Pearson whats up 1 teachers book 3rd edtition

Engage with eye-opening
topics and discover your
potential!

What’s Up? 1

“Teachers’ demands for a change have resulted in this What’s Up?
3rd edition. Using students’ previous experience of the world as a
springboard, we move through a series of interconnected meaningful
tasks till they complete a final project in each unit. Drawing from
observation of images to recall students previous knowledge, new
vocabulary is presented to facilitate the understanding of challenging
updated texts. Contextualised grammar practice enables students to
visualise and internalise new linguistic concepts, which are permanently
spiraled throughout the series. Collaborative work and informed
discussions will help students to reflect critically and to become better
aware of themselves and others. All tips and suggestions in the Teacher’s
Book are provided in the hope that teachers and students experience
the classroom as a marvellous opportunity for growth!”

TEACHER’S BOOK

Welcome to What’s Up?
3rd edition

María Alicia Maldonado

3rd edition
Ma

ría

Al

ici

aM

ald

on

(Teacher’s Books author as well as responsible for the adaptation and pedagogical
supervision of the What’s Up? 3rd edition series)

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o

Teacher’s components:
Downloadable Teacher’s Book with extra practice & readings
Access to interactivity to follow students’ progress, upload material or
address homework, amongst other things
Online Class & Workbook audio files

Students’ components:

All digital material available at:
www.whatsup.pearsonelt.com.ar

WUP-01-TB-tapas.indd 1

María Alicia Maldonado

Student’s Book with Workbook
Interactive Student’s Book: www.whatsup.pearsonelt.com.ar
Extra Practice & Fast Finishers Book
Grammar Quick Check
Online Workbook audio files

TEACHER’S BOOK

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3rd edition

TEACHER’S BOOK

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Contents
English book collections
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Introduction

4

Interactive Student’s and Teacher’s Books

8

Planificaciones anuales

10

Student’s Book Table of Contents

16

Teacher’s notes:
Let’s warm up!

18

Unit

19
28

1

WE are the school
Extra Reading

Unit

2

My favourite days
Extra Reading

Unit

3

Natural habitats
Extra Reading

Unit

4

What’s your choice?
Extra Reading

Unit

5

ICT in our lives
Extra Reading

Unit

6

Time to travel
Extra Reading

29
38
39
48
49
58
59
68
69
78

Social and Emotional Learning (SEL)

79

Answer keys:

83

Let’s wrap it up!
Workbook (with Audioscript)
Extra Practice

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Introduction
Our view of language
What’s Up? 3rd edition is a four-level series especially
designed to help teenage learners at the age of 12-16
to learn English from a cognitive-functional view of
language. This view proposes a triadic relationship
between language, thought processes and culture.
Therefore, the view of language that underlines the
whole series is an experiential holistic view which
rejects the division of the study of language into syntax,
lexis, semantics, pragmatics and phonology as separate
components. Meaning is construed by the interplay of
grammar, ie grammar as syntax and lexis together, and
phonology (prosodic features and phonemes) integrated
in communication in context.
Speakers of a language in a meaningful interactive
situation draw from the linguistic resources of the
language in question. That implies syntactic rules,
lexical choices and phonological features to finally
construe their meaning in context. Any change in
meaning implies a change in grammar and prosodic
features add to the communicative intention of
the speaker in a particular context, ie the same
utterance can express different meanings according
to the context.
The difference between a sentence and an utterance
should always be considered when teaching. A
sentence is a grammatical concept that points to

the syntactic construction and to the lexical choices.
Whereas, an utterance involves grammatical
forms, sounds and intonation patterns, as well as
the semantic structure (ie meaning) expressing a
communicative intention.
Communication is the primary function of language,
which has an impact on the form that language takes.
Great importance is given to both cognitive and
socio-cultural factors in relation to the linguistic
phenomenon and, of course, the rejection of the
idea that syntax is autonomous from semantics and
pragmatics. Functionalism studies the full range of the
linguistic phenomena rather than only “grammatically
correct sentences”. We do not “speak grammar” but
we communicate meaning. Grammar is important
as it serves for the purpose of meaning construction
in meaningful interaction. In terms of language
acquisition, a child constructs her/his language from
the information available in meaningful interactive
situations. We logically think of language in use. There
are no distinctions between a central or a peripheral
use of language, ie the notion of exception is rejected
and all the uses of language are taken into account.
When we understand a language, we also
understand our conceptual world. The notion of
concept refers to a person’s idea of the world
around. Concepts are developed through our
interaction with the physical and cultural world.
Conceptualisation is dynamic because we reconstruct
our concepts as we interact with other people’s views.

Our view of the teaching
and learning process
The teaching perspective will depend on the view of
language each teacher adheres to. From a learningcentred stance, students are guided to discover how
much of their learning they are able to construe by
themselves. No matter whether students are focusing
on language structure or not, meaning is central to
enable them to make sense of what teachers are
trying to teach. Thus, the aim of the series goes
beyond the idea of transmitting rules of use but
generating meaningful use of language. Following a
reflective approach to learning, it aims at educating
learners. This implies to provide opportunities to think
critically, reflect and develop self-awareness and
awareness of others.
The guiding principle is to enable students to be
able to communicate efficiently. And communicating
efficiently implies, in the first place, to understand
exactly what we want to express. Secondly, it also
implies to be aware of the possible impact that what
we want to say may have on our interlocutors, as well
as to be able to put our ideas into words. In this way,
students will develop their own capacity to listen to
others and to respect their opinions.
Notice that, from the very beginning, the Opener and
the Pre-reading section will present a wide variety
of images to help students to recall concepts they
are already acquainted with. Some of these concepts
will be transferred to the second language context

and some others will just serve as a springboard to
embark on the reflection stage.
Learning styles, students’ interests and stages of
cognitive development are the key to decide on the
tasks to present them. These tasks will give learners
many opportunities to learn by discovery and by making
connections. Students will always have a chance to
reflect upon their own experiences and to review their
own beliefs about everyday facts. They will be able
to become aware of how much they are doing well,
how much they might modify and how much they will
have to accept as different choices on the part of other
people they interact with. The language study section
in each unit will provide the necessary tools to develop
accuracy, but the focus is placed on enhancing students’
participation in authentic discussion.
The series follows a spiral approach towards learning
so that students can recycle linguistic contents in
order to interweave new knowledge in their schemata.
Students will practise linguistic content systematically
while getting engaged in meaningful tasks.
The Final Project in each unit will help students to take
responsibility of their own learning process and will
enhance group cohesion while having students work
together to achieve a common aim.

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Introduction
Teacher’s Book
The Teacher’s Book introduces the rationale which underlies the series and provides plenty of suggestions to
improve and vary classroom activities. A description of the teaching intention of each lesson is developed in each
unit. In this way, it is a real teacher companion in the process of teaching and learning.
Besides, the book includes cultural information to facilitate discussion of the images in the Opener and Pre-reading
section. And it also provides all the answer keys to exercises in the order they appear in the Student’s Book.
The Pandora box offers either teaching tips on classroom management, warming-up activities or further extra
practice for most lessons. There are also Pronunciation boxes that contain practical tips to integrate phonology in
the Language lesson as a way to help teachers to implement a cognitive-functional teaching perspective.
At the end of Units 1, 3 and 5, you will find a My students… chart. We provide a few thoughts or guidelines to help you
think about and answer the following questions: How are my students doing? and How can I help them to improve
their learning?
The teachers’ Cheat sheets will provide you with extra information on the main theme of each unit. These sheets
aren’t overly exhaustive nor extensive but give you the basic information you may need to answer the first questions
that may arise on one matter or another.
Extra Readings: in order to answer the teachers’ main demand (more reading, more reading, more reading!), we
close each unit with an extra reading, totally aligned with the content of the unit in question. Although we’re giving
you 100% freedom on how to use these texts (no further practice given!), we do tell you the specific content that is
covered in each case.

Student’s Book
Opener and Pre-reading section
Each unit starts with a double-page spread, Opener and Pre-reading section, where the Unit goals are listed for
students’ reference. A set of images will be the starting point for class discussions and/or self-reflection upon
the main topic presented in each unit. Students will be provided with the challenge to observe and spot features,
to establish connections or to categorise elements by resorting to the previous knowledge they bring into the

classroom. Teachers are not expected to impose their teaching, but to teach on students’ needs. All the challenges
students will have to face will make them aware of what they need to learn. As it has been already mentioned,
all the photos, words and exercises of this spread have been thought to get students ready for the next sections
(Vocabulary and Reading).
As a closing feature, the Project preview will lead students to anticipate and get prepared for the Final Project.
Thus, students will know from the very first minute what they are expected to do by the end of the unit. As the unit
develops, students will also find suggested instructions, Project tips, to start preparing their project in advance.

Vocabulary
This page is devoted to systematic work on vocabulary. Lexical items are introduced in context so that students
can develop awareness of lexical categories which, in turn, are closely related to grammatical categories and
prosodic features. These are presented as chunks for students to internalise.

An invisible imaginary thread connects the Opener and Pre-reading section with the
Vocabulary section and paves the way towards the Reading section.

Reading
There is a wide range of interesting and updated contents presented in varied text types, such as: blog entries,
social networks, magazine or newspaper online articles, interviews and diaries, among others.
Students will be encouraged to infer meaning from context in order to grasp content as well as to resort to
different reading strategies, eg skimming and scanning to anticipate or predict ideas presented in the text.
Analogy and opposition are hints to help students to develop both learning and productive strategies which will
enhance autonomy in the teaching and learning process.
All Reading sections end up with a “What about you?” box in which students will make the new content theirs
by transposing the described experience to their own reality. In addition to that, all the texts introduce topics
that offer opportunities to reflect upon values and beliefs, thus helping students (and teachers!) to develop their
social-emotional intelligence skills.
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Introduction
Grammar
This two-page section has been designed to
introduce and practise main grammar points.
Students will be asked to observe, compare, contrast
and make connections. That is why the Grammar
boxes offer blank spaces for students to complete.
Students will always be encouraged to work out
the presented structures by analysing the hints

provided in each section. They will also be prompted
to discover the hidden patterns and then use them
in contextualised exercises. The lexical items
introduced in the Vocabulary and Reading sections
are constantly recycled.
Notice that further detailed explanation of grammar
rules is presented in the Extra Practice Book.

Listening and Speaking
These two sections share a double-page spread and present images that introduce the pre-listening activities and
set the context for the listening comprehension tasks. Students will always be exposed to authentic speech in a
wide variety of English accents, only adapted to accompany students’ pace according to their level of proficiency.

As mentioned before, the series follows a spiral approach, so all the topics presented in the
audio are closely related to the target vocabulary and grammar introduced in each unit. All
post-listening activities will pave the way towards the Speaking section.

The Speaking section follows an invisible imaginary thread from the audio conversations to clear communication
goals that involve students in real communication activities by resorting to the linguistic content introduced in
the unit and by recycling the contents presented in the previous ones. Thus following our spiral approach to
teaching and learning.
The selected topics provide plenty of opportunities for students to engage in meaningful communication
activities, as well as they help to develop students’ language proficiency.
Challenging and entertaining communication-gap activities, to be carried out in pairs, have been included at the
end of each Speaking section to systematise the practice of speaking skills. They can be used as rounding-off
activities or as extra practice to reinforce students’ confidence in speaking.

Writing
Our view of writing is not constrained to teaching
how to write end products. We consider writing as
a means to learning and this perspective is present
throughout all the sections in the book. Nevertheless,
notice that in every Writing section, a Writing rule box
has been included to provide students with useful tips

to approach or achieve accurate writing.
A model text is always provided for students to start
by trying parallel writing. Formal and informal pieces
of discourse are presented and analysed. And the
communicative purpose is never left behind. Students
are expected to write for real communication.

Final Project
As mentioned before, the Final Project is presented
at the Opener and Pre-reading section for students to
anticipate what they are expected to do by the end of
the unit. In this way, students will become aware of

how the linguistic content of the unit will help them to
achieve their final aim: Make authentic use of language,
recycling previous knowledge and integrating it with
the content of the unit by means of oral presentations,
writing creations and games, among others.
Every Final Project will pose a challenge to students,
so as to focus on real communication rather than on
accuracy. Students will be learning linguistic content
while trying to succeed at communicating actual
information.
All projects are meant to be done by using ICT
(Information and Communication Technology).

However, a second option is also offered in case there
is no access to internet connections.
It is important to foster the use of ICT since it is evident
that citizens of the 21st century will need to be proficient at
using ICT to get any kind of work position. Nevertheless,
we are aware of the limitations that some teaching and
learning contexts put on teachers and students.
Whenever these icons are presented, it means that:
the activity is to be carried out using computers,
notebooks, tablets, smartphones or other types
of technological devices.
the activity is to be carried out using more
traditional methods, such as: posters, cards,
paper dictionaries, and so on.

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Introduction
AND CULTURE
Every two units, a CLIL and Culture section
has been integrated to offer the opportunity to
work on extensive reading. Topics have been
carefully selected to fit students’ interests.
They are updated and appealing to promote
reading for pleasure while reinforcing reading
comprehension skills.
Once the article has been read, students will
be encouraged to go deeper by doing further
research work on the web, or in encyclopedias,
magazines or newspapers. Then they will be
able to share their findings with the class while
exchanging opinions and points of view.

Extra Practice Book
The organisation of the Extra Practice Book follows
the same structure as the Student’s Book and the
Workbook, so students will be able to easily find their
way through it.
This book provides extra opportunities to manipulate
grammar structures and to reinforce the knowledge
of lexical and grammatical categories while creating
meaning in context.

Grammar rules are included in all units to be used as a
reference when needed.
Most of the exercises are contextualised so as to
reinforce the linguistic contents knowledge while
making authentic use of language.

Fast Finishers Activities
This section includes an assessing worksheet
to evaluate, or self-evaluate, students’
proficiency in the use of language as
meaningful communication in context. Students
will recycle their language and, since the topics
presented are not exactly the same as the ones
introduced in the two previous units, students
will also be able to approach the language from
an experiential stance. They will feel they can
use language in context to express what they
actually want to say.

Workbook
The integrated Workbook at the end of the
Student’s Book will provide further intensive
and discrete point practice to help students
to reinforce and expand the linguistic content
presented in each unit. Although all the
activities are suitable for self-study, they are
also likely to be used in class.
This component follows the same organisation
as the Student’s Book, so the activities can be
intermingled through the teaching process of

each unit.
The listening-comprehension section can be
given as homework because students can
access the audio files at:
/>In this way, each student will have the possibility
of working at her/his own pace. The correction
of the exercises can be used as a rounding-off
activity in class.

Each unit of this component includes a “Fast Finishers”
activity for students to solve individually. They consist
of extensive reading activities to keep fast finishers
interested in new challenges, and students who need
more time to process their learning to be granted the
possibility to do so.

SEL is the process through which
children and adults:
> acquire and effectively apply the
knowledge, attitudes, and skills
necessary to understand and
manage emotions
> set and achieve positive goals,
feel and show empathy for
others
> establish and maintain positive
relationships, while making
responsible decisions

It’s time to engage our students with Social and

Emotional Learning … because to educate their
minds is as important as nurturing their hearts.
(See special SEL section and corresponding class
activities, pages 79-82)

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Interactive Student’s Book
REGISTRATION
Our Sales’ person will provide you with your access code.
Once you have it, proceed as your students: enter www.whatsup.pearsonelt.com.ar, go to TEACHERS and create your
account.
For instructions on how to register, tell the students to go to the inside cover of the Student’s Book.
IMPORTANT! Although both you and your students can work online and offline, you need to be online in order to
register. Once you’ve created your class, you’ll be able to see your students’ activity and results. The tasks they
complete offline will synchronise automatically once they go online again.
NEED HELP? Please contact us at:

What can the students do?
> Answer all exercises, even those that imply writing production.

Note: Students are given 3 attempts. Once they have completed the exercise, the right answer is given automatically.
In the case of writing production, you, as a teacher, will receive the answers directly and will be able to correct
them and send them back over to each student personally with notes and marks if you wish to do so.
> Write notes to their teachers (or simple reminders for themselves).

> Highlight part of the text they wish to highlight.
> Listen to the Student’s Book tracks as many times as they wish to.
> Access the Extra Practice Grammar Reference whenever it is mentioned.

Interactive Teacher’s Book
REGISTRATION
Our Sales’ person will provide you with your access code. Once you have it, proceed as the students:
enter www.whatsup.pearsonelt.com.ar, go to TEACHERS and create your account.

What can you do?
> Create a class.

Go to “MY STUDENTS” tab
and click on “New classroom”.

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Interactive Teacher’s Book
Then, click on “Generate code” to obtain a class code that you
can then pass on to your students so they can sign up to the
class. This code is always made up of the initials CL + 8 digits.

Then, select a category and course for your class and click on
“Accept”.
Next select “Assign” and choose the content you want your

class to have access to. Keep in mind that you can only assign
content which you have available on the My books section in
the CONTENT tab.

If you attend more than one class at the same time, create a
new class: click on “New classroom”.

> Manage your class. Go to: _INTERACTIVETB_Editing_classroom
> Follow the activity of each student separately and/or of the entire class.
> Send homework to each student separately and/or to the entire class.

Go to: _INTERACTIVETB_Assigning_homework

> Send messages to each student separately and/or to the entire class.
> Attach files to the messages. Go to: _INTERACTIVETB_Sending_messages
> See Gradebook, divide it by competences and/or by marks.

Go to: _INTERACTIVETB_Grades_section_explained

> Change the unit’s learning sequence.
> Hide and/or show certain part of the Student’s Book at your convenience (which enables you to pace your teaching in

accordance to the level of the class). Go to: _INTERACTIVETB_How_to_edit

> Create and upload new units / your own material. Go to: _INTERACTIVETB_How_to_upload
> Create new activities and tests thanks to the Interactive Book exercises templates.

Go to: _INTERACTIVETB_How_to_create_activities

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Planificación anual

Unidad temática 1: WE are the school
Tópico: El pre-adolescente y su relación con la comunidad educativa y sus actores.
Tareas de comunicación y aprendizaje

> Páginas 6-7
• Asociación de léxico referente a la escuela con su
representación gráfica.
• Identificación de las diversas tareas que cumple el personal
escolar.
• Comparación de culturas y de comunidades educativas.
> Página 8
• Intercambio oral sobre las asignaturas preferidas y los
lugares donde se dictan.
• Descripción de la hora.
• Intercambio oral sobre horarios escolares.
> Página 9
• Identificación del género discursivo.
• Observación de imágenes como estrategia de comprensión
lectora.
• Lectura de un artículo de una revista escolar. Identificación
de ideas generales e información específica.
• Discusión oral sobre distintos tipos de escuelas y

preferencias personales.
> Páginas 10-11
• Sistematización de la estructura del presente simple del
verbo to be en un cuadro.
• Deducción de reglas gramaticales.
• Inserción del verbo to be en textos escritos.
• Escucha y reproducción de oraciones atendiendo al ritmo y
a la acentuación correcta.
• Asociación de preguntas y respuestas.
• Intercambio oral de preguntas cerradas y respuestas.
• Identificación de adjetivos en oraciones escritas.
• Inserción de adjetivos en oraciones descriptivas.
• Identificación de las preposiciones de tiempo en oraciones.
• Formulación de preguntas con When? y respuestas con
preposiciones de tiempo.
> Páginas 12-13
• Descripción de una ilustración como estrategia de
comprensión auditiva.
• Escucha de una entrevista e identificación de los
interlocutores y el tema de conversación.
• Escucha de un monólogo de un docente. Identificación de
información específica para completar un horario escolar.
• Escucha de una conversación entre alumnos para
identificar ideas generales e información específica.
• Participación en un juego de roles.
• Escucha de intercambios realizando pedidos amables y
solicitando favores.
• Producción contextualizada de pedidos amables y solicitud
de favores.
>

•
•
•
•

Página 14
Reconocimiento de los componentes de un párrafo escrito.
Producción de párrafos escritos.
Reconocimiento y producción de oraciones descriptivas.
Lectura de un texto informativo e identificación del tipo de
información que provee.
• Redacción paralela de un texto brindando información
personal.

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Contenidos
LEXICALES

• Vocabulario relacionado con los
espacios y lugares de la escuela.
• Asignaturas escolares y actores del
contexto escolar.
• Hora digital y hora analógica.
• Los días de la semana.
• Títulos: Mr, Mrs, Ms.
• Adjetivos calificativos: modern, hard,
easy, typical, special, long, favourite, etc.

GRAMATICALES

• Presente simple del verbo to be en
todas sus formas.
• Preposiciones de tiempo: in, at, on.
• Posición de los adjetivos.
• Uso de can para realizar pedidos
amables y solicitar permiso.
• Uso de want to + infinitivo para
expresar deseo.

FONOLÓGICOS

• Pronunciación de she / he.
• Reconocimiento y producción de los
sonidos /h/ y /d /.
• Entonación de preguntas cerradas y
abiertas.
• Entonación descendiente-ascendente
como signo de corrección.
• Entonación ascendente como signo
de amabilidad.

Proyecto final
Tópico: Información personal: el alumno como un actor más
dentro de la comunidad escolar.
Proyecto
• Los alumnos se comunicarán para describir personas de la
comunidad escolar y sus tareas.

Contenidos
• Uso del tiempo presente simple del verbo to be.
• Uso de preposiciones de tiempo y de adjetivos.
• Uso de vocabulario para describir la escuela, los
trabajadores, las asignaturas, los horarios y los amigos.
• Uso contextualizado de las macro habilidades.
Tareas de preparación
• Preparación de un cuestionario para entrevistar a un
empleado escolar.
• Entrevistas a los diferentes empleados de la escuela.
• Organización de la información en una presentación.
• Recolección de imágenes de los espacios escolares.
Expectativas de logro
• Elaboración de una presentación en PowerPoint o de un
póster sobre un actor de la comunidad escolar.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”

• Reflexión y valoración de la tarea que realizan personas que
no están en el aula para generar un ambiente de trabajo
seguro y adecuado.
• Toma de conciencia sobre el cuidado y la higiene de los
lugares, los elementos y los espacios de uso común.

© Pearson

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Planificación anual

Unidad temática 2: My favourite days
Tópico: El pre-adolescente y las tradiciones de su comunidad, familia y el mundo.
Tareas de comunicación y aprendizaje
> Páginas 16-17
• Asociación de léxico referente a festividades con las
imágenes que los representan.
• Categorización de diversas celebraciones.
• Valoración de las tradiciones familiares y culturales.
• Comparación de culturas y sus festividades.
>
•
•
•

Página 18
Descripción oral de rutinas diarias.
Conexión secuencial de acciones cotidianas en forma oral.
Descripción oral de las actividades típicas de los eventos
especiales.

Contenidos
LEXICALES

• Vocabulario relacionado con las
rutinas diarias.
• Actividades que se realizan en
eventos especiales.
• Los meses del año.
• Celebraciones y festivales.

GRAMATICALES

• Presente simple en su forma
afirmativa, negativa e interrogativa
para describir hábitos y rutinas.
• Adverbios de frecuencia: never,
sometimes, often, usually, always.
• Uso de want to + infinitivo para
expresar deseo.
• Conectores secuenciales: before,
after, first, then, after that, finally.

FONOLÓGICOS

• Pronunciación de la -s en la tercera
persona singular.
• Entonación de preguntas abiertas.
• Patrones de acentuación y ritmo.
• Entonación ascendente como
marcador de continuidad.

>
•
•
•

Página 19
Identificación del género discursivo.
Uso de imágenes para inferir el contenido de un texto.
Lectura de un texto publicado en un blog. Identificación

de ideas generales e información específica sobre una
celebración.
• Descripción de festividades de la cultura propia y ajena.
• Expresión oral sobre gustos y preferencias personales.
> Páginas 20-21
• Sistematización de la estructura del tiempo presente simple
en sus formas afirmativa y negativa por medio de cuadros.
• Deducción de reglas gramaticales sobre forma y uso.
• Identificación de formas gramaticales correctas.
• Inserción del tiempo presente simple en un texto.
• Identificación de las distintas pronunciaciones de la -s
final en la tercera persona singular de verbos en tiempo
presente simple.
• Pronunciación correcta de la -s final de la tercera persona
del singular del tiempo presente simple.
• Producción contextualizada del tiempo presente simple.
• Identificación de adverbios de frecuencia y su significado.
• Inserción de adverbios de frecuencia en oraciones.
• Producción guiada de oraciones con adverbios de
frecuencia.
• Descripción oral de rutinas propias y ajenas.
> Páginas 22-23
• Descripción oral de ilustraciones como estrategia de
comprensión auditiva.
• Escucha de dos entrevistas sobre rutinas. Identificación de
ideas generales e información específica.
• Participación en un juego de roles.
• Escucha de una entrevista sobre deseos personales para
identificar información específica.
• Intercambio oral para expresar deseos personales

utilizando want to.
> Página 24
• Reconocimiento sobre el uso del sujeto en oraciones y de
conectores secuenciales en textos.
• Ordenamiento de conectores secuenciales.
• Lectura de una descripción sobre una rutina diaria,
selección de los conectores secuenciales apropiados y
ordenamiento de las rutinas descriptas.
• Redacción libre sobre un día típico de la semana.
> Página 27
• Autoevaluación guiada.

© Pearson

WUP_TB01_1015_PLAN.indd 11

Proyecto final
Tópico: Una celebración especial.
Proyecto
• Los alumnos compartirán una presentación sobre una
celebración especial.
Contenidos
• Uso del tiempo presente simple y adverbios de frecuencia.
• Uso de vocabulario para describir actividades que se
realizan en eventos especiales.
• Uso de conectores secuenciales.
• Uso contextualizado de las macro habilidades.
Tareas de preparación
• Enumeración de eventos y celebraciones especiales.
• Reflexión sobre las actividades de un día especial.

• Selección de imágenes representativas.
Expectativas de logro
• Elaboración de una presentación en Prezi o en un póster
para compartir información sobre una celebración elegida.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”

• Reflexión y valorización de las tradiciones familiares y de
nuestra cultura, y respeto por otras culturas.
• Participación activa y voluntaria en la organización de las
celebraciones escolares.

CLIL y cultura
Tópico: Día de la Independencia
• Lectura extensiva para fomentar el placer por la misma.
• Valoración sobre el festejo del Día de la Independencia y
sobre las tradiciones del país. ¡Celebrémoslo!
• Búsqueda de información en internet como estímulo para
un aprendizaje por serendipia.

What’s Up? 3rd edition - Teacher’s Book 1 11

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Planificación anual
Unidad temática 3: Natural habitats
Tópico: El pre-adolescente y su valoración sobre el reino animal.
Tareas de comunicación y aprendizaje
> Páginas 28-29

• Asociación de léxico referente a las clases de animales con
las imágenes que los representan.
• Identificación de características de los animales.

Contenidos
LEXICALES

• Vocabulario relacionado con las
partes del cuerpo de animales.
• Nombres de animales salvajes, de
granja y mascotas.
• Verbos que describen las
actividades que realizan los
animales: hide, sting, hunt, lay, etc.
• Adjetivos que describen animales:
aggressive, friendly, intelligent, clean,
dirty, dangerous, poisonous, slow, etc.

> Página 31
• Identificación de género discursivo como estrategia de
compresión lectora.
• Lectura de un artículo informativo online. Identificación de
ideas generales e información específica.
• Personalización de un tema y discusión sobre lo que ocurre
con algunas especies en el país.

GRAMATICALES

• Presente simple en todas sus
formas.

• Preguntas abiertas y cerradas.
• Uso de can para expresar habilidad.
• Uso de must para expresar
obligación y mustn’t para expresar
prohibición.

> Páginas 32-33
• Sistematización de la forma interrogativa del tiempo
presente simple en un cuadro.
• Deducción de reglas gramaticales sobre forma y uso.
• Producción guiada de preguntas cerradas y abiertas.
• Identificación de la correcta pronunciación de does y doesn’t
y su posterior producción.
• Intercambio oral de preguntas y respuestas utilizando el
tiempo presente simple.
• Inserción del tiempo presente simple en un diálogo escrito.
• Sistematización del uso de can, must, can’t y mustn’t
para expresar habilidad, obligación y prohibición
respectivamente.
• Inserción de las formas afirmativas y negativas de can y
must en oraciones y textos.
• Selección de can o must a partir del contexto.
• Completamiento y reproducción oral de un texto sobre
obligaciones y posibilidades.

FONOLÓGICOS

• Pronunciación de la desinencia -ed de
verbos regulares en el pasado simple.
• Pronunciación de does / doesn’t:

formas fuerte y débil.
• Entonación de preguntas abiertas y
cerradas.
• Pronunciación de must / mustn’t /
can / can’t: formas fuerte y débil.
• Grupos tonales como organizadores
de información.

>
•
•
•
•

Página 30
Uso del diccionario y del contexto para inferir significado.
Identificación de las partes del cuerpo de los animales.
Descripción de acciones que realizan diferentes animales.
Análisis de las connotaciones de algunos adjetivos
descriptivos.

> Páginas 34-35
• Identificación de animales y discusión sobre su peligrosidad
en el propio entorno como estrategia de comprensión
auditiva.
• Escucha de un programa de radio. Identificación de ideas
generales e información específica.
• Asociación de descripciones de animales con sus imágenes.
• Escucha de un diálogo entre los participantes de un juego
de adivinanza. Identificación de información específica.

• Producción guiada de preguntas para identificar animales.
• Elaboración libre de diálogos breves para participar de un
juego de adivinanza.
• Participación en un juego de roles.
> Página 36
• Reconocimiento del uso del punto final, la coma y los signos
de exclamación e interrogación.
• Reconocimiento del uso de signos de puntuación como
organizadores de información y marcadores de actitudes.
• Lectura de mensajes e inserción de puntuación y
capitalización en textos escritos.
• Redacción libre de mensajes utilizando la puntuación
correcta.

12 What’s Up? 3rd edition - Teacher’s Book 1

WUP_TB01_1015_PLAN.indd 12

Proyecto final
Tópico: Los animales en su hábitat.
Proyecto
• Los alumnos crearán un juego de cartas con información
sobre animales en su hábitat.
Contenidos
• Uso del tiempo presente simple.
• Uso de can para describir habilidad.
• Uso de must y mustn’t para expresar obligación y
prohibición.
• Uso de vocabulario relacionado con los animales.
• Uso de exclamaciones y preguntas para atraer al lector.

• Uso contextualizado de las macro habilidades.
Tareas de preparación
• Lectura sobre animales en su hábitat.
• Búsqueda de información online o en otras fuentes.
• Fichaje de información como medio para organizar ideas.
• Aporte individual al trabajo cooperativo de creación de un
juego.
Expectativas de logro
• Percepción y valoración sobre la importancia del cuidado
del medio ambiente y el respeto por los animales.
• Elaboración de anuncios para concientizar sobre los
cuidados en una reserva ecológica.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”

• Muestra de anuncios al resto de la comunidad escolar.
• Reflexión sobre la importancia del cuidado del medio
ambiente y discusión con compañeros y familiares.

© Pearson

08/09/16 16:54


Planificación anual
Unidad temática 4: What’s your choice?
Tópico: El pre-adolescente y su contexto socio-cultural.
Tareas de comunicación y aprendizaje
> Páginas 38-39
• Asociación de léxico referente a comercios con las

imágenes que los representan.
• Asociación de comentarios con lugares.
• Conocimiento sobre la existencia de actividades de tiempo
libre gratuitas.
• Producción guiada de descripciones de hábitos propios.
> Página 40
• Identificación de las actividades que pueden realizarse en
diferentes espacios de la ciudad.
• Juego de memoria en base a un mapa de un área urbana y
descripción de la localización de cada espacio en la ciudad.
• Escucha de hábitos personales para identificar los lugares
donde se realizan.
• Elaboración de un mapa del contexto socio-cultural propio
incluyendo los diversos espacios disponibles.
> Página 41
• Identificación del género discursivo.
• Observación como base para la elaboración de inferencias
previas como estrategia de comprensión lectora.
• Lectura de un foro de discusión online. Identificación de
ideas generales e información específica.
• Expresión de opiniones personales sobre visitas a museos.
> Páginas 42-43
• Sistematización de la estructura del tiempo presente
continuo por medio de un cuadro.
• Deducción de reglas gramaticales sobre forma y uso.
• Intercambio oral guiado con elaboración de preguntas
abiertas en el tiempo presente continuo y sus respuestas.
• Inserción del presente continuo en un diálogo.
• Intercambio oral guiado con elaboración de preguntas
cerradas en el tiempo presente continuo y sus respuestas.

• Categorización de sustantivos contables e incontables.
• Deducción del uso de a lot of, some, any, a / an.
• Elección de a lot of, some, any, a / an para completar
oraciones.
• Inserción de some, any, a / an en diálogos escritos.
> Páginas 44-45
• Descripción de la ilustración de una calle comercial como
estrategia de comprensión auditiva.
• Escucha de conversaciones que tienen lugar en comercios.
Identificación de ideas generales e información específica.
• Escucha de intercambios breves donde los participantes
realizan sugerencias y responden a las mismas.
• Elaboración guiada de diálogos breves realizando
sugerencias y respondiendo a las mismas.
• Participación en un juego de roles.
> Página 46
• Reconocimiento del uso de los artículos definido e
indefinido.
• Reconocimiento del uso de pronombres subjetivos
conforme a las frases nominales a las que se refieren.
• Lectura y completamiento de la descripción de una foto de
una ciudad.
• Producción libre de la descripción de la imagen de un lugar.
> Página 49
• Autoevaluación guiada.

© Pearson

WUP_TB01_1015_PLAN.indd 13

Contenidos
LEXICALES

• Vocabulario relacionado con los
espacios públicos de una población.
• Actividades que se desarrollan
en los distintos espacios de una
población.
• Preposiciones de lugar.

GRAMATICALES

• Presente continuo en su forma
afirmativa, negativa e interrogativa.
• Sustantivos contables e incontables.
• A lot of / some / any / a(n) / How much?
• Let’s, Why don’t we? What about? y
Shall we? para expresar sugerencias.
• Artículo indefinido (a / an) y artículo
definido (the).
• Pronombres sustantivos y sus
antecedentes.

FONOLÓGICOS

• Diferencias entre la pronunciación
de acento americano y británico.
• Pronunciación de -ing.
• Entonación de preguntas abiertas.
• Patrones de acentuación y ritmo.

Proyecto final
Tópico: Lugares para visitar en la ciudad.
Proyecto
• Los alumnos se comunicarán para construir un juego.
Contenidos
• Uso del tiempo presente continuo.
• Uso de vocabulario sobre actividades de tiempo libre.
• Uso contextualizado de las macro habilidades.
Tareas de preparación
• Listado de lugares que pueden visitarse en una ciudad.
• Búsqueda de imágenes representativas de las actividades
que pueden realizarse en los lugares listados.
• Descripciones de las situaciones en diferentes lugares del
contexto socio-cultural.
Expectativas de logro
• Autogeneración de un espacio lúdico de aprendizaje.
• Descripciones orales de actividades propias y de otros
espacios socio-culturales.
• Asociación de las descripciones escuchadas con sus
representaciones gráficas.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”

• Valoración de compartir un grato momento sin recurrir al
consumo y al gasto de dinero.
• Descubrimiento y difusión entre pares de lugares
interesantes para visitar en el tiempo libre.

CLIL y cultura

Tópico: El Planetario
• Lectura extensiva para fomentar el placer por la misma.
• El Planetario como sitio de interés científico y cultural.
• Búsqueda de información en internet como estímulo para
un aprendizaje por serendipia.
What’s Up? 3rd edition - Teacher’s Book 1 13

08/09/16 16:54


Planificación anual
Unidad temática 5: ICT in our lives
Tópico: El pre-adolescente y su relación con las tecnologías de la información y de la comunicación (TIC).
Tareas de comunicación y aprendizaje
> Páginas 50-51
• Asociación de léxico referente al uso de las TIC con
imágenes que los representan.
• Descripción oral de rutinas referidas al uso de las TIC.
> Página 52
• Reconocimiento de léxico referente a los recursos
tecnológicos y la comunicación virtual e inserción del
mismo en textos que describen actividades habituales.
• Reconocimiento de adjetivos descriptivos en un texto.
• Inserción de adjetivos descriptivos en oraciones.
> Página 53
• Discusión oral previa a una lectura sobre hábitos de
comunicación virtual como estrategia de comunicación
lectora.
• Lectura de mensajes de un foro de adolescentes sobre
las TIC. Identificación de ideas generales e información

específica.
• Reflexión grupal acerca del uso consciente y seguro de las
redes sociales virtuales.
>
•
•
•
•
•
•
•
•
•
•

Páginas 54-55
Sistematización de los tiempos presente simple y continuo.
Deducción de reglas gramaticales sobre forma y uso.
Clasificación de expresiones de tiempo en relación al
tiempo verbal con que suelen utilizarse.
Inserción de los tiempos presente simple y presente
continuo en textos breves.
Descripción de ilustraciones utilizando los tiempos presente
simple y presente continuo.
Sistematización de los pronombres objetivos y deducción de
reglas sobre su uso.
Identificación de pronombres subjetivos y objetivos.
Clasificación de pronombres subjetivos y objetivos.
Inserción de pronombres objetivos en oraciones.
Reemplazo de sustantivos por pronombres subjetivos y

objetivos en oraciones.

> Páginas 56-57
• Descripción de una adolescente realizando una presentación
Pecha Kucha sobre el uso de las TIC, como estrategia de
comprensión auditiva.
• Escucha de un monólogo descriptivo de una escena.
Identificación de ideas generales e información específica.
• Escucha de preguntas e identificación del núcleo de tonal.
• Lectura de intercambios breves colocando énfasis en el foco.
• Elaboración libre de intercambios con énfasis en el foco.
• Producción oral de oraciones compuestas utilizando la
entonación como marcador de continuidad y/o complemento
de ideas.
> Página 58
• Reconocimiento del uso de conectores para expresar
adición, oposición y propósito.
• Lectura y análisis de un texto que describe una escena.
• Identificación de las formas verbales utilizadas en una
descripción y el significado de su uso.
• Redacción de una descripción de una escena, guiada por
preguntas organizadoras.

14 What’s Up? 3rd edition - Teacher’s Book 1

WUP_TB01_1015_PLAN.indd 14

Contenidos
LEXICALES

• Vocabulario relacionado con
actividades de la vida diaria.
• Recursos tecnológicos y la
comunicación virtual.
• Adjetivos que describen
personalidad: kind, friendly, lazy,
funny, quiet, fun.

GRAMATICALES

• Contraste entre el tiempo presente
simple y presente continuo.
• Presente simple y presente
continuo en sus formas afirmativa,
negativa e interrogativa.
• Uso de pronombres objetivos.
• Conectores de adición y oposición:
and, but.
• Conectores de propósito: so,
because.

FONOLÓGICOS

• Identificación de foco o núcleo de la
frase tonal.
• Entonación de preguntas abiertas y
cerradas.
• Entonación ascendente como
indicador de continuidad.
• Entonación descendente como

indicador de completamiento de
una idea.

Proyecto final
Tópico: Los alumnos y el uso de las TIC.
Proyecto
• Los alumnos intercambiarán ideas acerca de la relevancia
de las TIC en la vida cotidiana y generarán un foro de
discusión sobre el uso responsable de las TIC.
Contenidos
• Uso del presente simple.
• Uso de vocabulario relacionado con los recursos
tecnológicos y la comunicación virtual.
• Uso contextualizado de las macro habilidades.
Expectativas de logro
• Elaboración de una presentación Pecha Kucha sobre los
usos de las TIC.
• Exposición y descripción de láminas que reflejen la
influencia de las TIC en la vida cotidiana.
• Descripción de situaciones que guíen a una reflexión sobre
el uso responsable de las TIC.
• Discusión reflexiva sobre las actitudes cotidianas frente al
uso de las TIC.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”

• Comprensión y difusión entre pares de la relevancia del uso
de las TIC y de la repercusión que ese uso tiene en la vida
personal.
• Generación de un foro de discusión sobre el uso

responsable de las TIC.

© Pearson

08/09/16 16:54


Planificación anual
Unidad temática 6: Time to travel
Tópico: El pre-adolescente, sus experiencias y sus viajes en el pasado.
Tareas de comunicación y aprendizaje
> Páginas 60-61
• Asociación de léxico referente a modos de viajar con las
imágenes que los representan.
• Discusión oral sobre los lugares de vacaciones más
frecuentados.
• Expresión de preferencias personales sobre lugares para
visitar.
> Página 62
• Asociación de léxico referente a medios de transporte con
las imágenes que los representan.
• Intercambio oral sobre los medios de transporte utilizados
por los alumnos.
• Asociación de íconos con actividades típicas de vacaciones.
• Narración oral de hábitos vacacionales.
> Página 63
• Identificación de las características discursivas de un libro
de viaje como estrategia de comprensión lectora.
• Lectura de un libro de viaje. Identificación de ideas
generales e información específica.

• Organización de las ideas expresadas en el libro de viaje.
• Expresión de opiniones personales acerca de actividades
vacacionales.
> Páginas 64-65
• Sistematización de la estructura del tiempo pasado simple
del verbo to be en un cuadro.
• Deducción de reglas gramaticales sobre forma y uso.
• Inserción de las diferentes formas del tiempo pasado
simple del verbo to be en oraciones y en un diálogo escrito.
• Ubicación de expresiones de tiempo pasado simple en
orden cronológico.
• Intercambio oral utilizando el pasado simple del verbo to be.
• Sistematización de la estructura del pasado simple de
verbos regulares e irregulares en un cuadro.
• Deducción de reglas gramaticales sobre forma y uso.
• Inserción de verbos regulares e irregulares en el tiempo
pasado simple en oraciones o textos breves.
• Escucha de verbos regulares en pasado simple para
identificar las pronunciaciones de la terminación -ed y su
posterior producción.
> Páginas 66-67
• Descripción oral de una situación en la que amigos
planifican un viaje como estrategia de comprensión auditiva.
• Escucha de un diálogo sobre un viaje. Identificación de ideas
generales e información específica.
• Escucha de un diálogo en una boletería e identificación de
información específica.
• Elaboración guiada de un diálogo en una boletería.
• Participación en un juego de roles.
> Página 68

• Lectura de un correo electrónico y análisis de su formato y
su contenido.
• Inserción de ideas en el texto incompleto de un correo
electrónico.
• Redacción paralela de un correo electrónico enviado desde
un lugar en vacaciones.
> Página 71
• Autoevaluación guiada.

© Pearson

WUP_TB01_1015_PLAN.indd 15

Contenidos
LEXICALES

• Vocabulario relacionado con zonas
geográficas y de interés turístico.
• Medios de transporte y actividades
de vacaciones.
• Vocabulario relacionado con la
compra y venta de pasajes.

GRAMATICALES

• El verbo to be en tiempo pasado en
todas sus formas.
• Pasado simple de verbos regulares e
irregulares en su forma afirmativa y
negativa.

• Expresiones de tiempo pasado:
yesterday (morning), last (week), etc.
• Palabras interrogativas: how much,
how many.

FONOLÓGICOS

• Pronunciación de la desinencia -ed
en verbos regulares.
• Entonación de preguntas abiertas y
cerradas.
• Patrones de acentuación y ritmo.
• Formas fuertes y débiles del pasado
del verbo to be.

Proyecto final
Tópico: Talentos y habilidades.
Proyecto
• Los alumnos describirán y compartirán la mejor o la peor
experiencia de sus vidas.
Contenidos
• Uso del tiempo pasado simple y de expresiones de tiempo.
• Uso de vocabulario para indicar y describir tiempo y lugar.
• Uso de vocabulario relacionado con actividades realizadas.
• Uso contextualizado de las macro habilidades.
Tareas de preparación
• Elección de una experiencia y una imagen representativa.
• Tormenta de ideas para conformar un campo semántico en
relación a experiencias vividas (positivas y negativas).
• Selección de música que refleje el estado de ánimo del

narrador frente a la experiencia descripta.
• Redacción de un borrador para su posterior edición.
Expectativas de logro
• Grabación de una historia con fondo musical e imagen.
• Narración de una historia frente a la clase.
Expectativas de aplicación en el contexto social
Campaña “Ahora que sabés, podés”

• Revalorización de los espacios turísticos del país.
• Valoración sobre la importancia de compartir experiencias
como espacio de aprendizaje.

CLIL y cultura
Tópico: Lugares para visitar en Buenos Aires.
• Lectura extensiva para fomentar el placer por la misma.
• Lectura sobre lugares turísticos de Buenos Aires.
• Búsqueda de información en internet como estímulo para
un aprendizaje por serendipia.
What’s Up? 3rd edition - Teacher’s Book 1 15

08/09/16 16:54


Contents

Vocabulary

Reading

Grammar

Let’s warm up!

1

WE are the
school

page 4

• School subjects
• Time

Article on a school
magazine: Juan
Mantovani School

page 6

WB page 76

2

My favourite
days
page 16

• Verb to be - affirmative, negative and
interrogative
• Position of adjectives

• Prepositions of time

Pronunciation tip*

• Things we do
every day vs
Things we do on
special days

Blog: Are all
celebrations
fixed in the
calendar?

WB page 82

• Present simple - affirmative and
negative
• Adverbs of frequency
Pronunciation tip*

CLIL & Culture: Independence Day

3

Natural
habitats
page 28

• Animals and animal

parts
• Verbs for things
animals do
• Adjectives to
describe animals

page 26

• Present simple - yes / no questions,
Online article:
short answers and
Animals sometimes
wh- questions
become celebrities
• can / can’t / must / mustn’t

WB page 88

4

What’s your
choice?

Pronunciation tip*

• Places and activities
in town

page 38

WB page 94

Website article: Do • Present continuous - affirmative,
you like hanging out
negative and interrogative
with friends? Have
• Countable and uncountable nouns
you got two hours to • a lot of / some / any / a(n)
spare? The Science
Interactive Museum
is a wonderful
option.

CLIL & Culture: The Planetarium

5

ICT in our lives
page 50

page 48

• Uses of computers
and smartphones
• Adjectives of
personality

Online forum: Is
ICT* good or bad?
Share your opinion.

What do you use it
for?

• Present simple and present continuous
• Object pronouns

• Forms of transport
• Holiday activities

Travel log: My
trip to México:
an unforgettable
experience

• Past simple of to be - affirmative,
negative and interrogative
• Expressions of past time
• Past simple of regular and irregular
verbs - affirmative and negative

WB page 100

6

Time to travel
page 60

WB page 106

Pronunciation tip*

CLIL & Culture: Places to visit near Buenos Aires

page 70

Pairwork activities

page 72

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Listening & Speaking

Writing

Project

4

6

8

0

• Ask and answer personal questions
• Ask for permission and make requests

Write about a friend:
• Paragraphs
• Descriptive adjectives

PowerPoint presentation about special
people at school

• Describe a special day
• Talk about what you want to do on your
next birthday

Write a description of a typical day:
• Subjects in sentences
• Connectors: first, then, after that,
finally

Prezi presentation of an important
celebration

Let’s wrap it up! Self-assessment activities - Units 1 & 2

page 27

• Describe animals
• Ask and answer questions about
animals

Write signs for a natural reserve:
• Punctuation: full stop, comma,
exclamation mark, question mark

Game: Guess the animal

• Shop for different items
• Make suggestions

Write a description of a scene:
• Articles: indefinite (a / an)
and definite
• Pronoun reference

Game: Guess the place in town

Let’s wrap it up! Self-assessment activities - Units 3 & 4
• Compare what people are doing
with what they usually do
• Ask about a person

page 49

Write a description of a picture:
• Conjunctions: and, but, because, so

Pecha Kucha presentation

Write an informal email:
• Format

• Content

A true / fiction story about the best /
worst experience in your life

Pronunciation tip*

• Plan a trip
• Buy a ticket

Let’s wrap it up! Self-assessment activities - Units 5 & 6

page 71

2

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Let’s warm up!
>

Student’s Book pp. 4 & 5

This introductory unit aims at revising students’
previous linguistic knowledge. Language is presented

in meaningful contexts so that students can become
aware of how much they can do with what they have
already learnt. In this way, they will also feel they
are learning not only about language but also about
language in use.

>

1. has 2. big 3. is 4. brown 5. long 6. plays 7. cannot

6

This brainstorming activity will activate students’
knowledge about animals, how to spell their
names and the categories of animals they know.
It is a good idea to go over the lists with the
whole class so that students can also work on
pronunciation and everybody has the complete list
correct.

7

Have students do the exercise. If needed, explain
to them that they will have to write the correct
version of the sentences that are false.

Before you start

Ask students to observe the pictures and to identify the
discourse genre (it’s a blog).

1

Answers

Ask students what information they can find on a
blogger’s profile. Elicit as many ideas as possible.
Have students complete the sentences. They will
revise how to exchange personal information and
the tenses used to do so.

Pandora
box

Answers
1. Vivian 2. 15 3. London 4. Brighton School 5. 150

2

In pairs, students take turns to ask and answer in
order to exchange personal information.

3

Using the information on the profile, ask students
about Vivian’s activities. Try to elicit the word
“festival” and read the instructions aloud for
students to complete the dialogue.
To check the answers, ask two students to read
the dialogue meaningfully.

Pandora
box

4

5

Every time students read dialogues aloud,
encourage them to dramatise their roles.
Since students will usually feel they are
not themselves but the person whose role
they are playing, they will surely lower
anxiety and produce better utterances with
the appropriate intonation.

Encourage students to answer these questions
aloud so that they can share their opinions with
their classmates. Make sure most students
participate.
Draw students’ attention to the photograph of the
dog. Ask them to describe it. Then tell students
to read the paragraph they are to complete.
Ask them to complete the text individually and
then swap books with their classmate for peer
correction. Walk about the classroom to check
that all students are doing well.

8

This is an excellent opportunity to ask
students which statements they can
undoubtedly correct. Help students to
notice that the second and the third
statements are facts. By observing, they
will be able to describe what they actually
see. On the other hand, statements
1 and 4 will need of their inferences
or assumptions. That is why they will
probably give different answers and all of
them can be right.

Have students work in pairs to answer the
questions.
ACTIVITIES

Tell students they are going to work on an information-gap
activity in pairs. Indicate Student A to go to page 72 and Student
B to go to page 74. They will have to take turns to ask and
answer about each other’s ICT and social media activities.
Walk about the classroom and monitor students’ performance.
Try to intervene as little as possible.

In this book you will find the following features:
Go through the list of icons with the whole class. Give
students a short explanation of what each icon means and
what they are expected to do. Alternatively, ask students
at random to explain in their own words what each icon
represents. Listen attentively while they put forward their
ideas. Allow the rest of the class to make comments and

to complete ideas if needed.
The group is finally ready to start a whole year of fruitful
work!

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WE are the school
Student’s Book pp. 6 & 7

>

1

Have students observe the pictures and ask them
what they represent. Then ask: Is any of these
situations familiar? Why?

UNIT GOALS
Introduce yourself
Talk about schools
Talk about timetables
Ask and tell the time
Ask personal questions and answer them
Ask for permission and make requests
Write about a friend

Pandora
box

2

PROJECT
PowerPoint presentation about special people at school

VOCABULARY

Provide the English terms for what
students say in Spanish as an input. It will
be useful for the following activities.

Have students do the matching individually. To
check the answers, ask students to point to the
pictures and name what they show. Encourage
them to justify their choices as a way to revise
vocabulary.

School subjects
Time

Answers

READING

1. B 2. F 3. D 4. C 5. H 6. E 7. A 8. G

Article on a school magazine: Juan Mantovani School

GRAMMAR
Verb to be
Adjectives
Prepositions of time

LISTENING & SPEAKING

3

Tell students to observe the pictures again and to
decide whether each statement is true or false.
If needed, make gestures (thumbs up and down) to
clarify meaning. Have students check the answers
in pairs.

Ask and answer personal questions
Ask for permission and make requests

Answers

WRITING

1. T 2. T 3. F 4. T 5. T 6. F 7. T

Write about a friend (paragraphs and descriptive
adjectives)

END OF PROJECT

Prepare a PowerPoint presentation about special
people at school.

Pandora
box

Encourage students to observe and draw
conclusions so as to help them to develop
critical thinking.

If students have access to ICT:
>

>
>

Have an interview with a person at school to
get her/his personal information, duties and
timetable.
Take a photograph and prepare a PowerPoint
presentation.
Organise all the information in slides. Save the
PPT on a mobile device and present it to the
class.

If students do not have access to ICT:
>

>
>

Have an interview with a person at school to
get her/his personal information, duties and
timetable.
Take a photograph and prepare a presentation.
Organise all the information in a poster and
present it to the class.

PROJECT

Ask students to name the people who work at
school and how frequently they meet them.
Elicit the different jobs and write them on the
board (librarian, janitor, etc.).
Go over the Project preview with the whole
class. Ask students if they know how to prepare
a PowerPoint presentation. If students don’t
have access to ICT, tell them they are going to
prepare a poster presentation and ask them if
they know how to do it.
Tell students they will learn what they need
while moving forward along the unit.

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VOCABULARY
Student’s Book p. 8

>

School subjects
1 a. Ask students to identify the lexical group

(“school subjects”) and do the exercise. Encourage
them to risk the answers in spite of not knowing
every single word. Once they have finished, allow
them to look up the words they don’t know.
If they have access to ICT, they can use online
dictionaries.If not, they can borrow dictionaries
from the library.

Answers
1. PE 2. Geography 3. Science 4. French 5. ICT

Pronunciation
Students may find it difficult to produce the sound
/d / in “Geography” and “subject”. If so, invite them
to produce the sound in Spanish in a phrase, such
as: “yo ya llego”. Students will surely have fun and
will be willing to repeat it until they get the accurate
pronunciation.

3

Ask students to work in pairs asking and

answering the questions orally. Walk about and
check their production.

Answers
1. at eleven o’clock 2. at two pm 3. at quarter to twelve
4. at half past ten

4·5

Ask students to work in pairs to discuss their
timetable. Before having students do Exercise
5, go over the instructions and the given models
with the whole class. Make sure all students
understand what they have to do. Have each pair
write three true or false sentences. Then they will
swap their sentences with another pair and they
will all have to identify the false sentences and
give the correct answer.

Pandora
box

b. In this exercise, students will reinforce their
knowledge of school subjects by establishing
connections with their everyday life.

Time
2

Tell students to do the exercise in pairs. If needed,

draw a clock and divide it into quarters to show
students the meaning of “half” and “quarter past /
to”. To check the answers, draw some blank
clocks on the board. In turns, have students come
to the board, say the time and draw the two hands
so as to indicate the corresponding time.

Answers

LINKED
ACTIVITIES

Games are excellent to keep students
working withouth getting bored. They
practise grammar, lexis and phonology
without even noticing it.
Ask students to prepare 5 cardboard cards
of approximately 10cm x 6cm, and to draw
an object symbolizing a school subject
on each of them. School subjects can
be repeated, but not the object (eg: the
picture of a map on one card and a globe
on another, both symbolizing “Geography”).
Have students use the set of cards to play a
guessing game in pairs. Tell students to put
the cards upside down in a pile on the desk.
In turns, students will pick a card and guess
the subject it symbolizes. If they guess, they
keep the card. If not, they put it back at the
bottom of the pile. The winner is the student

who collects the largest number of cards.

Workbook p. 76 / Self-check p. 81 /
Extra Practice p. 5

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

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READING
>

Student’s Book p. 9

>

Before you start

Guide students to observe the text. Help them to
identify the discourse genre and justify their inference.
Elicit the name of the author, the readers the article
might be directed to (teachers, students, etc.). Ask:
Does the article belong to a section of the magazine?
Encourage students to risk what the article is about.

Pandora
box

1

2

When students make inferences and
justify them, they are developing their
critical thinking. They also become aware
of the relevance of supporting ideas with
factual information.

This observation task places students in the
centre of attention. They are comparing their own
reality with the school described in the text. Invite
them to describe what they see in the pictures.
Ask students to scan the text and number the
pictures according to the order in which the
activities are described in the article. They will
find some help in the captions under each picture.
Let students work with their classmates to work
out meanings.

Answers

4

Ask students to correct the statements. Make
sure they understand they will have to write a

negative sentence first and then the corrected
answer. When checking the answers, ask the
same student to provide both sentences.

Answers
1. Marina is 13. 2. Juan Mantovani is an Art School. 3. Marina
wants to go to the Tiles club. 4. Students help the caretaker
Mr Forni with the cleaning. 5. Students at Juan Mantovani
School do solidarity activities in the afternoon.

Pronunciation
Students are expected to accent the words they
consider wrong, using fall-rise intonation and to
accent the correct word in the second sentence, using
high-fall intonation.

5·6

This section is very important for motivation
and reflection. Students will compare their
school with the Mantovani School. Write the names
of the two schools on the board and encourage
students to list different pieces of information
below each name. They can start by enumerating
the information about the school described in the
article and then, add the similarities / differences
in the column corresponding to their school.
Encourage students to participate by providing
meaningful utterances instead of isolated words.

1. b 2. a 3. c 4. d

3

Ask students to go over the article once again and
answer the questions. Ask students at random
to read the answers aloud. Pay attention to their
pronunciation and use gentle correction if needed.

LINKED
ACTIVITIES

Workbook p. 77 / Fast Finishers p. II

Answers
1. Juan Mantovani Art School. 2. The school day starts at 7 and
ends at 4.30. 3. They do extracurricular activities like visiting
children or elderly people in hospitals and nursing homes.
4. Local artists are the teachers in the clubs. 5. Mr Forni, the
caretaker, is important for Marina because they leave the
classroom untidy and he never complains.

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GRAMMAR

Student’s Book pp. 10 & 11

>

Answers
1. is 2. ’m 3. is 4. ’s 5. is 6. ’s 7. ’re
1. is 2. isn’t 3. is 4. isn’t 5. is 6. is 7. is 8. are 9. isn’t

Verb to be
Before you start

>

Ask students to observe the Grammar table and
identify the full and the contracted forms of the verb
to be. Ask three volunteers to write them on the board.
Remind students that contracted forms are used when
we speak or in informal writing, but that they are not
appropriate in formal letters or essays. Go over each
column with the whole class.
Draw students’ attention to the negative form column.
Remind them that there are two possible forms for all
pronouns, except for “I” which is not fully contracted in
the negative form, eg: He’s not old. / He isn’t old. We’re
not at school. / We aren’t at school. I’m not English.
Finally draw their attention to the questions. Make
sure they all notice that the verb to be goes before the
pronoun in questions. Ask them to go over the short
answers column on their own.

Pronunciation
Have students listen to the audio and pay attention to the
pronunciation of the contracted form “She’s” and “He’s”.
Draw their attention to the pronunciation of /h/ in English
as different from /x/ in Spanish. Use the pronunciation of
Venezuelan actors when they say, eg: “Jamás te dejaré”
to model the correct pronunciation of /h/.

2

Play the audio for students to repeat. Pause it
after each sentence to allow individual students
to repeat and practise. Help students to keep the
rhythm by snapping your fingers.

3

Ask students to do the matching. In order to
check, ask one student to read the questions and
another one to read the answers.

Answers
Negative: isn’t, aren’t, aren’t Questions: a student? Are you
my classmate? our PE teacher? in grade 6? Is it break time?
in year 9? in the lab? Short answers: are, isn’t, is, are, aren’t

If needed, write the following chart on the board and
ask students to complete the corresponding form of
the verb to be. Use the examples in the chart to elicit
the meaning of to be in Spanish (“Yo soy argentina/o.”

“Yo estoy en el aula.”).
I
She
He
It
We
You
They

Pandora
box

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

Pronunciation
Show students that yes / no questions take rising
intonation and that the answers take falling intonation.
Draw arrows upwards and downwards correspondingly
or just make a gesture with your hands to demonstrate.

________
________

Argentinian.

________

Adjectives

________

________
________

in the classroom.

________

If students ask for help, prompt a peer to
provide the answer. Enable students to
become independent!

Ask students to observe the Grammar box and to
explain what they understand. Elicit the verbs that are
used.

4

Have students complete the sentences. When you
check, ask them to compare the sentences in the
exercise with the examples in the box.

Answers

1 a. & b. Tell students to complete the exercises

1. typical 2. favourite 3. best 4. hard 5. long 6. special 7. easy

and only refer to the Grammar table if they need

it. Ask a student to explain what they have to do.

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GRAMMAR
Prepositions of time
Invite students to study the Grammar box and elicit
their assumptions about the use of prepositions.
Write this on the board and ask students to fill in the
blanks using the Grammar box as a reference:
______ Sunday
______ 2015
______ summer
______ midday
______ the afternoon
______ 6:00
Check the answers with the whole class.
LINKED
ACTIVITIES

Pandora
box

Extra Practice p. 2

Ask students to make sentences about
real events using the given expressions,
eg: Leaves fall down in autumn. They will be
activating their previous knowledge and
practising language in a meaningful context.

5 a. Tell students to complete the message. To help

students analyse discourse genre, ask: Who writes
the message? Who is the message for? Where can
you find this kind of message?

Answers
1. in 2. at 3. in 4. on 5. at

b. Ask students to answer the questions orally.
Give them the written work as an assignment.
Answers
1. They are in the gym. 2. They are at 2. 3. It’s at 9.30

6

Have students write the missing prepositions.
To check the answers, ask two students at a time
to read the exchanges aloud.

7

First ask students to write the answers
individually. Then have them ask and answer in

pairs. Explain that dates are written and said
differently, eg: we write “10th June” but we say
“on the tenth of June”. To check students produce
the dates correctly, invite different pairs to
exchange information at the front.

8

Ask students to work orally in pairs. Give the
written work as an assignment.

Answers
Suggested answers: 1. A: Is your school big? B: Yes, it is.
2. A: Is your best friend clever? B: Yes, he is. 3. A: Is your
English teacher a man? B: No, she isn’t. 4. A: Are your PE
classes in the gym? B: Yes, they are. 5. A: Is Maths in the
science lab? B: No, it isn’t.

Pronunciation
Remind students that yes / no questions are usually
produced with rising intonation. The answers usually
take falling intonation.

LINKED Workbook pp. 78 & 79 / Self-check p. 81 /
ACTIVITIES
Extra Practice pp. 3 & 4

PROJECT

Go over the tips with the whole class. Encourage

students to think about all the people who work
at school and help them to be comfortable and
to solve any problem they might have. If students
say the jobs in Spanish, write the English
equivalent on the board. Then they can think
about why these people are important to them.
Suggest students using their smartphones or
digital cameras to take photos of these people
in their “working places” and while they are
working.

Answers
1. on 2. at 3. on 4. in

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LISTENING AND SPEAKING
>

Student’s Book pp. 12 & 13

Ask and answer personal
questions
1

Encourage students to observe the picture and
describe what they see. Ask: Where are these
people? Are they all students? Ask them if they
notice anything peculiar in the picture (the man is
carrying a “mate”).

2

Ask students to listen to the dialogue and to
identify the characters who are talking. They can
point to the different people in the picture and
name them in order to check.

Answers
The characters are: Jeremy, a Uruguayan reporter and Silvana,
an Argentinian student.

3

Tell students to read the sentences. Then, play
the audio for a second time and have students
circle the correct answer. Ask students to read
the correct answers aloud to check.

Answers

Invite students to risk answering the questions
and then have them listen to the audio so as to
check the answers.

Answers
1. He’s from Uruguay. 2. Jeremy. 3. He takes his “mate”
everywhere. 4. She’s in year 7. 5. Yes, she is.

Audioscript

5

Tell students to observe the table and have them
predict what they might have to write in the blanks.
Tell students they are going to listen to the audio to
get the necessary information from it. Play it once
and give students some minutes to complete the
table. If needed, play the audio for a second time.
Then ask the class who speaks to whom.
Work with the whole class. Encourage students
to ask questions to check what their classmates
have written in the blanks, eg: Where is Maths?
What time is PE? What subject is at 11:30?

Answers
1. Maths 2. classroom 3. 10.30 4. gym 5. 11.00 6. Science
7. science lab 8. 12.30 9. 1.15 10. ICT 11. library

1. Silvana 2. excited 3. is 4. Argentina 5. PE

4

Reporter: WOW this is amazing, I am from Uruguay! Look, I go
everywhere with my “mate”, see?

Girl: Nice!
Reporter: And you are about to start...
Girl: Year 7. This school looks fantastic. I love it!
Reporter: So tell me: What’s your favourite subject?
Girl: It’s PE. From that window, you can see the school gym.
It is enormous and very modern.
Reporter: Do you have a favourite corner at the school?
Girl: Of course, it is the same for everyone, no matter where
you go: the playground.
Reporter: OK. Thanks for your time and have a good start.
Girl: Thanks!

Tracks 04-06

Reporter: Hi everyone. This is Jeremy at Brighton School on
the first day back to school. There are lots of children coming
in… some others are waiting for their friends to arrive! Let’s
see if we can talk to one of the students over there... Excuse
me, I’m Jeremy from BFF Radio. Do you have a minute?
Girl: Of course, no problem!
Reporter: What’s your name?
Girl: I’m Silvana.
Reporter: How are you doing?
Girl: Fine, thanks. I am really excited, actually!
Reporter: Oh, is there anything special going on today?
Girl: Well, today is my first day at this school! I am not British,
you see, I am from Argentina. I am on a Student Exchange
Program.

6 a. Tell students to read the questions silently

and make sure they all understand. Ask one of
the students to explain what they are expected
to do. In this way, you will be able to check
understanding. Play the audio and have students
tick the correct items.
In order to check the answers, ask individual
students to read the correct questions. It is a
great opportunity to check intonation of questions.

Answers
2. What’s your favourite subject? 3. Where are you from?
4. Do you like the school?

Pronunciation
Remind students that wh- questions take falling
intonation and yes / no questions usually take rising
intonation.

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LISTENING AND SPEAKING
b. Tell students to read the sentences and risk

deciding whether they are true or false. Tell them

they will have to justify their choices. Play the
audio once again and give students time to do
the task and write notes on useful information to
justify their choices.

Pronunciation
Explain to students that to ask for permission and make
requests, it is advisable to use polite rising intonation.
If they use a high-fall intonation, they will be demanding
approval. In some cases, that might sound urging and
even disrespectful.

Answers
1. T 2. F (Pakistan) 3. T 4. T 5. T 6. F (English and PE)

b. Play the audio once again and pause it after

each exchange for students to check the answers.

Pandora
box

Every time it is possible, ask students to
justify their answers. This practice will
help them to develop awareness of how
important it is to take responsibility for our
choices. As well as how relevant it is to have
supporting ideas to back our decisions.

Audioscript

Ask for permission and make
requests
7 a. Go over the questions with the whole class.

Remind students of the importance of intonation
to convey meaning. Then ask students to do the
matching individually.

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

1. Questions 1, 3, 4 and 5 are used to ask for permission.
2. Questions 2 and 6 are requests.

c. Students will have to decide which questions

are intended to ask for permission and which
ones are for requests. Remind them to pay
attention to the intonation and the answers given.

Tracks 07-09

Jenny: Hi, my name’s Jenny. Are you a new student?
Imran: Yes, I am.
Jenny: Me too. What’s your name?
Imran: Imran.
Jenny: Where are you from?
Imran: I’m from Manchester but my parents are from Pakistan.
And you?
Jenny: I’m from Australia.

Imran: Australia! Wow! Do you like the school?
Jenny: Yes, it’s great. The people are really friendly. I like the
gym. It’s fantastic! What about you?
Imran: I like the school too, especially the computer room.
Jenny: So ICT is your favourite subject?
Imran: Yes, it is. What’s your favourite subject?
Jenny: I like English and PE. Hey, it’s nine o’clock! Time for
Geography class. Come on. Let’s go.

Answers

Answers

8

Brainstorm all the classroom expressions
students can remember.

Pandora
box

Ask students to make notices with the
expressions and hang them on the walls to
be used as peripherals.

9 a. Ask students to work in pairs. Tell them to

cover the answers so as to practise requests
and asking for permission. They can exchange
roles so that each member of the pair asks three

questions.

b. Encourage students to work on roleplay. Tell

them they can prepare the questions in advance
with the help of the examples that have been
introduced all along the lesson.
ACTIVITIES

Indicate Student A to go to page 72 and Student B to go to page
74. They will have to ask questions to complete the table with
personal information provided by their classmate. When they
answer, they will have to provide a complete sentence.

LINKED
ACTIVITIES

Workbook p. 79 / Self-check p. 81

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