fonológicos • Pronunciación de los ítems lexicales
generales e información específica.
aprendidos.
• Identificación del punto de vista del autor y reflexión personal
acerca del mismo.
• Participación en una discusión oral grupal sobre hábitos N • Entonación de preguntas abiertas y
cerradas.
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alimenticios propios y expresión de opiniones personales. Proyecto final
(Páginas 52-53)
(Página 57)
• Categorización de sustantivos contables e incontables.
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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)
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• Reconocimiento de la estructura y el uso del infinitivo de • Talentos y habilidades.
propósito. Proyecto
• Reconocimiento del uso de pronombres indefinidos en
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• 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
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Contenidos
continuo, presente simple, pasado simple y going to en un
cuadro comparativo de repaso. • Uso del presente simple, pasado simple y going to.
• Deducción de reglas gramaticales. • Uso de vocabulario relacionado con la descripción de
• Producción guiada escrita de los ítems gramaticales talentos y habilidades.
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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…
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Good and bad manners. I say ‘I’m sorry’ when…
Final task
Create a culture quiz:
Ask students to complete the sentences with their
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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
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Write your quiz on paper. Then join another pair, Linked activities
exchange quizzes and discuss the answers. • Vocabulary, Extra Practice Book, page 17
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Study the unit goals with the students and clarify any
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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
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they find easier first and use a dictionary if necessary.
Check answers as a class.
ANSWERS
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1. c
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2. e
3. f
4. b
5. a
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6. d
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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.
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ANSWERS
6. T
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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.
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Students write a piece of advice for each problem
in pairs. Point out that there can be more than one
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possible piece of advice / solution for each problem.
ANSWERS
POSSIBLE ANSWERS
1. Turn
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8. Don’t shout
Adverbs of manner
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2 a) and b) In pairs, students use the affirmative or Have students study the grammar box. Ask, What
negative imperative to write four classroom rules. To is the normal position of adverbs – before or after
check answers, have students say the rules they have verbs? (After verbs.) How do we form adverbs of
thought of, make any necessary corrections and write manner? (adjective + -ly.)
them on the board.
Point out that when an adjective ends in -y, the -y
Have students vote on the six most important rules by becomes -i and then we add -ly.
raising their hand each time you read a rule from the
Ask students to give examples of adverbs that are
board aloud. Keep a tally on the board.
not formed by adding -ly to the adjectives (well, fast).
Then get one or more students to create a poster for
Refer students to Grammar Reference 4, Extra
the classroom with the six most voted rules.
practice Book, p. 14.
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
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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
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rude.
Remind the students that it is essential to distinguish
can from can’t by pronouncing the end consonants
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correctly. Warn them that this modal verb has many
other uses (to express ability, etc.)
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ANSWERS
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
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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.)
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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
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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?
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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.
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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.
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students can check their answers.
B: No thank you, I’m fine.
ANSWERS
1.
2.
Hello
How
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Tell students that they are going to practise replying to
comments or requests.
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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.
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6. doing
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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?
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ANSWERS • Fast Finishers Activities, Extra Practice Book, page V
1. c, 2. b, 3. g, 4. a, 5. e, 6. f, 7. d
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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
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ANSWERS
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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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ANSWERS received.
Option 2. In pairs, students create a quiz on paper
1.
2.
3.
a
c
c
5.
6.
7.
b
a
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and submit it to you for correction. Students write a
final draft of the quiz and then sit in groups of four
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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
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about customs or places, and c) use the language
AUDIOSCRIPT CD TRACK 26 they practised in this unit. Walk around the room as
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4. It’s rude to touch someone on the head in • Self-check, Student’s Book, page 99
Thailand. • Unit check (version A), Teacher’s Resource Bank,
5. People bow when they meet in Japan. page 8
6. When you are in a restaurant in England, you • Unit test (version A), Teacher’s Resource Bank,
should turn your mobile off or set it on vibrate. pages 17 and 18
7. It is usual for men to hug each other in Turkey. • Unit check and Unit test (version B) at
8. You shouldn’t serve wine with food in Saudi Arabia. www.pearsonelt.com.ar/wu/tests
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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.
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5 It is to see you so happy. Many times we find ourselves involved in difficult
situations that might even be annoying. Reacting
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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
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2 to the teacher’s the elevator and they smile to you? Isn’t happiness
explanations. contagious when you hug your friends? Doesn’t
3 the teacher’s questions. the same hug comfort your friend who’s facing sad
moments?
4 when the teacher is giving
instructions. When we wish people a good day, they respond
“same to you”. We are immediately getting back
5 at your classmates in class.
what give.
It’s rude.
Since more often than not we receive what we give,
what about starting “the good manners chain”?
4 Put the words in order to form sentences.
1 use / could / computer / I / your / ?
7 Fill in the blanks with should or shouldn’t.
According to the writer:
2 help / you / me / this / exercise / can /
with / ? 1 We _________ react angrily to annoying
situations.
2 We _________ hug sad friends.
3 we / meet / can / at 10.30 / ?
3 We _________ answer impolitely.
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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
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speaking .
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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 / ?
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.
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5 different cultures.
4 Your friend is going to the theatre. Give 8 Complete with the requests in Exercise 7.
him advice using should or shouldn’t. a . It’s getting cold in here.
1 forget to take the tickets b . I make a phone call and
with you. we start studying.
2 use the mobile phone inside c . My bus leaves in 15
the theatre. minutes.
3 arrive some minutes earlier. d . I was absent from
4 wait patiently to get into the school yesterday.
theatre. e . I need to send an email.
5 talk during the performance.
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
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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
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13 t
Read the text again and answer.
11 Fill in the blanks with verbs from 1 Why are good manners important?
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Exercise 10.
2 How do we learn good manners?
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Diagnostic Test A 2. Josefina is not with friends 3. She (Anna) does not / doesn’t
right now. like dancing flamenco.
1 1. is 2. works 3. has got 3. Does Raúl study English once 4. My friends like surfing the
4. is 5. likes 6. are 7. like a week? net.
4. Tomorrow I am going to 5. My friends do not / don’t like
2 1. Is Marcos your brother?
drive to school. to have fruit for breakfast
No, he isn’t. He’s my friend.
very much.
2. Does he work at the baker’s? 10 1. Teacher 2. tall 3. pet 6. My friends do not / don’t like
No, he doesn’t. He works at 4. finger getting a lot of homework.
a bank.
7. I like riding my bike.
3. Is his motorbike Chinese? 11 8. I do not / don’t like playing
No, it / she isn’t. It / She is chemist’s school supermarket bank hairdresser’s
computer games very much.
Japanese.
9. I do not / don’t like to be late
4. Does he like playing video newsagent’s baker’s cinema library fruit shop
for school.
games?
No, he doesn’t. He likes 12 1. e 2. b 3. d 4. c 5. a 4 1. F 2. T 3. F 4. F
playing chess.
5. Are his parents old? 13 1. Harry Potter and the Deathly 5 1. Luján 2. Alberto and
No, they’re young. Hallows Francisco 3. Henry 4. Luján
2. See the film and buy the 5. Henry 6. Alberto and
3 1. gets up 2. is 3. is sleeping tickets. Francisco
4. works 5. is not / isn’t 3. The writer and her / his
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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
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
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
4. Where did you go after work? frying? She is / ’s frying the 4. Do 5. doesn’t like
5. Who did you meet there? eggs.
2 1. are not / aren’t 2. never live
6. Did you play tennis? 5 1. TToo a fast food restaurant. 3. move 4. twice a month
M
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