Teachers my life3

CONTENTS
prev

-Po

RES
S
’
R
HE
T E AC

Y
M

OU

BOO
E
C
R

K

E
F
LI
Andrea Dumas
Pupi Rabinovich

io

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Introduction

4

Pronunciation Teaching Notes

9

Planificación anual

12

Going Digital

16

Planificación de proyectos digitales

21

Student’s Book Contents

22

next

Class & WB Audio

Answer Key

Lesson Notes
Get Ready

24

Unit 1: Fun

28

Unit 2: Stories

36

Time Out A

44

Unit 3: City life?

46

Unit 4: Styles

54

Time Out B

62

Unit 5: Out and about

64

Unit 6: Techno life

72

Time Out C

80

Tests A

82

Tests A: Answer key & Audioscript

93

Background
Information

Digital Connections


INTRODUCTION
prev

A magazine-style consolidation
section, consisting of a doublespread every two units, is
presented at the end of the SB.
These spreads are meant to
integrate and consolidate the
lexical areas and grammar
structures of the preceding
two units, the last one being
an integration of all the six.

COURSE PRINCIPLES

COURSE COMPONENTS

Learning is not a linear but a spiral process that
involves the gradual development of broader and
deeper stages of learning. Learners construct
their own knowledge based on the known and the
given. ‘The old’ is revisited with different levels
of complexity until ‘the new’ eventually becomes
‘old.’ As the learning process takes place, the spiral
grows bigger and bigger. In this course, Ss explore

Student’s Book

MY LIFE is based on a student-centred approach.
It focuses on the Ss’ needs, abilities and interests,
with attractive topics that will arouse their curiosity.
The learners are at the centre of the learning
experience, which helps them play an active role in

the construction and appropriation of knowledge.
MY LIFE intends to help Ts promote Ss’
autonomy, support the development of cognitive
skills and learning strategies while encouraging the
use of the 21st Century skills.
In MY LIFE, language is used as and for
communication. The value and purpose of
language is to convey meaning and what gives
meaning to language is the context in which it is
used. MY LIFE presents all language in real-life
situations which give value to it. It is not language
vs. real-life situations; it is language for real-life
situations.

The Student’s Book includes: Student’s Book,
Workbook, a Quick Check and a Picture Dictionary.
The Student’s Book contains:
Six main units, each one consisting of 3 lessons
plus a special section for integration, extension
and project work (EDB: see below). Each lesson
contains work for approximately 3 teaching
periods, while the EDB section may also take 3
periods.

• Check Your Progress
activities for every unit
• Revision activities every
three units
Quick Check
For ease of use, the Quick Check

My Time Out
After working on the Time
Out Mag
motivated and prepared, Ss
will have the opportunity to
work on their own personal
‘Mag’ and use their own
ideas, their own ability to
research and make choices
in order to create a new
product - the spiral process

Class & WB Audio

book) covers the main language
points of both the SB and the WB.
Mini Dictionary
The Mini Dictionary
beginning of the book) includes some
of the words presented in the SB.
It aims at providing learners with
an opportunity to interact with the
vocabulary learnt, thus making the
process more memorable.

a new outcome, richer and
more complex.

Answer Key

5

4

level. The content and approach of this course
are intended not only to facilitate the teaching
and learning of the language but also to broaden
the students’ knowledge of the world, encourage
their curiosity and develop their strategies for
self-directed learning and learner independence.

while developing language skills and the ability to
transfer this knowledge to new situations. In this
process, Ss are expected to further develop critical
thinking and the ability to ‘learn how to learn.’

The Workbook, at the
end of the Student’s Book,
contains:
• Language and skills practice
for each lesson

Time Out Mag

Weekly
MY LIFE Objectives
is a four-level course designed for
???
learners

of English between the ages of 12 and
???
15, taking them from beginner to pre-intermediate
3 periods
???

next

Background
Information

What is EDB?
EDB stands for Explore,
Develop and Build, and is
meant to provide Ss with
the possibility of exploring
and developing different
kinds of texts, which will
or group production.
First, Ss are presented
with an authentic
linguistic and thematic
topics worked in the unit.
Then, a second text and an extra listening activity
are presented, so that Ss can see how this
preparatory activities pave the way for to the Build
section, where Ss work on their own language
production as a natural ‘outcome’ of the processes
of exploring and developing. It is important to
work on paper or in a digital version, making use

of the variety of resources at their reach.

Student’s

-kit

www.pearsonelt.com.ar/mylife
The use of computers and the
Internet is an integral part of
Ss’ lives. My Life gives Ss the
opportunity to practise at their own
pace, to use their knowledge and to
show their peers what they can do.

The
-kit includes:
• Online activities and language games with instant feedback
• Grammar and vocabulary pop-up notes as a self-learning resource
• Self-assessment section to help them monitor their progress
and make necessary adjustments
Learn more on page 16

Teacher’s
Resource Book
The Teacher’s Resource Book
aims at enhancing the Teacher’s
role as facilitator by providing
suggestions
and
guidelines to

exploit the
Student’s
Book
material.

The Teacher’s Resource Book
contains:
• Introduction notes
• Pronunciation notes
• Planificación anual
• Going Digital
• Lesson notes with SB and WB
Answer keys and Audioscript
• Diagnostic Test
• 6 Unit tests
• Mid-year and
End-of-year Tests
• Tests Answer key and
Audioscript

Each lesson in the Teacher’s
Resource Book includes:
• Topic, grammar and vocabulary
objectives
• A guided lesson plan with notes
and suggestions on how to deal
with every teaching point
• Extra practice activities
• Digital connection proposals
• Opportunities for CLIL

development
• Strategies to develop Ss’
awareness and learning skills
• Audioscripts and answer keys

Digital Connections


INTRODUCTION
prev
Weekly Objectives
LESSON
NOTES
??? following procedures are general guidelines
The
to
exploit the material in MY LIFE
???
suggestions
for each activity are included in the
???
detailed lesson notes.
Dialogues
Dialogues introduce the topic(s) and present
the linguistic components of the lesson in an
appropriate context. Key grammar and vocabulary

• Ask Ss to tell you which of the words from the
lexical set they already know, that is known words
and transparent ones.

• Refer Ss to the pictures and ask them to try and
guess which word corresponds to each photo or
picture.
• After having gone through the guessing activity,
you may want to have Ss look up the new
vocabulary in a dictionary.
• It is well known, and expected, that many words
advisable that Ts should intervene only once

If they are wrong, provide the correct pronunciation
and write the phonetics on the bb. Ask Ss to
repeat it in chorus or individually, paying attention
to both sounds and stress.
• Ss do the vocabulary exercise(s) in the book.
• Ss make sentences using the new vocabulary.
• Encourage Ss to keep in their folders or in their
• Ask Ss to revise the vocabulary of the lesson as
part of their homework by creating crossword
puzzles, a hangman game or a word search activity.
Exercises

Grammar
Grammar boxes present the grammar structures
in context. They are interactive in order to
encourage Ss to participate in the discovery and
reconstruction of the rules.
• Ss read the text(s) in the box and check the
meaning of the structure: position, possession, etc.
• Ask Ss to complete the Grammar boxes.
• Encourage Ss to work out rules for themselves.

• Ss may look for other examples in the Dialogue.
Note!
Note! boxes present aspects of the language that
do not involve the inference of a rule but require
special attention.
• Ss look at the text and infer its meaning.
• Ss may provide new examples considering both
meaning and form.
Vocabulary
Vocabulary is usually presented in lexical sets
and practised through exercises linked to the
grammatical points in the lesson. Illustrations
and photos are generally introduced to teach the
meaning of new words.

Exercises have been conceived to practise and
consolidate both structures and vocabulary. They
lead Ss from recognition to guided practice and
production, from controlled language activities
to freer activities.
• Ask Ss to read the rubrics and make sure they
understand what they have to do.
• Work together on one or two examples.
• Ss can then work individually, in pairs or small
groups.
• Encourage Ss to use the Grammar and Note!
boxes in the Student’s Book as a reference.
• Before checking the work with all the class, Ss
may check their result in pairs or small groups.
• The exercises both in the Student’s Book and the

Workbook can be set as homework. They may
then be corrected by the teacher or checked in
class.
Listening
• Ss look at the pictures and / or title and predict
the topic of the recording.
• Ss listen to the recording and check their
predictions.
• Ask Ss to read the rubric and check if they
understand what they have to do.

Speaking
• Ask Ss to read the rubric and make sure they
understand what they have to do.
• You may want to brainstorm vocabulary from
previous lessons that Ss may think necessary
for the task, and write the words on the bb.
Alternatively, you could also provide situations
that will require Ss to recycle both vocabulary and
structures.
• Ss can report individually, in pairs or in small
groups.
• Monitor Ss’ performance but try not to interrupt
consolidate that area of communication. Once
Ss are done with the speaking activity, encourage
self-correction by pointing out the mistakes either
in the choice of words and pronunciation, or in
the use of language.

Teacher’s

Reading
• Ss look at the pictures, text format and / or the
title to interpret and predict what it is about.
• Ss read the text to check predictions.
• Ask Ss to read the rubric and check if they
understand the activity they have to do.
• Ss work individually, in pairs or small groups.
• Once Ss have done the activity, check with the
class. Ss may refer to where in the text they have
found the answers.
• Ask Ss to re-read the text to get a global view
of the topic after they have analysed the text in
detail.

Class & WB Audio
Writing
• Ask Ss to read the rubrics carefully and make
sure they understand what they have to do.
• Remind Ss to use the model text as help.
• Elicit the language and words they may need and
write them on the bb.
• Depending on the complexity of the activity,

Answer Key

be set as homework. Next, they can swap their
pieces with a peer in class for comments and
7

6

• Ask Ss to look at the picture and make
predictions.
• Ss listen to the recording and / or read the
dialogue.
• Check their predictions and help them
understand the dialogue.
• Ss read the rubric for the task (make sure they
understand what they have to do).
• Ss work on the exercises individually or in pairs.
• Ss may check their answers in pairs or small
groups before the class check.
• Ss may be asked to account for their answers by
referring back to the information in the dialogue.
• Ss re-read the dialogue and may act it out in pairs.

• Play the recording a second time for Ss to do the
exercise.
• Ss work on the exercise individually or in pairs.
• Ss may check their answers in pairs or small
groups before checking with the whole class.
•
information, as well as meaning, emotions and
intentions expressed by stress and intonation.

next

Background
Information

-Portfolio

www.pearsonelt.com.ar/mylife
This course provides Ts with the
opportunity to enrich their lessons,
while facilitating and enhancing
the learning process itself through
online tasks with the endless
possibilities that ICT can bring to
the classroom.

The Guía de proyectos digitales includes:
Digital projects for every unit
Step-by-step task development
Printable worksheets
• e-Teacher’s Resource Book

Digital Connections

• e-Teacher’s Reading Corner
• Editable Resources:
Planificación anual
Planificación de proyectos digitales
Tests
Learn more on page 18


INTRODUCTION

PRONUNCIATION TEACHING NOTES
prev

ASSESSMENT

Instruments and guidelines

Assessment is extremely important for both Ts and

In order to facilitate the task of assessing, MY LIFE 3
provides the following instruments.

teaching and the learning process.
As it meets different objectives, assessment
requires appropriate means to achieve these
objectives.
• Assessment OF learning as a way to check and
register a result, that is what Ss have learnt at the
end of a lesson, unit, project and / or end of a
certain period in time.
• Assessment FOR learning as a way to look
into the learning process and provide both Ss
and Ts with an evidence of their situation at a
certain period in time, as well as offering possible

• Assessment AS learning as a way to enable Ss

In the WB:
• 6 Check Your Progress, one at the end of every unit
• 2 Revisions, after Unit 3 and Unit 6

Phonology plays a central role in oral communication as it helps to build understanding and express
meaning. Ss’ awareness and practice of the English sounds, stress, rhythm and intonation contribute
to better understanding and more effective communication. Systematic practice from day one will
When working with phonology, remember there is a sequence that goes from recognition through
imitation to production.

WHAT
Ss should become
aware of ...

In the Student’s
-kit :
• 6 Self Assessment, one for each unit in the
Student's Book, with instant feedback
-Portfolio:
In the Teacher’s
• 6 Digital projects: very much like the EDBs, they
help assess Ss’ ability to handle the language
learnt in new situations
• 1 Diagnostic Test, which will give the T an idea of the
class general knowledge of English at the beginning
of the course
• 6 Unit Tests, which mainly focus on the vocabulary and
grammar in the units, one test at the end of each unit
• 2 Term Tests (Mid-year and End-of-year) meant to
assess the language and skills learnt and developed
during the period covered

In all these sections, Ss put the vocabulary and

grammar of the units into practice and become
aware of their strengths and weaknesses. Their
mistakes may be confronted to the examples and
explanations in the Grammar boxes, or in the
Grammar and Vocabulary pop-ups in the online
practice.

suggestions on how to deal with Ss’ performance,
and on how to provide them with feedback.

Class & WB Audio
Word stress.
Every word is made from stressed and weak
syllables. The focus of attention will always be
on the stressed syllables. It is important to make
Ss aware of the number of syllables in a word
and which one is to be stressed.
E.g. real = one syllable / realistic = 3 syllables
(stress on the second syllable).
Note: Transparent words are often stressed
differently in Spanish and in English.
E.g. computadora / computer; doctor / doctor;
famoso / famous
Sentence stress.
Many words change their sound shape when
they occur in an utterance or sentence. For
example, auxiliaries, prepositions and pronouns
are usually weakened in order to make content
words (nouns, verbs, adjectives, adverbs) more
prominent and facilitate the understanding of

the important information being conveyed.
That is the reason why there is no need to
understand every single word in an utterance or
sentence since the important information will be
conveniently stressed.
E.g. They go to Paris in the summer. / There’s a
cooker in the kitchen.
Intonation.
There are basically two intonation patterns in
English: falling and rising. As a rule,
1. statements take a falling intonation, E.g.
My name is Tom.

2. questions may take a falling or a rising
intonation. In general,
a. Wh- questions take a falling
intonation,

Answer Key

What’s your name?
b. Yes / no questions take a rising
intonation,
Are you from India?
Sounds and letters correspondence.
There is not a one-to-one correspondence
between letters and sounds in English. The
number of letters in both English and Spanish
is the same but there are more sounds than
letters in English.

E.g. the letter o is pronounced /ɒ/ in got, /ʌ/ in
come, /ɔ:/ in sports, /uː/ in who, /əʊ/ in hello.
Voiced and voiceless sounds.
Voiced sounds produce vibration in the vocal
cords when they are pronounced. Ss can
feel the vibration of their vocal chords when
touching their throats softly while producing
a sound. All vowel sounds are voiced while
consonant sounds may be voiced or voiceless.
E.g. /v/, /m/ and /r/ are voiced, /b/, /t/ and /f/
are voiceless.

9

8

so that they can monitor their understanding,
account for their achievements and failures, and
make the necessary adjustments.

In the SB:
• 6 EDBs, (one at the end of each unit), in order to
double check how well Ss are handling the content
of the units in new situations

next

Background
Information

Digital Connections


PRONUNCIATION TEACHING NOTES

ENGLISH PHONEMES
prev

Intonation.
• Make Ss listen to intonation patterns in the
recording and mark them, moving their hands
up or down.
• To practise questions, write a yes / no and a
Wh- question on the bb.
E.g. Where are you from? Do you like soup?
Student A “hums” the question and Student B
answers.
• Make Ss repeat dialogues after the recordings
several times, in chorus, pairs or individually.
Note: You may use the recordings in the Use
your English section to work on stress and
intonation.

words and to develop self-access skills.
• Give Ss a list of words for them to sort out
according to their sounds. E.g. words starting
with the sound /θ/.
• Have Ss predict the pronunciation of a written
word before listening to a recording.
• Provide Ss with “tongue-twisters” for them to

practise the different sounds.
E.g. Peter, put the pens, pencils and paper in
that plastic bag. / The doctor’s daughter talks
a lot. / Vivian and Vicky live in Vivendi.
• Play games, such as Bingo or Tic-tac-toe,
with sounds. In this way, Ss will not only
practise sounds but also refresh vocabulary.
E.g. Name 5 words with /ɑː/.

10

b

t

d

tS

dZ

k

g

f

v

T

D

s

z

S

Z

m
/mœn/

man

n
/naIs/
nice

N
/TIN/
thing

h
/ "hœpi/
happy

l

r

w

j

/pen/
pen
/tSe´/
chair

Sounds and letters correspondence.
Voiced and voiceless sounds.
• Make Ss listen to the recording and pay
attention to the way words are pronounced.
Elicit which sound(s) is (are) most frequently
repeated.
• After working with a vocabulary activity,
ask Ss to imitate the pronunciation after the
recording.
• Describe the position of the vocal organs
when pronouncing each sound.
E.g. Open your jaw. Touch your lower lip with
your upper teeth. In this way, pronunciation
some suggestions in the TB lesson notes.
• Guide Ss to notice the difference between
Spanish and English sounds.
E.g. /b/ bote vs boat - /d/ dado vs. don’t.
• Lead Ss to discover the difference between
voiced and voiceless sounds by feeling the

vibration of the vocal cords on their throat as
they pronounce the different sounds.
E.g. /z/ - /s/, /v/ - /f/, /t/ - /d/.
• Present the phonetic symbols gradually. When
you work on vocabulary, you may want to
write the phonetic script so that Ss get used to
the symbols. Phonetic symbols are also useful

p

/fO…/
four
/sIks/
six

/lUk/
look

Vowels

i…

/si…/
see

/ "dZ‰…m´n/
German
/"veri/
very

/zu…/
zoo

/red/
red

I

/hIz/
his

/ti…/
tea
/kœt/
cat
/TINk/
think

/Si…/
she

/wÅnt/
want

U

/lUk/
look

/deI/

day
/gUd/
good
/Dæt/
that

/ "telI "vIZn/
television

/ju…/
you

‰…

O…

œ

A…

Å

/bæd/
bad

/bʌt/
but

/h‰…/
her

/kA…/
car

I´

eI

U´

OI

´U

e´

aI

aU

/hI´/
hear
/"tU´rIst/
tourist
/we´/
where

/neIm/
name
/bOI/
boy

/maI/
my

/n´U/
no

/haU/
how

Answer Key

u…

´

/´"baUt/
about

Class & WB Audio

/jes/
yes

e

/ten/
ten

Diphthongs

/bUk/
book

11

Word stress.
• Make Ss listen to the recordings in MY LIFE
and focus on rhythm. Help them notice there
are different beats produced by a combination
of stressed / unstressed syllables. It would be
a good idea to ask them to mark the beats on
their desks.
• Make Ss repeat words / sentences after the
recordings several times, paying special
attention to the stresses.
• Ask Ss to listen to the recording and underline
the strongest syllable in a word or the
strongest words in a sentence.
• As Ss become familiar with sentence stress,
have them predict which words will be
stressed before listening.
• Contrastive stress: When correcting exercises,
help Ss notice that words which are not
generally stressed may be emphasised for
contrast, E.g. It’s not my book, it’s her book.

Consonants

v

HOW TO
help them with ...

next

Background
Information

/ "mO…nIN/
morning
/hÅt/
hot

Digital Connections


PLANIFICACIÓN ANUAL

Tiempo /
Unidad
Unidad
Preparatoria |
Get Ready

Comprensión y producción relacionadas
con los temas desarrollados para la
revisión

4 horas

12 horas

Comprensión de un blog sobre viajes
Comprensión de un artículo periodístico
acerca de eventos artísticos
Diálogos de intercambio que responden
a sugerencias
Comprensión de un diálogo entre un
músico y su agente
Comparación de lugares
Elaboración de un folleto sobre eventos
artísticos en la ciudad
Redacción de un email
Entrevista a pares para responder una
encuesta
Actividades de integración
CLIL:
Eventos artísticos en la ciudad

C
O

Class & WB Audio

Estrategias
Vocabulario

Gramática

Fonología

Instrucciones áulicas
Identificación
personal
La familia
Actividades de tiempo
libre
Países y
nacionalidades
Objetos de uso diario

Presente continuo:
acciones que se
están realizando
Presente simple:
rutinas
Posesión y relación:
Have / has got
Adjetivos y
pronombres posesivos
Posesivo ’s
Gustos: like
Reglas y normas:
Must / mustn’t
Conectores: and / but /
or / because / so

Entonación de
preguntas abiertas y
cerradas

Pronunciación de s en
el caso genitivo: /s/,
/z/ y /Iz/

Inferencia de reglas
gramaticales
Intenciones y planes
futuros: Going to
Comparativos y
superlativos
Comparaciones de
igualdad e inferioridad:
As … as / less … than
Sustantivos contables
e incontables
Cantidad: Much /
many / a lot (of)
Palabra interrogativa
How + adjectivo
Sugerencias

Pronunciación de /‰…/
Pronunciación de
going to
Formas fuertes y
débiles
Entonación de
preguntas abiertas y
cerradas

Sentimientos y
estados de ánimo
Cifras grandes:
hundred and
thousand
Sustantivos
incontables

Answer Key

Organización de la forma diaria y semanal de
trabajo
Reflexión sobre la organización y modo de uso
del libro
Desarrollo de la atención selectiva en clase

12

1 | Fun

Dimensión textual

Dimensión contextual
(Temas, situaciones comunicativas y
macrohabilidades)

PD

Dado que el aprendizaje de una lengua extranjera no es lineal sino espiralado, de niveles cada vez más amplios y profundos, los contenidos, habilidades y estrategias
incluidas en cada unidad se reutilizarán e integrarán en las demás unidades.

Aún cuando las estrategias se mencionan una sola vez y no vuelven a repetirse en cada unidad, su aprendizaje se hará en forma integral desde la primera lección,
profundizándolas a lo largo del año.

next

.D

F

prev

Background
Information

Recuperación de conocimientos previos
Iniciación del trabajo participativo, responsable
y cooperativo
Digital Connections

Aprendizaje de la planificación de tareas:
naturaleza de la tarea, recursos, etc.
Iniciación en estrategias para la comprensión
de textos orales y escritos
Iniciación en actividades para inferencia de
reglas gramaticales
Iniciación en la reflexión metalingüística
Desarrollo de estrategias sociales
(compromiso, cooperación y empatía con
otros)
Desarrollo de la conciencia cultural y su

diversidad


PLANIFICACIÓN ANUAL

Unidad

2 | Stories
12 horas

(Temas, situaciones comunicativas y
macrohabilidades)

Vocabulario
Acciones
Excusas

Gramática

Fonología

Inferencia de reglas
gramaticales
Pasado simple
en sus formas
afirmativa, negativa e
interrogativa
Pasado continuo:
acciones en progreso
en el pasado

Pasado continuo vs.
Pasado simple
While / when
Preposiciones de
movimiento: over,
through, along, up,
down, into, out of

Pronunciación de /Å/
y /O…/
Pronunciación de
la terminación de
verbos regulares en el
pasado /d/, /t/, /Id/
Pronunciación de /w/
Formas fuertes y
débiles
Entonación de
preguntas abiertas y
cerradas
Patrones de
acentuación y ritmo

Time Out A
3 horas

Comprensión y producción de textos
orales y escritos que permitan el
desarrollo de la capacidad de transferir
los conocimientos adquiridos en las

Unidades 1 y 2 a un nuevo contexto:
memorias de la infancia
CLIL:
Investigación sobre la memoria

C

Lectura y comprensión auditiva:
Activación de los conocimientos previos para la
interpretación de los textos
Reconocimiento del tipo textual y sus
características
Localización en tiempo y espacio del discurso
oral y / o escrito
Utilización del paratexto para la elaboración de
hipótesis de lectura / escucha

Revisión y
consolidación
de estructuras
y funciones
gramaticales

Answer Key

Comprensión de la idea global del texto
Comprensión detallada del texto
Análisis de la intencionalidad del mensaje oral
y / o escrito

Transferencia de la información del texto
relevada a nuevos contextos
Revisión y
consolidación de
vocabulario

Class & WB Audio

Background
Information

Interpretación de sentimientos, actitudes u
opiniones expresadas en el texto a través de la
estructura, el énfasis y la entonación

CLIL:
El relato fantástico

Consolidación 1

O

Estrategias

13

Comprensión de diálogos sobre
excusas
Comprensión de un chiste
Lectura de una historia insólita

Comprensión de un historia relatada por
un adolescente
Diálogos de intercambio para ofrecer y
responder disculpas
Elaboración de finales alternativos para
una historia
Comprensión de relatos fantásticos
Narración de una anécdota del Día de
los Inocentes
Elaboración de un relato fantástico
Actividades de integración

next

.D

Dimensión textual

Dimensión contextual

PD

Tiempo /

F

prev

Expresión en forma
inteligible

Consolidación:
Transferencia de nociones lingüísticas a nuevas
situaciones comunicacionales
Integración de saberes en nuevos contextos
Iniciación al uso del diccionario monolingüe

Digital Connections


PLANIFICACIÓN ANUAL

Proyecto

3 | City life?
12 horas

12 horas

Consolidación 2
Time Out B
3 horas

Vocabulario

Gramática

Comprensión y producción de
materiales orales y escritos sobre
situaciones de viajes

Elaboración de diálogos y presentaciones
breves referidos a instrucciones para
localizar lugares en la ciudad
Discusión acerca de problemas en la
ciudad
Comprensión de opiniones acerca de
lugares donde vivir
Comprensión de un blog de viajes
Elaboración de un documental sobre
megaciudades
Actividades de integración
CLIL:
Las megaciudades

Lugares en la ciudad
Adjetivos descriptivos
Viajes

Inferencia de reglas
gramaticales
Preposiciones
de lugar: next to,
between, in front of, on
the corner of, opposite
Too + adjective (+ to
infinitive)
El Presente continuo
para expresar arreglos
en el futuro
Palabra interrogativa

How long?

Comprensión de una conversación en la
red social
Comprensión de una entrevista a una
actriz y a un grupo de jugadoras de
hockey
Discusión sobre personas importantes y
personajes ficcionales
Intercambios dialógicos sobre la
selección de ropa
Elaboración de una descripción personal
Redacción de una entrevista a un
deportista o un entrenador
Actividades de integración
CLIL:
Los grandes del deporte

Adjetivos de
personalidad
Descripción de la
ropa
La apariencia
personal

Comprensión y producción de textos
orales y escritos que permitan el
desarrollo de la capacidad de transferir los
conocimientos adquiridos en las Unidades
3 y 4 a un nuevo contexto: las bacterias

CLIL:
Investigación sobre las bacterias y sus
usos

Revisión y
consolidación de
vocabulario

C

F

Estrategias

O

(Temas, situaciones comunicativas y
macrohabilidades)

Fonología
Formas fuertes y
débiles
Entonación de
preguntas abiertas y
cerradas
Patrones de
acentuación y ritmo

Oralidad:
Utilización de elementos lingüísticos conocidos

en nuevos contextos comunicativos
Class & WB Audio

Gramática:
Inferencia de reglas gramaticales a partir del
análisis de oraciones
Uso de técnica de subrayado para resaltar la
forma de la estructura

Answer Key

Comprensión de la forma, el significado y la
función del punto gramatical
Representación kinética para el aprendizaje de
una estructura gramatical
Deducción y aplicación de reglas gramaticales
Análisis contrastivo (Español / Inglés)

Inferencia de reglas
gramaticales
Obligaciones: Have to
Be like and look like
Adverbios: a bit /
quite / very / really +
adjectives
Pronombres
indefinidos con every-,
some-, any-, noLook + adjectives

Entonación de

preguntas abiertas y
cerradas
Patrones de
acentuación y ritmo

Revisión y
consolidación
de estructuras
y funciones
gramaticales

Expresión en forma
inteligible

Escritura:
Búsqueda de información para la redacción de
un texto
Elaboración de esquemas para la organización
de ideas previo a la producción
Desarrollo de la escritura procesual
Autocorrección
Cooperación de pares en la redacción de
textos

Consolidación:
Transferencia de nociones lingüísticas a nuevas
situaciones comunicacionales
Integración de saberes en nuevos contextos
Iniciación al uso del diccionario monolingüe

14

4 | Styles

Dimensión textual

Dimensión Contextual

PD

Unidad /

next

.D

prev

Background
Information

Digital Connections


PLANIFICACIÓN ANUAL

Proyecto

5 | Out and
about

12 horas

(Temas, situaciones comunicativas y
macrohabilidades)

Lectura de publicidades turísticas
Lectura e interpretación de blogs de
viajes
Comprensión de un diálogo sobre
problemas para acampar
Intercambios dialógicos sobre
experiencias personales
Redacción de un blog de viajes
Actividades de integración

Estrategias
Vocabulario
Actividades
vacacionales
Camping
Turismo

Gramática
Experiencias:
Presente perfecto con
ever y never
Presente perfecto con
just, already y yet
Pasado simple vs.
Presente perfecto

C
O

F

Dimensión textual

Dimensión Contextual

PD

Unidad /

next

.D

prev

Fonología
Formas fuertes y
débiles
Entonación de
preguntas abiertas y
cerradas
Patrones de
acentuación y ritmo

Vocabulario:

Class & WB Audio

Desarrollo de estrategias para la comprensión
de vocabulario: inferencia de significado por
contexto, uso del diccionario
Utilización de técnicas para la recuperación
del léxico: agrupamiento, asociación, uso de
imágenes visuales y sonoras, clasificación,
organización y mapas semánticos

Answer Key

CLIL:
Turismo

12 horas

Computación
Fallas
Acrónimos
tecnológicos

Inferencia de reglas
gramaticales
Will para promesas y
predicciones
Oraciones
condicionales (Tipo 1)
Will vs. Going to

Pronunciación de
will / won’t
Pronunciación de los
diptongos /aU/ y /´U/
Formas fuertes y
débiles
Entonación de
preguntas abiertas y
cerradas
Patrones de
acentuación y ritmo

15

6 | Techno life

Comprensión de un artículo periodístico
sobre planes espaciales
Comprensión y análisis de un cómic
Comprensión de una conversación en
un negocio
Redacción de un cómic sobre
predicciones para el futuro
Comprensión de predicciones de un
adolescente
Intercambio dialógico sobre problemas
y fallas en los objetos
Actividades de integración

Autoevaluación:
Monitoreo de la propia producción
Autocorrección
Autoevaluación de actitudes, habilidades y
logros
Toma de conciencia del propio progreso
Formulación de objetivos

CLIL:
Colonia espacial en Marte

Consolidación 3
Time Out C
3 horas

Comprensión y producción de textos
orales y escritos que permitan el
desarrollo de la capacidad de transferir
los conocimientos adquiridos en las
Unidades 5 y 6 a un nuevo contexto:
predicciones en el presente y el pasado
CLIL:
Los antiguos griegos y las predicciones

Evaluación: ver detalle de herramientas disponibles en p. 8.

Revisión y
consolidación de
vocabulario

Revisión y
consolidación
de estructuras
y funciones
gramaticales

Expresión en forma
inteligible

Background
Information

Consolidación:
Transferencia de nociones lingüísticas a nuevas
situaciones comunicacionales
Integración de saberes en nuevos contextos
Iniciación al uso del diccionario monolingüe

Digital Connections


For your
students
GOING
DIGITAL

...

prev

next

For your students ...
Online activities and
language games

Workbook Audio MP3

Grammar and vocabulary
pop-up notes for
contextualised revision
www.pearsonelt.com.ar/mylife

Class & WB Audio
Instant feedback to
sustain motivation
and autonomy

Answer Key

16

17

Listen and
repeat activity for
comprehension and
intonation practice

Voice recording

tool to help enhance

Digital Connections

www.pearsonelt.com.ar/mylife

Bonus Practice and Self
Assessment activities
to help students practice
and monitor their own
progress

Background
Information


GOING DIGITAL

prev
e-Teacher's Resource Book:
Learning objectives, background notes,
digital connections and more!

For you ...

Contents aligned with
curricular demands

Meaningful
learning

next

Resources & links
only a click away

Class &
Workbook Audio:
Downloadable
audio files

www.pearsonelt.com.ar/mylife

Class & WB Audio
Planificación
Anual,
Anual
Planificación
de Proyectos
Digitales and
Assessment:
Assessment
Editable Word
documents,
true time-savers!

Planificación
downloadable
as a PowerPoint
document to

easily adapt to
your needs

Answer Key

18

19

Guía de Proyectos Digitales:
Fully-planned digital projects

Teacher's Reading Corner:
Regularly updated section with articles
and links to reference materials
Projects organised
in 3 stages:

Simple and clear
examples of classroom
instructions

Digital Connections

> Preparation Tasks
> Core Tasks

About our
Guía de proyectos digitales

• They have been designed to be used either
before, in correlation with, or after the
corresponding Student’s Book units.
• They are all set in a communicative
situation that, in turn, triggers grammatical,
lexical and phonological aspects of the
language, all of which are systematised in
the Student’s Book.

Clear
objectives

> Follow-up Tasks

www.pearsonelt.com.ar/mylife

• There are a total of three (3) projects in
MY LIFE 3, one every two units in the
Student’s Book.

Background
Information


GOING DIGITAL

prev

next

Practical
advice on
the use of
ICT tools

.P
PT

Planificación de proyectos digitales

iTools

This is an abridged version of the actual document.
For the full document, go to www.pearsonelt.com.ar/mylife

Unidad /
Proyecto

Dimensión
contextual
Redacción de historias
basadas en hechos
reales

Tutorials to help you
quickly visualise how
the suggested tool
works

Project 1 | Units 1-2

Stories to Be Heard

Dimensión Textual
Aspecto
lexical
Estados de ánimo
Elementos
narrativos

Aspecto
gramatical

Aspecto
fonológico

El uso del pasado
simple y continuo

Forma débil del
verbo was / were

Comparaciones

Pronunciación
de -ed en verbos
regulares

La redacción

Class & WB Audio

Answer Key
Elaboración de un
video time-lapse sobre
la ciudad propia

Project 2 | Units 3-4
A Small World

20

Project 3 | Units 5-6
A Wake-up Call

www.pearsonelt.com.ar/mylife

Preposiciones de
lugar

Los 5 sentidos

Too + adjective

Ciudades

Be like & look like

Problemas
mundiales

Presente perfecto

Entonación en
enumeraciones

21

Links to
suggested
websites
for further
information

Lugares de una
ciudad

Printable
worksheets
for students

... and much more!

Elaboración de
una plastimación
o claymation
sobre temas de
preocupación mundial

Background
Information

Entonación del
discurso

Futuro - will
Condicional - tipo 1

Uso de la forma
débil en los verbos
auxiliares

Digital Connections


Student’s Contents
Unit
Unit

prev

Topic
Topic

Grammar
Grammar

Get
ready
Get
ready

Meet
newnew
friends
information
words
Meet
friends | | Personal
Personal
information | | Family
Family
words |
Likes
andand
dislikes
(so (so
/ because
/ but
/ and
/ or)/ or) |
Likes
dislikes | | Linkers
Linkers
/ because
/ but
/ and

Page
4 4
Page

1 | 1Fun
| Fun
Page
8 8
Page

Vocabulary
Vocabulary

A theme
park
A theme
park
Entertainment
experiences
Entertainment
experiences
A concert
A concert

Going
to future
Going
to future
Comparatives
andand
superlatives
Comparatives
superlatives

As As
… as
… than
… /asless
/ less
… than
Countable
andand
uncountable
nouns
Countable
uncountable
nouns
Much
/ many
/ a /lot
Much
/ many
a (of)
lot (of)
How
+ adjective
How
+ adjective

Feelings
andand
states
Feelings
states

BigBig
numbers
numbers
Uncountable
nouns
Uncountable
nouns

EDB:
Entertainment
| Leaflet
& blog
article:
Off Off
limits
/ Going
Global
in New
York
EDB:
Entertainment
| Leaflet
& blog
article:
limits
/ Going
Global
in New
York

2 |2Stories
| Stories
Page
16 16
Page

Excuses
Excuses
Stories
andand
jokes
Stories
jokes
Crazy
stories
Crazy
stories

Past
simple
Past
simple
Past
continuous
Past
continuous
Past
continuous
vs. vs.
Past

simple
Past
continuous
Past
simple
While
/ when
While
/ when

Actions
Actions

EDB:
Stories
with
a twist
| Fantastic
stories:
A believer
/ Knock,
knock
/ Mystery
in the
Garden
EDB:
Stories
with
a twist
| Fantastic

stories:
A believer
/ Knock,
knock
/ Mystery
in the
Garden

3 |3City
life?
| City
life?

Prepositions
of place
Prepositions
of place
TooToo
+ adjective
(+ to
+ adjective
(+ infinitive)
to infinitive)
Present
continuous
for for
future
Present
continuous
future

arrangements
arrangements
How
long?
How
long?

Places
in town
Places
in town
Descriptive
adjectives
for for
Descriptive
adjectives
places
places
Travelling
Travelling

|
|

Speaking
&&
Speaking
Pronunciation
Pronunciation

Listening
Listening

Use
your
Use
your
English
English

Writing
Writing

Countries
andand
nationalities
activities
Countries
nationalities | | Freetime
Freetime
activities
Rules
(must
/ mustn’t)
andand
relations
Rules
(must
/ mustn’t) | | Possessions
Possessions

relations

Website
Website
Survey
Survey

Dialogue
between
thethe
Dialogue
between
member
of aofmusic
band
member
a music
band
andand
its agent
its agent

TalkTalk
about
plans
about
plans
Compare
places
Compare

places

AskAsk
for,for,
make
make
andand
respond
to to
respond
suggestions
suggestions

An An
email
email

Task:
Create
a leaflet
for for
an an
event
in your
city.city.
Task:
Create
a leaflet
event
in your

Class & WB Audio
Exchange
on on
a social
Exchange
a social
network
A teenager
telling
a story
network
A teenager
telling
a story
Story
Story

TalkTalk
about
stories
about
stories
/Å, /Å,
O…/ O…/

A narrative
on on
thethe
equivalent

A narrative
equivalent
Make
andand
respond
to to
Make
respond
dayday
to April
Fool’s
DayDay
to April
Fool’s
apologies
apologies
A different
endend
to atostory
A different
a story

Answer Key

Task:
Write
a fantastic
story.
Task:
Write

a fantastic
story.

Blog
Blog
Online
magazine
Online
magazine
article
article

Teenagers
talking
about
Teenagers
talking
about
plans
plans

TalkTalk
about
places
in town
about
places
in town
AskAsk
about

problems
on on
a map
about
problems Locations
Locations
a map
TalkTalk
about
problems
in town
about
problems
in town

23

22

Page
24 24
Page

CityCity
tourtour
CityCity
life life
andand
town
life life

town
TripTrip
plans
plans

Reading
Reading

EDB:
Megacities
of the
world
| Web
page
andand
travel
blog:
Megacities
of the
World
/ A /Tale
of Two
Cities
EDB:
Megacities
of the
world
| Web
page
travel

blog:
Megacities
of the
World
A Tale
of Two
Cities

4 |4Styles
| Styles

Attitudes
andand
personalities
Attitudes
personalities
Looks
andand
personality
Looks
personality
Clothes
andand
appearance
Clothes
appearance

Page
32 32
Page

Have
to to
Have
Be Be
likelike
& look
likelike
& look
Adverbs:
a bit,
quite,
very,
really
+ +
Adverbs:
a bit,
quite,
very,
really
adjectives
adjectives
Indefinite
pronouns
withwith
every-,
some-,
Indefinite
pronouns
every-,

some-,
any-,
no-noany-,
Look
+ adjectives
Look
+ adjectives

Personality
adjectives
Personality
adjectives
People’s
appearance
People’s
appearance
Description
of clothes
Description
of clothes

EDB:
Successful
sports
players
| Web
news
article
andand
interview:

TheThe
BigBig
FiveFive
/ /
EDB:
Successful
sports
players
| Web
news
article
interview:
TheThe
Hockey
Golden
Generation
Hockey
Golden
Generation

5 |5Out
and
| Out
and
about
about

Holiday
experiences
Holiday

experiences
Camping
experiences
Camping
experiences
LifeLife
experiences
experiences

Page
40 40
Page

Holiday
activities
Holiday
activities
Present
perfect
withwith
everever
andand
never
Present
perfect
never
Camping
Camping
Present
perfect

withwith
just,just,
already
andand
yet yet
Present
perfect
already
Sightseeing
words
andand
Sightseeing
words
Past
simple
vs. vs.
Present
perfect
Past
simple
Present
perfect
expressions
expressions

EDB:
Adventure
trips
| Comic
strip

andand
travel
blog:
At aAttravel
agency
/ Up
in the
air air
EDB:
Adventure
trips
| Comic
strip
travel
blog:
a travel
agency
/ Up
in the

6 |6Techno
lifelife
| Techno

Technological
future
Technological
future
Information
technology

Information
technology
Problems
withwith
objects
Problems
objects

WillWill
for for
predictions
predictions
Conditional
sentences
(type
1) 1)
Conditional
sentences
(type
WillWill
for for
promises
andand
predictions
promises
predictions

Tech
acronyms
Tech

acronyms
Computing
Computing
Faulty
objects
Faulty
objects

Page
48 48
Page
EDB:
Reality
or fantasy?
| Online
newspaper
article
andand
cartoon:
Human
colony
on on
Mars
in 2023
/ /
EDB:
Reality
or fantasy?
| Online
newspaper

article
cartoon:
Human
colony
Mars
in 2023
Dreams
of the
Future
Dreams
of the
Future
EDB
Listening
Tasks
page
56 56
EDB
Listening
Tasks
page

Time
OutOut
Mag
page
57 57
Time
Mag
page

next

Task:
Prepare
a short
documentary
on on
oneone
of the
megacities
of the
world.
Task:
Prepare
a short
documentary
of the
megacities
of the
world.

Chat
Chat
Background
Background
information
information

Teenagers’

conversation
Teenagers’
conversation
Description
of aofteenager’s
Description
a teenager’s
school
dayday
school
Three
people’s
talks
on on
Three
people’s
talks
important
travellers
important
travellers

Exchange
of opinions
on on
Exchange
of opinions
famous
people
andand

fictional
famous
people
fictional
characters
characters
Choose
clothes
Choose
clothes
Guessing
games
Guessing
games
to wear
to wear
People’s
description
People’s
description

A person’s
description
A person’s
description

Digital Connections

/tS,/tS,
dZ/dZ/

Task:
Write
an an
interview
to atomember
of aofGolden
Generation
or aorvery
popular
sports
team.
Task:
Write
interview
a member
a Golden
Generation
a very
popular
sports
team.

Online
advertisement
talking
about
their
Online
advertisement People

People
talking
about
their
Email
experiences
Email
experiences

Exchange
information
on on
Exchange
information
experiences
experiences

UseUse
of exclamations
of exclamations

TalkTalk
about
experiences
about
experiences

A paragraph
about
a a

A paragraph
about
person’s
experience
person’s
experience

Task:
Write
a comment
on on
a real
or imaginary
holiday
for for
a travel
blog.
Task:
Write
a comment
a real
or imaginary
holiday
a travel
blog.

Online
quizquiz
Online
Chat

Chat

Teenager
talking
about
his his
Teenager
talking
about
Make
predictions
about
thethe
Make
predictions
about
interests
interests
Describe
andand
dealdeal
Describe
future
future
withwith
faults
faults
Teenagers
talking
about

thethe
Teenagers
talking
about
/aU,/aU,
´U/´U/
following
weekend
following
weekend

Promises
Promises

Task:
Create
your
own
dream
about
thethe
future.
Task:
Create
your
own
dream
about
future.

MyMy
Time
OutOut
Mag
page
64 64
Time
Mag
page

Background
Information

www.pearsonelt.com.ar/mylife
www.pearsonelt.com.ar/mylife


GET READY

GET READY
This starter unit provides material for a short
revision of the vocabulary and grammar points
needed for My Life 3. It will help you check what
Ss remember from the previous years and get
relevant information about the group’s level.
Personal information

1

Listen and answer.

Ask Ss to look at the photos and describe the
friends. Do they know any of them?
Check what they remember about Josh and Polly
from My Life 2. Encourage them to talk about their
age, school year, nationality, likes, hobbies, etc.
Ss read the question before listening to Track 2.
2

Answer
Lin

2

Extra practice 1

Countries and nationalities

5 Complete the names of the countries and
write the nationality adjective for each country.
Before doing the exercise, brainstorm the names of
countries and nationalities Ss can remember.
Answers
1 The UK – British 2 China – Chinese 3 France – French
4 Greece – Greek 5 Japan – Japanese 6 The USA –
(North) American 7 Britain – British 8 Spain – Spanish
9 Australia – Australian 10 Argentina – Argentinian
11 Poland – Polish 12 Russia – Russian

Extra practice 2

Audioscript

See SB page 4.

6

2

Name the people in the photos.
Ss try and identify the friends they know.
If necessary, play Track 2 again for them to check.
Answers
A Polly B Lin

C Josh

D Greg

3

Answer true (T) or false (F).
Allow some time for Ss to read the statements and
predict the possible answers. Then, play Track 2
again for Ss to check their predictions.
When doing the class check, ask Ss to correct the
false statements (2 The test says she’s “a friend
from the youth club.” 4 Lin is from Australia.).
Answers
1T 2F 3T

3

Complete the dialogue. Then listen and

check.
Ss work in pairs. Remind them to read the dialogue
entirely before they complete the exercise so that
they understand the situation clearly.
Ss listen to Track 3 and check their answers.
If there are differences, ask them to account
for their answers, so that they can explain how
language works in their own words.
Work on the pronunciation of does (/dʌz, d´z/) /
doesn’t (/ "dʌznt/).
Answers
1 speaks 2 is
7 live

3

3 Does

4 doesn’t

5 speaks

6 do

Audioscript

Greg: Your cousin’s really cool, Polly.
4F

5T

Polly: I know, and she’s clever too. She speaks English and
Chinese.
Greg: Chinese?

Family words

Polly: Yes, her mother comes from China but her father’s

4

Greg: Does he speak Chinese too?

How many male and female family words
can you remember? Write them in two lists.
Give Ss three minutes to brainstorm all the family
words they can remember in pairs, and to divide
them into male and female. Then, Ss compare their
lists with another pair before the class check.
This is a good opportunity to work on the
pronunciation of family words, especially on
daughter /'dO…t´/, cousin, niece and nephew.

Australian. He’s my dad’s brother.
Polly: No, he doesn’t. He only speaks English.
Greg: Where do they live in Australia?

Polly: They live in Sydney.

Free time activities

7a

What are they doing? Complete with the
actions in the box.

Help Ss notice Josh is describing what is happening
in the photos.
Encourage them to read the blog before completing
the blanks.
Remind them it is useful to cross out the words
they use so as to keep a clear record of the words
that are still available for use.
Tell them it is better to use pencil in case they need
to correct a mistake.
Ss work in pairs and check their answers with the
class.
You may want to remind them of the spelling rules
for the -ing forms (see Grammar box and Note!
section in My Life 2 TRB page 64).
Answers
1 isn’t doing 2 is playing 3 are shopping 4 is listening
5 are playing 6 aren’t having 7 are having 8 is burning

b

Read and complete Josh’s messages.

Ss work individually and then check their answers
with the group.
Answers
1 are you doing 2 ’m not doing
uploading 5 ’m chatting

3 Are you playing

4 ’m

next

Extra practice 1

A S spells out a family word. The rest of the
class says which one it is.
Extra practice 2

Ask Ss to group the nationalities according to
the continent they are from.
Extra practice 3

Tic-tac-toe: To practise questions and negatives,
divide the class into 2 teams (Team A: noughts 0,
and Team B: crosses X) and draw this chart on
the bb.
1 do

4 is

7 am

2 does

5 are

8 don’t

3 isn’t

6 doesn’t

9 am not

Class & WB Audio

Team A chooses one square and makes
the corresponding negative or interrogative
sentence. If it is correct, they put their mark on
the square (0 or X). Then, it is Team B’s turn to
choose and make the sentence. The team that
gets three marks in a line (vertical, horizontal or
diagonal) wins.

Answer Key

25

24

Answers
Ss’ own answers.

prev

Background
Information

Extra practice 3

Try to speak in English as much as possible
in order to expose Ss to the language.
Remember you can always use gestures or
body language to communicate meaning.
At this stage, it is also useful to ask Ss to make
a poster with everyday vocabulary and put
it up on the bulletin board, so that they can
resort to it when they communicate in class in
English.

Digital Connections


GET READY

GET READY
8

Look at the table about people doing their
‘something different for a day’ and make

sentences.
Make sure Ss understand they are contrasting
routines / habitual actions (Present simple) with
activities that are happening at the moment of
speaking (Present continuous).
Encourage Ss to create two extra sentences of
their own.
Answers
1 Greg’s father usually drives a taxi, but today he’s flying a
plane. 2 Josh writes emails to his friends every day, but
today he’s writing a story for a newspaper. 3 Lin often
spends the weekend at home, but today she’s skiing in
Scotland. 4 Polly walks the dog every Sunday, but today
she’s helping sick animals.

Extra practice 4

Likes and dislikes
What do they like doing? Listen and
complete the chart using these symbols.
Check if Ss remember all the verbs to express likes
and dislikes. Ask Ss to look at the chart. They listen
to Track 4 and complete the exercise.
Remind Ss to use the -ing form after these verbs,
as they refer to permanent states.
4

Answers

Read

Play sports
Watch videos
Chat

4

Nick

Liza

✓✓
✓✓
✗
✓✓

✗
—
✓✓
✓✓

Audioscript

Liza: Hey, Nick.

Write about Nick and Liza.
Ask some Ss to read their sentences to check their
productions.
Answers
Ss’ own answers.

It may be a good idea to play Track 4 again and ask
Ss to role-play the conversation or create similar
dialogues and perform them.
Linkers
so – because – but – and – or

10

Circle the correct words.
Help Ss remember that linkers join ideas.
Check if Ss remember the linkers used in the
exercise. You may ask them which linkers express
addition (and), contrast (but), consequence (so),
choice (or) and reason (because).
Answers
1 so 2 because

3 but

4 and

5 or
Extra practice 5

Rules
Must / mustn’t

11 How to be a good sports player. Complete
the rules.
Elicit form Ss we use must / mustn’t to express

rules. Mustn’t expresses an obligation not to do
something.
If you think it is necessary, explain we use don’t
have to / don’t need to to talk about lack of
obligation.
Answers
1 We mustn’t

2 We must

3 We must

4 We mustn’t

Nick: Hi, Liza!
Liza: What are you doing with the tablet?
Nick: Reading a book.
Liza: Reading? BOOORING!
Nick: I love it!
Liza: Really? I prefer using the tablet for chatting or watching videos.
Nick: Chatting is great but videos ... Ugh!
Liza: Where are you going?
Nick: To the club. I’m going to play tennis. Do you like tennis?
Liza: I don’t mind sports but tennis … mmm … not my thing.
Nick: Ha, ha. I’m just the opposite. I love sports. OK, I must go.
Bye.
Liza: OK. Bye. Enjoy!

This is a good opportunity to work
on classroom rules together. It is very

important to participate in the construction of
group rules that will determine how the class
works together, as a group. It is always a good
idea to write the rules down on a poster and
pin them up on a wall, where they can be seen
and remembered. Every month, Ss may also
evaluate if the rules are being respected, if
they are useful and / or if they need changing.

Possessions and relations

12

Complete the sentences with mine, yours,
his, hers, ours or theirs.
Remind Ss these pronouns express possession or
relations.
Work on the pronunciation of ours /aU´z/ and
theirs /DE´z/.
Ss work individually and then check in pairs
before the class check.

next

Extra practice 4

Ss mime out sentences. You may prepare the
sentences yourself or ask Ss to write them on
slips of paper. Divide the class into 2 teams
and give each team one point for each correct

sentence. It may also be interesting to assign a
time limit for each sentence to make the game
more fun. E.g. My cousins usually play football
but today they are playing rugby.
Extra practice 5

Answers
1 hers 2 mine

3 Yours

4 ours

5 His

6 Theirs

13

Whose are these? Ask and answer.
Check if Ss remember that we use demonstrative
pronouns for identification. Ask them to state the
rule, taking into account the number of objects and
the distance from the speaker.
Remind Ss of the difference in pronunciation
between this /DIs/ and these /Di…z/. You may ask
them to put up one hand when they hear you say
this and both when they hear these so as to work
on recognition.
Elicit from Ss that ’s - s’ express possession or

relation. E.g. Ben’s pen. Remind Ss in English we
first mention the possessor (Ben), then the ’s and
after that, the object (pen).
Answers
1 Whose shoes are these? They’re Paul’s. 2 Whose jackets
are those? They’re ours. 3 Whose coat is that? It’s mine.
4 Whose umbrellas are these? They’re my parents’.
5 Whose skirt is this? It’s my sister’s.

14

Put the conversation in order.
Ask Ss to read all the statements first.
Then, in pairs, Ss try to match questions and
answers.
After that, encourage them to find pronouns or
words / phrases that reflect the sequence, e.g.
medal, practise, etc.
Ask Ss to compare their dialogue with other pairs.
Answers
Sam: 3, 5, 7, 11, 9, 1

John: 10, 4, 6, 2, 12, 8

Extra practice 6

Tutti frutti: In 30 seconds, Ss write as many
words as they remember from a given category.
E.g. illnesses, sports, leisure activities, clothes,
food and drinks, TV programmes, tableware,

etc. Then, each S should say how many words
he / she has written. The S with the least words
starts reading his / her list and then the other Ss
complete it with the words from their own lists.
The S with the most words wins the round.

Class & WB Audio

Answer Key

Extra practice 6

In pairs, Ss create a short dialogue and
scramble it. Then, they swap the dialogue with
another pair. Once the dialogues have been
unscrambled, Ss can dramatize them.

27

26

9a

b

prev

Background
Information

Digital Connections


1.1 I’m not going to ride on that!
Weekly Objectives
Topic
A theme park
Grammar
Going to future
Vocabulary Feelings and states

them, to reduce the number of choices and thus
facilitate their work.
3 periods

Warmer
Ask Ss if they like going to theme parks. Who
do they usually go with? When? What are their
favourite rides? When was the last time they went?
What did they do there?
This may be a good opportunity to teach the names
of some rides such as roller coaster, bumper cars,
Big Wheel, carrousel, teacups, etc.

1

Listen and answer true (T) or false (F).
Ask Ss if they remember the names of the characters
in the photo.
Ss describe the photo and predict what the matter

with Lin is.
Play Track 5 for Ss to check their predictions and
answer the question.
5

Audioscript

See SB page 8.

2 Complete the sentences with the correct
name(s).
Ss complete the exercise before listening to Track 5
again.
Encourage them to underline the information in the
text.
Ss listen to Track 5 again and check their answers.
Answers
1 Lin 2 Josh

6

3 thirsty

4 hungry

Audioscript

1 I don’t want to go on that ride. I’m … 2 I’ve got a headache.
I think I’m … 3 Water? Yes, please. I’m … 4 A big burger for me,
please. I’m very …

Sample answer
Hi Mat! I’ve got a party next Saturday. I’m going to go with
Chris. I’m going to wear my new T-shirt and jeans. We’re not
going to have a DJ, we’re going to play our CDs. We’re going
to prepare juice and sandwiches. Love, Alice

Extra practice 2

Pronunciation
If Ss find it difficult to pronounce /‰…
/ as in
thirsty, thirteen, work, etc., you may ask them
to imitate the sound we use when we find
something disgusting. Then, you may encourage
them to say the following: Herb works in
Hurlingham. The girl’s shirt is dirty.

Digital connection
That’s not true! In pairs, Ss may browse
different newspapers online and inform the
group of three current events that are going
to happen during the week: two of them
should be true and one should be invented
by them. The class should guess which is the
invented one. E.g. The ministers are going
to visit Salta. Boca is going to play against
Tigre. Malena Solda is going to participate in
Showmatch.

Extra practice 1

Grammar | Going to future
Make sure Ss remember the meaning of going to:
future intention or plan.
You may ask them to underline sentences which
have going to in the dialogue. In pairs, Ss complete
the Grammar box using the underlined text as a
model.
Remind Ss we do not stress going to but the verb
after to or the negative. E.g. I’m going to travel
tomorrow. She isn’t going to write songs.
Answers
Affirmative: going
Negative: to

Questions and answers:
Are / not
going / ’re

7 Listen and repeat. Then practise the
5
conversation in pairs.
Elicit from Ss ways to make suggestions and
possible affirmative and negative responses.
Play Track 7. Encourage Ss to imitate the intonation
and stress as they repeat after the recording.
Ss may need some help to understand I don’t feel
like it. Make sure they understand this is a way of
rejecting a suggestion.

7

3 Lin

4 Lin

Note!
Draw Ss’ attention to the use of the verb go on in
connection with rides.

3

Answers
Answers
1 scared 2 ill

Remind Ss how to open and close emails.
Ss may write their emails in pairs and then read
them aloud for the class to check.
You may turn this into a game by awarding points
to those Ss with the most original sentences.

Look, listen and write the correct
adjectives in the blanks.
Ss read the words and say which ones they know.
Ss may need help with the pronunciation of thirsty
/'T‰…stI/. Remind them to show their tongue in /T/.
Ask Ss to look at the pictures and make sure they
understand the different meanings of the words
on the list. They may mime the actions to show

understanding.
Play Track 6. Ss complete the exercise.
Remind them to cross out the words as they use

4a

You’re going to have a party on Saturday.
Write the dialogues.
Ask two Ss to read the example aloud and make
sure they understand what they are supposed to do.
Ss write the dialogues in pairs and then check with
other Ss.
Answers
1 A: What are you going to wear? B: I’m going to wear my
new T-shirt and jeans. 2 A: Who are you going to invite?
B: I’m going to invite my friends from school. 3 A: Are you
going to have a DJ? B: No, I’m not. We’re going to play CDs.

b
Write an email to a friend and tell him /
her about the party. What are you going to do?
Elicit from Ss what they may include in the email.
Encourage them to add new information.

Extra practice 2

Find somebody who … : Write the sentences
below about next Saturday plans on the bb and
ask Ss to copy them in their notebooks. Then,
Ss go around the classroom asking questions

to try and find a classmate for each plan. Set a
time limit for the activity.
Copy the following chart on the bb. E.g. Are you
going to go dancing this Saturday?
Find somebody who ...
1 is going to go dancing.
2 is going to play football.
3 isn’t going to get up early.

Class & WB Audio

Name
______________
______________
______________

Answer Key

Answers
1a

6

Circulate around the class as the Ss
practise but do not interrupt their
performances as this activity aims at
developing Ss’ fluency. You may write down
the mistakes you consider important and
discuss them with the pairs / class once the
activity is finished.

Background
Information

Workbook

Audioscript

6

next

Mime game: A S mimes an emotional state and
the rest say which one it is.

See SB page 9.

Practise similar conversations.
Ss work in pairs.
Encourage them to change roles and create
different dialogues.

prev

Extra practice 1

29

28

Answer
F

5

1.1

b 1 tired
6 thirsty

S

I

L

L

C

O

H

I

C

O

O

T

E

S

A

D

A

N

G

R

Y

U

P

T

R

E

M

U

R

X

P

I

E

H

U

N

G

R

Y

R

D

I

N

O

A

Y

E

E

T

H

I

R

S

T

Y

D

2 ill

3 happy

4 hungry

5 scared

2 1 a) ’m late. b) ’m not going to catch my plane.
2 a) ’s going to rain b) aren’t going to finish the match
3 a) is going to fall over b) isn’t going to ski again
4 a) ’re going to be ill b) aren’t going to finish all their
food
3 1 ’re going to be 2 ’m not going to open 3 are you
going to do 4 is going to work 5 ’re going to visit
6 are you coming back 7 ’re going to spend 8 are
we going to meet 9 is staying 10 Is she going to
stay
4 1 don’t we go out 2 we go to the cinema / watch a film
3 skating (in the park) / going to the park

Digital Connections


1.2 As popular as a star
Weekly Objectives
Topic
Entertainment experiences

Grammar
Comparatives and
superlatives
As … as, less … than
Vocabulary Big numbers

Grammar | Comparatives of equality and
inferiority
3 periods

1

Read and choose the correct option.
Ss scan the text quickly (gist). What type of text is
it? (a web page) What information do they expect
to find? (Things to do at The O2 theme park)
Ask Ss to look at the photos and say what
adjectives they can use to describe The O2. E.g. big,
impressive, famous, etc.
Encourage Ss to predict how the photos are related
to the text. Ss read the text, check their predictions
and choose the correct option.

2

Where should they go? Name the place.
In pairs, Ss name the places. Then, they re-read
the text and check their answers. Ask them to
underline the information in the text.
You may want Ss to talk about The O2. Is it a

stadium? What activities can they do there? Which
area(s) of The O2 would they like to visit?
3 The O2 Arena

4 The

Grammar | Comparatives of superiority (+) and
superlatives
Elicit from Ss what they remember about
comparatives and superlatives.
Read and complete.
bigger the
modern most

Irregular adjectives
the best
bad worse the

Remind them of the pronunciation of -er /´/.
Ss complete the table in pairs.

Audioscript

less … than expresses
inferiority (-)

tour.
Solo:

OK, but we want to go to Argentina. Is that possible?

of Córdoba: the Orfeo Domo.

3

Complete the sentences with the adjective in
the correct form.
Draw Ss attention to the signs at the end of the
sentences and elicit what they indicate (type of
comparison: superiority, equality, inferiority).
Ss work in pairs and then check their answers with
other pairs.

Solo:

How many seats in Córdoba?

Agent: Ten thousand. And it’s quite modern, built in 2002.
Solo:

It’s OK. I want to go there. Let’s talk about the others.

Agent: Well, we can choose The O2 in London or the Madison
Square Garden in New York.
Solo:

What do you suggest?

Agent: The Madison is as big as The O2 Arena, but it’s older
and usually more expensive for people.

Answers
1 bigger than 2 as big as 3 less big than 4 more
attractive 5 less attractive than 6 as attractive as

Solo:

How expensive?

Extra practice 2

Ask Ss to write on the bb three big numbers you
dictate to them. Then, they compare the figures.
As a follow up, Ss may dictate numbers to other
Ss. E.g. three thousand, two hundred and thirty
four (3,234).

Class & WB Audio

Agent: The tickets are 180 dollars, average. 60 dollars more
expensive than The O2 ... approximately.
Solo:

Extra practice 1

60 more? Mmm ... And is it comfortable?

Agent: The Madison? Well, it is as comfortable as the Orfeo,

Answer Key

but less than The O2.
Solo:

Pronunciation
Thousand is usually a difficult word to pronounce
for Spanish speakers as it begins with /T/.
Remind Ss to show the tip of their tongue to say it.
Elicit from them that hundred and thousand
are always in the singular (two hundred, five
thousand).
Help Ss notice we use a comma instead of a dot
for thousand figures (1,000).

Extra practice 2

4a

Listen and complete the chart.
Ask Ss to look at the photos and the table and
predict the possible answers, using comparatives.
E.g. I think the Orfeo is the most modern of the three.
Ss read the rubric.
Ss listen to Track 8 and complete the table. You
may want to tell them that this is a challenging
listening as the information is not presented in order
and they need to understand the comparisons to
complete the table.
Play the recording once and check the answers
by asking several Ss to read them aloud. If there
are differences, write the options on the bb before

playing the recording again.
Some Ss may need to listen to this recording three
times.
8

Answers
1 2002 2 20,000
7 +++ 8 +++

3 10,000

4 120

5 180

6 ++++

next

Give Ss an adjective: e.g. interesting. In pairs,
Ss should invent as many sentences as possible
using this adjective in the comparative and
superlative forms. The pair with the most
sentences wins. Set a time limit to make
the activity more fun. E.g. The film is more
interesting than the book. Maths is as interesting
as Science, etc.

Mmmm ... let’s see. The O2 is the most comfortable of
the three.

Agent: Yes, but the Madison is the most famous.
Solo:

Yes, but WE are more famous than the Madison. So, no
problem. Let’s go to The O2 and to Córdoba. I want to

31

30

Answer
c

2 The IndigO2

8

Agent: OK, Solo, we’ve got three possible cities for your next

Answers
as … as expresses
equality (=)

prev

Extra practice 1

Agent: Well, in Argentina there is one possible arena, in the city

Warmer
Elicit from Ss the names of famous stadiums or
concert halls. What events can they see there?
(matches, concerts, circus shows, etc.)

Answers
1 The O2 Bubble
Sky Gallery

1.2

see my Argentinian fans.

Background
Information

b Compare the three arenas.
This activity may be done orally first. Then, Ss may
write the sentences on their folders.
Digital Connections

Answers
The Orfeo is less modern than The O2 but the Madison is the
oldest.
Ss’ own answers.

Digital connection
Tell Ss they are music agents and they need
to find three possible locations to offer for
an important band that will play in South

America. They may look for information on
the Internet and present their own report,
comparing the three places. E.g. The Luna
Park is smaller than the Orfeo but it’s more
famous.
It is important to recycle vocabulary all
the time. Having some short vocabulary
games every class will help Ss remember the
words they know and use them in different
contexts.

Workbook
Answers
1 1 one hundred and one 2 one thousand 3 3,045
4 eight hundred 5 11,000 6 fourteen thousand
eight hundred
2 1 The motorbike is smaller than the car. 2 The car is
more comfortable than the motorbike and the bike.
3 The motorbike is as expensive as the car. 4 The
car is less fast than the motorbike. 5 The motorbike
is the fastest of all. 6 The bike is less modern than
the motorbike.
3 1 more modern 2 more comfortable 3 the biggest
4 the smallest 5 as big and beautiful as 6 less near


1.3

1.3
Weekly Objectives

Topic
A concert
Grammar Countable and uncountable
nouns
Much, many, a lot (of)
How + adjective
Vocabulary Uncountable nouns

3 periods

Warmer
Ask Ss to tell you the names of famous Argentinian
music bands. What do they know about them?
Do they go on tour around the provinces or other
countries? Which ones?

1

Listen and answer.
Ask Ss to read the sign and predict the relation
between the sign and the photo.
Ss listen to Track 9 and answer the question.
9

Answer
Oxford

9

Grammar | Countable and uncountable nouns.

Much, many, a lot (of).
Ss read the examples in pairs and circle the correct
options.
Make sure they understand that these words
express the idea of quantity.
Answers
many + countable nouns
much + uncountable nouns

a lot (of) + countable and
uncountable nouns

Draw their attention to the use of much and many
in the negative and interrogative. Tell them many
can also be used in affirmative sentences, but it is
not a very common use nowadays.

4 Circle the correct words.
Ss work in pairs.
Ask them to account for their choices, explaining
why each answer is right.
Answers
1 much 2 many

3 much

4 a lot of

Ask Ss to explain the rules even if they
need to do it in Spanish. In this way, they

will understand how the language works much
better.

Extra practice 1

3 Friday.

4 Rap.

10 Complete the table with the nouns in
3
the box. Then listen and check.
Check what Ss remember about uncountable
nouns and elicit the ones they may remember
(water, milk, rice, meat, bread, etc.).
Remind them of the use of a / an for countable
nouns and some for both countable and
uncountable nouns.
They may need some help to pronounce luggage
/'l gIdZ/ and furniture /'f‰…nItS´/.

v

32

4 old

Answers
1 luggage 2 furniture 3 food
6 music 7 homework 8 time

4 money

5 traffic

5 Complete the dialogue with much, many and
a lot (of).
Ss work individually and then check in pairs before
the class check. When checking, Ss may explain
why the other options are not possible.
Answers
1 many 2 a lot

3 much

4 a lot of

5 many

Grammar | Question word How + adjectives
Ss read the table and say why we use these
interrogative words: to ask about distance and / or
size.
Lead them to say we form the questions with How +
adjective.
Ask Ss about the intonation of these Wh- questions.
Elicit from them other question phrases with How
(how old, how many, how much).

next

Extra practice 1

Guessing game: Elicit from Ss 6 countable and
uncountable nouns related to food and drinks.
Write the list on the bb. Tell Ss there isn’t much
food but there’s only one food they have got in
great quantity. Each S decides which food this is
and his / her classmates try to guess. E.g. Is there
much coffee in the house? No, there isn’t much.
Extra practice 2

b

Solve the survey with a friend. Then
check the answers with your teacher.
In pairs, Ss take turns to ask and answer the
questions. Then, they check their answers with
another pair before the class check.
Answers
1 big / c 2 far / a (258 kms to be exact)
4 old / b

Tic-tac-toe: To practise How …? questions,
divide the class into 2 teams (Team A: noughts 0,
and Team B: crosses X) and draw this chart on
the bb.
1 It’s 100 km
...away.

4 a lot

7 It’s 25 kilos.

2 45 tons

5 15 years old

8 smaller than my
...house

3 not much

6 as big as our
...school

9 It’s not a long way.

3 heavy / b

General knowledge competition: Ss prepare
a quiz for their classmates to answer. They
look for general knowledge information on
the Internet and write 10 questions and
answers.
Then, Ss swap quizzes with another pair.
E.g. How tall is the obelisk in the City of
Buenos Aires? How far is Resistencia from
Salta?

Team A chooses one square and makes the
corresponding How …? question. If the question
is correct, they put their marker on it (0 or X if
incorrect). Then, it is Team B’s turn to choose
and ask. The team that gets three markers in a
line (vertical, horizontal or diagonal) wins.

Class & WB Audio

Answer Key

33

Answer the questions.
In pairs, Ss answer the questions and double-check
their answers after listening to Track 9 again.
Do a class check by asking some Ss to read their
answers aloud.

Audioscript

3 heavy

Digital connection

2

10

Answers

1 big 2 far

5 many

Audioscript

See Answers box above.

Complete the questions.
Elicit from Ss what type of information they expect
to find when they make the different questions
using How + adjective. E.g. How far … ? = distance,
kilometres / How heavy … ? = weight, kilos, etc.
In pairs, Ss complete the questions.

Extra practice 2

See SB page 12

Answers
1 One. 2 No, it isn’t.

6a

prev

Background
Information

Workbook

Answers
1 1f 2g 3d 4b 5a 6c 7e
2 1 much 2 much 3 many 4 many 5 a lot of
6 a lot of 7 much
2 1 much 2 a lot of 3 a lot of 4 many 5 a lot
3
of 6 a lot of 7 much 8 much
2 Audioscript
Charlie: Let’s go out this evening!
Tom:
I can’t. I’ve only got 30 pesos.
Charlie: 30 pesos, Tom? Don’t worry. I’ve got 300.
Tom:
Wow! Can you invite me?
Charlie: Sure! We can go to the cinema, or dancing, or go
out with Martín, Claudia and Alex and have dinner,
… whatever. What do you prefer? The cinema?
Tom:
Mmmm … There are only one or two good films.
Charlie: Are you kidding? Iron Man 4, Men in Black 5,
Matrix 4, Mystery Man, The Terrible Doctor …
Tom:
Stop, stop, you’ve got a long list!
Charlie: Do you prefer going dancing? There are 20
places we can go!
Tom:
You’ve got a long list too! OK, let’s call the
guys and go dancing.
Charlie: Cool. Let’s hurry up. It’s 8 o’clock. It’s late!
Tom:

Yes, but there aren’t many cars in the street
today, and look! Our bus is here!

4 1 How old is the square? 2 How big is it? 3 How
tall is it? 4 How heavy is it 5 How far is it?

Digital Connections


EDB11
EDB

EDB 1

Weekly Objectives
Consolidate new notions
Develop reading, listening, speaking and
writing
Integrate skills

3 periods

EXPLORE & DEVELOP
Warmer
Ask Ss how often they use the Internet. What do
they use it for? Do they have a blog and / or do they
participate in one? How often do they chat?
In short, talk about your Ss’ general habits
regarding the Internet.

OFF LIMITS!

1

Answers
1 In New York.
4 Yes, it is.

2 Temporary.

3 Yes, they can.

4a

Predicting is essential for comprehension
as it guides the reading / listening
process. It is not important if Ss’
predictions are right or wrong. What is central
is that Ss use the information they get from
the text from the title, paratext, words that
stand out, etc., to make hypothesis about the
content and / or message in the text before
reading it in detail.

GOING GLOBAL IN NEW YORK

3

BUILD
4 In groups, create a leaflet for an event in

your city. Include a description and why it will be
interesting to participate.
Tell Ss they’re going to create a leaflet of a town or
city and provide information about the place. They
will need to focus on one or more important events
for the next month(s).
Ss write an article with their comments and their
plans in the city. Ask them to imagine they are
correspondents for a global magazine.

Step

4

Present

Ss present their work to the class in the form of a
paper leaflet, an Internet page, a video or a poster.

next

EDB Listening task (See SB page 56)
11 Listen and choose the correct option.
Conrad Pills and his son are at their hotel in New
York.
Ask Ss to read the text and try to predict what
they will listen to. Give them a few minutes to
read the options before they listen to Track 11.
Ss listen and do the exercise.
Answers

1 son 2 happy 3 happier 4 less 5 new 6 isn’t
7 likes 8 cool 9 isn’t 10 isn’t 11 is 12 doesn’t like
13 mum

Class & WB Audio
11
Son:

Audioscript
Wow Dad! This is really cool. Thanks for inviting me!
This Numen band was cool.

Father: My job is more fun with you here.
Son:

Ha! Are you going to work tomorrow?

Answer Key

Father: Buddy, I’m going to work everyday and you’re gonna
help me!
Son:

Sure! What are we going to do tomorrow?

Father: We’re going to visit a new museum near here.

Help Ss analyse the writing task:
a) purpose (give information about a town or city,
focusing on one event for next month)

b) the readers (the community)
c) the product (an article for a global magazine)

Son:

Boooring!

Father: It’s work! We’re not on holiday, remember?
Son:

Yeah. It’s OK. It’s fun. This is the most exciting job in

Background
Information

the world. I want to be that, too.
Father: Ha ha, but mind you! There isn’t much money in it.

2 Choose the correct options.
In pairs, Ss read the text again and answer.
Answers
1a 2a 3a

Answers
1c 2a 3b

monolingual dictionaries as tools for selfcorrection.
b) Ask Ss to read the text entirely before correcting
specific mistakes (Can they understand it?
Do mistakes interfere in the comprehension

of the message?). Encourage them to make
suggestions for improvement and write them on
the margin. Ask Ss to hand in their drafts so that
you may add your comments before they write
their final copy.
c) Ss improve their texts, following the comments
and suggestions received.

35

34

Read the leaflet and answer the questions.
Ask Ss to look at the photos and describe what they
can see. Tell them there is an art exhibition and ask
them to predict what the visitors can see there.
Ss read the questions before reading the leaflet.
Then they check their predictions and answer the
questions individually.

Ask them to scan the text quickly and say which
words called their attention. Write the words on the bb.
Ss read the text and check their predictions.
In pairs, they complete the exercise and then check
by reading the text again.

prev

Read the blog and choose the best
options.

Ask Ss to read the title and predict what
information they will find in the text. Write their
predictions on the bb.

Step

1

Brainstorm possible towns or cities Ss may want to
work on and write a list on the bb.
Define what kind of information they need to write
their blog. E.g. name of famous places (landmarks,
museums, stadiums, etc.), popular activities to do
in the city, future events (what, when, and where)
In pairs, Ss look for information on the Internet and
choose the event(s) they would like to write about.
Step

2

Draft

In pairs, Ss write the first draft of their article.
Remind them they can use the texts in the EDB as
models.
Encourage them to include comparatives and
superlatives to give a better idea of their opinions
and comments.
At this stage, Ss could work with the Writing
notes.

Step

3

Son:

Plan

Edit

a) Remind Ss they should re-read their texts at
least once, and that they may use the Grammar
boxes in the book as well as bilingual and / or

I don’t mind the money. It’s cool.

Father: And you feel very tired sometimes.
Son:

I don’t mind that. I love travelling!

Father: OK. And this evening … the Cuban Ballet.
Son:

Ballet? Arjjj ... ! Hey Dad, I feel a bit sick. I think I
have a temperature.

Father: Oh no! Let’s call your Mum!

CHECK YOUR PROGRESS 1

Answers
1 1 thirsty 2 ill 3 hungry 4 scared 5 tired
2 1U 2C 3U 4C 5U 6C
3 1 many 2 much 3 a lot of / a lot of 4 much 5 is
4 1 older than 2 the best 3 prettier than 4 the most
exciting 5 less interesting than
5 1 big 2 heavy 3 tall 4 old 5 far
6 1 He’s going to feel sick. 2 He’s going to get ill.
3 I’m going to invite my friends. 4 I’m not going to play
basketball.
7a 1 f 2 g 3 c 4 h 5 a 6 i 7 e / d 8 m / j 9 d / b
10 j / l 11 b / m 12 l
3 m j h
b
3 Audioscript
Mark isn’t going to buy a new racket because he’s got a new
one already. He plays tennis very well and I think he will be
a professional. His friend, Janine, is a good player too and
they sometimes play together. She’s very pretty. They have
planned to play tomorrow.

Son:

Hey Dad, we’re not going to call Mum for this!

Father: I’m going to call her.
Son:

Don’t worry, Dad. I’m OK, I’m OK. Let’s go to the
ballet.

Digital Connections


2.1 I lost my bus ticket!
Weekly Objectives
Topic
Excuses
Grammar
Past simple
Vocabulary Actions

3 periods

Warmer
Ask Ss how they feel when somebody makes them
wait and give them false excuses or what sounds
like false excuses. Would they say it happens quite
often? Ask them to give some examples.

1 Discuss these questions with your friend.
Ss express their opinion. Encourage them to use
expressions such as: I think ... To me …
You may also ask them to explain why they consider
they may be late for some events and / or add to
the list new events they shouldn’t be late for.
Answers
Ss’ own answers.

Read Greg’s excuses and answer.

Ss look at the photo and describe Lin and Greg’s
feelings (angry, sorry, tired, etc.).
Ask them to predict what the topic of the
conversation is.
Ss read the text and answer the question.

Grammar | Past simple of verb to be
Elicit from Ss the past forms of the verb to be.
Draw their attention to the Note! with the following
past time expressions: yesterday, last ..., ... ago.
Remind them of the weak and strong pronunciation
forms of was / were.
Ss complete the table in pairs.
Answers
Affirmative: was / were
Negative: wasn’t

Grammar | Past simple
Elicit what Ss remember about the other past
forms.
This is a good opportunity to work on the
pronunciation of -ed and encourage Ss to start
writing a list with the 3 different pronunciations (/t/,
/d/, /Id/).
Remind them that the pronunciation is related to
the last sound of each verb and not to the spelling.
You may direct Ss to the list of irregular verbs in the
Quick Check section.
Answers
Affirmative: left

Negative: arrive / didn’t

Answer
Because Greg is always late.

Answers
1b 2c 3d

4a

4

Imagine today is Wednesday, 26th March.
What’s the date in each of the situations 1-4?
You may want to remind Ss that in English: 1) you
write “26th March” but you say “the twenty-sixth
of March” and 2) days and months always bear a
capital letter.
Answers
1 Monday, 24th March. 2 Sunday, 23rd March.
3 Yesterday, Tuesday, 25th March. 4 Saturday, 22nd March.

Questions: Did / did
leave / left

Encourage Ss to share the memory
strategies and study techniques they use
to remember the irregular verbs in the past.
Listening to peers’ suggestions facilitates the
development of new techniques and skills.

3

Match Greg’s excuses (1-4) with the words
and phrases below.
Ask Ss to read all the phrases before working on
the exercises. Elicit what information they expect
to find for each phrase.
In pairs, Ss read the text again and match the
phrases with the excuses.

Questions: was / wasn’t
were / weren’t
was

5

Complete with the correct form of the Past
simple.
Ss work in pairs. Remind them to read the dialogue
entirely before they try and complete it.
You may ask them to say which verbs are regular
and which irregular before completing the exercise.
Refer Ss to the Grammar boxes and the verb list at
the end of the book if they need help.
When correcting the exercise in class, make a point
of the pronunciation of each past form.
After the class check, you may ask them to write 4
questions about the text to check comprehension.
E.g. Why was Josh worried? Did Greg have a

phone?
Answers
1 happened 2 was 3 didn’t have 4 were you
5 phoned 6 didn’t answer 7 lost 8 Did you walk
9 took 10 walked

Extra practice 1

6a

Use the prompts to write sentences.
Ss work individually and then check in pairs.
Answers
1 I didn’t bring it because I lost my schoolbag. 2 I did my
assignment but my little sister dropped food on it. 3 I did
my homework but my dog ate it!

b In pairs, invent two funny excuses for your
homework delay.
Ss may read their excuses aloud and vote for the
funniest, the most original, and / or the easiest to
accept.
Answers
Ss’ own answers.

next

Bingo: Write 24 verbs in the past on the bb and
ask Ss to write them on a slip of paper. Put the
slips in a bag. Each S chooses 4 verbs in the

past and writes them in their folders. Then, ask
a S to get one verb from the bag and make a
sentence with it. Ss circle the verbs that are
called out in their folders. The S who marks
the 4 verbs calls out “Bingo!” The verbs are
checked and if they are OK, he / she wins the
game.
Extra practice 2

Ss invent new excuses for each of the phrases
in Exercise 3. E.g. A celebration: Last Saturday,
it was my parents’ anniversary party. We had
a great party at home and I was very busy
because there were a lot of people at home. Ss
choose the best 4 excuses.

Class & WB Audio

Extra practice 2

7

prev

Extra practice 1

Answer Key

Listen and repeat. Then practise the
conversation in pairs.

Ss look at the photo and predict why the boy
is carrying flowers. Then they listen to Track 12
and check their predictions. Elicit from them the
meaning of the word apologies.
Ss repeat the dialogue after the recording. This is a
good opportunity to work on intonation and stress
so ask Ss to try and imitate the recording as much
as possible.
12

12

37

36

2

2.1

Digital Connections

Audioscript

See SB page 17.

8
Practise similar conversations. Use the
prompts below in the Past simple. Then invent
other two conversations.

Ss work in pairs. Encourage them to change roles
and include excuses for their delay.
Circulate around the class and provide
suggestions if necessary, but try not to interrupt
their work as this is an activity that aims at
developing Ss’ fluency.
Digital connection
Ss invent a dialogue including apologies
and excuses, dramatize it and film it, using
the cameras in their notebooks or mobile
phones. Then they share their productions
with their friends.

Background
Information

Workbook
Answers
1 1 talk 2 stay 3 looks 4 open 5 Stop
2a 1 happened 2 was 3 weren’t 4 had 5 put
6 rang 7 was 8 opened 9 landed 10 tried
11 asked 12 was 13 didn’t answer 14 stopped
15 got
b 1 Where did the incident happen ? It happened on a
busy train. 2 What did Fred put in his mouth? He put
three pieces of chewing gum. 3 Where did the gum
land? It landed on a woman’s head. 4 Did Fred talk
to the woman? No, he didn’t.
3 1 Did … go 2 didn’t do 3 went 4 bought
5 didn’t listen 6 didn’t like 7 took 8 met 9 had

10 was
4 1 sorry 2 That’s OK 3 I’m very sorry 4 Don’t worry
5 It doesn’t matter


2.2 Was she driving?
Weekly Objectives
Topic
Stories and jokes
Grammar Past continuous
Vocabulary Actions

2.2
3 periods

Warmer
Ask Ss if they saw a celebrity in the last two years.
If not, encourage them to say who they would like
to meet, where and what they would like to ask
him / her.
Background information
On April Fool’s Day people play jokes on their
friends and make them believe some extraordinary
things happen to them. In the UK, it is on 1st April.
In Argentina, people celebrate it on 28th December
(Día de los Inocentes).

1

Answer

b

13

Audioscript

Answer the questions about the story.
Ss may answer the questions directly without
listening to Track 13 again.
Then, they check with the recording.
Answers
1 Because Josh and Greg say they met Gwen Stefani
yesterday. 2 No, she doesn’t. 3 They are old cinema
tickets.

3
Today is Tuesday. What day is Gwen
Stefani’s next concert?
In pairs, Ss re-read the text and answer the
questions. Ask them to justify their answers (If
today’s is Tuesday 1st April and Gwen Stefani’s
concert is on 5th April, then it is on Saturday).
Answer
On Saturday

Listen and repeat.
The difference between /Å/ and /O…/ does not exist
in Spanish so Ss generally need intensive practice
imitating these sounds to be able to understand the
quality of each one. After the recording, Ss repeat

in small groups, in pairs and individually.
14

14

4 Look at the pictures and complete the
sentences.
If Ss have any doubts, refer them to the Grammar
box.
Ss tend to omit the verb to be in this type of
sentences. If so, you may need to point out the
verb phrases contain two elements (be + V-ing).
Answers
1 was reading 2 was playing the guitar
karate 4 was sleeping

15 Listen to Sarah’s story and choose the
7
correct option.
Ask Ss to read the statements and predict the story
Sarah tells.
Ss listen to Track 15, check the predictions and
choose the correct options.

Answers
1 cold 2 bus

3 looking at her

next

Extra practice 1

Find coincidences: In pairs Ss say what they
were doing at the weekend at different times
and try to find 3 coincidences. E.g. S1: I was
sleeping on Saturday at 9 a.m. S2: I was
sleeping, too.
Extra practice 2

Audioscript

See SB page 19.

Answers
Affirmative: were
Questions: ing / were
Negative: wasn’t / ing
Answers: was / weren’t
We use the Past continuous for actions in progress in the
past.

S1 describes a photo from My Life 3 to S2,
considering the actions happened the day
before. S2 tries to spot which photo it is. E.g.
S1: Greg, Lin and Polly were talking at the train
station yesterday (see SB on page 28). Lin was
wearing a skirt and a light blue T-shirt.

Class & WB Audio

4 jacket

Answer Key
15

Audioscript

It was about four o’clock on Sunday afternoon. I was waiting at
the bus stop and listening to my MP3 player. It was December

3 were doing

and quite cold and it was getting dark. Then I noticed a woman
on the other side of the road. She was looking at me. And she
had strange green eyes. I was starting to feel nervous. Then she

Extra practice 1

Background
Information

crossed the road, came up to me and said. “Excuse me, but I like
your jacket. Where did you buy it?” I just laughed. How silly of me!

See SB page 18.

2

6

39

38

Listen and choose the correct option.
Ask Ss to look at the photo and predict what the
relationship between Gwen Stefani and the friends
is. Ss listen to Track 13, check their predictions and
choose the correct option.
13

Grammar | Past continuous
Ask Ss whether the sentences refer to actions in
the past, present or future.
Ss read the examples and complete the table in
pairs. Make sure they all understand the tense
refers to actions in progress in the past.
You may ask Ss to compare the Past continuous
with the Present continuous.

prev

When Ss are working on an exercise,
remind them it is always easier to move
from what they know to what is new. It is often
useful to skip unknown parts and go back to
them after they have completed the exercise
with the concepts they are sure of.

5 Look at the photo. Ask and answer
questions about yesterday.
Ss work individually and check in pairs before the
class check.
Answers
1 A: What was Greg wearing? B: He was wearing a blue
T-shirt and jeans. 2 A: Where were the three friends
waiting? B: They were waiting at a bus stop. 3 A: What was
the man doing? B: He was looking at the bus timetable.
4 A: What was the woman doing? B: She was walking her dog.

Extra practice 2

As a follow up, Ss may add details to Sarah’s story.
E.g. What was the woman wearing? What was she
doing? Who was she with? What were they talking
about? Etc.

Digital Connections

Digital connection
Ss may create a similar story and record it
using sound effects from their computers
or the Internet. E.g. It was a cold day and I
was walking down the street when suddenly
Suggested tool:
Audacity

8
Is there an equivalent to “April Fool’s

Day” in your country? Did you make a joke to
your friends last Fool’s Day? What was it? Use
these questions as a guide to write your joke.
Tell Ss they may include celebrities in their stories.
Remind them the idea is to talk about something
exceptional (not habitual) in their lives.
You may want Ss to publish the jokes on the class
blog and vote for the most original one.
Answers
Ss’ own answers.

Workbook
Answers
1 1 was doing 2 were shopping 3 was chatting
4 were cooking 5 was sleeping 6 were drinking
7 was trying
2 1 were you doing 2 were eating 3 were you going
4 were going / walking to the cinema 5 was talking
6 were taking photos
4 1 was listening to music / was working 2 were
3
having dinner 3 was having a shower 4 were
playing a video game
4 Audioscript
1 Mum: Nick! Put the volume down, please! I can’t work!
2 Granny: This chicken is delicious. Grandpa: And try
this wine, dear! Granny: Ummm! 3 Mum: Hurry up, Jane,
please. I need to wash the dishes. Jane: OK, mum but
don’t open the tap now! I’m not ready yet! 4 Boy 1: I’m
in. Yes! I’m in … Boy 2: Wait! Don’t move! Wait for my

avatar! Here it is! Boy 1: Yes! We scored 10 points!


2.3 He was driving when …
Weekly Objectives
Topic
Crazy stories
Grammar Past continuous and
Past simple
While / when
Vocabulary Prepositions of motion

3 periods

Warmer
Ask Ss to think about weird, crazy stories or
anecdotes that happened to them or their families.

2.3
Ss work in pairs and then check with the class.
You may also want to ask them to change the
sentences using while.
Answers
1 c She was swimming in the sea when she saw a shark.
2 a The teenagers were having a party when their parents
arrived home. 3 b I was watching a film in the cinema when
my mobile phone rang.

Extra practice 1

1
Read and complete. The man followed
the woman because …
Ss look at the picture and describe the people’s
attitudes and feelings (scared, surprised, happy,
worried, etc.).
Ss read the story and answer the question.
Answer
Answer
… she was beautiful and he wanted to talk to her.

4

Write a sentence with while and a sentence
with when for each set of prompts.
Ask Ss to read the title and predict what the story is
about.
Ss work in pairs and then check their sentences
with the class.
If Ss have difficulty placing when and while, refer
them back to the Grammar box.

5a

Write the correct preposition of motion.
Ss work on the exercise in pairs and then check
with other pairs before the class check.
Answers
b down c over

f into

16 Number the pictures in the correct
b
order. Then listen to the story and check.
In pairs, Ss put Exercise 5a pictures in order.
Check their answers by asking different groups to
tell the story. E.g. First, Steven …
Then play Track 16 for Ss to listen to the story and
check their answers.

Answers
1–c 2–a

16

3–d

4–e

5–b

2

Mime it out: Write sentences with when or while
on slips of paper. The T asks a S to mime out
one of the sentences. The rest of the Ss guess
and provide the correct sentence. To make the
activity more fun, you may divide the class into
two groups and assign a time limit for each

round. E.g. They were playing tennis when he
broke his arm.
Extra practice 2

Ss may look for funny jokes on YouTube and
show the first part to their friends. They should
say what the people were doing that day and
predict what happened to them. E.g. They were
having dinner when ...

Class & WB Audio

6–f

Audioscript

Answer Key

Answers
1 No, it was near the street. 2 To follow the beautiful girl.
3 She didn’t pay any attention to him. 4 He was driving into
the train platform.

Grammar | Past continuous and Past simple.
While / when.
Ss read the text again and complete the table.
Help Ss notice one of the actions refers to an
action in progress and the other to a complete
action.
Ss complete the rule using the examples in the text

and in the table.
Answers
was / stopped / was
We use while + Past continuous / when + Past simple
The action in the Past continuous started first.

You may want to point out that, in some cases,
the action in progress is interrupted by a complete
action. E.g. She was skating when she fell down.

3 Match A with B to make sentences with
when.
Elicit from Ss which actions are in progress (and
so they started first) and which ones are complete
actions.

Extra practice 2

Vocabulary
Ss look at the pictures. You may need to work
on the difference between over (on top of) and
through (three dimensional place like a tunnel,
room, door).
You may need to make a point of the
pronunciation of through /Tru…
/.
Remind Ss to show their tongues when
pronouncing /T/.
Provide examples for Ss to say the possible
actions and prepositions of motion they can use.

E.g. tunnel (walk through); river (walk along);
stairs (go up / down); gate (jump over).
You may ask Ss to invent hand movements to
illustrate the prepositions. They may compare
the different movements and choose the most
precise ones.

opportunity to break into that house. While no one was looking,
he jumped over the wall and went into the garden. He climbed
a ladder and went through the open window. Once inside the
house, he walked along a corridor and then down the stairs and
into the kitchen. Then he opened the fridge and saw some food.

41

40

Answer the questions.
Ss read the text again and answer the questions in
pairs.

next

Extra practice 1

When Steven saw the open window, he decided it was a good
Sample answers
1 a While Steven was driving his car, he saw an open
window. b Steven was driving his car when he saw an open
window. 2 a No one was looking when he climbed a ladder

and broke into the house. b While no one was looking, he
climbed a ladder and broke into the house. 3 a He was
taking things from the house when he saw some food in
the kitchen. b While he was taking things from the house,
he saw some food in the kitchen. 4 a He was eating when
he turned on the TV. b While he was eating, he turned on
the TV. 5 a He was watching TV in the house when he
fell asleep. b While he was watching TV in the house, he fell
asleep. 6 a He was sleeping when the house owner came
back and called the police. b While he was sleeping, the
house owner came back and called the police.

prev

He was hungry! While he was eating, he turned on the TV. But

Background
Information

while watching TV, he fell asleep! He was sleeping when the
police arrived! Crime doesn’t pay.

6a

Use the information in Exercises 4
and 5b to write the story. Then listen to the story
again and check.
Ss write the story and listen to Track 16 again.
Depending on the level of the class, you may feel
Ss need to listen to the story again before writing

the story.

b

In pairs, write another ending to the story.

Digital Connections

Workbook
Answers

Answers 6a & b
Ss’ own answers.

Digital connection
Ss watch Peter Seeger’ song “Where Have
All the Flowers Gone?” and create an AV
(audiovisual) clip with questions about life.
Suggested tool and websites:
Windows Live Movie Maker©
Song video: www.youtube.com/
watch?v=1y2SIIeqy34
Song lyrics: www.lyricsmode.com/
Enter and Search: “Where have all the flowers
gone”

1 1 through 2 along 3 across 4 through 5 through
6 down 7 over 8 up
2a 1 I was watching TV when my friend phoned. 2 We
were swimming in the sea when it started raining.

3 The burglar was climbing the ladder when the police
arrived. 4 You were riding your bike when you met
your friends. 5 My mum was jogging when she fell
over.
b 1 While I was watching TV, my friend phoned.
2 were swimming in the sea, it started raining.
3 burglar was climbing the ladder, the police arrived.
4 were riding your bike, you met your friends. 5 mum
was jogging, she fell over.
3 1 When 2 won 3 was walking 4 didn’t have
5 found 6 were watching 7 were ordering
8 scored


EDB
EDB 22
Weekly Objectives
Consolidate new notions
Develop reading, listening, speaking and
writing
Integrate skills

EDB 2
4

3 periods

EXPLORE & DEVELOP
Warmer
Ask Ss if they read stories at home / on holiday.

What type of stories do they like reading (horror,
mystery, detective, comic, etc.)? What are the
names of their favourite books?

Stories with a Twist
A Believer

1
Read the first story. How many
characters are there?
Ss look at the picture and predict who the person is
and where he is.
Then they read the story and check.

Answers
1 … she was the last person on Earth. 2 … we know there
were no other human beings on Earth. 3 Ss’ own answers.
Sample answer: an unknown creature / a mysterious being /
an alien / an avatar. 4 Ss’ own answers.

Mystery in the Garden

5

Read Story 3 and complete the
information.
Ask Ss to look at the picture and predict what the
story is about and what can be the twist in it.
Ss read the story in detail and complete the chart
in pairs.

Ask several Ss to read their answers.
Answers
Setting (time / place) A week ago. Characters The writer
and a cat. Conflict 1 The cat’s body disappeared in front
of the writer’s eyes. Conflict 2 While he was writing, the
writer became invisible. Outcome The writer is waiting for
the reader to look for / to help him. Author Anonymous.

Answers
1 The ghost. 2 Because there was a man in the dark,
empty gallery. 3 The ghost. 4 It is based on a story by
George Loring Frost.

In pairs, Ss start writing the first draft of their story.
At this stage, encourage them to read the Writing
notes. Help them understand the use and position
of inverted commas and reporting verbs when
using direct speech.
Step

3

Edit

Ss proofread their work, paying special attention to
the use of linkers and the Past tenses.
Ss swap their texts with another pair.
Remind them to read the whole story first and
check if they understand it. Encourage them to
write questions and suggestions on the margin in

pencil.
Ask Ss to hand in their work for you to add
comments.
Step

4

Present

Ss write a final copy of the stories and illustrate
them.
They may upload their stories on the class blog.

EDB Listening task (See SB page 56)

1

Listen and answer. How many people
were there in the room?
Tell Ss they will listen to another story with a
twist. Ask them to predict what the twist may be.
Ss listen to Track 17 once and answer the
question.
17

Answer
Two

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

Ss read the statements and complete the table
before listening to Track 17 again.
Check the answers with the class.
If there are different answers, write them on the
bb and play the recording a third time.
Answers
1 F 2 DS

17

Class & WB Audio

Answer Key
3F

4 DS

5T

6F

Audioscript

“How weird”, said the girl, “this door is too heavy”. But when

BUILD

door. We’re both locked in this small room.”

6

he was looking at her, she passed through the door and

In groups of 4, write a fantastic story.

Background
Information

“Not both of us. Only one of us”, said the girl, and, while
disappeared.

When Ss write narrative texts, they should
be aware that all the elements in the
chart on Exercise 5 above have to appear in
the story and that the use of linkers (especially
those that indicate sequence) are essential for
the reader to understand the story.

Plan

Step

3

Ss read the stories again and underline the
traditional elements in ghosts stories (dark places,
deserted rooms, danger, fear, etc.) and the
unexpected elements (the ghost is afraid and not
the man, there’s a knock on the door, etc.).
Brainstorm possible protagonists for the Ss’ stories

and write them on the bb.
Discuss possible unexpected endings and write the
ideas on the bb as well.
In pairs, Ss choose a protagonist, a place, a time
and an unexpected ending.

Answer
In her room.

Draft

next

“Oh, gosh!” exclaimed the man, “There’s no handle in this

Knock, knock
Read Story 2 and answer. Where was the
woman?
You may want to explain this is a micro-story as
all the elements are condensed in very few words.
They are now very popular in Twitter.
Ask Ss to read the question to guide their first
reading of the story.

2

she touched it, the door closed, with a click.

2

Answer the questions.
Ss read the text again in pairs and answer the
questions.
Ask several Ss to read the answers to check their
responses.
Encourage Ss to say what the twist in the story
is: the protagonist is a ghost and he is scared of a
man.

Step

43

42

Answer
There are 2 characters: the young man and the stranger.

Complete the sentences.
Ss read the story again and complete the
sentences in pairs. Then they check their answers
with other pairs before the class check.

prev

1

CHECK YOUR PROGRESS 2
Answers
1 1 into 2 on 3 along 4 across 5 across

6 through
2 1 were sleeping 2 phoned 3 was buying 4 texted
5 arrived
3a 1 called 2 weren’t 3 was 4 finished 5 got
6 Did … watch 7 didn’t want 8 played 9 wrote
b 1 Where was Gary yesterday at 5 p.m. / He was at
school 2 What time did the match finish / It finished
at 6 p.m. 3 What did Gary do in the evening / He
played the guitar and wrote a song
4 Sample answers You: 1 Have you got my racket?
Your friend: I’m very sorry but your racket is at the
club. You: Don’t worry. / It doesn’t matter. / Never
mind. Bring it tomorrow, please.
Your friend: Yes, of course.

Digital Connections


TIME OUT A
Weekly Objectives
Integrate skills
Transfer knowledge to new situations
Develop comprehension strategies

TIME OUT A
3 periods

MEMORIES

BROTHERS AND SISTERS

Answer the questions.
1 Is Duggie still alive?
2 Who was Duggie for Sandra?

You may want Ss to answer the following questions
about the comic strip. Copy them on the bb and
ask Ss to work in pairs. Then, ask several Ss to
read their answers.
1 How old are the children?
2 What’s the boy’s problem? Who does he go to
for help? Can you tell this in the first two frames?
3 Choose some adjectives to describe the girl’s
reaction and explain why: distant, interested,
practical, clever, friendly, worried, hysterical,
loving, desperate, calm.
4 What’s funny about the situation? What does the
boy want?
5 In your opinion, what is the girl thinking in the last
frame?

Background information
Twister game is a physical game played on a
large plastic mat. The mat has four rows of large
coloured circles on it with a different colour in each
row. The players have to put their hand or foot on
the different colours according to what a spinner
says. The aim of the game is to move without
falling down.
Warmer

Ask Ss about a special memory: when did it
happen and what made it so special.

You may want your Ss to do a True / False exercise
on text. Copy the following statements on the bb
and ask Ss to read the text and complete it.
Answer true (T), false (F) or doesn’t say (DS).
1 The friends who are chatting are 10 years old.
2 Max posted the birthday party photo.
3 Sandra liked her 5th grade teacher.
4 Ms Helen works as a model now.
5 Rachel knows what she wants to be in the future.
Answers
1 F 2 DS

3T

4F

5T

Background information
Robert L. Stevenson (1850 – 1894) was a famous
Scottish writer. His most famous works are
Treasure Island (a novel of piracy and adventures)
and The Strange Case of Dr. Jekyll and Mr. Hyde
(a horror novel with a psychological twist). He was
a well-known literary figure in his lifetime and his
novels were (and still are) very popular.
You may write the following questions on the bb

and ask Ss to answer them in pairs.
1 Who is the speaker in this poem, a child or an
adult?
2 What does the writer feel when he goes up in a
swing?
3 What can he / she see when he / she is up in the
air?
4 What are the words connected to the countryside?
Answers
1 An adult who feels like a child playing on the swing.
2 He feels it is the most pleasant thing a child can do.
(Oh, I do think it the pleasantest thing, Ever a child can do!)
3 He can see all the countryside. (Till I can see so wide,
Rivers and trees and cattle and all, Over the countryside)
4 Rivers, trees, cattle.

My first theatre experience
Write the following sentences on the bb and ask Ss
to complete them after reading the text.
1 Sandra posted this photo because …
2 She felt excited during the play because …
3 The experience was so important for Sandy that
now she wants …
Answers
Ss’ own answers.

Ask Ss about their experiences with swings.
Have they ever played with a swing? Have they
ever jumped off a swing? Where? When? How
high did they go? What was it like? Did they feel

like the protagonist of the poem? Where are the
nearest swings to their houses? Do they still like
swinging on a swing? Which other playground
games did they play with? (E.g. seesaw, climbing
frames, merry-go-round, slides, etc.)

MY MEMORIES
Ask Ss to collect photos of important days in
their childhood and write what happened on
those days. Then they may tell one of the stories
to the class.
You may provide some guiding questions such
as: How old were you? Where were you? Who
was with you? What were you doing? What
happened? Why is this memory so important?

Class & WB Audio

Answers
1 The boy is about 5 and the girl is about 12. 2 He has
fallen down and hurt himself. He goes to his sister for help.
We cannot tell this in the first two frames. We only hear a
person speaking to the child. We can’t see that person. We
only see his / her arm but we don’t know who it is. 3 Ss’
own answers. 4 The boy wants two lollypops because now
he says he has fallen twice. 5 Ss’ own answers.

Find five adjectives. Can you use them to
describe memories from your childhood?

Answer Key

45

44

Remember the birthday party at Patty’s?

POETRY CORNER

next

MY TIME OUT

Duggie!

Answers
1 No. 2 Her best friend.

prev

Background
Information

Answers
F

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M

A

G

I

N

A

R

Y

R

A

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R

H

J

K

W

N

K

H

A

P

P

Y

T

N

E

M

C

S

L

A

T

A

A

W

S

Q

U

W

W

U

E

T

V

X

O

Y

L

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M

W

K

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Digital Connections


3.1 It’s opposite the hotel.
Weekly Objectives

Topic
City tour
Grammar Prepositions of place
Vocabulary Places in town

3.1
Dictionary skills are essential to
develop autonomy in learning so it is
very important to encourage Ss to use the
dictionary as much as possible. It is convenient
to ask Ss to try and make hypotheses about
the meaning of words before looking them up
in the dictionary. You may also need to teach
symbols such as n (noun), adj (adjective),
v (verb), prep (preposition) to help them
understand how to make the most of this tool.

3 periods

Warmer
Ask Ss about school outings. Where do they go?
What kind of activities do they do? How far was
the furthest trip? Etc.

1

Read and choose the correct option.
Ask Ss to read the title of the blog and say what
they expect to find in the text.
Ss read the blog, check their predictions and

answer the question.
Answer
c

c

Answers
1 post office 2 chemist 3 newsagent 4 petrol station
5 travel agency 6 café 7 station 8 car park 9 museum
10 library / bookshop 11 theatre 12 tourist information
centre 13 zoo / pet shop / vet 14 music shop

Digital connection

Answer true (T), false (F) or not in the text
(NT).
Ss read the text again and answer in pairs. Ask
them to underline the information in the text.
Then they check their answers with the rest of the
class.

3T

4F

Crossword puzzle: Ss create a crossword
puzzle online, using the vocabulary on places
in town and the things you can get there.
E.g. We see plays in this place. (Theatre) /
We can find these in a library. (Books)

Suggested website:
www.puzzle-maker.com/CW/

5T

3a

Tick the places you remember.
Elicit places in town Ss remember, e.g. school,
cinema, fun park, stadium, restaurant, etc.
Ask Ss to read the vocabulary box and identify
the words they know. They will probably recognise
most of them but they may need some help with
their pronunciation, especially with chemist, café,
library, museum and theatre.
Answers
Ss’ own answers

b Use the Mini Dictionary to check the ones
you do not know.
Encourage Ss to use the Mini Dictionary on the
front flap of the SB cover.

Listen and repeat. Then practise the
conversation in pairs.
Encourage Ss to repeat the intonation and stress
patterns of Track 18.
Tell them we use the phrase Excuse me to call
people’s attention before asking for help.
18

18

Audioscript

See SB page 25.

6

Look at the map in Exercise 4 and
practise similar conversations about the
following places.
Tell Ss to change roles and use as many
expressions as possible.
Ss may role-play the conversations for the class
and / or they may record them on their computers.
If so, encourage them to listen to their productions
and check what they can do to improve them.

Ss draw a map of their neighbourhood and
explain to one or two friends what places are
near their home. E.g. In our neighbourhood,
there’s a chemist next to a music shop.
Extra practice 2

Picture dictation: Brainstorm 8 places in town
and write them on the bb. Tell Ss to draw a map
similar to the one in Exercise 4 on their folders
and locate those places in the map. Then, in
pairs, one S dictates his / her drawing to the

other and then, they compare their sketches to
check if the instructions have been clear.
E.g. In North Street, there’s a chemist opposite
the bank.

Answers
Ss’ own answers.

Background
Information

Digital Connections

4

Look at the map. Say where the places are.
In pairs, Ss look at the map and describe the
location of the different places.
Encourage Ss to use as many prepositions as
possible.
Answers
1 The post office is on the corner of North St. and East
St. OR The post office is opposite the bank and next to the
Chinese restaurant. 2 The supermarket is next to the bank.
3 The bank is opposite the post office. 4 The sports centre
is on the corner of North St and West St.
Workbook

Extra practice 2

Class & WB Audio

Answer Key

Grammar | Prepositions of place
Ss look at the chart and create sentences to
describe their classroom, using the prepositions.
E.g. Pedro is sitting next to Carla.

Extra practice 1

next

Extra practice 1

47

46

2

Answers
1 F 2 NT

Match the words with the places in town.

5

prev

Answers
1 1e 2f 3g/c 4b 5c 6d 7h 8a
2 1 F / The computer shop is opposite the restaurant.
2 T 3 T 4 T 5 F / There’s a chemist in Market
Road, opposite the supermarket. 6 T 7 T 8 F /
The station is next to the bus stop.
3 1 A: Excuse B: in 2 A: Is / near B: between
3 B: sorry / know