Documente Academic
Documente Profesional
Documente Cultură
Whats Up? is a four-year English course specifically written presented in boxes and crossed-referenced to the
for teenage students. The material and design is clear, Grammar Reference, where students can find a more
relevant, up-to-date and motivating. The main aim of detailed explanation. The grammar boxes encourage
Whats Up? is to help students learn English in meaningful, students to reflect on grammatical structures and work out
communicative contexts and to provide them with a clear simple rules to help them produce the new structures with
understanding of the language. accuracy. They are followed by written and oral exercises
designed to help students practise the forms in a guided
way which is personally relevant to them. After practicing
Students Book at sentence level, the target structures are frequently
The Students Book 3 contains contextualised in dialogues or short narratives. Grammar
six units based on stimulating, activities recycle vocabulary from the Reading and
varied topics. Each unit has Vocabulary section of current and previous units.
ten pages organised into the
following sections: Listening and Speaking
The Listening and Speaking section is a two-page spread
Lead-in page that provides two listening texts related to the unit theme.
This page introduces the unit The Listening section exposes students to the target
theme through colourful photos vocabulary and grammar in a natural monologue or
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and questions related to them. conversation. The colourful illustration sets the context
The aim of this section is to for the first listening. Pre-listening activities provide a
stimulate interest in the topic, chance to share prior knowledge and practise some
revise some basic vocabulary and encourage students to
share prior knowledge and experiences. The page also
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key vocabulary. Post-listening comprehension activities
encourage students to understand gist and relevant
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lists the main objectives of the unit, among which is the information. They also help them develop the required
task that students will be doing at the end of each unit. confidence and ability to understand the speech of native
It is essential that students are made aware of their final English speakers from different regions and countries.
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objective a task in which they will use English the way it
is used in the real world. The Speaking section provides a clear communication
goal that makes students aware of possible uses of the
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Reading and Vocabulary new language. The listening text provides a model for the
task that will follow. This task offers a unique opportunity
This two-page section includes a reading text linked to for pairs of students to use language in a communicative
the unit theme and the presentation and practice of key situation. There is also an A/B Pairwork activity which is
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A classroom website or blog where students work can
be published. Post a class calendar.
A classroom website or blog where students Upload games and videos.
can express their views by posting comments or
participating in online discussions.
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Post the PowerPoint presentations they use in class.
U Upload photos for students to describe.
Whichever option you choose, all tasks share the same
advantages: Post a weekly question for students to answer.
They are a goal in themselves at the beginning of Post useful tips to help students remember what was
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each unit students learn the main goal of the unit so taught in class.
they can work towards it. On a classroom website students can:
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They elicit the language taught in each unit and revise Post comments to express their views.
language from previous units. Develop critical thinking by reading their classmates
They provide an opportunity for students to use posts on given topics.
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English creatively in a meaningful context. Contact their teacher outside the classroom.
They include models that students can use as a guide. Check their homework assignments.
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They allow students to work at their own level of Find useful links where they can get practice reading
linguistic competence. authentic materials.
They consist of several steps to help students get Post blog entries to share information.
ready for their final goal and achieve it successfully.
View the information their teacher has posted.
They give students the opportunity to finish each unit
with a sense of fulfillment of having achieved a goal. Take part in online discussions.
Take polls.
Technology in the classroom Notes:
Technology has become synonymous with modern life.
1 If you set up a website where students can post
The use of computers and the Internet is an integral part
comments, make sure to talk to them about the
of our daily routine, so students will feel at ease when
importance of respecting each other and not posting
using technology in the classroom. It will increase their
comments which might cause offense to others.
motivation and engagement and thus enhance teaching
and learning. 2 When working with software such as PowerPoint, make
sure students are familiar with it. If they are not, before
We suggest creating and maintaining a classroom website
they get started on a final task, you should model the steps
(or blog) because of its many benefits for both teachers
for using it.
and students. It will improve communication, create new
opportunities to practise English and make learning more Self-assessment
fun.
The last page of each Students Book unit offers students
You can set up a free website or blog on www.kidblog.org, the opportunity to demonstrate what they have learnt and
http://sites.google.com, www.blogger.com or any other
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Call on six students to come to the board. Each in mp3 format at www.pearsonelt.com.ar/wu/workbookaudio.
student writes on the board his / her answers to one Teachers can assign these listening exercises as homework
of the tasks. Discuss the answers with the class, make for correction in the classroom as students will be able to
any necessary corrections and clarify any doubts.
Have students reflect on how much they have learnt.
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download the audio files to their computers. You will find
the audioscript and the answer key to these exercises at the
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Students who didnt do as well as expected reflect on back of this Guide (page 76).
how they can improve. Tell them to decide what they
need to revise or practise more. Ask them to flick through Extra Practice Book
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the Students Book, Workbook and Extra Practice Book
This book helps students understand, reinforce and
pages to find sections / activities that can help them
practise the grammar and vocabulary taught in each
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reinforce the areas they are weaker at. Ask them to write
Students Book unit. It presents grammar in clear charts
the relevant pages at the bottom of their self-assessment
with simple explanations and examples plus useful
sheet. Circulate and have students show you the pages
Remember! and Be careful! notes. It provides numerous
they have selected. Advise them as necessary.
practice opportunities in a wide variety of controlled
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Break Time exercises that will help students acquire the new
structures.
There are two Break Time sections, each appearing after units
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-ing.
frases nominales en expresiones que describen razones para
Uso de can / cant / could / couldnt
aprender un idioma.
para expresar habilidad.
Produccin guiada de los tems lexicales aprendidos.
Expresin libre de razones por las cuales los alumnos desean
aprender ingls.
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Fonolgicos Entonacin de preguntas abiertas.
Pronunciacin de la forma dbil can y
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(Pginas 10-11) la forma fuerte cant. (Teachers Guide,
pg. 20)
Anlisis de los usos y la estructura del presente simple.
Pronunciacin de la forma dbil could
Anlisis de los usos y la estructura del presente continuo.
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y la forma fuerte couldnt. (Teachers
Comparacin del presente simple y el presente continuo.
Guide, pg. 20)
Reconocimiento de la estructura like + -ing.
Pronunciacin de los tems lexicales
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(Pgina 15)
gramaticales aprendidos.
Tpico
(Pginas 12-13)
El alumno y el idioma ingls.
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Produccin guiada de los tems lexicales aprendidos. cerradas.
Intercambio oral para narrar experiencias propias.
Proyecto final
(Pginas 20-21)
Anlisis del uso y la estructura del pasado continuo.
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(Pgina 25)
Comparacin del uso del pasado simple y el pasado continuo.
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Tpico
Toma de conciencia del uso de ambos tiempos en forma Un hroe merecedor de un reconocimiento especial.
combinada.
Proyecto
Comparacin del uso de when y while con los tiempos
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Los alumnos elegirn una persona que realiz uno o
gramaticales aprendidos.
ms hechos heroicos para contar brevemente su historia
Deduccin de reglas gramaticales sobre forma y uso.
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pasado simple.
frases nominales en expresiones que describen experiencias.
Expresiones de tiempo que acompaan
Categorizacin de adjetivos para describir experiencias segn
el pasado simple.
su connotacin positiva o negativa.
Produccin guiada y libre de los tems lexicales aprendidos.
(Pginas 30-31)
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y formular invitaciones.
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Sistematizacin de la estructura del tiempo presente perfecto. Fonolgicos Pronunciacin de participios regulares
e irregulares.
Reconocimiento de infinitivos, verbos en pasado simple y
participios. Pronunciacin de los tems lexicales
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aprendidos.
Comparacin de los usos del pasado simple y el presente
perfecto. Entonacin de preguntas abiertas y
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cerradas.
Anlisis del uso del presente perfecto con just, ever y never.
Identificacin del uso de would like para expresar deseo y Proyecto final
formular invitaciones.
Deduccin de reglas gramaticales sobre forma y uso. Pgina 35
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Identificacin de la slaba tnica en adjetivos. Acentuacin de palabras de dos slabas.
Reconocimiento de lxico referente a problemas de salud. Pronunciacin de los tems lexicales
aprendidos.
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Produccin guiada de los tems lexicales aprendidos.
(Pginas 42-43) Entonacin de preguntas abiertas y
cerradas.
Reconocimiento del uso de have to / dont have to para
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expresar obligacin y falta de obligacin. Proyecto final
Reconocimiento del uso de must / mustnt para expresar
obligacin y prohibicin. (Pgina 47)
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Contenidos
(Pginas 44-45)
Uso de have to / dont have to.
Anticipacin y descripcin de fotografas como estrategias de
Uso de must / mustnt.
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comprensin auditiva.
Uso de should / shouldnt.
Escucha de una entrevista a una doctora e identificacin de
Uso de oraciones condicionales reales.
ideas generales e informacin especfica.
Uso de vocabulario relacionado con problemas y estados
Escucha y comprensin de un dilogo en un consultorio
de nimo.
mdico que servir de modelos a los alumnos.
Uso contextualizado de las macro habilidades.
Produccin libre de un dilogo.
Uso de las habilidades del siglo XXI.
Participacin en juego de roles.
Tareas de preparacin
(Pgina 46)
Lectura y comprensin de dos problemas planteados por
Identificacin de vocabulario para expresar estadsticas.
adolescentes.
Anlisis de la informacin contenida en un grfico de barras.
Elaboracin guiada de oraciones que proponen
Lectura y comprensin de un informe descriptivo de un
soluciones a los problemas planteados.
grfico de barras.
Redaccin grupal de un prrafo que plantea un problema
Respuesta a preguntas sobre la informacin proporcionada
imaginario de un adolescente.
por un grfico como tarea de preparacin para la escritura.
Redaccin guiada de un informe que describe un grfico de Resultado esperado
barras. Opcin 1: Publicacin de un post en la pgina web
www.wallwisher.com o en el sitio web de la clase.
(Pgina 48)
Opcin 2: Redaccin final del prrafo.
Autoevaluacin guiada.
Repercusin pblica
Opcin 1: Lectura del post y elaboracin de propuestas
para solucionar el problema planteado.
Opcin 2: Intercambio oral en grupos. Los alumnos leen el
prrafo que plantea el problema y proponen soluciones.
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importantes en la vida personal y en el mundo.
Pronunciacin de los tems lexicales
Produccin guiada de los tems lexicales aprendidos. aprendidos.
(Pginas 52-53)
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Entonacin de preguntas abiertas y
Reconocimiento del uso de will para efectuar predicciones. cerradas.
Reconocimiento del uso de might para expresar posibilidad en
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el futuro.
Proyecto final
Reconocimiento del uso de going to para expresar planes y (Pgina 57)
predicciones en base a hechos concretos.
Tpico
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Reconocimiento de oraciones condicionales del primer tipo.
Un juego para pronosticar el futuro.
Expresin de opiniones personales acerca del futuro.
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Descripcin de ilustraciones como estrategia de comprensin Uso de will, might y going to.
auditiva. Uso de oraciones condicionales del primer tipo.
Uso de vocabulario referente a eventos importantes en la
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Identificacin de la concordancia entre verbos y sustantivos Fonolgicos Patrones de entonacin en preguntas
o frases nominales en expresiones que describen acciones que expresan pedidos.
solidarias. Pronunciacin de los tems lexicales
Produccin guiada de los tems lexicales aprendidos.
Discusin oral sobre experiencias personales y modos de
N aprendidos.
Entonacin de preguntas abiertas y
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ayuda solidaria. cerradas.
(Pginas 62-63) Proyecto final
Anlisis del uso del presente perfecto con for y since.
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Reconocimiento de preguntas abiertas con How long? (Pgina 67)
Comparacin del pasado simple y el presente perfecto. Tpico
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Should / shouldnt. E. Theyre in a hospital. Theyre waiting to see the
Zero conditional. doctor.
Vocabulary
Feelings.
Common health problems. 2 N
Ask students to say if they think the teens in the photo
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Pronunciation are happy or unhappy and explain why.
Word stress.
POSSIBLE ANSWERS
Final task
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Describe problems and suggest solutions: The teens in picture A are happy because theyre
Post the problem on a Wallwisher wall or a having fun.
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classroom website. Then read some of the problems The girl in picture B is unhappy because shes doing
on the website and post possible solutions. a difficult task.
The girl in picture C is unhappy because shes angry
Write the problem on a slip of paper. Exchange
about something.
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Linked activities
Vocabulary, Extra Practice Book, page 17
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exams 7. No. If parents dont tell their children to do their
too much to do work, they dont always do it.
little free time
little money
arguments with parents
5 N
Ask students to find the words in the text and circle
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friendship problems them. Then ask them to read the sentence in which
Note: Do not clean the board. Students will be using they are used to match them to their meaning. Check
this list after doing Exercise 6. answers as a class.
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ANSWERS
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a, c, e, f
class to find out if most students think that starting
the school day later can help them get better grades,
and call on several students to say if they think they
are responsible and give their opinion of the ideal
situation in a teenager-parent relationship.
To finish, draw students attention to the causes of
stress in the yellow box. Briefly discuss if they agree
with the information. Ask them to compare the list in
the article with the list you wrote on the board. (See
the Note in Exercise 2.)
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words have only one syllable. The difference lies in
A. a cough
that some English words, for example worked, look
B. a cold
fairly long when written but have just one syllable
C. a toothache
when said.
Also point out that some English words have two
ND. a sprained ankle
E. a headache
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syllables. Many two-syllable words are stressed F. a sore throat
on the first syllable, but some are stressed on G. a temperature
the second. Give two examples: teacher has two H. a rash
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syllables and the first syllable is stressed; collect has
two syllables and the second syllable is stressed.
Linked activities
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Stressed
Relaxed
ANSWERS
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4. mustnt 8. mustnt
students to orally restate the second sentence in
each item on the board using have to. (1. I have to
study, 2. We have to hurry, 3. He has to clean it.)
Remind students of the use of has after he, she and
it. Do not clean the board.
3
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Ask students to read the dialogues for meaning before
choosing their answers. To check answers, call on two
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pairs to read the dialogues aloud.
Draw students attention to the third example. Point
out that dont have to expresses that something is ANSWERS
not necessary. Add to the examples already on the
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2. dont have to 5. doesnt have to
board: 3. must 6. mustnt
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isnt dirty. He ___. can also write their own ideas about healthy living.
Have students compare the sentences and elicit the POSSIBLE ANSWERS
actions that are not necessary in each case. (1. I
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Refer students to Grammar Reference 4, Extra Read the example aloud and ask students to
Practice Book, p. 14. provide the negative sentence and the question. (We
shouldnt go. Should we go?)
Refer students to Grammar Reference 4, Extra
Practice Book, p. 14.
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5. When the if clause comes first.
items.
Zero conditional 8
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Have students do the exercise individually. Check
answers as a class.
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Have students study the grammar box. Point out
that zero conditional sentences are used to express ANSWERS
truths what normally happens when something
else happens. 2. If teenagers are responsible, parents dont have to
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tell them what to do.
Ask students to identify the two clauses in each 3. If students dont study, they dont learn.
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example and the tense used in each clause (Present 4. Teenagers work hard if their teacher motivates
simple). Emphasise that the Present simple is used them.
in both clauses of zero conditional sentences. 5. If we have problems with our friends, we dont
Remind students that the condition can come at the concentrate on our work.
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beginning or at the end of the sentence. A comma is 6. She listens to music if she wants to relax.
used if the condition comes first in the sentence.
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DOCTOR: Thats a very interesting question. Normally
a, c our body attacks dangerous things, like
infection, but if we have an allergy, our body
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around us. And at the same time we kill his new wife. What should I do?
our resistance. B: Well, you should understand that it is your fathers
INTERVIEWER: So in poorer countries people have fewer life and try to have your own life.
DOCTOR:
allergies?
Right. People in poorer countries and
N3. A: I dont get on with my teacher. I think he / she
hates me. What should I do?
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children on farms dont have so many B: You should talk to your teacher and also be good
allergies. in class.
INTERVIEWER: So the answer is if you dont wash too 4. A: Ive got a horrible rash on my arms. What should I
much, you have fewer allergies?
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do?
DOCTOR: Yes, thats right. We have to be clean, but B: You shouldnt scratch it and you should go to the
we mustnt too fussy about it! doctors.
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INTERVIEWER: My teenage son will be happy to hear that. 5. A: Im always arguing with my parents. What should I do?
Thank you Doctor Lewis. B: Well, you should talk to them and tell them
DOCTOR: Thank you. that you are growing up and you need more
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independence.
Second round
4 a) Have students answer the questions individually in 1. B: My boy friend / girlfriend has left me. What should
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their notebook.
I do?
A: Well, I think you should forget him / her and find
b) To get students to share their own experiences, new friends.
form pairs and ask students to take turns asking and
2. B: I never have enough time to do everything. What
answering the questions. To finish, call on volunteers
should I do?
to share their experiences with the class.
A: You shouldnt do so many things and you should
get organised.
3. B: I cant see the blackboard. I think I need glasses.
5 Tell students that they are going to listen to a
What should I do?
conversation between a patient and a doctor.
A: Well, you should go to the optician.
Play CD Track 22 and ask students to listen for the 4. B: I want to go on holiday but I havent got any
problem the patient has and what the doctor says the money. What should I do?
patient should do. (The patient has a sore throat and A: You should visit your grandparents and all your
a cough. The doctor tells the patient to go to bed, take cousins.
an aspirin and drink lots of liquid.) 5. B: I want to lose weight but I love chocolate. What
should I do?
Ask students to practise the dialogue in pairs to
A: Well, you shouldnt eat too much chocolate but
memorise it. Then ask one pair to role-play the
you can have a small portion.
dialogue for the class.
Linked activities
Workbook section, Students Book, page 97
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the previous exercise as a model. Circulate among
ANSWERS students and help them as necessary. Then ask some
students to read out their text.
2. f, 3. e, 4. a, 5. b, 6. c, 7. g
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POSSIBLE ANSWER
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2 Read the questions aloud. Ask students to look at We asked 20 teenagers six questions about their
the graph and make sure that they understand the health. These are the results: More than three
information represented on each axis. Students can quarters feel stressed. More than 50% have a healthy
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answer the questions individually or in pairs. Remind diet. All of them feel tired when they get up in the
students that they should use the phrases from the morning. Less than half often get a cold or a cough.
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To finish the activity, call on students to read out their
pieces of advice for Bonnie and Ralph. Write some of
them on the board as students say them.
3 N
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Form groups. Ask students to use the paragraphs
about Bonnie and Ralph as a guide to write their own
message. Students submit their paragraph to you for
correction so that they can write an edited copy of
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1 Complete with the correct form of the
5 Read and choose the best title.
verbs in brackets.
1 Adolescents at school
1 If you (eat) well, you 2 Adolescents health
(be) healthy.
3 Adolescents and parents
2 If you (not / study), you
(not / learn). According to a publication of the U.S. Department
of Health and Human Services from 2009, when
3 You (fall) asleep if you
children grow up into adolescence, they develop
(be) tired.
certain patterns of behaviour and make choices that
4 Students (enjoy) their can influence their health. Risks are associated with
lessons if they (solve) car or motorbike crashes, street fights, unprotected
challenging problems. sex and alcohol or drug abuse.
5 If the teacher (plan) On the other hand, some teenagers try to have a
good lessons, students healthy life, practise sports and avoid using tobacco
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(participate) enthusiastically. and any addictive substances.
The choices teenagers make are influenced by peers,
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2 Match the halves. family, school and society. This is the main reason
1 You are unhappy a you want to why parents must maintain a good communication
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about something shout. with their children and with their school.
2 You are calm b if you are Government policies should promote healthy
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3 If you are angry upset. behaviour through education programmes and advice
in the media. One of these programmes is called School
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3 Choose the correct option.
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4 Complete with should or shouldnt. 2 Many / a few / none of the adolescents
might run risks because of their choices.
1 Peter has a sore throat. He
shout. 3 Adolescents should / must practise
sports to have a healthy life.
2 Students bully their peers.
4 Parents must /dont have to share time
3 You be worried, everything with their children.
will be all right.
5 Government policies must / dont have to
4 We phone Maggy. Ive heard develop education programmes.
shes ill.
> Grammar
3 Match the problems (1-5) with the pieces
of advice (a-e). Use should or shouldnt.
1 Write sentences using the zero
1 Fred is tired. a see a dentist.
conditional.
2 Maggy has red b go on
1 if / we not sleep well / we have a eyes. working.
headache
3 The children are c visit the
hungry. optician.
2 babies cry / if / they be hungry 4 You are too d relax.
nervous. e skip
5 Ive got a breakfast.
3 if / you not study / you not learn toothache.
1
4 teenagers work hard / if / lessons be 2
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interesting
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3
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5 if / we do gym / we get tired
4
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5
PL
2 Complete with must, mustnt or dont have
to.
> Vocabulary
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3
corridors and we stay in the 1 When things go wrong, I feel
classroom during lessons. We 4 d .
to sweep the floor, but we 5 2 When I cant relax, I am s .
keep the classroom clean. We 6
3 When I dont sleep 8 hours, I feel
throw papers on the floor. We 7 t .
say good morning to teachers and we
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4 When I work at night, I feel s
talk when they are teaching.
in the morning.
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We be our teachers friends,
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5 When my mum is ill, I am w .
but we respect them.
5 Fill in the blanks with words from the box. > Writing
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doctor: Lets see Oh, youve got a
6 . You
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must 7 an
aspirin every 4 hours and stay
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8 .
> Reading
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PL
6 Read the text and complete the sentences.
Volcanoes and health problems
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lottery, but they have just
3.more actively 4.the earliest
won an important prize. 1 1.will / will 3.will
3.Have you ever eaten crocodile? 2.wont / will N 5 1.F 2.F 3.F
I have never eaten crocodile,
but Ive just eaten seafood. 2 1.is going to be 6 1.For over 10 years.
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4.Have we ever driven a bus? 2.are you doing / ll go 2.When their families are
We have never driven a bus, 3.is going to drink ready to receive them back
but we have just driven a van. 4.ll win or when they are legally
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3.study 4.is
jumping. 5.doesnt speak
4 1.What time is she going to
4.She hasnt returned to
arrive?
Crdoba. 2 1.are you doing 2.m looking
2.What will they finish next
3.is sitting 4.Is he reading
3 1.Have / ever met / met / came month?
5.s chatting 6.are playing
2.Has / ever been / went / was 3.Who might he help?
3.Have / ever given / gave 4.Where are you/we going to 3 1.What time does your sister
travel? usually start her day?
4 1.Sandras father. 5.What will you do after 2015? 2.Who is cooking at home
2.All over the world. now?
3.He has climbed mountains, 5 1.study / will pass
2.will have / lives 3.How many people speak
dived, and ridden a horse. English around the world?
3.will travel / go
4.To study Medicine. 4.What are you doing this
4.dont work / wont finish
5 1.Sandras father. 5.gets / wont live afternoon?
2.Jeremys life. 5.Where does Anna like to
6 Dont take superstitions skate?
3.Argentines.
seriously
4.Jeremys life is not boring. 4 Students own answer.
7 1.Because they are seen as the
5 1.like / love / hate / dont mind
Unit Check 4 A image of bad luck.
2.In Egypt. travelling
1 1.eat / are 3.He will come back home 2.like / love / hate / dont mind
2.dont study / dont learn safely from the seas. watching
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under a quarter suffer from 2 1.How long have you lived
9 Students own answer. eating disorders. A few of them here?
smoke and none takes drugs.
N 2.How long has she had this
car?
Test 4 A 3.How long have you known
Test 5 A
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1 1.If we dont sleep well, we Peter?
have a headache. 1 Students own answer. 4.How long have you had this
2.Babies cry if they are hungry. jacket?
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4.Teenagers work hard if 2.wont pass 5.will come 3 Past simple: last Monday, in
lessons are interesting. 3.will be 2001, yesterday
5.If we do gym, we get tired. Present perfect: since 10 am, for
4 1.might not 4.might not
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3.must 8.mustnt
5 1.going to buy 2.started / have worked
4.dont have to 9.dont have to
2.not going to make 3.met / have known
5.must 10.must
3.going to sing 4.lent / have had
3 1.Fred is tired. He shouldnt go 4.going to have 5.decided / have planned
on working. 5.going to rain
2.Maggy has red eyes. She 5 1.harder / the fastest
should see a dentist. 6 1.If we dont take a map, we 2.more carefully
3.The children are hungry. They will get lost in the city. 3.earlier
shouldnt skip breakfast. 2.If she wins the lottery, she 6 1. e 2. b 3. c 4. a 5. d
4.You are too nervous. You will buy a house with a
should relax. garden. 7 1. organise 4. do
5.Ive got a toothache. I should 3.If I study hard, I will pass all 2. raise 5. sponsor
see a dentist. my exams. 3. collected
4.If they dont have enough
4 1.depressed / down money, they wont go to the 8 1. Can you 5. Sorry
2.stressed theatre and they will have to 2. of course 6. help you
3.tired stay at home. 3. do for you 7. thats great
4.sleepy 5.If he moves to the country, 4. lend me
5.worried he will buy a new house. 9 1. b 2. b 3. c
5 1.How can I help 7 1.numerologist 4.have
2.feel very well. 10 Students own answer.
2.have 5.live
3.What the matter 3.get 6.be