Whats up teachers-level2

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

Unidad temática 3: Cinema
Tópico: El alumno y su interés por la ficción.
(Páginas 27-28)
• Descripción de fotografías relacionadas con el cine.
• Intercambio oral acerca de películas y actores famosos
utilizando conocimientos previos.
• Reconocimiento de ítems lexicales relacionados con tipos de
películas, aspectos de las películas y profesionales del cine.
• Categorización de adjetivos para describir películas según su
connotación positiva o negativa.
(Página 29)
• Discusión oral en base a conocimientos previos como
estrategia de compresión lectora.
• Lectura y comprensión de una biografía e identificación de
ideas generales e información específica.
• Participación en una discusión oral grupal sobre el contenido
de la biografía.
(Páginas 30-31)
• Sistematización de la estructura del tiempo pasado simple del
verbo to be y de verbos regulares e irregulares.
• Reconocimiento y producción de las distintas pronunciaciones
de la desinencia -ed en los verbos regulares.
• Identificación de distintas preposiciones de tiempo.
• Identificación de expresiones de tiempo que se utilizan con el
tiempo pasado simple.
• Producción guiada escrita de los contenidos gramaticales
aprendidos.
(Páginas 32-33)
• Descripción de imágenes como estrategia de comprensión
auditiva.
• Escucha y comprensión de una entrevista a un productor
de cine e identificación de ideas generales e información
específica.
• Expresión de opiniones personales sobre la calidad de los
efectos especiales en películas que han visto los alumnos.
• Escucha de una conversación sobre una película que servirá
de modelo para el intercambio entre los alumnos.
(Página 34)
• Toma de conciencia del significado de palabras con distinta
ortografía y pronunciación idéntica o similar (its / it’s; there /
their / they’re; two / to / too; where / were).
• Lectura y comprensión de la descripción de una película.
• Identificación de los aspectos comprendidos en la descripción.
• Elaboración libre de la descripción de una película.
(Página 38)
Lexicales • Tipos de películas.
• Profesiones relacionadas con el cine.
• Aspectos de una película: acting, special
effects, ending, costumes.
• Adjetivos para describir películas:
great, amazing, really good, excellent,
interesting, poor, sad, bad, awful,
horrible, boring.
Gramaticales • Pasado simple del verbo to be en
sus formas afirmativa, negativa e
interrogativa.
• Pasado simple de verbos regulares e
irregulares en sus formas afirmativa,
negativa e interrogativa.
• Preposiciones de tiempo: in, on, at.
• Expresiones de tiempo pasado: (two
days / weeks, etc.) ago, yesterday
(morning), last (night / year / week /
month).
Fonológicos • Pronunciación de la desinencia -ed de
verbos regulares en el pasado simple.
aprendidos.
cerradas.
Proyecto final
(Página 35)
Tópico
• Análisis de una película.
Proyecto
• Los alumnos reflexionarán individualmente acerca de su
opinión sobre una película y posteriormente compartirán
su opinión con sus compañeros.
Contenidos
• Uso del tiempo pasado simple.
• Uso del tiempo presente simple.
• Uso de vocabulario relacionado con la descripción de
películas.
• Selección de una película en pares.
• Ubicación de información en un cuadro como medio
para generar y organizar ideas.
Resultado esperado
• Opción 1: Registro en MSN e intercambio de opiniones
sobre la película seleccionada.
• Opción 2: Intercambio oral en pares acerca de la película
seleccionada.
SAM
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SAM
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SAM
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SAM
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SAM
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SAM
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SAM
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SAM
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SAM
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SAM
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Reconocimiento y producción de las distintas pronunciaciones
SAM
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Reconocimiento y producción de las distintas pronunciaciones
Identificación de expresiones de tiempo que se utilizan con el
SAM
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Identificación de expresiones de tiempo que se utilizan con el
Producción guiada escrita de los contenidos gramaticales
SAM
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Producción guiada escrita de los contenidos gramaticales
Descripción de imágenes como estrategia de comprensión
SAM
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Descripción de imágenes como estrategia de comprensión
Escucha y comprensión de una entrevista a un productor
SAM
PLE
Escucha y comprensión de una entrevista a un productor
SAM
PLE
Expresión de opiniones personales sobre la calidad de los
SAM
PLE
Expresión de opiniones personales sobre la calidad de los
Fonológicos
SAM
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Fonológicos
U
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IT
U
N
IT
U
N
IT
U
N
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U
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U
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U
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interrogativa.
U
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IT
interrogativa.
Pasado simple de verbos regulares e
U
N
IT
Pasado simple de verbos regulares e
U
N
IT
U
N
IT
•
U
N
IT
• Preposiciones de tiempo:
U
N
IT
Preposiciones de tiempo:
•U
N
IT
• Expresiones de tiempo pasado: (U
N
IT
Expresiones de tiempo pasado: (
days
U
N
IT
days

Unidad temática 4: Say ‘please’!
Tópico: El alumno, su cultura propia y el interés y el respeto por la cultura ajena.
(Páginas 39-40)
• Asociación de léxico referente al saludo y la cordialidad con
las imágenes que los representan.
• Reconocimiento de adverbios de modo mediante la
identificación de palabras con significado opuesto.
• Reconocimiento de léxico descriptivo de conductas que
representan buenos y malos modales.
(Página 41)
• Identificación del tipo de texto, su autor, su título y la
sección del periódico a la que pertenece como estrategia de
comunicación lectora.
• Lectura de un artículo de un periódico sobre las costumbres
de otras culturas e identificación de ideas generales e
información específica.
• Identificación del punto de vista del autor.
• Participación en una discusión oral grupal sobre las opiniones
expresadas por el autor.
(Páginas 42-43)
• Identificación de las formas afirmativa y negativa del modo
imperativo para dar órdenes y expresar pedidos.
• Reconocimiento del uso de should en sus formas afirmativa,
• Identificación de adverbios de modo y análisis de su forma:
clearly, carefully.
• Reconocimiento del uso de can y could en oraciones
interrogativas para expresar pedidos amables.
• Reconocimiento y producción de entonación amable en
pedidos con can y could.
(Páginas 44-45)
• Descripción de una ilustración como estrategia de
comprensión auditiva.
• Escucha de una entrevista sobre la experiencia de un
adolescente en un país extranjero e identificación de ideas
generales e información específica.
• Escucha y comprensión de dos diálogos breves, uno formal y
otro informal, en que dos personas se saludan.
• Escucha y repetición de diálogos breves en distintos contextos
con atención a la entonación.
(Página 46)
• Toma de conciencia de los elementos (tópico y lengua) de un
folleto promocionando un viaje.
• Lectura y comprensión de un folleto.
• Redacción libre de un folleto.
(Página 48)
Lexicales • Tipos de saludo en la cultura propia y
ajena: shake hands, bow, wave, kiss,
hug, smile.
• Adverbios de modo que describen
acciones.
• Conductas que representan buenos y
malos modales (OK, rude, very rude).
Gramaticales • Uso del imperativo para expresar
órdenes y realizar pedidos.
• Uso de should para pedir y dar consejo.
• Uso de adverbios de modo para
describir acciones: slowly, politely, well,
clearly, happily, carefully.
• Uso de can y could para realizar
pedidos amables.
Fonológicos • Entonación amable en pedidos con can
y could.
aprendidos.
cerradas.
Proyecto final
(Página 47)
Tópico
• La diversidad de culturas en el mundo.
Proyecto
• Los alumnos elaborarán un cuestionario sobre lugares y
culturas en el mundo.
Contenidos
• Uso de should.
• Uso de can y could para realizar pedidos amables.
• Uso de adverbios de modo.
• Uso de vocabulario relacionado con conductas sociales.
• Lectura y realización de un cuestionario que servirá de
modelo.
• Redacción de un borrador para su posterior edición.
Resultado esperado
• Opción 1: Creación de un cuestionario en la página web
www.surveymonkey.com.
• Opción 2: Creación de un cuestionario en papel.
• Opción 1: Lectura del cuestionario recibido por email y
elección de respuestas.
• Opción 2: Intercambio oral entre pares. Los alumnos
se turnan para realizar las preguntas de su cuestionario
y responder las preguntas del cuestionario de su
compañero.
SAM
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SAM
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SAM
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SAM
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SAM
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SAM
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SAM
PLE
SAM
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SAM
PLE
SAM
PLE
SAM
PLE
SAM
PLE
SAM
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SAM
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SAM
PLE
en sus formas afirmativa,
SAM
PLE
en sus formas afirmativa,
Identificación de adverbios de modo y análisis de su forma:
SAM
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Identificación de adverbios de modo y análisis de su forma:
en oraciones
SAM
PLE
en oraciones
SAM
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Reconocimiento y producción de entonación amable en
SAM
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Reconocimiento y producción de entonación amable en
Deducción de reglas gramaticales.
SAM
PLE
Deducción de reglas gramaticales.
SAM
PLE
SAM
PLE
Descripción de una ilustración como estrategia de
SAM
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Descripción de una ilustración como estrategia de
U
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U
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U
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U
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U
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U
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U
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U
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U
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U
N
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Uso de adverbios de modo para
U
N
IT
Uso de adverbios de modo para
describir acciones:
U
N
IT
describir acciones:
clearly
U
N
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clearly,
U
N
IT
,clearly,clearly
U
N
IT
clearly,clearly happily
U
N
IT
happily
•
U
N
IT
• Uso de
U
N
IT
Uso de can
U
N
IT
can y
U
N
IT
ycan ycan
U
N
IT
can ycan
pedidos amables.
U
N
IT
pedidos amables.
FonológicosU
N
IT
Fonológicos •U
N
IT
• Entonación amable en pedidos conU
N
IT
Entonación amable en pedidos con
y
U
N
IT
y
•
U
N
IT
•

Unidad temática 5: Delicious!
Tópico: El alumno, sus comidas preferidas y las comidas típicas.
(Páginas 49-50)
• Asociación de léxico referente a alimentos y platos
internacionales con las imágenes que los representan.
• Categorización de los alimentos.
• Asociación de platos con sus correspondientes ingredientes.
• Reconocimiento de verbos que expresan pasos de una receta
de cocina.
• Reflexión acerca de los lugares de los que provienen distintas
comidas típicas.
(Páginas 51)
• Elaboración de inferencias previas como estrategia de
comprensión lectora.
• Lectura y comprensión de un blog post sobre comidas típicas
en distintos lugares del mundo e identificación de ideas
• Identificación del punto de vista del autor y reflexión personal
acerca del mismo.
• Participación en una discusión oral grupal sobre hábitos
alimenticios propios y expresión de opiniones personales.
(Páginas 52-53)
• Categorización de sustantivos contables e incontables.
• Reconocimiento de las expresiones de cantidad que
concuerdan con sustantivos contables e incontables.
• Reconocimiento de preguntas con How much? y How many?
• Sistematización de las formas afirmativa, negativa e
interrogativa del tiempo presente continuo para expresar
planes para el futuro.
• Deducción de reglas gramaticales sobre forma y uso.
(Páginas 54-55)
• Descripción de una ilustración y expresión de hábitos
personales como estrategia de comprensión auditiva.
• Escucha y comprensión de una conversación en la que
se hacen planes para un picnic e identificación de ideas
• Escucha y comprensión de dos conversaciones en que se
elaboran planes que servirán de modelo para el intercambio
entre los alumnos.
(Página 56)
• Toma de conciencia de los elementos de una receta: formato,
uso del imperativo, uso de abreviaturas.
• Lectura y comprensión de una receta.
• Ordenamiento de los pasos de una receta.
• Redacción libre de una receta.
(Página 58)
Lexicales • Alimentos: productos lácteos,
frutas, verduras, carnes, pescado,
condimentos.
• Comidas típicas locales.
• Verbos que expresan pasos de una
receta de cocina: chop, boil, add, fry,
mix, peel, stir.
Gramaticales • Sustantivos contables e incontables.
• Cuantificadores: some, a lot of, any,
much, many.
• How much / How many?
• Presente continuo para expresar planes
futuros en su forma afirmativa, negativa
e interrogativa.
Fonológicos • Pronunciación de los ítems lexicales
aprendidos.
cerradas.
Proyecto final
(Página 57)
Tópico
• La dieta saludable.
Proyecto
• Los alumnos se informarán sobre porciones diarias
recomendadas, reflexionarán acerca de su dieta y
compartirán opiniones con sus compañeros.
Contenidos
• Uso de sustantivos contables e incontables.
• Uso de expresiones de cantidad.
• Uso de How much? y How many? para formular
preguntas.
• Uso de vocabulario referente a los alimentos.
• Uso de should para hacer recomendaciones.
• Inserción de letras para completar palabras que
representan alimentos.
• Categorización de los alimentos en grupos.
• Análisis de una cuadro sobre porciones diarias
recomendadas y toma de conciencia sobre la dieta
propia.
• Elaboración de un borrador para su posterior edición.
Resultado esperado
• Opción 1: Elaboración de un post sobre la dieta propia.
• Opción 2: Intercambio oral en pares sobre la dieta propia.
• Opción 1: Publicación del post en una página web
escolar. Lectura de los trabajos de los compañeros a los
fines de compartir opiniones y hacer recomendaciones.
SAM
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SAM
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SAM
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SAM
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SAM
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SAM
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SAM
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y
SAM
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y How many?
SAM
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How many?
Sistematización de las formas afirmativa, negativa e
SAM
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Sistematización de las formas afirmativa, negativa e
SAM
PLE
Deducción de reglas gramaticales sobre forma y uso.
SAM
PLE
Deducción de reglas gramaticales sobre forma y uso.
SAM
PLE
Descripción de una ilustración y expresión de hábitos
SAM
PLE
Descripción de una ilustración y expresión de hábitos
SAM
PLE
SAM
PLE
(Página 57)
SAM
PLE
(Página 57)
Tópico
SAM
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Tópico
•
SAM
PLE
•
U
N
IT
U
N
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U
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IT
U
N
IT
U
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U
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U
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U
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U
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U
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U
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U
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U
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U
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U
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U
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U
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U
N
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U
N
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How much / How many?
U
N
IT
How much / How many?
Presente continuo para expresar planes
U
N
IT
Presente continuo para expresar planes
U
N
IT
e interrogativa.
U
N
IT
e interrogativa.
•
U
N
IT
U
N
IT
aprendidos.U
N
IT
aprendidos.
•
U
N
IT
U
N
IT

Unidad temática 6: Talents
Tópico: El alumno, sus talentos y habilidades.
(Páginas 59-60)
• Asociación de léxico referente a profesiones y actividades
con las imágenes que los representan.
• Discusión oral sobre gustos y ambiciones personales.
• Transformación de palabras con igual raíz para la formación
de verbos, sustantivos y adjetivos.
• Identificación de la sílaba acentuada en palabras de más de
una sílaba.
(Páginas 61)
• Expresión de conocimientos previos como estrategia de
comunicación lectora.
• Lectura de un artículo publicado en una revista sobre Albert
Einstein e identificación de ideas generales e información
específica.
• Participación en una discusión oral grupal en que
se expresará la opinión personal sobre información
proporcionada en el artículo.
(Páginas 62-63)
• Reconocimiento de la estructura y el uso del infinitivo de
propósito.
• Reconocimiento del uso de pronombres indefinidos en
oraciones afirmativas, negativas e interrogativas.
• Sistematización de la estructura de los tiempos presente
continuo, presente simple, pasado simple y going to en un
cuadro comparativo de repaso.
• Producción guiada escrita de los ítems gramaticales
aprendidos.
(Páginas 64-65)
• Escucha y comprensión de una entrevista e identificación
de ideas generales e información específica.
• Escucha de un diálogo en que se planea un show escolar e
identificación de información específica.
• Elaboración libre de una conversación en que se planea un
show escolar.
(Página 66)
• Análisis de los elementos (tópico y lengua) que componen
la descripción de una imagen.
• Lectura de dos descripciones de una misma imagen a los
fines de identificar la más apropiada.
• Elaboración guiada de la descripción de una fotografía.
(Página 70)
Lexicales • Vocabulario relacionado con los talentos.
• Construcción de palabras a partir de una
misma raíz: art / artistic / artist.
Gramaticales • El infinitivo de propósito.
• Pronombres indefinidos: someone,
anyone, something, anything.
• Repaso: presente continuo, presente
simple, pasado simple, going to.
Fonológicos • Acentuación en palabras de más de una
sílaba.
aprendidos.
cerradas.
Proyecto final
(Página 67)
Tópico
• Talentos y habilidades.
Proyecto
• Los alumnos realizarán una entrevista acerca de talentos y
habilidades a un compañero.
Contenidos
• Uso del presente simple, pasado simple y going to.
• Uso de vocabulario relacionado con la descripción de
talentos y habilidades.
• Selección de habilidades de una lista.
• Elaboración de repuestas a preguntas.
Resultado esperado
• Opción 1: Realización de una entrevista y grabación de la
misma en video. Posterior edición de la grabación.
• Opción 2: Realización de una entrevista.
• Opción 1: Exhibición del video de la entrevista realizada a la
clase.
• Opción 2: Presentación del resultado de la entrevista
realizada a la clase.
SAM
PLE
SAM
PLE
SAM
PLE
Sistematización de la estructura de los tiempos presente
SAM
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Sistematización de la estructura de los tiempos presente
going to
SAM
PLE
going to en un
SAM
PLE
en ungoing to en ungoing to
SAM
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going to en ungoing to
Producción guiada escrita de los ítems gramaticales
SAM
PLE
Producción guiada escrita de los ítems gramaticales
Escucha y comprensión de una entrevista e identificación
SAM
PLE
Escucha y comprensión de una entrevista e identificación
SAM
PLE
Escucha de un diálogo en que se planea un show escolar e
SAM
PLE
Escucha de un diálogo en que se planea un show escolar e
SAM
PLE
•
SAM
PLE
• Talentos y habilidades.
SAM
PLE
Talentos y habilidades.
Proyecto
SAM
PLE
Proyecto
•
SAM
PLE
• Los alumnos realizarán una entrevista acerca de talentos y
SAM
PLE
Los alumnos realizarán una entrevista acerca de talentos y
SAM
PLE
Contenidos
SAM
PLE
Contenidos
U
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IT
U
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IT
U
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IT
U
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IT
U
N
IT
U
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IT
U
N
IT
U
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IT
U
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U
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IT
U
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IT
U
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IT
U
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IT
U
N
IT
U
N
IT
U
N
IT
aprendidos.
U
N
IT
aprendidos.
U
N
IT
cerradas.
U
N
IT
cerradas.
Proyecto final
U
N
IT
Proyecto final
(Página 67)
U
N
IT
(Página 67)
Tópico
U
N
IT
Tópico
U
N
ITTalentos y habilidades.
U
N
ITTalentos y habilidades.

4
What’s up? 2 Teacher’s Guide47
Say ‘please’!
Student’s Book page 39
Contents
Communication
Talk about good and bad manners.
Discuss customs in different cultures.
Give commands and advice.
Describe actions.
Make polite requests.
Tell an anecdote.
Hold polite conversations.
Write a travel brochure.
Grammar
Imperative - commands and requests.
Should / shouldn’t - advice.
Adverbs of manner.
Can / could - polite requests.
Vocabulary
Greeting people.
Describing actions.
Good and bad manners.
Final task
Create a culture quiz:
Go to www.surveymonkey.com and create your quiz.
Then send your survey’s link to another pair by
email so they can take your quiz.
Write your quiz on paper. Then join another pair,
exchange quizzes and discuss the answers.
Study the unit goals with the students and clarify any
doubts. Then read the final task that students will
be doing at the end of the unit. Make sure students
understand what the task is about. You may want to
have students go to page 47 to have a look at it. Point
out that in this unit they will be learning the language
they need to carry it out.
Ask students to look at the photos and identify the
social interaction depicted. Encourage students to say
if they think the people are saying Hello, I’m sorry,
Please or Thank you.
ANSWERS
A. Please.
B. Hello.
C. Thank you.
D. I’m sorry.
E. Hello.
Students work in pairs to think of a situation for each
of the items on the list. Write on the board:
I say ‘please’ when…
I say ‘thank you’ when…
I say ‘hello’ when…
I say ‘I’m sorry’ when…
Ask students to complete the sentences with their
own ideas. To finish, call on volunteers to share the
situations they have thought of.
Linked activities
• Vocabulary, Extra Practice Book, page 17
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4
Vocabulary
Ask the students to look at the illustrations and
identify the gestures that they are portraying. Explain
any terms the students don’t know or tell them to look
up the information they need in a dictionary.
ANSWERS
a. bow
b. shake hands
c. hug
d. wave
e. smile
f. kiss
a) Tell students that they are going to practise words
to describe actions. To exemplify, speak quietly and
say, I’m speaking quietly and then raise your voice
and say, I’m speaking loudly.
Read the words aloud and have students repeat
chorally after you. In pairs, students match words with
opposite meanings. Encourage them to do the ones
they find easier first and use a dictionary if necessary.
Check answers as a class.
ANSWERS
1. c
2. e
3. f
4. b
5. a
6. d
b) Read the examples aloud. Have students write four
sentences using a verb from the box and an adverb
from Exercise 2 a).
Students write the sentences individually and then
share them with a partner. Finish the activity by asking
several students to write some of their sentences on
the board.
a) Call on a student to read the examples in the first
column aloud. Ask students to rate the examples
according to how polite or rude they think they are by
ticking the appropriate column in the chart.
b) After students discuss the examples in pairs, ask:
Do you think it’s rude to [an example from the chart]?
Do the same with several examples. Have several
students express their opinion.
Linked activities
• Workbook section, Student’s Book, page 94
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Reading
Tell students that they are going to read a newspaper
article. To get students ready for listening, ask them
to quickly look at the article to find its title, author and
the section of the newspaper it appears in.
ANSWERS
Title: Do it the local way
Author: Anton Weston
Section from the newspaper: Travel Tips for Happy Trips
Students read the article individually. Then they read
the statements and look back at the text to find the
information they need to choose their answers. To
check answers, have students provide the correct
information for false statements.
ANSWERS
1. F (In China, eating everything on your plate is not
rude. It indicates you want more food.)
2. F (In Japan, you shouldn’t clean your shoes. You
should take them off.)
3. T
4. F (In England, people never speak loudly or make a
lot of noise in public places.)
5. T
6. T
Read the example in the chart aloud and as a class
provide a sentence for the ‘My culture’ column. (In my
culture, it is OK to eat everything on your plate. It does
not indicate you want more.)
Students copy the chart. In pairs, they write four
customs from the article in the ‘Other cultures’
column. Then they write sentences about what people
do in their culture in the ‘My culture’ column.
Finish the activity by calling on volunteers to share the
examples they have discussed with the class.
To help students get ready to discuss in groups,
ask them to think of their answers to the questions
individually and make notes for each question.
Then form small groups and have students discuss
the questions. Students should come to the
conclusion that the author uses the title ‘Do it the local
way’ because he thinks that in order to communicate
effectively when visiting another country, it is
important to know (and sometimes do) what the local
people do.
Linked activities
• Fast Finishers Activities, Extra Practice Book, page V
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4
Grammar
Student’s Book pages 42 and 43
Imperative - commands and requests
Have students study the sentences in the grammar
box and ask, When do we use the imperative? (When
we want to give orders or make requests.) Write on
the board:
1. Sit down.
2. Please sit down.
Ask Which example is an order or command? (1)
Which one is a request? (2) If necessary clarify the
difference between both terms.
Then ask, How do we form the negative imperative?
(do not / don’t + base form of the verb.)
Refer students to Grammar Reference 4, Extra
practice Book, p. 14.
Before students complete the rules, point out that
they should read carefully to decide if they should use
an affirmative or negative form. Students compare
answers with a partner and check answers as a class.
ANSWERS
1. Turn
2. Don’t be
3. Say
4. Show
5. Do
6. Ask
7. Don’t forget
8. Don’t shout
a) and b) In pairs, students use the affirmative or
negative imperative to write four classroom rules. To
check answers, have students say the rules they have
thought of, make any necessary corrections and write
them on the board.
Have students vote on the six most important rules by
raising their hand each time you read a rule from the
board aloud. Keep a tally on the board.
Then get one or more students to create a poster for
the classroom with the six most voted rules.
Should / shouldn’t - advice
Have students study the examples in the grammar
box. Explain that it is used to give advice and
sometimes (as in the examples in the grammar box)
to express rules of conduct in a less direct but no
less binding way than must.
Have students do the exercise individually and check
answers as a class.
ANSWERS
1. c
2. a
3. b
Read the problems aloud and clarify any doubts.
Students write a piece of advice for each problem
in pairs. Point out that there can be more than one
possible piece of advice / solution for each problem.
POSSIBLE ANSWERS
2. You should buy one.
3. You should get a part-time job.
4. You should ask a friend to lend you something to
wear.
5. You should go out with a friend.
6. You should ask him to speak more slowly.
Adverbs of manner
Have students study the grammar box. Ask, What
is the normal position of adverbs – before or after
verbs? (After verbs.) How do we form adverbs of
manner? (adjective + -ly.)
Point out that when an adjective ends in -y, the -y
becomes -i and then we add -ly.
Ask students to give examples of adverbs that are
not formed by adding -ly to the adjectives (well, fast).
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4
Grammar
Before students do the exercise, read the adjectives in
the box aloud and have the class call out the adverbs.
Have students complete the sentences individually
and check answers as a class.
ANSWERS
1. happily
2. slowly
3. clearly
4. carefully
5. politely
6. well
Can / could - polite requests
Have students study the grammar box. Ask, What
words do we use to make polite requests? (can or
could.) Do we use can or could in short answers?
(No, we don’t.) What do we use instead? (Sure. Yes
of course. I’m sorry and a reason.) Point out that in
English-speaking cultures it is very important to say
you’re sorry and give a reason. A plain ‘no’ will sound
rude.
Remind the students that it is essential to distinguish
can from can’t by pronouncing the end consonants
correctly. Warn them that this modal verb has many
other uses (to express ability, etc.)
When asking for permission, speakers usually make
a distinction between can and may: the latter is
considered to be more polite and respectful. Explain
this if appropriate according to the level of the class.
Students do the exercise individually. To check
answers, call on a student to read the questions aloud
and another student to read the replies.
ANSWERS
1. Can I use your camera?
I’m sorry. It’s not working well.
2. Can you help me?
Yes, but please wait a minute.
3. Can you tell me the time?
Sure. It’s 10.30.
4. Can you drop me at the station?
I’m sorry. I’m not going that way.
Pronunciation
Make students aware of the differences in intonation
between English and Spanish, which is much flatter.
Using Spanish intonation to pronounce these phrases
in English can make them sound rude and impolite.
Play CD Track 20. Drill chorally and individually.
AUDIOSCRIPT CD TRACK 20
A: Excuse me. Could you tell me the time, please?
B: Yes. It’s five to ten.
Linked activities
• Workbook section, Student’s Book, pages 96 and 97
• Grammar Reference and Grammar Practice, Extra
Practice Book, pages 14, 15 and 16
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4
Listening and speaking
Student’s Book pages 44 and 45
To get students ready for listening, ask them to look at
the picture and describe what they can see. (A girl, a
kitchen, two onions, a piece of (blue) cheese, a box of
cereals, a table, some chairs, the girl is smelling her
hand, she’s cooking.)
The aim of this activity is to help students
understand main ideas. If students can decide what
the girl is thinking, they will have understood the main
idea of the listening text.
Tell students that the girl in the picture is called Rita.
Then call on a student to read the text in speech
balloon A aloud. To check comprehension, ask, Does
the cheese smell good or bad? (Bad.) What does Rita
want to do with it? (Put it in the rubbish bin.)
Do the same with the other speech balloons. You can
ask:
Speech balloon A – Is the cheese old or new? (Old.)
What does Rita want to do with it? (Ask Madame
Monsigny about it.)
Speech balloon B – Does Rita like the cheese? (No.)
Do the people in the place where Rita is like the
cheese? (Yes.) What does Rita want to do with it?
(Cook something nice.)
Play CD Track 21. Check the correct answer.
ANSWER
Speech balloon A.
Ask students to read the questions so that
they know what information to listen for. Listen again.
Play CD Track 22. Have students compare answers
with a partner and check answers as a class.
ANSWERS
1. She was staying with a French family.
2. She offered to clean the kitchen.
3. She was upset.
4. It was a delicacy / very expensive.
AUDIOSCRIPT CD TRACKS 21 AND 22
INT: Rita, tell us about what happened last summer.
RITA: Well, I was staying with a French family, called
Monsigny. One day I offered to clean the kitchen.
INT: That was nice of you. What did you have to do?
RITA: First, I washed up the dishes and then, I put the
food in the fridge. Next I saw a piece of cheese on
the kitchen table. It was blue and it smelled really
bad too. So I put it in the rubbish bin.
INT: Yuk! It sounds disgusting!
RITA: Yes, it was but Madame Monsigny wasn’t very
happy when she came home.
INT: Why not?
RITA: Because the smelly, old cheese was a present
from her mother.
INT: A present from her mother?
RITA: Yes, blue cheese is a delicacy in France and it’s
very, very expensive!
Ask students to complete the story in pairs. Point out
that their answers to the questions in Exercise 3 will
help them do this exercise. You may want to play the
track again so students can check their work. Then
call on a student to read the paragraph aloud.
ANSWERS
1. with a French family
2. clean the kitchen
3. washed (up) the dishes
4. put the food in the fridge
5. put some cheese in the rubbish bin
6. came back
7. happy
8. a delicacy / a present
9. expensive / a delicacy
a) and b) Ask pairs to think what Rita should say
and think of a reason to explain their choice. To check
answers, call on several students to express their
opinion.
ANSWER
Rita should say the text in item 3. Items 1 and 2
might sound rude.
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4
Listening and speaking
a) Tell students that they are going to listen
to two dialogues and ask them to decide which one
sounds more formal. Tell them to pay attention to the
intonation used in each dialogue. Play CD Track 23.
Explain to students that the correct reply to How do
you do? is How do you do? This expression is used
when you meet someone for the first time. The reply
for How are you doing? is different. How are you
doing? is similar to How are you? You can answer
these questions by saying Fine, thanks.
ANSWER
The first dialogue is formal. The second is informal.
b) Play CD Track 24 and ask students to
complete the dialogue. Play the track again so
students can check their answers.
ANSWERS
1. Hello
2. How
3. meet
4. Hi
5. nice
6. doing
AUDIOSCRIPT CD TRACKS 23 AND 24
A: Hello, my name’s Mr Brown. How do you do?
B: How do you do? I’m Emma Jenkins.
A: Pleased to meet you, Emma.
A: Hi, I’m Felicity.
B: Hi Felicity, I’m Paul.
A: Oh, hi Paul, nice to meet you.
B: How are you doing?
a) and b) Play CD Track 25. Have students
listen to the dialogues and pay attention to the
intonation. Then play the track again pausing after
each exchange so students can repeat. Encourage
them to imitate the pronunciation so that they sound
polite.
A: Would you like any more to eat?
B: No thanks, I’m full.
A: You’re standing on my foot.
B: Oh, I’m very sorry.
A: Could I have a sandwich, please?
B: Yes, of course.
A: Do you want anything to drink?
B: No thank you, I’m fine.
Tell students that they are going to practise replying to
comments or requests.
Arrange pairs into Students A and Students B. Each
student goes to the relevant page. Walk around the
room as students interact, helping as needed.
Linked activities
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4
Writing
Tell students that they are going to read and then
write a travel brochure. Ask them to quickly look at
the brochure on page 46 and say what they think
a brochure is. (A small book that gives information
about a hotel, a city, a country, a museum, local
beaches, etc.)
Ask students to read the brochure about Scotland.
(You may want to ask students where Scotland is.)
Tell them to read the text quickly, ignore the gaps and
try to understand main ideas. The purpose of this first
reading is to understand gist.
Then read the list of phrases and sentences aloud.
Ask students to read the text again and complete the
gaps. Have students compare answers with a partner
and check answers as a class.
ANSWERS
1. c, 2. b, 3. g, 4. a, 5. e, 6. f, 7. d
Read the list of topics aloud and ask students to
circle the topics covered by the brochure. After
checking answers, ask random students to give some
information about each of the topics. You can prompt
them by asking questions, for example:
Topic 1: Cultural events. When are there a lot of
cultural events in Scotland – in the summer or in the
winter? Where is there a popular festival? What kind of
festival is it?
ANSWERS
The topics which are mentioned are:
1. cultural events 4. food
2. weather 7. places to visit
Writing rule
Have students read the writing rules individually.
To check comprehension, ask, What does the first
paragraph tell the reader? (The place that the text is
going to give information about.) Does it give general
or specific information about the place? (General.)
What general information does the brochure in
Exercise 1 give about Scotland? (That it is a beautiful
country, it has a wonderful countryside and lovely
cities. One of these cities is Edinburgh.) What kind
of language can we use to give tips? (should or the
imperative.)
a) and b) Ask students to choose a place to write
about. Then ask them to think about the main
features (characteristics) of the place they have
chosen and complete the introduction with their own
ideas. Walk around the room helping as needed.
c) Ask students to choose the topics they are going
to write about. Encourage them to make notes about
each topic before they write the rest of the text.
As students write, ask them to use the text about
Scotland as a model. They should write a first draft,
submit it to you for correction and then write a final
draft. Encourage students to include a photo or
drawing to make their brochure attractive.
Linked activities
• Workbook section, Student’s Book, pages 98
• Fast Finishers Activities, Extra Practice Book, page V
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4
Final task
a) Clarify the different steps involved in this task: Tell
students that they are going to create a culture quiz
(a quiz about places and customs around the world).
Remind students that in this unit they learnt that
different cultures have got different customs and that
it is important to know them in order to communicate
effectively and avoid problems when visiting foreign
countries. Ask students to say customs they
remember from the article on page 41.
Tell students that before they create their own quiz,
they are going to take a quiz which they can then use
as a model. Have students take the quiz individually
and then compare answers with a partner.
b) Play CD Track 26. Students listen and
check their answers.
ANSWERS
1. a 5. b
2. c 6. a
3. c 7. b
4. c 8. a
1. In Bulgaria people move their head up and down
to say ‘no’.
2. In England you should ask questions politely. You
should say, for example, ‘Could you please tell me
the way to the station?’
3. People sometimes sit on the floor to eat in Japan.
4. It’s rude to touch someone on the head in
Thailand.
5. People bow when they meet in Japan.
6. When you are in a restaurant in England, you
should turn your mobile off or set it on vibrate.
7. It is usual for men to hug each other in Turkey.
8. You shouldn’t serve wine with food in Saudi Arabia.
c) Have students work out their score and go over the
results as a class.
There are two options for this activity.
For Option 1, students will need:
• laptops or computers
• an nternet connection in the classroom to log on to
www.surveymonkey.com
• an email account to send their qui ’s link to their
classmates
If you haven’t got all of the items listed above, choose
Option 2.
Option 1. In pairs, students write a first draft of their
quiz on paper and submit it to your for correction.
Then they log on to www.surveymonkey.com
and create their quiz online. Assign each pair of
students two classmates who they should send
their quiz to. Students send their quiz’s link to their
classmates by email and take the quiz they have
received.
Option 2. In pairs, students create a quiz on paper
and submit it to you for correction. Students write a
final draft of the quiz and then sit in groups of four
to exchange quizzes and answer them.
For either option, remind students to: a) use the
quiz in exercise 1 as a guide, b) write 8 questions
about customs or places, and c) use the language
they practised in this unit. Walk around the room as
students do their work, helping as needed.
Linked activities
• Self-assessment, Student’s Book, page 48
• Self-check, Student’s Book, page 99
• Unit check (version A), Teacher’s Resource Bank,
page 8
• Unit test (version A), Teacher’s Resource Bank,
pages 17 and 18
• Unit check and Unit test (version B) at
www.pearsonelt.com.ar/wu/tests
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8Teacher’s Resource Bank 2 - Photocopiable © Pearson
Name: Class: Date:
> Grammar and vocabulary
Complete the box.
1 Good
2
3
4 Patient
5 Slow
a
b Badly
c Carefully
d
e
Complete using words from Exercise 1.
1 Turtles walk .
2 Mothers are very with their
babies.
3 You’ve got a 10 in your exam. I’m happy
you are doing .
4 The man answered all my
questions.
5 It is to see you so happy.
Complete the rules in the classroom. Use
the words in the box in the affirmative or
negative form.
listen talk do shout answer
1 the exercises in silence.
2 to the teacher’s
explanations.
3 the teacher’s questions.
4 when the teacher is giving
instructions.
5 at your classmates in class.
It’s rude.
Put the words in order to form sentences.
1 use / could / computer / I / your / ?
2 help / you / me / this / exercise / can /
with / ?
3 we / meet / can / at 10.30 / ?
1
2
3
4
Insert the questions in Exercise 4 in the
following conversations.
a A: It’s too difficult.
B: Of course! Let me see it.
b A: I have a lesson at 8.00.
B: Sure. I’ll be at home all the morning.
c A: I need to send an email.
B: Sorry, but I have to finish my
homework.
> Reading
Read the text and choose the title that
best fits.
a You are a mirror of people
b Do good and receive good
c People mirror your attitudes
Many times we find ourselves involved in difficult
situations that might even be annoying. Reacting
angrily results in angry answers. On the other hand,
positive and polite attitudes bring about friendly
responses. People tend to mirror our behavior.
Who can refuse to do something you request with a
smile and close with a “please”? How do we respond
impolite demands? Don’t you feel better when you
say “hello” to your neighbours in the street or in
the elevator and they smile to you? Isn’t happiness
contagious when you hug your friends? Doesn’t
the same hug comfort your friend who’s facing sad
moments?
When we wish people a good day, they respond
“same to you”.We are immediately getting back
what give.
Since more often than not we receive what we give,
what about starting “the good manners chain”?
Fill in the blanks with should or shouldn’t.
According to the writer:
1 We _________ react angrily to annoying
situations.
2 We _________ hug sad friends.
3 We _________ answer impolitely.
5
6
7
Unit Check 4 A
M01_WU_TBR_02ARG_1795 (3M).indd 8 07/02/12 16:29
SAM
PLE
omplete the rules in the classroom. Use
SAM
PLE
omplete the rules in the classroom. Use
SAM
PLE
SAM
PLE
SAM
PLE
SAM
PLE
the exercises in silence.
SAM
PLE
the exercises in silence.
to the teacher’s
SAM
PLE
to the teacher’s
the teacher’s questions.
SAM
PLE
the teacher’s questions.
SAM
PLE
SAM
PLE
SAM
PLE
SAM
PLE
SAM
PLE
U
N
IT
ext and choose the title that
U
N
IT
ext and choose the title that
ou are a mirror of people
U
N
IT
ou are a mirror of people
D
U
N
IT
Do good and receive good
U
N
IT
o good and receive good
c
U
N
ITc P
U
N
ITPeople mirror your attitudes
U
N
ITeople mirror your attitudes
U
N
ITMany times we find ourselves involved in difficult
U
N
ITMany times we find ourselves involved in difficult

Name: Class: Date:
> Grammar
Choose the correct option.
1 Please, speak slow / slowly because I
don’t understand English good / well.
2 My neighbour is polite / politely. He
always smiles kind / kindly and says
“hello”.
3 Henry waited patient / patiently to get
into the theatre.
Complete the sentences with the correct
adverb.
1 Alice doesn’t work slowly, she works
.
2 The boys didn’t answer rudely, they
answered .
3 We are not speaking loudly, we are
speaking .
4 The teacher is not explaining the
exercise patiently, he is explaining it
.
Complete the rules to live with a British
family. Use the affirmative or negative
imperative of the verbs in the box.
accept arrive be help prepare
1 afraid of the pets at home.
2 with the housework.
3 late for dinner.
4 your own meals.
5 different cultures.
Your friend is going to the theatre. Give
him advice using should or shouldn’t.
1 forget to take the tickets
with you.
2 use the mobile phone inside
the theatre.
3 arrive some minutes earlier.
4 wait patiently to get into the
theatre.
5 talk during the performance.
1
2
3
4
Match the two columns.
1 Ask
2 Surf
3 Take
4 Say
5 Go
a you are sorry
b the net
c to bed early
d an aspirin
e for permission
Use phrases in Exercise 5 to give advice.
Use should or shouldn’t.
1 Andrew is very tired.
2 The student wants to go out of the
classroom.
3 The girls want to find information about
the planets.
4 You’ve got a headache.
5 I broke my mom’s favourite vase.
Put the words in order to form questions.
1 use / computer / can / your / I / ?
2 please / close / you / window / could /
the / ?
3 borrow / notes / I / your / can / ?
4 drop / you / at the station / me / could / ?
5 wait / a few minutes / can / please /
you / ?
Complete with the requests in Exercise 7.
a . It’s getting cold in here.
b . I make a phone call and
we start studying.
c . My bus leaves in 15
minutes.
d . I was absent from
school yesterday.
e . I need to send an email.
5
6
7
8
Test 4 A
M01_WU_TBR_02ARG_1795 (3M).indd 17 07/02/12 16:29
SAM
PLE
7
SAM
PLE
7
SAM
PLE
omplete the rules to live with a British
SAM
PLE
omplete the rules to live with a British
SAM
PLE
SAM
PLE
SAM
PLE
SAM
PLE
SAM
PLE
afraid of the pets at home.
SAM
PLE
afraid of the pets at home.
with the housework.
SAM
PLE
with the housework.
SAM
PLE
U
N
IT
irls want to find information about
U
N
IT
irls want to find information about
the planets.U
N
IT
the planets.
ou’ve got a headache.
U
N
IT
ou’ve got a headache.
5
U
N
IT
5 I broke my mom
U
N
IT
I broke my mom
P
U
N
ITPut the words in order to form questions.
U
N
ITut the words in order to form questions.

Name: Class: Date:
Circle the correct option.
According to the writer:
1 Parents and teachers should … .
a tell us to be polite
b be polite
2 We receive friendly responses when … .
a we are polite
b we are impolite
Read the text again and answer.
1 Why are good manners important?
2 How do we learn good manners?
3 What should we do when we plan to
visit a foreign country? Why?
> Writing
Write a travel brochure of your city.
• What is it like?
• How should we travel?
• What places should we visit?
• Where should we stay?
12
13
14
Choose the correct answer to the requests
in Exercise 8.
1 OK. But don’t take too long.
2 Yes, sure. I’m cold too.
3 I’m sorry. I’m watching a video
conference.
4 I’m sorry. I don’t have my car here.
5 Sure. But give them back to me before
Thursday. We have a test on Friday.
> Vocabulary
Fill in the blanks to find verbs.
1 W
2 S L E
3 S A K
4 W E
5 H G
Fill in the blanks with verbs from
Exercise 10.
1 In formal situations men
hands, but when they meet friends
they .
2 It is polite to when you say
“hello”.
3 Babies “goodbye” when
their mothers go to work.
4 Japanese people as a sign of
respect.
> Reading
Why should we be polite?
Good manners are important.They show how much
you care for your friends or people who surround
you. And we tend to learn them from our parents
and teachers.It is not what they say,but what they
do what we observe and imitate.
People tend to accept and receive us in a friendly
way when we are polite.On the other hand,when
we are impolite we receive a negative response from
others.
9
10
11
Good manners are just good human relations.The
saying goes:“Treat others in the way you would like
to be treated”.There’s no secret about this.
But not everybody behaves in the same way over the
world.Each culture has its own code.That is why
we must learn about the culture of a country we
plan to visit.When we know how to behave,we can
establish better relations.
Test 4 A
M01_WU_TBR_02ARG_1795 (3M).indd 18 07/02/12 16:29
SAM
PLE
13
SAM
PLE
13
SAM
PLE
SAM
PLE
SAM
PLE
SAM
PLE
when you say
SAM
PLE
when you saywhen you say
SAM
PLE
when you say
SAM
PLE
SAM
PLE
“goodbye” when
SAM
PLE
“goodbye” when“goodbye” when
SAM
PLE
“goodbye” when
SAM
PLE
SAM
PLE
U
N
IT
tell us to b
U
N
IT
tell us to b
e polite
U
N
IT
e polite
e receive friendly responses when … .
U
N
IT
e receive friendly responses when … .
a
U
N
IT
a we are polite
U
N
IT
we are polite
b
U
N
ITb we are impolite
U
N
ITwe are impolite
Read the t
U
N
ITRead the t

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