OTP0-e-Teachers-Kit.pdf

n the
e-Teacher’s Kit
starter
On the Pulse – yearly plan ............................ 2
On the Pulse – course overview .................... 5
On the Pulse – general teaching notes ........ 17
Ideas to enrich your teaching:
Hello! .......................................................... 22
Unit 1 – My world ......................................... 24
Unit 2 – Families .......................................... 30
Unit 3 – School life ...................................... 36
Consolidation / Project A answer key .......... 41
Unit 4 – Free time ........................................ 42
Unit 5 – Cities and towns ............................. 48
Unit 6 – Wildlife ........................................... 54
Consolidation / Project B answer key .......... 59
Creative corner notes .................................. 60
Photocopiable material:
Project Planning sheets ............................... 62
Unit tests ..................................................... 64
Term tests ................................................... 70
End-of-year test ........................................... 76
Tests A – answer key and audioscripts ........ 78
MATERIAL DE MUESTRA
PROHIBIDA SU VENTA

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On the Pulse Starter – course overview  5
On the Pulse – course overview
On the Pulse is a communicative course designed for 21st century teenagers in secondary education.
Topics and tasks have been carefully selected to reflect their interests and guarantee participation.
The aim of the course is to enable students to communicate in English and gradually aid them in
understanding authentic written texts and spoken messages in English. The course encourages
students to appreciate the value of English as a tool to access information, communicate with people
from other countries and learn about other cultures.
Student’s Book
The Student’s Book is made up of an introductory
unit, which teaches basic language for students to
start communicating at this level, six core units, an
integrated Workbook, the Creative corner section,
six Progress checks, Speaking activities divided
into ‘Student A’ and ‘Student B’ and the Learning
bank section.
The core units are structured as indicated below.
Vocabulary
The first vocabulary section in each unit presents
the first lexical set students will be learning. New
words are presented at word (chair, desk) or phrase
level (a small house, a strong man), as appropriate,
through pictures / photos and within a context.
The teaching of new vocabulary includes three
stages:
1. Discovery Students discover the topic they will
be learning new words about and start thinking
about it. They are asked to give a quick look at
the material and identify activities / objects /
concepts, etc, express an interest, describe
what they can see, give an opinion, and so on.
2. Learning Students listen and repeat the new
words and sometimes do a matching activity as
well. Vocabulary sets are either clearly visible
in a box or in a blue font within the context
in which they appear. They are recorded for
pronunciation practice. Students should be
encouraged to learn the correct pronunciation
of words and ask questions to clarify meaning.
3. Practice The exercises that follow get students
to use the target language individually or in
pairs. They personalize the new language –
students use it to talk about their experiences,
habits, likes, lives, etc.
Learning to Learn
The aim of this section is to suggest a vocabulary
learning technique that can help students take in
new words and become autonomous learners. The
technique does not exclusively apply to the unit in
which it appears. Students should be encouraged
to use each strategy as appropriate throughout the
course.
integrated Workbook, the Creative corner section,
Creative corner section,
Creative corner
six Progress checks, Speaking activities divided
into ‘Student A’ and ‘Student B’ and the Learning
The core units are structured as indicated below.
pairs. They personalize the new language –
students use it to talk about their experiences,
habits, likes, lives, etc.
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6  On the Pulse Starter – course overview
Reading
This section introduces students to a range of
authentic-style texts in an appropriately graded
way. In each section, there is a text followed by
pre- and post-reading activities. On the Pulse
uses different text formats – such as online profiles
and chats, forums, message boards, magazine and
newspaper articles, interviews and quizzes – which
deal with a variety of high-interest topics.
The texts chosen serve several purposes:
> to give language input.
> to reinforce some of the vocabulary taught
in the previous section.
> to expose students to the new grammar
in a meaningful context.
> to offer students an opportunity to read texts
that are slightly above their productive level
and still understand them.
The exercises in this section are of three different
types:
1. Before you read Pre-reading activities get
students ready for reading. These activities
encourage them to predict content, identify
the type of text, describe pictures / photos, etc.
2. Read for general ideas Reading-for-gist
activities aid students in understanding the
‘core’ of the text. One of the main aims of
this section is to gradually train students to
understand real texts in English without being
hindered by unknown words.
3. Read for details The activities in this
section have students scan the text to find
specific information. They foster a deeper
understanding of the text.
Comparing Cultures
This section provides a further task related to
the content of the text. Its purpose is to broaden
students’ minds and make them aware of cultural
differences. Students are encouraged to compare
the customs in other cultures with their own,
respect cultural differences and express their
views. With this task, the reading section goes
beyond reading comprehension by fostering the
development of critical thinking skills.
Reading
Comparing Cultures
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Grammar
This section includes clear examples of the target
grammar taken from the text students read in the
previous section. On the Pulse gets students to
read and understand grammar before they are
required to use it.
In the USE section, students identify the target
grammar and become familiar with it. They are
asked to draw conclusions regarding its use by
completing easy-to-understand rules about the
relationship between the target grammar and its
function, for example, can for ability, the present
simple to talk about likes and routines. The rules
in this section usually answer the question
What do I say / use this for?
In the FORM section, students discover the
patterns in language by analyzing or completing
grammar tables. Then they complete easy-
to-understand rules about how to form the
grammatical structures. The rules in this section
usually answer the question How do I say this?
The graded exercises that follow consolidate the
new grammar. They are guided at first to help
students gain control over the new structure and
they gradually become less controlled. The grammar
practice section ends in a Free practice activity in
which students are asked to produce the grammar
freely and use it in the context of their own lives.
Vocabulary
The second vocabulary section presents the second
lexical set students will be learning. It follows the
same structure as the first vocabulary presentation
(see page 5).
Listening
Engaging listening texts contain examples of the
target vocabulary. They provide an opportunity to
hear the new language in context. Students listen to
an authentic situation and test their understanding.
In most units, two tasks are provided – the first one
focuses on global understanding, while the second
one focuses on understanding details.
Comparing Languages
Students reflect on how to convey a given message
in their own language and become aware of the
differences between this language and English.
This awareness will help them to understand the
second language better and achieve grammatical
accuracy in it.
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Reading
The second reading section presents a new text
followed by pre- and post-reading activities.
It follows the same structure as the first reading
section (see page 6).
In most units, the last activity in this section is a
personalization exercise that fosters meaningful
learning by giving students the opportunity to relate
the topic of the text to their lives.
Web Quest
This section appeals to inquisitive minds as
students are encouraged to find out more about
the topic they have read about. Students become
engaged, make their own decisions regarding what
they would like to know and do their online search.
With the help given in the #tip, students can
browse websites efficiently to find the kind of
information they need. This tip also helps them to
improve their search techniques in order to find
reliable information on the web.
Thus, the reading section goes a step further by
helping students to develop digital competence.
Eventually, their listening and speaking skills will be
honed as they share their findings with the class.
Grammar
The second grammar presentation includes clear
examples of the target grammar taken from the text
students read in the previous lesson. It follows the
same structure as the first grammar presentation
(see page 7).
Reading
The second reading section presents a new text
followed by pre- and post-reading activities.
It follows the same structure as the first reading
section (see page 6).
In most units, the last activity in this section is a
personalization exercise that fosters meaningful
learning by giving students the opportunity to relate
the topic of the text to their lives.
Thus, the reading section goes a step further by
helping students to develop digital competence.
Eventually, their listening and speaking skills will be
honed as they share their findings with the class.
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Build your skills
This spread provides an opportunity to reinforce some
of the language taught in the unit and practise three
of the basic skills – reading, listening and speaking.
It encourages students to develop their receptive skills
further and improve their communication (productive)
skills in a real-world context.
Reading
The reading section includes a variety of authentic-
style text types such as posters, articles, coupons
and tickets, leaflets and websites.
> The short real-world text engages students
with the topic.
> The exercise that follows practises
comprehension.
> Learn new words Students try to explain the
meaning of new words from context and then
use them.
> Give your opinion Students express their views
on the topic by answering questions.
Listening & Speaking
The purpose of this section is to provide practice
of social language. Its main feature is a recorded
speaking model that teaches the language students
need to communicate effectively in everyday
situations. The activities are staged so that students
can build up gradually their communication skills:
> Students answer questions about a photo in
order to understand context.
> They listen to British people interacting in
everyday situations. Focus is placed on main
ideas in order to do an initial gist exercise.
> They listen to the conversation again. Focus is
placed on details in order to complete the gaps
in the conversation successfully.
> They practise the model conversation – they
produce meaningful communication by
reproducing the conversation.
> They create a new conversation – they develop
their speaking skills by acting out their own
dialogue.
Keep it going!
The Keep it going! section lists functional language
for easy reference. Its purpose is to make students
aware of the language commonly used in authentic
conversations. Students are encouraged to use
these expressions to sound natural.
The reading section includes a variety of authentic-
style text types such as posters, articles, coupons
Students express their views
on the topic by answering questions.
The purpose of this section is to provide practice
of social language. Its main feature is a recorded
speaking model that teaches the language students
need to communicate effectively in everyday
situations. The activities are staged so that students
can build up gradually their communication skills:
>
Keep it going!
The
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Writing
In this section students are asked to produce
written messages with a communicative purpose.
A variety of formats have been included, such as
photo captions, descriptions of family members,
school days and weekends, towns and animals.
A model is always provided. Students are expected
to read it and understand its purpose and content.
This initial step is very important because it is crucial
that students understand what they are aiming at
before working on the assignment.
Write it right!
The Write it right! section includes writing strategies
that students should use to organize their piece of
writing or useful grammatical structures that they
should incorporate into their work.
Writing task
Step-by-step tasks emphasize that good writing
requires planning, drafting and editing. Students are
given guidance on how to plan and draft their piece
of writing. They are also reminded to include the
grammar and vocabulary studied in the unit and to
follow the suggestions in the Write it right! section.
Finally, they are reminded to check their work.
Priority should be given to the message over
the form. Mistakes are inevitable and students
shouldn’t feel discouraged by too many corrections
on their written work.
Pulse magazine / Pulse vision
This page at the end of each unit encourages
students to read for pleasure (Pulse magazine) or
watch a video (Pulse vision) and develop receptive
skills. It also provides an opportunity to review the
language that has been taught.
Texts are recorded on the Audio CD. Students read
while listening to the audio and answer one or more
questions about the overall content of the text. Then
they do an activity that encourages them to look
In this section students are asked to produce
writing or useful grammatical structures that they
should incorporate into their work.
section.
Finally, they are reminded to check their work.
the form. Mistakes are inevitable and students
shouldn’t feel discouraged by too many corrections
back at the text and scan it for details. The activities that follow have been designed for fast-finishers.
You can ask students to choose one or do both.
In Units 3 and 6, the main feature of this section is a video of a short TV programme. Several activities are
provided for the exploitation of the video, both in the book and on the video itself. The audio of the video is
also recorded on the Audio CD for those cases in which working with the video in class is not possible.
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Consolidation
There are two Consolidations in the Student’s Book
– one after Unit 3 and the other one after Unit 6.
They reinforce the grammar and vocabulary taught
in the three preceding units. They include a text that
students complete with the language they have
learnt. The activities that follow provide further
grammar practice; they are based on the text, which
provides a rich context for meaningful practice.
Project
Projects allow students to use language creatively
to achieve a communicative goal. Focus is placed
on communication, not on grammatical accuracy.
They should be motivating for students as they
provide a sense of achievement once they have
been completed.
There are two Projects in the Student’s Book, after
each Consolidation. They are divided into two
main sections – Let’s analyze and Let’s do it! In the
Let’s analyze section, students discover what kind
of project they will be doing. They also look at a
model project and answer questions. The Let’s
do it! section provides an opportunity for students
to work collaboratively in small groups as they
create their project. It also provides them with an
opportunity to develop their digital competence by
using web tools if they have access to technology.
> Step 1 Groups decide what their project will be
about. They also decide how they will be doing
it, depending on whether they have access to
technology or not.
> Step 2 Students make their own decisions
about what to say and how to say it. This
is their opportunity to be creative and
experiment with language. They are required
to use the photocopiable Project Planning
Sheet, a useful tool to help them organize the
contents of their project.
> Step 3 Groups develop their speaking skills
while presenting their project in class.
There are two Consolidations in the Student’s Book
Projects allow students to use language creatively
to achieve a communicative goal. Focus is placed
on communication, not on grammatical accuracy.
They should be motivating for students as they
provide a sense of achievement once they have
been completed.
There are two Projects in the Student’s Book, after
each Consolidation. They are divided into two
main sections – Let’s analyze and Let’s do it! In the
Let’s analyze section, students discover what kind
of project they will be doing. They also look at a
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Workbook
The Workbook is included at the back of the book.
Vocabulary &
Grammar
The first spread includes a
variety of activities to ensure
successful practice of the
vocabulary sets and grammar
taught in the Student’s Book.
Reading
A further text is provided on a
topic related to the theme of
the unit. The text is followed by
a variety of exercises that allow
students to analyze the text at
different levels and ensure its
comprehension.
Speaking & Writing
Speaking activities test students’ recall of the
social language presented in the Student’s Book
section. Writing activities provide students with
more practice related to the text type presented
in the Writing section in the Student’s Book.
Extra practice
The Extra practice section includes further, and
sometimes freer, practice of the language taught
in the unit. It can be used with fast-finishers.
Vocabulary &
A further text is provided on a
the unit. The text is followed by
a variety of exercises that allow
students to analyze the text at
different levels and ensure its
Extra practice
Extra practice
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Creative corner
This section, which may be used independently or
after some of the units have been covered, includes
different literary texts that have been adapted to
the students’ level. It allows them to appreciate
how much they can use the language they have
learnt and also helps to pave the road to a more
complex literary appreciation.
Each of the texts chosen is preceded by an
explanation of the genre it belongs to and then
followed by activities that supplement the material
in a more class-controlled way.
The Creative corner can be further exploited by
using the worksheets provided in the Online
Teacher’s Centre and the interactive activites
included in the Online Skills Centre.
Progress Check
This section should be used for students’ own
evaluation. Its aim is to get them to reflect on how
much they have learnt. After completing each
Progress Check, students work out their score to
Creative corner
This section, which may be used independently or
after some of the units have been covered, includes
different literary texts that have been adapted to
the students’ level. It allows them to appreciate
how much they can use the language they have
learnt and also helps to pave the road to a more
complex literary appreciation.
Each of the texts chosen is preceded by an
explanation of the genre it belongs to and then
followed by activities that supplement the material
in a more class-controlled way.
can be further exploited by
using the worksheets provided in the Online
Teacher’s Centre and the interactive activites
included in the Online Skills Centre.
evaluate their progress and, as a class, create an action plan for improvement in the areas in which their
results were weaker. Since the pages in this section can be torn out of the book, they can also be used as
Progress Tests.
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Pairwork activities
These speaking activities get students to talk in a
variety of communicative contexts. An advantage
of this kind of activities is that they are fun and
motivating for students because they enjoy the
challenge of finding out information from their
classmates. A further advantage is that they get
students to use a wider range of language because
of the specific requirements of each activity.
Learning bank
It is a useful self-study reference of all the
language presented in each unit. It encourages
learner autonomy and also makes students aware
of what they can produce in English.
Learning bank
Learning bank
It is a useful self-study reference of all the
language presented in each unit. It encourages
learner autonomy and also makes students aware
of what they can produce in English.
Learning bank
Pairwork activities
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The e-Teacher’s Kit also includes:
>
> the annual planning.
>
> specific notes for the Creative corner section.
>
> photocopiable worksheets for students to use
when working on the Projects.
>
> photocopiable unit tests and term-tests (one
every two units and one for the end of the year).
>
> the Audio CD.
The e-Teacher’s Kit is supplemented with extra
resources in the Online Teacher’s Centre (see
page 16).
The e-Teacher’s Kit contains a variety of different
features and ideas that help you to make the best
use of all On the Pulse materials.
Since all the units in the Student’s Book are
structured in the same way, a set of general teaching
notes is provided after the course overview. These
teaching notes cover the general approach and
methodology of each section within the Student’s
Book. Then more specific notes are provided for
each unit, including ideas to enrich your teaching,
such as extra activities, useful notes and web links.
Audioscripts and answer keys are included in this
section as well.
e-Teacher’s Kit

On the Pulse – online centres
Teachers On the Pulse is an Online Teacher’s Centre which contains:
>
> the e-Teacher’s Kit (PDF version of the
Teacher’s Kit).
>
> downloadable audio files (for the Student’s
Book exercises, the pronunciation activities
and the tests).
>
> customizable versions of the annual planning
and all tests (in Word format).
>
> discrete tests for each unit and a B version of
all the tests included in the e-Teacher’s Kit.
>
> worksheets for: fast-finishers, the Creative
corner, and the songs and pronunciation
activities provided at Students On the Pulse.
>
> videos by the authors explaining methodological aspects of the series.
>
> direct access to the students’ resources at Students On the Pulse.
Students On the Pulse is an Online Skills Centre which contains:
>
> the videos from the Pulse vision section in the
Student’s Book.
>
> downloadable Pulse magazine / vision audio
files.
>
> interactive activities from the Creative corner
which expand the topic and skills covered by
providing links to related materials on the
Internet and the recordings of all the texts.
>
> worksheets with pronunciation activities and
built-in audio.
>
> suggested songs to be used with each unit.
>
> interviews with the authors.
To access both centres for the first time, users
have to go to www.macmillan.com.ar/onthepulse and
activate the code provided either in the Teacher’s
Kit or the Student’s Book, respectively. Once they
have registered and activated their codes, they can
access each of the centres by just logging in.
On the Pulse offers digital resources both for teachers and students.

On the Pulse 1 – general teaching notes  17
Vocabulary
1. Ask students to look at the photos or pictures
or have a quick look at the text and answer the
questions included in the first exercise. These
questions will help them discover what the
lexical set is about.
2. Engage students with the topic by asking them
additional questions that give them a chance
to talk about their experiences or bring in
prior knowledge. Example question for Unit 2,
page 21: How many people can you see in the
picture?
3. Play the Audio CD. Students listen and repeat
the words. They sometimes do a matching
activity as well. Make sure they pronounce the
new words correctly.
4. To help students internalize the new
vocabulary, get them to use it in a substitution
drill in which they provide personal examples,
eg: T: My mother is old. S1: My mother is
young. Follow the same procedure with other
new words.
5. As a final activity, students are normally asked
to use the new vocabulary in a) meaningful
sentences or b) dialogues about their own
lives. While students are working, walk around
and provide help as needed.
6. To round off, depending on the type of activity
students have done, a) get random students to
read out their sentences to the class or b) get
random pairs to ask each other questions as
their classmates listen.
Learning to Learn
1. Read the vocabulary learning technique aloud.
Tell students that the strategies or techniques
mentioned will help them to memorize new
vocabulary.
2. Go over the examples given and provide new
examples as a class.
3. Students put the technique(s) into practice –
they classify words, label pictures / photos,
write personal examples, etc, as indicated in each
unit. They can do this task individually or in pairs.
4. If appropriate, check answers as a class.
Listening
The second vocabulary section in each unit is
followed by a listening comprehension exercise
that uses some of the new vocabulary in a
functional situation. Note: In most cases two
activities are provided.
> First listening Point out the context of the
listening text and read the instruction. Tell
students that they should listen for main ideas
and to focus on what they understand rather
on what they don’t. Play the Audio CD and
check answers as a class.
> Second listening Ask students to read
the sentences or incomplete sentences or
questions etc carefully first so they know what
information to listen for. Play the Audio CD
again and check answers as a class.
Reading
Before you read
1. Have students look at the text and focus on its
title and pictures in order to identify the type of
text they are going to read.
2. Students answer the questions included in
this pre-reading stage. The purpose of these
questions is to create interest in the topic.
3. Engage students with the topic by asking them
additional questions that give them a chance
to bring in prior knowledge. Example questions
for Unit 2, page 22: Is Primrose Everdeen old or
young? (young) Is Harry’s family big or small?
(small) Note: Accept the fact that students may
need to provide some information in their own
language.
Read for general ideas
1. Read the instruction and go through the
questions with the class so students can
read with a purpose. Tell students that this
On the Pulse – general teaching notes
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18  On the Pulse Starter – general teaching notes
activity focuses on general ideas and that they
shouldn’t focus on unknown words.
2. Have students read the text silently.
3. Students do the exercise individually and read
the text again silently if necessary.
4. Check answers as a class.
Read for details
1. Read the instruction with the class but do not
go through the activity items. Tell students
that this activity focuses on details and that
they should look back at the text to carry it out
successfully. Point out that they should use the
photos / pictures and context to try to work out
the meaning of new words.
2. Students do this exercise individually.
Encourage them to read each sentence or
question and then scan the text to find the
information they need to answer it or to confirm
the answer they think is correct. Walk around
helping as needed. Clarify the meaning of any
key words, if necessary.
3. Check answers as a class. If you wish, ask
students to discuss them with a classmate first.
4. Allow students to ask questions about any
unknown words that were not discussed before
and clarify their meaning.
Comparing Cultures
1. Organize students into small groups.
2. Allow students a couple of minutes to provide
the answers to the questions. Make sure all
students have a chance to exchange ideas.
Note: Students may need to use their first
language.
3. Listen to students’ ideas as a class. As you
get feedback from them, write a list or build
up a table on the board, as appropriate, to
summarize their ideas.
Web Quest
1. Go through the steps with the class. Check that
students understand the task.
2. Draw students’ attention to the Web Quest tip
and clarify any doubts. Make sure students
understand the suggestion included in the tip.
3. If your school has computers and Internet
facilities, students can do the Web Quest
activity in class. If not, set it as homework task.
4. After students have done their quest, get
random students to share their findings with
the class. You may want to ask the whole class
to hand in their notes for correction.
Grammar
Grammar presentation – Use
1. Introduce the target grammar by telling students
which structure they are going to learn.
2. Refer students to the examples given and ask
them to trace them back in the reading text.
3. After students underline the examples of the
target grammar, check answers as a class.
4. Ask students to look back at the examples to
work out the rule about what we use the target
grammar for.
5. Try out the rule by asking students to produce
their own examples. Whenever possible, ask
them to use true information – this will make it
easier for them to remember the structure.
Grammar presentation – Form
1. Have students analyze the tables and find
patterns. Ask leading questions to help
students find the patterns, eg: What do you
notice about the verb form after ‘he’, ‘she’ or ‘it’?
2. Ask students to complete the tables or
diagrams, as appropriate. Remind them that
the examples in the USE column can help them
do this task.
3. Check understanding by getting students to
use the new grammar in a transformation drill,
eg: T: Make this sentence negative: ‘She’s got
a big family.’ S1 / Whole class: She hasn’t got
a big family. T: Now turn it into a question.
S2 / Whole class: Has she got a big family?
Follow the same procedure with other
examples.

On the Pulse Starter – general teaching notes  19
Grammar practice
1. Students do the initial, more controlled
activities individually and compare answers in
pairs. Then check answers as a class.
2. Students do the free activities. They are of two
types – some are personalized activities to be
done individually; others are communicative
activities to be done in pairs. For both types of
activities, monitor while students are writing or
interacting and give help if necessary.
3. To finish, ask students if they had any problems or
comment on any problems you may have noticed.
Provide explanations and examples as necessary.
4. If students need further practice, suggest
that they do the activity again. If they work
individually, they can do it again with imaginary
information. If they work in pairs, they can do it
again with another classmate.
Comparing Languages
1. Go through the instruction with the class.
2. Ask students what differences they notice
between the two languages.
3. Provide more examples to illustrate the point
further and elicit translations if necessary.
4. To check comprehension, ask students to
provide their own examples. Make any necessary
corrections and write them on the board.
Build your skills
Reading
1. Have students look at the text and identify the
type of text they are going to read.
2. Get them to answer the question in the first
exercise. The purpose of this question is to
prompt students to start thinking about the
topic of the text.
3. Ask students to read the text and scan it for the
information they need to answer the questions.
Encourage them to guess the meaning of any
unknown words.
4. Learn new words Students analyze the new
words in context to guess their meaning and
then use them to write sentences or anwer
questions about the text.
5. Give your opinion Get students to think about
their answer to the questions and then call on
a few volunteers. The purpose of this exercise
is to generate interest by relating the content of
the reading to the students’ views or lives.
1. Tell students they are going to listen to an
everyday situation. Refer them to the photo to
become familiar with the context.
2. First listening Students listen to the
conversation and answer questions about the
main ideas in it or the context in which it takes
place. Check answers as a class.
3. Second listening Students listen to the
conversation again, listen for details and complete
the gaps in the it. Check answers as a class.
4. Third listening Students listen to the
conversation a third time and practise sentence
stress and intonation. Pause the recording after
each speaker’s part for students to repeat as
a class. Point out the main stress in sentences
and the correct intonation in questions.
Draw students’ attention to the Keep it going!
box. Treat the expressions in this box as formulaic
language, that is to say the natural use of idioms,
collocations, set phrases and so on.
1. Students practise the conversation in pairs.
They swap roles and they practise it again.
Monitor their work and give help if necessary.
2. Students create a new dialogue and practise it
in pairs. Then they swap roles. Monitor while
they are practising and give help if necessary.
3. Choose a few pairs to act out the dialogues for
the class.
Writing
1. Ask students to identify what type of text they
are going to write.
M15_10110_TB0.indb 19 25/01/16 13:48

On the Pulse Starter – general teaching notes  21
5. Hand out the photocopiable Project Planning
Sheet (see pages 62 and 63). Students create their
project in class or as a homework task.
6. Groups present their project in class.
7. If students did their work on paper, you can
display it on the classroom walls.
Note: For a list of free avatar making tools
(Project A), go to https://eduhowto.wordpress.
com/2013/02/18/15-free-safe-avatar-creators/. For a
list of free presentation tools (Project B), go to
http://elearningindustry.com/the-5-best-free-slideshow-
presentation-and-creation-tools-for-teachers.
Progress Check
1. Students do the progress check individually.
2. To check answers, students take turns to read
out the words / sentences they have written.
Make any necessary corrections and write the
answers on the board so students can check
spelling. Alternatively, you can ask them to tear
out the pages and hand them out for correction.
Pairwork activities
1. Organize students into pairs.
2. Go through the steps with the class.
3. Make sure students understand what they have
to do. Model the activity by doing an example
with the whole class.
4. Encourage pairs to help each other with
anything they do not understand. Monitor while
students interact providing help as needed.
Creative corner
Why have a Creative corner?
According to John McRae (1991), language is
both referential and representational, so only
including material of either one type or the other
in a syllabus should be avoided since it does
not reflect reality. For this reason, the Creative
corner section in On the Pulse seeks to cater for
the representational language that is so often
overlooked in textbooks which solely focus on
referential language.
What is the difference between
representational and referential language?
Referential language communicates information
while representational language stimulates
emotions and engages the imagination.
Referential language requires memorizing
vocabulary and being able to manipulate grammar,
whereas representational language entails
devising illimitable interpretations and developing
an awareness of language which leads to fluency.
What material does representational language
involve?
Representational material can be any verbal text
that involves students and encourages them to use
their creativity. In this way, the scope is opened to
other texts that are not conventionally considered
part of literature though real, simple and engaging.
The limericks, the tall tales, the football chants
and other representations in On the Pulse lend
themselves to textual intervention activities in an
easier and more natural way than any referential
material, since they enable a transaction between
the text and the reader.
What are textual intervention activities?
Textual intervention (Rob Pope, 1995) is a method
for the teaching and learning of language in
which students are invited to re-construct texts
by producing alternative, parallel and counter
narratives. According to Pope, ‘the best way to
understand how a text works is to change it: to
play around with it, to intervene in it some way
(large or small), and then try to account for the
exact effect of what you have done’ (1995:1).
Considering Pope’s words, the textual intervention
activities devised at the different levels in On the
Pulse intend to invite students to take a more
active part in their reading and to provide teachers
with material to deal with the big problem of how
to teach students to read for pleasure.
M15_10110_TB0.indb 21 25/01/16 13:49

22  On the Pulse Starter - Ideas to enrich your teaching
Hello!
Vocabulary p4
Greet Ss and introduce them to the language of greetings. Point out
that if they use these expressions, they will sound more natural.
1 Have Ss read the exchanges and notice the two different ways
to introduce oneself. Write them on the board to systematize.
»EXTRA: Ask Ss to think of a name they would have liked to
have instead of theirs. Then tell them to imagine that they are
meeting new people at a party. Ask them to introduce themselves
using their fictional name. Help Ss appreciate the communicative
purpose of language. Make comments on their choices, such as:
How nice! Oh, like the actor! A French name!
4 Help Ss to become aware of the importance of spelling. Have
them notice that people mostly spell, for example, surnames
or the names of streets, to avoid misunderstandings. To give
Ss a purpose to learn the alphabet, tell them that, in some
English-speaking countries, spelling is a school subject and
they organize spelling contests every year. Encourage the
class to organize a spelling contest at school; have Ss train
for a couple of weeks. Get them to spell their last names,
their parents’ names, the names of singers they like, and
much more.
Vocabulary p5
1 Highlight the importance of the pronunciation of final sounds
in English. Make Ss notice how the mispronunciation of
number ‘8’ eI can lead somebody to think they are referring to
letter ‘A’. Point out that this can cause problems when trying,
for example, to understand codes or passwords.
»EXTRA: Ss follow different number sequences. Instruct the
whole class to say the numbers in chronological order omitting
those that can be divided, for example, by 2. T: One. S1: Three.
S2: Five. S3: Seven. And so on.
»EXTRA: (after Exercise 4) Have Ss say the colours of their
football teams, the colours of different flags, the colours in their book.
6 Ask Ss to think of situations in which it is very important to
pronounce numbers correctly, eg: when dealing with money,
when giving phone numbers or passwords, etc.
»EXTRA: Play bingo. Ss choose four numbers, eg: from 20 to
50 and write them in their folders. Call out the numbers from that
range in random order and have Ss tick them as you say them.
The winner is the first S to tick all his/her numbers.
ANSWERS
3 Hello. I’m Sandra. My phone number is
02589634.
Hi. My name’s Jack. My mobile phone number
is 1849632758.
7 thirty-one; seventy-five; sixty-eight;
forty-seven; ninety-nine; fifty-six
Hello!
M15_10110_TB0.indb 22 25/01/16 13:49

On the Pulse Starter - Ideas to enrich your teaching  23
Vocabulary p6
»EXTRA: To give Ss further practice of vocabulary on school
things, encourage them to do some of these activities:
• In pairs, Ss take turns to say a letter, and to identify and point
to the corresponding object.
• Ss play hangman using the presented words. Then they point
to the corresponding object in their books.
• Ss prepare a poster including the vocabulary that has been
introduced and/or revised so that they can display it on a wall
as an aid to remember and use the language.
• Give instructions to the whole class. Say: Point to a red book. /
Point to an orange pencil. Then in pairs, Ss give instructions to
one another.
»EXTRA: Get Ss in groups to do a task in which they will revise
and integrate numbers, colours and school things. Prepare cards
with simple instructions in advance, eg: Find ten red pencils. /
Find one orange pen. / Find three blue books. Give out a card to
each group at random and set a time limit, eg: two minutes, for
them to find the required object(s). The Ss who get the object(s)
first are the winners. When a group of Ss bring the required
object(s), they will have to count them aloud. Their classmates
will have to write, eg: Three blue books.
Vocabulary p7
»EXTRA: To give Ss further practice of vocabulary on
objects in the classroom, ask about the number of objects in the
classroom, eg: How many chairs / doors / windows / desks /
boards in the classroom?
»EXTRA: (after Exercise 5) Ss play hangman with the days of
the week.
6 Give classroom instructions for Ss to perform. Then invite
Ss to work in pairs and take turns to give instructions to one
another.
»EXTRA: Ss prepare a poster including the classroom
instructions that have been introduced and they illustrate them
accordingly. Then display the poster on a wall as an aid for Ss to
remember and use the language.
ANSWERS
1 a a window; b a desk; c a board; d a chair;
e a door
6 a Read the text. b Please sit down. c Clean
the board, please. d Close the door, please.
e Write a number. f Open the window.
ANSWERS
1 a a book; b a pen; c a notebook; d a pencil;
e a school bag; f a rubber; g a pencil case;
h a ruler; i a sheet of paper; j a laptop
3 A red book. A blue pen. A brown notebook.
A yellow pencil. A blue school bag. A red and
blue rubber. A pink pencil case. A green ruler.
A white sheet of paper. A grey laptop.
4 a eight pens; b seven books; c five rulers;
d three notebooks; e two school bags
Hello!
M15_10110_TB0.indb 23 25/01/16 13:49

1
My world
Vocabulary p8
Tell Ss that they are going to learn how to give personal information.
Draw their attention to the student cards. Ask if they use similar
identity cards at school, and in that case, in what situations and
for what purpose(s). Then refer Ss to the table. Have them check
whether all the required information is included in the cards. Point
out that the symbol @ is read at.
LEARNING TO LEARN Ss feel highly motivated to learn a
language when they notice that they can use it to communicate
relevant information. This is a good opportunity to show Ss that, even
when they have a limited knowledge of the language, they can still
communicate through it. Ask them to create an ID card to be used
in the English lessons. During the first lessons, have Ss keep their
ID card on their desks so as to help you to get to know their names
and other personal information. Encourage Ss who have complex
surnames to spell them and to provide the correct pronunciation, so
as to point out the importance of spelling as a skill to be developed.
»EXTRA: Play hangman, first on the board and then in groups.
Reading p9
Ask Ss if they frequently use social networking sites, and if so, what
information they include and if they have friends from other countries.
1 Have Ss look at the profile. Ask: Who writes the profile? Are all
his/her friends of the same age?
! Ask Ss to account for their choices when checking answers.
»EXTRA: Once Ss have done all the activities, draw their
attention to the expressions to introduce other people: This is… /
These are… Ask Ss to bring photos of their friends for the next
class so that they can introduce them to the class.
»EXTRA: Refer Ss to Vicky’s profile again and have them
remember as much information as possible from it. Then give
prompts and ask them to say the names, eg: T: He is 14. Ss: Jay.
T: She is a good friend. Ss: Julia. And so on.
COMPARING CULTURES If Ss are not used to analyzing
and contrasting cultural differences and/or similarities, lead them
to notice that when we learn a language, we also learn about the
cultural aspects of that language and its speakers. Give Ss time to
reflect upon the given issue. Accept and respect different opinions
but make sure all Ss can account for what they say.
»EXTRA: Make a list of Ss’ email addresses and phone
numbers so that they can get in touch with one another when
they miss a lesson.
ANSWERS
1 This is Vicky Marino.
2 Vicky writes about six friends.
3 Vicky: Argentina, 13 years old, Year 7, Class
7th B; Jay: Australia, 14 years old; Julia:
Argentina, 12 years old, Year 7, Class 7th B;
Karen and Luli: Argentina, Year 7, Class 7th
B; Justin and Paul: USA, Year 8
ANSWERS
1 Paul Sandero; Vicky Marino; Tanya Rojas;
Roy Courtney
2 1 Weston School, National Public School, Park
School; 2 Paul, Vicky, Tanya, Roy; 3 Sandero,
Marino, Rojas, Courtney; 4 08344355;
5 Córdoba, Sydney; 6 Argentina, Australia;
7 vickymarino@global.com
M15_10110_TB0.indb 24 25/01/16 13:49

1
Grammar p10
Draw Ss’ attention to the examples given in Exercise A and elicit
the type of information they describe (name, nationality and
age). By following the instructions in Exercises B and C, Ss will
systematize the use of the verb be.
»EXTRA: (after Exercise 3) Tell Ss they are going to read out
the sentences in Exercise 1 to practise pronunciation. Lead them
to notice the importance of the final sound m in I’m or I am and
A…nt in aren’t.
COMPARING LANGUAGES In this particular case, the aim
of translation is to help Ss to become aware of the fact that one
word may have two different meanings.
Vocabulary p11
1 Ask Ss to look at the website and, according to the content
on it, have them predict the type of site it is, eg: a tourism
site, a travel guide site, etc. Encourage Ss to account for their
answer(s). Then invite them to identify the places in the photos.
»EXTRA: (after Exercise 2) Say the names of the countries
at random and ask Ss to say the corresponding letter each time.
Then say the letters and have Ss say the names of the countries.
»EXTRA: (after Exercise 3) Have Ss practise pronunciation of
the names of the different cities and countries. Lead Ss to notice
the use of the in the USA, the UAE and the UK.
Listening
5 (before listening) Give Ss an example of a popular quiz show in
your country (or a TV quiz) so that they can get the meaning of
a radio quiz. Anticipate that they do not need to understand every
word but they only need to concentrate on the given task. Check
their understanding of instructions before playing the track.
»EXTRA: In pairs, Ss can create their own quiz and exchange
it with their classmates. Walk around and help if needed. Give Ss
time to practise pronunciation before they start playing.
ANSWERS
2 a the USA; b China; c Italy; d the UAE;
e France; f the UK; g Peru; h Brazil
3 Beijing – China; Lima – Peru;
London – the UK; Dubai – the UAE;
Rome – Italy; New York – the USA;
Rio de Janeiro – Brazil; Paris – France
5 1 b; 2 a
ANSWERS
A ’m; is, isn’t, ’s, ’s, ’re, are, aren’t, ’re /
B Suggested answers: This is Jay. I’m 13 years
old. I’m from Argentina. They’re in Year 8. /
C He; She; They; I; We; I; It / D is; aren’t; isn’t;
aren’t /E 1 ’m, ’s, ’re; 2 I am not, is not, are not
1 1 ’m; 2 ’re; 3 ’s; 4 ’re; 5 ’s; 6 ’re; 7 ’s
2 1 I’m not Tanya Rojas. 2 We aren’t secondary
school students. 3 He isn’t from Buenos Aires.
4 They aren’t in Class 8th D. 5 She isn’t my
friend. 6 You aren’t my teacher. 7 It isn’t a
school in Australia.
1
1
1
16 Audioscript on page 28
M15_10110_TB0.indb 25 25/01/16 13:49

1
Reading p12
Ask Ss if they have ever contacted people they do not know
online. If so, have them share the procedure they followed, eg:
the information they required and the one they gave, if they told
adults at home about it, and so on.
! Ask Ss to account for their choices when checking answers
in Exercises 1–3.
»EXTRA: In advance, prepare a similar chat including blank
spaces and give out a copy to each pair of Ss. Ask them to
complete the chat with made-up information. Have them compare
their chat with other pairs.
• Optionally, divide Ss into groups. Encourage them to find out
about countries they do not know or would like to know more.
Have Ss enlarge their knowledge of the world. Bring in a world
map for them to locate the countries they have chosen.
Grammar p13
A Ask Ss to account for their choices when checking answers.
Encourage them to read out the questions and the corresponding
answers. Use the numbers and letters given as you write the
answers on the board.
»EXTRA: Give further practice of pronunciation and intonation
using the questions and answers in Exercise A. Draw Ss’ attention
to the intonation of Yes/No questions and information questions.
Invite them to make up new questions and read them out with the
correct intonation.
! (when doing Exercises B–D) Encourage Ss to work out the
rules by themselves. Refer them to the online chat on page
12 to look for help.
»EXTRA: (after Exercise 4) Have Ss play a guessing game.
Think of the name of a city, a famous person or a football team,
and have them guess it by asking Yes/No questions, eg: S: Is she
Shakira? T: Yes, she is. / No, she isn’t. If Ss do not feel confident
enough to frame questions, elicit some before they start to play
and write them as prompts on the board. Ss can refer to them
while playing. Then have Ss play in pairs or in small groups. Walk
around and provide help.
ANSWERS
A 1 e; 2 b; 3 a; 4 d; 5 c
B 1 Is she in your class? No, she isn’t. Is Chilca
a city? Yes, it is. Is Chilca the capital of Peru?
No, it isn’t. 2 Who’s Carla? A friend. What’s
the capital of Peru? It’s Lima.
C Is; isn’t; is
1 1 Is Rome in Italy? 2 Are Vicky and Fede
friends? 3 Are you from this country?
4 Is Madrid the capital of Spain?
2 Yes, it is. 2 Yes, they are. 3 Yes, I am.
No, I’m not. 4 Yes, it is.
3 1 What is; 2 Who is; 3 What’s; 4 Who are;
5 Where is; 6 Who is
ANSWERS
1 Fede is the name of the boy.
2 Vicky is with Carla, a friend from Chilca, Peru.
3 1 T; 2 F; 3 T; 4 F
M15_10110_TB0.indb 26 25/01/16 13:49

Build your skills
1
Reading p14
Before Ss read the poster, have them talk about the bands on it.
Ask: Do you know any of these bands? Which do you like? Why?
Which don’t you like? Why not?
»EXTRA: (after Exercise 3) Say words or sentences as
prompts. Have Ss complete or enlarge them with information from
the texts, eg: T: Los Angeles. S: Maroon 5 is from Los Angeles.
T: They are four boys. S: The band is Coldplay. Then Ss work in
pairs. Walk around and provide help if needed.
»EXTRA: Ss prepare a poster of their favourite bands using
the poster on page 14 as a model. If possible, display their posters
in the classroom for future use.
»EXTRA: In advance, prepare cards with sentences taken from
any of the paragraphs in the poster on page 14. Include pieces of
information that are out of context. Assign Ss to work in pairs. Give
out the cards. Have Ss identify the pieces of extra information,
leave them aside and make up the paragraph correctly.
3 You can have Ss use a dictionary to do this exercise.
Listening & Speaking p15
1 Tell Ss they are going to listen to two boys talking about their
favourite bands. Ask additional questions to enlarge the
presentation, eg: In your opinion, where are the two boys
from? How old are they? Ask questions to exploit the photo and
the context as well, even if they require answers in L1.
2 Remind Ss it is not necessary to understand all the words at
this stage. They only need to get the general ideas.
3 Ask Ss to do choral repetition of the lines and have them
focus on intonation to convey meaning. If needed, invite Ss
to imagine they are not the ones who are reading but it is
somebody else. This will allow them to feel less exposed in
front of their classmates.
4 Give Ss some time to prepare the role play and to rehearse
it. Walk around and encourage them to sound as natural as
possible. Remind them to use the words in the ‘Keep it going!’
section to sound more natural. Choose a strong pair and invite
them to role play in front of the class as a model.
ANSWERS
1 The boys are Brad and Paul.
2 1 c; 2 a
3 1 Who; 2 band; 3 UK
ANSWERS
1 They are the top world bands: Maroon 5,
Coldplay and Little Mix.
2 1 American; Los Angeles; six; 2 the UK; four;
3 British; London
M15_10110_TB0.indb 27 25/01/16 13:49

1
ANSWERS
3 This is + singular forms: me, Talia, Big Time
Rush
These are + plural forms: Pedro and Juan
Writing p16
1 Tell Ss that these photos are part of Maxi’s album. Ask
them to have a look at them and to identify important items
included in the album (his friends and his favourite band).
Lead Ss to recognize the personal information included in the
descriptions, eg: names, age, nationality, etc.
2 Refer Ss to the language notes in the ‘Write it right!’ section
and make sure they understand that these notes are included
to help them to write better.
Check if instructions are clear before Ss start
writing. Advise them to use the information in Maxi’s album as a
guide. Attend to Ss’ needs and queries while they are writing so
that they can get a correct and tidy piece of work. Remind them of
the importance of writing rough copies, and of checking on word
order, spelling and punctuation before handing in the final work.
»EXTRA: Invite Ss to prepare a class album. Each S brings
photos or pictures and writes a short paragraph (caption) to
describe them. The album can be shared in class so that all Ss
know more about each other.
ANSWERS
16 AUDIOSCRIPT
Host Good morning. This is radio 625. Today’s quiz is about capital cities. Hello?
Justin Hi.
Host What’s your name, please?
Justin Justin.
Host Hello, Justin. Are you ready? Question 1: Is Dubai the capital of the United
Arab Emirates?
Justin No, it isn’t.
Host Correct! Question 2: What is the capital of the United Arab Emirates?
Justin It’s Abu Dhabi.
Host Very good! Question 3: Can you spell Abu Dhabi, please?
Justin A-B-U D-H-A-B-I
Host Perfect! Question 4: Is New York the capital of the United States?
Justin No, it isn’t.
Host Good! Question 5: What is the capital of the United States of America?
Justin The capital of the United States is Washington, DC.
Host Excellent! Congratulations, Justin. You…
M15_10110_TB0.indb 28 25/01/16 13:49

Answer Key
1
PROGRESS CHECK 1
1 First Name; Surname; Email address;
Emergency call
2 1 city; 2 capital; 3 from; 4 of
3 1 I; 2 He; 3 She; 4 They; 5 We; 6 It
4 1 is; 2 is, isn’t; 3 are; 4 isn’t; 5 aren’t
5 1 Is, is; 2 isn’t; 3 Are, are; 4 Where;
5 What; 6 Who; 7 Are, am
WORKBOOK
Page 72
1 2 Melina; 3 Juárez; 4 Santiago de
Chile; 5 Chile; 6 meliju@coldmail.com;
7 +56-2-4813-5276
2 2 Italy; 3 Mar del Plata;
4 sueliger@sund.com; 5 Susan;
6 3-1234-7768
3 First Name: Susan
Surname: Hernández
City: Mar del Plata
Country: Italy
Phone number: 3-1234-7768
Email address: sueliger@sund.com
4 2 ’re; 3 ’m; 4 ’re; 5 ’s
5 2 Julia is not from Santa Fe. She is
from Córdoba. 3 Kevin and Sam are
not in my class. They are in Class 9.
4 Juan and I are not from Brazil.
We are from Argentina. 5 Texas is not
in Argentina. It is in the USA.
6 2 He; 3 They; 4 They; 5 She; 6 She;
7 We
Page 73
7 2 Paris; 3 Washington DC; 4 Rome;
5 Buenos Aires; 6 London; 7 Lima
8 2 Is your father a student? No, he
isn’t. / Yes, he is. 3 Are One Direction
from Mexico? No, they aren’t. 4 Are
we in Year 5? No, we’re not. / Yes, we
are. 5 Is Mar del Plata a city? Yes, it
is. 6 Are you from Argentina? Yes, I
am. / No, I’m not. 7 Is rot@mmail.com
your email address? No, it isn’t.
9 2 c; 3 a; 4 b; 5 d
10 2 What is the capital of Peru?
3 Where is Belgrade? 4 Where are
you from? 5 Who are they?
Page 74
11 Alejandra Molina is 12–13 years old.
She is in Year 8.
12 1 F. Günter is from Berlin and Alfonso
and Javier are from Madrid. 2 T.
3 F. Alejandra is from Argentina.
4 T. 5 F. Tel Aviv is a city in Israel.
13 1 Günter is a student in the
International Summer School from
Berlin, the capital city of Germany.
2 Florence is in Italy. 3 Berlin is
the capital city of Germany. 4 No,
Alfonso and Javier are students in
Year 8. 5 No, Rebecca is from Tel
Aviv, a city in Israel.
Page 75
14 2 f; 3 a; 4 h; 5 d; 6 b; 7 e; 8 g
15 1 This is my friend Peter. He isn’t
in my class. He’s from Alabama, a
state in the USA. He’s a very good
friend. 2 These are my friends Tomás
and Juan. They are from Iguazú, an
important city in Argentina. Juan is
14 and Tomás is 15. We’re in Year 8.
We are very good friends. 3 This is
me. My name is Antonia. I’m in Year
8 at a Public Secondary School. I’m
from Río Gallegos, in Argentina.
4 This is The Wanted. It’s my
favourite band…
Note: The word ‘city’ in item 1, Exercise
15, will be changed to ‘state’ the first
time the Student’s Book is reprinted.
16 a 2; b 4; c 1; d 3
Students’ own answers
Pulse magazine
1 Pulse Mag and you! is about
favourite teen celebrities.
2 1 Jackie isn’t 13 years old. She is 16
years old. 2 Her surname is Evancho.
3 She is from Pennsylvania in the
USA. 4 Atticus isn’t 16 years old.
He is 17 years old. 5 His surname is
Shaffer. 6 He is an actor.
Speaking activities
Student A (page 117)
1 Name: Tim; Age: 12; Year: 7; Class:
7th C; City / Country: Bristol, a city
in the UK
2 Nicole is 13 years old. She is in Year
8. She goes to Class 8th D. She lives
in Sydney, the capital of Australia.
Student B (page 119)
1 Tim is 12 years old. He is in Year 7.
He goes to Class 7th C. He lives in
Bristol, a city in the UK.
2 Name: Nicole; Age: 13; Year: 8;
Class: 8th D; City / Country: Sydney,
the capital of Australia
M15_10110_TB0.indb 29 25/01/16 13:49

2
Families
Vocabulary p18
1 Tell Ss that they are going to learn how to give information
about their families. Draw their attention to the photos in the
family tree and ask them if their family tree would look like
the one on page 18. Then refer Ss to the ‘Look!’ box and point
out the colloquial words for addressing one’s father, mother,
grandfather and grandmother.
»EXTRA: (after Exercise 2) Invite Ss to imagine they are Lara
telling her friends about her family. Have them do choral reading and
repetition of the sentences in Exercise 2. This instance of repetition
will help Ss to consolidate their confidence, something they will need
in future lessons when they have to talk about their own families.
»EXTRA: Using Lara’s family tree as a model, Ss design their
own family tree and describe it to their classmates. Give Ss time
to rehearse what they are going to say. Alternatively, Ss design a
tree of a famous family (eg: the Simpsons) or they can choose any
other family which is well-known by the whole class.
LEARNING TO LEARN Help Ss to notice that the classification
of words into categories can be a useful learning strategy when
dealing with new vocabulary.
Reading p19
Ask: Who are the people in your family? Is your mother from
Argentina? What’s your father’s name? Have Ss also talk about
step families, divorced parents or the like. Write the new words on
the board so that Ss can record them and use them in the future.
»EXTRA: (after Exercise 3) Have Ss read the text again. Say
words or sentences as prompts for Ss to complete or enlarge
them with information from the text, eg: T: He is 9 months old.
S: Dimitri. T: She is Julia’s stepmother. S: Irina.
COMPARING CULTURES In China, from October 2015,
couples are allowed to have up to two children. In Bolivia, families
usually have many children. Lead Ss to reflect on the differences
in family compositions around the world. Ask Ss about families in
their country nowadays: How are they usually made up?
• Encourage Ss to look for famous families they all know or
even have them ask their parents about old famous TV series
they can nowadays watch on cable TV, eg: the Ingalls and the
Addams, among others.
ANSWERS
2 father: Fedor; stepmother: Irina; half brother:
Nikolai; half brother: Dimitri; grandfather:
Marco; grandmother: Lida
3 1 F. Julya lives in Saint Petersburg. 2 F. Irina is
her stepmother. 3 T. 4 F. Nikolai is a boy, he is
5 years old. 5 F. Dimitri is 9 months old.
 SUGGESTED SITES FOR WEB QUEST:
http://mentalfloss.com/article/27833/11-fictional-
family-trees
ANSWERS
2 1 grandmother; 2 father; 3 sister;
4 grandfather; 5 mother; 6 uncle; 7 brother
M15_10110_TB0.indb 30 25/01/16 13:49

2
Grammar p20
A Draw Ss’ attention to the examples given, elicit the possessive
adjectives and write them on the board. This will help them
when systematizing the different forms in Exercise D. Make
Ss notice that after a subject pronoun, a verb follows and after
a possessive adjective, a noun follows.
B Tell Ss that in English, we can also describe possession in a
different way. Refer them to the examples given and help them
to notice that ’s has nothing to do with a plural form or with
the verb be but that it shows possession. Deal with this point
again when comparing languages at the end of the lesson.
C Ask Ss to account for their choices so as to check real
understanding.
D Invite Ss to complete the table. When they have queries, refer
them back to the examples in Exercise A. Then draw their
attention to the differences between English and L1.
COMPARING LANGUAGES This is a good opportunity to
make Ss notice it is not useful to translate word by word when we
speak but rather think of the idea we want to transmit.
Vocabulary p21
1 When checking on Ss’ answers, encourage them to say the
letters in English.
2 Teach new vocabulary through exemplification or simple drawings.
Refer to well-known people or popular cartoon characters.
»EXTRA: Mention famous people and encourage Ss to use
the adjectives that have been presented to describe them. Highlight
word order and make Ss see if it is different from L1. Write some of
their descriptions on the board so as to lead to systematization.
»EXTRA: (after Exercise 3) Bring pictures or photos of people
and objects and hand them out. In groups, Ss use the new
vocabulary to describe them briefly and then read them out.
Listening
(before listening) Ask Ss to read out the instructions and to
compare the pictures.
! Tell Ss they do not need to understand every single word
while listening but that they only need to concentrate
on the given task. Remember to check understanding of
instructions before playing the track.
ANSWERS:
2 a an old woman; b a young woman; c a big
brother; d a little brother; e a big house;
f a small house; g a bad dog; h a good / nice
dog; i a sad girl; j a happy girl; k a strong
man; l a weak man
4 b
ANSWERS
A Our; Her; His; Its; your; their
B stepmother’s; half brothers’; father’s
C their, your; Julya’s, parents’
D my; your; his; her; its; our; their
E my friend, my friends; teacher’s; teachers’
1 1 my; 2 His; 3 Her; 4 your; 5 their
2 1 father’s parents; 2 teacher’s name; 3 uncle’s
surname; 4 brothers’ names
2
2
2
M15_10110_TB0.indb 31 25/01/16 13:49

2
Reading p22
Have Ss go through the page and ask them where it is likely
to find that type of quizzes, eg: in a teenage magazine. Before
having Ss read, remind them that they do not need to understand
every single word.
»EXTRA: (after Exercise 4) Have Ss read the text again.
Say words or sentences as prompts for Ss to complete or enlarge
them with information from the text, eg: T: Voldemort.
S: He is Harry Potter’s enemy.
Note: Ss should not be expected to use have got at this stage
since the systematization process has not been carried out yet.
»EXTRA: Describe a character and have Ss guess and say the
name, eg: T: He is a strong man. S: Violet’s father.
Grammar p23
A Have Ss go through the examples given and lead them to work
out the concept of possession. If needed, elicit the different
forms (affirmative, negative and questions) to anticipate the
systematization stage. Write some exponents on the board.
! Encourage Ss to work out the rules by themselves. Having
Ss think of their own examples will help them to understand
and, in that way, to remember the rules better.
»EXTRA: After the correction of Exercises 1–3, devote some
time to work on repetition and intonation of sentences. Point
out that this instance of practice will help them to build up their
confidence.
»EXTRA: Have Ss talk about their possessions. Name an
object, a pet or a family member and encourage them to say if
they have got one or not, eg: T: Dog. S: I haven’t got a dog.
Then invite them to carry out the activity in pairs or in groups.
»EXTRA: Have Ss play a guessing game. Put different objects
in a bag and invite them to guess what you have got by asking you
questions, eg: S: Have you got a pen? T: No, I haven’t. Then have
Ss play in pairs or in small groups.
ANSWERS
A haven’t got; ’ve got; ’s got; hasn’t got; ’s got;
Have they got
B I’ve got a sister; I’ve got a dog; I’ve got a ruler
C ’s got; haven’t got; Have; hasn’t
2 1 has got; 2 has got; 3 hasn’t got; 4 have got;
5 haven’t got
3 1 Have you got a big dog? Yes, I have got a
big dog. No, I haven’t got a big dog. 2 Has
she got a little brother? Yes, she has got
a little brother. No, she hasn’t got a little
brother. 3 Have they got a friend from Brazil?
Yes, they have got a friend from Brazil. No,
they haven’t got a friend from Brazil. 4 Has
he got a nice house? Yes, he has got a nice
house. No, he hasn’t got a nice house. 5 Has
she got a bad enemy? Yes, she has got a bad
enemy. No, she hasn’t got a bad enemy.
ANSWERS
2 1 a; 2 d; 3 b; 4 c
3 Photos and descriptions: a 5; b 1; c 4; d 2
4 1 F. Edward has two adoptive brothers and
two adoptive sisters. 2 F. Edward is a vampire
but he’s good. 3 T. 4 F. Harry’s parents are
dead. 5 T. 6 T.
M15_10110_TB0.indb 32 25/01/16 13:49

Build your skills
2
Reading p24
Ask Ss if they can identify any of the famous people in the photos.
Have them say how they think their families are composed.
Then invite Ss to do a quick reading and check whether their
predictions were correct or not.
»EXTRA: Give Ss some incorrect information about the
celebrities and their families. Have them correct the information,
eg: T: Will Smith has got four children. S: He hasn’t got four
children. He has got three children. Then have Ss do the same in
pairs or in small groups.
»EXTRA: Have Ss use the information previously given as
a model to prepare a poster of a popular family they know,
including photos or pictures and brief descriptions. Display Ss’
posters in the classroom for future exploitation.
1 Tell Ss they are going to listen to two girls talking about
a famous family. Ask additional questions to enlarge the
presentation, eg: In your opinion, where are they from? How
old are they? Ask questions to exploit the context as well, even
if answers in L1 are required, eg: Where are they? Are they at
school? Are they studying? What are they reading?
2 Invite Ss to compare their choice in pairs and, if they have
different answers, encourage them to account for their choices
and discuss.
3 Ask Ss to do choral repetition of the lines and have them
focus on intonation to convey meaning. If needed, invite Ss
to imagine they are not the ones who are reading but it is
somebody else. This will allow them to feel less exposed in
front of their classmates. Draw their attention to the ‘Look!’ box
to systematize the use of ‘that’ and ‘those’ to introduce people.
4 Give Ss some time to prepare the role play and to rehearse
it. Walk around and encourage them to sound as natural as
possible. Remind them to use the words in the ‘Keep it going!’
section to sound more natural.
»EXTRA: Describe relations in different cartoon families and
have Ss identify the character each time, eg: T: He is Maggie
Simpson’s brother. S: Bart. Then name a famous cartoon character
and have Ss describe one of his/her family relations, eg: T: Ferb.
S: He is Phineas’s brother.
ANSWERS
1 The girls are two students looking at a photo
of Angelina Jolie and her children.
2 2
3 1 Who; 2 nice; 3 children; 4 big
ANSWERS
2 1 David Beckham has got four children.
2 Will Smith has got two sons, Jaden and Trey.
3 Brooklyn is David Beckham’s son.
4 Pauline is Vin Diesel’s and Paloma Jimenez’s
daughter. 5 Willow is Will Smith’s daughter.
6 Jada Pinkett is Will Smith’s wife.
M15_10110_TB0.indb 33 25/01/16 13:49

2
ANSWERS
3 be + adjective: They’re very nice!
a / an + adjective + noun: I’ve got a big
family.
and: Their names are Susan and Bill.
4 Possessive adjectives: My, my, My, Her, His,
My, my, Their, Their, Its
Possessive ’s: mum’s name
Writing p26
»EXTRA: Write these words on the board and have Ss classify
them according to gender: mother, sister, brother, husband, wife,
father, grandfather, aunt, grandmother and uncle.
»EXTRA: Invite Ss to work with opposites. Ask for the
opposites of the descriptive adjectives that have been introduced
in this unit, eg: What’s the opposite of ‘young’?
1 Tell Ss that they are going to read the description of a family
and then use it as a model to write their own description. Have
Ss read it and ask: How many paragraphs has it got? What
information is included in each of them? Have you got details
to identify the people in the photo? Ask them to show you.
2 Refer Ss to the language notes in the ‘Write it right!’ section
and make sure they understand that these notes are included
to help them to write better.
Check if instructions are clear before Ss start
writing. Advise them to use the information provided by Nick as a
guide. Attend to Ss’ needs and queries while they are writing so
that they can get a correct and tidy piece of work. Remind them of
the importance of writing rough copies, and of checking on word
order, spelling and punctuation before handing in the final work.
ANSWERS
21 AUDIOSCRIPT
This is a photo of my family. My mother is 46. Her name is Sarah. My father is 44.
His name is Robert. My little brother is 4 and my sister is 8. In this photo, my brother
is happy and my sister is sad. My grandfather is old. He’s 80.
M15_10110_TB0.indb 34 25/01/16 13:49

Answer Key
2
PROGRESS CHECK 2
1 grandfather + grandmother; father +
mother, uncle, aunt; sister, Tom,
brother
2 1 big; 2 strong; 3 sad; 4 young; 5 bad
3 1 His; 2 Their; 3 Her; 4 Our
4 1 grandparents’; 2 father’s; 3 brother’s
5 1 ’ve got; 2 haven’t got; 3 haven’t
got; 4 ’s got; 5 hasn’t got; 6 ’ve got
6 1 Has he got a little sister? Yes, he
has. 2 Has she got six children? Yes,
she has. 3 Have you got a big family?
No, I haven’t.
WORKBOOK
Page 76
1 2 father; 3 sister; 4 brother;
5 grandfather; 6 grandmother;
7 parents; 8 grandparents; 9 uncle;
10 aunt
2 2 sister; 3 mother; 4 grandmother;
5 parents; 6 grandfather;
7 grandmother; 8 aunt; 9 uncle
3 2 Their; 3 His; 4 your; 5 our; 6 Its
4 2 Their; 3 our; 4 His; 5 my
5 2 My brother is in China. 3 Her sister
is a student in Year 8. 4 Cathy is
Alexia’s sister. 5 Ted’s mother is
young. 6 Albert’s dog’s name is Fido.
Page 77
6 Across: old, nice, bad, weak, good,
strong
Down: young, big, little, sad, happy
7 2 old; 3 good; 4 happy; 5 weak; 6 big
8 2 My mother is young. 3 I have got a
big brother. His name is Nick. 4 Look
at Sharp! It is a bad dog. 5 My father
is strong.
9 2 has got; 3 has got; 4 have got;
5 have got; 6 have got
10 2 Lucy and Jennifer haven’t got a
small house. They have got a big
house. 3 We haven’t got a young
grandfather. We have got an old
grandfather. 4 Annie hasn’t got an
uncle. She has got three uncles.
5 You haven’t got a good dog. You
have got a bad dog.
11 2 Has Lucy got a bad dog? No, she
hasn’t. 3 Have Tommy and Lisa got a
young grandad? No, they haven’t.
4 Have Tommy and Lisa got a bad
dog? Yes, they have. 5 Have my
brother and I got happy friends? Yes,
we have. 6 Have my brother and I
got a bad dog? No, we haven’t. 7 Has
Jeremy got a young grandad? Yes, he
has. 8 Has Jeremy got happy friends?
No, he hasn’t.
Page 78
12 The Beckhams are from London, in
the UK.
13 1 David is from the UK. 2 David and
Victoria are very good people.
3 They’ve got three boys and a girl.
4 Their house is big. Its name’s
Beckingham Palace.
14 1 The Beckhams are from the UK.
2 Brooklyn, Romeo, Cruz and
Harper’s mother is Victoria Beckham.
3 In London, the Beckhams have got
a very big house. 4 David is a UNICEF
Goodwill Ambassador.
Page 79
15 1 Who; 2 pretty; 3 sons; 4 big
16 Students’ own answers
17 Shake is the grandparents’ dog.
Pulse magazine
1 The article is about the Jolie-Pitt
family.
2 Maddox: Cambodia, 13 years old, e
Pax: Vietnam, 11 years old, f
Zahara: Ethiopia, 10 years old, b
Shiloh: Namibia, 9 years old, d
Vivienne: Nice, 6 years old, c
Knox: Nice, 6 years old, a
Speaking activities
Student A (page 117)
1 Pedro + Ana
Vicky / Pablo + Marian
June (13) / Tina (18) / Nico (6)
Student B (page 119)
2 Albert + Susan
Marco + Carla / Martin
Wen (13) / Alex (14) / Tom (21)
M15_10110_TB0.indb 35 25/01/16 13:49

3
School life
Vocabulary p28
1 Explain to Ss they are going to learn how to give information about
dates, seasons and people’s routines. Give Ss time to go through
the calendar and ask if they record important dates and events
in a similar way. Expose them to ordinal numbers and seasons in
context. Say, eg: T: Look at the calendar in March. Classes start on
3rd March. What’s important on 2nd April? S: It’s the Easter break.
Allow Ss to participate even using L1.
»EXTRA: Mention public holidays for Ss to provide the exact
date, eg: T: Independence Day. S: 9th July.
»EXTRA: Ss prepare a calendar to record important events in
their lives, including, for example, family birthdays.
LEARNING TO LEARN Explain to Ss it is easier to remember
new vocabulary when we associate it to facts that are relevant to our
lives. Have Ss think of important dates to exemplify the new words.
Reading p29
»EXTRA: Write these words on the board: January, autumn,
Tuesday, Thursday, September, March, Sunday, winter and summer.
Ask Ss to classify them into categories and have them name them.
Then Ss add one word to each category.
»EXTRA: Ask Ss about their favourite season. Ask them if they
come to school during that period.
1 Refer Ss to page 29 and ask: What section of the website is
it? (the students’ corner) Have Ss go through the text quickly
to find out what the kids write about (they talk about the
organization of the school year, breaks, etc).
»EXTRA: (after Exercise 3) Invite Ss to read the text again.
Ask them whose calendar they would like to adopt and have
them justify their choice using L1 if needed.
COMPARING CULTURES Lead Ss to notice differences and
similarities between their calendars and the ones on the page, eg:
we all have breaks at school, but not necessarily in the same period.
• Ss will get to know about school organization in relation to
weather conditions in other countries. You can suggest them to
find out about other school calendars in their own country.
• Encourage Ss to agree or disagree with the calendar
organization of the schools they have chosen.
ANSWERS
1 Alaska, France, Australia
2 True
3 France; Australia; Alaska
 SUGGESTED SITES FOR WEB QUEST:
http://calendar.zoznam.sk/school-enfi.php
ANSWERS
1 He is from Argentina.
3 1st first; 21st twenty-first; 31st thirty-first; 2nd
second; 22nd twenty-second; 3rd third; 23rd
twenty-third; 4th fourth; 16th sixteenth; 20th
twentieth; 25th twenty-fifth; 30th thirtieth
5 autumn, winter, spring, summer
6 1 1st January. 2 3rd March. 3 20th June. 4 18th
July, 31st July. 5 15th December, 2nd March
M15_10110_TB0.indb 36 25/01/16 13:50

3
Grammar p30
Draw Ss’ attention to the examples given and help them to focus
on the use of present simple. Have Ss explain how they have
managed to choose the correct examples in Exercise B. Make sure
they understand that the form do not (don’t) denotes negation.
Point out word order. If needed, explain that in the negative form,
the auxiliary verb always follows the subject and precedes the
main verb. At this stage, you can also draw Ss’ attention to the
differences between L1 and English.
»EXTRA: Give information from the texts on page 29 and
randomly include some incorrect details. Have Ss repeat the
sentences if the information is correct and correct them when it is
not, eg: T: In Alaska, students don’t go to school in September.
S: In Alaska, students don’t go to school in September. T: In Australia,
they have long summer holidays. S: In Australia, they don’t have long
summer holidays, they have short summer holidays.
COMPARING LANGUAGES Make Ss see it may not be
useful to translate word by word when we speak, but rather think
of the general idea we want to transmit.
Vocabulary p31
Draw Ss’ attention to the calendar. Guide them to describe what
they do or do not do. If Ss resort to L1, move ahead so as to keep
the conversations going.
! Draw four clocks on the board to systematize the time. Have
the hands in each clock indicate a different time, eg: one
o’clock, half past one, a quarter to one and a quarter past one.
»EXTRA: For further practice of the new vocabulary on routines,
involve Ss in doing different activities:
• Tell the different times and have Ss identify the pictures and
describe the activities, eg: T: It’s half past six. S: (Picture g)
At half past six, I watch TV.
• Give Ss one minute to go over the calendar. Then with books
closed, write these activities on the board: go to school, watch
TV, wash the dishes, do homework and have breakfast, and have
Ss order them chronologically according to the boy’s routine.
Listening
5 (before listening) Draw Ss’ attention to the heading ‘My daily
routine’ so as to guide them to anticipate the content. Ask
Ss to read out the instructions and go through the sentences
quickly in advance. If needed, play the track more than once.
ANSWERS
1 It’s Friday 3rd June.
2 a get up; b have breakfast; c go to school by
bus; d have lunch; e walk back home; f do my
homework; g watch TV; h have dinner; i wash
the dishes; j go to bed
4 1 Five o’clock. 2 Quarter past eight. 3 Eleven
o’clock. 4 Quarter to three.
6 1 F. She hasn’t got time for breakfast. 2 F. She
takes the bus to school. 3 F. She has lunch at
home. 4 T.
7 1 7.30 am; 2 7.45 am; 3 8.00 am; 4 9.30 pm;
5 10.30 pm
ANSWERS
A start; have; start; don’t go; don’t have; have
B I live in Alaska. They don’t go to school on
Wednesdays.
D don’t
E go; don’t go
1 1 live; 2 don’t have; 3 don’t go; 4 start;
5 don’t end
3
3
3
M15_10110_TB0.indb 37 25/01/16 13:50

3
Reading p32
By asking Ss, find out whether there is an institutional magazine
at school or not. If so, ask: What information does it usually
include? Who writes it? Who reads it? Then draw Ss’ attention to
the school magazine interviews and encourage them to give a
quick look at it to obtain main information about the interviewees,
eg: the girl is from Bolivia and the boy is from the UAE, they are
teenagers, the photos show their places, etc.
! Advise Ss not to worry about the meaning of isolated words.
Encourage them to guess the meaning of the words they do
not know from the context.
»EXTRA: Ask Ss to read the texts again and try to retain as
much information as they can. Then ask questions starting with
Who says…? and have Ss answer, eg: T: Who says, ‘I go to school
from Mondays to Fridays’? S: Mayra. Then invite Ss to work in
pairs following the same procedure.
»EXTRA: In advance, choose some sentences from both texts and
write them on a sheet of paper. Cut out each sentence word by word
and keep the pieces in envelopes. Get Ss to work in pairs. Hand out
an envelope to each pair for Ss to order the sentence and identify who
said it, eg: walk / back / I / home. Ss: I walk back home – Mayra.
Grammar p33
A Ask Ss to account for their choices when checking answers.
Encourage them to read out the questions and the corresponding
answers. Use the numbers and letters given as you write the
answers on the board.
! (when doing Exercises B–E) Encourage Ss to work out the
rules of use and the form of present simple questions by
themselves. If needed, refer them to the interviews on
page 32 to look for help.
»EXTRA: (after Exercise 2) Have an instance of choral
repetition to involve Ss in practising intonation of questions.
»EXTRA: (after Exercise 3) Tell Ss you want to know more
about their routines. Ask individual Ss, eg: T: Do you get up at
7 o’clock? S: Yes, I do. / No, I don’t. Then invite Ss to work in pairs
or in small groups in the same way.
»EXTRA: Have Ss take turns to ask you about your routine,
eg: S: Do you have lunch at school? T: No, I don’t.
ANSWERS
A 1 b; 2 c; 3 d; 4 a
B Do you get up early? / Do you go to school
five days a week? / Do you go to school by
bus?; What time do you start classes?
D Do; Yes; don’t
E do
1 1 Do you have, do; 2 Do you go, I; 3 Do you
wash, Yes; 4 Do you do, No; 5 Do you watch,
don’t
2 1 Do they go; 2 Do you have; 3 What time do;
4 What time do
ANSWERS
1 The students are from La Paz and Dubai.
2 Mondays, 1.45 pm; Thursdays, 1.30 pm.
3 1 M; 2 M; 3 A; 4 M; 5 A
M15_10110_TB0.indb 38 25/01/16 13:50

Build your skills
3
Reading p34
(before Exercise 1) Draw Ss’ attention to the cards and photos on
the notice board. Encourage them to describe what they show, eg:
a group of children, a gift, the beach, a card for Mum, a picnic in
the field, and so on. Lead Ss to make predictions on special dates
these cards and photos represent.
»EXTRA: To round off at the end of the lesson, involve Ss
in preparing a notice board on special dates for the classroom.
Ss can include their birthdays, national celebrations and other
important events especially organized by the school. Encourage
them to add calendars and pictures to make it more attractive.
»EXTRA: At the beginning of the lesson, involve Ss in a quick
simple activity on special celebrations. Say, eg: T: Independence Day.
S: It’s on 9th July. T: Teacher’s Day. S: It’s on 11th September. Then
have Ss work in pairs. Invite them to ask about their classmates’
birthdays as well.
1 (before Exercise 1) Have Ss look at the photo and guide
them to describe it. Ask: Who can you see? Where are they?
What are they doing? Do you think they are friends?
2 Remind Ss this is an instance to obtain general ideas.
They should not worry about isolated words.
3 After Ss have completed the conversation, carry out choral
repetition of the lines, focusing on intonation to convey
meaning.
4 Have Ss do the role play in pairs, walk around helping them
to sound as natural as possible. Allow more fluent Ss to add
extra information. Give Ss some time to prepare the new
conversation and to rehearse it. Encourage them to use the
words in the ‘Keep it going!’ section to sound more natural.
Stress the importance of intonation to sound polite. Do some
isolated practice on the intonation of the words if needed.
ANSWERS
1 Carla is from Argentina and Ryan is from the
United States.
2 2
3 1 May; 2 third; 3 Father’s; 4 June
ANSWERS
2 a 8th March; b 29th August; c 30th July,
d 19th June; e 14th February; f 30th May
4 1 Mother’s Day is three weeks before Easter
Sunday. 2 The Spring Bank Holiday is on the
last Monday in May. 3 The Summer Bank
Holiday is on the last Monday in August.
M15_10110_TB0.indb 39 25/01/16 13:50

3
ANSWERS
3 at + times: at quarter past seven, at twelve
o’clock, at half past three, at half past ten
in + months: in September, in June, in April,
in July and August
in + seasons: in summer
from… to…: from 20th December to 7th
January; from Mondays to Fridays
Writing p36
»EXTRA: At the beginning of the lesson, get Ss to revise key
vocabulary by carrying out these simple activities:
• Name different months, seasons and/or days of the week and
have Ss name the categories those words belong to, eg:
T: January. S: A month. T: Summer. S: A season.
• Name different categories and have Ss name words that
belong to them, eg: T: A special day. S: International Day of
Friendship.
1 Tell Ss that they are going to read the description of a boy’s
school calendar and his typical school day, and then use it to
write a similar description on their own. Allow some time for Ss
to read the description individually and then ask: How many
paragraphs has it got? What information is included in each of
them? Have you got details to imagine Jason’s day?
2 Draw Ss’ attention to the language notes in the ‘Write it right!’
section and explain that, in this case, they have been included
to systematize the use of the prepositions of time. Make sure
Ss count on this section for reference during the writing task as
well as in future opportunities.
Walk around the classroom and monitor Ss
carefully to cater for their needs. Once all Ss have finished their
descriptions, invite individual Ss to read them aloud to share with
the class. Encourage Ss to find differences and similarities among
their descriptions.
ANSWERS
29 AUDIOSCRIPT
I get up at half past seven and I take the bus to school at quarter to eight. Classes start
at eight o’clock, so I haven’t got time for breakfast. I finish classes at quarter past twelve
and I have lunch at home. At home, I watch TV. Then I do my homework. I have dinner
with my family at half past nine. I go to bed at half past ten. I don’t watch TV in bed.
M15_10110_TB0.indb 40 25/01/16 13:50

Answer Key
3
PROGRESS CHECK 3
1 the second (2nd) of June; the fifth
(5th) of August; the twenty-third
(23rd) of November
2 1 autumn; 2 spring; 3 winter;
4 summer
3 1 in; 2 in; 3 on
4 1 I wake up at seven o’clock.
2 I do my homework at half past five.
3 We have dinner at quarter to eight.
4 I go to bed at half past ten.
5 1 don’t go; 2 watch; 3 start; 4 don’t
finish
6 1 Do classes end in June? 2 Do you
wash the dishes on Sundays?
3 What time do they take the bus?
7 1 Yes, they do. 2 No, they don’t.
WORKBOOK
Page 80
1 2 second; 3 fourteenth; 4 twenty-
first; 5 thirtieth
2 2 April; 3 September; 4 autumn;
5 August; 6 winter; 7 spring; 8 March
Months: April, September, August,
March
Seasons: autumn, winter, spring
3 2 21st; 3 1st; 4 4th; 5 October
4 2 have; 3 don’t have; 4 don’t go;
5 have
5 2 We don’t celebrate Father’s Day in
October. 3 They don’t go to school on
Sundays. 4 I live in Argentina.
6 2 Classes end in November in my
country. 3 I don’t have classes in
summer. 4 You don’t live in France.
5 We have a long winter break.
Page 81
7 2 d; 3 h; 4 a; 5 f; 6 e; 7 c; 8 g
8 2 It’s quarter past three. 3 It’s
quarter to seven. 4 It’s half past
eight. 5 It’s quarter past nine.
6 It’s quarter to twelve.
9 2 have; 3 take; 4 walk; 5 wash;
6 watch; 7 do; 8 have; 9 go
10 2 b; 3 d; 4 c; 5 a
11 1 Do, get; 2 do; 3 What time; 4 have;
5 Do, have; 6 don’t; 7 take; 8 Do,
have; 9 I do; 10 do
12 2 Do, have; 3 Do, take; 4 Do, take;
5 Do, do
Page 82
13 Thomas is from the USA.
14 1 F. Teacher’s Day is in September
in Argentina, in May in the USA and
in October in New Zealand. 2 T; 3 F.
They celebrate Teacher’s Day in the
USA on the first Tuesday in May. 4 T;
5 T
15 1 In Argentina, Children’s Day is
on the second or third Sunday
in August. 2 In New Zealand,
Father’s Day is on the first Sunday
in September. 3 No, Mother’s Day
in New Zealand is on the second
Sunday in May. 4 Teacher’s Day is
on 29th October in New Zealand.
Page 83
16 1 Independence Day; 2 in July;
3 When is it?; 4 in your country?;
5 It’s on; 6 Really?
17 1 go to school; 2 go to school; 3 do my
homework; 4 have lunch; 5 come back
home; 6 have dinner; 7 go to bed
Pulse vision
1 1 Australia; 2 school
2 31 AUDIOSCRIPT
Presenter It’s time for our international news.
Today’s focus is on Australia and its
Schools of the Air. Let’s watch our special
report and learn about the Schools of the
Air through the protagonists.
Alice Hello. I’m Alice and these are my little
brothers, William and Oliver. We’re from
Australia. We don’t live in a big city. We
live on a farm. We’ve got sheep on our
farm. We don’t live near a school, so
we don’t go to school every day. We do
school at home. Our school has got a
special name. It’s a School of the Air!
Ryan Hi. I’m Ryan. I’m 10 years old. My school
is a School of the Air. I live on a farm in
Australia. My country has 15 Schools of
the Air!
Zara I’m Zara. I’m from Australia. This is me
on my computer. I help my father on
the farm in the morning and I listen to
school lessons in the afternoon. I do my
homework on my computer and then I
send it to my teacher.
Peter My name’s Peter. I live on a farm with
my family. My school is a School of the
Air. I do all my lessons on my computer. I
need a good Internet connection to listen
to school lessons. I listen to the lessons
in the afternoon but when the Internet
connection is bad, I get up early and
listen to the lessons in the morning.
Presenter It’s so interesting to listen to these
children talking about their experiences.
Now, let’s meet one of the teachers.
Teacher My name’s Emily and I’m a teacher
of a School of the Air. I work on my
computer six hours a day. I don’t see my
students every day. I’ve got a small white
car. I drive my car for five or six hours to
see some of my students once a year!
Presenter Technology makes everything
possible. What do you think about the
Schools of the Air? Do you like them?
Send us your comments. Now, let’s have
a short commercial break.
1 T; 2 F. They live on a farm. 3 T;
4 T; 5 F. They need a good Internet
connection to listen to school
lessons.
3 1 two, don’t go; 2 10, 15; 3 father,
do my homework; 4 Internet
connection, morning; 5 day, car
Consolidation A
1 1 is; 2 mother’s; 3 haven’t got; 4 ’ve
got; 5 her; 6 aunts; 7 ’re; 8 ’s got;
9 ’m; 10 go; 11 don’t; 12 ’m not;
13 get up; 14 breakfast; 15 start;
16 lunch; 17 finish; 18 do; 19 watch;
20 at
2 1 Its; 2 His; 3 Their; 4 teacher’s;
5 Our
3 1 Bart isn’t a good student. He is
a bad student. 2 Maggie and Lisa
aren’t Bart’s aunts. They are Bart’s
sisters. 3 Bart’s father hasn’t got
a blue car. He has an old pink car.
4 Patty and Selma haven’t got a
brother. They’ve got a sister. 5 The
Simpsons don’t live in Melville. They
live in Springfield.
4 1 Has Bart got; 2 Are; 3 do, live;
4 do, start
Project A
1 His name is Patrick.
2 City and country: 2; Family: 5;
Friends: 8; School calendar: 3;
Favourite band: 6; Favourite star: 7;
Routine: 4; Name and age: 1
M15_10110_TB0.indb 41 25/01/16 13:50

4
Free time
Vocabulary p40
Elicit words that can be associated with free time activities and write
Ss’ ideas on the board. Then draw Ss’ attention to the activities
presented on page 40 and get them to see if any of the activities
they have mentioned are included on the web page. Highlight the
heading on the web page. Ask which word is usually used in Spanish
to refer to something nice or attractive.
1 As Ss choose the activities they like, make casual comments to
expose them to present simple forms, eg: T: You play computer
games in your free time. XX plays computer games too!
»EXTRA: (after Exercise 3) Invite individual Ss to read the
sentences aloud so as to build up their confidence and to get
them ready for the speaking stages.
»EXTRA: Ask Ss to write four activities they usually do in their
free time and have them include a fifth activity that they never do.
In pairs, Ss take turns to read their sentences to one another and to
spot their classmate’s false sentence.
LEARNING TO LEARN Remind Ss that the use of different
techniques will always facilitate learning, eg: classifying vocabulary
into lexical categories or according to fixed verb collocations. Have
Ss prepare a poster to display in the classroom as a memory aid.
The list can be enlarged as new vocabulary is presented.
Reading p41
»EXTRA: Tell Ss about your favourite day, month and time of
the day, and give reasons. Note: Although the connector because
has not been formally presented yet, use it in context as incidental
teaching when accounting for your preferences.
Write these sentences as guidelines on the board. Ask Ss to
complete them and share their preferences with the class:
My favourite day is… . On…, I…
My favourite month is... because I...
My favourite time of the day is… because...
1 Draw Ss’ attention to the school magazine article. Have them
scan the text and find out what day each kid prefers. Does
anyone in class have the same preference?
»EXTRA: (after Exercise 3) Get Ss to compare all their
preferences with the ones described in the article. If needed, have
Ss read the text once again. Ask individual Ss: Who’s got similar
preferences to yours?
ANSWERS
1 playing football, listening to music, meeting
friends, playing video games, going to the
cinema
2 1 F. Paul plays football on Saturdays. 2 T. 3 T.
4 F. Cathy doesn’t study on Sundays. 5 T.
3 1 Jeff; 2 Paul; 3 Cathy; 4 Nicole; 5 Pam; 6 Paul
ANSWERS
3 1 listen; 2 go; 3 play; 4 meet; 5 play; 6 watch;
7 go; 8 go
M15_10110_TB0.indb 42 25/01/16 13:50

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